Ptp nguyen ramirez_wami_wright

Running head: PTP – VETERAN STUDENTS 1

PTP – Veteran Students

Tam Nguyen, Brittany Ramirez, Chimzi Wami, Andrew Wright

July 14, 2011

California State University, Fullerton

PTP – VETERAN STUDENTS 2

Identify the purpose and importance of the paper

Within the United States’ higher education community, there exists a multitude of diverse

populations, all of which require different services to succeed in education. One such population

is U.S. veterans. According to the American Council on Education (ACE) as referenced by

Radford (2008), this diverse group faces much adversity upon reintegration to the civilian life

and higher education after serving in the military. ACE, as reported in Radford (2008), states

that this generation of veterans will be poised to contribute to their communities as civilians.

There is no question about the state of our current economy and the need for a well-qualified

workforce. U.S. veterans offer years of experience and leadership that will assist in the

rebuilding of our economy, but to be considered for many positions, veterans must first reach

their educational endeavors.

“As of March 2007, just over 1.5 million members of the armed services had been

deployed and had served in either Iraq or Afghanistan” (Defense Manpower Data Center, 2007).

"As these conflicts continue, the number of combat veterans who become college students will

likely increase. Given what we have learned about assisting the members of a special student

population with relation to achieving their educational goals, it would be a disservice to treat

veterans as if they were invisible" (Ackerman, DiRamio, & Mitchell, 2009, p. 12). Veteran

students are a unique population due to the “many broad, positive, and insightful developmental

experiences during their military service (i.e. living around the world and experiencing different

cultures, technical training for their respective occupations, and professional military education).

Many of these veterans have survived, endured, and excelled in artificial and real-world


situations, leaving them both resilient and self-confident” (Hassan, Jackson, Lindsay, McGabe,

& Sanders, 2010, p. 31).

The purpose of this paper is to analyze developmental reintegration of U.S. veterans into

the university population, and to assess the benefits of peer mentor programs as support for these

students. The theories that inform this analysis are Schlossberg’s Theory of Transition, Kolb’s

Theory of Experiential Learning, and Sanford’s Theory of Challenge and Support. An overview

of these theories will be provided to create a framework for understanding the importance of a

peer mentor program for the veteran student population. Using the theoretical framework

provided, a peer mentor program entitled “For Veterans By Veterans” (4VBV) will be designed

to ease the veteran student’s adjustment into the university’s social construct. A discussion will

be provided on the implementation process of 4VBV and will conclude with an evaluation

proposal of the program and recommendations for future improvement.

Literature Review

Peer Mentoring

According to Kuh (1993), as cited in Wawrzynski, LoConte, & Straker (2011),

undergraduate peer mentor programs are gaining popularity as an influential form of support for

college campuses. The programs provide students with an innovative way to help other students

overcome issues in their lives. Peer mentor programs allow open space for students to discuss

issues regarding sexuality, drug use, and other personal issues (Wawrzynski et al., 2011).

Reports have suggested that orientation sessions provided for veterans by veterans, along with

mentoring programs that incorporate peers can be beneficial forms of support (Ackerman et al.,

2009; National Association of State Head Injury Administrators, 2007; Brown & Gross, 2011).


With the increase of veteran students on our college campuses, veteran peers will serve a vital

role in the transition to college life from military life.

Schlossberg’s Theory of Transition

As our veteran population transitions into their new identities as civilians and students,

they face a variety of changes. Schlossberg’s Transition Model introduced in 1984 and revised

in 1995 provides theoretical underpinning for understanding the shifting process that veteran

students experience. Transitions are characterized by changes due to the shift in roles, routines,

and relationships (Schlossberg, Waters, & Goodman, 1995). The process of transitions are

understood using the three phases of “moving in,” “moving through,” and “moving out”

(Schlossberg et al., 1995). Reports show that individuals leaving the military and entering

college, experience difficulty balancing multiple transitions simultaneously (DiRamio et al.,

2008; Harper, Wilson, & Parks, 2010). Returning as adult learners, veterans are changing their

roles at home, in the community at large, and in their educational environment (Schlossberg,

Lynch, & Chickering, 1989). During their “moving in” phase, veterans express a sense of

disconnect between their personal experiences and those of traditional-age students on campus

(DiRamio, et al. 2008). While they progress in their “moving through” period, they are

confronted with balancing their lives along with their new student role (Schlossberg et al., 1989).

