The document summarizes the results of a needs assessment conducted with student veterans at Indiana University Purdue University Indianapolis (IUPUI) to understand how to better serve their needs. Focus groups were held with student veterans to discuss their experiences. Key findings included students being very satisfied with IUPUI's Office for Veteran & Military Personnel but somewhat dissatisfied with the consideration of military transfer credits, credits provided for military duties during deployments, faculty awareness of veteran issues, and policies regarding deployments and benefits. The needs assessment aimed to identify ways to improve support for student veterans.
This document provides background information on a study exploring the experiences of Sierra Leonean students studying in London universities. It includes a brief history of Sierra Leone, its education system, and statistics on international students in the UK. The aims of the study are to understand how students' personal lives allow them to experience public life in Sierra Leone, the UK, and university. The methodology will involve life histories, diaries, interviews, and a focus group to understand students' educational paths and the meanings they attach to their experiences. Potential themes that may emerge include adaptations, transitions, concepts of teaching, war trauma, social and cultural capital, and turning points. Ethical considerations for conducting insider research are also discussed.
Transition from College to Employment: Lived Employment Experiences and Perce...Dr. Brenda C Williams
This document summarizes a research study on the transition from college to employment for students with physical disabilities. It finds that students with disabilities have disproportionately high unemployment rates after graduation compared to the general population. The study aims to understand the lived experiences and perceptions of seniors and recent graduates with physical disabilities regarding how their disability influences their ability to obtain jobs. It also examines their perceptions of career services and preparation for the employment process. The methodology is a phenomenological study using interviews to understand participants' experiences and identify themes regarding barriers to employment for college students with physical disabilities.
This document is a master's thesis that examines equity and justice for Tribal/Indigenous students at Portland State University. It discusses challenges faced by Native American students, such as lower graduation rates. It also describes a survey developed with an Indigenous studies professor to understand the needs of the local Native community and their perceptions of campus racial climate, support services, and diversity. The thesis aims to help promote self-determination and create lasting positive change for Native students through analyzing survey results and recommending policy improvements that respect tribal sovereignty and Indigenous values.
Wilson jones, linda graduate females focus v6 n1 2011William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Este documento presenta un resumen de los resultados de las pruebas de intereses profesionales y aptitudes aplicadas a estudiantes de 11 grado de un colegio. El informe consolida los datos sobre los intereses profesionales de los estudiantes, mostrando que sus principales intereses son en las áreas de ciencias económicas, áreas artísticas y ciencias de la salud. También presenta datos sobre las aptitudes académicas de los estudiantes.
El Centro de Relación con Exalumnos de la Universidad de Monterrey busca mantener una relación cercana con los exalumnos para fomentar el crecimiento y bienestar mutuo. Ofrece varios beneficios a los exalumnos como bolsa de trabajo en línea, reuniones de generación, eventos y publicaciones. También proporciona información sobre cómo mantenerse actualizado y participar en la comunidad de exalumnos.
La Historia puede ser contada de manera consciente y explícita, pero su relato también puede revestir rasgos más sutiles, sobre todo cuando éste aparece implícito en otros relatos. Hace mucho tiempo que me di cuenta de que mis manuales de literatura clásica, publicados entre los años finales de siglo XVIII y los primeros decenios del XX, contaban un doble historia: aquella que propiamente nos relatan, es decir, la de las literaturas clásicas, y otra historia que tiene más que ver con las circunstancias de su composición.
This document provides background information on a study exploring the experiences of Sierra Leonean students studying in London universities. It includes a brief history of Sierra Leone, its education system, and statistics on international students in the UK. The aims of the study are to understand how students' personal lives allow them to experience public life in Sierra Leone, the UK, and university. The methodology will involve life histories, diaries, interviews, and a focus group to understand students' educational paths and the meanings they attach to their experiences. Potential themes that may emerge include adaptations, transitions, concepts of teaching, war trauma, social and cultural capital, and turning points. Ethical considerations for conducting insider research are also discussed.
Transition from College to Employment: Lived Employment Experiences and Perce...Dr. Brenda C Williams
This document summarizes a research study on the transition from college to employment for students with physical disabilities. It finds that students with disabilities have disproportionately high unemployment rates after graduation compared to the general population. The study aims to understand the lived experiences and perceptions of seniors and recent graduates with physical disabilities regarding how their disability influences their ability to obtain jobs. It also examines their perceptions of career services and preparation for the employment process. The methodology is a phenomenological study using interviews to understand participants' experiences and identify themes regarding barriers to employment for college students with physical disabilities.
This document is a master's thesis that examines equity and justice for Tribal/Indigenous students at Portland State University. It discusses challenges faced by Native American students, such as lower graduation rates. It also describes a survey developed with an Indigenous studies professor to understand the needs of the local Native community and their perceptions of campus racial climate, support services, and diversity. The thesis aims to help promote self-determination and create lasting positive change for Native students through analyzing survey results and recommending policy improvements that respect tribal sovereignty and Indigenous values.
Wilson jones, linda graduate females focus v6 n1 2011William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Este documento presenta un resumen de los resultados de las pruebas de intereses profesionales y aptitudes aplicadas a estudiantes de 11 grado de un colegio. El informe consolida los datos sobre los intereses profesionales de los estudiantes, mostrando que sus principales intereses son en las áreas de ciencias económicas, áreas artísticas y ciencias de la salud. También presenta datos sobre las aptitudes académicas de los estudiantes.
El Centro de Relación con Exalumnos de la Universidad de Monterrey busca mantener una relación cercana con los exalumnos para fomentar el crecimiento y bienestar mutuo. Ofrece varios beneficios a los exalumnos como bolsa de trabajo en línea, reuniones de generación, eventos y publicaciones. También proporciona información sobre cómo mantenerse actualizado y participar en la comunidad de exalumnos.
La Historia puede ser contada de manera consciente y explícita, pero su relato también puede revestir rasgos más sutiles, sobre todo cuando éste aparece implícito en otros relatos. Hace mucho tiempo que me di cuenta de que mis manuales de literatura clásica, publicados entre los años finales de siglo XVIII y los primeros decenios del XX, contaban un doble historia: aquella que propiamente nos relatan, es decir, la de las literaturas clásicas, y otra historia que tiene más que ver con las circunstancias de su composición.
