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Examining the Relationship Between Midwest Community College Veteran Outreach Programs and the Academic Success of Veterans That Participate in Veteran Outreach ProgramsA dissertation submitted byFrancis Rafael DelatorretoBenedictine Universityin partial fulfillmentof the requirements for the degree of Doctor of EducationinHigher Education and Organizational ChangeThis dissertation has been accepted for the facultyof Benedictine University ____________________________ Jack Minogue, Ph.D._________ ___________Dissertation Committee Chair/DirectorDate____________________________ Gary Davis, Ph.D.___________ ___________Dissertation Committee ReaderDate____________________________ Mehmet Dik, Ph.D.____________ ___________Dissertation Committee Reader Date____________________________ Sunil Chand, Ph.D. _________ __________Program Director, FacultyDate____________________________ Eileen Kolich, Ph.D._________ __________ FacultyDate____________________________ Ethel Ragland, Ed.D., M.N.,R.N. __________ Dean, College of Education and Health Services DateBENEDICTINE UNIVERSITYEXAMINING THE RELATIONSHIP BETWEEN MIDWESTCOMMUNITY COLLEGE VETERAN OUTREACH PROGRAMS AND THE ACADEMIC SUCCESS OF VETERANS THAT PARTICIPATE IN VETERAN OUTREACH PROGRAMSA DISSERTATION SUBMITTED TO THE GRADUATE SCHOOLIN CANDIDACY FOR THE DEGREE OFDOCTOR OF EDUCATION INHIGHER EDUCATION AND ORGANIZATIONAL CHANGEBYFRANCIS RAFAEL DELATORRELISLE, ILLINOISOCTOBER 2014 ?Copyright by Francis Rafael Delatorre 2014 All Rights ReservedACKNOWLEDGEMENTS TC "ACKNOWLEDGEMENTS" \f C \l "5" During my dissertation journey, Dr. Gibbs, my dissertation reader, was called by God. I was moved by Dr. Gibbs’ guidance and his great interest in my dissertation topic. His dedication and support was the foundation of my journey. I acknowledge God’s love and grace that lifted the burdens I was enduring while I was trying to complete this journey while being a father to my children Isabella, Alexander, Daniel, and Stella.It gives me great pleasure to sincerely express my deepest gratitude to my dissertation Chair/Director Dr. Minogue for his excellent guidance, compassionate, patience, and for providing me with excellent guidance for doing research. I would like to thank Dr. Davis, for providing me with his guidance in developing and completing my dissertation. I also want to thank Dr. Dik who was willing to participate as a reader and who provided valuable guidance in educational research.I appreciate Benedictine University for the Doctorate in Higher Education and Organizational Change program and the dedicated professors who challenged and endowed me with the required professional knowledge and skills needed to transform people in becoming lifelong learners and leaders. I want to thank my cohorts in the Ed.D. in Higher Education and Organizational Change program for your undying loyalty and support. I appreciate how we all benefitted from shared leadership and expertise and how we each challenged the others at different times as we trekked through this journey. Thank you for helping me stand up, to equilibrate, and to refocus while experiencing a horrendous series of personal events. Without your love and support I would not have finished this journey. I would like to thank Dr. Bjorkman for supervising my internship project; I appreciate that through your leadership you challenged me in an internship project that allowed me to exercise the professional skills I learned in the Benedictine University Ed.D. in Higher Education and Organizational Change program. I also must thank Dr. Tangonan for allowing me to practice at your accredited institution. I appreciate your mentorship while allowing me take on numerous projects for your institution of higher education. I am also humbled that you have allowed me to return to your institution to assist in developing new innovative educational programs. I am grateful for the support of my sisters Peggy and Yolanda, my brother Gilberto, and my nieces and nephews for their heartfelt well wishes. I also want to thank my neighbors and friends that provided me with inspiration. I want to thank the Benedictine University library and the professional staff for their outstanding support and guidance. I want to thank Mr. Karrico for his professional expertise and his leadership that allows his library staff to provide the highest caliber of support and customer service. The library was the crucible for my dissertation literature. Above all, I have a deep appreciation to our military veterans and to my military mentors who, over the 23 years of my Naval career, forged the core values of honor, courage, commitment, and service.DEDICATIONI dedicate this dissertation to my father Gilberto whose words of lifelong learning for personal and professional development and drive for insistence echo in my ears.SAILOR’S CREED TC "SAILOR’S CREED" \f C \l "5" I am a United States Sailor. I will support and defend the Constitution of the United States of America and I will obey the orders of those appointed over me. I represent the fighting spirit of the Navy and those who have gone before me to defend freedom and democracy around the world. I proudly serve my country's Navy combat team with Honor, Courage and Commitment. I am committed to excellence and the fair treatment of all.PRAYER OF SAINT FRANCIS OF ASSISI TC "PRAYER OF SAINT FRANCIS OF ASSISI" \f C \l "5" Lord, make me an instrument of your peace.Where there is hatred, let me sow love;where there is injury, pardon;where there is doubt, faith;where there is despair, hope;where there is darkness, light;and where there is sadness, joy.O Divine Master, grant that I may not so much seekto be consoled as to console; to be understood as to understand; to be loved as to love.For it is in giving that we receive; it is in pardoning that we are pardoned; and it is in dying that we are born to eternal life.AmenU. S. NAVY CHIEF PETTY OFFICER CREED TC "U. S. NAVY CHIEF PETTY OFFICER CREED" \f C \l "5" During the course of this day you have been caused to humbly accept challenge and face adversity. This you have accomplished with rare good grace. Pointless as some of these challenges may have seemed, there were valid, time-honored reasons behind each pointed barb. It was necessary to meet these hurdles with blind faith in the fellowship of Chief Petty Officers. The goal was to instill in you that trust is inherent with the donning of the uniform of a Chief. It was our intent to impress upon you that challenge is good; a great and necessary reality which cannot mar you—which, in fact, strengthens you. In your future as a Chief Petty Officer you will be forced to endure adversity far beyond that imposed upon you today. You must face each challenge and adversity with the same dignity and good grace you demonstrated today. By experience, by performance, and by testing, you have been this day advanced to Chief Petty Officer. In the United States Navy—and only in the United States Navy—the rank of E7 carries with it unique responsibilities and privileges you are now bound to observe and expected to fulfill. Your entire way of life is now changed. More will be expected of you; more will be demanded of you. Not because you are an E7 but because you are now a Chief Petty Officer. You have not merely been promoted one pay grade, you have joined an exclusive fellowship and, as in all fellowships, you have a special responsibility to your comrades, even as they have a special responsibility to you. This is why we in the United States Navy may maintain with pride our feelings of accomplishment once we have attained the position of Chief Petty Officer. Your new responsibilities and privileges do not appear in print. They have no official standing; they cannot be referred to by name, number, nor file. They have existed for over 100 years, Chiefs before you have freely accepted responsibility beyond the call of printed assignment. Their actions and their performance demanded the respect of their seniors as well as their juniors. It is now required that you be the fountain of wisdom, the ambassador of good will, the authority in personal relations as well as in technical applications. "Ask the Chief" is a household phrase in and out of the Navy. You are now the Chief. The exalted position you have now achieved—and the word exalted is used advisedly—exists because of the attitude and performance of the Chiefs before you. It shall exist only as long as you and your fellow Chiefs maintain these standards. It was our intention that you never forget this day. It was our intention to test you, to try you, and to accept you. Your performance has assured us that you will wear "the hat" with the same pride as your comrades in arms before you. We take a deep and sincere pleasure in clasping your hand, and accepting you as a Chief Petty officer in the United States Navy.table of contentsPage TOC \f \h \z ACKNOWLEDGEMENTS PAGEREF _Toc423127294 \h iiiSAILOR’S CREED PAGEREF _Toc423127295 \h viPRAYER OF SAINT FRANCIS OF ASSISI PAGEREF _Toc423127296 \h viiU. S. NAVY CHIEF PETTY OFFICER CREED PAGEREF _Toc423127297 \h viiiLIST OF TABLES PAGEREF _Toc423127298 \h xiiiLIST OF FIGURES PAGEREF _Toc423127299 \h xivGLOSSARY PAGEREF _Toc423127300 \h xvABSTRACT PAGEREF _Toc423127301 \h xviiCHAPTER 1: INTRODUCTION PAGEREF _Toc423127302 \h 1Background of the Study PAGEREF _Toc423127303 \h 1Purpose of the Study PAGEREF _Toc423127304 \h 6Research Questions PAGEREF _Toc423127305 \h 8Hypothesis PAGEREF _Toc423127306 \h 8Implications of the Study PAGEREF _Toc423127307 \h 10Limitations PAGEREF _Toc423127308 \h 10Delimitations PAGEREF _Toc423127309 \h 10Definitions of Key Terms PAGEREF _Toc423127310 \h 11CHAPTER 2: REVIEW OF THE LITERATURE PAGEREF _Toc423127311 \h 16Change and Transitions PAGEREF _Toc423127312 \h 18Organizational Culture PAGEREF _Toc423127313 \h 18Leading Change PAGEREF _Toc423127314 \h 19White Water PAGEREF _Toc423127315 \h 19Transitions PAGEREF _Toc423127316 \h 20Transitional Stages PAGEREF _Toc423127317 \h 21Challenging Situations PAGEREF _Toc423127318 \h 22Counseling Models PAGEREF _Toc423127319 \h 23Schlossberg’s Transition Framework PAGEREF _Toc423127320 \h 23Assessment PAGEREF _Toc423127321 \h 24Approaching Transitions PAGEREF _Toc423127322 \h 25The 4S System PAGEREF _Toc423127323 \h 25Taking Charge by Strengthening Resources PAGEREF _Toc423127324 \h 26Hackney-Cormier’s Counseling Model PAGEREF _Toc423127325 \h 27Cross’ Chain of Response Model PAGEREF _Toc423127326 \h 28Community Colleges and Veterans PAGEREF _Toc423127327 \h 30Access to Higher Education PAGEREF _Toc423127328 \h 31Capacity of Community Colleges PAGEREF _Toc423127329 \h 31Community College Challenge PAGEREF _Toc423127330 \h 32Veterans in Higher Education PAGEREF _Toc423127331 \h 33Expansion of Veteran Enrollment PAGEREF _Toc423127332 \h 35GI Bill Today PAGEREF _Toc423127333 \h 36An Example of VA Revenue: Illinois Community Colleges PAGEREF _Toc423127334 \h 37Student Services PAGEREF _Toc423127335 \h 38Student Retention PAGEREF _Toc423127336 \h 39Effective Retention Programs PAGEREF _Toc423127337 \h 39Constructive Opportunism PAGEREF _Toc423127338 \h 40Positive Influence PAGEREF _Toc423127339 \h 41At-Risk Students PAGEREF _Toc423127340 \h 41Diversity PAGEREF _Toc423127341 \h 42At-Risk Military Student Veterans PAGEREF _Toc423127342 \h 43Student Veteran Characteristics PAGEREF _Toc423127343 \h 44Polytrauma PAGEREF _Toc423127344 \h 45Specific Needs of Returning Veterans PAGEREF _Toc423127345 \h 45Student Veteran Needs PAGEREF _Toc423127346 \h 45Veterans With Disabilities PAGEREF _Toc423127347 \h 46Wounded Veterans PAGEREF _Toc423127348 \h 46Student Affairs PAGEREF _Toc423127349 \h 47Student Affairs Services PAGEREF _Toc423127350 \h 49Veteran Outreach Programs PAGEREF _Toc423127351 \h 50Defining Success PAGEREF _Toc423127352 \h 51Veteran Outreach PAGEREF _Toc423127353 \h 53Higher Education Veterans Service Act PAGEREF _Toc423127354 \h 54Veteran Outreach Coordinator PAGEREF _Toc423127355 \h 54Summary PAGEREF _Toc423127356 \h 56CHAPTER 3: METHOD PAGEREF _Toc423127357 \h 57Veteran Outreach Services PAGEREF _Toc423127358 \h 58Research Design PAGEREF _Toc423127359 \h 59Population PAGEREF _Toc423127360 \h 60Data Collection PAGEREF _Toc423127361 \h 62Data Analysis PAGEREF _Toc423127362 \h 64Limitations PAGEREF _Toc423127363 \h 65Summary PAGEREF _Toc423127364 \h 67CHAPTER 4: ANAYLSIS AND RESULTS PAGEREF _Toc423127365 \h 69Survey Procedures PAGEREF _Toc423127366 \h 70Demographic Attributes and Data Analysis PAGEREF _Toc423127367 \h 72Summary of Findings PAGEREF _Toc423127368 \h 84Hypothesis PAGEREF _Toc423127369 \h 84Research Questions PAGEREF _Toc423127370 \h 84Research Question One PAGEREF _Toc423127371 \h 84Research Question Two PAGEREF _Toc423127372 \h 84Research Question Three PAGEREF _Toc423127373 \h 85Research Question Four PAGEREF _Toc423127374 \h 85Conclusions PAGEREF _Toc423127375 \h 86CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS PAGEREF _Toc423127376 \h 88Summary of the Study89Discussion of the Findings PAGEREF _Toc423127378 \h 90Research Question One PAGEREF _Toc423127379 \h 90Research Question Two PAGEREF _Toc423127380 \h 91Research Question Three PAGEREF _Toc423127381 \h 91Research Question Four PAGEREF _Toc423127382 \h 92Recommendations for Future Studies PAGEREF _Toc423127383 \h 93Summary PAGEREF _Toc423127384 \h 94APPENDIX A. STUDENT VETERAN SURVEY PAGEREF _Toc423127385 \h 97APPENDIX B. INVITATION TO PARTICIPATE IN SURVEY PAGEREF _Toc423127386 \h 102APPENDIX C. INSTITUTIONAL REVIEW BOARD APPROVAL PAGEREF _Toc423127387 \h 104APPENDIX D. PERMISSION TO USE COPYRIGHTED MATERIAL PAGEREF _Toc423127388 \h 106APPENDIX E. SUCCESS OF VETERAN SERVICES AT ALL METROPOLITAN COLLEGE CAMPUSES PAGEREF _Toc423127389 \h 109REFERENCES PAGEREF _Toc423127390 \h 113LIST OF TABLES TC "LIST OF TABLES" \f C \l "5" Page TOC \f A \h \z \c "Table" Table 1. Post 9/11 GI Bill Training Costs and Number Trained Between?August 1,?2009 and?January?23,?2012 PAGEREF _Toc423123497 \h 61Table 2. Comparison of Success of Veterans Who Used Academic Services and Veterans Who Did Not Use the Service PAGEREF _Toc423123498 \h 69Table 3. Veteran Participation in Outreach Services by Institution PAGEREF _Toc423123499 \h 74Table 4. Veteran Participation in Each Outreach Service PAGEREF _Toc423123500 \h 75Table 5. Veteran Services Performance at Metropolitan College System Campuses PAGEREF _Toc423123501 \h 76Table 6. GPA of Student Veterans Who Participated in Veteran Assistance Services PAGEREF _Toc423123502 \h 78Table 7. Success of Veteran Services at All Metropolitan College System Campuses PAGEREF _Toc423123503 \h 80Table 8. Detailed Responses to Question on Success of Veteran Services PAGEREF _Toc423123504 \h 83LIST OF FIGURES TC "LIST OF FIGURES" \f C \l "5" Page TOC \f B \h \z \c "Figure" Figure 1. The Individual Transition Process of Change PAGEREF _Toc423123532 \h 4Figure 2. Steps in Moving Through the Academic Transition PAGEREF _Toc423123533 \h 58Figure 3. Veteran Participation in Outreach Services by Gender PAGEREF _Toc423123534 \h 73Figure 4. Veteran Participation by Pay Grade Rank PAGEREF _Toc423123535 \h 73Figure 5. Veteran Participation in Outreach Services by Institution. PAGEREF _Toc423123536 \h 74Figure 6. Veteran Participation in Each Outreach Service PAGEREF _Toc423123537 \h 75Figure 7. Metropolitan College System Campuses’ Veteran Services Performance PAGEREF _Toc423123538 \h 77Figure 8. GPA of Student Veterans Who Participated in Veteran Assistance Services PAGEREF _Toc423123539 \h 78GLOSSARY TC "GLOSSARY" \f C \l "5" AACC - The American Association of Community Colleges AASCU – American Association of State Colleges and Universities ACE – American Council on EducationAcademic Success – When a student achieves the targets set for themselves against the set standards for whatever learning objective they are involved in. DoD – U. S. Department of Defense FY – Fiscal YearIDVA - Illinois Department of Veterans AffairsK-12 - The designation for the sum of primary and secondary education MGIB - The Montgomery GI Bill - 30 NASPA - The National Association of Student Affairs Administrators in Higher Education NCES - The National Center for Education Statistics is the part of the U. S. Department of Education's Institute of Education Sciences (IES) PL – Public Law PTSD – Post-Traumatic Stress DisorderREAP – Reserve Education Assistance ProgramSOC – Service-members Opportunities CollegesSRA – Servicemen’s Readjustment Act of 1944Support Services – Activities sponsored by the institution that support student life and student success.SVA – Student Veterans of America TBI – Traumatic Brain Injury USDOE - U.S. Department of EducationUSDVA - U. S. Department Veterans’ AffairsABSTRACT TC "ABSTRACT" \f C \l "5" This quantitative study examines the relationship between United States military veteran outreach programs and the academic success of student veterans who participate in veteran services at an urban community college system, herein termed Metropolitan College System. This study is based on Schlossberg’s Theory of Adults in Transition that correlates with Tinto’s work on group differences in rates of degree completion. The academic success rate of military veterans transitioning through postsecondary institutions is examined in relationship with reported individual use of veteran outreach services. Veteran services are designed to assist veterans self-manage the transition to higher education by building strong relationships with higher education practitioners and providing resources that foster support and help veterans to devise a personal strategy for achieving academic success. Assessment of the veteran outreach activities at Metropolitan Colleges may identify actions that provide resources for achieving academic success. This study was designed to establish a correlation between use of Veteran services at community colleges and the academic success of individuals who used these services. Due to the unique characteristics of each participant and multiple variants in the Veterans services, no statistically significant correlation could be established; however, very clear tendencies emerge from this study indicating the likelihood that, with additional controls, a correlation could be discovered. Though not establishing a statistically significant correlation, the data from this study does point to a likely relationship between use of the Veteran services and academic success. This study does provide an excellent roadmap for further research to pin down the exact services that impact a veteran’s academic success.CHAPTER 1: INTRODUCTION TC "CHAPTER 1: INTRODUCTION" \f C \l "5" This quantitative study examined the relationship between veteran outreach programs and the academic success of veterans that participate in these services at a college system within a large metropolitan area. For purposes of this study the system is termed Metropolitan College System. The study was based upon Schlossberg’s Counseling Adults In Transition: Linking Schlossberg's Theory With Practice In A Diverse World framework as described by Anderson, Goodman, and Schlossberg (2012). According to Anderson, et al., adults experience social adjustment challenges on a consistent basis as the fundamental theme in our current social environment is change. Anderson et al. further noted that there are times when adults have to address challenging situations in the context of change that evolve from forces originating in demographic, sociocultural, technological, political, and historical spheres of influence. In our present day, continuity is the exception and adjusting to rapid change and discontinuity is considered the norm. Some individuals find it difficult to accept that change exists, and that old strategies no longer apply (Anderson et al., 2012) . Background of the Study TC "Background of the Study" \f C \l "1" According to Anderson et?al. (2012), adults transition into new environments throughout various stages of life and require learning to navigate these new environments (p.?3). For individuals having difficulties in addressing rapidly changing environments, coupled with unexpected encounters, managing uncertainty is perhaps the most difficult process in maintaining a sound family environment and preparing for the future of the family. According to Bright and Prior (as cited in Anderson et al. 2012), people are living in rapidly shifting environments where world events and experiences are viewed as complex, changing, and unpredictable. According to Anderson et al. (2012), “Adults in transition are often confused and in need of assistance” (p. 37). Additionally, Anderson et al. posited that adults can discover limitations and obstacles in their transition―such as being burned-out, experiencing health, family, or relationship problems, and loss of job issues—that can make it difficult to engage in normal love, work, and play. According to Schlossberg, Lynch, and Chickering (1989), development of rapport is the first stage in relationship building and helps the counselor to identify the client’s location in the transition process. Using the knowledge gleaned from developing this rapport, the counselor can advise on appropriate resources to help the client progress through the transition (Schlossberg et al., 1989). A successful transition will allow the client to once again engage in successful relationships in both the individual’s personal and professional life. Anderson et al. (2012) proposed that adults are able to search issues in depth, understand the underlying meaning of issues, develop a plan, and are more likely to be empowered to effectively manage and resolve an issue. The transition process locates or denotes where the adult is in the transition process and, based on the transition model, provides a systematic framework for counselors, psychologists, social workers, and other practitioners. Furthermore, Anderson et al. explained that the theory of the transition model has three key components that may influence the client in transition: Approaching transitions,Taking stock of coping resources identified in the 4S system, and Taking charge and strengthening resources.Anderson et?al. (2012) further explained that the type of approaching transition influences and identifies the nature of the transition a person is experiencing. Identifying the transition provides counselors with a clear perspective on the appropriate resources to provide that will help the client succeed in the transition (Anderson et al., 2012). The transition identification question then becomes, “What changes are approaching?” The source of change could be a new family member such as a baby, a new job assignment, an intrapersonal change, or a change in a relationship. Anderson et al. reported that transitions may come with or without warning or a transition can be a nonevent. An example of a nonevent is described as expecting a transition, then nothing happening, thereby altering the individual’s life. Taking stock of coping resources allows a person to create strategies to respond to and modify their current environmental situation. Figure 1 provides a visual representation of the transition process and coping resources identified in the 4S system (Anderson et?al., 2012) and reveals the individual’s location in the transition. Transitions change over time and the way