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The Student Veteran Experience: Implications for Advising from Data Cynthia A. Cogswell Jennifer Nailos Jim Cole Katherine Wheatle Presentation at the 2014 NACADA Annual Conference Minneapolis, MN
Transcript of The Student Veteran Experience: Implications for Advising ...cpr.indiana.edu/uploads/The Student...
The Student Veteran Experience: Implications for
Advising from Data
Cynthia A. Cogswell
Jennifer Nailos
Jim Cole
Katherine Wheatle
Presentation at the 2014 NACADA Annual Conference Minneapolis, MN
•Small Group Discussion
• Introduction to Topic
•Our Study
•Results
•Moving from Data to Practice
•Discussion
Overview of the Presentation
SMALL GROUP DISCUSSION
Small Group Discussion
• Form small groups with those nearby you
• Respond to the following: – How are student veterans similar and different from
traditional undergraduate students? How does this impact their advising needs?
– What offices or resources on your campus support veterans? How?
– Has anyone in your group advised student veterans?
• After small group discussion we’ll spend a few minutes discussing responses as a large group
INTRODUCTION TO THE TOPIC
• Increase in use of Veteran Education Program benefits – 237% increase from 2000 to 2012
– 1,023,000 students
• Demographics of students – 73-80% male
– 47% married
– 47% with children or dependents
– 79% enroll at public institutions
• Focus in literature – Mental health
– VA services
– Active duty / ROTC
Literature
OUR STUDY
What is NSSE? • National Survey of Student Engagement
– Annual, web-based spring survey to first-year students and seniors at baccalaureate-granting institutions
– To date, more than 1,500 different colleges and universities in the U.S. and Canada have participated in NSSE since it was first administered in 2000
– About 650 institutions participate annually – Assesses exposure to and participation in effective
educational practices
Goal: To query undergraduates directly about their educational experiences
Themes and Indicators
Themes Engagement Indicators
Academic Challenge
Higher-Order Learning
Reflective & Integrative Learning
Learning Strategies
Quantitative Reasoning
Learning with Peers Collaborative Learning
Discussions with Diverse Others
Experiences with Faculty Student-Faculty Interaction
Effective Teaching Practices
Campus Environment Quality of Interactions
Supportive Environment
The purpose of this module is to examine students’ experiences with academic advising • Captures frequency,
accessibility, and types of information provided during advisement sessions
• Identifies students’ primary source of advice
• Complements the core survey
Advising Module
Purpose of Our Study
1. Investigate how student veterans are engaging with academic advisors and subsequent the impact on their educational experiences.
2. Investigate student veteran’s source and perception of academic advising.
RESULTS
Sample Statistics
– 42% public
– Locale • 46% city
• 23% suburban
• 26% town
• 5% rural
– Selectivity • 15% less/non competitive
• 49% competitive
• 22% very competitive
• 13% highly competitive
– Enrollment size • 16% Less than 1,000
• 55% 1,000 to 4,999
• 21% 5,000 to 9,999
• 8% 10,000+
– Carnegie Type • 16% Research/Doctoral
• 47% Master’s level
• 17% Baccalaureate A&S
• 20% Baccalaureate Other
2014 Institutions (n=643)
2014, NSSE collected data from more than 13,000 student-veterans from across the country.