Assignment 3:
The Foundation
Dr. Margie Vance, Ed.D., MBA
Strayer University
Research Instrument or
Questionnaire Survey
KwikSurveys (www.kwiksurveys.c
om)
Murvey (www.murvey.com)
Qualtrics (www.qualtrics.com)
QuestionPro (www.questionpro.
com)
SurveyMonkey
(www.surveymonkey.com)
Zoho Survey
(www.zoho.com/survey)
Zoomerang (www.zoomerang.c
om)
• Develop a Survey with 10
multiple choice questions.
• Include 3 to 4
demographic questions
such as gender, age,
marital status, ethnicity,
income, education, etc.
• Five to six questions should
be related to your topic
and research question
http://www.kwiksurveys.com/
http://www.murvey.com/
http://www.qualtrics.com/
http://www.questionpro.com/
http://www.surveymonkey.com/
http://www.zoho.com/survey
http://www.zoomerang.com/
The Scaffolding Process
Introduction Section – cut and paste from Assignment 2
Purpose of the Research – New Section
Problem Statement – New Section
Literature Review Section – cut and paste from Assignment 2
Research Question – New Section
Gaps in the Literature Section – cut and paste from Assignment 2
Theory or Conceptual Framework – New Section
Introduction Section
Cut and paste from
Assignment 2
If you did not previously
prepare an Introduction
Section then complete
one.
New Section
Purpose of Research
What is the purpose of YOUR research?
Start by thinking about why you selected the topic in the
first place.
Use real-life experiences, situations, or scenarios to give
the reader a better understanding of the purpose of your
research.
New Section
Problem Statement
What is the Problem Statement as it relates to your
topic?
Meaning, what is the “issue that currently exists which
needs to be addressed as it relates to your research
topic?”
The problem statement is the “main focus point” of
your research efforts.
Literature Review Section
Cut and paste the 7 to
10 peer-reviewed
article summaries from
Assignment 2
Make sure the number
of sources listed in the
essay also match the
sources listed in the
Reference list
Use APA format when
citing and listing the
sources.
New Section
Research Question
What is your Research Question as it relates to your
own research topic?
This is the question that will drive your entire research
efforts.
This is the question you hope to have answered as
you learn more from reading the peer-reviewed
articles and learn from the scholars or the authors.
Gaps in the Literature Section
Cut and paste the gaps
in the literature from
Assignment 2
Make sure to include
the sources when citing
the author’s own words
as they say, “further
research is needed” or
“there is not sufficient
data on this topic.”
New Section
Theory or Conceptual
Framerwork
Upon reading the peer-reviewed articles, did you see
the key concept or Theory the authors used?
Select ONE that b ...
Running head Running head ASSIGNMENT 2 THE LITERATURE REVIEW1.docxjeanettehully
Running head: Running head: ASSIGNMENT 2: THE LITERATURE REVIEW 1
Running head: ASSIGNMENT 2: THE LITERATURE REVIEW 14
Assignment 2: The Literature Review
Jane Doe
EDU 508: Educational Research Methods
Dr. Margie Vance, Ed.D., MBA
Strayer University
November 3, 2019
Introduction
Members of the United States military have dedicated their lives to ensure that all enjoy the freedom and protections provided within the Constitution. These men and women place their lives on the line in war, police actions, and other conflicts and ask for little in return. Many recruits join military service for one specific benefit; Education. The GI Bill, the Montgomery GI Bill, and the Post 9/11 GI Bill are some legislations designed to aid former and current service members in expanding knowledge and achieving educational goals. Initially, these laws were created to help integrate soldiers into resuming civilian lifestyles. Many soldiers had returned from war and needed to be educated to recommence life in the nation's workforce. Concerns regarding how military personnel could obtain the required education prompted the enactment of the various GI programs to help pay college tuition. Enrollment in public, private, and non-profit learning institutions soared as former and current military personnel began seeking to further their educations and become qualified for jobs outside of the military.
Unfortunately, many veterans that began receiving their degrees were unsuccessful in finishing college class requirements. According to a Majority Committee Staff Report provided to the United States Senate in 2014, 66 percent of veteran students using the GI Bill for higher education degrees withdrew from college institutions before completing their degree programs (Health, Education, Labor, and Pensions Committee, 2014, p. ii). Education was being funded almost entirely by the GI bills earned during military service. So why are graduation rates not matching enrollments? This research seeks to explore the barriers that are preventing veterans from obtaining a college degree.
Common Themes
In much of the literature, a mutual theme relating to transition difficulties has emerged. "In order to prepare recruits for their military experience, the basic training process serves to replace the civilian identity with the military identity; this includes shifting the focus away from the individual self to the mission and members of the military unit" (Albright, Fletcher, Pelts, & Taliaferro, 2017, p. 66). Military mentality means that individual identity no longer exists. Basic training can last several weeks to several months. The good of the unit and the collective becomes a personal priority. When leaving military vocations, soldiers are only given minimal instructions intended to acclimate them back into a civilian mindset. "In all branches of the US military, exit counseling and re-entry training is brief and lacks comprehensive support both in time a ...
The document discusses the need for veteran-specific orientations at universities to aid in the transition of student veterans from military to academic life. It notes student veterans face greater challenges than traditional students due to their different experiences and needs. Research shows student veterans have much higher dropout rates than non-veteran students. The document recommends universities implement orientations for student veterans that address the specific issues they face during transition based on Schlossberg's transition model, including establishing social and academic supports. It provides examples of components such as pairing veterans with mentors and activities to forge bonds that could help lower stress and aid a successful transition to student life.
This document provides an overview of services for student veterans at SUNY Buffalo State. It discusses the growing population of student veterans on college campuses and their unique needs. Research shows student veterans face more complex health and adjustment issues after service than civilian students. The document outlines best practices for supporting student veterans, including having a dedicated veterans services office and lounge space. It also reviews the history of GI Bill benefits and their impact on higher education. Current practices at SUNY Buffalo State are examined, along with recommendations to better serve student veterans.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Black female collegiate alumni athletes and the advisor influencChantellPantoja184
Black female collegiate alumni athletes and the advisor influence on exploring life & vocational goals.