people react to change varies depending on whether a person is moving in, moving through, or moving out of the transition (Anderson et al., 2012). However, it is important to note that changes will always occur, causing a new transition that an individual will be required to navigate (Anderson et al., 2012). ChangeBehaviorRoleLearningPerceptionsPotential Assets & LiabilitiesSituationEvent or nonevent, trigger, timing, control / source role change, duration, previous experience, concurrent stress, assessmentSelfPersonal characteristicspsychological resourcesStrategiesCoping responses, functionsstrategies: information seeking, direct action, inhibition of actionSupportSocial support types:intimate, family, friendship, network, institution, convoy functions, optionsApproaching Transitions:Event or Nonevent Resulting in ChangeTypeContextImpactCoping Resources: The 4S’s Figure 1. The individual transition process of change TC "Figure 1. The Individual Transition Process of Change" \f B \l "1" . Adapted from Counseling Adults in Transition: Linking Schlossberg’s Theory With?Practice in a Diverse World (4th ed.), by M. L. Anderson, J. Goodman, & N. K. Schlossberg, 2012. Reproduced with the permission of Springer Publishing Company, LLC, New York, NY 10036. Anderson et al. (2012) reported that knowing more about an individual’s transition and being able to describe the transition helps initiate a discussion focusing on issues, and discovering what is troubling and challenging the client. Mapping out the individual transition scenario locates where the person is in the transition process. One might ask questions such as: (a)?Did the client learn that his or her job is going to be eliminated? (b)?Is the client in the first few weeks of their job loss? (c)?Has it been a year since being terminated from a job? Anderson et al. (2012) further explained that everyone moves in, through, or out of a transition differently and, over time, people react and make adjustments in order to cope with change (p. 38). Higher education institutions assist their students with such transitions into college and through college. Tinto (1993), for instance, affirmed that institutions should frontload their efforts on behalf of student retention, specifically for students in their first year of college, such as orientation programs, to begin assessing student skills, needs, and concerns. Anderson et al. believed that such resources could have mixed results; whereas some resources may be assets, other resources may hinder the transition, or even be identified as a liability.Anderson et al. (2012) provided the 4S system to identify the potential resources people have available for taking stock of coping resources to assist them in their transition. The four stages in the 4S system refer to the client’s Situation, Self, Support, and Strategies. Regardless of the transition or the client’s location in the transition process, individual clients cope with change differently, depending on the resources available to them. Taking charge by strengthening resources demonstrates the use of new strategies (Anderson et al., 2012). Clients cannot always avoid transitions but they can control how they react to and manage them. According to Block (1996), failing to serve our customers, means that an organization has also failed its internal stakeholders (p.5). Anderson et al. stressed that an important part of managing transitions is utilizing resources and relationships that foster support, then devising a personal strategy that helps the individual stay fluid during change.Purpose of the Study TC "Purpose of the Study" \f C \l "1" The purpose of this study was to examine whether the current veteran services correlate with veteran success at Metropolitan College System. Levine and Dean (2012) asserted that the greatest test for colleges is whether they transform and adapt for the emerging society. Furthermore, Levine and Dean added that institutions of higher education that inadequately prepare students for graduation and to successfully enter the workforce and accomplish transformation, risk becoming irrelevant. In this study academic success is defined as (a)?grade point average, (b)?the number of courses completed, and (c)?the number of courses needed to complete the educational goal. O’Herrin (2011) reported that institutions are willing to assist veterans’ transition into the higher education community, are enthusiastic in welcoming them, but are not always clear on how to meet veterans’ needs, which are distinct from those of other students. Military veterans participating in this relationship study can provide unique insight because of the distinctive experiences they face in the transition process into higher education (O’Herrin, 2011). O’Herrin stated further that veterans are a small segment of the student population at most institutions of higher learning and experience unique challenges. For example, according to the Metropolitan College System website (2013), there is a student population of over 100,000 students enrolled at the campuses. According to an internal report provided by the U.S. Department of Veterans Affairs titled, Post-9/11 GI Bill - Number Trained and Amount Paid by Name of Institution August 1, 2009-January 23, 2012, only less than 10% of the military veterans were certified in attendance among the Metropolitan College System campuses. This study may be especially helpful in testing this element of the theory with a veteran population, given the timeliness of such a test with a large number of U.?S. troops now in the process of transitioning back to civilian life and pursuing higher education.According to Altbach, Berdhal, and Gumport (2011, p. 59) veterans transition out of military service and attend community colleges as part of a series of events in transitioning into civilian life. The transition to pursuing higher education can be difficult and challenging and veterans enrolled in community colleges may help higher education practitioners gain insight into Schlossberg’s Transition Model of Taking Charge–Strengthening Resources (Anderson et al., 2012). Practitioners’ understanding of the taking charge-strengthening resources theory may be helpful in identifying whether the resources that a community college has to offer its veterans can make a difference in helping veterans take charge of their situation and successfully transition through the community college. In the state where MCS operates, a new law affecting public institutions can be useful to this study. The state legislature directed its public institutions of higher learning to provide expanded student services to student veterans with the goal of helping veterans reach their educational objectives. Astin (as cited in Seidman, 2005), discovered that degree attainment was certainly influenced by the percentage of resources invested in student services. Support services may be provided directly to the veteran by the institution, or the student may receive additional assistance through a referral system to help address issues beyond the capability of the institution. Feedback from veterans enrolled in MCSD will help determine whether the support services provided are by the colleges are sufficient. Veterans often need help in learning to take charge of managing change in their transitions in terms of affect, affirmation, and aid. Veterans are a dynamic student population with individual goals and challenges, and individual success will have an enduring social and economic effect on our nation. Humes (2006) affirmed that the United?States needs to build a more skilled workforce, and that every economic study suggests that we must invest more in education or we will harm the nation.Research Questions TC "Research Questions" \f C \l "1" This quantitative study will involve gathering and analyzing data to determine How many services are available for student veterans? On campus – Institution sponsored on site Off campus – Off campus referral servicesHow often do student veterans utilize the veterans’ services? Which veterans’ services provide positive feedback? What effect do the services have on the veteran’ grade point average? Hypothesis TC "Hypothesis" \f C \l "1" The hypothesis for this study was that U. S. military veterans who participate in veteran outreach activities at a group of community colleges located in the Midwest will persist and achieve greater academic success. Taking charge and strengthening resources is a key element in Schlossberg’s transition framework. The taking charge-strengthening resources theory is important because it demonstrates the benefits of applying new strategies. Veterans have the opportunity to employ strategies to provide the necessary skills that could allow them to move in, through, and out of a transition. According to Anderson et al., (2012), transitions may seem to be out of control, but can be handled effectively by the client seeking social support. Anderson et al. further indicated that social support is the solution to managing stress (p. 83), posed by the question, “Why should a person struggle through change all alone and become stressed out when there are social support services available to provide assistance during a difficult stage in a transition cycle?” Lovett (2006) wrote that experienced student affairs administrators are purposely trained in adult development, learning styles, cognition, and human communication, and can provide resources through the institution to help students in transition Anderson et al. (2012) reported that social support needs to be clearly defined because social support comes from various sources, in many forms and sizes, and in varying levels of quality (p. 84). Furthermore, Anderson et al. warned that social support could be for better or for worse and the types of support clients receive are often identified as originating from intimate relationships, family units, networks of friends, and institution or communities to which the client belongs. They affirmed that support systems function primarily to help individuals in transition as they navigate the transition cycle. Anderson et al. further emphasized that honest feedback from veterans allows practitioners to determine whether the support they provide clients is considered positive or negative, allowing opportunities for clients, practitioners, and the institution to excel.Veterans transition into higher education to improve personally and professionally, and invest valuable time and resources to achieve individual educational goals. Tinto (1993) explained that institutions need to decide what works in retaining students and what does not work. Schlossberg, Waters, and Goodman (1995) explained that taking charge-strengthening resources provide a means to identify potential resources that are available to the individual to help cope with the transition in higher education.Implications of the Study TC "Implications of the Study" \f C \l "1" According to Anderson et al. (2012), understanding individuals in transition is constant; however the process of the transition varies among the returning veterans as each individual’s transition differs, and every individual has a unique experience. Surveying veterans that utilize the available support services at community colleges will provide insight to whether Schlossberg’s theory of taking charge-strengthening resources is an applicable tool for higher education practitioners. Analyzing data collected from the veterans’ survey responses will identify the relationship between veteran outreach programs and the success of veterans that participate in these programs.Limitations TC "Limitations" \f C \l "1" This study is limited by the honesty of the subjects’ responses when completing the surveys. This study is limited by the amount of time available to conduct the study.Validity of this study is limited to the reliability of the instrument used.Delimitations TC "Delimitations" \f C \l "1" This study confined itself to surveying military veterans enrolled at an urban college system. The study focused on the responses given by the veterans in terms of the outreach services they have received. Veterans from all eras that have utilized veteran outreach services at MCS were included in the study. Kuh, Kinzie, Schuh, and Whitt (2005) reminded us that students who enroll as students experience varying levels of difficulties, and attention needs to be given to the responsibilities assigned by the administration to the veterans services officer (p. 196). Although universities meet the needs of other special student populations through offices whose mission is to provide specifically designed support services, Kuh et al. stated that, in planning those services, efforts should also be made to know the students who comprise the veteran population, and programs developed to meet their unique needs (p. 328). Ackerman, DiRamio, and Garza-Mitchell (2009) agreed that college campuses should be encouraged to meet the challenge of becoming veteran-friendly institutions by establishing personnel, policies, resources, and programs that replicate sensitivity to and understanding of the needs of veterans. Furthermore, Ackerman et al. stated that there is a pressing call for sharing best practices, to trade ideas, and to conduct research that will provide campuses with the information needed to promote the academic achievements of veterans who are students (p.13). Definitions of Key Terms TC "Definitions of Key Terms" \f C \l "1" Assessment: To determine the rate or amount of performance. At-risk student: A student who, by virtue of their situation, is statistically more likely to fail than others. Attitude: A person's perspective toward a specified target and way of saying and doing things.Change: Alteration in the social order of a society. Chapter 30: The Montgomery GI Bill–Veterans with 2 years active duty, 3 years active duty, or 2 years active duty plus 4 years reserves.Chapter 33: Post 9/11 GI Bill–Servicepersons who served on active duty for at least 90 aggregate days after 9/10/01.Chapter 35: Spouses and dependent children are eligible for education assistance because of a veteran’s death or permanent and total disability as a result of service.Chapter 1606: The Montgomery GI Bill–Selected Reserve. Reservist must be actively drilling and have a 6-year obligation in the Selected Reserve to be eligible.Chapter 1607: Veterans with 90 days or more active duty support of contingency operation or full-time National Guard duty responding to a national emergency are eligible for the veterans education assistanceCivilian: An individual not on active duty in the armed forces.Civilian Life: Convert from military to civilian status or control.Client: A person who engages in the professional advice or services of munity College: Government-supported 2-year college that offers an Associate’s degree.Culture: The customary beliefs, social forms, and material traits of a racial, religious, or social group; shared by people in a place or time.Data: Factual information derived from measurements or statistics, used as a basis for reasoning, discussion, or calculation .Demographics: Quantifiable statistics of a given population.Deployment: Military deployment is the movement of armed forces and their logistical support infrastructure around the world.Diversity: The respect of different cultures and interculturality.Dynamics: A pattern or process of change, growth, or activity.Feedback: The return to the input of a part of the output of system, or process for producing changes to improve performance and self-corrective action.The Higher Education Veterans Service Act: Requires all public colleges and universities to conduct a survey of the services and programs that are provided for veterans, active duty military personnel, and their families, at each of their respective campuses.Learning knowledge: Skills acquired by instruction or study; modification of a behavioral tendency by experience, exposure, and conditioning.Lifelong learning: Ongoing, voluntary, and self-motivated search of knowledge for either personal or professional development reasons to enhance social inclusion, active citizenship, and employability.Military Disability: The consequence of an impairment that may be physical, cognitive, mental, sensory, emotional, or some combination of these, occurring from military anization: An administrative and functional structure.Outcomes: Something that follows as a result or consequence. Perception: The organization, identification, and interpretation of sensory information in order to represent and understand the environment.Postsecondary Institutions: Colleges or universities where tertiary, or third level of education, occurs. Post-9/11 GI Bill: Provides financial support for education and housing to individuals with at least 90 days of aggregate service after September 10, 2001, or individuals discharged with a service-connected disability after 30 days. You must have received an honorable discharge to be eligible for the Post-9/11 GI Bill.Postgraduate education: Involves learning and studying for degrees, professional or academic certificates, or other qualifications for which a first or Bachelor's degree generally is required; it is normally considered to be part of higher education.Practitioner: One who practices a profession of assisting students in an educational setting.Rank: An official position or grade used by the Air Force, Army, and Marines.Rate: An official position or grade used by the Navy and the Coast Guard.Retention: The ability of an organization to retain its members. Social support: The assistance available from other people.Strategy: A careful plan or method.The 4S System: A transition system that includes four variables that influence one’s ability to cope–Situation, Self, Support, and Strategies (Anderson et al., 2012).Transformation: An act, process, or instance of transforming or being transformed.Troops: More than one military member.U. S. Armed Forces: Air Force, Army, Coast Guard, Marines, and NavyUndergraduate education: An education level taken in order to gain one's first tertiary degree; postsecondary education up to the level of a Bachelor's degree.Value: Something having a principle or quality, intrinsically desirable. Veterans Affairs: An area of public policy concerned with the relation between a government and its veteran communities, usually administered by a designated government agency.Veteran: As defined by 38 CFR Part 74–Any person who has served in any military service branch for any length of time, at any place, and who was discharged or released under conditions other than dishonorable. Veteran Outreach Programs: Activities that serve the needs of veterans and their families.White Water: A metaphor used by Vaill (1996) to illustrate the difficult conditions under which people exercise their resolve and judgement within societyCHAPTER 2: REVIEW OF THE LITERATURE TC "CHAPTER 2: REVIEW OF THE LITERATURE" \f C \l "5" According to Santiago (2012), military members bring with them a magnitude of real world experiences that can provide feedback to enhancing the quality of higher education. Moreover, Santiago explained that students with prior military experience are a small, diverse population in higher education, different from their traditional classmates, and students with prior military service require different services than their institutions and professors (p. 1). For example, the Metropolitan College System has a veteran population of .97% certified to receive GI Bill education benefits. Dr.?R.?Plunkett (personal communication, May 27, 2013) explained that although veterans sense that their normal day-to-day lifestyle has changed, they may have difficulty explaining their experiences and needs, and will require assistance in their college transition. Plunkett added that public institutions make an honest, good faith effort to support their student veterans by providing veteran outreach services to assist veterans to achieve academic success.Student Veterans of America (SVA) is a 501(c)(3) nonprofit organization that was officially incorporated in January, 2008 to provide programs, resources, and support to the ever-evolving network of local student veteran organizations. According to the SVA website (2013), the mission of this veteran advocacy organization is to offer military veterans the resources and support needed to succeed in higher education and activities beyond graduation.SVA reported that there is a lack of data regarding the $23.7 billion that has been invested in the Post-9/11 GI Bill benefits since 2009. In 2013 the SVA revealed that no organizations have tracked the academic outcomes regarding veterans who use the GI Bill education benefits. This researcher intends to discover new knowledge to help serve the VA beneficiaries enrolled in public institutions of higher learning. Furthermore, SVA makes it clear that the data regarding the GI Bill’s return on investment is absolutely paramount to defending the GI Bill from potential cuts and for providing the best services to student veterans. SVA claims that the impact of this research is important so that service-providers, policy makers, institutions of higher education, and government agencies will be able to make data-driven choices about how best to allocate resources to support student veterans. The result, according to SVA, will be the implementation of effective programs and services to empower veterans to graduate with degrees and credentials to build a future for themselves and their families.This researcher found it very difficult to find literature pertaining to the veteran outreach services mandated in 2009. This topic is relatively new, research is limited, and veteran activities vary among metropolitan community colleges. This researcher referred to textbooks, websites of academic institutions, professional organizations, personal communications, and academic publications. Additional resources included Benedictine University’s online library, which provided dissertations related to student veterans, higher education, and student services. Journal articles provided current information that contributed to the literature review in this study. The literature review for this study involves six major topical areas: (a) change and transitions, (b) counseling models, (c) community college and veterans, (d) student services, (e) at-risk students, and (f) veteran outreach programs. Change and Transitions TC "Change and Transitions" \f C \l "1" Bowen (2012) explained that governing an institution of higher learning is an intricate task that requires an institution’s president to be the person ultimately responsible for maintaining order and discipline throughout the institution. Bowen added that the institution’s president needs to choose a governance model and effectively communicate to all stakeholders the parameters in which the institution wants to achieve their strategic plan (p. 71). Bowen added that it is important that stakeholders have an understanding of their roles and responsibilities in order to carry out their duties in harmony with the institution’s core values. Moreover, Bowen stressed that the institution’s leader is responsible for leading the institution in making appropriate adjustments to internal and external anizational Culture TC "Organizational Culture" \f C \l "2" Levi (2001) noted that the theory of organizational culture ascended during the 1980s because of comparisons between U.?S. and Japanese organizations. According to the work of Peters and Waterman (as cited in Levi, 2001), the concept of organizational culture was used as a way of describing the practices of the best U.?S. companies, and refers to the shared values, beliefs, and norms of the organization. The work of Schein (as cited in Levi, 2001) stated that all members of an organization share its organizational culture. Culture delivers structural stability to the organization because its influence is persistent and slow to change.Culture reflects the shared learning by members of an organization that contains cognitive, behavioral, and emotional elements. Levi (2001) wrote that organizational culture affects the shared learning by members of the organization and how it relates and adapts to its external environment. Teams often develop rituals for managing important situations. Rituals are actions used in socializing new members in the organization; actions may include orientation activities, assigning mentors, providing a schedule of daily events, and ground rules. Organizations may have networks of groups that develop their own style of operating and interacting with other functional areas within the institution and the specific community the subgroup serves.Leading Change TC "Leading Change" \f C \l "2" In Managing the Big Picture in Colleges and Universities, Alfred (2006) explained that colleges and universities are no different than any other organization, and the environment in which they operate is always changing According to Alfred (2006), institutional leaders manage conditions of change in an operating context. Alfred asserted that colleges and universities, like any other organization, are constantly exposed to situations where the environment in which they operate is always changing. Alfred explained that institutions have both positive and negative internal dynamics that are influenced by the values and decisions of the institution’s leadership and external drivers shape context, and context influences leadership’s strategic decisions.White Water TC "White Water" \f C \l "2" White water is a metaphor used by Vaill (1996) to illustrate the difficult conditions under which people exercise their resolve and judgement within society. The continious surge of change makes it difficult for any person to operate in their organization in a consistent manner. White water conditions place organizations in situations where both leadership and staff may have very little or no experience in handling a situation that presents itself. Vaill proposed that “lifelong learning is a tool for leaders and managers in managing change; continuing education programs allow opportunities to learn what potential barriers are lurking in the enviroment and how to prepare and confront new challenges” (p. 20). Permanent white water creates a situation in which institutional learning patterns are simply inadaquate to the challenge. Furthermore, Vaill stated that demographics are rapidly changing and institutions are not designed for managing white water events that are messy, unplanned, or require immediate action and intervention. In 1996, Vaill declared that white water events will continue indefinately to present barriers.According to Vaill (1996), institutions of higher education can often be blindsided by an unplanned event or situtation. The challenge may be a situation that has never been experienced by leadership or by any stakeholder in the institution. Institutions need to train and learn how to effectively react to any situation that affects students, staff, and faculty. Vaill expressed that permanent white water conditions are full of surprises and there will always be occurrences of problems that are not expected. White water events are often costly in terms of money and the valuable resources used to address the unplanned event. Transitions TC "Transitions" \f C \l "2" According to Vaill (1996), unplanned events are messy and ill structured; an unexpected lawsuit against your institution brings implications that radiate in all directions and will eventually have an affect on policy and practice. Moreover, the consequences involve people in all areas of the institution and everything involving the institution is part of a system. Students are the reason the institution exists; therefore, learning to anticipate, prevent, and react to unplanned events that affect students is instrumental to the integrity of the institution. According to Schlossberg, et al. (1989), transitions are very simular to a military deployment: (a) preparation for deployment, (b) the actual mission, and (c)?post deployment. Schlossberg et al. explained that feelings from the transition differ from the begining of the passage to the end, and reaction to a transition continues to change as the transition is intergrated into a person’s life. The Moving In, Moving Through, Moving Out framework, presented by Schlossberg, et al. provides a framework for understanding how individuals cope with transition. These three phases fluctuate in length, constitution, and intensity (Schlossberg, et al., 1989). The first stage—moving in—involves the experience of moving in to college. The students become familiar with the organizational structure, rules, and norms. The moving in stage of transitions begins when an individual first considers attending or returning to college. The second stage—moving through—is characterized by learning and personal development experiences. The third and last stage—moving out—is the experiences of preparing to leave, moving on, and building on experiences from the first two stages. In the third stage, individuals are considering the next moving in phase (Schlossberg, et al., 1989).Transitional stages. TC "Transitional Stages" \f C \l "3" Schlossberg et al. (1989) noted that veterans, as adult learners, will experience the first stage in any transition; the moving in phase. Regardless of the situation people are in, whether a new personal realtionship, the military, or a community college, everyone has a common agenda and needs. The veterans will need to be familiar with the institution’s rules, regulations, norms, and expectations. Institutions can create orienation programs as a service to help individuals become accustomed to their new stage in life. Furthermore, Schlossberg et al. stated that the moving through period begins as soon as the veteran starts to understand how to utilitze the available resources to operate and function in the institution. Moving through in a community college may be a long transition and our veteran learners will need assistance in sustaining their motivation and commitment until they have reached their educational goal. Moreover, Schlossberg et al. regarded the moving out phase as the mourning phase because of the loss of the structured learning process. Marris (as cited in Schlossberg et?al., 1989) pointed out that people in general feel grief when leaving familiar surroundings, people, or ways of functioning and interacting that were once customary.Challenging situations. TC "Challenging Situations" \f C \l "3" Anderson et al. (2012) stated that there are times when adults have to deal with challenging situations in the context of change that evolve from forces originating from demographic, social, cultural, technological, political, or historical spheres of influence. In our present day, continuity is the exception and adjusting to rapid change is normal. People may or may not accept that change exists or that their old strategies no longer pertain in today’s context. A central theme in our current social environment is change. Change is a reflex from the forces that affect our demographic, social, cultural, and technological spheres. Anderson et al. (2012) explained that adults are constantly navigating new environments, and unexpected situations continue to collide with unsuspecting adults who are managing the challenges of everyday living with uncertainty for themselves and their families. According to Bright and Prior (as cited in Anderson et al., 2012), growing and sweeping change has been the standard that people have come to expect as normal. Living in a constant state of flux with swiftly shifting environments and rapid change is expected. Discontinuity of world events and experiences viewed as complex, changing, and essentially unpredictable is now the norm. Counseling Models TC "Counseling Models" \f C \l "1" According to Schlossberg et al. (1989, p. 35), client perceptions and attitudes are formed during the first contact point at an institution such as a community college. This initial contact point with institution practitioners is the most important and is critical to the student’s success. Schlossberg et al. added, developing rapport is the first stage in relationship building; the counselor must demonstrate “core conditions” of empathy, genuineness, social intelligence, and respect. Furthermore, the counselor can use nonverbal cues and behavior to provide positive encouragement for the veterans who are beginning their transition in a community college. Schlossberg et al. further explained that the counselor and the student needing assistance may exchange both closed- and open-ended questions in identifying a range of personal information such as family history, military history, special needs, educational experience, and work experience to assist in facilitating educational goals for the veteran enrolling in the community college. Schlossberg’s Transition Framework TC "Schlossberg’s Transition Framework" \f C \l "2" According to Schlossberg’s transition framework that was originally developed in 1981, “Adults in transition are often confused and in need of assistance” (Anderson et al., 2012, p. 37). Furthermore, Anderson et al. (2012) explained that adults can identify the circumstances that are causing their dilemma(s), and can often encounter limitations and obstacles in their transition that can cause an inability to love, work, and play. Assessment. TC "Assessment" \f C \l "3" Assessment studies allow an organization to learn the best ways to help the clients it serves (Anderson et al., 2012). Anderson, et?al. pointed out that assessment should first ask the clients to describe and list all the resources they have available to support their endeavors and promote their succeess. It is equally important to learn who the individuals are that have been available to provide support. Anderson et al. pointed out that there are often people in the support system who create stress for the clients. There are nourishers and there are drainers; the assessment should identify negative and pessimistic people in the client’s life so that their influence can be avoided. Clients need to spend more time with people who are positive and nurturing. The assessment phase should also measure the quality of support the clients have received and clearly identify the nourishers and the drainers.When clients have their own support systems in place before becoming a member of an institution, it is important to learn how they bridge a connection between the existing support services of the institution and their current support network. Anderson et?al. (2012) explained that the startegies they used in the past may be expanded with the support services offered by an institution. Further assessments can identify ways that support services can help students change a situtation through negotiation, being optimistic, and by building self-efficacy. Support services are also intended to help manage stress by supporting clients and encouraging them to build their emotional intelligence through emotional discharge, self-assertion, and passive forebearence. Anderson et al. (2012) explained that existing strategies that were successful yesterday may not be effective today, or serve the client well in their changed position or environment. It is important to assess whether the resources and strategies are relevent to the current needs of the veterans and if their offered services have value toward successful outcomes. In addition, Anderson et al. asserted that assessments will assist in determining whether current strategies are still useful, and identify opportunities for success. Ignoring the duty of conducting an assessment can result in counterproductive outcomes for veterans, the community, and the institution. Approaching transitions TC "Approaching Transitions" \f C \l "3" . Transitions differ, and every individual has a different story and experience in their transition. Change can include separating from military service, marriage, having a new baby, starting a new job, or enrolling in a community college. The transition model has three major parts that influence the client in transition: (a)?approaching transitions, (b)?taking stock of coping resources identified in the 4S system, and (c)?taking charge and strengthening resources. “Approaching transitions identifies the nature of the transition and provides an understanding of which perspective is best for dealing with the transition” (Anderson et?al., 2012, p.?38). The transition identification asks, “What changes are approaching?” Anderson et al. (2012) affirm that transitions may provide a person both opportunities for psychological growth and psychological decline, based on a person’s reaction, lived experiences, and the way they perceive the change in their lives. The 4S System TC "The 4S System" \f C \l "3" . Anderson et al. (2012) explained that the 4S system has four variables that influence the ability of a person to cope during a transition:The situation variable. What is currently happening to an individual? Is a person in a transition and experiencing stressors that are interfering with the person’s ability to cope with the transition? For example, enrolling in a new semester at the local comminity collge and coping with the dilemma of finding daily transportation (p. 72). The self variable. Who is involved with the transition? Each person has their unique life experiences and personality. Some of the charactoristics that are relevent are socioeconomic status, gender, age, and the outlook of the individual, such as their level of optimism and self-efficacy (p.73). The support variable. What resources are avaiable to help an individual cope during the transition? Support is the key to handling success. A major type of support is organizational support, which can be a combination of individual counseling, seminars, lectures, workshops, and discussion groups. Support activities are intended to help the individual mobilize (p. 83). The strategies variable. How does the person manage? People confront challenges and their transitions differntly. People act to avoid being harmed by the stressors of life. Strategy is used to take control by using overt and covert behaviors to prevent, alleviate, and respond to stressors that may complicate a person’s transition (p. 87).Taking charge by strengthening resources TC "Taking Charge by Strengthening Resources" \f C \l "3" . This element demonstrates the use of new strategies. Anderson et al. (2012) explained that clients will experience transitions, and they can control how they react to and manage the transitions. An important part of managing transitions is utilizing resources and relationships that foster support, then devising a personal strategy that helps the individual to stay fluid during change. The Hackney-Cormier’s Counseling Model (as cited in Anderson et al., 2012) describes another model that is successful for transitioning veteransHackney-Cormier’s Counseling Model TC "Hackney-Cormier’s Counseling Model" \f C \l "2" Anderson et al. (2012) described the Hackney-Cormier’s counseling model as an effective road map to help adults in transition and to achieve peace. The Hackney-Cormier model is based on the assertion that counseling relationships are a developmental process (as cited in Anderson et al., 2012). Five stages comprise a process that clients and counselors move back and forth through in a linear method. The five developmental stages are: Rapport and relationship building between the counselor and the client (p.196). Problem assessment is done in a noninterrogative manner, using closed- and open-ended questions to identify a potential range of problems, and to understand the student’s current life settings, family history, personal history, military, sexual, and marital status (p. 197).Goal setting allows the counselor and the client to understand where they are heading. Having goals in place provides both motivational and evaluative functions. A contract between the counselor and the client allows agreement on the desired outcomes, and the counseling sessions can be kept on track (p.?198).Intervention is the nucleus of the counseling process. The chosen interventions reflect the counselor’s experience. The interventions should be aligned with the client’s needs. Decisions on the interventions should include consideration of the client’s culture, learning style, characteristics of the problem, and the counselor’s level of experience (p. 199). Termination and possible follow-up sessions. This process begins when the counselor and the client decide that the counseling relationship will end. The termination of the counseling relationship can be for multiple reasons—dissatisfaction, lack of funding, or overwhelming satisfaction that the counseling services are no longer needed. Follow-up sessions can be arranged to serve as routine maintenance visits. The maintenance visits may provide opportunities to determine if future counseling sessions are needed (p. 200). Anderson et al. (2012) described that Schlossberg blended the 4S Transition Model with Hackney and Cormier’s (2005) five stages. According to Seidman, (2005), “For intervention programs and services to be successful, they must be powerful enough to effect change” (p. 295). Seidman stressed the importance of identifying, as early as possible, whether a student is academically or personally at risk for being unsuccessful at the college level. However, despite the institution’s discovering that a student is at risk, and the intervention that is applied to effect the desired change, “Continuous intervention means an intervention that persists until the change is effected, and the intervention can continue throughout the student’s college career and beyond” (Seidman, 2005, p. 298). Cross’ Chain of Response Model TC "Cross’ Chain of Response Model" \f C \l "2" Military student veterans are unlike the traditional college student. The traditional, linear college path is from high school to college, attending full-time. This linear life is becoming more atypical and less linear for many students in higher education (Cross, 1981). This includes military veterans.Because of life events and the transition perspective, Cross’ Chain of Response Model (1981) compliments Schlossberg’s transition theory (1995). Cross’s chain of response model provides another element in appreciating military student veterans’ transitions and college experiences, and their decisions and motivations to take part in higher education. Schlossberg et al.’s transition theory and Cross’s chain of response model are both psychosocial development theories founded on studies of nontraditional and adult learning, and offer a framework for observing military student veterans’ life and college transitions and experiences. According to Cross, the chain of response model, which includes motivation and self-concept, describes how students partake in their education, based on a number of interrelated responses founded on the students’ evaluation of his or her situation within the circumstances of the environments in which they find themselves over time (Cross, 1981). Cross (1981) explained that the chain of response model begins with self-evaluation. This is a particularly important staging point because higher education is achievement motivated; individuals who, based on self-evaluation, are confident in their ability are more likely to be motivated to seek education (Cross, 1981). Moreover, self-evaluation and attitudes toward education follow the value of goals, and the expectation that the individual will achieve their educational goals. According to Cross, the more important the goals, the more likely goals are perceived to be met. The importance of goals is likely to become salient during a transition (Cross, 1981). Cross’s chain of response model concept relates to motivation, and should individuals encounter blockades and/or opportunities, motivation can play a pivotal role in helping the client move forward. Information, which individuals receive and use to identify opportunities, barriers, and motivation influences their taking advantage of opportunities and being motivated through munity Colleges and Veterans TC "Community Colleges and Veterans" \f C \l "1" Hirt (2006) reported that community colleges emerged in the post-Civil War era after the civil war, beginning from 1901. The development reflected America’s response to the changes in the K-12 education system in place at the end of the 19th century and the industrialization that swept the United States (P. 135). Community colleges are identified as having wide-ranging missions and clearly defined territories. Hirt wrote that community colleges offer postsecondary education associated with the first two years of a bachelor’s degree and help students become academically equipped for transferring to 4-year institutions to complete their undergraduate courses (p. 135).According to Hirt (2006), the distinct attribute of community colleges is the focus on the local environment, serving people and organizations within the community college’s geographical boundaries. Almost every person in the service area is a potential client of the community college. Hirt also explained that community colleges provide developmental education to adults whose previous education did not provide them with adequate skills in mathematics, reading, and writing to succeed in college. Furthermore, Hirt reported that community colleges also provide lifelong learning opportunities for adults and workforce preparation. According to Beckner, Horn and Clune (2000) the average time between first enrollment and graduation for community college associate degree earners was about three and a half years. Beckner et al. suggested that graduation rates at community colleges should be measured, at a minimum, over a five year period.Geiger (2011, p. 58) reported that there was an academic revolution from 1945-1975 as a result of the flood of returning soldiers, supported by the Serviceman’s Readjustment Act of 1944 (GI Bill). Expansion and standardization are two fundamental movements that forced community colleges to shorten courses and hold back on entrance requirements. Today, eligible veterans and family members have the resources to attend public and private colleges and universities. The Post-9/11 Veterans Educational Assistance Act of 2008 is Title V of the Supplemental Appropriations Act of 2008, Pub.?L. 110–252, H.?R. 2642, an Act of Congress which became law on June 30, 2008. Access to Higher Education TC "Access to Higher Education" \f C \l "2" The massive growth of higher education, led by the public sector. has