ESSENTIAL PRACTICES FOR SERVING STUDENT VETERANS IN

Transcription

ESSENTIAL PRACTICES FOR SERVING STUDENT VETERANS IN THE
CALIFORNIA COMMUNITY COLLEGE SYSTEM (Revised)
Wayne K. Miller II, PhD
South Jordan, Utah,
December 2, 2014, 2014
2
ACKNOWLEDGEMENTS
The primary investigator acknowledges the assistance of Robert Wilson, PhD
(psychologist) in conducting practitioner focus groups and Colleen Pistorius (certified
paralegal) in validating the administration of all focus groups. Additionally, the staff of
the California Community College Chancellors Office and the High Tech Center
Training Unit provided superior support in making possible the collection of data. Lastly,
the primary investigator expresses gratitude to the administrators, staff, and faculty of the
California Community College System and student Veterans with the intent to help
others. Revisions consist of renumbering of tables and accompanying text.
Copyright
Wayne Kindred Miller II
2014
3
EXECUTIVE SUMMARY
This study investigates essential practices for serving enrolled student Veterans in the
California Community College System (CCCS). Electronic surveys plus face-to-face
focus groups collected data after a thorough examination of existing literature and
available research on the focus of the study. The data collections identify eight essential
services practices for effectively serving student Veterans. These practices are:
1. Each CCCS campus must have a Veterans Resource Center (VRC).
2. Ensure each Veteran has access to full learning opportunities.
3. Each CCCS campus ensures there is physical access to all facilities.
4. Get information about Veterans needs from the Veterans on my campus.
5. Each CCCS campus makes sure every student Veteran has a vocationally useful
education goal.
6. Career Services on each CCCS campus should be able to assist student Veterans
prepare for job interviews by helping them know how to transfer their military
abilities, knowledge and skills to the civilian world.
7. Each CCCS College President and staff should support student Veterans in being
successful students.
8. My campus Student Veterans Program should connect with DSPS to coordinate in
providing information which allows me to understand my rights, as an American
citizen, under the ADA Amendments Act of 2008, as amended, and Section 504 of
Vocational Rehabilitation Act of 1973, as amended.
These empirically derived essential represent the first state tailored determination of
essential practices. As such, they represent best practices. This model of essential
practices suggests that satisfactory student outcomes will improve with the implantation
of these practices. Importantly, the current mandates to reduce the size of the active duty
forces of the United States will not reduce the population of CCCS student Veterans
conversely; the increase in honorably discharged Veterans will increase enrollment of
student Veterans in CCCS institutions. Finally, CCCS should undertake significant
research to understand why student Veterans perceives VRCs as indispensable to
academic and social success. Additionally, research measuring the correlation between
practices and student Veteran outcomes is justified.
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TABLE OF CONTENTS
Acknowledgements ............................................................................................................. 2
Executive Summary ............................................................................................................ 3
Table of Contents ................................................................................................................ 4
Section 1.............................................................................................................................. 7
Introduction to the Study..................................................................................... 7
Research Authority ............................................................................................. 8
Study Overview................................................................................................... 8
Statement of the Problem .................................................................................... 9
Statement of Significance.................................................................................. 13
Research Questions ........................................................................................... 14
Methodology ..................................................................................................... 15
PEP Demographics ........................................................................................... 17
SVEP Demographics ......................................................................................... 20
Delphi Technique and MDT: Assumptions and Limitations............................. 23
Section 2............................................................................................................................ 27
Methods and Procedures ................................................................................... 27
Expert Panels..................................................................................................... 27
Implications for Practice ................................................................................... 33
Conclusion ........................................................................................................ 34
Study Limitations .............................................................................................. 36
Recommendations ............................................................................................. 38
Section 3............................................................................................................................ 41
Statistical Results .............................................................................................. 41
Research Question 1 - Data Analysis ................................................................................ 43
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PEP Essential Practices ..................................................................................... 43
Research Question 2 - CCCS Regions .............................................................................. 46
CCCS Region 1 ................................................................................................. 46
CCCS Region 2 ................................................................................................. 49
CCCS Region 3 ................................................................................................. 52
CCCS Region 4 ................................................................................................. 55
CCCS Region 5 ................................................................................................. 58
CCCS Region 6 ................................................................................................. 61
CCCS Region 7 ................................................................................................. 64
CCCS Region 8 ................................................................................................. 67
CCCS Region 9 ................................................................................................. 70
CCCS Region 10 ............................................................................................... 72
Essential Practices-Summary Discussion of All CCCS Regions ...................... 76
Research Question 2 - Educational Attainment................................................................. 77
High School or GED ......................................................................................... 77
Associate’s Degree ............................................................................................ 81
Bachelor’s Degree ............................................................................................. 84
Master’s Degree ................................................................................................ 86
Terminal Degree................................................................................................ 89
Research Question 2 - Time Working with Veterans ....................................................... 93
Serving Veterans less than 3 years .................................................................... 93
Serving Veterans from 3 Years to less than 5 Years ......................................... 96
Serving Veterans from 5 Years to less than 10 Years ....................................... 99
Serving Veterans from 10 Years to less than 15 Years ................................... 102
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Serving Veterans for 15 Years and longer ...................................................... 105
Research Question 3........................................................................................................ 109
References ....................................................................................................................... 116
Appendices ...................................................................................................................... 129
Appendix A: PEP 35-Question Online Survey & Demographics ................................... 129
Appendix B: PEP Focus Group 15-Questions ................................................................ 144
Appendix C: SVEP 35-Potential Essential Practices & Demographics .......................... 156
Appendix D: SVEP Focus Groups Questions ................................................................. 170
Appendix E: SVEP Final 15 Practice Online Survey ..................................................... 179
Appendix F: PEP Unedited Current Positions ................................................................ 184
Appendix G: Unedited PEP Comments .......................................................................... 186
Appendix H: SVEP Vocational Goals ............................................................................ 220
Appendix I: Unedited SVEP Recommendations for Helping New Student Veterans .... 221
Appendix J: Unedited SVEP Final Survey Comments ................................................... 248
Appendix K: Unedited SVEP Recommendations: Refer to VRC ................................... 309
Appendix L: Unedited SVEP Recommendations: Plan & Prepare ................................. 311
Appendix M: Unedited SVEP Recommendations: Ask Questions & Listen to Others . 323
Appendix N: Unedited SVEP Recommendations: Persevere.......................................... 329
Appendix O: SVEP Unedited Recommendations: Patience............................................ 331
Appendix P: SVEP Current Enrollment .......................................................................... 333
Appendix Q: Student Veteran Previous CCCS Enrollment ............................................ 335
Appendix R: Regional Assignment of CCCS Institutions .............................................. 337
Appendix S: VRC Regional Assignment ........................................................................ 340
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SECTION 1
Introduction to the Study
Administrators in the California Community College Chancellors Office
(CCCCO) recognize that U.S. military Veterans are attending CCCS institutions in higher
numbers. In a proactive response to Veterans resurgence as students, the question of how
to serve best student Veterans surfaced (California Community College Chancellors
Office, 2011). This study is a direct answer to that very question (California Community
College Student Success Taskforce, 2012; Census Bureau, 2013; Queen & Lewis, 2014).
In fiscal year 2013, the Veterans Administration (VA) reports over 1,000,000 Veterans
receiving education benefits (VA, 2013). Importantly, school year 2012-2013 reports
almost 45,000 Veterans enrolled in CCCS colleges (MIS Data, 2013).
In order to identify essential practices for serving CCCS student Veterans the
study primarily uses the three-round Modified Delphi Technique (MDT) and three-round
Delphi Technique to identify essential practices. Specifically, the five types of expert
panels in the study are (1) MDT student Veterans, (2) Delphi Technique practitioners, (3)
MDT student veterans, (4) MDT practitioners, and (5) a final survey open to all CCCS
student Veterans. The discussion of expert panels follows.
The researcher, CCCCO and High Tech Center Training Unit (HTCTU) staff
members defines practitioners as CCCS staffs who provide direct services to student
Veterans. The expert panel members of student Veterans (SVEP) and expert panel
members of practitioners (PEP) identify essential practices. The beginning point for
defining essential practices originates from previous research (Vance & Miller, 2009;
Vance & Miller, 2010a; Miller, 2011). Furthermore, a thorough discussion of expert
panels and data gathering protocols ensue.
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Appendix A particularizes the practices detailed in the 35-question MDT online
survey for practitioners as well as demographics. The practitioner 35-questions ratings
reduced the potential essential practices to 15 (n = 49). PEP members re-rated these 15
potential essential practices and provide demographic data (see Appendix B) during the
focus groups (n = 54).
Student Veterans (n = 496) rated the same 35 questions with demographic
questions using an online survey (see Appendix C). Next, focus groups of student
Veterans rated the same 15 potential essential practices as identified by practitioners and
student Veterans (see Appendix D). Finally, 496 student Veterans replied to a oneresponse survey to re-rate the previously identifies 15 potential essential practices (see
Appendix E). This repetitive rating and re-rating validates data collection and identifies
eight essential practices.
Research Authority
Contracts with the HTCTU located at De Anza Community College authorize this
research. Three separate contracts authorize this study. These contracts cover a portion of
fiscal year 2011-2012, fiscal year 2012-2013, and fiscal year 2013-2014.
Study Overview
Section 1 presents the introduction to this multi-method Delphi study, including
the statement of the problem, research questions, a description of the methods and
procedures, and the significance of the study. Section 2 describes the methods and
procedures specific to this Delphi Technique and MDT study. Next, Section 3 presents
the results obtained through this process. Then, Section 4 details the statistical findings of
the study. Finally, study references and appendices follow.
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Statement of the Problem
This study addresses the problem of lack of agreed-upon essential practices in
serving student Veterans at CCCS institutions (Minnis & Hammond, 2014). Providing
creative solutions for all student Veterans poses challenges to the entire campus as the
educational benefits of the Post-9/11 GI Bills effects CCCS. This study achieves
consensus on eight essential practices. The iterations moving from the original 93
potential essential practices (Miller, 2011) to eight agreed-upon essential practices
follow.
Iterations
1. Miller (2011, pp. 227-297) recognizes 93 initial potential essential practices for
serving student Veterans with and without disabilities in higher education.
2. The National Academic Advising Association: The Global Community for Academic
Advising (NACADA) survey with 997 practitioners (Vance & Miller, 2009b)
identifies similar potential essential practices.
3. The Association on Higher Education and Disability (AHEAD) survey with 270
practitioners identifies potential essential practices similar to the NACADA study
(Vance & Miller, 2010).
4. Miller (2011) PhD dissertation condenses the initial 93 potential practices to 35
essential practices for student Veterans with and without disabilities (Miller, 2011).
5. PEP members (n = 49) participate in a 35-question MDT electronic survey (see
Appendix A). This reduces the potential essential practices to 15;
6. PEP members (n = 54) offer their opinions of 35-potential essential practices rating
and rerating each question in six focus groups (Delphi Technique) at three different
CCCS institutions (see Appendix B). This reduces potential essential practices to 15;
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7. Combining PEP MDT survey results and Delphi Technique focus groups (Miller,
2012) reduce the number of essential practices.
8. SVEP members (n = 49) participate in a 35-question MDT electronic survey (see
Appendix C);
9. A second SVEP group (n = 54) using Delphi Technique protocol met in eight
different focus groups (see Appendix D) and identify the same essential practices plus
an additional three essential practice; and finally,
10. A third SVEP group participated in a 15-question one round online survey (n = 496),
open to all CCCS student Veterans and identify eight essential practices, as
previously discussed.
11. Combining final SVEP survey and PEP results yields eight essential practices (see
Table 1).
The original potential essential practices evolved from the American Council on
Education (2010) and current literature (see Figure 1). With the activation of the Post9/11 GI Bill there are five active Veterans education programs (see Figure 2). These acts
present challenges for CCCS in delivering services to Veterans accessing educational
entitlements (e.g., disability services, financial aid, academic advising, career services,
etc.). This research identifies essential practices for serving all student Veterans at CCCS
institutions.
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Table 1
Final Essential Practices
PEP Essential
SVEP Essential Practices
Practices
Each CCCS campus must have a
Veterans Resource Center.
Ensure each Veteran
has access to full
learning
opportunities.
Combined CCCS
Essential Practices
Each CCCS campus
must have a Veterans
Resource Center.
Each CCCS campus including
Ensure each Veteran
administrators, advisors, counselors, and has access to full
faculty ensures that each student Veteran learning opportunities.
has full access to learning opportunities.
Ensure there is
physical access to
facilities.
Each CCCS campus ensures there is
physical access to facilities.
Each CCCS campus
ensures there is physical
access to all facilities.
Get information
about Veterans
needs from the
Veterans on my
campus.
Each CCCS campus’s Student Veterans
Program ensures that administrators,
advisors, counselors, and faculty have
information about the needs of student
Veterans on my campus.
Get information about
Veterans needs from the
Veterans on my campus.
Assess each student
Veteran's
educational goal.
Each CCCS campus makes sure every
student Veteran has a vocationally
useful education goal.
Each CCCS campus
makes sure every
student Veteran has a
vocationally useful
education goal.
Career Services on each
CCCS campus should
be able to assist student
Veterans prepare for job
interviews by helping
them know how to
transfer their military
abilities, knowledge and
skills to the civilian
world.
My college Student Veteran Program
should work with Career Services staff
to ensure that counselors can
successfully assist student Veterans in
translating their military experience to
civilian skills and career paths. Career
Services staff should also be able to
assist student Veterans in
understanding how to translate their
knowledge and abilities to the civilian
skill sets expected during job
interviews.
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Table 1 continued
PEP Essential Practices
Top-down support is
provided from the
president's office to
make things happen
more efficiently and
effectively.
SVEP Essential Practices
Each CCCS College President
and staff should support student
Veterans in being successful
students.
My campus Student Veterans
Program should connect with
DSPS to coordinate in providing
information which allows me to
understand my rights, as an
American citizen, under the
ADA Amendments Act of 2008,
as amended, and Section 504 of
Vocational Rehabilitation Act of
1973, as amended.
Combined CCCS
Essential Practices
Each CCCS College
President and staff
should support student
Veterans in being
My campus Student
Veterans Program
should connect with
DSPS to coordinate in
providing information
which allows me to
understand my rights, as
an American citizen,
under the ADA
Amendments Act of
2008, as amended, and
Section 504 of
Vocational
Rehabilitation Act of
1973, as amended.
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Item Count
Source
(n = 22)
American College of Chest Physicians (2009)
27
Anderson (1998)
128
Bruder, et al. (2005)
75
Cage (2010)
14
Cunningham (2010)
69
Dewald (2010)
92
Geiselhofer (2010)
50
Gines-Rivera (2010)
95
Heyman (2010)
32
Larcara (2010)
32
Manning (2010)
7
Mayburry (2010)
30
McGladrey (2010)
83
Melsom (2010)
8
Nelson (2002)
10
Pollard & Pollard (2004)
84
Shaw & Dukes (2005)
147
Shelton (2010)
70
Ward (2010)
116
Watkins (2010)
180
Wegner (2010)
8
Zeedick (2010)
102
Total
1,459
Figure 1. Delphi Study Item Count Comparison (Miller, 2011 pp. 178-224).
Year
Service
Common Name
Enacted
Dates
1944
1944 GI Bill
1940-1947
1950
Korean War GI Bill
1950-1955
1966
Vietnam-Era GI Bill
1955-1975
1974
Post-Vietnam GI Bill
1976-1985
1984
Montgomery GI Bill—Active Duty
1985-Present
2001
Montgomery GI Bill—Selected Reserves
2001-Present
2004
Reserve Education Assistance Program
2001-Present
2008
Post-9/11 GI Bill
2001-Present
Figure 2. Descriptors of GI Bills (Smole & Loane 2008; VA 2013)
Benefits
End
1956
1968
1988
Active
Active
Active
Active
Active
Statement of Significance
This study is significant because it details empirical data about perceptions of
essential practices in serving student Veterans at CCCS institutions. Current research
calls for the identification of specific essential practices in serving Veterans as college
students (American Council on Education, 2010; Cook & Kim, 2009; Radford, 2009;
Taylor, 2011; Miller, 2011; Vance & Miller, 2009a).
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Extensive searches of online database services such as the Education Resources
Information Center; educational journal subscriptions; California laws and task force
reports; dissertation and thesis databases; the Congressional Research Service; and other
scholarly journals and texts, reveal a distinct lack of agreement by experts regarding how
best to serve student Veterans in higher education. This study adds to the literature of
essential practices in serving student Veterans in higher education and specifically
CCCS. Additionally, it may also:

aid scholars in the search for supporting literature and research regarding Veterans
educational benefits;

inform multiple fields of study within CCCS (e.g., academic advising, disability
services, faculty, and student services); and

creates new knowledge in growing areas related to student Veterans and Veterans
with disabilities in CCCS, pertaining to recruiting and assessing, supporting these
students, and preparing them for post-graduation employment.
Research Questions
The following research questions guide the study:
1. What program practices did practitioners consider essential for serving student
Veterans at CCCS institutions using a consensus formula?
2. To what extent did essential practices, identified by practitioners, vary by
demographic components (e.g., region, educational attainment, time working with
Veterans) as determined by a consensus formula?
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3. What program practices did CCCS student Veterans identify as essential for serving
student Veterans at CCCS institutions using a consensus formula?
To shed light on these questions, PEP and SVEP identify essential elements of
practice from literature-identified ways of serving student Veterans at CCCS (Miller,
2011). Student Veterans and practitioners arrived at consensus on the essentiality of eight
practices. The study uses a four-choice Likert-type scale (Likert, 1932) of not important,
somewhat important, important, or essential.
Methodology
Researchers first introduced and applied the Delphi method in the 1950s in
solving a specific problem for the United States Air Force (Dalkey & Helmer, 1951;
Linstone & Turoff, 2002; Miller, 2011; Skulmoski, Hartman, & Krahn, 2007), known as
the Delphi Technique.
The Delphi Technique uses face-to-face meetings to arrive at consensus. The
MDT evolved as electronic connectivity became available because of the Internet. As
such, PEP and SVEP participants remain anonymous. Secondly, MDT uses the Internet
to dispense and collect surveys and email from the researcher to individual expert
panelists.
The proven validity of the Delphi Technique and MDT are vehicles for the
systematic solicitation of opinion and potential consensus among experienced
practitioners in a given field (Linstone & Turoff, 2002; Skulmoski et al, 2007). While the
Delphi Technique solved forecasting problems for the U.S. Air Force (Helmer, 1965) the
MDT identifies consensus on problem and solution identification in a variety of fields
including higher education (Dalkey & Helmer, 1951; Dalkey & Helmer, 1963; Linstone
& Turoff, 2002; Mitroff & Turoff, 2002; Slusher, 2009; Skulmoski et al, 2007; Zeedick,
16
2010). MDT provides anonymity among expert panelists. Anonymity from each other
provided PEP and SVEP members with a non-threatening, non-pressured environment in
which they could freely express opinion or even disagree with others in their field
Helmer, 1965; Scheele, 2002).
In each round of the Delphi Technique and MDT, the expert panels answer on a
four choice Likert scale type questions (Likert, 1932). The use of a four choice protocol
does not allow respondents to choose a neutral position, either participants rate for
(essential and important) or against (somewhat important and not important) a practice.
Additionally, the MDT allows expert panelists to add comments at the panelist’s
discretion. Not all PEP and SVEP members chose to make comments. The researcher
analyzed these comments looking for themes, patterns, and commonalities to help
determine consensus. During the course of the three rounds, PEP and SVEP members
rated and then re-rated her or his responses to come inside the rating of other panel
members or chose to remain outside of the consensus of the other panel members.
Individual panel members made her or his answers, changes, and wrote explanations in
the comments section of her or his personal survey instrument allowing participants to
remain anonymous.
Only the researcher knows the identity of the individual panelists as well as
authors of the written comments. One validity check of a MDT survey is the ability of the
expert panelists to remain anonymous to each other (Linstone & Turoff, 2000). No
personal or institutional identifying data remains in the research records, thus ensuring
the anonymity of all participants. Section 3 reports this data.
The researcher chose a heterogeneous panel of experts using reputational
sampling (Anderson, 1998; Frankel & Wallen, 2006; Patton, 2002) as recommended by
17
Linstone & Turoff (2002) and Skulmoski et al., (2007). The protocols for selecting PEP
and SVEP members follow Anderson (1998), Linstone & Turoff, (2002), Miller, (2011),
Skulmoski et al, (2007), and Zeedick, (2010).
PEP members currently offer services to student Veterans as well as having
provided these services in the past. Even though 54 participated in providing data only 49
PEP members chose to answer the question detailing specific job titles (see Appendix F)
and length of time serving student Veterans (see Table 2). Comments from PEP members
provide insights into individual attitudes and beliefs about serving student Veterans and
institutional policy (see Appendix G). Importantly, staffs from the California Community
College Chancellors Office (CCCCO) and HTCTU believe these individuals are
appropriate expert panel members. The discussion of PEP demographics ensue.
PEP Demographics
The online PEP survey contains the following demographic characteristics:

Gender data reveals that 11 male (22.45%) and 38 female respondents (77.55%)
with one PEP member selecting “do not choose to answer”. The researcher
deleted this response;

Twenty-four percent of respondents (n = 48) have a dedicated Veterans counselor;

One institution reports that the dedicated Veterans counselor also serves as the
college Certifying Official;

Seven colleges indicate there are 15 or more VA work-study positions while 13
indicate having zero VA work-study positions;

Sixty-five percent (65%) report having a Veteran run student Veterans club (n =
49);
18

Faculty training about student Veteran needs occur at 24 institutions (50%) with
the majority reporting the training lasting from to two to four hours;

Forty-six percent (46%) indicate the school provides an orientation just for
student Veterans (n = 47); and finally

Twenty colleges report having formal working relationships with VA (n = 46).