Sample Statistics
43.4% 52.4%
56.6% 47.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Non-Veteran Veteran
First Gen Not First Gen
Male to Female Respondents First Gen vs. Non First Gen Respondents
33.7%
72.0%
66.3%
28.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Non-Veteran Veteran
Female Male
42.2% 28.4%
57.8% 71.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Non-Veteran Veteran
FY SR
Sample Statistics
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Non-Veteran Veteran
Part-time Full-time
FY vs. Senior Respondents Age of Respondents
78.7%
39.4%
21.3%
60.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Non-Vet Vet
24+
<24
78.7%
39.4%
21.3%
60.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Non-Veteran Veteran
<24 24+
Part-Time vs. Full-time Respondents
Sample Statistics
Veteran
American Indian 3.8%
Asian American 6.3%
Black/African American 13.3%
Hispanic 11.6%
White 66.1%
Other 2.8%
Prefer not to respond 6.3%
N=264,619 N=12,533
9.6% 12.4%
66.2% 62.8%
8.5% 8.3%
8.2% 11.6%
7.5% 5.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Not veteran Veteran
Asian, Native HI, orother PI
Black or AfricanAmerican
Hispanic or Latino
White
Other
Sample Statistics: Summary
Non-Veteran Veteran
American Indian 2.0% 3.8%
Asian American 8.6% 6.3%
Black/African American 9.5% 13.3%
Hispanic 11.3% 11.6%
White 69.3% 66.1%
Other 2.7% 2.8%
Prefer not to respond 4.2% 6.3%
Veteran
American Indian 3.8%
Asian American 6.3%
Black/African American 13.3%
Hispanic 11.6%
White 66.1%
Other 2.8%
Prefer not to respond 6.3%
Veteran Non-Veteran
They do not vary much across racial demographics
More male than female More female than male
More first gen. than non-first gen.
More non-first gen. than first gen.
More seniors More first years
More part-time More full-time
Results
How often are student veterans meeting with academic advisors?
Met at least once during school year: 85% student-veterans 90% non student-veterans
Results
During the current school year, to what extent have your academic advisors done the following?
62.7% 59.8% 51.5% 48.1%
51.7% 48.2%
0%
20%
40%
60%
80%
Not veteran Veteran Not veteran Veteran Not veteran Veteran
Provided useful informationabout courses
Helped you getinformation/special
opportunities
Discussed your career/post-graduation plan
Results: Learning Strategies
36.7 37.7
39.5 40.8
42.8
37.8
40.5 42.0
43.5
45.6
0 1 2 3 4+
Number of times met dvisor
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
45.0
50.0
Not Veteran Veteran
37.9 39.6 41.0
42.8
38.2 40.0 41.4
43.6
0
10
20
30
40
50
60
1 2 3 4+
Not Veteran Veteran
Hig
he
st
Low
est
Number of times met with an advisor during current school year
Lear
nin
g St
rate
gies
Results: Collaborative Learning (EI)
33.2 35.8
37.6 39.0
33.2 34.8 37.3 38.9
0
10
20
30
40
50
60
1 2 3 4+
Not Veteran Veteran
Number of times met with an advisor during current school year
Hig
he
st
Low
est
C
olla
bo
rati
ve L
earn
ing
Results: Supportive Environment (EI)
33.2 35.8
37.6 39.0
33.2 34.8 37.3 38.9
0
10
20
30
40
50
60
1 2 3 4+
Not Veteran Veteran
Number of times met with an advisor during current school year
Hig
he
st
Low
est
Su
pp
ort
ive
Envi
ron
me
nt
Results: Perceived Gains
34.5 36.8
38.7 41.2
32.0 33.5 36.0
38.6
0
10
20
30
40
50
60
1 2 3 4+
Not Veteran Veteran
Number of times met with an advisor during current school year
Hig
he
st
Low
est
Su
pp
ort
ive
Envi
ron
me
nt
Results: Quality of Interaction with Advisors
Po
or
Exce
llen
t
4.5
5.2 5.5
5.9
4.7
5.3
5.8 6.0
1
2
3
4
5
6
7
1 2 3 4+
Not Veteran Veteran
Number of times met with an advisor during current school year
Qu
alit
y o
f In
tera
ctio
n
wit
h A
dvi
sors
Results: Primary Source for Advising
1.7%
14.6%
14.0%
5.5%
4.8%
17.2%
8.6%
33.6%
3.3%
7.9%
10.1%
7.3%
6.6%
17.2%
9.5%
38.0%
0% 5% 10% 15% 20% 25% 30% 35% 40%
Other
Family
Friends/other students
Website, catalog, etc
Online advising system
Faculty/Staff not assigned asadvisor
Other Acad Advisor
Assigned Acad Advisor
Vets
Non-Vets
Results: Listened closely to your concerns and questions
Very much
Quite a bit
Some
Very little
NOTE – We have several items regarding advising quality. All pretty show the same thing. For both vets and non-vets, the more they met an advisor the better the quality. I am thinking of just including maybe two or three items?