created extraordinary opportunities for students to continue their education past high school (Arum & Roksa, 2011). Although institutional barriers, inequalities of access, and concerns about affordability continue to mount, American higher education institutions today educate more than 18 million students in more than 4,300 degree-granting institutions. According to Arum & Roksa (2011), educational expectations are on the rise, with more than 90% of high school students expecting to attend college. High school graduates are crossing the threshold of higher education as more than 70% of recent high school graduates have enrolled in either 2-year or 4-year institutions (Arum & Roksa, 2011). Capacity of Community Colleges TC "Capacity of Community Colleges" \f C \l "2" The National Center for Education Statistics (NCES) published a community college analysis report and the authors, Provasnik and Planty (2008 p.?iii), indicated that during the academic year 2006-2007 there were 1,045 community colleges in the United States, enrolling approximately 6.2 million students. This accounted for 35% of all postsecondary students enrolled in higher education during that period. Provasnik and Planty reported that community colleges provide a valuable alternative to 4-year institutions because the average annual community college tuition and fees are less than half those at public 4-year colleges and universities, and one-tenth of the tuition and fees at private 4-year colleges and universities. Provasnik and Planty (2008) reported that community colleges enroll a diverse group of students with assorted reasons for attending college, and have a larger percentage of nontraditional, low-income, and minority students than 4-year colleges and universities. The percentage of students who had left school by 2006 without completing a degree or certificate program was higher among 2003-2004 community college freshmen who intended to transfer to a 4-year college than among all 2003- 2004 freshmen at 4-year public and/or private not-for-profit institutions.Provasnik and Planty (2008) explained that since the early 1970s, more than half of community college enrollments have been part-time students, a percentage generally at least twice that at public and private 4-year colleges and universities. In fall 2006, about 62% of community college students were enrolled part time, compared with 27% of students at public 4-year colleges and universities, and 25% of students at private 4-year colleges and universities (Provasnik & Planty, 2008).Community College Challenge TC "Community College Challenge" \f C \l "2" Community colleges are responding to President Barack Obama's?education agenda and challenge for community colleges to educate an additional five million students with degrees, certificates, or other credentials by 2020 (American Association of Community Colleges, 2012). The American Association of Community Colleges (AACC) is leading the advancement of the next era of community college evolution through its two-phase 21st??century initiative. The AACC president and CEO, and senior staff members launched a series of regional “listening tour” meetings in 2011 with community college presidents, trustees, community business leaders, and policymakers to gain insights into pressing issues confronting their colleges. The AACC (2012) reported that community colleges provide a significant resource for the future of our nation. With more than 1,200 institutions nationwide, community colleges present ready access and a cost-effective answer to maintaining a world-class workforce in a global economy. In addition, the AACC stated that community colleges are recognized by businesses, philanthropic organizations, and policy leaders as a key solution to increasing the number of college-educated Americans in the next decade. Veterans in Higher Education TC "Veterans in Higher Education" \f C \l "2" According to Humes (2006) veterans enter higher education after volunteering for national service. Humes reported that one of the most common incentives for volunteering for military service—and postponing college for a few years or more after high school—is to become eligible for educational benefits under the federal GI Bill. Humes asserted that people who serve in the military earn generous education benefits, along with Veterans Affairs (VA) sponsored home loans, and VA business loans. Retired service members receive VA sponsored healthcare for life. Providing veteran education benefits under the GI Bill is an expensive program but, unlike other federal programs, the GI Bill more than pays for itself over time. Humes (2006) added that Congress’ Joint Economic Committee made a detailed cost-benefit analysis in 1988 which, extrapolated to 2006 dollars, revealed that the cost to the government of sending every service member to college after WWII amounted to $51?billion. The return on investment was discovered to be $260?billion in increased economic output from veterans educated under the GI Bill. Humes added that veterans who used the GI Bill earned, on average, higher wages than their peers. In addition, Humes noted that after WWII $93?billion in taxes were generated by the veterans who used the education benefits through the GI Bill, providing the taxpayers with a gross profit of $353 billion. Humes stated that there will be similar returns on investment once again by empowering a new generation to enter national service, then go to college. Humes (2006) asserted that the GI Bill benefits of the 21st century apply to 1% of the population at any given time; this is because the United?States has a small, all volunteer military. Furthermore, Humes stated that the United?States needs to build a more skilled workforce, and that every economic study suggests that we must invest more in education or we will harm the nation. The works of Thurow (as cited in Humes, 2006) explained that to return to a reality of rising wages for most Americans, a massive program of reskilling and re-educating the bottom 60% of the work force is needed. Greenberg (1997) stated that the strongest argument for providing educational opportunities for veterans is that education is the solution to many societal problems, including unemployment and homelessness. Greenberg added that for every dollar spent on GI Bill education benefits, the nation received as much as eight dollars in income taxes, but the true value is incalculable. Greenberg believed that this could be attributed directly to the correlation between increased earning capacity and educational achievement. Expansion of veteran enrollment. TC "Expansion of Veteran Enrollment" \f C \l "3" Geiger (2011) affirmed that the 30 years following the end of World War II were conceivably the most turbulent in the history of American higher education. Geiger explained that two essential movements generated many higher education developments such as expansion and academic standardization. Geiger (2011) adds, with the beginning with the deluge of returning soldiers, supported by the Servicemen‘s Readjustment Act of 1944 (the GI Bill), and concluding with the tidal wave of community college students in the early 1970s, this period was the most expansive in the American experience. According to Geiger (2011) , “The proportion of young people attending college tripled―from 15% to 45%; between 1940–1970, undergraduates grew approximately fivefold. The 1960s alone registered the largest percentage growth of any decade” (p.59).According to Geiger (2011), this surge in student enrollment created a demand for college seats that existed through most of the era. Geiger explains that this occurrence arose when veterans took advantage of the GI Bill in astonishing and unforeseen numbers. Geiger (2011) added that in 1947, 1.1?million former GIs enrolled in higher education, compared with a total 1.5 million student population before World War II. This surge did little to raise standards, though, as overcrowded institutions were forced to run year round, shorten courses, and curtail requirements. Geiger posited that one result of the growing number of student enrollments was the addition of many new public community colleges; between 1965 and 1972, community colleges were opened at a rate exceeding one per week. Alvarez (2008) explained why veterans would choose a community college program over a 4-year institution despite having federal dollars available for university tuition. Two-year colleges offer flexible class schedules, enroll older students, and can feel less intimidating to veterans, who are usually older than 19 years of age and are often married with families. Moreover, Alvarez posited that veterans, for the most part, have difficulty getting into 4-year colleges and universities—above all, the selective private ones. According to Alvarez, the option of living at home while attending school is undoubtedly an added attraction to veterans who are readjusting to civilian life. In 2008 there were 450,000 veterans using their G.I. Bill benefits for education, and approximately 40% of them attended community colleges (Alvarez, 2008). Further, Alvarez asserted that community colleges expected to absorb a considerable large number of veterans seeking postsecondary education after serving in the Iraq and Afghanistan Wars.GI Bill today. TC "GI Bill Today" \f C \l "3" According to the U.?S. Department of Education (2011), during the 2007-2008 academic year, 657,000 undergraduates were veterans and another 215,000 were military service members on either active duty or in the reserves. Among the 2007-2008 graduate students, 107,000 were veterans and 38,000 were military service members. To put these numbers in perspective, military students represented about 4% of both the undergraduate and graduate student populations. Veterans, military service members, and eligible family members are able to use GI Bill education benefits provided they meet certain eligibility requirements. Of all the service members eligible to participate in postsecondary education programs via the GI Bill, only a minority of military students used those benefits. Specifically, 38% of all military undergraduates and 20% of all military graduate students received GI Bill education benefits for the 2007-2008 academic munity colleges benefit from the tuition and fees the federal Veterans’ Administration pays colleges for every GI Bill-eligible veteran and/or family member enrolled. A community college can financially benefit with an increase of 150 full time student veterans enrolled in 30 semester hours a year on tuition and fees plus other money students spend at the college. Additional spending—which often takes place at book stores, cafeterias, coffee kiosks, vending machines, and late book fees (to name some basic expenses)—may infuse additional money for one community college. As of October 1, 2012, the GI Bill will pay up to $18,077.50 per academic year to private institutions for eligible students using the Post-9/11 GI Bill during fiscal year 2013. Conversely, all tuition and fee payments for an in-state student enrolled at a public institution will be paid by the Federal Veterans’ Administration for eligible students using the Post-9/11 GI Bill during the 2013 academic school year. An example of VA revenue: Midwest Community Colleges TC "An Example of VA Revenue: Illinois Community Colleges" \f C \l "3" . This researcher is a veteran resident in Illinois. A 2011 U. S. Department Veterans’ Affairs report titled Post-9/11 GI Bill Number Trained and Amount Paid by Name of Institution showed that 5,308 veterans were enrolled at Illinois public colleges and universities. The U.?S. Veterans Administration paid out $19,674,859 in educational benefits to the public institutions from August 1, 2009 to January 23, 2012. This report did not include veterans utilizing other existing GI Bill education benefits under Chapters 30, 35, 1606, and 1607 of the GI Bill. This researcher determined a statewide increase of 20% of veteran enrollments at public universities and colleges would add 1,062 new students. Based on averages of the tuition and fees the Federal VA paid to Midwest public schools, this 20% increase would, on average, infuse $3,936,454 tax-free federal dollars directly to Midwest public colleges and universities. The increase of veterans in community colleges alone will contribute to narrowing the college attainment gap. According to Hebel (2008), the National Center for Higher Education Management Systems reported that the country continues to slip behind other nations on measures of enrollment and degree completion, particularly among young adults. According to (Hebel, 2008), veterans are a small student population that may contribute to the overall success of a community college. Student Services TC "Student Services" \f C \l "1" Literature from Tinto (1993), revealed that students who participate in community college retention programs and college-sponsored student activities will have a higher retention rate in the second term than those who do not participate in these programs and services. Christensen and Eyring (2011) stated that institutions of higher learning need to believe that students are the primary constituents and the job of mentoring them is equally or more important than anything else. If the institution does not view serving students as it principal mission, the institution is destined to decline. According to Komives, Woodard, & Associates (2003, p.?317), students enroll with various backgrounds and intentions. An individual student’s goals may be different from his or her peers and a student’s motivation may range from completing one course to completing a degree, a certificate program, or a diploma program (p. 317).Student Retention TC "Student Retention" \f C \l "2" Tinto (1993) pointed out that very few academic institutions have unlimited resources for retention programs. Academic institutions are challenged on how best to distribute their sparse resources to produce the best results for the desired goals, which may involve potential conflicting actions. Institutions need to decide what works in retaining students and what does not work. Tinto stated “Decisions about mission alone will not be sufficient to determine which group of students or forms of leaving should be the object of institutional action” (p.?145). At some point, institutions need to determine what forms of action will return acceptable yields in student retention and which students will benefit the most from their actions.According to Tinto (1993), there are many types of successful retention programs, and these programs are different in structure, form, mode of operation, and focus. “Concurrently, retention programs delivered at other campuses are unique because of the natural process by which they come to reflect particular contingencies” (p.?145). Careful comparative analysis of thriving programs on different campuses have similar attributes, specifically in the way retention programs are viewed. The emphasis is applied to the retention efforts, and how practitioners direct their energies to retention programs. Tinto added that these commonalities are referred to as “the principles of effective retention” (p.145).Effective retention programs TC "Effective Retention Programs" \f C \l "3" . Effective retention programs must include active involvement of students in the life of the classroom and the institution as explained by (Tinto, 1993). Other key student retention elements include (a) the construction of supportive learning settings in which students, individually or in groups, can become actively involved in the learning process; (b)?faculty and peer mentor programs; and (c)?specifically constructed, frequent, informal meetings between faculty, staff, and students. The goal of practitioners’ actions is to have students become valued members of a supportive academic and social community. Maack (as cited in Seidman, 2005) discovered that, with appropriate assessments, students who enter higher education search for and receive counseling with faculty on both academic and personal issues. Additionally, students enrolled in higher education who attend official orientation sessions provided by the institution are more successful in persistence in the second and third years of college. Seidman (2005) added that students who remain in close proximity to faculty and an academic environment are most likely to persist well beyond the first year. Moreover, Seidman stated that students who can afford to live on campus are much more likely to persist, even past the first year. Students living on campus are 1.73 times more likely to return the second year and 1.38 times more likely to return in their third year of college. Seidman believed that a student’s engagement in classroom discussions, collaborative learning experiences, student organizations, and contact with faculty are all part of a fundamental process effecting the transition of students in the college environment, their academic performance, and their decisions to remain enrolled in college.Constructive opportunism TC "Constructive Opportunism" \f C \l "3" . Schein (1999) explained that, at the appropriate time, counselors need to take some risk and seize an opportunity to provide a new perspective to students or an alternative to their view of a situation. Schein added that conversations with students provide opportunities for learning, and a counselor should identify what new data were divulged. Schein added that timing is critical; any given intervention may work at one time and fail if employed at another time. Constant diagnosis allows the counselor to identify when the student’s attention is available to the counselor; students have areas of instability and openness where motivation for change exists. Furthermore, according to Schein, there are an endless amount of data that can be discovered when counseling students. Mistakes produce reactions from the student, and reactions allow more insight into the students’ reality.Positive influence TC "Positive Influence" \f C \l "3" . According to Arum and Roksa (2011), research on graduation rates has consistently demonstrated that even after controlling for student characteristics, institutions still make a difference in degree completion. Pascarella and Terenzini (as cited in Arum & Roksa, 2011) found that the influence of a college is essentially determined by individual effort and involvement in the academic, interpersonal, and extracurricular activities offered by the institution.Arum and Roksa, (2011) explained that when a student enters college, they are exposed to specific academic and social environments where both faculty and students hold particular beliefs and expectations of themselves and others. Students who have faculty members who are perceived as being welcoming and having high values and expectations are associated with greater learning outcomes. Students learn more when faculty have high expectations and are approachable.At-Risk Students TC "At-Risk Students" \f C \l "2" Byrnes (2012) identified risk factors as being predictive of academic failure. These risk factors include (a)?poverty, (b)?race, (c)?gender, (d)?presence of a learning disability or attention disorder, (e)?mental health problems, (f)?inadequate levels of prerequisite skills upon school entry, (g)?exposure to multiple stressful events, (h)?living in a single-parent family, (i)?alliance with nonacademically oriented peers, and (j)?repeatedly transferring to new schools. Moreover , Byrnes wrote that people are more likely to experience educational failure if they come from a low-income home. Byrnes further stated that African American, Hispanic, or Native American males, and people with emotional disorders may also experience educational difficulties. Walsh (2012) explained that students can be considered at-risk for achieving academic success in higher education for a variety of reasons. Maxwell (as citied in Walsh, 2012) presented that this group of students’ skills, knowledge, motivation, and academic ability are significantly below those of the “typical” student in the college or curriculum in which they are enrolled. Ender and Wilkie (as cited in Walsh, 2012) stated that these students are likely to display any number of other characteristics such as (a)?low academic self-concept, (b)?unrealistic grade and career expectations,(c)?unfocused career objectives, (d)?extrinsic motivation, (e)?external locus of control, (f)?low self-efficacy, (f)?inadequate study skills for college success, (g)?a belief that learning is memorizing, and (h)?a history of passive learning. According to Walsh, at-risk students may be those who have made poor choices or decisions that impacted negatively on their academics, or they may be adult students who return to higher education after an extended absence, or students with academic or physical limitations not identified before enrolling in higher education. Advising services must be designed to effectively address the characteristics and academic needs of underprepared and at-risk students. Diversity TC "Diversity" \f C \l "3" . Diversity represents one of the most dramatic community college changes of the 21st century. According to Smith (2011), diversity contains significant implications for American higher education. “The breadth and concerns related to diversity on campuses throughout the United States include not only race, ethnicity, gender, and class, but also religion, sexual orientation, gender identity, and disability, among others” (p.?465). Changing demographics and the issues relating to the many-identity groups demonstrates that the context of diversity is expanding. Veterans fit in many of these identity groups, yet bring their own particular set of challenges as they begin their journey in higher education.At-risk military student veterans TC "At-Risk Military Student Veterans" \f C \l "3" . O’Herrin (2011) reported that many institutions are ready and willing to help veterans successfully transition back into civilian life, but aren’t always sure how to meet the veterans’ needs, which are distinct from those of other students. O’Herrin posed that veterans are, by definition, nontraditional students. They are typically older and many are, technically, considered transfer students because they often bring with them credit earned through college courses they completed while in the military or American Council on Education (ACE) credit recommendations. O’Herrin explained that some veterans identify college as an obligatory box to be checked to augment prospects for gainful employment after military service, while other veterans embrace the opportunity to immerse themselves in the traditional college experience. O’Herrin (2011) stated that many institutions have developed specific programs and services intended to improve veteran success in higher education. O’Herrin explained that only a small percentage of veterans use all of their federal education benefits, and the federal government does not track veteran retention or completion rates. Institutions of higher education have created comprehensive evaluation plans to determine the measurable outcomes of their programs, but currently most measures of success for veteran-specific programs and services are subjective and qualitative.Student veteran characteristics TC "Student