Student Service Members/Veterans Programs in Erie County Colleges and Universities: Analyzing Program Effectiveness for Removing Barriers to Program Completion

William Langer, Public Administration · Advisor: Dr. Laurie Buonanno

A transformative explanatory sequential mixed methods design was used to test three hypotheses. The first hypothesis investigated the relationship between the number of SSM/V programs a college provides and the overall satisfaction levels a SSM/V reports in their personal transition from military to student/civilian life. The next hypothesis investigated the relationship between the number of SSM/V programs provided and the self reported degree persistence of respondents. The final hypothesis sought to determine if there was a relationship between the satisfaction levels in the services provided by the school’s Veterans Service Office and the satisfaction levels in transitioning from military to Student/civilian life.

An analysis was done of the websites for each college in Erie County. The analysis looked for SSM/V specific services offered by the schools that were mentioned in their websites. The analysis highlighted service disparity among the campuses. The quantitative survey portion of the mixed methods design examined the programs that are offered and the usage and satisfaction level of the programs and services. The follow-up qualitative interview portion gave depth and further detail to the information gained from the initial quantitative results.

Abstract

References

Results

This study finds that while the number of SSM/V programs a college offers does not affect the quality of transitioning to civilian/student life or the degree completion persistence, the quality of the services does. Schools with greater satisfaction levels with their Veteran Service Office reported higher satisfaction levels in transitioning

In addition the survey found that of the 68 respondents;

58% reported that they found their campus to be “Military Friendly”

36% of SSM/Vs living with disabilities do not use the DSS office.

63% were aware of a SSM/V Peer group on their campus.

58% reported that they didn’t know if their college offered a SSMV specific orientation program or not.

Conclusions/Recommendations The website analysis was conducted in May of 2015, since that time, it is possible that the services offered by each school could change and the way they are marketed to the SSM/V population could be changed. It is recommended to repeat the analysis to see what has changed

Since the number of programs does not have a significant effect on transition to civilian and student life and does not affect the number of students who report they will complete their academic program, what does have an effect? Future study of external factors could prove valuable in determining what affects transition satisfaction and program completion persistence.

Another important question for colleges to answer is, “How are we targeting the SSM/V population with our information?” Are colleges using the right channels and media format to effectively engage with SSM/Vs and disseminate information? In many cases it seems as if the services exist, but the SSM/Vs are unaware of them. By learning how SSM/Vs seek information about a college and the programs they offer, institutions can do a better job of having that critical information seen and utilized by the SSM/Vs in need of it.

Between 2001 and 2020, over 2 million service members/veterans are expected to enroll in post-secondary educational programs utilizing the Department of Veterans Affairs educational benefits at the projected cost to U.S. taxpayers of $10.5 billion a year (Cook & Kim, 2009, p. vii; McCaslin, Leach, Herbst, & Armstrong, 2013, p. vii). After years of being immersed in a highly hierarchal social structure it can be difficult to learn how to function without the strict structure of military rules and regulations.

Academic performance of SSM/Vs have been found to be lower compared to civilian counterparts despite the higher levels of maturity, motivation and discipline (Barry, Whiteman, & MacDermid Wadsworth, 2014, p. 37). Findings also show that SSM/V’s achieve lower levels of degree attainment, both in frequency and level of education (Durdella & Kim, 2012, p. 122). SSM/Vs have difficulty in relating to their peers in classes. Differences in age and life experience make it difficult to form relationships with the younger students (Steele et al., 2010, p. 4). Many SSM/Vs feel as if the military did not do an adequate job preparing them for the eventual transition to civilian life (Cook & Kim, 2009, p. 22).

The most frequently mentioned problems facing SSM/Vs are financial aid and VA payments. Though the Post 9-11 GI Bill pays full tuition and a living stipend, delays in the payment of these benefits can cause the SSM/V to be responsible for up-front costs. This can lead to unnecessary loans, or in some cases, the dropping of courses (Cook & Kim, 2009, p. 25). Many colleges and their Disabled Student Services (DSS) offices may not be prepared to effectively accommodate students with the types of disabilities that combat veterans suffer from such as partial or multiple amputations, PTSD, TBI, cognitive impairments and other disfigurements (Vance & Miller, 2009, pp. 21-22). Students with disabilities in general often have lower academic scores and less confidence in their abilities and prospects of completing their programs (Cate, 2014, p. 5). They also tend to report feelings of increased isolation, which can increase barriers to integration in social, educational, and occupational settings (Ostovary & Dapprich, 2011, p. 65).