As veteran students approach the “moving out” phase, they have experienced the end of their

new transition as students and are now questioning the next steps in their lives (Schlossberg et

al., 1989).


Although this theory is useful in creating a foundation for understanding transitions in

our veteran students, the lack of assessment of this theory limits its validity within our

population.

Kolb’s Theory of Experiential Learning

Veteran students’ enriching and global experiences bring a higher level of experiential

learning into the classroom (Hassan, Jackson, Lindsay, McGabe, & Sanders, 2010; Radford,

2009). Kolb’s Theory of Experiential Learning provides an understanding of the importance of

experiential learning to veteran students as well as their classmates. Kolb (1984) stated that

“knowledge is continuously derived from and tested out of the experiences of the learner” (p.

26). According to Evans, Forney, Guido, Patton, and Renn (2010), the purpose of experiential

learning is to help students make connections to the subject matter. A number of works based on

Kolb’s Theory of Experiential Learning have shown that connecting the student’s personal life to

their academic experiences will enhance the comprehension of the content being presented

(Enns, 1993; Kolb, 1984; Rainey & Kolb, 1995; Kolb & Kolb, 2006; Kolb & Kolb, 2005). The

more real life experiences the student is exposed to, the more likely the student is to make

connections between their personal life and academia. As a student develops and experiences

more, the learning process is altered by those events. In addition to developing their own

learning experience, the veterans are also positively impacting the educational experience of the

students that attend alongside them.

One of the limitations of the experiential learning theory is that it focuses primarily on

the student’s learning in a given context, not taking into consideration their personal level of

intelligence or how cognitive complexity can influence their capacity to learn (Evans et al.,


2010). Also, the experiential learning model is conceptualized within the context of formal

education, posing the question of how applicable it can be toward students in non-traditional

careers, which is a viable path for veteran students to pursue (Evans et al., 2010).

Sanford’s Challenge and Support Theory

Once a veteran transitions into the role of a student and is working toward applying their

military experience to their current education, it is important to focus on the interaction that the

veteran has with the environment. According to a recent report, the transition from soldier to

student poses a number of challenges and it is the responsibility of the campus to provide the

support necessary for students to be successful (Hassan, et al., 2010). To further understand this

concept of support for veterans, Nevitt Sanford’s (1966) Theory of Challenge and Support is an

appropriate framework to consider. According to Sanford (1966), challenging students to push

themselves forward developmentally is crucial, but an adequate amount of support must be

provided. A balance between challenge and support is achieved when students try to minimize

the tension found on a college campus through the support that is available to them (Sanford,

1962; 1967). Ackerman et al. (2009) referenced participants of their study who explained that

veterans experience difficulty in moving from a strict and structured environment to a loosely

configured campus. Higher education professionals should familiarize themselves with the

challenges that veterans may face and show support for veterans by reaching out to them and

letting them know that they understand their challenges (DiRamio & Spires, 2009; Cook & Kim,

2009).

While the generalizability of the Challenge and Support Theory allows for the possibility

of adaptation to a variety of situations, it can be a hindrance as well. The veteran student


population is considered a special population, and special populations are not directly

represented by the Challenge and Support Theory.

Characteristics of Veteran Students

U.S. veterans are a growing group of students that enhance the diversity of their

collegiate environment. Veteran students are typically first-generation adult learners who vary in

ethnic makeup and are twenty-four years of age and older (Brown & Gross, 2011; Radford,

2009). A majority of veteran students arrive on campus with financial benefits and transferable

credits earned while on active duty (Brown & Gross, 2011). Many veterans also suffer from

Post-Traumatic Stress Disorder, a condition which creates barriers to their academic success

(Cook & Kim, 2009). Veteran students display strong qualities of teamwork, sacrifice, courage,

and perseverance that are key foundations for success in academic and professional careers

(Hassan et al., 2010). Veteran students’ previous military environment provides for a different

transition than that of other adult learners as they take on a new student role. Veteran students

need a period of reflection to understand how their previous militant roles can enhance their

current student identity, and it is through the experiential learning process that this can be

achieved (Merriam, Caffarella, & Baumgartner, 2007).