Veteran Characteristics" \f C \l "3" . O’Herrin, (2011) presented statistics to identify characteristics of recent military veterans:In 2007-2008, active duty and student veterans represented 4% of all undergraduates enrolled in postsecondary education. During that period, 43% of students with military experience attended public 2-year institutions, 21% attended public 4-year institutions, while private for-profit and private not-for-profit 4-year institutions each enrolled about one-eighth of all military undergraduates (Radford, 2009). Veterans tend to be older than traditional college students, and are more likely to be nonwhite (Radford, 2009). Women currently make up nearly 7% of the military and are a rapidly growing segment of the veteran population (Radford, 2009).Woman represented 27% of all military undergraduates in 2007 and 2008 (Radford, 2009). Of the 2.2 million troops who have deployed in support of the wars in Iraq and Afghanistan, more than 800,000 have deployed multiple times (Department of Defense, 2009). A RAND Corporation report by Tanielian & Jaycox, (2008), stated that between 14% and 19% of those who have deployed have developed symptoms of posttraumatic stress disorder, traumatic brain injury, and/or depression.Polytrauma TC "Polytrauma" \f C \l "3" . Polytrauma is a term used to describe veterans who have suffered multiple physical and/or mental injuries. Examples of polytrauma cases include a veteran who has suffered various degrees of burns to different areas of the body and has also been diagnosed with Post Traumatic Stress Disorder (PTSD) or depression. Research by Koren, Norman, Cohen, Berman, and Klein (2005) revealed that veterans who have been wounded physically are more likely to develop PTSD. Specific Needs of Returning Veterans TC "Specific Needs of Returning Veterans" \f C \l "2" According to Radford’s (2009) report titled Military Service Members and Veterans in Higher Education: What the New GI Bill May Mean for Postsecondary Institutions, students with military experience make up about 4% of undergraduate students. Compared to traditional undergraduate students, veterans tend to be older and are more likely to be nonwhite. Approximately half of undergraduates with military experience received veterans’ educational benefits at public 4-year universities. In 2007-2008, 12% of military undergraduates attended for-profit institutions, a rate three times higher than traditional undergraduates.As published by the Department of Defense (DoD), as of September 2009, the number of American troops injured was 35,390, 46% of whom could return to duty within 72 hours, Tanielian and Jaycox, (2008) explained that the rate of mental health and cognitive issues following return from deployment was 14% from major depression, 14% from PTSD, and 19% from a probable Traumatic Brain Injury (TBI).Student veteran needs TC "Student Veteran Needs" \f C \l "3" . O’Herrin (2011) stated that through the use of roundtables, conferences, focus groups, and interviews, student veterans have voiced their unique needs in contrast to traditional students in higher education. Because veterans are a diverse population with a dynamic range of experiences, it is impossible to take a uniform approach to serving veterans. According to McBain, Kim, Cook, and Sneed (2012) an effective step that campus leadership can take is to gauge the specific needs of veterans at their institution before devoting resources to new initiatives. However, O’Herrin warned that it can be very difficult to solicit input when there is no method of tracking or contacting student veterans. Society benefits when adults, including student veterans, contribute in an open society with the transmission of thoughts, ideas and suggestions (Brookfield, 1991). Furthermore, Brookfield explained, institutions have revised admission forms to include a mechanism to track incoming students with military experience and have followed up with these individuals as they make their way through classes. This system not only allows institutions to track student veterans’ success as they progress through academic programs, but also enables the institution to measure the effectiveness of resources and to quickly and easily reach out to veterans on campus. Veterans with disabilities TC "Veterans With Disabilities" \f C \l "3" . O’Herrin (2011) explained that in a recent online brainstorming event centered on veterans in higher education, participants discussed disengagement that exists for many veterans grappling with service-connected injuries or disabilities and the related terminology. Several veterans shared that while they identified with the term wounded, they did not identify with the term disabled because their disability was acquired later in life or because their injuries were invisible or undiagnosed. Wounded veterans TC "Wounded Veterans" \f C \l "3" . Cate (2011) reported that when soldiers return from the battlefield, many of them have suffered wounds that they will have to live with for the rest of their lives. Cate added that the wounds these members of the armed forces acquired during their military service can be physical―such as various degrees of burns, amputations, shrapnel, and traumatic brain injuries. Cate also reported that veterans acquired mental wounds such as posttraumatic stress disorder, depression, and substance use and abuse. Cate added that many veterans have to cope with multiple wounds and student veterans with battle wounds may face more challenges in socially integrating into campus life in addition to difficulty with academics.O’Herrin (2011) stated that incoming student veterans may not be familiar with disability terminology in a higher education setting. For example, the phrase having a disability can be confusing for a veteran who may indeed have a disability, but who has not gone through the VA’s disability rating process. As a result, although a veteran may have documentation proving eligibility for accommodations or assistive devices, the terminology may be confusing and he or she may not seek assistance. O’Herrin emphasized that it is beneficial for college administrators to understand that not all injuries are incurred in combat, and this may be a point of self-consciousness or even shame for some military veterans. Student Affairs TC "Student Affairs" \f C \l "1" Lovett (2006) wrote that colleges, including financially stressed public institutions, offer an abundance of clubs and programs that accommodate a wide range of interests and needs. Student affairs professionals who construct or direct student-centered programs are inventive people who are committed to serving students. According to Lovett, students are open to identifying new interests or needs that their institution should meet, but most colleges today work with tight budgets, so that fiscal realities often interfere with the enthusiasm of even the most ambitious program builders among the staff. Moreover, according to Lovett, there are occasions when student affairs officers must consider trimming or even shutting down some of their programs to save money. Lovett added that experienced student affairs administrators are purposely trained in adult development, learning styles, cognition, and human communication, while their faculty colleagues are mainly subject-matter specialists. Schmidtlein and Berdahl (2005) reported that student characteristics and institutional qualities are by no means unrelated. They are essential in measuring or describing college characteristics and the prevailing atmosphere, the social and intellectual climate, the style of the campus, as well as the educational treatments (p.81). Lovett (2006), suggested that, over time, student affairs practitioners formally team with teaching faculty members for the purpose of contributing student learning and transport knowledge and perspectives into the classroom. Colleges and universities are being confronted with the challenges of shifting demographics, the increase of diverse student populations, economic agendas with an emphasis on access, affordability, and accountability (Schroder, 2003, p. 618). According to Schroder, Student affairs has responded to the challenge, realizing that student learning is foremost, and facilitating student learning and development by creating learning-orientated student affairs divisions that collaborate with academic colleagues.The development of student affairs in the United States parallels that of American higher education. Student affairs will continue to be influenced by changing religious, economic, social, and political forces (Nuss, 2003, p. 65) . According to Nuss (2003), significant events between 1945-1985 altered the development of the student affairs profession. These events included increased federal support and involvement in higher education by ending loco parentis and challenging relationships between students and institutions. This era marked the beginning of student development research, theory, and the development of professional standards (Nuss, 2003).As stated by Carpenter (2003), student affairs is characteristically a profession that require collaboration. “When any professional runs into a serious problem, the immediate reaction should be to consult with colleagues” (Carpenter, 2003, p. 583). Carpenter explained that new programs and approaches should immediately be shared with the institution’s stakeholders. Student affairs practitioners should not compete with one another for personal gain. Furthermore, student affairs professionals are obligated to assist other stakeholders through difficult issues and encourage new and better practices. Student Affairs Services TC "Student Affairs Services" \f C \l "2" The National Association of Student Personnel Administrators (NASPA) is an association for the advancement, health, and sustainability of the student affairs profession.?NASPA serves a full range of professionals who provide programs, experiences, and services that develop student learning and success in accordance with the missions of colleges and universities. Founded in 1919, NASPA currently has a membership of more than 13,000 members in 50 states, 29 countries, and eight U.?S. Territories. According to NASPA (2012), members serve a variety of functions and roles, including the vice president and dean for student life. Some members serve institutions as professional practitioners working within housing and residence life. NASPA members support and participate in student union and student activities, provide counseling, career development, orientation, enrollment management, and have expertise in racial and ethnic minority support services, including retention and assessment services.NASPA (2012) added that student affairs provide services, programs, and resources to help students learn and grow outside the classroom. Some things that student affairs professionals do for students every day include but are not limited to (a)?enhancing student learning, (b)?guiding academic and career decisions, (c)?mentoring students,?(d)?promoting leadership skills, and?(e)?counseling students through crises. Student affairs professionals are located on every campus―from small community colleges to large research universities. Student affairs programs are as diverse as the people who utilize the programs. Student affairs departments on a college campus, according to NASPA, traditionally include programs to enhance college life; programs related to student activities, residence life, and student organizations.Veteran Outreach Programs TC "Veteran Outreach Programs" \f C \l "2" Brookfield (1991) believed that adult learning is most effective when the environment in which individuals are placed is supportive. According to the American Association of Community Colleges (2012), many colleges and universities have taken noteworthy steps toward providing helpful programs and services for returning veterans. The term “veteran friendly” has no established criteria and can be used as a recruiting tactic with little accountability. The AACC added that the definition of veteran friendly is as varied as today’s higher education community. Factors such as (a)?campus culture, (b)?academic environment, (c)?student body size and composition, and (d)?location all occupy a position in what programs and services describe as a veteran-friendly institution. Today’s colleges and universities need to define veteran friendly more accurately and in a manner that addresses both the institution and students’ needs. According to the AACC (2012), top down support, chiefly from the president's office, makes things happen more efficiently and effectively. High-level support for veterans and the policies aimed at helping veterans connect and succeed will encourage participation and trust from staff, faculty, and the veterans attending the institution. The AACC report included a provision that high-level administrators leading a veteran task force might be one way to actualize and demonstrate top-down support. Ideally, a task force would meet a few times each term and would include members representing key offices serving veterans―such as the veterans’ school certifying official, academic affairs, student life, admissions, bursar, counseling, financial aid, housing, and disability services. The AACC emphasized that it is critically important for institutions of higher learning to include current student veterans on the task force and depend minimally on published material or veterans’ opinions from other institutions. Any initiative should begin with a task force including student veterans. In promoting future veteran initiatives in any institution of higher learning, the AACC (2012), asserted that a veterans’ program can be a natural complement to the institution’s social responsibility efforts. Student veterans inherently bring a level of diversity and leadership to the institution. Furthermore, the AACC added that there is evidence that veterans who feel supported on campus tend to have higher grade point averages, increased retention and graduation rates, and become dedicated alumni.Defining success TC "Defining Success" \f C \l "3" . Individuals and institutions define success to the extent to which goals are met (Braxton, 2003). Students enroll with wide-ranging backgrounds, objectives, and each individual student has goals that are different from the goals of their peers. According to Braxton, three general types of student goals are (a)?enrollment goals, (b)?academic experience goals, and (c)?social experience goals. Braxton (2003) described each of these goals: Enrollment goals are the reason(s) the student is attending the institution. The motivation could be to complete a specific course, complete a college degree, or to complete enough courses to transfer to another college or to be accepted in a particular academic program. Academic experience goals involve gaining subject knowledge, developing critical skills, earning competitive grades, or being accepted for graduate school. Social experience goals involve developing lifelong friendships, developing leadership skills, and balancing family, school, and work. Every student will have several concurrent goals and each of these goals will overlap.Braxton (2003) cautioned that student success does not equate with degree attainment for all students. Nonetheless, it is important to consider that a student’s withdrawal from an institution may be to advance the student’s goals. Temporary enrollments may be intended to acquire job retraining, and a student may be attending as a guest student for the purpose of taking a required course not currently available at their parent institution or taking a class during a summer term that will transfer to the parent institution for the fall term. Braxton stated that institutions should not have a zero departure goal; an institution simply may not be a good fit for the student. Society should not confuse individual institutional persistence rates with system persistence rates that include other educational options. It is said that “Student affairs professionals must be proactive change agents” (Komives &Woodard, 2003, p. 650). Komives and Woodard (2003) claimed that the single most important facet to empowerment is self-empowerment. Individually and as a profession, student affairs staff must assert their place in the institution and freely avow their work toward changes that promote a positive student experience (p.650).According to Komives and Woodard (2003), with a deeper understanding of the student’s educational needs, counselors will be capable of clarifying goals and aid the student in setting additional academic goals, thereby giving the student a clearer vision to define their personal and academic goals in the community college. Komives and Woodard added that counselors who understand students’ educational needs and establish rapport with students will be able to exercise their expertise in presenting programs and activities to assist the student in transitioning from a military environment to an academic environment. In addition, practitioners will help students define their educational objectives that lead to college retention and completion.Veteran outreach TC "Veteran Outreach" \f C \l "3" . A fairly new practitioner position serving veterans in community colleges is the Veteran Outreach Coordinator. The researcher was present on August 7, 2009, at the University of Illinois at Chicago, when Illinois Governor Pat Quinn signed into law Illinois Senate Bill 1624 sponsored by Senator Dan Kotowski (Democrat-Park Ridge) and Representative Mark Walker (Democrat-Arlington Heights) that provides better educational and informational resources for veterans enrolled at Illinois public colleges and universities. After signing the bill, Governor Quinn made the following statement: This legislation provides our student veterans with the needed information, assistance, and guidance they deserve. It is necessary that we take care of these fine men and women who have served our country proudly and ensure they are aware of the resources and benefits that are available to them to further their education. (Quinn, 2009)Veteran outreach coordinator TC "Veteran Outreach Coordinator" \f C \l "3" . In a telephone interview with an outreach coordinator in the researcher’s state of residence, this researcher was given detailed information regarding the duties and responsibilities of the veteran outreach coordinator. The coordinator stated that there is a wide range of responsibilities that include educational outreach, support, and referral services for returning veterans, members still on active duty, and eligible family members. The services that outreach coordinators provide include assistance in coordination of admissions, registration, financial aid, benefits, and academic advising. In addition, veteran outreach coordinators provide resources and refer veterans to health, personal, or mental health counseling. Veteran outreach coordinators may also provide career advice, initiate disability services, and any other services that provide support to veterans on campus and in the community.The Veteran Service Coordinator (personal communication, May 16, 2012) detailed his implementation of a veteran's outreach and recruitment plan in consultation with grant managers. The Veteran Service Coordinator also provides enrolled veterans with information and referrals on academic, career, personal, financial, and social matters. Additionally, the Veteran Service Coordinator provides support service referrals for veterans with academic difficulties, and coordinates and monitors interventions for at-risk veterans to include the assessment of veterans’ needs, interests, and values in order to identify career options. During the telephone interview the Coordinator stated that he helps veterans identify the skills required to reach individual goals, and assists them in identifying obstacles to reaching their goals. He conducts skills development and personal interest workshops for veterans at his institution and assesses the students’ needs in order to facilitate delivery of tutorial services. The Veteran Service Coordinator consults with and maintains liaison with the veterans’ classroom instructors to monitor veterans’ academic progress to include managing the veterans’ records, reviews and maintains electronic records of veterans served. Furthermore, The Veteran Service Coordinator prepares outcome assessments and annual reports and attends meetings related to veterans’ services as required. The Veteran Service Coordinator added that he also serves as liaison to disabilities access centers and personal intervention services.Summary TC "Summary" \f C \l "1" According to the Illinois Higher Education Veterans Service Act (2009), each public college and university campus is required to have a Coordinator of Veterans and Military Personnel Student Services. Moreover, there is also a requirement to regularly and conspicuously advertise the office location, phone number, and Internet access to the Coordinator of Veterans and Military Personnel Student Services, along with a brief summary of the manner in which veterans can be assisted.Various public colleges and universities in the state of Midwest have a wide array of programs and services available to veterans and active duty service personnel, ranging from online educational opportunities, admission and academic counseling, medical services, to family housing information.To study the relationship between current veteran services and veteran success at Midwest community college, this researcher used a quantitative method to examine what services contribute to veteran success. Furthermore, this study will provide information on existing veteran services that are not helping the veterans and will help identify new opportunities for veteran outreach practitioners to enhance the current veteran outreach programs. CHAPTER 3: METHOD TC "CHAPTER 3: METHOD" \f C \l "5" This quantitative study examined the relationship between veteran outreach programs and the academic success of veterans that participate in the following veteran outreach services: (a)?academic assistance, (b)?financial assistance, (c)?employment, (d)?housing, (e)?social programs, and (f) medical programs at a college system located within a large metropolitan area, and—based on Schlossberg’s Theory of Adults in Transition—will compliment the works of Brookfield, Cross, and Tinto.? A quantitative design was selected to provide a snapshot of veterans’ academic success throughout Metropolitan College System, and to determine the effectiveness of veteran services being provided to help veterans with college level coursework. Military veterans, both men and women, who are currently enrolled in Metropolitan College System were asked to complete a survey to determine the effectiveness of the available veterans’ services used by student veterans as they transition through their community college. This quantitative research study engaged military veterans that have utilized some or all of the available veteran outreach services to participate in a protected online email survey. The survey queried (a)?whether the veterans are taking advantage of the services available, (b)?what services are effective in helping them achieve academic success, and (c)?what improvements can be made to the existing veteran services at metropolitan colleges. A quantitative design was selected for this study to identify themes in Schlossberg et?al.