CONFIDENTIAL
GCU – For Internal Use Only
Get this down to 15 words.
1
Literature Review: Background to the Problem
African American athletes have played sports on a personal and collegiate level for quite some time. The history of the African American Athlete dates back to the Morrill Act of 1890, beginning to establish what is now 107 Historically Black Colleges and Universities in the country (Bracey, 2017). In many states, there would have been no higher education institutions if this act had not been in existence. Morrill Act of 1890, the actions of religious institutions, and the African Americans continued to gain an education despite the obstacles. However, according to Bracey (2017), institutions do not show a continued commitment to educating African-American students, although they are eager to recruit black student-athletes for their various sports programs without much regard to the education received by those same athletes.
African American student-athletes have a long-standing history of growing up in lower socio-economic communities. Many factors contribute to black students' college retention rates, including student's personalities, personal and family circumstances, financial issues, background events, social aspects, and institutional influences associated with the university system (Ezeala-Harrison, 2014). While most institutions view student-athletes as a means to sustain the university, institutions sometimes forget that the athlete is a student. The structure of intercollegiate athletics in the United States (U.S.) has evolved from informal student-led activities during the late 19th century to a multi-billion-dollar sports entity in the early 21st century (Cooper, Nwadike, & Macaulay, 2017). The importance is that student-athletes develop the competencies and skills needed to get a job after graduation. That is a responsibility that college athletic departments are trying to achieve through student-athlete support services (Turick et al., 2019). According to Turick et al., 2019, exposure to career services during a student-athlete's early years in college is crucial. Before students enter their professional role their life and vocational goals may need evaluation.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
**Added more references to align my study
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in th ...
Military veterans often pursue higher education using GI Bill benefits. This document examines how colleges recognize military training and experience. It finds that while many colleges award credit for military experience, policies are inconsistent. In 2010, staff were more likely than administrators to say credit would be given, showing a disconnect. By 2012, more administrators understood the policies. Following American Council on Education guidelines for transferring military credit was reported by over half of staff and administrators in 2010, but fewer staff reported doing so in 2012. Membership in Servicemembers Opportunity Colleges, which helps veterans access education, was also inconsistently understood and reported increasing from 2010 to 2012.
This document summarizes research conducted to understand the experiences of student veterans at UNC-Chapel Hill and develop a campaign to increase interaction between student veterans and traditional students. Key findings include: student veterans face stigma around assumptions of PTSD and difficulty relating to traditional students due to age differences; the Carolina Veterans Organization provides community for student veterans but lacks broader outreach; and facilitating casual social interactions through shared interests can help disrupt stereotypes of student veterans as primarily defined by their military service. The developed "Student First" campaign highlighted student veterans' identities as students foremost through hosting popular social events.
The document discusses a study conducted on the needs of social work services for students at New Mexico State University (NMSU). A survey of 30 students found that the most important needs were financial assistance and support systems. Over half of respondents had no knowledge of social work services available at NMSU. When informed of these services, which are free and confidential, nearly 90% saw them as important. This suggests social work services need better outreach to students. The study was preliminary with a small sample size, so more research is needed.
This document summarizes the Bateman Competition Team from UNC-Chapel Hill for the 2016 year. The team focused their campaign on increasing inclusion of student veterans at UNC by facilitating interactions between student veterans and traditional students. Through research like interviews and attending student veteran organization meetings, the team found that the main issues were lack of awareness and assumptions about student veterans. The team created a "Student First" campaign to highlight that student veterans are foremost students, with interests like other students. They held events like "Pets with Vets" and a tailgate to bring students together and disrupt stereotypes. The campaign helped raise funds for the student veteran group and exceeded its interaction goals.
Comm 491 oscar grant research paper submissionEric Backus
This document summarizes a study on the impacts of instructor immediacy on student-veterans' affective and cognitive learning outcomes. A questionnaire was administered to student-veterans rating instructor immediacy behaviors in courses they enjoyed and courses they did not enjoy. Student-veterans reported higher levels of verbal and nonverbal immediacy behaviors and higher affective learning outcomes in enjoyed courses, and lower levels of immediacy and outcomes in non-enjoyed courses. Instructor immediacy did not significantly correlate with cognitive learning outcomes. The study found that instructor immediacy positively impacts student-veterans' emotions and satisfaction with learning, but does not significantly affect their knowledge gain or grades.
The Duty Always campaign was launched by the University of Nebraska-Lincoln's Bateman team in partnership with the UNL Student Veterans Organization to advance the mission of Student Veterans of America. The campaign focused on educating influencers and building long-term relationships rather than short-term publicity. Key activities included an educational panel with government leaders, a campus inclusion event with a homeless veteran sock drive, and relationship building with student leaders and the faculty senate. The campaign's theme was "Duty Always" to showcase student veterans' commitment to continued service through their roles as students and community members.
This document discusses a peer mentor program called "For Veterans By Veterans" (4VBV) designed to support veteran students transitioning to university. It begins with an introduction identifying veteran students as a unique population that would benefit from peer mentor support. A literature review then examines theories of transition, experiential learning, and challenge/support that provide a framework for understanding veteran student experiences. The purpose of 4VBV is then described as assisting veterans with developmental reintegration through peer mentoring, with a proposed implementation, evaluation, and recommendations for improvement of the program.
This document outlines a peer mentor program called "For Veterans By Veterans" (4VBV) designed to support veteran students attending university. The program includes several components: 1) one-on-one mentorship between veteran students and peer mentors, 2) workshops on topics like benefits and mental health, 3) group discussions applying military experience to academics, and 4) monthly social lunches. The program aims to ease veterans' transition to student life using theories on challenge, support, experiential learning, and transition. An evaluation will assess if the program achieved its goals of creating community and supporting veterans through college.
The document discusses bridging the gap between high school ROTC students and college student veterans by educating ROTC students about the Student Veterans of America organization. It conducted research that found ROTC advisors and recruiters lacked information about SVA benefits and many student veterans felt unprepared when entering college. The campaign aimed to increase awareness of SVA among ROTC students by 15% through workshops connecting them with members of the Delaware State University SVA chapter, called DSU Forces. The workshops empowered students to build long-term college plans and over a third sought additional SVA information. Focus groups and surveys provided data to design an effective outreach campaign.