A report has shown that upon entering college many veterans experience a sense of

disconnect between their veteran status and how that fits within the campus environment (Brown

& Gross, 2011). This sense of mattering is extremely important for veteran students and is

related to their sense of engagement in their learning (Schlossberg et al., 1989). Additionally,

veteran students suffer from low retention rates as a result of an institutions improper evaluation

of transfer credits and inappropriate placement of veterans in classes that lack academic rigor or


relevance to their degrees (Brown & Gross, 2011). They are also greatly challenged by

transitioning from a command and control environment to a loosely structured college campus

(Brown & Gross, 2011).

Challenge and Support

The theories presented in the literature review are pertinent in order to understand the

anticipated challenges and the needed support that the veteran population will encounter during

their collegiate career. Schlossberg’s Transition Theory presented a framework for

understanding the transitional phases of veterans as they progress through their new role as

students and members of a higher education learning environment. Proper challenge and support

during this period can come from various aspects within the college community. The main

challenge that these veterans are facing is the questioning of their presence in the collegiate

community, and how they can relate to other students. Support can come from connecting with

other veterans on campus; that support can be comprised of students, staff, or faculty to help

them transition to the “moving in” phase. Faculty and academic advisors can also provide

support for veteran students who are experiencing difficulty adapting to various learning

environments. The low structure teaching style of some teachers may aim to promote

independence and creative thinking, but in turn can be complicating and frustrating for veteran

students who are conditioned to follow commands. To address these learning issues, an

understanding of the experiential learning theory would allow veterans to explore their previous

experiences in the military and link them to their current student experiences. The appropriate

challenge for this learning process is to encourage students to reflect on their experiences and

further explore the importance of the previous experience and the transition out of their old role.


Albeit veteran students require support in various forms to succeed in their new

transitions, their mental capacity as adult learners to handle stimulating tasks should not be

forgotten. Sanford’s Challenge and Support Theory can be used to explore areas where the

college community can acknowledge the veteran’s capacity to be mentally challenged, and help

them grow as learners by expanding on their previous experiences.

Peer Mentoring Program: 4VBV

Designing a comprehensive peer mentoring program is an appropriate programming

option to assist in the success of incoming veteran students. The support program created is “For

Veterans By Veterans”. The goal of 4VBV is to assist in guiding veteran students through their

tenure at the institution of attendance. This program is designed to inform the students being

served of the resources offered on campus that will aid in their progression and successful

completion of their educational endeavors.

One-on-one mentorship would be instrumental in helping a student adjust to collegiate

life as an adult learner. This intervention aligns with the “moving in” phase of Schlossberg’s

Transition Theory. Through one-on-one mentorship with students who have previously

experienced similar adjustments, students can receive advice about their changing roles at home,

in the community, and in their new school environment. This program, featuring veteran peer

mentors who have attended the institution for a minimum of one year, will be charged with

mentoring first-year veteran students. Students will meet bi-weekly with a trained veteran

student mentor and will be consistently informed of events occurring on campus that may be of

value to the new veteran student. Peer mentor training will include subject matter such as public


speaking, and an understanding of campus resources. In addition, students will plan events

catered to their mentee’s needs. (See Appendix A)

The next component of the 4VBV program is a series of workshops that are provided as a

reflection of Sanford’s Challenge and Support Theory. These workshops will provide the

necessary support to new veteran students by addressing challenges they may encounter as a

result of insufficient information. The workshops will address the veteran students’ needs by

providing information regarding topics such as veteran-related benefits, writing, and mental

health and relaxation techniques. (See Appendix B)

The third component of 4VBV is group discussion sessions that will encourage

conversation between veteran students and their college community on how to apply their

previous military experience to their classroom in order to facilitate student success. This

intervention is reflective of Kolb’s Theory of Experiential Learning. (See Appendix C)

The 4VBV program will also include a monthly brown bag lunch series to lend an

opportunity for students to socialize and meet other veterans, therefore easing their transition into

collegiate life. This intervention correlates with the “moving through” phase of Schlossberg’s

Theory of Transition. Each lunch would encourage student discussion of current issues in the

veteran community as well as issues pertinent to general campus populations. In addition, the

brown bag lunch series would be open to the campus community to increase awareness of the

veteran population on the campus and to assist veteran students with their reintegration. (See

Appendix D)

Implementation and Conclusion


The implementation of the 4VBV peer mentoring program aims to create a supportive

and welcoming college environment to assist veterans through this transitional period in their

lives. In understanding that veteran students are similar to other adult learners in that they have

varying responsibilities and educational needs, the 4VBV peer mentoring program implemented

various interventions in order to address the needs of their diverse student population. The goal

of this program is to create a network of support that provides veteran students with a secure

sense of belonging within their college environment. In addition, it is the intent of the program

to provide services that will allow veteran students to view the 4VBV peer mentoring program as

a comfortable space for reflection and sharing of their previous experiences. Also, 4VBV

intends to provide a feeling of support during the transitions into their new roles.