Twenty-four (50%) detail having dedicated stand-alone space for student
Veterans;
Online participation from PEP members represents all 10 CCCS regions (see
Table 2). Table 3 details PEP members total years’ serving student Veterans. Continuing,
Table 4 particularizes the years of PEP in their current position. Finally, Table 5 details
PEP educational attainment.
Current PEP educational attainment serves as guide to inform policy makers in
setting standards for training of existing staff and seeking new practitioner staff. These
mirror results found in previous research with the National Academic Advising
Association (NACADA: The Global Community for Academic Advising (Vance &
Miller, 2009b) and the Association on Higher Education and Disability (Vance & Miller,
2010).
Importantly, only one PEP member has a service-connected disability and only
nine percent have military experience. Not every PEP member chose to answer each
query. Thus, PEP participation varies for each demographic question. The discussion of
SVEP demographics supervene.
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Table 2
PEP Participants CCCS Region
Region
f
6
1
11
2
13
3
13
4
10
5
5
6
6
7
6
8
5
9
5
10
Table 3
PEP Members Years Serving Veterans
Years
f
<3
20
≥3<5
20
≥ 5 < 10
20
≥ 10 < 15
10
≥ 15 < 20
14
Note
Percentages do not equal 100 due to rounding.
Table 4
PEP Members Years of in Current Position
Years
f
<3
23
≥3<5
24
≥ 5 < 10
25
≥ 10 < 15
11
≥ 15 < 20
5
≥ 20 < 25
6
≥ 25 < 30
0
> 30
4
%
7.50
13.75
16.25
16.25
12.50
6.25
7.50
7.50
6.25
6.25
%
23.89
23.89
23.89
11.90
16.67
%
23.47
24.49
25.51
11.22
5.10
6.12
0.00
4.08
20
Table 5
PEP Self-Reported Educational Attainment
Educational Level
High school or GED
Associate degree
Bachelor degree
Master degree
Terminal degree (PhD, EdD, MD, JD, etc.)
f
7
14
23
22
7
%
9.59
19.18
31.51
30.14
9.59
SVEP Demographics
SVEP members are all student Veterans in the CCCS. Their experience as
members of the United States military qualifies them to provide useful data. Even though
504 student Veterans participated in the final survey, four student Veterans indicated they
did not agree to participate in the surveys and four did not answer the participation query.
The researcher deleted their data. This reduces the final survey SVEP responses to
496. The number of participants answering each question does not equal 496, as SVEP
members did not chose to answer every question.
Importantly, fourteen student Veterans list serving in multiple branches of the
U.S. military resulting in 490 respondents to the branch of service question. Chart 1
specifies CCCS student Veteran self-identified branch of service. US Marine Corps
populations and US Navy have the greatest number of service members. Continuing, US
Navy and US Marine Corps account for over 60% of final survey respondent’s branch of
service (see Chart 1).
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Chart 1
Student Veteran Branch of Service
150
147
129
80
60
40
20
0
54
10
Air Force
Coast Guard
Next, Chart 2 identifies the military discharge ranks of CCCS student Veterans.
Kleykamp (2006) posits that considering military rank and resulting experiences yield
important insights into individual and group skills. This is important because enlisted
discharge rank represent the majority of student Veterans (see Chart 2).
Chart 2
Student Veteran Self-Disclosed Discharge Ranks
Discharge rank of student Veteran final survey (self disclosed)
Sept - Oct 2013
180
159
160
150
140
120
100
80
54
60
20
4
2
9
0
e1
e2
e3
e4
e5
e6
e7
e8
e9
e = enlisted; other = rank not provided, spouse
officer other
Anecdotally, the researcher’s military experience reveals different experiences
based on enlisted or officer rank. Furthermore, four percent (n = 96) identified
22
themselves as combat wounded and all served in enlisted ranks. SVEP vocational
ambitions follow.
The types of jobs CCCS student Veterans pursue vary by individual. Appendix H
details these vocational aspirations. Deliberately, the researcher chose not to collect
SVEP gender. Since SVEP members chose to describe themselves as Veterans without
regard to gender neither did the study. Furthermore, not all SVEP members answered all
survey questions. Appendix I details SVEP member recommendations to new student
Veterans. The researcher grouped these comments into five categories (see Table 6).
These categories allow CCCCO the guidance to focus on strategies for assisting CCCS
student Veterans as well as potential CCCS student Veterans.
Table 6
Q9 Categories
Category
Refer to VRC (see Appendix K)
Plan & Prepare (see Appendix L )
Ask questions and listen to others (see Appendix M)
Persevere (see Appendix N)
Patience (see Appendix O)
f
20
183
120
43
37
%
4.95
45.54
29.70
10.64
9.16
Appendix J details student Veterans responses to the final SVEP survey. These
comments provide insight into each respondent’s opinion regarding the efficacy of each
potential essential practice. The 829 comments have several themes. A most striking
opinion indicates student Veterans feel that non-Veterans do not recognize the effects of
military experience. Another indicates that student Veterans believe all students should
receive the same considerations as Veterans. Importantly, results state student Veteran’s
need campus access to a VRC (see Appendix K).
Current CCCS student Veterans detail the requisite need for any student Veteran
to plan for college. If followed, such preparation demonstrates that student Veterans will
23
squander neither GI Bill education benefits nor other financial opportunities. Many
comments would be to encourage new student Veterans to ask questions always and
listen to learn. Additionally, current student Veterans would encourage new student
Veterans to stay the course.
Next, self-identified responses to queries regarding current enrollment (see
Appendix P) and past CCCS attendance (see Appendix Q) reveal that student Veterans
from all 112 CCCS institutions participated in the final survey. Thus, this data represent
student Veteran ratings from each CCCS institution. Comments from these 496 student
Veterans provide CCCCO with data to guide internal research into strategies for essential
practice implementation. Continuing, the next part of Section 1 discusses Delphi
assumptions and limitations.
Delphi Technique and MDT: Assumptions and Limitations
Criticism of MDT includes the lack of a uniform methodology (Hasson, Keeney,
& McKesson, 2000; Sackman, 1975). However, Skulmoski et al. (2007) write that the
lack of standardized methodology makes the Delphi “a flexible, effective, and efficient
research method” (p. 1). Furthermore, Turoff (2002) records that “Delphi is a consensusgathering methodology and, as such, every consensus-gathering endeavor is different as
to situation, problem, and context”. Thus, Delphi Technique and MDT are flexible and
reliable.
The MDT assumes that expert panel members provide valid and reliable data
based on defined criteria. As previously discussed, PEP members have varying levels of
experience providing services to student Veterans (see Table 3 & Table 4) while serving
in a variety of positions. As examined previously, reputational sampling identifies PEP
and SVEP members. Tashakkori & Teddlie (2008) posit that a result devolving from
24
reputational sampling does not present a broad representation of all population
individuals. Thus, the avoidance of generalization represents prudent research practice.
This study’s sampling procedure follows the Delphi Technique explained by
Linstone and Turoff (2002). They describe the validity and reliability checks built into
the Delphi. These characteristics exits because both PEP and SVEP members are research
identified practitioners capable of providing reliable data (Frankel & Wallen, 2006;
Miller, 2011; Patton, 2002; Skulmoski et al., 2007).
Linstone and Turoff (2002) claim that a small group of informed panelists is more
desirable than a larger group of uninformed participants (random survey takers) and thus
more capable of confronting a problem and coming to consensus. However, the final
survey is a random sample of CCCS student Veterans in which participants came to
consensus. Because of these protocols, new research questions may emerge because the
experiences of PEP and SVEP members in providing data yielding valid and reliable
information to apply to a problem at hand (Dalkey & Helmer, 1951; Helmer, 1965;
Linstone & Turoff, 2002; Miller, 2011; Scheibe, Skutsch, & Schofer, 2002). Importantly,
even though MDT produces valid reliable research studies there are limitations with
MDT. These include:
Generalization of Results
Tashakkori & Teddlie (2008) warn against unwarranted generalization of results.
However, in this research, nominated PEP and SVEP members in the CCCS constitute
expert panels. Nevertheless, other CCCS institutions have qualified practitioners whose
opinions are equally as valid as selected PEPs. Similarly, other student Veterans may
offer different insights. Thus, the caution is that different expert panel member’s opinions
might change results. Therefore, the validity and reliability of the results is limited to
25
those participants contributing the data of this study. Still, oversimplification of results is
another caution for interpreting the results of this study.
Oversimplification of Results
Linstone (2002) cautions researchers there are pitfalls in utilizing the Delphi
Technique and therefore the MDT. As this research addresses a complex problem—
perceptions of essential practices by PEP and SVEP members—a limitation is the urge to
simplify. Linstone cautioned:
As certainty is preferred to uncertainty, so simplicity is preferred to complexity.
Flushed by the triumphs of science and technology we expect to use the same
reductionist approach on social/behavioral systems as we have applied to
technological one. We are convinced that the complexity of social systems can be
reduced for purposes of analysis work without sacrificing realism (p. 564).
Here, Linstone reminds researchers to avoid oversimplifying the complex problems
inherit in research found in social, behavioral, and educational settings. When dealing
with people and opinions, as this study does, each panel member’s perception of the
problem at hand adds to the group reality or perception of the consensus sought through
the rounds of this MDT study. According to Linstone: “New means to communicate the
gestalt of complex systems and to deal with patterns are needed for all aspects of Delphi”
(p. 565) and were considered by the researcher in addressing the issues tackled in this
inquiry.
To overcome oversimplification of the problem in this study, the researcher
engaged expert panels chosen by reputation, rather than a random sampling of
participants (Linstone & Turoff, 2002), with the idea that experienced practitioners
provide meaningful and purposeful guidance in the area of best serving student Veterans
26
in CCCS. The PEP and SVEP members understood the problem of determining, by
consensus, essential practices in CCCS for a distinct group of students: student Veterans.
Next, Section 2 discusses methods and procedures utilized in this study.
27
SECTION 2
Methods and Procedures
Overview
The study achieves consensus among PEP and SVEP members as well as random
CCCS student Veterans regarding essential service practices for helping student Veterans
complete her or his education, transfer to 4-year universities, or post-graduation
employment. For the purposes of this study, students Veterans received an honorable
discharged from the U.S. military and eligible to use VA educational benefits. This
investigation uses Delphi Technique and MDT methodologies. There are three distinctive
qualities germane to any type of Delphi method: (1) anonymity within group member
interaction, (2) multiple response iteration with opportunities for controlled feedback, and
(3) reporting of statistical group responses (Judd, 1972; Linstone & Turoff, 2002c;
Manning, 2010; McGladrey, 2010; Miller, 2011). Prior to development of the surveys,
CCCCO and HTCTU staff relied on the extensive literature from Miller (2011) as the
basis for the surveys directed to practitioners and student Veterans in this research
(Basham, 2010; Hasson et al., 2002; Miller, 2011; Shaw & Dukes, 2005). These
participants form the expert panels of this inquiry.
Expert Panels
Since Delphi Technique and MDT rely on expert panel members, it is important
to note that Dalkey (2002) and Turoff (2002) state there is no minimum number of
participants required for a Delphi panel. However, the use of a smaller informed group on
a particular topic could come to a better consensus than a larger group of uninformed
participants who are simply taking a survey (Delbecq, Van de Ven, & Gustafson, 1975;
Scheele, 2002). Linstone and Turoff (2002a) and Streveler, Olds, Miller & Nelson (2003)
28
opine that the researcher’s selection of experienced practitioners for the Delphi panel
makes the population sample valid and reliable. This study follows the Streveler et al.,
(2003) protocol noting:
Since the Delphi method relies on expert opinion, it is obviously important to
select the right experts. In some cases, Delphi participants are selected through a
“nomination” process in which recognized experts are solicited but also asked to
provide the names of other experts. (p. 3)
Continuing, reputational sampling is the method of obtaining a qualified group of
experts for selecting panel participants (Creswell & Clark, 2010). This method is also
known as “snowballing”. It relies on one expert knowing and referring other experts to
the researcher (Anderson, 1998; Fraenkel & Wallen, 2006; Miller, 2011; Patton, 2002;
Scheele, 2002). In this study, the snowballing involved VRC managers, the HTCTU
director, and the California Community College Counselors Office (CCCCO).
Therefore, a large panel is not crucial to a valid MDT study even though this
research utilizes large expert panels. Continuing, the homogeneity of the panel influences
the recommended minimum size of as few as 10 members (Delbecq et al., 1975; Hsu &
Sandford, 2007; Skulmoski et al., 2007). For this study, the researcher considered PEP
members, as homogeneous groups because all participants administer or supervise the
administration of student Veteran services in CCCS and all SVEP members are CCCS
student Veterans. Thus, the size of both PEP and SVEP members meet the
recommendations for minimum panel size and homogenous experiences in serving
student Veterans or being student Veterans.
29
Utilization of MDT faces the same challenges maintaining the involvement of
panel members (Delbecq et al., 1975; Hsu & Sandford, 2007; Pollard & Pollard, 2004;
Skulmoski et al., 2007). PEP and SVEP panel members using Delphi Technique
protocols had face-to-face interaction as well as online feedback. The uses of both three
round face-to-face interaction as well three round online surveys follow MDT protocols.
Additionally, CCCS student Veterans participated in a final one-step online validation of
expert panel results (n = 496). This final online opportunity, open for three weeks in
September and October 2013, confirms the consensus achieved obtained using Delphi
Technique and MDT methodologies.
Consensus.
Ratings by Delphi Technique focus groups provide consensus assessments. MDT
consensus for student Veterans comes from ratings the last online survey; open to all
CCCS student Veterans. Except for the final online survey both focus group and other
online survey use the three-round protocol to achieve consensus. During the three round
protocols, expert panel members rate and rerate second and third round scores to achieve
consensus.
With respect to determining a consensus, Green (1982, as cited in American
College of Chest Physicians) recommended that at least 70% of Delphi group members
need to rate a question similarly on a four-choice Likert-type scale to deem it acceptable.
However, others support a 75% or higher consensus (Anderson, 1998; Hecht, 1977;
Helmer, 1983; Manning, 2010; McGladrey, 2010; Miller, 2011; Pollard & Pollard, 2004;
Shaw & Dukes, 2005). This study uses the protocols recommended by previously cited
Delphi researchers for the PEP rating rubric (see Table 7).
30
Table 7
PEP Essentiality Rubric
Essentiality
Essential
Important
Somewhat Important
Not Important
Range of M
4.00 – 3.75
3.74 – 3.50
3.49 – 3.00
2.99 – 0.00
Range of Consensus %
100 - 75
74 – 50
49 – 25
24 - 0
However, student Veterans in the final validation online survey did not identify
any essential practices based on either the 70% or 75% model. SVEP respondents tend to
use the important rating more than the essential rating. This middle of the road tactic
requires the researcher to combine essential and important groupings to define essential
practices. Thus, the researcher uses average practice ratings to identify essential services.
Table 8 details the convention used in this study for SVEP ratings. The classifications
previously discussed, converts results into ordinal categories based on the descriptive
categories of the four-choice Likert-type scale (1 = not important; 2 = somewhat
important; 3 = important; or 4 = essential).
Table 8
SVEP Essentiality Rubric
Essentiality
Essential(combined with Important)
Somewhat Important
Not Important
Range of M
4.00 – 3.75
3.74– 3.50
3.49 – 0.00
Range of Consensus %
100 - 75
74 – 50
49 - 0
Trial surveys and essential practices identified by Miller (2011) inform the basis
for development of the Delphi instruments for this research. Preceding the PEP and
SVEP survey development, an extensive review of guidelines and literature was
conducted (Basham, 2010; Hasson et al., 2002; Miller, 2011; Shaw & Dukes, 2005). The
initial survey consisted of 35 items developed from the research of Miller (2011, pp. 177223).
31
However, in Delphi Technique and MDT protocols, some researchers use a preselected set of items in the first round for immediate response by the participants. The
researcher chose this method with the purpose of decreasing the time commitment of
participants and reducing researcher bias in restating written narratives (Anderson, 1998;
Miller, 2011). This method still provides participants with the opportunity to modify or
make additions (Anderson, 1998). Guidance taken from scholars and researchers informs
this study about the previous discussion of the iterative development of the Delphi
Technique and MDT surveys (Babbie, 1990; Fowler, 2001; Frankel & Wallen, 2006;
Miller, 2011; Shaw & Dukes, 2005; Sutherland, 2002).
A discussion of the Delphi Technique follows the conversation regarding
literature review. The review of literature identifies five emphasis areas (recruiting;
assessing; support; employment—graduate education; and disability services) which form
the basis of survey development. Operational definitions of the emphasis area follow
(Miller, 2011, p.139):

Assessing is a program or action that “determines the importance, size, or value
of” student Veterans with and without disabilities so that support needs can be
determined.