This document provides a summary of research and planning for a public relations campaign to increase awareness of resources for student veterans at Central Washington University. Key points include:
- Research included surveys of 232 people and focus groups to understand perceptions and needs. This informed the objectives, strategies, and tactics.
- The goal is to increase awareness of resources for student veterans at CWU by 10% through a week-long campaign with events targeting different audiences.
- Partnerships were formed with the CWU Veteran Center, Center for Leadership and Civic Engagement, and John Ford Clymer Museum to increase credibility and resources.
- Target audiences include CWU student veterans, traditional students, and the local community.
Student Veterans of America: A Review of Veteran Achievement in Higher EducationDana Jarvis
At the Community College of Allegheny County (CCAC) Veteran Services, we strive to engage the lastest research to empower our student veterans...
"Accurate data on the postsecondary academic outcomes of today’s generation of student veterans have been difficult to find. Inconsistent methods of collecting such information has led to confusion about the completion rates of student veterans in higher education, and without
strong, empirical data, the uncertainty will persist.
The Million Records Project was envisioned, planned, and implemented by Student Veterans of America to address these gaps in knowledge and, with additional research,
ultimately determine best practices and policies that promote student veteran success. The result of a public-private partnership among Student Veterans of America, the National Student Clearinghouse, and the U.S. Department of Veterans Affairs, the Million Records Project
explores the postsecondary academic outcomes of nearly 1 million student veterans who initially used Montgomery and Post-9/11 GI Bill benefits between 2002 and 2010. The outcomes explored in the first phase of the project include student veteran postsecondary completion rates,
time-to-completion, level of education, and degree fields..." (from the Executive Summary of the "Review").
The document outlines a public relations campaign plan for a week-long event called "CWU Student Veterans Week" to raise awareness of student veterans and the resources available to them at Central Washington University and in the local community. The campaign's objectives are to increase awareness of resources for student veterans by 10%, reach 35% of the CWU and local population, and initiate the establishment of a CWU Student Veterans of America chapter. Strategies include partnering with local organizations, creating campus events, and mentoring interested students. Research was conducted through surveys, focus groups, and background research on student veterans and SVA.
The document provides quantitative data on veterans in Contra Costa County and California from the 2010 Census:
- There were around 60,000 veterans in Contra Costa County, making up around 6% of the civilian population.
- The largest groups of veterans were from the Vietnam era (36%) and Gulf War eras (18%).
- Veterans tended to be older, with 23-26% over age 65 and only 5-6% under 35.
- Around 65% of veterans were white, 9% black, and 15% Asian. 21% were Hispanic.
- Median income was higher for male veterans ($51,306) than female veterans ($42,694) or the general population.
Considering the traumatic effects of war on men, women, and children.docxalfredacavx97
Considering the traumatic effects of war on men, women, and children, compare the career issues affecting military personnel returning to civilian life to those who have not been in the military. This situation can affect all family members, including children in school, so please include partners and children in this discussion as it relates to career development. As part of your post, include your strategies for advocating for these clients' career and educational development. These sections in the posting needs to include the headings.
Response Guidelines
Respond to two peers regarding their assessment of the issues facing military personnel returning to civilian life and issues experienced by their families. Explain where your assessment was similar and different from theirs. Provide constructive feedback on your peers' proposed strategies. I have provided you with two postings from my peers. I need a response with at least one reference to each peers's posting. I pay $20.00.
First peer posting
Military Families
Military personnel returning to civilian life affects not only the military personnel, the return affects the military person’s family, wives, husbands, children, parents, etc. are all affected in this transition. Common challenges for returning military personnel include; trying to relate to people who are outside of the military who do not understand what the military person has experienced, trying to fit into a family who had adjusted to the military person’s absence, trying to reconnect with their children, who may not have seen their parent for a long time, and trying to reconnect with a unfamiliar society which have different rules than the military. ("Military personnel," 2012)
Military Jobs and Careers
Not only do military personnel have to learn to reconnect with their families, they have to learn how find a job, or a career outside of the military. In the military, there is structure. Everyone knows their place. In civilian life, structure takes time to build, the military person has to relearn how to adjust to the uncertainty of outside life. Depending on the age of the military person, or if they had a career in the military, they may have to learn how to complete a resume, apply for a job, and learn how to interview for a job. Military personnel also have to figure out which of their military skills will convert to civilian jobs. Once in the job or career, military people have to understand, in the civilian world, jobs are based on individual progress, where as in the military, assignments are completed as a group effort. ("Military personnel," 2012)
Advocating for Career and Education Development
The strategies for advocating for military personnel’s career and education development are to help the military personnel gain access to services provided by the military. Although there military social workers who help the military personnel gain access to these services, they are small in number compared to how m.
Assignment 3:
The Foundation
Dr. Margie Vance, Ed.D., MBA
Strayer University
Research Instrument or
Questionnaire Survey
KwikSurveys (www.kwiksurveys.c
om)
Murvey (www.murvey.com)
Qualtrics (www.qualtrics.com)
QuestionPro (www.questionpro.
com)
SurveyMonkey
(www.surveymonkey.com)
Zoho Survey
(www.zoho.com/survey)
Zoomerang (www.zoomerang.c
om)
• Develop a Survey with 10
multiple choice questions.
• Include 3 to 4
demographic questions
such as gender, age,
marital status, ethnicity,
income, education, etc.
• Five to six questions should
be related to your topic
and research question
http://www.kwiksurveys.com/
http://www.murvey.com/
http://www.qualtrics.com/
http://www.questionpro.com/
http://www.surveymonkey.com/
http://www.zoho.com/survey
http://www.zoomerang.com/
The Scaffolding Process
Introduction Section – cut and paste from Assignment 2
Purpose of the Research – New Section
Problem Statement – New Section
Literature Review Section – cut and paste from Assignment 2
Research Question – New Section
Gaps in the Literature Section – cut and paste from Assignment 2
Theory or Conceptual Framework – New Section
Introduction Section
Cut and paste from
Assignment 2
If you did not previously
prepare an Introduction
Section then complete
one.
New Section
Purpose of Research
What is the purpose of YOUR research?
Start by thinking about why you selected the topic in the
first place.