To measure the success of the program in terms of whether or not it has reached its

programmatic goals and has achieved the intended student learning outcomes, a quantitative and

qualitative evaluation piece will be implemented. Throughout the semester, individual

evaluation forms will be given to the students in attendance at the one-on-one mentorship

meetings, workshops, group discussions, and brown bag lunches in order to monitor the success

of each intervention as it progresses. To follow, a survey (See Appendix E) will be sent out to

all participants that have been involved in any number of the interventions provided by the

4VBV program in order to obtain feedback on overall practices of the programs at the end of the

first semester. We will also conduct a small voluntary focus group by randomly selecting

participants from the four different interventions to provide us with quantitative data.

Improvements to the program will be determined based upon the feedback provided.


APPENDIX A

One-on-One Mentoring Sessions – Lesson Plan

Description of Intervention

The peer mentor program will incorporate one-on-one mentorship opportunities where students
will meet for one hour, bi-weekly with a trained student mentor who identifies as a veteran.
Mentor training will include subject matter such as public speaking, and understanding campus
resources. In addition, the mentors will assist in planning some of the events catered to the
mentees. Through one-on-one mentorship with other students who have previously experienced
similar adjustments, mentees may receive advice on their changing roles at home, in the
community, and in their new school environment. This program, featuring veteran peer mentors
who have attended the institution for a minimum of one year, will be charged with mentoring
first-year veteran students and keeping them informed of events occurring on campus.

Student Learning Outcomes

1. SWiBAT recall (knowledge) specific pieces of advice provided by the mentor regarding their
changing roles at home, in the community, and in their new school environment.
2. SWiBAT identify (knowledge/comprehension) faculty mentors who may assist them with the
issue of transitioning from their role as a soldier in combat to their role as a student on a college
campus.

Connections to Theory

o The learning outcomes integrate Schlossberg’s “Moving In” phase.
o The learning outcomes address the need for one-on-one mentorship in the transition from the
student’s role as a soldier to their new role as a student by providing the student with a
comfortable and private environment in which they can speak about their challenges and gain
support in order to overcome them.

Assessment Strategy
One-on-One Mentorship Evaluation

Date: __________________
Peer Mentor Name: ____________________________

Gender:
___ Male
___ Female
___ Decline to Disclose
___ Other: ___________________________


Ethnicity: (check all that apply)
___ Caucasian
___ Asian Pacific Islander
___ Latino
___ African American
___ Native American

Age:
___ 18-23
___ 24-30
___ 31-35
___ 35+

Use the following scale to answer the questions below:
1- Strongly Disagree
2- Disagree
3- Neutral
4- Agree
5- Strongly Agree

The peer mentor provided me with a comfortable environment:

1 2 3 4 5 6
Strongly Disagree Not Applicable

The peer mentor was attentive to my needs:

1 2 3 4 5 6

The peer mentor provided the services I was looking for:

1 2 3 4 5 6

The peer mentor aided me in progression in to my new role:

1 2 3 4 5 6

I will return to see the same peer mentor:

1 2 3 4 5 6


I will return, but would like to see a different peer mentor:

1 2 3 4 5 6

Please provide any additional comments that may be used to improve our services.

Thank you!

Materials Needed

 Evaluation form
 Campus event information (i.e. brochures, announcements)

Activity Outline

1. Check-In (20 minutes)
Begin mentoring session with a check-in, asking the mentees how they are feeling about
their day. The mentor’s role is to create a supportive and caring environment by allowing
the student veteran to openly discuss their thoughts.
2. Facilitation (20 minutes)
Ask the mentee to describe how they are feeling about their educational journey at that
point in time. Ask them specific questions about their classes and their interactions with
other students on campus. This will provide the mentees with an opportunity to
intentionally reflect on these current experiences and potentially identify areas that need
additional support.
3. Closing (17 minutes)
Depending on the outcome of the check-in and facilitation, the mentor can assist the
mentee in identifying a goal they would like to achieve before their next session, along
with identifying other members on campus that may be able to further aid in their
transition. The mentor may also take this time to invite the veteran to attend events
around campus.
4. Distribute Evaluation Form (3 minutes)

Assessment Results

 TBD

Notes, Future Changes, Etc.