‘s (1989) “Moving through” transitional stage with veterans during the educational journey. The “Moving through” period begins as soon as the veteran starts to understand how to utilitze the available resources to operate and function within the institution. “Moving through” in a community college may be a long transition, and student veterans will need assistance in supporting individual motivation and commitment until they reach individual educational goals. Veteran Outreach Services TC "Veteran Outreach Services" \f C \l "1" Anderson?et?al. (2012, p.?38) explained that taking stock of coping resources allows a person to take an inventory of available resources that will help in coping with the transition. When a person takes charge, the individual is demonstrating the ability to use available resources to execute new strategies. Anderson?et?al. defended that a person may not have control over a transition, but by utilizing available resources, can manage the transition. 67640241910Figure 2. Steps in moving through the academic transition TC "Figure 2. Steps in Moving Through the Academic Transition" \f B \l "1" . A representation of veteran outreach services and the elements needed to achieve academic success.Assessment studies allow an organization to determine the best ways to help the community it serves. Anderson et?al. (2012) pointed out that assessments should first ask the clients to describe and list all the resources they have available to support their endeavors and promote their succeess. NASPA (2012) added that student affairs provides services, programs, and resources to help students learn and grow outside the classroom. Veterans continue to enroll in community colleges, and NASPA recommends that student affairs professionals provide services to?(a)?enhance student learning, (b)?guide academic and career decisions, (c)?mentor students, (d)?promote leadership skills, and (e)?counsel students experiencing a personal crisis.Research Design TC "Research Design" \f C \l "1" The quantitative method for this study employed the use of an online survey through to gather responses from veterans enrolled in the Metropolitan College System campuses. A list of 36 survey questions was asked based on issues currently affecting student veterans, and from Schlossberg?et.al.’s (1989) “moving through” transitional stage with veterans identified as adult learners during their individual educational transition. The quantitative method was selected because the scientific investigation process allows the researcher to measure the degree between the variables using a statistical procedure. According to Creswell (2008, p.?60), correlational analysis illustrates the degree of association, expressed as a number, representing whether two variables are related, or whether one can predict the other. Creswell continued to explain that the correlational design requires that the researcher study a single group of individuals. In the quantitative method, the scientific investigation includes both experiments and other systematic methods that emphasize control and quantified measures of performance (Proctor & Capaldi, 2006). According to Hoy (2010), quantitative researchers are more focused on the development and testing of hypotheses rather than the generation of models and theories that explain behavior.Following Creswell’s (2008, p. 61) methods, this study seeks to describe trends in the student-veteran population that employ the use of veteran outreach services while enrolled in Metropolitan College System. A survey was administered to a population of 1,168 veterans to identify trends in attitudes, opinions, and characteristics of veterans enrolled on a full time and part time basis throughout the Metropolitan College System campuses during the 2013-2014 academic school year. Cohen and Manion (1994, p. 123), explained that correlational research is “relational” research because the basic objective is to explain the association between variables. This study used the explanatory design to demonstrate the association between student success and veteran participation in Metropolitan College System’s veteran outreach service activities. As outlined by Creswell (2008, p.?358), data were collected in a specified time frame; there was a prescribed survey start date and a specific closing date of the online survey. Furthermore, the particiants were analyzed as a single group. Scores were collected from only one group and the group results were not divided into catagories. Interpretations of the results are presented and conclusions drawn from the data.Population TC "Population" \f C \l "1" This study focused on both male and female veterans enrolled at the Metropolitan College System. For this study, student veterans that received some form of educational benefits under the GI Bill, Veterans’ Grant, or the National Guard Grant were asked to participate in this study. It was assumed that each participant possessed a basic knowledge of computers, and was familiar with the process of completing an online survey. The researcher assumed that each participant would have access to a computer at his or her residence or at the institution where they were enrolled. Metropolitan College System was chosen because, according to Humes (2006), more veterans choose community colleges to begin their transition to higher education than any other type of institution. MCS certified 1,168 student veterans to the federal VA under Chapter 33 of the GI Bill. Table 1 depicts the number of student veterans trained and the amounts paid to each of the Metropolitan College System locations for this training under the Post 9/11 GI Bill. Table 1Post 9/11 GI Bill Training Costs and Number Trained Between August 1, 2009 and January?23, 2012 TC "Table 1. Post 9/11 GI Bill Training Costs and Number Trained Between?August 1,?2009 and?January?23,?2012 " \f A \l "1" School NameProfit StatusNumber of TraineesTotal CostMetropolitan Site APublic87$601,377.70Metropolitan Site BPublic174$1,323,849.52Metropolitan Site CPublic73$446,569.52Metropolitan Site DPublic163$1,038,787.00Metropolitan Site EPublic161$1,229,847.68Metropolitan Site FPublic227$1,850,230.01Metropolitan Site GPublic283$2,400,939.32All the Metropolitan College System sites are required to provide, publish, and distribute a comprehensive guide of student services available for military veterans, but each site is unique and may provide veteran outreach services differently from all other Metropolitan College System sites, thus providing mixed results regarding academic success among the veterans. The quality of the outreach activities may differ among the individual Metropolitan College System sites and some veteran outreach activities and veteran representatives may perform better than others in assisting the student veterans in achieving academic success as they transition through higher education.Data Collection TC "Data Collection" \f C \l "1" The survey used in this study to collect data (Appendix A) from veterans enrolled in Metropolitan College System was provided through the use of , a website that offers help in crafting surveys relating to information the investigator is researching. Following approval from the Benedictine University Institution Review Board, the survey was available online for 30 days. Each student veteran received a predistribution email (Appendix B) from their institutional sender two days before the opening of the survey. This email explained the importance and the value of participating in the investigation, the nature of the research, and informed consent (Appendix C) once authorized by the Institutional Review Board (Appendix D). Each institutional sender was a full-time staff member with access only to the student veterans’ email addresses. The survey for this study was validated and approved by the researcher’s dissertation committee. In addition, Dr. Jason Santiago provided additional guidance after reviewing the survey. He provided recommendations in formatting questions and the responses for student to choose. Two student veterans enrolled in graduate programs completed the surveys and were provided instruction to identify any discrepancies or issues concerning the survey. The students who completed the survey expressed that the survey was properly formatted and they did not have any discrepancies to report. The researcher did not know the subjects nor ever communicated with any of the subjects during this research project. The subjects were identified by veteran assistance officers actively involved in the higher education community. The veteran assistance officers through their own email distribution lists circulated emails to veteran students requesting that they participate in this survey. The researcher’s intent was to be anonymous so that the subjects could be confident that there their responses would be confidential and that their privacy would be protected in the spirit of the IRB approval.. The predistribution email explained the procedures for accessing the online survey. A second email was sent out at the midpoint of the survey period to remind participates to complete the survey if they had not done so already, and three days before the closing date, a final email was disseminated to all survey participants to remind them of the survey closing dates. After the closing date, the participants were eliminated from the survey, and further access to the site was restricted. Prior to completing the survey, each participant was allowed to read and understand the terms of the study (Appendix B). The participants were advised that there are no known risks or benefits associated with the survey and that participation is voluntary. They were assured that they could terminate and withdraw from participating in the survey at any time without adverse consequences. All surveys must be 100% completed in order to be utilized in the analysis. The surveys remain anonymous as a result of the privacy element designed in the SurveyMonkey program called the Secure Sockets Layer (SSL), a unique encryption system. This feature allows participants to send their responses in a secure manner similar to electronic money transfer methods. This additional level of security also ensures that SurveyMonkey does not collect and store IP addresses from the respondents. Any hard copies of the surveys and documentation relating to surveys are secured by the researcher at all times. These documents are kept in a locked filing cabinet in the researcher’s office. Electronic information is secured by SurveyMonkey’s SSL and the researcher’s password-protected computer, which only the researcher can access. As an additional confidentiality safeguard, the surveys are identified by numbers only, not the participant’s name. Data Analysis TC "Data Analysis" \f C \l "1" Cohen, Manion, & Morrison, (2007, p. 501) explained that quantitative data analysis is a powerful research form, originating from the positivist tradition. Quantitative data analysis is often associated with large-scale research, but can also serve smaller scale investigations, including case studies, action research, correlational research, and experiments. Furthermore, numerical analysis can be performed using software; for example, the Statistical Package for Social Sciences (SPSS), Minitab, and Microsoft Excel software packages apply statistical formulae and carry out computations.Cohen et al., (2007, p.?508) stated that cross-tabulation is simply a presentational device whereby one variable is presented in relation to another, with the relevant data inserted into each cell that is automatically generated by software packages such as SPSS. Furthermore, cross-tabulations are exercised to view data to compare two or more survey questions to understand their correlation. The cross-tabulations are identified after all the data are collected from the survey responses. According to Brooks (personal communication, February 6, 2013), cross-tabulation is useful in determining the true worth of raw material in a manufacturing environment. Brooks charted many aspects of manufacturing processes in efforts to reduce waste (cost) and increase product quality. One such table was used to determine vendor product reliability and ultimately determine the percentage of business he would conduct with that vendor relative to that vendor’s competitors.According to Santiago (2012), interpreting results is accomplished by applying the cross-tabulation process to express relationship percentages only. The cross-tabulation technique is very common among surveys when the researcher is correlating two variables. Furthermore, Santiago stated that cross-tabulation is a statistical process that summarizes categorical data to create a contingency table. Cross-tabulations are heavily used in survey research, business, intelligence, engineering, and scientific research. Cross-tabulations provide a basic picture of the interrelation between two variables and can help find interactions between them. A cross-tabulation table reveals the frequency of respondents as explained in each cell. This process uses a contingency table to describe the variables. Cross-tabulations are used to view any form of data side-by-side and/or to compare two or more survey questions and understand their correlation.Limitations TC "Limitations" \f C \l "1" There is always concern for limitation factors when designing a survey study. Weaknesses are specified and related inadequate measures of variables, loss, or lack of participants, small sample sizes, errors in measurement, and possibly other factors related to data collection and analysis. Limitations in this survey may include: The respondents may have negative feelings associated with their military service or experiences with their academic institution. Respondents may not provide genuine responses in the survey; they may provide inaccurate information which can affect the results of the survey.The veteran outreach coordinator may not consider distributing email requests to veterans asking for their participation in the survey as a priority. Veterans may be difficult to reach because they may no longer have email access or may have an incorrect email address on file with their institution’s veteran outreach coordinator.The electronic survey request may fall into a veteran’s spam or junk folder. There may be participation bias. This limitation can occur when participants try to select answers to the questions to ingratiate themselves instead of answering the question(s) truthfully.The institution may have personnel turnovers or reassignments, resulting in the veteran outreach coordinator no longer being the primary sender of the survey participation requests.The respondent may not fully understand the questions being asked and/or the choice options..The respondents might be worried about completing a survey for a researcher they do not know. SurveyMonkey only permits the researcher to choose up to five responses to any given question to be cross-tabulated, and may only provide the ability to provide limited options for data representation. As a result of the survey distribution over the institution’s Christmas vacation, there might be respondents who do not check their school email accounts on a regular basis and/or do not attend classes during the summer terms. Summary TC "Summary" \f C \l "1" The study anticipates this quantitative research may begin to provide insight to practitioners who provide veteran outreach services to students enrolled in the Metropolitan College System.? Assessing the effectiveness of veteran outreach programs can help veteran outreach coordinators and institution stakeholders to make adjustments when allocating resources to veteran outreach services. Furthermore, this researcher believes that veterans enrolled at an institution can validate whether current outreach programs are assisting veterans achieve academic success. This researcher also believes that assessments are necessary in identifying whether current programs are effective in helping veterans achieve academic success. Survey data may indicate that an existing program requires additional resources to meet veteran program objectives. Survey data may validate the decision of institution stakeholders to scale down an existing program or altogether eliminate a program that is not effective.This researcher believes that public institutions need to be competitive with private institutions; every business unit and academic department in a public institution needs to operate efficiently to achieve the prescribed goals. Veteran outreach programs evolve and adjustments can be made by decision makers based on data from surveys. Surveys conducted routinely can keep practitioners informed on where to adjust veteran outreach programs influenced by current internal and external forces. According to Brown (2008), Illinois community colleges have formed a partnership with the Illinois National Guard and are preparing to put into practice veteran-friendly programs at community colleges across the state. Furthermore, Brown adds that Illinois community colleges and National Guard seek to jointly promote reintegration programs for families, act as a conduit for veterans and family assistance centers, and establish on-campus veterans’ centers. Emphasis on family involvement appears to be a common thread throughout the discussion and implementation of successful veterans’ educational initiatives.Effective veteran outreach programs may contribute to veterans achieving academic success and add value to an institution. Veterans will be empowered to achieve their academic goals and transition out with successCHAPTER 4: ANAYLSIS AND RESULTS TC "CHAPTER 4: ANAYLSIS AND RESULTS" \f C \l "5" This study focused on student veterans who used the veteran outreach services at Metropolitan College System The research established the effectiveness of veteran outreach services for veterans who utilized the veteran outreach services that were established for the purpose of assisting veterans to succeed academically in their community college. This chapter displays the data results attained through the use of . The information collected from the surveys was both demographic and participation specific in the veteran outreach services programs. This study utilized t-test. There were 184 veterans who provided both a G.P.A. and whether they had used the Academic Services available to them. This information provided a descriptive analysis. Using an unpaired t-test, the one-tailed P value equals 0.6569, thus demonstrating that there is no significant difference between the group that used the Veteran’s Academic Services and those that did not.??The mean of veterans not using the Academic Services minus the veterans who did use this service equals -0.05 with a 95% confidence interval of this difference: From -0.26 to 0.16. The intermediate values used in the calculations were:t = 0.4450 df = 182Standard error of difference = 0.108Table 2Comparison of Success of Veterans Who Used Academic Services and Veterans Who Did Not Use the Service TC "Table 2. Comparison of Success of Veterans Who Used Academic Services and Veterans Who Did Not Use the Service" \f A \l "2" GroupDidn’t UseUsed ServiceMean2.732.78SD0.680.66SEM0.090.06N55 ??? 129 ???The responses were developed to examine whether Schlossberg’s Transition Theory (1989), Moving In, Moving Through, and Moving Out Model (1989), Schlossberg’s Blended 4S Transition Model with the Hackney and Cormier’s Five Stages (2005) could explain rudiments of the relationship between veteran participation in the Metropolitan College System veteran outreach programs and academic success. The topics discussed in this chapter include a description of the survey procedures, demographic characteristics of the respondents, analysis of the data, summary of findings related to the four research questions, and conclusions with suggestions for further study. The cross-tabulation choices available in were selected as the structure for analysis. Outcomes of cross-tabulations are expressed as percentages. allows the researcher to select up to five responses to any given question to be cross-tabulated with up to five responses to any other question. As there may be more than five possible responses to any given question, the options for data representation in the cross-tabulation are not all-inclusive. One question may have multiple answers in the possible responses for each given question that was presented on the survey. The researcher, however, does select—and thus control—which categories/responses (again, up to five) will be cross-tabulated. Survey Procedures TC "Survey Procedures" \f C \l "1" A total of 243 participants, also referred to as student veterans, completed the survey instrument from Metropolitan College System . This researcher utilized veteran networks to reach out to student veterans receiving services at Metropolitan College System veteran outreach offices. The veteran outreach representatives sent out mass emails to the student veterans requesting their assistance in completing the online surveys. The questionnaire is included in Appendix A of this document. Each student veteran received an email from their respective institution’s veteran service officer explaining the importance and value of participating in the investigation, the nature of the research, and a brief bio of the researcher (being a student veteran himself), and the informed consent. The institutional senders had access only to the student veterans’ email addresses, and not to the individual survey replies. The initial email also contained the survey link. All the veteran outreach representatives were full-time college staff members. The data were gathered after the responses were submitted online. Respondents indicated that 98% had read and understood the consent statement, which assured the student veterans that there were no known risks or benefits to the participants associated with the survey, and that participation was voluntary. The respondent could stop and withdraw from the research study at any time without negative consequences. Respondents were provided with contact information for the investigator, senior faculty member at Benedictine University, and the Benedictine IRB. The IRB chairperson at Benedictine University provided written permission for the study in a memo dated May?11, 2012. The memo authorizing this study, found in Appendix C, was copied to the dissertation committee. Survey respondents were assured of anonymity as the privacy feature from uses Secure Sockets Layer (SSL), an advanced encryption method. This feature allowed respondents to submit their responses in a secure manner similar to online bill payment methods. Further, the additional level of security ensured that neither collected nor stored IP addresses from the respondents. To ensure accurate data collection, once the student veteran submitted the questionnaire, access to return to the survey was not permitted.Demographic Attributes and Data Analysis TC "Demographic Attributes and Data Analysis" \f C \l "1" The data collection instrument created on captured many demographic elements of the respondent population. The survey design was intended to collect a response to questions; the survey participants were allowed to skip a question without a response. permits the researcher to elect up to five responses to any given question to be cross-tabulated with up to five responses to any other question. As many as five possible responses may be given to any question. The survey instrument was designed to collect basic demographic information (e.g., gender, age group, ethnicity, branch of service, enrollment status) as well as participant views in relation to the research questions (e.g., their participation in the use of the veteran outreach services available at the metropolitan colleges. Excel pivot tables were selected and performed to aid in the analysis of the information collected. Survey participants completed 243 survey questionnaires. Participants were presented with 36 questions that consisted of the following categories: (a)?one item seeking consent to participate, (b)?two items seeking demographic information, (c)?three items seeking military experience, (d)?one item seeking education background, (e)?five items seeking education benefits, (f)?six items seeking current college experience, (g)?21 items seeking veteran outreach services, and (h)?24 items seeking opinions on topics of interest to the study. Figure 3. Veteran participation in outreach services by gender TC "Figure 3. Veteran Participation in Outreach Services by Gender" \f B \l "1" .There were 238 student veterans who responded to the survey question of whether student veterans utilized the veteran outreach services at Metropolitan College System indicated that 69 (28.99%) were female veterans, and 169 (71.01%) were male veterans. E1-E6: 135E7-E8: 801-06: 11Total: 154 Figure 4. Veteran participation by pay grade rank TC "Figure 4. Veteran Participation by Pay Grade Rank" \F B \L "1" Of 154 respondents that participated in the veteran outreach services and reported their military rank, 135 (88%) were in the E1 through E6 pay grade, 8 (5%) were in the pay grade E7 through E9, and 11(7%) were military officers of the pay grade 01-06. Table 3Veteran Participation in Outreach Services by Institution TC "Table 3. Veteran Participation in Outreach Services by Institution" \f A \l "1" Metropolitan Site AMetropolitan Site BMetropolitan Site CMetropolitan Site DMetropolitan Site EMetropolitan Site F Metropolitan Site GTotal21222721141337155Figure 5. Veteran participation in outreach services by institution. TC "Figure 5. Veteran Participation in Outreach Services by Institution." \f B \l "1" Not every student veteran participated in veteran outreach programs. Out of the 155 student veterans that participated in the Metropolitan College System’s veteran outreach services, 21?