2.5
3.0
3.3
3.5
2.6
3.1 3.2
3.5
1
2
3
4
1 2 3 4+
Not Veteran Veteran
Number of times met with an advisor during current school year
Results: Take Aways NOTE – We have several items regarding advising quality. All pretty show the same thing. For both vets and non-vets, the more they met an advisor the better the quality. I am thinking of just including maybe two or three items?
• Advising helps to reduce the engagement gap between veteran and non-veteran populations Quality of Interaction & Learning Strategies:
veterans consistently scored higher than non-veterans
• 15% of student veterans never met with an advisor • With increased frequency, student veterans
perceived higher quality of interaction with their advisors
• Veterans were more likely to identify their assigned advisor as their primary source for advising
MOVING FROM DATA TO PRACTICE
What Does This Mean on Your Campus?
Respond to the Following:
• How are veteran students similar and different from traditional undergraduate students?
• How does our data align or not-align with your experiences advising veteran students?
• How can you use this?
• What will you tell your colleagues?
The researchers will present methods of analysis utilized for this research and how they can be adapted for use at the institutional level
How Can I Get This Data for My Campus?
• Does my campus have NSSE Data? –Discerning if (and when) your campus
participated
–Who to contact
• Using NSSE Data –Veteran identifier question added in 2010
– Two advising questions on the core instrument
• Using the Advising Module
The researchers will present methods of analysis utilized for this research and how they can be adapted for use at the institutional level
References • Ackerman, R., DiRamio, D., & Mitchell, R. L. G. (2009). Transitions: Combat veterans as college students. New
Directions for Student Services, 2009(126), 5-14. doi: 10.1002/ss.311
• Bauman, M. (2009). The mobilization and return of undergraduate students serving in the National Guard and Reserves. New Directions for Student Services, 2009(126), 15-23. doi: 10.1002/ss.312
• Ford, D., Northrup, P., & Wiley, L. (2009). Connections, partnerships, opportunities, and programs to enhance success for military students. New Directions for Student Services, 2009(126), 61-69. doi: 10.1002/ss.317
• Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students : a third decade of research / Ernest T. Pascarella, Patrick T. Terenzini. San Francisco: Jossey-Bass, c2005.
• Rumann, C. B., & Hamrick, F. A. (2009). Supporting student veterans in transition. New Directions for Student Services, 2009(126), 25-34. doi: 10.1002/ss.313
• Ryan, S. W., Carlstrom, A. H., Hughey, K. F., & Harris, B. S. (2011). From Boots to Books: Applying Schlossberg's Model to Transitioning American Veterans. NACADA Journal, 31(1), 55-63.
• U.S. Department of Veterans Affairs. (2013). VBA Performance and Accountability Report. Washington, D.C.
• U.S. Department of Veterans Affairs. (2014a). Department of Veterans Affairs Education Program Beneficiaries: FY2000 to FY2012. Retrieved from http://www.va.gov/vetdata/Utilization.asp
• U.S. Department of Veterans Affairs. (2014b). Veteran Population. Retrieved from http://www.va.gov/vetdata/Veteran_Population.asp
• U.S. Department of Veterans Affairs. (2014c). Who are today's student Veterans? Retrieved September 2, 2014, from http://www.mentalhealth.va.gov/studentveteran/studentvets.asp#sthash.ZZOtIXE6.dpbs
Cynthia Ahonen Cogswell
Jennifer Nailos
Jim Cole, PhD [email protected]
Katherine Wheatle [email protected]
nsse.iub.edu