 TBD


APPENDIX B

Workshop – Lesson Plan


The peer mentor program will offer a series of workshops for first-year veteran students
featuring topics such as:

Writing: The writing workshop will be the first of the spring semester and will last
approximately ninety minutes. It will provide an opportunity for tutors from the Academic
Resource Center to speak with students in attendance. Students will be informed of the services
offered by the Academic Resource Center and students will be given basic writing strategies. To
conclude the workshop, attendees will be invited to have writing assignments reviewed by a
writing tutor.

Benefits: The benefits workshop will be the second of the spring semester and will last
approximately one hour. The topics discussed in the workshop will include the GI bill, benefits
for dependents, local community benefits (i.e. store / entertainment discounts), and financial aid.
It is the goal of 4VBV to provide an atmosphere that encourages dialogue in the event that
students feel intimidated.

Mental Health/Relaxation: The mental health/relaxation workshop is a one-hour workshop that
will take place prior to finals week. A mini health and wellness fair will be set up so that
students may take items and brochures from various campus offices that correlate with mental
and physical health, and wellness. The offices will include the wellness center, counseling
office, student health center, and recreational center. Information presented will cover various
subjects including street management techniques, biofeedback, the importance of sleep, dangers
of alcohol and other drugs, and will feature free massages.

Overall, these workshops will provide the necessary support to new veteran students by
addressing challenges they may encounter as a result of insufficient information.


1. SWiBAT discuss (comprehension) the challenges that were being faced upon entering the
workshop and the sources of support that were provided to overcome these challenges.
2. SWiBAT apply (application) the resources provided in the workshops in order to overcome
challenges faced on campus.


o The learning outcomes integrate Sanford’s Challenge and Support Theory.


o The learning outcomes address the need for information about resources on campus in order
to overcome the challenges of becoming a college student in adulthood.

Assessment Strategy
Workshop Evaluation

Date: __________________
Name of Workshop: ____________________________

Gender:
___ Male
___ Female
___ Other: ___________________________

___ Caucasian
___ Latino
___ Native American

Age:
___ 18-23
___ 24-30
___ 31-35
___ 35+

2- Disagree
3- Neutral
4- Agree
5- Strongly Agree

The workshop provided me with a comfortable environment:

1 2 3 4 5 6

The workshop was interactive and interesting:

1 2 3 4 5 6


The workshop was informative and I gained the information that was intended:

1 2 3 4 5 6

The workshop provided me with new information that I was unaware of prior to attending:

1 2 3 4 5 6

The workshop provided information/resources that will help me overcome challenges:

1 2 3 4 5 6

I will return for future workshops:

1 2 3 4 5 6


Thank you!

Set-Up, Materials Needed, etc.

 Sign-in sheets
 Pens/Pencils
 Any necessary handouts
 Place any necessary handouts on each desk prior to start of workshop

Activity Outline

1. Sign-In (10 minutes)
Each participant will sign in prior to the workshop beginning.
2. Welcome (10 minutes)
The director of the 4VBV program will welcome all attendees, followed by an
introduction to the topic of the day, its relevance to the veteran population, and introduce
the guest speaker as well.
3. Presentation/Activity (30 - 60 minutes depending on workshop as workshop lengths
vary)


The guest speaker will address the topic of the day and provide an open and supportive
space for questions from the participants.
Any activities (i.e. mini resource fair for the mental health/relaxation workshop) will
occur prior to the presentation.
The presenter will provide contact information as well as additional resources for the
veterans.
5. Distribute/Collect Evaluation Forms In A Closed Box (5 minutes)

Assessment Results

 TBD


 TBD


APPENDIX C

Group Discussions – Lesson Plan


The peer mentor program will offer small group discussion sessions that last approximately two
and one half hours. Throughout the discussions, veterans will lend a wealth of experiences they
have faced with other attendees. Due to the likelihood that the veteran students in attendance
will be adult learners, the goal of 4VBV is to intermingle fellow adult learners with traditionally-
aged classmates. In addition, small group discussions will encourage veteran students to use
similar applications in the classroom to facilitate student success.