Disability Services is a program or action for student Veterans with disabilities to
make learning accessible.

Employment—Graduate Education is a program or action to help student
Veterans with and without disabilities achieve “the state of being employed” upon
completion of higher education, transfer to a 4-year institution of higher education
or pursuit of graduate education.
32

Recruiting is a program or action “to seek to enroll” Veterans with disabilities and
Veterans without disabilities as CCCS students.

Supporting is an action or program to “hold up” student Veterans with and
without disabilities, enabling students to have access to academic success or
employment success.
Delphi Technique
PEP and SVEP groups follow Delphi Technique protocol for focus groups
addressing each potential essential practice one at a time for three times to achieve
consensus before moving to the next potential essential practice (Custer, Scarcella, &
Stewart, 1999; Dalkey & Helmer, 1951; Helmer, 1965; Linstone & Turoff, 2002; Miller,
2011; Scheibe, Skutsch, & Schofer, 2002). After achieving consensus during the third
round, the researcher next led the discussion of the following potential essential practice
for all 16 potential essential practices. Each focus group lasted two hours. PEP members
and SVEP members provided written detail for demographics, ratings and comments to
each potential essential practice.
Many researchers consider the Delphi Technique the best method to achieve
consensus in any field (Dalkey, n.d.; Dalkey, 1969; Dalkey, 2002; Dalkey & Helmer,
1963; Dalkey, Brown, & Cochran, 1969; Helmer, 1965; Miller, 2011; Scheibe, Skutsch,
& Schofer, 2002; Scheele, 2002; Turoff, 2002). Finally, Skulmoski et al. (2007) wrote,
“The Delphi method is a mature and a very adaptable research method used in many
research arenas by researchers across the globe” (p. 2). The difference between MDT and
the original Delphi method is the use of the Internet, email, technology, mail, and paper.
These tools of the MDT replace face-to-face group meetings with online surveys and data
collection tools of the Delphi Technique (Skulmoski et al., 2007; Turoff & Hintz, 1996).
33
MDT
Online surveys for PEP and SVEP follow MDT design with communication
through the researcher for three rounds replacing the Delphi Technique to determine
consensus (Skulmoski et al., 2007; Turoff & Hiltz, 1996). During the MDT, expert panel
members are unknown to each other as panel members. This anonymity allows for “equal
weight to all responses in the process of reaching consensus” (Bruder, Whitbread, ConnPowers, Roberts, Dunst, Van Buren, Mazzarella, & Gabbard (2005, p. 180).
Throughout the iterative response process, participants anonymously (1) respond
to a set of questionnaires, (2) the researcher examines the collective knowledge and, and
(3) provides feedback to all participants through two iterations, and (4) finally,
determines consensus (Anderson, 1998; Goss & Leinbach, 1966; Miller, 2011; Shaw &
Dukes, 2005). Pollard & Pollard (2004) view the Delphi as the top method for using a
group of expert opinions in a subject field to reach consensus and gain greater
understanding of complex issues. Alexander & Serfass (1999) posit, “The intent of the
process is to bring together people who have expert knowledge about a subject, for they
are the people most likely to know, or at least be in a position to know, the answer” (p.
59). The final step involves opening responses to all CCCS student Veterans to validate
the PEP and SVEP identified essential practices while maintaining anonymity among
respondents, thus reducing bias (Miller, 2011; Zeedick, 2010). The discussion of
limitations of the study follows.
Implications for Practice
The researcher was not aware of a single professional organization representing
PEPs at the time of the study. All PEP members self-reported as practitioners functioning
34
in administration, advising, disability service, or student services. The result is that there
are no formal standards for PEP members to guide ratings.
However, research indicates an unwritten set of standards embodied in the eight
essential practices identified for working with student Veterans. To assist CCCCO in
describing these unwritten standards requires an internal review of essential practices.
This action will affect these standards. However, they will require change as student
Veterans are not a static group (Greenburg, 1997; Mettler, 2005, Miller, 2011; Radford,
2011; Strom, 1950). Continuing, as the nature of student Veterans change, the programs
supporting student Veterans will change and these variations may alter these identified
essential practices. It is important to recognize, that despite the broad range of each PEP
and SVEP members personal and institutional settings, there exists an overwhelming
agreement as to what constitutes an essential practice. This study is the largest and most
in-depth research into essential practices for serving student Veterans. Regardless, of the
next iteration of the active duty military a continuing need to staff for and study the needs
of student Veterans in CCCS. In the near future, the drawdown of active duty personnel
will increase the number of CCCS student veterans.
Conclusion
This study identifies essential practices in serving student Veterans with and
without disabilities in CCCS, thus, achieving the research purpose. Employing the Delphi
Technique and MDT provides a systematic means to collect the judgments required to
achieve consensus regarding essential services for CCCS student Veterans. The use of
descriptive statistics and provides meaningful data about all Delphi rounds. The model
evolving from this research indicates that implementation of essential practices should
yield improved post student Veteran employment rates and transfer to 4-year institutions.
35
Practices consider the 35 potential essential practices previously discussed. A positive
outcome score = + 1 and a negative outcome score = −1. he following represents this
model:
8
35
∑>∑
𝑖=1
𝑖=9
PEP members identified essential practices for student Veterans (see Table 9).
The online MDT surveys differentiated between student Veterans with and without
disabilities (see Appendix C). However, as previously, discussed with the exception of
“physical access” ratings there exists no significant variance in ratings based on
disability. Therefore, the researcher only reports essential practices for CCCS student
Veterans based on the 15-question electronic and focus group protocols (see Appendix
B). SVEP ratings of essential practices follow.
Table 9
PEP Identified Essential Practices for CCCS Student Veterans
Essential Practice
Ensure there is physical access to facilities.
f
103
M
3.90
sd
0.34
Ensure each Veteran has access to full learning opportunities.
103
3.88
0.33
Get information about Veterans needs from the Veterans on my
campus.
103
3.84
0.37
Assess each student Veteran's educational goal.
103 3.84
0.40
Top-down support is provided from the president's office to make
things happen more efficiently and effectively.
103
0.49
3.75
SVEP members identify essential practices for student Veterans (see Table 10) on
the final online survey. The online MDT surveys differentiated between student Veterans
with and without disabilities. However, the one-round final survey (see Appendix E) did
not differentiate on the needs of student Veterans with disabilities. The final identified the
36
same essential practices as PEP ratings. Therefore, the researcher only reports essential
practices for CCCS student Veterans without regard to disability. The merged findings
identify eight essential practices with a mean (M) > 3.74 (see Table 1).
Table 10
SVEP Identified Essential Practices for CCCS Student Veterans
Essential Practice
My college should make sure that each student Veteran
has access to a Veterans Resource Center.
My college Student Veterans Program should make
sure that campus staff (administrators, counselors,
advisors) and faculty make sure that each student has
Veteran
hastofull
full access
learning opportunities.
My college should make sure that each student
has
an educational goal.
Veteran
f
M
% rated
Essential
454
3.70
73
447
3.63
63
4.54
3.63
53
454
3.53
53
has an educational goal.
My college Student Veterans Program should make
opportunities.
sure that campus staff (administrators, counselors,
advisors) and faculty have information about the
needs of student Veterans on my campus. Each
Each Community College has a president; this
person is responsible for the success of the college.
With this in mind, should the college president’s
office support student Veterans in being successful
students.
451
451
3.52
3.52
52
52
Study Limitations
The research only covers practices for U.S. military Veterans enrolled in CCCS
institutions. The research does not touch the variety of educational opportunities available
to active duty military, dependents, spouses, National Guard or Reserve members using
federal education benefits. Furthermore, all data is self-reported.
A second limitation is that the study uses a three-round Delphi Technique and
MDT. The validity of the findings of any study using the Delphi Technique and MDT
37
depends upon the expertise of the panel members. PEP and SVEP members should be the
most qualified experts in the field (Anderson, 1998; Linstone & Turoff, 2002a; Miller
2011). The attempt to mitigate dependence on PEP relies on the requirement that
members work at CCCS institutions serving student Veterans at the time of data
collection. Similarly, CCCS enrolled student Veterans compose the SVEP. Additionally,
all SVEP members’ data comes from student Veterans separated from US active military
duty. Furthermore, PEP and SVEP members provide self-reported demographic data.
This data provides information about the depth of each members experiences relating to
the study purpose. However, a larger pool of expert panel members may have produced
different results. Similarly, expert panel members outside of the state of California could
produce different findings.
A third limitation is the ability and willingness of each panel member to complete
all of the rounds of the study. Not all of the PEP and SVEP members continued through
the MDT survey process. There were no comments about the length of any online
surveys or focus groups.
A fourth limitation is researcher bias in interpreting written comments from panel
members. Each panel member received an individual invitation to take the electronic
survey retrieved by activating an individualized link contained in the email. A CCCCO
vice president extended this invitation. Members rated how they perceived each item of
practice as to essentiality (not important, somewhat important, important, or essential).
All iterations of the study provide PEP participants (see Appendix G) and SVEP
members (see Appendix J) the opportunity to comment on the practice, study, or both.
Many comments were short (e.g., less than five words).Importantly, the researcher
eliminated comments identifying the individual expert panel member.
38
A fifth limitation relates to the clarity of potential essential practices. Any
comments, observations, or written statements made by an administrator, practitioner,
educator, program manager, student Veteran, government official, military service
member, or researcher informed the description of each potential essential practice.
Finally, CCCCO, HTCTU, and the researcher reviewed each question for clarity. This is
a benefit of the iterative nature of the Delphi Technique and MDT (Anderson, 1998;
Miller 2011). The value of undertaking this process results in clear meaning of potential
essential practices. However, a larger number of panel members could produce different
needs for clarification and other comments that might shed light on each potential
essential practice efficacy.
Another important limitation is that the final SVEP survey served as a one-time
validation of potential essential practices. A full three-round final validation could
produce a different number of essential practices. In summary, these limitations have
implications for practice. However, the results of the first SVEP online survey, SVEP
focus groups and the final survey produced similar results.
Recommendations
Each of the limitations discussed established an appropriate potential for future
research. The historical nature of both Veterans education benefits and disability law
indicate a propensity for change (Angrist, 1993, Grossman, 2009). The history of students
with disabilities in higher education (Anderson, 1998; Church 2009a; Church 2009b;
Dukes, 2001; Grossman, 2009; Madaus, 1996; Madaus, 2009; Madaus et al., 2009;
Miller, 2011; Vance & Miller, 2009a) indicate a continuing need for energetic research
identifying essential practices for serving all CCCS student Veterans. This study warrants
39
repetition and expansion based on the data obtained from this study as well as data not
sought by this study.
CCCCO data on students in the CCCS system is incomplete and inaccurate (MIS
Data, 2013; Miller & Wilson, 2013). These inaccuracies exist because of inexact
reporting of required data. The MIS analysis protocols are excellent and capable of
producing useful tools for individual CCCS institutions and the CCCS.
Continuing, while this study examined 35-potential essential practices (Miller,
2011) there could be other practices that remain unexamined (e.g., assistive technology,
mental health, and physical therapies provided by the VA, etc.). Finally, future research is
needed to provide an understanding of how postsecondary education benefit current and
future student Veterans. Studying the vocational outcomes of CCCS student Veterans will
benefit individuals, families, institutions of higher education, communities, and
country. Just as research about past generations of Veterans, demonstrate the positive
influence of various GI Bills outcome, further research can identify the impact of the Post
9/11 legislation on CCCS student Veterans.
Utilizing a research protocol based on available data (Data Mart, 2014) analyze
student Veteran outcomes. Applying the previously discussed model, rate education
outcomes as positive (+ 1) or negative (- 1). Positive outcomes could be successful
program completion or transfer to a 4-year institution of higher education. Continuing a
negative outcome would be the failure to complete a program or transfer to a 4-year
institution of higher education. Next, group these ratings by practice in supporting
student Veterans (Miller, 2011, pp. 227-297). Finally, compile the numerical data based
on best practices as well as non-best practices and compared to determine if the model is
an accurate depicter of practice supporting student Veterans in CCCS. A complied rating
40
< 0 means the practice(s) positively influences student Veteran outcome. Conversely, a
compiled rating > 0 indicates a negative influence on student Veteran outcomes. A zero
(1) rating indicates no impact on student Veteran outcome. In order to simplify the
comparison, develop a profile of each CCCS institutions student Veteran practices based
on the 35-potential essential practice rubric.
Importantly, research into the efficacy of assistive technology in VRCs is
imperative so as to identify what works and how. This data will influence equipment
budget, staffing, and training for staff and faculty. Further exploration of VRC value may
yield an understanding of why access to a VRC is an essential practice.
41
SECTION 3
Statistical Results
Introduction
This Section presents the results of this Delphi Technique and MDT study. The
previous discussions of the demographic characteristics of PEP and SVEP members
inform the analysis in this section. This section uses descriptive statistics followed by the
one-sample chi-square (χ2) statistic, standardized residual values, and effect size to
explore the efficacy of collected data. Tables present this data. Categories of range for
standard deviations are:

Narrow ≤ .50

Moderate >.50 < .70

Wide ≥ .70
This study produces a baseline of essential practices; the researcher uses
statistical analysis beyond the norm of descriptive statistics. Accordingly, Nonparametric
χ2 analyses (α = .05) determine if significant differences exist between selected
descriptive statistics and each essential practice identified (see Table 11). When analysis
produces a significant χ2, absolute standardized residual values provided an aid in the
identification of the specific cells contributing to significant χ2 results. Standardized
residual values greater than 2.0 are considered significant (Dukes, 2001; Hinkle et al.,
(2003).
42
There are three conditions for utilizing the one-sample χ test. The first is that each observation
2
occurs in only one category (Hinkle, et al., 2003; Miller 2011). This study meets this
requirement as iterations of the survey allow a participant to enter only one rating per practice
regardless of the methodology (i.e., military service versus no military service; discharge rank).
Second, variables must be independent of each other (Miller, 2011; Yates, Moore & McCabe,
1999). Third, according to Yates et al., “No more than 20% of the expected counts are less
than 5 and all individual expected counts are 1 or greater” (p. 734).
All research questions collectively produced 20% of cells with an expected cell
count of less than 5. Thus, all Research Questions meet the criteria for utilizing the onesample χ2 test. Research questions (see Section 1) order the analysis of data.
43
RESEARCH QUESTION 1 - DATA ANALYSIS
Research Question 1 asks: “What program practices did practitioners consider
essential for serving student Veterans at CCCS institutions using a consensus formula?
PEP members rated the essentiality of 35 potential essential practices for serving student
Veterans (Miller, 2011) using MDT online surveys and Delphi Technique focus groups.
These activities reduce the potential essential practices to 15. As previously discussed,
PEP members made ratings using a 4-point Likert scale (e.g., 1 = not important; 2 =
somewhat important; 3 = important; or 4 = essential).
During the second and third rounds of MDT surveys and Delphi Technique faceto-face groups, panelists reconsider previous rating until practitioners reached consensus.
MDT surveys use the mean and standard deviation derived from previous ratings to assist
in achieving agreement. Table 7 details the requirement for each level of PEP
essentiality. Tables and descriptive narratives detail the results. The results of these rating
protocols follow.
PEP Essential Practices
Practitioners reached consensus for student Veterans with disabilities on four
practices. Only those practices receiving a consensus percentage agreement greater than
74 and a mean greater than 3.74 identified essential practices (see Table 11).
44
Table 11
Research Question 1: PEP Essential Practices
Practice
n
M
sd
Consensus
%
Get information about Veterans needs from
the Veterans on my campus.
41
3.81
0.07
81
Top-down support is provided from the
president's office to make things happen
more efficiently and effectively.
43
3.79
0.08
79
Ensure each Veteran has access to full
41
3.79
0.07
79
Ensure there is physical access to facilities
Assess each student Veteran's educational
goal.
47
3.77
0.07
78
43
3.76
0.11
77
All PEP identified essential practices each has a mean (M) and consensus
percentage falling in the defined range detailed by the PEP essentiality rubric (see Table
7). Moreover, the standard deviation (sd) which measures the average range of practice
essentiality (see Table 7) shows a relative narrow deviation from the mean (average) in
the selection of essential practices. The statistical tests for ordinal values follow.
IBM® SPSS® 21.0 tests the essentiality of practices for student Veterans with a
one-sample χ2 to determine if the difference in ratings were statistically significant with a
.05 significance level (Fisher & Yates, 1974). The null hypothesis (Ho) follows: there is
no difference in observed ratings between the four levels of PEP essentiality (see Table
7). The alternative hypothesis (Ha) states are differences between the same observed
ratings. Additionally, the one sample Kolmogorov-Smirnov test (Hinkle, Wiersma, &
Jurs (2003, p. 572) indicates rejection of the Ho and acceptance of the Ha. Table 12 details
45
the results of these statistical tests for ordinal values. The data previously discussed and
presented indicate Research Question 1 is within all requirements to qualify statistically
as an essential practice. Similarly, the discussion of essential practices for Research
Question 2 follows.
Table 12
Research Question 1: Chi-Square Test: α = .05
Top-down
support is
Get
provided
information from the
about
president's
Veterans
Ensure
office to
needs from make things
there is
the
happen more physical
Veterans
access
efficiently
on my
to
and
campus
facilities
effectively
Chi-Square
Degrees of
Freedom
Asymptotic
significancef
Ensure each
Veteran has
access to full
learning
opportunities
Assess
each
student
Veteran's
educational
goal
33.439a
39.326b
68.638c
17.756d
14.558e
3
3
4
2
4
.000
.000
.000
.000
.006
Note
a. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell
frequency is 10.3.
b. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell
frequency is 10.8.
c. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell
frequency is 9.4.
d. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell
frequency is 13.7.
e. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected cell
frequency is 8.6.
f. Asymptotic significance means that a theoretical possibility exists that a score may be
more than 3 standard deviations from the mean.
46
RESEARCH QUESTION 2 - CCCS REGIONS
Research Question 2 asks: “To what extent did essential practices identified by
practitioners vary by demographic components (e.g., region, educational attainment, time
working with Veterans) as determined by a consensus formula? PEP members rated the
essentiality of 35 SVP practices (see Appendix C) for serving student Veterans. PEP
chose one rating from four choices (e.g., 1 = not important; 2 = somewhat important; 3 =
important; or 4 = essential). During the second and third rounds of the MDT survey, each
panelist chose to re-rate previous ratings using the mean and standard deviation of all
panelists from the preceding round. PEP participants added, as they considered
appropriate (see Appendix G). Furthermore, not all respondents identified their
institutions region.
CCCS Region 1
Region 1 consists of six CCCS institutions (see Appendix R). Region 1
practitioners reached consensus for CCCS student Veterans. Only those practices
receiving a consensus percentage agreement greater than 74 and a mean greater than 3.74
identify as essential practices (see Table 7). All PEP identified essential practices have a
mean (M) and consensus percentage falling within the defined range detailed by the PEP
essentiality rubric (see Table 7). Moreover, the standard deviation (sd) measures the
average range of practice essentiality (see Table 7). The ratings of Region 1 participants
show a moderate variation pattern in the selection of practices and consensus on four
practices (see Table 13).
47
Table 13
Research Question 2: Region 1 Essential Practices
Consensus
%
Practice
n
M
sd
Get information about Veterans needs
from the Veterans on my campus
6
3.50
0.55
50
learning opportunities
6
3.50
0.55
50
6
4.00
0.00
100
Ensure there is physical access to
facilities
6
4.00
0.00
100
Assess each student Veteran's
educational goal
6
4.00
0.00
100
6
4.00
0.00
100
Top-down support is provided from
the president's office to make things
happen more efficiently and
effectively
one-sample χ2. This determines if statistically significance occurs in ratings using a .05
significance level (Fisher & Yates, 1974). The null hypothesis (Ho) follows: the observed
ratings are equal with regard to Region 1 using the four levels of PEP essentiality (see
Table 7). The alternative hypothesis (Ha) states there are differences between the same
observed ratings. When test results show a Ho below 0.05 (α = .05) this means the data
presents statistically significant findings. Continuing, there exists enough variation to
indicate a statistically normal distribution of responses. Conversely, Ha means the
opposite. The χ2 test indicates retaining the Ho for two practices. Continuing, three
essential practices have no variation in Region 1 responses. Zero variation means there is
not a statistical test for these essential practices. Next, the presentation of ordinal
statistical tests supervenes (see Table 14).
48
Table 14
Research Question 2-Region 1: Chi-Square Test: α = .05
Top-down support is provided
Veterans needs from the from the president's office to make
Veterans on my campus things happen more efficiently and
effectively
a
Chi-Square
.000
.000a
df
1
1
b
Asymptotic significance
1.000
1.000
Note
a. 2 cells (100.0%) have expected frequencies less than 5. The minimum expected
cell frequency is 3.0.
b. Asymptotic significance means that a theoretical possibility exists that a score may
be more than 3 standard deviations from the mean.
Additionally, the one sample binomial test (Hinkle, Wiersma, & Jurs (2003, p. 157-159)
indicates retaining the Ho and rejection of the Ha (see Table 15).
Table 15
Region 1 Summary Binomial Hypothesis Test
Null Hypothesis
Significance
Decision
The categories defined by “Get information
about Veterans needs from the Veterans on
Retain the null
my campus”; Info = 4.00 and 3.00 occur
1
hypothesis
1.00
with probabilities of .5 and .5.
The categories defined by “Top-down
support is provided from the president's
office to make things happen more
Retain the null
efficiently and effectively”; Info = 4.00 and
1
hypothesis
1.00
3.00 occur with probabilities of .5 and .5.
Note
1
Table 15 displays exact significance for this test. The significance level = 0.05.
The differences in significance level between the null hypothesis and alternative
hypothesis merely identify differences in individual ratings but not difference in outcome.
Rejection of the null hypothesis indicates that there is statistical variance in answer.
Retention of the null hypotheses indicates there that data lacks statistical variance. As
respondents are experts in the field of providing services to student Veterans the
49
distribution of responses demonstrate that sorting of data along regions is not justified.
Similarly, the discussion of essential practices for Research Question 2-Region 2 follows.
CCCS Region 2
Region 2 consists of 11 CCCS institutions (see Appendix R). Region 2
practitioners reached consensus for CCCS student Veterans. Only those practices
identified essential practices (see Table 7). This group reached consensus on five
practices (see Table 16). Only those practices receiving a consensus percentage
agreement greater than 74 and a mean greater than 3.74 identify as essential practices
(see Table 7). All PEP identified essential practices have a mean (M) and consensus
percentage falling within the defined range detailed by the PEP essentiality rubric (see
Table 7). Moreover, the standard deviation (sd) measures the average range of practice
essentiality (see Table 7). The ratings of Region 2 participants show a narrow variation
pattern in the selection of practices. The discussion of statistical tests for ordinal values
ensues.
Table 16
Practice
n
M
sd
Consensus
%
10
3.80
0.420
80.00
9
3.79
0.44
77.78
10
3.79
0.42
80.00
goal.
8
3.75
0.46
75.00
7
3.86
0.38
85.71
50
IIBM® SPSS® 21.0 tests the essentiality of practices for student Veterans with a
one-sample χ2 to determine if the difference in ratings were statistically significant using
a .05 significance level (Fisher & Yates, 1974). The null hypothesis (Ho) follows: the
observed ratings are equal within Region 2 participants using the four levels of PEP
essentiality (see Table 7). The alternative hypothesis (Ha) states there are differences
between the same observed ratings. When test results show a Ho below 0.05 (α = .05) this
means the data presents statistically significant findings. Continuing, there exists enough
variation to indicate a statistically normal distribution of responses. Conversely, Ha
means the opposite. The χ2 test indicates retaining the Ho for five practices (see Table 17).
Table 17
Get
Top-down
Ensure
information support is
there is
about
provided from physical
Veterans
the president's access to