(14%) were enrolled at Metropolitan College site A, 22 (14%) were enrolled at Metropolitan College site B, 27 (17%) were enrolled at Metropolitan College?site C, 21 (14%) were enrolled in Metropolitan College site D, 14 (9%) were enrolled in Metropolitan College site E, 13 (8%) in Metropolitan College site F, and 37 (24%) were enrolled in Metropolitan College site G.Table 4Veteran Participation in Each Outreach Service TC "Table 4. Veteran Participation in Each Outreach Service" \f A \l "1" AcademicFinancialEmploymentHousingSocial NeedsMedicalYes1191043732911Respondents154155152153153150Figure 6. Veteran participation in each outreach service. TC "Figure 6. Veteran Participation in Each Outreach Service" \f B \l "1" Student veterans who utilized the veteran outreach services may not have utilzed every veteran assistance program available to them at their college. There are six topical areas of veteran services provided by all of the Metropolitan College System campuses: (a)?academic, (b)?financial, (c) employment, (d) housing, (e)?social, and (f)?medical services. Out of the 154 respondents to this question, 119 (77%) utilized academic service; out of 155 respondents, 104 (67%) utilized financial services; out of 152 respondents, 37 (24%) utilized employment services; out of 153 respondents, 3 (2%) sought housing services; out of 153 respondents, 29 (19%) participated in social services; and out of 150 respondents, 11 (7%) sought the assistance of the medical services among all the Metropolitan College System campuses.Table 5Veteran Services Perceived Performance at Metropolitan College System Campuses TC "Table 5. Veteran Services Performance at Metropolitan College System Campuses" \f A \l "1" Service OfferedVeteran Service Veteran orientation111Communication108Academic assistance93Financial assistance105Employment services52Housing assistance22Social needs48Medical assistance22Figure 7. Metropolitan College campuses veteran services performance. TC "Figure 7. Metropolitan College System Campuses’ Veteran Services Performance" \f B \l "1" Figure 7 represents how well veteran outreach services collectively performed at all the Metropolitan College System. The services available to student veterans at the Metropolitan College System campuses are (a)?veteran orientation, (b) communication, (c) academic assistance, (d) financial assistance, (e) employment services, (f) housing services, (g) social needs, and (h)?medical assistance. Only 152 student veterans who participated in veteran outreach services responded to how well performed, of 152 responses 111 (73%) answered that veteran orientation is performed well, 108 (71%) answered that communication is performed well, 93 (61%) answered that academic assistance is performed well, 105 (69%) answered that financial aid services are performed well, 52 (34%) answered that employment assistance is performed well, 22 (14%) answered that housing assistance is performed well, 48 (32%) answered that social need assistance is performed well, and 22 (14%) answered that medical assistance services are performed well. Table 6GPA of Student Veterans Who Participated in Veteran Assistance Services TC "Table 6. GPA of Student Veterans Who Participated in Veteran Assistance Services" \f A \l "1" GPA0.9-1.9GPA2.0-2.9GPA3.0-3.9GPA4.0 or >TotalMetropolitan Site A 0410014Metropolitan Site B149418Metropolitan Site C01015025Metropolitan Site D059014Metropolitan Site E228012Metropolitan Site F044210Metropolitan Site G0820331124 Figure 8. GPA of student veterans who participated in veteran assistance services TC "Figure 8. GPA of Student Veterans Who Participated in Veteran Assistance Services" \f B \l "1" . Self reported Student GPA ranges are from 0.9-1.9, 2.0-2.9, 3.0-3.9, and 4.0 or greater. Of the seven Metropolitan college campuses in this survey, 124 respondents identified their GPA. Metropolitan College A data reflected zero student veterans with GPA ranges for 0.9-1.9, four from 2.0-2.9, ten for 3.0-3.9, and zero for 4.0-greater. Metropolitan College B data reflected student veterans GPA ranges of one for 0.9-1.9, four for 2.0-2.9, nine for 3.0-3.9, and four for 4.0-greater. Metropolitan College C data reflected student veterans GPA ranges of zero for 0.9-1.9, ten for 2.0-2.9, fifteen for 3.0-3.9, and zero for 4.0-greater. Metropolitan College D data reflected student veterans GPA ranges of zero for 0.9-1.9, five for 2.0-2.9, nine for 3.0-3.9, and zero for 4.0-greater. Metropolitan College E data reflected student veterans GPA ranges of two for 0.9-1.9, two for 2.0-2.9, eight for 3.0-3.9, and zero for 4.0–greater. Metropolitan College F data reflected student veterans GPA ranges of zero for 0.9-1.9, four for 2.0-2.9, four for 3.0- 3.9, and two for 4.0-greater. Metropolitan College G data reflected student veterans GPA ranges of zero for 0.9-1.9, eight for 2.0-2.9, twenty for 3.0-3.9, and three for 4.0-greater.The student-veteran survey included all six veteran services that are required to be offered by the Metropolitan College System campuses. On average, each student services category among all the Metropolitan College System campuses scored in the 90th percentile for success. The student services offered by the metropolitan colleges include: (a) academic services, (b) financial assistance services, (c)?employment services, (e)?housing assistance services, (f)?social assistance services, and (g) medical assistance services. The Metropolitan College System campuses are now required to honor the Higher Education Veterans Service Act (2009) of the Midwest States. Metropolitan College System campuses are obligated to serve student veterans by creating, publishing, and distributing a comprehensive guide of services available specifically to veterans attending their institutions. Table 7Success of Veteran Services at All Metropolitan College Campuses TC "Table 7. Success of Veteran Services at All Metropolitan College System Campuses" \f A \l "1" Metropolitan College SystemOverall Quality of Veteran ServicesMetropolitan Site A 95%Metropolitan Site B 100%Metropolitan Site C 87%Metropolitan Site D 96%Metropolitan Site E100%Metropolitan Site F 81%Metropolitan Site G 93%Grand Total 93%The data shown in Table 7, Figure 8, and the Excel pivot table in Appendix F indicate that the overall success of veterans services at the Metropolitan College System campuses is 93%. Metropolitan campus B and Metropolitan campus E both scored a success rate at 100%, while Metropolitan campus F, at 81%, scored the lowest success rate of any of the Metropolitan College System campuses. Metropolitan campus D scored a success rate of 96%, Metropolitan campus A scored 95%, and Metropolitan campus G scored 93%, while Metropolitan campus C indicated that their veteran services success rate was 87%. Table 8Detailed Responses to Question on Success of Veteran Services (undecided/blank not included in the calculation)CollegeIs the quality of the Veteran services useful?Count of Is the quality of the academic services useful?Success of academic servicesCount of Is the quality of the financial assistance services useful?Success of financial assistance servicesCount of Is the quality of the employment help services useful?Success of employment servicesCount of Is the quality of the housing assistance services useful?Success of housing assistance servicesCount of Is the quality of the social assistance services useful?Success of social assistance servicesCount of Is the quality of the medical assistance services useful?Success of medical assistance servicesOverall quality of Veteran ServicesMetropolitan Site AAgree - Strongly Agree2095%1995%1995%1895%1794%1794%Disagree - Strongly Disagree111111Undecided – Blank555555Metropolitan Site A Total26252524232395%Metropolitan Site BAgree – Strongly Agree20100%20100%19100%19100%19100%18100%Disagree –Strongly Disagree000000Undecided - Blank91010101010Metropolitan Site B Total293029292928100% Metropolitan Site CAgree – Strongly Agree2188%2188%2188%2087%2087%2087%??Disagree – Strongly Disagree3?3?3?3?3?3????Undecided - Blank6?6?6?6?6?6??Metropolitan Site C Total?30?30?30?29?29?29?87%Continued … Table 8 (Continued)CollegeIs the quality of the Veteran servicesCount of Is the quality of the academic services useful?Success of academic servicesCount of Is the quality of the financial assistance services useful?Success of financial assistance servicesCount of Is the quality of the employment help services useful?Success of employment servicesCount of Is the quality of the housing assistance services useful?Success of housing assistance servicesCount of Is the quality of the social assistance services useful?Success of social assistance servicesCount of Is the quality of the medical assistance services useful?Success of medical assistance servicesOverall Quality of Veteran ServicesMetropolitan Site DAgree – Strongly agree2396%2396%2296%2195%2095%2195%??Disagree – Strongly Disagree1?1?1?1?1?1????Undecided - Blank8?8?8?8?8?8??Metropolitan Site D Total?32?32?31?30?29?30?96%Metropolitan Site EAgree – Strongly Agree10100%10100%10100%10100%10100%10100%??Disagree – Strongly Disagree0?0?0?0?0?0????Undecided - Blank3?3?2?2?2?2?Metropolitan Site E Total?13?13?12?12?12?12?100%Metropolitan Site FAgree – Strongly Agree 1077%1083%982%982%982%982%??Disagree – Strongly Disagree3?2?2?2?2?2????Undecided - Blank7?7?7?7?7?7??Metropolitan Site F Total?20?19?18?18?18?18?81%Continued . . .Table 8 (Continued)CollegeIs the quality of the Veteran services useful?Count of Is the quality of the academic services useful?Success of academic servicesCount of Is the quality of the financial assistance services useful?Success of financial assistance servicesCount of Is the quality of the employment help services useful?Success of employment servicesCount of Is the quality of the housing assistance services useful?Success of housing assistance servicesCount of Is the quality of the social assistance services useful?Success of social assistance servicesCount of Is the quality of the medical assistance services useful?Success of medical assistance servicesOverall Quality of Veteran ServicesMetropolitan Site GAgree – Strongly Agree3094%2994%2893%2893%2893%2893%??Disagree – Strongly Disagree2?2?2?2?2?2????Undecided Blank 9?8?9?9?9?9??????????Metropolitan Site G Total?41?39?39?39?39?39?93%Grand Total19193%18894%18493%18193%17993%17993% TC "Table 8. Detailed Responses to Question on Success of Veteran Services" \f A \l "1" Summary of Findings TC "Summary of Findings" \f C \l "1" The data were collected by utilizing an on-line survey through that was distributed to student veterans enrolled at the seven Metropolitan College System campuses. Hypothesis TC "Hypothesis" \f C \l "1" Student veterans who participate in veteran outreach activities at the seven campuses of Metropolitan College System will persist and achieve academic success. Research Questions TC "Research Questions" \f C \l "1" Five research questions guided this study of issues important to student veterans as they return to begin or to complete their education goals following service in the U.?S. military. Research Question One TC "Research Question One" \f C \l "2" How many services are available for student veterans–including on-campus, institution- sponsored, and off-campus referral services?All seven Metropolitan College System campuses had six veteran services. Respondents from all Metropolitan College System campuses indicated that they participated in the veteran services offered at their campus. The survey did not include any questions that would provide the researcher any data indicating whether the Metropolitan College System sponsored off-campus referral services. Further research can be conducted to determine if any of the Metropolitan College System campuses sponsor off-campus outreach programs.Research Question Two TC "Research Question Two" \f C \l "2" How often do student veterans utilize the veterans’ services? Using the results of the survey, the cross-tabulation function was used by the researcher to discover that 35% of the respondents utilized the academic services one to two times per semester, 61% of the respondents utilized financial assistance service one to two times per semester, 65% of the respondents sought employment assistance one to two times per semester, 50% of the respondents participated in housing services one to two times per semester, 41% of the respondents reached out for social service assistance one to two times per semester, and 57% of the respondents needed medical assistance one to two times per semester. Research Question Three TC "Research Question Three" \f C \l "2" Which veterans’ services provide positive feedback? According to data shown in Table 5, every Metropolitan College System campus represented in this research project had favorable feedback on all six of the veteran services. Overall, the combined score of 93% indicates positive feedback among all of the veteran services offered at all seven Metropolitan College System campuses. Research Question Four TC "Research Question Four" \f C \l "2" What effect do the services have on the veterans’ grade point average? The data in Figure 8 represents that 98%, or 124 veterans that responded to Question?14 of the survey, earned a GPA of 2.0 or higher. The score of 98% indicates a strong relationship that student veterans who participate in veteran outreach activities at Metropolitan College System campuses will be more likely to persist and achieve academic success. Conclusions TC "Conclusions" \f C \l "1" Student veterans who participate in veteran outreach activities at Metropolitan College System campuses had a significant relationship with good academic outcomes. The results collected from the surveys revealed that student veterans who utilized the veteran outreach services at the Metropolitan College System campuses had a high satisfaction rating on all six of the veteran services available at all seven Metropolitan College System campuses. Participation in the veteran services correlates with achieved academic success. Subsequent to probing the data results of the student veterans enrolled in the Metropolitan College System acquired through the use of , a number of conclusions are offered: First, the research questions could be expanded for greater breadth and depth to help increase the data collected and the questions asked. Additional focus on female veterans warrants additional research to better serve our female veterans in their educational endeavors as well as their transition into the workforce. Additional research on allocations to the veteran service offices may determine if a correlation on the success of veteran service offices and the allocation of funds and personnel assigned to these offices exists. Second, to better understand student veterans, a qualitative study may be conducted to determine whether or not the student veterans are eligible to utilize the Veterans’ Administration education benefits under Title 38 and Title?10. During this research project, student veterans utilizing Veteran Administration education benefits under Title 38 and Title 10 were easily identified by each Metropolitan College System veterans’ service officer. The student veterans that participated in the survey were contacted directly via email by the veteran service officer. Metropolitan College System veteran service officers had access to veterans utilizing Veteran Administration education benefits under Title 38 and Title 10. However, veterans not eligible for veterans’ education benefits were not contacted and asked to participate in this survey. Every effort should be made to include veterans that are not eligible for veteran education benefits to be identified and asked to participate in future studies. Third, if the institutions participating in the survey were expanded to all Midwest public community colleges and public universities, the data responses could be increased considerably. As a final point, the lack of current educational theories to describe veteran services in Metropolitan College System for student veterans, and whether or not the student veterans are utilizing veteran education benefits, may have limited the focal point of this research. Connections regarding adult transition theories and models were utilized because of their current relevance and strength to this day. CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS TC "CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS" \f C \l "5" This study was designed to establish a correlation between use of Veteran Administration services at community colleges and the academic success of individuals who used these services. Due to the unique characteristics of each participant and multiple variants in the Veterans Administrative services no statistically significant correlation could be established; however, very clear tendencies emerge from this study indicating the likelihood that with proper controls a correlation could be discovered. Though not establishing a statistically significant correlation, the data from this study does point to a likely relationship between use of the Veteran Administrations services and academic success. This study provides an excellent roadmap for further research to determine the exact services that impact a Veteran’s academic success.This study examined the relationship between Midwest Community College veteran outreach programs and the academic success of veterans that participate in veteran outreach programs at the seven campuses of Metropolitan College System. The study is important because, according to the April 2014 Veterans Benefits Administration report titled Number of Institutions and Establishments Under Title 32 & Title 10, there were 322 educational institutions in Illinois enrolling 19,905 students that are utilizing GI Bill education benefits. In addition, 714 veterans have been identified to be utilizing Title 38 and Title 10 education benefits at all seven of the Metropolitan College System campuses. The Department of Veterans Affairs, Office of the Actuary, Veteran Population Projection Model (VetPop), 2011 of September 30, 2013, reports that in fiscal year 2014 Illinois currently has a veteran population of 650,001? 