SSM/Vs serving in the National Guard and the Reserves also experience difficulty navigating the administrative process of dropping courses or postponing their academic programs due to mobilizations or deployments (Cook & Kim, 2009, p. viii). SSM/Vs who deploy while in school, face the added challenge of being away from campus and the academic discipline they have cultivated, which can suffer through disuse (Barry et al., 2014, p. 37).

Literature Review

A special thank you to my advisor, Dr. Laurie Buonanno, whose guidance, criticism and praise took this project from an idea to a reality. Thank you to the Administrators and Veteran Service Officers at SUNY Buffalo State, University at Buffalo, Erie Community College, Daemen College and Hilbert College. I never would have been able to meet the fine men and women of these school’s Student Service Member/Veteran population without the help of Dr. Margaret Shaw-Burnett, Mr. Ben Randle, Dr. Theresa Joyce, Mr. Dan Frontera and Ms. Caprice Arabia. A very special thanks to my wonderful family. I couldn’t have written one word without the love and support of my beautiful wife Sara, and my sons Ian and Maddox who gave me my reason to transition to Civilian Life.

Acknowledgements

A group of soldiers, sailors, marines and airmen during joint college graduation ceremony in

Camp Victory, Iraq. 2009

Barry, A. E., Whiteman, S. D., & MacDermid Wadsworth, S. (2014). Student service members/veterans in higher education: A systematic review. Journal of Student Affairs Research and Practice, 51(1), 30-42. doi: 10.1515/jsarp-2014-0003

Cate, C. A. (2014). Million records project: A review of veteran achievement in higher education. Cook, B. J., & Kim, Y. (2009). From soldier to student: Easing the transition of service members on campus American

Association of State Colleges and Universities.Durdella, N., & Kim, Y. K. (2012). Understanding patterns of college outcomes among student veterans. Journal of

Studies in Education, 2(2), 109-129.McCaslin, S. E., Leach, B., Herbst, E., & Armstrong, K. (2013). Overcoming barriers to care for returning veterans:

Expanding services to college campuses. Journal of rehabilitation research and development, 50(8), VII-XIV. doi: 10.1682/JRRD.2013.09.0204

Ostovary, F., & Dapprich, J. (2011). Challenges and opportunities of Operation Enduring Freedom/Operation Iraqi Freedom veterans with disabilities transitioning into learning and workplace environments. New Directions for Adult & Continuing Education, 2011(132), 63-73. doi: 10.1002/ace.432

Steele, J. L., Salcedo, N., & Coley, J. (2010). Service members in school: Military veterans' experiences using the Post-9/11 GI Bill and pursuing postsecondary education: DTIC Document.

Vance, M. L., & Miller, W. K. (2009). Serving wounded warriors: Current practices in postsecondary education. Journal of Postsecondary Education and Disability, 22(1), 18-35.

When asked if their college had a dedicated SSM/V mental health program, only 2% responded yes, and 84% responded that they are not sure. In regards to the mental health services provided, 77% of SSM/Vs were not confident that the provided services would give them the support they need.

Hypotheses andMethods

Student Service Members/Veterans (SSM/Vs) served their nation in times of peace and in war and in doing so, are eligible for various educational benefits. To assist the SSM/V in adapting to their new role as a student and civilian, most post-secondary educational institutions have services specifically tailored to the SSM/V population in order to support and assist them in completing their academic program. These include services like navigating benefit programs, financial aid, orientation programs and disability services as needed. This study was conducted to determine whether or not there was a relationship between the number of services a college provided and the transition satisfaction rates of their SSM/Vs. The results showed that there was no significant statistical correlation between these two factors, but it was discovered that there was a significant positive correlation between satisfaction levels of the services provided by a school’s Veteran Service Office and transition satisfaction rates.