needs from office to make facilities.
the Veterans things happen
on my
more
campus.
efficiently and
effectively.
a
Chi-Square
0.67
2.67a
2.670a
df
1
1
1
Asymptotic
significanceb
.41
.10
.10
Note
Ensure each
Veteran has
access to full
learning
opportunities.
Assess each
student
Veteran's
educational
goal.
2.67a
1
2.67a
1
.10
.10
frequency is 3.0.
b. Asymptotic significance means that a theoretical possibility exists that a score may be
51
Table 18
Region 2 Summary of Binomial Hypothesis Test
Null Hypothesis
Significance
.6881
.2191
The categories defined by “Ensure there is
physical access to facilities”; Info = 4.00
and 3.00 occur with probabilities of .5 and
.2191
.5.
The categories defined by “Ensure each
Veteran has access to full learning
opportunities”: Info = 4.00 and 3.00 occur
.21911
The categories defined by “Assess each
student Veteran's educational goal”; Info =
4.00 and 3.00 occur with probabilities of .5
.2191
and .5.
Note
1
Decision
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Rejection of the null hypothesis indicates that there is statistical variance in answers.
Retention of the null hypotheses indicates that data lacks statistical variance.
As respondents are experts in the field of providing services to student Veterans, the
distribution of responses demonstrate that sorting of data by regions yields no statistically
significant outcomes. Continuing, the discussion of essential practices for Research
Question 2-Region 3 follows.
52
CCCS Region 3
practitioners reached consensus on four practices for CCCS student Veterans (see Table
19). Only those practices receiving a consensus percentage agreement greater than 74
and a mean greater than 3.74 identify as essential practices (see Table 7). All PEP
identified essential practices have a mean (M) and consensus percentage falling within
the defined range detailed by the PEP essentiality rubric (see Table 7). Moreover, the
standard deviation (sd) measures the average range of practice essentiality (see Table 7).
The ratings of Region 3 participants show a moderate variation pattern in the selection
of practices.
Table 19
Practice
n
M
sd
Consensus %
11
3.91
0.30
91
11
3.82
0.40
82
13
3.85
0.38
85
13
3.77
040
77
goal.
10
3.80
.420
80
one-sample χ2. This determines if statistical significance occurs in ratings using a .05
53
indicate a statistically normal distribution of responses. Therefore, Ha means the opposite.
The χ2 test indicates rejecting the Ho for three practices and retaining the Ho for two
practices (see Table 20). The presentation of ordinal statistical tests ensues.
Table 20
Top-down
support is
provided
from the
Get
president's
information office to
about
make things
Veterans
Ensure
happen
needs from more
there is
the Veterans efficiently
physical
on my
access to
and
campus
facilities
effectively
Chi-Square
7.364a
df
Asymptotic
significanced
1
.007
4.455a
3.769b
1
1
.035
.052
Ensure each
Veteran has
access to full
learning
opportunities
6.231b
Assess
each
student
Veteran's
education
al goal c
3.600
1
.013
1
.058
Note
b. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected
c. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected
d. Asymptotic significance means that a theoretical possibility exists that a score
may be more than 3 standard deviations from the mean.
Additionally, the one sample binomial test (Hinkle, Wiersma, & Jurs (2003, p.
157-159) does not match the χ2 findings for rejecting the Ho (see Table 21). This test
rejects the Ho for only two of the three-χ2 findings.
54
Table 21
Null Hypothesis
Significance
.012a
.065a
.092a
.5.
.022a
.109a
and .5.
Note
1
Decision
Reject the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Reject the null
hypothesis
Retain the null
hypothesis
Retention of the null hypotheses indicates there that data lacks statistical variance.
As respondents are experts in the field of providing services to student Veterans the
distribution of responses demonstrate that sorting of data along regions is not justified for
all practices. Similarly, the discussion of essential practices for Research Question 2Region 4 follows.
55
CCCS Region 4
practitioners reached consensus for CCCS student Veterans (see Table 22). Only those
practices receiving a consensus percentage agreement greater than 74 and a mean greater
than 3.74 identify as essential practices (see Table 7). All PEP identified essential
practices have a mean (M) and consensus percentage falling within the defined range
detailed by the PEP essentiality rubric (see Table 7). Moreover, the standard deviation
(sd) measures the average range of practice essentiality (see Table 7). The ratings of
Region 4 participants show a narrow variation pattern in the selection of practices.
Table 22
Practice
n
M
sd
11
3.91
0.30
91
11
3.82
0.40
82
13
3.85
0.38
85
13
3.77
040
77
goal.
10
3.80
.420
80
Consensus %
56
opposite. The χ2 test indicates rejecting the Ho for three essential practices and retaining
the Ho for two practices (see Table 23). The presentation of ordinal statistical tests
follows.
Table 23
Top-down
support is
Get
provided
about
president's
Veterans
Ensure
office to
there is Ensure each
the
happen more physical Veteran has
Veterans
access
access to full Assess each
efficiently
on my
to
learning
student Veteran's
and
campus
facilities opportunities educational goal
effectively
Chi-Square
7.364a
4.455a
3.769b
6.231b
3.600c
df
Asymptotic
significanced
1
1
1
1
1
.007
.035
.052
.013
.058
Note
b. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected
Additionally, the one sample binomial test (Hinkle, Wiersma, & Jurs (2003, p.
157-159) indicates rejecting the Ho and retaining Ho (see Table 24) differently than the χ2
test. Furthermore, ordinal values drive results of all tests.
57
Table 24
Null Hypothesis
Significance
.0121
.0651
.0921
.05.
.0221
.1091
and .05.
Note
1
Decision
Reject the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
distribution of responses demonstrate that sorting of data along regions is not always
justified. Similarly, the discussion of essential practices for Research Question 2Region 5 follows.
58
CCCS Region 5
Region 5 participants show a narrow pattern in the selection of practices.
Table 25
n
M
sd
Consensus
%
10
3.80
0.42
80
10
3.80
0.42
80
10
3.80
0.42
80
goal.
9
3.78
0.44
78
8
3.86
0.35
88
Practice
59
indicate a statistically normal distribution of responses. Therefore, Ha means the opposite.
The χ2 test indicates rejecting the Ho for one essential practice and retaining the Ho for
four practices (see Table 26). The presentation of ordinal statistical tests supervenes.
Table 26
Get
Top-down
Ensure there
information support is
is physical
about
provided from access to
Veterans
the president's facilities.
needs from office to make
the Veterans things happen
on my
more
campus.
efficiently and
effectively.
a
Chi-Square
3.600
3.600a
3.600a
df
1
1
1
Asymptotic
significanceb
.058
.058
.058
Note
Ensure each
Veteran has
access to full
learning
opportunities.
Assess each
student
Veteran's
educational
goal.
2.778a
1
4.500a
1
.096
.034
frequency is 5.0.
indicates acceptance of the Ho and rejection of the Ha (see Table 27).
60
Table 27
Null Hypothesis
Significance
.1091
.1091
.1091
.5.
.1801
.1701
and .5.
Note
1
Decision
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
As respondents are experts in the field of providing services to student Veterans
the distribution of responses demonstrate that sorting of data along regions is not
justified. Similarly, the discussion of essential practices for Research Question 2-Region
6 ensues.
61
CCCS Region 6
Region 6 consists of eight CCCS institutions (see Appendix R). Region 6
practitioners reached consensus on three essential practices for CCCS student Veterans
(see Table 28). Only those practices receiving a consensus percentage agreement greater
than 74 and a mean greater than 3.74 identify as essential practices (see Table 7). All PEP
The ratings of Region 6 participants show a moderate variation pattern in the selection of
practices.
Table 28
n
M
sd
Consensus
%
5
3.60
0.55
60
5
3.60
0.55
60
5
4.00
0.00
100
goal.
5
3.80
0.45
80
5
3.80
0.45
80
Practice
62
indicate a statistically normal distribution of responses. Therefore, Ha means the
opposite. The χ2 test indicates retaining the Ho for two practices (see Table 30). The
presentation of ordinal statistical tests follows.
The χ2 test indicates rejection of the Ho for four essential practices (see Table 29).
Moreover, “Ensure each Veteran has access to full learning opportunities.” has no
variation in ratings by PEP participants from Region 6. Thus, the χ2 test is not valid.
Table 29
Get
Top-down
information
support is
about
provided from
Veterans
the president's
needs from
office to make
the Veterans
things happen
Ensure there is
on my
more efficiently physical access
campus
and effectively
to facilities
Assess each
student Veteran's
educational goal
Chi-Square
.200a
.200a
1.800a
1.800a
df
Asymptotic
significanceb
1
1
1
1
0.180
.0.180
0.655
0.655
Note
frequency is 2.5.
63
indicates rejecting the Ho for one essential practice and retaining the Ho for four practices
(see Table 30).
Table 30
Null Hypothesis
Significance
.0121
.0651
.0921
.5.
.0221
.1091
and .5.
Note
1
Decision
Reject the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
64
Similarly, the discussion of essential practices for Research Question 2-Region 7 ensues.
CCCS Region 7
Region 7 participants show a narrow variation pattern in the selection of practices.
Table 31
Practice
n
M
sd
Consensus %
6
3.83
0.41
83
6
3.83
0.41
83
6
3.83
0.41
83
goal.
6
3.83
0.41
83
6
3.83
0.41
83
65
opposite. The χ2 test indicates retaining Ho for all practices (see Table 32). The
presentation of ordinal statistical tests follows.
Table 32
Research Question 2 Region 7: Chi-Square Test: α = .05
Top-down
support is
Get
provided
about
president's
Veterans
office to
the
happen more Ensure there
Veterans
is physical
efficiently
on my
access to
and
campus
facilities
effectively
Ensure each
Veteran has
access to full
learning
opportunities
Assess
each
student
Veteran's
educational
goal
Chi-Square
2.667a
2.667a
2.667a
2.667a
2.667a
df
Asymptotic
significanceb
1
1
1
1
1
.102
.102
.102
.102
.102
Note
frequency is 3.0.
indicates retaining the Ho for five practices (see Table 33).
66
Table 33
Null Hypothesis
Significance
.2191
.2191
.2191
.5.
.2191
.2191
and .5.
Note
1
Decision
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
respondents are experts in the field of providing services to student Veterans, the
67
CCCS Region 8
practitioners reached consensus for two essential practices for CCCS student Veterans
(see Table 34). Only those practices receiving a consensus percentage agreement greater
than 74 and a mean greater than 3.74 identify as essential practices (see Table 7). All PEP
The ratings of Region 8 participants show a moderate variation pattern in the selection of
practices.
Table 34
n
M
sd
Consensus
%
6
3.67
0.52
67
6
3.67
0.52
67
6
3.83
0.41
83
goal.
6
3.83
0.41
83
6
3.67
0.41
67
Practice
68
opposite. The χ2 test indicates rejecting the Ho for all (see Table 35). The presentation of
ordinal statistical tests supervenes.
Table 35
Top-down
support is
Get
provided
about
president's
Veterans
Ensure
office to
there is
the
Veterans
access
efficiently
on my
to
and
campus
facilities
effectively
Ensure each
Veteran has
access to full
learning
opportunities
Assess
each
student
Veteran's
educational
goal
Chi-Square
0.667a
0.667a
2.667a
2.667a
0.667a
df
Asymptotic
significanceb
1
1
1
1
1
.414
.414
.102
.102
.414
Note
a. 2 cells (100.0%) have expected frequencies less than 5. The minimum
expected cell frequency is 3.0.
b. Asymptotic significance means that a theoretical possibility exists that a score
69
Table 36
Null Hypothesis
Significance
.6881
.6881
.2191
.5.
.2191
.2191
and .5.
Note
1
Decision
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
70
CCCS Region 9
Region 9 participants show a moderate variation pattern in the selection of practices.
Continuing three practices show complete essential practice characteristics.
Table 37
Consensus
%
Practice
n
M
sd
5
3.80
.45
80
4
0.00
0.00
100
4
4.00
0.00
100
goal.
5
3.60
0.55
60
5
4.00
0.00
100
71
opposite. Only two practices can be tested by the χ2 because the three others have no
variance in ratings. Thus, χ2test indicates retaining the Ho for the remaining two practices
(see Table 38). The presentation of ordinal statistical tests supervenes.
Table 38
Veterans needs from the
Ensure there is physical access