1. SWiBAT discuss (comprehension) their experiences in the classroom as done in the group
discussion in order to inform classmates of their background.
2. SWiBAT correlate (analysis) experiences from the military with classroom material in order
to enhance the comprehension of the content being presented by discussing experiences aloud
with other group discussion attendees.


o The learning outcomes integrate Kolb’s Theory of Experiential Learning.
o The learning outcomes address the benefits of veteran students sharing their experiences in
the classroom.
o The learning outcomes address the benefits of veteran students sharing their experiences in
order to enhance their comprehension of the content being presented.

Assessment Strategy
Group Discussion Evaluation

Date: __________________
Date of Group Discussion: __________________

Gender:
___ Male
___ Female
___ Other: ___________________________

___ Caucasian


___ Latino
___ Native American

Age:
___ 18-23
___ 24-30
___ 31-35
___ 35+

2- Disagree
3- Neutral
4- Agree
5- Strongly Agree

The group discussion provided me with a comfortable environment:

1 2 3 4 5 6

The group discussion provided me with the outcome I was looking for:

1 2 3 4 5 6

The group discussion gave me confidence to speak to my classmates about my experiences:

1 2 3 4 5 6

Attending the group discussions will help my comprehension in the classroom:

1 2 3 4 5 6

I will return for another group discussion:

1 2 3 4 5 6



Thank you!



 Sign-in sheets
 Pens/Pencils
 Place any necessary handouts on each desk prior to start of group discussion

Activity Outline

2. Introduction (45 minutes)
Director/Program Representative will open the discussion with an icebreaker activity to
introduce the attendees.
The Director/Program Representative will open the group discussion to allow members to
share about their current experiences in the classroom, encouraging older veterans to
share in order to ease the tension of the newer veterans.
The Director/Program Representative will close the session by thanking the veterans for
sharing their experiences, and validating their current hardships while also encouraging
them to be persistent in their education. The Director/Program Representative will use
the concepts of experiential learning to help provide guidance on how to draw
connections between the student’s learning and their prior military experience as a way to
connect both military and student role.
5. Distribute/Collect Evaluation Forms In A Closed Box (5 minutes)

Assessment Results

 TBD


 TBD


APPENDIX D

Brown Bag Lunch Series – Lesson Plan


The peer mentor program will incorporate a monthly veteran’s brown-bag lunch series. Each
mixer will last two and one-half hours. The purpose of this lunch series is to lend an opportunity
for students to socialize and meet other veterans in a casual environment, therefore easing their
transition into college. The campus community would be invited to attend this event. Each
lunch would encourage student discussion of current issues in the veteran community as well as
issues pertinent to general campus populations to assist veteran students in their reintegration.


1. SWiBAT identify (knowledge) the names of three faculty mentors present at the brown bag
lunch who will aid them in the process of balancing their personal lives along with their new
student role.
2. SWiBAT establish (application) relationships with other veteran students who were present at
the brown bag lunch mixer in order to assist them long-term with the issue of balancing their
lives and their role as a student.


o The learning outcomes integrate Schlossberg’s “Moving Through” Phase.
o The learning outcomes address the need for veteran students to socialize with other veteran
students and faculty in a casual environment in order to ease the transition in to college.

Assessment Strategy
Brown Bag Lunch Series Evaluation

Date: __________________
Date of Brown Bag Lunch: ____________________________

Gender:
___ Male
___ Female
___ Other: ___________________________

___ Caucasian
___ Latino


___ Native American

Age:
___ 18-23
___ 24-30
___ 31-35
___ 35+

2- Disagree
3- Neutral
4- Agree
5- Strongly Agree

The brown bag lunch provided me with a comfortable environment:

1 2 3 4 5 6

I enjoyed meeting other veteran students at the brown bag lunch:

1 2 3 4 5 6

I was able to connect with faculty mentors at the brown bag lunch:

1 2 3 4 5 6

I was able to connect with other veteran students at the brown bag lunch:

1 2 3 4 5 6

I will return to future brown bag lunch sessions:

1 2 3 4 5 6



Thank you!