Use real-life experiences, situations, or scenarios to give
the reader a better understanding of the purpose of your
research.
New Section
Problem Statement
What is the Problem Statement as it relates to your
topic?
Meaning, what is the “issue that currently exists which
needs to be addressed as it relates to your research
topic?”
The problem statement is the “main focus point” of
your research efforts.
Literature Review Section
Cut and paste the 7 to
10 peer-reviewed
article summaries from
Assignment 2
Make sure the number
of sources listed in the
essay also match the
sources listed in the
Reference list
Use APA format when
citing and listing the
sources.
New Section
Research Question
What is your Research Question as it relates to your
own research topic?
This is the question that will drive your entire research
efforts.
This is the question you hope to have answered as
you learn more from reading the peer-reviewed
articles and learn from the scholars or the authors.
Gaps in the Literature Section
Cut and paste the gaps
in the literature from
Assignment 2
Make sure to include
the sources when citing
the author’s own words
as they say, “further
research is needed” or
“there is not sufficient
data on this topic.”
New Section
Theory or Conceptual
Framerwork
Upon reading the peer-reviewed articles, did you see
the key concept or Theory the authors used?
Select ONE that b ...
Running head Running head ASSIGNMENT 2 THE LITERATURE REVIEW1.docxjeanettehully
Running head: Running head: ASSIGNMENT 2: THE LITERATURE REVIEW 1
Running head: ASSIGNMENT 2: THE LITERATURE REVIEW 14
Assignment 2: The Literature Review
Jane Doe
EDU 508: Educational Research Methods
Dr. Margie Vance, Ed.D., MBA
Strayer University
November 3, 2019
Introduction
Members of the United States military have dedicated their lives to ensure that all enjoy the freedom and protections provided within the Constitution. These men and women place their lives on the line in war, police actions, and other conflicts and ask for little in return. Many recruits join military service for one specific benefit; Education. The GI Bill, the Montgomery GI Bill, and the Post 9/11 GI Bill are some legislations designed to aid former and current service members in expanding knowledge and achieving educational goals. Initially, these laws were created to help integrate soldiers into resuming civilian lifestyles. Many soldiers had returned from war and needed to be educated to recommence life in the nation's workforce. Concerns regarding how military personnel could obtain the required education prompted the enactment of the various GI programs to help pay college tuition. Enrollment in public, private, and non-profit learning institutions soared as former and current military personnel began seeking to further their educations and become qualified for jobs outside of the military.
Unfortunately, many veterans that began receiving their degrees were unsuccessful in finishing college class requirements. According to a Majority Committee Staff Report provided to the United States Senate in 2014, 66 percent of veteran students using the GI Bill for higher education degrees withdrew from college institutions before completing their degree programs (Health, Education, Labor, and Pensions Committee, 2014, p. ii). Education was being funded almost entirely by the GI bills earned during military service. So why are graduation rates not matching enrollments? This research seeks to explore the barriers that are preventing veterans from obtaining a college degree.
Common Themes
In much of the literature, a mutual theme relating to transition difficulties has emerged. "In order to prepare recruits for their military experience, the basic training process serves to replace the civilian identity with the military identity; this includes shifting the focus away from the individual self to the mission and members of the military unit" (Albright, Fletcher, Pelts, & Taliaferro, 2017, p. 66). Military mentality means that individual identity no longer exists. Basic training can last several weeks to several months. The good of the unit and the collective becomes a personal priority. When leaving military vocations, soldiers are only given minimal instructions intended to acclimate them back into a civilian mindset. "In all branches of the US military, exit counseling and re-entry training is brief and lacks comprehensive support both in time a ...
The document discusses the need for veteran-specific orientations at universities to aid in the transition of student veterans from military to academic life. It notes student veterans face greater challenges than traditional students due to their different experiences and needs. Research shows student veterans have much higher dropout rates than non-veteran students. The document recommends universities implement orientations for student veterans that address the specific issues they face during transition based on Schlossberg's transition model, including establishing social and academic supports. It provides examples of components such as pairing veterans with mentors and activities to forge bonds that could help lower stress and aid a successful transition to student life.
This document provides an overview of services for student veterans at SUNY Buffalo State. It discusses the growing population of student veterans on college campuses and their unique needs. Research shows student veterans face more complex health and adjustment issues after service than civilian students. The document outlines best practices for supporting student veterans, including having a dedicated veterans services office and lounge space. It also reviews the history of GI Bill benefits and their impact on higher education. Current practices at SUNY Buffalo State are examined, along with recommendations to better serve student veterans.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Black female collegiate alumni athletes and the advisor influencChantellPantoja184
Black female collegiate alumni athletes and the advisor influence on exploring life & vocational goals.
CONFIDENTIAL
GCU – For Internal Use Only
Get this down to 15 words.
1
Literature Review: Background to the Problem
African American athletes have played sports on a personal and collegiate level for quite some time. The history of the African American Athlete dates back to the Morrill Act of 1890, beginning to establish what is now 107 Historically Black Colleges and Universities in the country (Bracey, 2017). In many states, there would have been no higher education institutions if this act had not been in existence. Morrill Act of 1890, the actions of religious institutions, and the African Americans continued to gain an education despite the obstacles. However, according to Bracey (2017), institutions do not show a continued commitment to educating African-American students, although they are eager to recruit black student-athletes for their various sports programs without much regard to the education received by those same athletes.
African American student-athletes have a long-standing history of growing up in lower socio-economic communities. Many factors contribute to black students' college retention rates, including student's personalities, personal and family circumstances, financial issues, background events, social aspects, and institutional influences associated with the university system (Ezeala-Harrison, 2014). While most institutions view student-athletes as a means to sustain the university, institutions sometimes forget that the athlete is a student. The structure of intercollegiate athletics in the United States (U.S.) has evolved from informal student-led activities during the late 19th century to a multi-billion-dollar sports entity in the early 21st century (Cooper, Nwadike, & Macaulay, 2017). The importance is that student-athletes develop the competencies and skills needed to get a job after graduation. That is a responsibility that college athletic departments are trying to achieve through student-athlete support services (Turick et al., 2019). According to Turick et al., 2019, exposure to career services during a student-athlete's early years in college is crucial. Before students enter their professional role their life and vocational goals may need evaluation.