Veterans on my campus
to facilities
a
1.800
1.800a
Chi-Square
1
1
df
Asymptotic
.180
.655
significanceb
Note
indicates acceptance of the Ho for two essential practices (see Table 39).
72
Table 39
Null Hypothesis
Significance
.3751
.0921
.5.
Note
1
Decision
Retain the null
hypothesis
Retain the null
hypothesis
Similarly, the discussion of essential practices for Research Question 2-Region 10
follows.
CCCS Region 10
Region 10 consists of nine CCCS institutions (see Appendix R). Region 10
73
Region 10 participants show a wide variation pattern in the selection of practices.
Table 40
Practice
n
M
sd
5
3.80
0.45
80
5
3.20
0.45
20
5
3.20
0.45
20
goal.
5
3.00
0.71
30
5
3.80
0.45
80
Consensus %
opposite. The χ2 test indicates retaining the Ho for all practices (see Table 41). The
presentation of ordinal statistical tests supervenes.
74
Table 41
Top-down
support is
Get
provided
about
president's
Veterans
Ensure
office to
there is Ensure each
the
happen more physical Veteran has
Veterans
access
access to full
efficiently
on my
to
learning
and
campus
facilities opportunities
effectively
Assess
each
student
Veteran's
educational
goal
Chi-Square
1.800a
1.800a
1.600b
1.800a
1.800a
df
Asymptotic
significancec
1
1
2
1
1
.180
.180
.449
.180
.180
Note
b.0 cells (0.0%) have expected frequencies less than 5. The minimum expected
c. Asymptotic significance means that a theoretical possibility exists that a score
75
Table 42
Null Hypothesis
Significance
.3751
.3751
.449
.5.
.3751
.3751
and .5.
Note
1
Decision
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Retain the null
hypothesis
Similarly, the discussion of essential practices for Research Question 2 follows.
76
Essential Practices-Summary Discussion of All CCCS Regions
Differences in rating become apparent through the separate analysis of each
region. However, differences are due to the result of individual PEP member ratings and
not the validity or reliability of the data. This detailed analysis by Region indicates that
Regions are not necessarily reliable indicators of essential practices. Nonetheless,
combining individual Region results produces PEP result in identifying five essential
practices (see Table 9). Next, the analysis and discussion of Research Question 2:
Education Attainment ensues.
77
RESEARCH QUESTION 2 - EDUCATIONAL ATTAINMENT
practitioners vary by demographic components (e.g., region, educational attainment,
time working with Veterans) as determined by a consensus formula? PEP members rated
the essentiality of 35 SVP practices (see Appendix C) for serving student Veterans. PEP
panelists from the preceding round. PEP participants added comments in comment
section as they considered appropriate (see Appendix G). Furthermore, not all
respondents identified their educational attainment.
High School or GED
Six respondents reported their highest level of educational attainment as a high
school diploma or general education diploma (GED). This group reached consensus on
three essential practices (see Table 43). Only those practices receiving a consensus
percentage agreement greater than 74 and a mean greater than 3.74 identify as essential
practices (see Table 7). All PEP identified essential practices have a mean (M) and
consensus percentage falling within the defined range detailed by the PEP essentiality
rubric (see Table 7). Moreover, the standard deviation (sd) measures the average range of
practice essentiality (see Table 7). The ratings of participants declaring High School or
GED educational attainment show a moderate variation pattern in the selection of
practices.
78
Table 43
High School or General Education Diplomas
Practice
Consensus
%
n
M
sd
Get information about Veterans needs
from the Veterans on my campus.
7
3.86
0.00
86
7
3.71
0.00
71
Ensure each Veteran has access to
full learning opportunities.
7
3.86
0.52
86
Assess each student Veteran's
educational goal.
7
3.71
0.52
71
7
3.86
0.52
86
ratings are equal with regard to High School or GED educational attainment using the
four levels of PEP essentiality (see Table 7). The alternative hypothesis (Ha) states there
are differences between the same observed ratings. When test results show a Ho below
1.5 (α = .05) this means the data presents statistically significant findings. Continuing,
there exists enough variation to indicate a statistically normal distribution of responses.
Conversely, Ha means the opposite. The χ2 test indicates retaining the Ho for five
practices (see Table 44). The presentation of ordinal statistical tests supervenes.
79
Table 44
High School or GED Chi-Square Test: α = .05
Top-down
support is
Get
provided
about
president's
Veterans
Ensure
office to
there is
the
Veterans
access
efficiently
on my
to
and
campus
facilities
effectively
Assess
Ensure each each
Veteran has student
access to full Veteran's
learning
educational
opportunities goal
Chi-Square
3.571a
1.286a
3.571a
1.286a
3.571a
df
Asymptotic
significanceb
1
1
1
1
1
.059
.257
.059
.257
.059
Note
indicates retaining the Ho (see Table 45). As previously discussed, essential practices
without variation and 100% consensus do not require statistical testing.
80
Table 45
High School or General Education Diploma Binomial Hypothesis Test Summary
Null Hypothesis
Significance
Decision
my campus”; Info = 4.00 and 3.00 occur with
Retain the null
probabilities of .5 and .5.
.1251
hypothesis
The categories defined by “Top-down support
is provided from the president's office to
make things happen more efficiently and
effectively”; Info = 4.00 and 3.00 occur with
Retain the null
.4531
hypothesis
physical access to facilities”; Info = 4.00 and
Retain the null
.1251
hypothesis
Retain the null
.4531
hypothesis
Retain the null
and .5.
.1251
hypothesis
Note
1
distribution of responses demonstrate that sorting of data along educational attainment is
not justified. Similarly, the discussion of essential practices of an Associate’s Degree
Educational Attainment ensues.
81
Associate’s Degree
Differing numbers of respondents reported their highest level of educational
attainment as an Associate’s Degree. This group reached consensus on three essential
essentiality (see Table 7). PEP members reporting educational attainment of an
Associate’s Degree show a moderate variation pattern in the selection of practices.
Table 46
Associates Degree
Practice
n
M
sd
Consensus
%
18
3.67
0.49
67
16
3.63
0.50
63
14
3.71
0.547
71
goal.
14
3.71
0.47
71
14
3.50
0.52
50
ratings are equal with regard to educational attainment of an Associate’s Degree using the
four levels of PEP essentiality (see Table 7). The alternative hypothesis (Ha) states there
82
are differences between the same observed ratings. When test results show a Ho below
0.05 (α = .05) this means the data presents statistically significant findings. Continuing,
there exists enough variation to indicate a statistically normal distribution of responses.
Conversely, Ha means the opposite. The χ2 test indicates retaining the Ho for all practices
(see Table 47). The presentation of ordinal statistical tests supervenes.
Table 47
Associate’s Degree Chi-Square Test: α = .05
Top-down
support is
Get
provided
about
president's
Veterans
office to
the
happen more
Veterans
efficiently
on my
and
campus
effectively
Ensure
there is
physical
access
to
facilities
Ensure each
Veteran has
access to full
learning
opportunities
Assess
each
student
Veteran's
educational
goal
Chi-Square
2.000a
1.b
2.571c
2.571c
0.000a
df
Asymptotic
significanced
1
1
1
1
1
.157
.317
.109
.109
1.000
Note
b. 0cells (0.0%) have expected frequencies less than 5. The minimum expected
indicates retention of the Ho and rejection of the Ha (see Table 48).
83
Table 48
Associates Degree Binomial Hypothesis Test Summary
Null Hypothesis
Significance
about Veterans needs from the Veterans on my
campus”; Info = 4.00 and 3.00 occur with
.2381
The categories defined by “Top-down support is
provided from the president's office to make
things happen more efficiently and effectively”;
Info = 4.00 and 3.00 occur with probabilities of
.4541
.5 and .5.
physical access to facilities”; Info = 4.00 and
.1801
The categories defined by “Ensure each Veteran
has access to full learning opportunities”: Info =
4.00 and 3.00 occur with probabilities of .5 and
.1801
.5.
The categories defined by “Assess each student
Veteran's educational goal”; Info = 4.00 and 3.00
1.0001
occur with probabilities of .5 and .5.
Note
1
Decision
Retain the
null
hypothesis
Retain the
null
hypothesis
Retain the
null
hypothesis
Retain the
null
hypothesis
Retain the
null
hypothesis
The data previously discussed and presented indicate Associate’s Degree
Educational Attainment meets all requirements to qualify statistically as essential
practices. The differences in significance level between the null hypothesis and
alternative hypothesis merely identify differences in individual ratings but not difference
in outcome. The differences in significance level between the null hypothesis and
in outcome. Rejection of the null hypothesis indicates that there is statistical variance in
answer. Retention of the null hypotheses indicates there that data lacks statistical
variance. Discussion of respondents with a Bachelor’s Degree follows.
84
Bachelor’s Degree
Differing numbers of respondents reported their highest level of educational
attainment as a Bachelor’s Degree. This group reached consensus on three essential
essentiality (see Table 7). The ratings of PEP members with a Bachelor’s Degree show a
moderate variation pattern in the selection of practices.
Table 49
Bachelor’s Degree
Practice
n
M
sd
Consensus
%
23
3.61
0.50
61
23
3.65
0.47
65
23
4.00
0.00
100
goal.
23
3.78
0.42
78
23
3.87
0.35
87
ratings are equal with regard to PEP members with a Bachelor’s Degree using the four
85
levels of PEP essentiality (see Table 7). The alternative hypothesis (Ha) states there are
differences between the same observed ratings. When test results show a Ho below 0.05
(α = .05) this means the data presents statistically significant findings. Continuing, there
exists enough variation to indicate a statistically normal distribution of responses.
Conversely, Ha means the opposite. The χ2 test identifies two essential practices (see
Table 50). The presentation of ordinal statistical tests supervenes.
Table 50
Bachelor’s Degree Chi-Square Test: α = .05
Top-down support is
Get information provided from the
about Veterans president's office to
needs from the
make things happen
Veterans on my more efficiently and
campus
effectively
Ensure
there is
physical
access to
facilities
Assess each
student Veteran's
educational goal
Chi-Square
1.087a
2.130a
7.348a
12.565a
df
Asymptotic
significanceb
1
1
1
1
0.297
0.144
Note
0.007
0.000
b. Asymptotic significance means that a theoretical possibility exists that a
score may be more than 3 standard deviations from the mean.
86
Table 51
Bachelor’s Degree Binomial Hypothesis Test Summary
Null Hypothesis
The categories defined by “Get information about
Veterans needs from the Veterans on my campus”; Info =
4.00 and 3.00 occur with probabilities of .05 and .05.
The categories defined by “Top-down support is
provided from the president's office to make things
happen more efficiently and effectively”; Info = 4.00 and
The categories defined by “Ensure there is physical
access to facilities”; Info = 4.00 and 3.00 occur with
The categories defined by “Assess each student Veteran's
educational goal”; Info = 4.00 and 3.00 occur with
Note
1
Significance
.4051
.2101
.0111
.0001
Decision
Retain the
null
hypothesis
Retain the
null
hypothesis
Reject the
null
hypothesis
Reject the
null
hypothesis
the distribution of responses demonstrate that sorting of data using educational attainment
is not justified. The differences in significance level between the null hypothesis and
in outcome. Rejection of the null hypothesis indicates that there is statistical variance in
answer. Retention of the null hypotheses indicates there that data lacks statistical
variance. Similarly, the discussion of respondents with a Master’s Degree follows.
Master’s Degree
Fourteen reported their highest level of educational attainment as a master’s
degree. This group reached consensus on three essential practices (see Table 52). Only
those practices receiving a consensus percentage agreement greater than 74 and a mean
greater than 3.74 identify as essential practices (see Table 7).
87
Table 52
Master’s Degree
Practice
n
M
sd
Consensus
%
22
3.59
0.50
59
22
3.72
0.46
73
22
4.00
0.00
100
22
3.86
0.35