 Sign-in sheets
 Pens/Pencils
 Place any necessary handouts on sign-in desk prior to start of brown bag lunch

Activity Outline

2. Welcome/Introduction (20 minutes)
The Director/Program Representative will welcome the group to the lunch session and
introduce members of the college community that are in attendance.
The Director/Program Representative can use this time to bring up current events in the
community that may relate to the veteran community and create discussion among
attendees.
4. “Mixer Time” (80 minutes)
Students will intermingle and visit with each other. This is a low structured session
where veterans and the college community are able to socialize and build relationships.
The Director/Program Representative will close the lunch session by thanking those that
have attended and also inform them of the next lunch session.
6. Distribute/Collect Evaluation Form In A Closed Box (10 minutes)

Assessment Results

 TBD


 TBD


APPENDIX E

4VBV Overall Program Assessment Plan

To assess whether or not the current program is meeting its programmatic goal of informing the
students being served of the resources offered on campus that will aid in their progression and
successful completion of their educational endeavors, a satisfaction survey will be sent out to all
participants of the 4VBV program. A program database will be compiled from the sign-in sheets
that were obtained from the one-on-one sessions, group discussions, workshops, and brown bag
lunch series. The following survey will be sent out electronically using Student Voice, a third
party assessment provider, at the end of the first semester.

4VBV Overall Program Assessment Survey

Dear participant of the 4VBV program, please fill out the following survey to assist our program
with improvement of services in order to continually meet your needs.

1. Please select the programs that you have participated in: (check all that apply)
___ One-on-One Mentor Sessions
___ Workshops
___ Group Discussions
___ Brown Bag Lunch Series

2. Gender:
___ Male
___ Female
___ Other: ___________________________

3. Age:
___ 18-23
___ 24-30
___ 31-35
___ 35+

4. Ethnicity: (check all that apply)
___ Caucasian
___ Latino
___ Native American

5. Select your student standing:
___ Freshman


___ Sophomore
___ Junior
___ Senior

6. Did you transfer from a different college institution?
___ Yes
___ No

7. Are you the first in your family to attend college?
___ Yes
___ No

8. How long have you been away from active duty?
___ 0-1 year
___ 2-3 years
___ 4+

9. Do you suffer from Post-Traumatic Stress Disorder (PTSD)?
___ Yes
___ No
___ Unsure

2- Disagree
3- Neutral
4- Agree
5- Strongly Agree
6- Not Applicable

One-on-One Mentoring

After my one on one mentoring session with my peer mentor, I was able to recall advice
given to me regarding my changing roles at home, in the community, and in their new
school environment.

1 2 3 4 5 6

After my one-on-one mentoring session with my peer mentor, I was able to identify faculty
mentors who may assist me with the issue of transitioning from my role as a soldier in
combat to a student on campus.


1 2 3 4 5 6
Workshops

Please indicate which workshop(s) you attended:
___ Writing
___ Benefits
___ Mental Health and Relaxation

The workshops provided me necessary resources for overcoming the challenges that I had
pertaining to the topic of the workshop.

1 2 3 4 5 6

I was able to apply the knowledge gained from the workshops in order to overcome
challenges faced on campus.

1 2 3 4 5 6

Group Discussions

The group discussions provided me an opportunity to share my learning experiences in the
classroom with other veteran students.

1 2 3 4 5 6

The group discussions allowed me to connect my experiences from the military with
classroom material as a way to enhance my comprehension of the content being presented.

1 2 3 4 5 6

Brown Bag Lunch Series

The lunch series has helped me identify names of faculty mentors who have aided me in the
process of balancing my life along with my new student role.

1 2 3 4 5 6


The lunch series have helped me establish relationships with other veteran students who
were present at the brown-bag lunch mixer that have assisted in with balancing their lives
and their role as a student.

1 2 3 4 5 6

Overall, the 4VBV program has assisted in my transition as a college student.

1 2 3 4 5 6

I would recommend this program to incoming veterans.

1 2 3 4 5 6

I will continue to participate in this program next semester.

1 2 3 4 5 6


Thank you for completing our survey!


4VBV Focus Group Assessment

Thank you for volunteering for this focus group. The purpose of this assessment group is to
understand your experiences with the 4VBV program and use your recommendations to make
improvements to our program.