10/9/2019
CONFIDENTIAL
GCU – For Internal Use Only
**Added more references to align my study
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in th ...
Military veterans often pursue higher education using GI Bill benefits. This document examines how colleges recognize military training and experience. It finds that while many colleges award credit for military experience, policies are inconsistent. In 2010, staff were more likely than administrators to say credit would be given, showing a disconnect. By 2012, more administrators understood the policies. Following American Council on Education guidelines for transferring military credit was reported by over half of staff and administrators in 2010, but fewer staff reported doing so in 2012. Membership in Servicemembers Opportunity Colleges, which helps veterans access education, was also inconsistently understood and reported increasing from 2010 to 2012.
This document summarizes research conducted to understand the experiences of student veterans at UNC-Chapel Hill and develop a campaign to increase interaction between student veterans and traditional students. Key findings include: student veterans face stigma around assumptions of PTSD and difficulty relating to traditional students due to age differences; the Carolina Veterans Organization provides community for student veterans but lacks broader outreach; and facilitating casual social interactions through shared interests can help disrupt stereotypes of student veterans as primarily defined by their military service. The developed "Student First" campaign highlighted student veterans' identities as students foremost through hosting popular social events.
The document discusses a study conducted on the needs of social work services for students at New Mexico State University (NMSU). A survey of 30 students found that the most important needs were financial assistance and support systems. Over half of respondents had no knowledge of social work services available at NMSU. When informed of these services, which are free and confidential, nearly 90% saw them as important. This suggests social work services need better outreach to students. The study was preliminary with a small sample size, so more research is needed.
This document summarizes the Bateman Competition Team from UNC-Chapel Hill for the 2016 year. The team focused their campaign on increasing inclusion of student veterans at UNC by facilitating interactions between student veterans and traditional students. Through research like interviews and attending student veteran organization meetings, the team found that the main issues were lack of awareness and assumptions about student veterans. The team created a "Student First" campaign to highlight that student veterans are foremost students, with interests like other students. They held events like "Pets with Vets" and a tailgate to bring students together and disrupt stereotypes. The campaign helped raise funds for the student veteran group and exceeded its interaction goals.
Comm 491 oscar grant research paper submissionEric Backus
This document summarizes a study on the impacts of instructor immediacy on student-veterans' affective and cognitive learning outcomes. A questionnaire was administered to student-veterans rating instructor immediacy behaviors in courses they enjoyed and courses they did not enjoy. Student-veterans reported higher levels of verbal and nonverbal immediacy behaviors and higher affective learning outcomes in enjoyed courses, and lower levels of immediacy and outcomes in non-enjoyed courses. Instructor immediacy did not significantly correlate with cognitive learning outcomes. The study found that instructor immediacy positively impacts student-veterans' emotions and satisfaction with learning, but does not significantly affect their knowledge gain or grades.
The Duty Always campaign was launched by the University of Nebraska-Lincoln's Bateman team in partnership with the UNL Student Veterans Organization to advance the mission of Student Veterans of America. The campaign focused on educating influencers and building long-term relationships rather than short-term publicity. Key activities included an educational panel with government leaders, a campus inclusion event with a homeless veteran sock drive, and relationship building with student leaders and the faculty senate. The campaign's theme was "Duty Always" to showcase student veterans' commitment to continued service through their roles as students and community members.
This document discusses a peer mentor program called "For Veterans By Veterans" (4VBV) designed to support veteran students transitioning to university. It begins with an introduction identifying veteran students as a unique population that would benefit from peer mentor support. A literature review then examines theories of transition, experiential learning, and challenge/support that provide a framework for understanding veteran student experiences. The purpose of 4VBV is then described as assisting veterans with developmental reintegration through peer mentoring, with a proposed implementation, evaluation, and recommendations for improvement of the program.
This document outlines a peer mentor program called "For Veterans By Veterans" (4VBV) designed to support veteran students attending university. The program includes several components: 1) one-on-one mentorship between veteran students and peer mentors, 2) workshops on topics like benefits and mental health, 3) group discussions applying military experience to academics, and 4) monthly social lunches. The program aims to ease veterans' transition to student life using theories on challenge, support, experiential learning, and transition. An evaluation will assess if the program achieved its goals of creating community and supporting veterans through college.
The document discusses bridging the gap between high school ROTC students and college student veterans by educating ROTC students about the Student Veterans of America organization. It conducted research that found ROTC advisors and recruiters lacked information about SVA benefits and many student veterans felt unprepared when entering college. The campaign aimed to increase awareness of SVA among ROTC students by 15% through workshops connecting them with members of the Delaware State University SVA chapter, called DSU Forces. The workshops empowered students to build long-term college plans and over a third sought additional SVA information. Focus groups and surveys provided data to design an effective outreach campaign.
This document provides a summary of research and planning for a public relations campaign to increase awareness of resources for student veterans at Central Washington University. Key points include:
- Research included surveys of 232 people and focus groups to understand perceptions and needs. This informed the objectives, strategies, and tactics.
- The goal is to increase awareness of resources for student veterans at CWU by 10% through a week-long campaign with events targeting different audiences.
- Partnerships were formed with the CWU Veteran Center, Center for Leadership and Civic Engagement, and John Ford Clymer Museum to increase credibility and resources.
- Target audiences include CWU student veterans, traditional students, and the local community.
Student Veterans of America: A Review of Veteran Achievement in Higher EducationDana Jarvis
At the Community College of Allegheny County (CCAC) Veteran Services, we strive to engage the lastest research to empower our student veterans...
"Accurate data on the postsecondary academic outcomes of today’s generation of student veterans have been difficult to find. Inconsistent methods of collecting such information has led to confusion about the completion rates of student veterans in higher education, and without
strong, empirical data, the uncertainty will persist.
The Million Records Project was envisioned, planned, and implemented by Student Veterans of America to address these gaps in knowledge and, with additional research,
ultimately determine best practices and policies that promote student veteran success. The result of a public-private partnership among Student Veterans of America, the National Student Clearinghouse, and the U.S. Department of Veterans Affairs, the Million Records Project
explores the postsecondary academic outcomes of nearly 1 million student veterans who initially used Montgomery and Post-9/11 GI Bill benefits between 2002 and 2010. The outcomes explored in the first phase of the project include student veteran postsecondary completion rates,
time-to-completion, level of education, and degree fields..." (from the Executive Summary of the "Review").