950,000 veterans that may benefit from becoming life-long learners.Moreover, the National Center for Veterans Analysis and Statistics report that was prepared in April 2014, projected the U.?S. veteran population will be 21,973,000, of which 10% will be female. In addition, there are 6.5 million Gulf War veterans, and 1.09 million veterans enrolled in VA education beneficiaries in fiscal year 2013. Therefore, it may be necessary to continue assessing veteran services at the Metropolitan College System to promote student success. The charge of assisting veterans to transition from military service through college is the principal objective to achieve value of higher education, and for the student veteran to transition successfully into society. This study was designed to make student affairs practitioners aware of the importance of sustaining quality veteran service programs. This chapter is organized as: A summary of the study, discussion of the findings, and recommendations for future soldier-student studies. Summary of the Study TC "Summary of the Study" \f C \l "1" The purpose of this quantitative study was to examine the relationship between Midwest Community Colleges’ veteran outreach programs and the academic success of veterans that participated in these programs at Metropolitan Colleges. Veterans of all eras who were enrolled at any of the seven campuses were invited to participate in the survey. The veteran service coordinators at each Metropolitan College System campus have an extensive knowledge of the veteran population and those veterans who have utilized their VA education benefits. The veteran coordinators identified student veterans utilizing veteran education benefits and invited them to participate in the survey. These student veterans were surveyed to determine their academic success after utilizing the services at the seven Metropolitan College System campuses. This research project used a secure online survey via email to question student veterans, following an intensive literature search to help support this study.According to Herrmann, Hopkins, Wilson, and Allen (2011, p. 9), there was a low percentage of veterans enrolled in higher education in the United States and, according to the VA, 6.5 million Gulf War veterans and 1.09 million—or 17% of the Gulf War veteran population—were utilizing VA education benefits in fiscal year 2013. Discussion of the Findings TC "Discussion of the Findings" \f C \l "1" Research Question One TC "Research Question One" \f C \l "2" How many services are available for student veterans? On-campus institutions sponsored on site and off-campus referral services?All Metropolitan College campuses had six veteran services. Respondents from all metropolitan colleges indicated in the survey that they participated in the veteran services offered at their campus. Literature indicated that State Bill 1624 mandates that public institutions provide better educational and informational resources for veterans. This legislation provides our student veterans with the needed information, assistance, and guidance in the areas of (a) academic, (b) financial, (c)?employment, (d) housing, (e) social, and (f) medical services. The survey did not provide any questions that would provide data indicating whether any of the Metropolitan College System campuses sponsored off-campus referral services. Further research can be conducted to determine if these outreach programs are sponsored by any external organizations. Veterans need to make adjustments to the culture of the civilian world and the culture of college (Herrmann et al., 2011, p. 41). Veterans may face challenges in the transition to civilian life and college, and many college professors and administartors willingly assist veterans in gaining the skills they need to learn new behaviors to cope with these changes. Research Question Two TC "Research Question Two" \f C \l "2" How often do student veterans utilize the veterans’ services? According to the results of the survey, 35% of the respondents utilized the academic services one to two times per semester, 61% of the respondents utilized financial assistance service one to two times per semester, 65% of the respondents sought employment assistance one to two times per semester, 50% of the respondents participated in housing services one to two times per semester, 41% of the respondents accessed social service assistance one to two times per semester, and 57% of the respondents needed medical assistance one to two times per semester. Tinto (1993, p.149) explained that institutional commitment is demonstrated by patterns of activities involving faculty and staff. In addition, Tinto wrote that successful institutions commit themselves to long-term investment of resources required to ensure that programs are able to grow and prosper. Moreover, Tinto added that successful programs take many years to reach fruition. These programs start small and gain momentum over time, and performance of programs improves through continuous assessment and evaluation.Research Question Three TC "Research Question Three" \f C \l "2" Which veterans’ services provide positive feedback? All Metropolitan College System campuses had favorable feedback on all six of the veteran services offered by the colleges as mandated by State Senate Bill 1624. Overall, the combined score of 93% indicated positive feedback among all of the veteran services at all seven of the Metropolitan College System campuses. Hatry (2013) explained that in the United States, government program-evaluation efforts were initially centered on programs within the mental health and education communities. Program evaluation has, above all, become an important apparatus for government at the federal level, with local and state governments seldom using their limited resources for in-depth program-evaluation studies. State and large local governments may sometimes sponsor evaluations, but these often use federal funds; therefore public institutions can benefit by sponsoring research projects with little or no cost to the institution.Research Question Four TC "Research Question Four" \f C \l "2" What effect do the services have on the veterans’ grade point average?The data in Figure 8 indicates that 98% —or 124 veterans that responded to question 14 of the survey—earned a GPA of 2.0 or higher. The score of 98% indicates a significant relationship that student veterans who participate in veteran outreach activities at Metropolitan College System will persist and achieve academic success. According to Herrmann et?al., (2011) many veterans are not prepared to compete academically with their student peers (p. 55). Herrmann et al. added that veterans did not rely on studying in the military in the traditional way that college students do, and veterans need to study in order to acquire sufficient course knowledge and study skills to compete and excel. Herrmann et?al, concluded that although veterans are capable of succeeding, many veterans may not be completely ready to learn. Recommendations for Future Studies TC "Recommendations for Future Studies" \f C \l "1" Based on the findings of this study, additional research is suggested to help improve future studies. Future studies should include a larger sample of student veterans at a combination of community colleges. It would also be useful to replicate this study at 4-year public institutions to determine whether the size of the college is reflected in the educational success of the student veteran. An additional recommendation would be a cohort-based study that follows female and male student veterans from their initial college enrollment through graduation. It is important to discover if gender bias exists or if gender bias is questioned.Student veterans should continue to take ownership of the veteran services at their respective institutions of higher learning, and promote the continuation of the veteran support services—both on campus and off campus—to facilitate the transition process from military service to the classroom. Qualitative and/or mixed research methods studies could be done to answer questions to obtain a deeper student veteran’s perspective. Qualitative research allows the researcher to inquire about explanations through a rich informative observation and interview holistic process. The narratives generated by the student veteran may provide data to further explain the intricacies of their transition from military service and throughout their college experience.As suggested by Herrmann, et. al. (2011), it is important to encourage veterans to become experts in the science of educating veterans. At present, there are only a few veterans who have become researchers in education (p. 138), and more veteran education researchers are needed to improve the pedagogy of educational programs for veterans (Hermann et al., 2011).Summary TC "Summary" \f C \l "1" Anderson et al. (2012) explained that everyone moves in, through, or out of a transition differently, and over time people react and make adjustments in order to cope with change (p. 38). Veterans are unique students who may or may not be prepared for college, and may require quality orientation and socialization into the college community. Tinto (1993) established that institutions should frontload their efforts on behalf of student retention, specifically for students in their first year of college—beginning with orientation programs—to begin assessing student skills, needs, and concerns. Anderson et al. explained that these resources could have mixed results; where some resources may be assets, other resources may hinder the transition or be identified as a liability. That highlights the importance of regular assessments of the veteran outreach programs provided by each public institution of higher learning. Dialogue among veteran groups and veteran coordinators can develop opportunities for veterans to excel. Veteran programs can leverage the available resources allocated to the veteran outreach centers. Veterans can serve themselves and their fellow student warriors by actively participating in their institution’s veteran clubs and veteran outreach activities.Schlossberg (as cited in Anderson et al., 2012) blended the 4S Transition Model with Hackney and Cormier’s five stages. According to Seidman, (2005), “For intervention programs and services to be successful, they must be powerful enough to effect change” (p. 295). Seidman (2005), stressed the importance of identifying whether a student is academically or personally at risk for being unsuccessful at the college level as early as possible. However, despite the institution’s discovering that a student is at risk, and the intervention that is applied to effect the desired change, “Continuous intervention means an intervention that persists until the change is effected and the intervention can continue throughout the student’s college career and beyond” (Seidman, 2005, p. 298). The six services available to veterans at each community college can improve over time as long as these veteran services are being monitored for effectiveness. Veterans will need various services as they move through and transition out from college. Keep in mind that change is constant; therefore as new veterans enter college, they will have different challenges and the veteran services may have to evolve, be discontinued, or new veteran services may have to be added to the current list of services that are currently available to veterans. Burke (1994) explained that there are two separate sets of organizational dynamics. One set involves the everyday exchanges of transactional behavior that influence climate and the second set of dynamics involves the process of human transformation required for genuine change to occur. Regular feedback and assessments are needed in order for the veteran service programs to serve student veterans. Assessment and analysis justify change, and change needs to be managed and organized in order to continue to serve veterans in college with positive results.APPENDICESAPPENDIX ASTUDENT VETERAN SURVEY TC "APPENDIX A. STUDENT VETERAN SURVEY" \f C \l "5" APPENDIX A: STUDENT VETERAN SURVEYI have read and understand the consent form. FORMCHECKBOX Yes FORMCHECKBOX NoDemographicsGender FORMCHECKBOX Male FORMCHECKBOX Female FORMCHECKBOX TransgenderAge FORMCHECKBOX 18-23 FORMCHECKBOX 24-29 FORMCHECKBOX 30-35 FORMCHECKBOX 36-41 FORMCHECKBOX 42 - OlderMilitary ExperienceStatus FORMCHECKBOX Active Reserve FORMCHECKBOX Inactive reserve FORMCHECKBOX Retired FORMCHECKBOX Medical retired FORMCHECKBOX Discharged Years of military service FORMCHECKBOX Less than 1 FORMCHECKBOX 1-5 FORMCHECKBOX 6-10 FORMCHECKBOX 11-16 FORMCHECKBOX 17+ Highest rate/rank held FORMCHECKBOX E1-E6 FORMCHECKBOX E7-E9 FORMCHECKBOX Warrant Officer FORMCHECKBOX 01-06Educational BackgroundHighest education attainment FORMCHECKBOX High school diploma FORMCHECKBOX GED FORMCHECKBOX None FORMCHECKBOX Associate degree FORMCHECKBOX 4 year college degree Educational BenefitsWhat chapter of the GI Bill are you using? FORMCHECKBOX Chapter 33 FORMCHECKBOX Chapter 30 FORMCHECKBOX Chapter 1606 FORMCHECKBOX Chapter 1607 FORMCHECKBOX Don’t knowAre you using the National Guard Grant? FORMCHECKBOX Yes FORMCHECKBOX NoAre you using the Veterans grant? FORMCHECKBOX Yes FORMCHECKBOX NoCurrent College ExperienceWhich community college are you attending? FORMCHECKBOX Metropolitan College A FORMCHECKBOX Metropolitan College B FORMCHECKBOX Metropolitan College C FORMCHECKBOX Metropolitan College D FORMCHECKBOX Metropolitan College E FORMCHECKBOX Metropolitan College F FORMCHECKBOX Metropolitan College G What is your educational goal at the community college you are currently attending? FORMCHECKBOX Vocational FORMCHECKBOX Associates degree FORMCHECKBOX Transfer to 4 year institution FORMCHECKBOX Other FORMCHECKBOX Develop new job skills FORMCHECKBOX Reinforce current job skillsHow many courses have you completed so far? FORMCHECKBOX 1-10 FORMCHECKBOX 11-20 FORMCHECKBOX 21 or more How many courses do you need to complete to attain your immediate educational goal at the community college you are currently attending? FORMCHECKBOX 1-10 FORMCHECKBOX 11-20 FORMCHECKBOX 21 or more FORMCHECKBOX UnknownWhat is your current GPA? FORMCHECKBOX .09 - 1.9 FORMCHECKBOX 2.0-2.9 FORMCHECKBOX 3.0 - 3.9 FORMCHECKBOX 4.0 > FORMCHECKBOX UnknownVeteran Outreach ServicesDo you utilize the veteran outreach services at your community college? FORMCHECKBOX Yes FORMCHECKBOX No FORMCHECKBOX I don’t know if they exist at my campusDo you use the campus services for academic help? FORMCHECKBOX Yes FORMCHECKBOX NoHow often per semester? FORMCHECKBOX 0 times FORMCHECKBOX 1-2 times FORMCHECKBOX 3-4 times FORMCHECKBOX 5 times FORMCHECKBOX More than 5 timesIs the quality of the academic services useful? FORMCHECKBOX Strongly Agree FORMCHECKBOX Agree FORMCHECKBOX Undecided FORMCHECKBOX Disagree FORMCHECKBOX Strongly DisagreeDo you use the campuses services for financial help? FORMCHECKBOX Yes FORMCHECKBOX No How often per semester? FORMCHECKBOX 0 times FORMCHECKBOX 1-2 times FORMCHECKBOX 3-4 times FORMCHECKBOX 5 times FORMCHECKBOX More than 5 timesIs the quality of the financial assistance service useful? FORMCHECKBOX Strongly Agree FORMCHECKBOX Agree FORMCHECKBOX Undecided FORMCHECKBOX Disagree FORMCHECKBOX Strongly DisagreeDo you use the campus services for employment help? FORMCHECKBOX Yes FORMCHECKBOX NoHow often per semester? FORMCHECKBOX 0 times FORMCHECKBOX 1-2 times FORMCHECKBOX 3-4 times FORMCHECKBOX 5 times FORMCHECKBOX More than 5 timesIs the quality of the employment help service useful? FORMCHECKBOX Strongly Agree FORMCHECKBOX Agree FORMCHECKBOX Undecided FORMCHECKBOX Disagree FORMCHECKBOX Strongly DisagreeDo you use the campus services for housing help? FORMCHECKBOX Yes FORMCHECKBOX NoHow often per semester? FORMCHECKBOX 0 times FORMCHECKBOX 1-2 times FORMCHECKBOX 3-4 times FORMCHECKBOX 5 times FORMCHECKBOX More than 5 timesIs the quality of the housing help service useful? FORMCHECKBOX Strongly Agree FORMCHECKBOX Agree FORMCHECKBOX Undecided FORMCHECKBOX Disagree FORMCHECKBOX Strongly DisagreeDo you use the campus services for help with social needs? FORMCHECKBOX Yes FORMCHECKBOX NoHow often per semester? FORMCHECKBOX 0 times FORMCHECKBOX 1-2 times FORMCHECKBOX 3-4 times FORMCHECKBOX 5 times FORMCHECKBOX More than 5 timesIs the quality of the social needs assistance service useful? FORMCHECKBOX Strongly Agree FORMCHECKBOX Agree FORMCHECKBOX Undecided FORMCHECKBOX Disagree FORMCHECKBOX Strongly DisagreeDo you use the campus veteran services for seeking medical assistance? FORMCHECKBOX Yes FORMCHECKBOX NoHow often per semester? FORMCHECKBOX 0 times FORMCHECKBOX 1-2 times FORMCHECKBOX 3-4 times FORMCHECKBOX 5 times FORMCHECKBOX More than 5 timesIs the quality of the medical assistance useful? FORMCHECKBOX Strongly Agree FORMCHECKBOX Agree FORMCHECKBOX Undecided FORMCHECKBOX Disagree FORMCHECKBOX Strongly DisagreeWhat services does your veterans’ outreach office perform well? FORMCHECKBOX Veteran Orientation FORMCHECKBOX Communication FORMCHECKBOX Academic Assistance FORMCHECKBOX Financial Aid Assistance FORMCHECKBOX Employment Services FORMCHECKBOX Housing Assistance FORMCHECKBOX Social Needs FORMCHECKBOX Medical AssistanceWhat can your veterans outreach office do better in serving veterans at your community college? FORMCHECKBOX Veteran Orientation FORMCHECKBOX Communication FORMCHECKBOX Academic Assistance FORMCHECKBOX Financial Aid Assistance FORMCHECKBOX Employment Services FORMCHECKBOX Housing Assistance FORMCHECKBOX Social Needs FORMCHECKBOX Medical AssistanceAPPENDIX BINVITATION TO PARTICIPATE IN SURVEY TC "APPENDIX B. INVITATION TO PARTICIPATE IN SURVEY" \f C \l "5" APPENDIX B: INVITATION TO PARTICIPATE IN SURVEYDear fellow U.S. Veteran, My name is Frank Delatorre and I am a doctoral student at Benedictine University in Lisle, Illinois. I respectfully request your participation in a research project titled: “Examining the Relationship Between Veteran Outreach Programs and the Academic Success of Veterans That Participate in These Services at the Metropolitan Colleges, Based On Schlossberg’s Theory of Adults in Transition.” The purpose of this study is to discover how effectively the state-mandated veteran outreach services help veterans toward academic success as they transition through the metropolitan colleges. The following survey was developed to ask you questions regarding your military experience, educational background, educational benefits, your current college experience, and the veteran outreach services you have participated in at your community college. The research will be of the highest standards in regards to ethical, legal, moral, and scholarly work within the field of higher education.My goal is to discover valuable information that can help veterans transition through community colleges and other institutions of higher learning. There are no known risks or benefits to participants involved in the study. Your responses, personal thoughts, and the results of your survey will be confidential.Please understand that you may withdraw from this survey at any time with no negative consequences. You have the right to ask questions concerning the procedure and any relevant questions pertaining to the primary investigator, dissertation mentor, and/or Benedictine University.To request additional information about this project you may contact me at frankdelo@ or (815) 382-8974; Dr. Minogue, Dissertation Director, Benedictine University at jminogue@ben.edu ; or Dr. Andrea Wellar-Clark, Associate Professor of Education and Institutional Review Board Chair, Benedictine University at aclarke@ben.edu or (630) 829-6295. Thank you very much for your assistance in my research study. Your participation is greatly appreciated.Sincerely,Frank DelatorreChief Petty Officer, USN (Retired)APPENDIX CINSTITUTIONAL REVIEW BOARD APPROVAL TC "APPENDIX C. INSTITUTIONAL REVIEW BOARD APPROVAL" \f C \l "5" APPENDIX C. INSTITUTIONAL REVIEW BOARD APPROVALAPPENDIX DPERMISSION TO USE COPYRIGHTED MATERIAL TC "APPENDIX D. PERMISSION TO USE COPYRIGHTED MATERIAL" \f C \l "5" APPENDIX D. PERMISSION TO USE COPYRIGHTED MATERIALRE: Permission RequestFrom: Pascal Schwarzer pschwarzer@To: Frank Delatorre <frankdelo@>; adelacy@ <adelacy@>Hi Frank:?There is no charge for reproducing images from Springer Publishing Company titles in a dissertation.?We do ask that you attach a copyright statement to the images:?Title, Author(s), Copyright Notice “Reproduced with the permission of Springer Publishing Company, LLC, New York, NY 10036” ?Pascal---------------------------------------------------------------------------------------------------From: Frank Delatorre [mailto:frankdelo@] Sent: Monday, November 12, 2012 11:48 AMTo: Pascal Schwarzer; adelacy@Subject: Permission Request?Dear? Mr. Schwarzer,?I Was referred to you by Ms. Ann Delacey.? I respectfully request permission to make an adaptation for a one-time use only of two images from the following Springer Publishing Resources:?1.???? Counseling Adults in Transition: Linking Schlossberg’s Theory With? In A Diverse World, 4th Ed. Anderson, Goodman, Schlossberg, ISBN #? 978-0-8261-0635-3. (2012). Images? (2.1) on p. 39. 2.???? Counseling Adults in Transition: Linking Schlossberg’s Theory With? In A Diverse World, 4th Ed. Anderson, Goodman, Schlossberg, ISBN #? 978-0-8261-0635-3. (2012). Images? (Figure 3.1) on p. 62 I am a doctoral student at Benedictine University in Lisle Illinois and my dissertation is titled “Military Veterans In Transitions:? Testing Schlossberg’s Adults in Transitions Taking Charge and Strengthening Resources with Veterans Enrolled In Higher Education.” ?Thank you for your assistance in this matter.? If you have further questions please do not hesitate to contact me at 1-(815) 382-8974 or frankdelo@?V/rFrank Delatorre, Chief Petty Officer, USN (Retired)(815) 382-8974APPENDIX EEXCEL PIVOT TABLE:SUCCESS OF VETERAN SERVICES AT ALL METROPOLITAN COLLEGE CAMPUSES TC "APPENDIX E. SUCCESS OF VETERAN SERVICES AT ALL METROPOLITAN COLLEGE CAMPUSES" \f C \l "5" APPENDIX E: EXCEL PIVOT TABLE OF THE SUCCESS OF VETERAN SERVICES AT ALL METROPOLITAN COLLEGESCollegeIs the quality of the Veteran services useful?Count of Is the quality of the academic services useful?Success of academic servicesCount of Is the quality of the financial assistance services useful?Success of financial assistance servicesCount of Is the quality of the employment help services useful?Success of employment servicesCount of Is the quality of the housing assistance services useful?Success of housing assistance servicesCount of Is the quality of the social assistance services useful?Success of social assistance servicesCount of Is the quality of the medical assistance services useful?Success of medical assistance servicesOverall quality of Veteran ServicesMetropolitan Site AAgree - Strongly Agree2095%1995%1995%1895%1794%1794%Disagree - Strongly Disagree111111Undecided – Blank555555Metropolitan Site A Total26252524232395%Metropolitan Site BAgree – Strongly Agree20100%20100%19100%19100%19100%18100%Disagree –Strongly Disagree000000Undecided - Blank91010101010Metropolitan Site B Total293029292928100% Metropolitan Site CAgree – Strongly Agree2188%2188%2188%2087%2087%2087%??Disagree – Strongly Disagree3?3?3?3?3?3????Undecided - Blank6?6?6?6?6?6??Metropolitan Site C Total?30?30?30?29?29?29?87%Continued … APPENDIX E (Continued) CollegeIs the quality of the Veteran servicesCount of Is the quality of the academic services useful?Success of academic servicesCount of Is the quality of the financial assistance services useful?Success of financial assistance servicesCount of Is the quality of the employment help services useful?Success of employment servicesCount of Is the quality of the housing assistance services useful?Success of housing assistance servicesCount of Is the quality of the social assistance services useful?Success of social assistance servicesCount of Is the quality of the medical assistance services useful?Success of medical assistance servicesOverall Quality of Veteran ServicesMetropolitan Site DAgree – Strongly agree2396%2396%2296%2195%2095%2195%??Disagree – Strongly Disagree1?1?1?1?1?1????Undecided - Blank8?8?8?8?8?8??Metropolitan Site D Total?32?32?31?30?29?30?96%Metropolitan Site EAgree – Strongly Agree10100%10100%10100%10100%10100%10100%??Disagree – Strongly Disagree0?0?0?0?0?0????Undecided - Blank3?3?2?2?2?2?Metropolitan Site E Total?13?13?12?12?12?12?100%Metropolitan Site FAgree – Strongly Agree 1077%1083%982%982%982%982%??Disagree – Strongly Disagree3?2?2?2?2?2????Undecided - Blank7?7?7?7?7?7??Metropolitan Site F Total?20?19?18?18?18?18?81%Continued . . .APPENDIX E (Continued)CollegeIs the quality of the Veteran services useful?Count of Is the quality of the academic services useful?Success of academic servicesCount of Is the quality of the financial assistance services useful?Success of financial assistance servicesCount of Is the quality of the employment help services useful?Success of employment servicesCount of Is the quality of the housing assistance services useful?Success of housing assistance servicesCount of Is the quality of the social assistance services useful?Success of social assistance servicesCount of Is the quality of the medical assistance services useful?Success of medical assistance servicesOverall Quality of Veteran ServicesMetropolitan Site GAgree – Strongly Agree3094%2994%2893%2893%2893%2893%??Disagree – Strongly Disagree2?2?2?2?2?2????Undecided Blank 9?8?9?9?9?9??????????Metropolitan Site G Total?41?39?39?39?39?39?93%Grand Total19193%18894%18493%18193%17993%17993%REFERENCES TC "REFERENCES" \f C \l "5" Ackerman , R., DiRamio, D., & Mitchell, R. 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