Consent:
Your participation in the 4VBV focus group is voluntary, and the personal risks here are
minimal. We will use your information to make improvements to our program, but in reviewing
the data we will not disclose your identity. You may withdraw from this focus group at any time
with no harm done to you.

If you consent please sign below to continue:

Participant name _______________ Signature ___________________ Date______________

Questions:

1. Of the four services 4VBV has provided, which are the most beneficial to your transitioning
process as a veteran to a student and why?

2. Which service(s) would you change if given the opportunity and how would you change
it/them?

3. Which services would you like to see added to the 4VBV program?

Thank you for your participation in this focus group! We appreciate your time and feedback and
we hope to see you at our future events.


References

Ackerman, R., DiRamio, D., & Garza Mitchell, R. L. (2009). Transitions: Combat veterans as

college students. New Directions for Student Services, 126, 5-14. doi: 10.1002/ss.311.

Brown, P. A., & Gross, C. (2011). Serving those who have served: Managing veteran and

military student best practices. The Journal of Continuing Higher Education, 59, 45-49.

Cook, B.J., & Kim, J. (2009). From soldier to student: Easing the transition of service members

on campus. Washington, DC: American Council on Education.

Defense Manpower Data Center. CTS Deployment File Baseline Report (March 31).

Washington, DC: U.S. Department of Defense, 2007.

DiRamio, D., Ackerman, R., & Mitchell, R. L. (2008). From combat to campus: Voices of

student veterans. NASPA Journal, 45(1), 73-102.

DiRamio, D., & Spires, M. (2009). Partnering to assist disabled veterans in transitions. New

Directions for Student Services, 126, 81-88. doi: 10.1002/ss.319.

Enns, C. Z. (1993). Integrating separate and connected knowing: The experiential learning

model. Teaching of Psychology, 20 (1), 7 – 13.

Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development

in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

Hassan, A. M., Jackson, R. J., Lindsay, D. R., McCabe, D. G., & Sanders, J. E. (2010). The

veteran student in 2010: How do you see me? About Campus. May-June 2010.

doi: 10.1002/abc.20020.

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential

learning in higher education. Academy of Management Learning and Education, 42,


193–212.

Kolb, A. Y., & Kolb, D. A. (2006). Learning styles and learning spaces: A review of the

multidisciplinary application of experiential learning theory in higher education. New

York, NY: Prentice Hall.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and

development. Upper Saddle River, NJ: Prentice Hall.

Merriam, S. B., Caffarella, R. S., & Baumgartner L. M. (2007). Learning in adulthood: A

comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.

National Association of State Head Injury Administrators. (2007). Traumatic brain injury facts.

Retrieved from www.nashia.org.

Parks, K., Wilson, N.L., & Harper, R. (2010). Returning veteran with an acquired disability:

Laurie. In R. Harper, N. Wilson, & Associates (Eds), More than listening: A casebook

for

using counseling skills in student affairs work (pp.165-182). Washington, DC: NASPA.

Radford, A. (2008). Military service members and veterans in higher education: What the new

GI bill may mean for postsecondary institutions. Washington, DC: American Council on

Education.

Radford, A. W. (2009). Military service members and veterans in higher education: What the

new GI bill may mean for postsecondary institutions. Washington, DC: American

Council on Education.

Rainey, M. A., & Kolb, D. A. (1995). Using experiential learning theory and learning styles in


diversity education. Westport, CT: Greenwood Press.

Sanford, N. (1962). Developmental status of the entering freshmen. In N. Sanford (Ed.), The

American college student (pp. 253-282). Hoboken, NJ: Wiley.

Sanford, N. (1966). Self and society. New York, NY: Atherton Press.

Sanford, N. (1967). Where colleges fail: The study of the student as a person. San Francisco,

CA: Jossey-Bass.

Schlossberg, N.K., Lynch, A. Q., & Chickering, A. W. (1989). Improving higher education

environments for adults. San Francisco, CA: Jossey-Bass.

Schlossberg, N.K., Waters, E.B., & Goodman, J. (1995). Counseling adults in transition (2nd

ed.). New York, NY: Springer.

Wawrzynski, M., LoConte, C., & Straker, E. (2011). Learning outcomes for peer educators: The

national survey on peer education. New Directions for Student Services, 133, 17-27.

doi: 10.1002/ss.381.

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