The document outlines a public relations campaign plan for a week-long event called "CWU Student Veterans Week" to raise awareness of student veterans and the resources available to them at Central Washington University and in the local community. The campaign's objectives are to increase awareness of resources for student veterans by 10%, reach 35% of the CWU and local population, and initiate the establishment of a CWU Student Veterans of America chapter. Strategies include partnering with local organizations, creating campus events, and mentoring interested students. Research was conducted through surveys, focus groups, and background research on student veterans and SVA.
The document provides quantitative data on veterans in Contra Costa County and California from the 2010 Census:
- There were around 60,000 veterans in Contra Costa County, making up around 6% of the civilian population.
- The largest groups of veterans were from the Vietnam era (36%) and Gulf War eras (18%).
- Veterans tended to be older, with 23-26% over age 65 and only 5-6% under 35.
- Around 65% of veterans were white, 9% black, and 15% Asian. 21% were Hispanic.
- Median income was higher for male veterans ($51,306) than female veterans ($42,694) or the general population.
Considering the traumatic effects of war on men, women, and children.docxalfredacavx97
Considering the traumatic effects of war on men, women, and children, compare the career issues affecting military personnel returning to civilian life to those who have not been in the military. This situation can affect all family members, including children in school, so please include partners and children in this discussion as it relates to career development. As part of your post, include your strategies for advocating for these clients' career and educational development. These sections in the posting needs to include the headings.
Response Guidelines
Respond to two peers regarding their assessment of the issues facing military personnel returning to civilian life and issues experienced by their families. Explain where your assessment was similar and different from theirs. Provide constructive feedback on your peers' proposed strategies. I have provided you with two postings from my peers. I need a response with at least one reference to each peers's posting. I pay $20.00.
First peer posting
Military Families
Military personnel returning to civilian life affects not only the military personnel, the return affects the military person’s family, wives, husbands, children, parents, etc. are all affected in this transition. Common challenges for returning military personnel include; trying to relate to people who are outside of the military who do not understand what the military person has experienced, trying to fit into a family who had adjusted to the military person’s absence, trying to reconnect with their children, who may not have seen their parent for a long time, and trying to reconnect with a unfamiliar society which have different rules than the military. ("Military personnel," 2012)
Military Jobs and Careers
Not only do military personnel have to learn to reconnect with their families, they have to learn how find a job, or a career outside of the military. In the military, there is structure. Everyone knows their place. In civilian life, structure takes time to build, the military person has to relearn how to adjust to the uncertainty of outside life. Depending on the age of the military person, or if they had a career in the military, they may have to learn how to complete a resume, apply for a job, and learn how to interview for a job. Military personnel also have to figure out which of their military skills will convert to civilian jobs. Once in the job or career, military people have to understand, in the civilian world, jobs are based on individual progress, where as in the military, assignments are completed as a group effort. ("Military personnel," 2012)
Advocating for Career and Education Development
The strategies for advocating for military personnel’s career and education development are to help the military personnel gain access to services provided by the military. Although there military social workers who help the military personnel gain access to these services, they are small in number compared to how m.
Considering the traumatic effects of war on men, women, and children.docx
AIR poster
1. Needs Assessment of Student Veterans on an Urban Commuter Campus
Janice Childress, M.S.
Indiana University Purdue University, Indianapolis
University College, Assessment
Background
With the addition of the post-9/11 G.I. Bill, universities are preparing for admission of more veteran
students. As of 2008, there were approximately 1.8 million veterans who served during the Global War
on Terrorism and college campuses can expect a 20 to 25% increase in their veteran populations in the
near future (Garcia, 2009). All veterans eligible for the post-9/11 G.I. Bill have been on active duty for
at least 90 days since September 10, 2001 (“New Post-9/11 G.I. Bill Overview”). Thirty-four percent
have seen multiple overseas deployments (Garcia, 2009). Even with the increased funding
opportunities, veterans still tend to seek out the lower priced more conveniently located institutions
(Field, 2008). Urban commuter campuses can accommodate these needs for lower out-of-pocket cost
to students. The availability of local job opportunities and the ability to commute can be a significant
attraction for these students. Simultaneously come an array of needs varying from navigating
university policies, federal policies with G.I. benefits, and coping with emotional, psychological, and
physical issues stemming from their service (Garcia 2009). With these needs and statistics in mind, we
researched the issues specific to the veteran population in the hopes of improving service to our
student veterans and addressing issues that are lowering the retention of this group of students.
Some research has been done in determining the needs and strengths of this student group. This group
of students tends to deal with frequent life transitions and a need to change directions when military
orders are given (DiRamio, Ackerman, and Mitchell, 2008). In the academic setting, this can mean
dropping classes to prepare for a deployment, then returning and trying to start again (DiRamio,
Ackerman, and Mitchell, 2008). Combine that with the issues of combat and operational stress (COS)
and post-traumatic stress disorder (PTSD), such as difficulty focusing, confusion, and anxiety, and the
academic setting can become very challenging. Smith-Osborne suggests more specialized and
intensively supported educational programs tailored to veterans (2009), but exactly what should these
programs look like? How as an urban commuter institution should IUPUI address these needs? What
needs are specific to our mostly commuting students who have a tendency to work while attending
college? How many of our students are separated from the armed services and how many are still
serving? How many are in a status that may require them to be deployed again, putting their education
temporarily on hold? The answers to these questions need to be found in order to determine how to
best serve our students.
Participants were invited to attend focus groups based on being identified as a veteran in the
appropriate student group from the IU data warehouse. These students were enrolled in the spring 2011
semester at IUPUI. The student group code was tied to the G.I. benefits the student was receiving. Care
was taken to exclude students receiving benefits because they were a dependent of an eligible vet,
limiting the study to those who had served personally in the armed forces. This study is limited to the
needs of students who have personally served or are currently serving in the armed forces.
Upon agreeing to participate and arriving at a focus group, participants were given a short online
survey to collect basic demographic information. They were then asked a set series of questions
concerning how their military and educational experience was working together , their feelings of
acceptance at IUPUI, issues concerning deployments and IU policy, and finally issues involving using
the G.I. benefits. All data was gathered either through the online survey done with the researcher
present or face-to-face discussions during the focus groups. A total of 6 focus groups were conducted
with the same prescribed set of questions posed at each group for comparison purposes. Data was
recorded electronically and transcribed later to ensure no information was missed. Quantitative data
concerning the entire IUPUI undergraduate veteran population was also analyzed to aid the researcher
in determining what questions might be pertinent to the discussion. Creswell discusses using a
concurrent mixed-methods approach to provide a more comprehensive analysis, allowing both sources
of data to inform on the research problem (Creswell, 2003).
From the pre-focus group survey, data on participants was gathered to provide further insight into
the group. Additional quantitative data on IUPUI’s veteran population is available in the handout
accompanying the poster presentation.
1. Offer continued support for the Office for Veteran & Military Personnel.
2. Consider reporting to schools the participant’s comments concerning credits for
specific courses.
3. Further study into the use of military duty as internship, leadership credits, or
overseas credits.
4. Explore creating a training session for faculty that includes policy on military
deployments and military culture.
5. Explore creating a checklist for deployment readiness concerning a student’s
academic career. Distribute to continuing veteran students via email and new
students at orientation.
6. Consider coding military withdrawals differently on transcripts from other
withdrawals.
7. Consider informing the student of the need to report a deployment even if they do not
need to withdrawal from all classes.
Due to the small number of participants, it is recommended that a survey instrument further
explore the areas highlighted earlier be given to a broad group of student veterans.
Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches.
Thousand Oaks, CA: Sage Publications, Inc.
DiRamio, D., Ackerman, R. and Mitchell, R.L. (2008). From combat to campus: Voices of student-
veterans. NASPA Journal, 45, 73-102.
Field, K. (2008, July 25). Cost, convenience drive veterans’ college choices. The Chronicle of
Higher Education, 54, A1-A14.
Garcia, R. (2009, January 1). Veteran center handbook. Retrieved July 12, 2009 from
http://www.studentveterans.org/resourcelibrary/documents/SVA%20- %20Veterans%20Center
%20Handbook.pdf.
New post-9/11 GI bill overview. (2010). Retrieved July 12, 2010 from
http://www.military.com/education/content/gi-bill/new-post-911-gi-bill-overview.html.
Smith-Osborne, A. (2009). Mental health risks and social ecological variables associated with
educational attainment for gulf war veterans: Implications for veterans returning to civilian life.
American Journal of Community Psychology. 44, 327-337.
Very satisfied with the Office for Veteran & Military Personnel
“IUPUI has one of the best Veteran Affairs offices I have ever experienced. Other universities make
students do all the work. Here they help you.”
“VA messed up some things with my funding. IUPUI’s veteran office sorted it out. They went out of their
way to help me.”
Somewhat dissatisfied with IUPUI’s consideration of military transfer credit
“Military schools are intense. You get very little or generic credits for them, which don’t count towards
a degree.”
“The school wouldn’t accept all the credit I received. There are 25-30 wasted credits that don’t apply
towards anything.”
Somewhat dissatisfied with credits provided for military duty performed
during deployments
“Things I’ve done in the military far outweigh what I learn here. I am doing graduate work in the
military. It doesn’t translate well. What you actually learn and what those life experiences equate to
nobody gets but another vet.”
“In my first deployment, I wanted to use what I did as internship hours. I had a lot of problems getting
the army and the school to communicate. I thought this should count for something and it counted for
nothing but life experience.”
“I did 15 months living in Iraq and did cultural training before stepping foot in country .Can IUPUI
learn what we do and give credit? They already give credit for semesters abroad.”
Somewhat dissatisfied with awareness of veteran issues for faculty
“There is a misunderstanding of the word veteran. There is an assumption of dysfunction, not function.
There is a misunderstanding of how people in the military are socialized and educated.”
“I will sit in the back of the room because of a phobia of people coming up behind me. Professors
sometimes want me to move closer but it can make me feel nervous.”
“Professors might want medical waivers for missed classes due to war-related disabilities. I use VA for
health coverage. VA appointments take a few weeks to get you in. There is a walk-in clinic, but the wait
can be longer than 3 hours.”
Somewhat dissatisfied with student veteran and faculty awareness of policies
concerning deployments and benefits
“Bursar, registrar, and students need to know the ins and outs of the process. This element should be part
of their orientation – what to do if they deploy.”
{The financial aspects of military benefits}…” are a bureaucratic nightmare because of the size of the
program. Some students are depending on the monthly housing allowance for their living. They need the
money on the day promised. IUPUI can counsel them when they first inquire into the benefit and make
sure they are aware that the money may be late from time to time. They should be prepared for this.”
Dissatisfied with the policy that assigns a grade of W for a dropped class due to
a military obligation
“I have whole semesters with W’s for every class – 2 or 3 semester’s worth, because of dropping classes
for a deployment. Transcripts look unfairly bad because of these W’s.”
“For undergraduates looking to go to graduate school in the future, all W’s look bad. It is not always
clear that it is due to a deployment.”
Student deployment habits may be unintentionally lowering retention
“When I was deployed, I knew a year in advance and I had just finished a semester. I just didn’t register
for the next semester. Then I returned as a transfer student to another campus.”
Method
Participants
Results
Recommendations
Further Study
References
Not Eligible
55%
Eligible
45%
Focus Group Population by Eligibility
for Future Deployments
8%
8%
17%
67%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Navy
Marines
Air Force
Army
Focus Group Population by Branch
of Service
Navy Marines Air Force Army
Acknowledgements
We wish to acknowledge SGT Winnie Wilson with the IUPUI Office for Veteran and Military Personnel
for her assistance with this study. We would also like to acknowledge Daniel Trujillo and Dr. Michele
Hansen for contributing to the study design.
This is an IRB approved study (IRB #1012004451).
Participants Continued
Participants included 12 current IUPUI students, including 2 graduate students and 10
undergraduate students. 92% (N = 11) were over the age of 25 and 75% (N = 9) were male. 33% (N
= 4) work more than 30 hours a week. 100% live off-campus and 100% are living independently
from their parents. One student did not complete the survey .