86
goal.
22
3.86
0.35
86
one-sample χ2 to determine if the difference in ratings were statistically significant with a
.05 significance level (Fisher & Yates, 1974). The null hypothesis (Ho) follows: the
observed ratings are equal with regard to educational achievement using the four levels of
PEP essentiality (see Table 7). The alternative hypothesis (Ha) states there are differences
between the same observed ratings. The χ2 test indicates rejection the Ho for three
essential practices (see Table 53). Three PEP identified essential practices have a mean
(M) and consensus percentage falling within the defined range detailed by the PEP
average range of practice essentiality (see Table 7). The ratings of participants holding a
master’s degree show a moderate pattern in the selection of essential practices. The
discussion of statistical tests for ordinal values supervenes.
88
Table 53
Master’s Degree Chi-Square Test: α = .05
Top-down
support is
provided from
Get information
the president's
about Veterans
office to make
needs from the
things happen
Veterans on my
more efficiently
campus
and effectively
Assess each
student
Ensure there is Veteran's
physical access educational
to facilities
goal
Chi-Square
0.727a
4.545a
11.636a
11.636a
df
Asymptotic
significanceb
1
1
1
1
.001
.001
3.94
.033
Note
89
Table 54
Master’s Degree Binomial Hypothesis Test Summary
Null Hypothesis
Significance
0.7911
0.1801
0.1301
0.2891
and .5.
Note
1
Decision
Retain the null
hypothesis
Retain the null
hypothesis
Reject the null
hypothesis
Retain the null
hypothesis
The data, previously discussed and presented, indicate participants with terminal
degrees meet all requirements to qualify statistically as essential practices. The
differences in significance level between the null hypothesis and alternative hypothesis
merely identify differences in individual ratings but not difference in outcome. Rejection
of the null hypothesis indicates that there is statistical variance in answer. Retention of
the null hypotheses indicates there that data lacks statistical variance. The discussion of
Terminal Degree Educational Attainment follows.
Terminal Degree
Eight reported earning a terminal degree. This group reached consensus on three
essential practices (see Table 55). Only those practices receiving a consensus percentage
(see Table 7). Two PEP identified essential practices have a mean (M) and consensus
90
essentiality (see Table 7). The ratings of participants holding a terminal degree show
moderate variation in the rating of practices.
Table 55
Terminal Degree
Practice
n
M
sd
Consensus
%
7
3.57
0.53
57
7
3.71
0.49
71
7
3.57
0.53
57
7
4.00
0.00
100
goal.
7
3.86
0.38
86
ratings are equal with regard to earning a terminal degree using the four levels of PEP
essentiality (see Table 7). The alternative hypothesis (Ha) states there are differences
variation to indicate a statistically normal distribution of responses. Conversely, Ha
means the opposite.
91
One practice achieved unanimity as all respondents rated this practice as essential.
The χ2 test indicates retaining the Ho for four practices (see Table 56). The presentation of
ordinal statistical tests supervenes.
Table 56
Terminal Degree Chi-Square Test: α = .05
Top-down
support is
provided from
Get information
the president's
about Veterans
office to make
needs from the
things happen
Veterans on my
more efficiently
campus
and effectively
Ensure each
Veteran has
access to full
learning
opportunities
Assess each
student
Veteran's
educational
goal
Chi-Square
.143a
1.286a
.143a
3.571a
df
Asymptotic
significanceb
1
1
1
1
.705
.257
.705
Note
.059
indicates the same retention of the Ho and rejection of the Ha as the χ2 test (see Table 57).
92
Table 57
Terminal Degree Binomial Hypothesis Summary
Null Hypothesis
The categories defined by “Get information about Veterans
needs from the Veterans on my campus”; Info = 4.00 and
The categories defined by “Top-down support is provided
from the president's office to make things happen more
efficiently and effectively”; Info = 4.00 and 3.00 occur with
The categories defined by “Ensure each Veteran has access
to full learning opportunities”: Info = 4.00 and 3.00 occur
Note
1
Significance
1.0001
0.4531
1.0001
0.1251
Decision
Retain the
null
hypothesis
Retain the
null
hypothesis
Retain the
null
hypothesis
Retain the
null
hypothesis
Similarly, the discussion of essential practices for Research Question 2: Time Working
with Veterans follows.
93
RESEARCH QUESTION 2 - TIME WORKING WITH VETERANS
practitioners vary by demographic components (e.g., region, educational attainment, time
working with Veterans) as determined by a consensus formula? PEP members rated the
essentiality of 35 SVP practices (see Appendix C) for serving student Veterans. PEP
panelists from the preceding round. PEP participants added comments as they considered
appropriate (see Appendix G). Additionally, during the second and third rounds of the
Delphi Technique focus groups participants chose to re-rate previous ratings.
Additionally, not all respondents identified their time working with Veterans.
Serving Veterans less than 3 years
Varying numbers of PEP members reported serving Veterans less than 3 years.
This group reached consensus on two essential practices (see Table 58). Only those
than 3.74 identify as essential practices (see Table 7). Two PEP identified essential
participants with less than 3 years serving Veterans show moderate variation in rating
practices.
94
Table 58
Serving Veterans less than 3 years
Practice
n
M
sd
Consensus
%
20
3.80
0.41
80
18
3.56
0.51
56
18
3.89
0.32
89
18
3.67
0.49
67
goal.
18
3.56
0.51
56
IBM® SPSS® 21.0 tests the essentiality of practices for Veterans with a onesample χ2. This determines if statistical significance occurs in ratings using a .05
ratings are equal with regard to serving Veterans less than 3 years using the four levels of
variation to indicate a statistically normal distribution of responses. Conversely, Ha means
the opposite. The χ2 test indicates rejecting the Ho for two essential practices (see Table
59). The presentation of ordinal statistical tests supervenes.
95
Table 59
Serving Veterans less Than 3 Years Chi-Square Test: α = .05
Top-down
Get
support is
information provided from
about
the president's
Veterans
Ensure each
office to make Ensure
needs from
there is
Veteran has
things happen
the Veterans more
physical access to full
on my
efficiently and access to learning
campus
effectively
Assess each
student
Veteran's
educational
goal
Chi-Square
7.200a
0.222b
2.000b
10.889b
0.222b
df
Asymptotic
significancec
1
1
1
1
1
0.007
0.637
0.157
0.001
0.637
Note
a. a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected
b. 0 cells (.0%) have expected frequencies less than 5. The minimum expected
96
Table 60
Serving Veterans less than 3 Years Binomial Hypothesis Test Summary
Null Hypothesis
Significance
0.0121
0.8151
The categories defined by “Ensure each Veteran has
physical access to facilities”: Info = 4.00 and 3.00 occur
0.2381
0.0011
0.8151
Note
1
Decision
Reject the
null
hypothesis
Retain the
null
hypothesis
Retain the
null
hypothesis
Reject the
null
hypothesis
Retain the
null
hypothesis
distribution of responses demonstrate that sorting of data on years serving Veterans is
seldom justified. Similarly, the discussion of essential practices for Research Question 2:Serving Veterans more than 3 Years but less than 5 Years follows.
Serving Veterans from 3 Years to less than 5 Years
Twenty reported serving Veterans from 3 years to less than 5 years. This group
reached consensus on one essential practice (see Table 61). Only those practices
97
identify as essential practices (see Table 7). Two PEP identified essential practices have a
mean (M) and consensus percentage falling within the defined range detailed by the PEP
average range of practice essentiality (see Table 7). The ratings of participants with from
3 years to less than 5 years show wide variation in rating practices.
Table 61
Serving Veterans from 3 Years to less than 5 years
Consensus
%
Practice
n
M
sd
20
3.50
0.51
50
20
3.70
0.47
70
20
3.60
0.50
60
20
3.40
0.83
40
goal.
20
3.60
0.50
60
ratings are equal with regard to serving Veterans less than 3 years using the four levels of
variation to indicate a statistically normal distribution of responses. Conversely, Ha is
98
the opposite. The χ2 test indicates rejecting the Ho for one essential practice (see Table
62). The presentation of ordinal statistical tests supervenes.
Table 62
Serving Veterans from 3 Years to less Than 5 Years Chi-Square Test: α = .05
Top-down
Get
support is
about
the president's
Veterans
Ensure each
Assess each
needs from
there is
Veteran has
student
things happen
the Veterans more
physical access to full Veteran's
on my
educational
campus
facilities opportunities goal
effectively
Chi-Square
0.000a
3.200a
6.400b
0.800a
0.800a
df
Asymptotic
significancec
1
1
1
1
1
1.000
0.740
0.041
0.371
0.371
Note
c. Asymptotic significance means that a theoretical possibility exists that a score may be
101
Table 63
Serving Veterans from 3 Years to less than 5 Years Binomial Hypothesis Test Summary
Null Hypothesis
Significance Decision
Retain the
null
1.0001
hypothesis
Retain the
null
1
hypothesis
0.115
Retain the
null
0.5031
hypothesis
Retain the
null
1
0.503
hypothesis
Note
1
Table 63 displays exact significance for the test. The significance level = 0.05.
distribution of responses, demonstrate that sorting data on years serving Veterans is
seldom justified. Similarly, the discussion of essential practices for Research Question 2:Serving Veterans from 5 Years but less than 10 Years follows.
Twenty reported serving Veterans from 3 years to less than 5 years. This group
reached consensus on one essential practice (see Table 64). Only those practices receiving
a consensus percentage agreement greater than 74 and a mean greater than 3.74 identify as
essential practices (see Table 7). Two PEP identified essential practices have means and
consensus percentages falling within the essentiality defined ranges (see Table 7).
100
Moreover, the standard deviation (sd) measures the average range of practice
essentiality (see Table 7). The ratings of participants with from 3 years to less than 5 years
show wide variation in rating practices.
Table 64
Practice
n
M
sd
Consensus
%
20
3.50
0.51
50
18
3.44
0.98
44
20
3.60
0.50
60
20
3.80
0.41
80
goal.
20
3.50
0.69
50
ratings are equal with regard to serving Veterans from 5 years to less than 10 years using
the four levels of PEP essentiality (see Table 7). The alternative hypothesis (Ha) states
there are differences between the same observed ratings. When test results show a Ho
below 0.05 (α = .05) this means the data presents statistically significant findings.
Continuing, there exists enough variation to indicate a statistically normal distribution of
responses. Conversely, Ha means the opposite. The χ2 test indicates rejecting the Ho for
three essential practices (see Table 65). The presentation of ordinal statistical tests
supervenes.
101
Table 65
Serving Veterans from 5 Years to less Than 10 Years Chi-Square Test: α = .05
Top-down
Get
support is
about
the president's
Veterans
Ensure each
Assess each
needs from
there is
Veteran has
student
things happen
the Veterans more
on my
educational
campus
effectively
Chi-Square
0.000a
9.333b
7.200a
0.800a
7.600a
df
Asymptotic
significancec
1
2
1
1
2
1.000
0.009
0.007
0.371
0.022
Note
102
Table 66
Null Hypothesis
Retain the
null
1.0001
hypothesis
Reject the
null
0.0091
efficiently and effectively”; occur with equal probability.
hypothesis
The categories defined by “Ensure there is access to
Reject the
physical facilities”: Info = 4.00 and 3.00 occur with
null
1
0.012
hypothesis
Retain the
null
0.5031
hypothesis
Reject the
educational goal”; occur with equal probability.
null
0.0221
hypothesis
Note
1
Table 66 displays exact significances for this test. The significance level = 0.05.
seldom justified. Similarly, the discussion of essential practices for Research Question 2:Serving Veterans from 10 Years but less than 15 Years follows.
Ten PEP members reported serving Veterans from 10 years to less than 15 years.
This group reached consensus on three essential practices (see Table 67). Only those
than 3.74 identify as essential practices (see Table 7). Two PEP identified essential
103
participants with from 3 years to less than 5 years show wide variation in rating practices.
Table 67
Practice
n
M
sd
Consensus
%
10
3.80
0.42
80
10
3.40
0.52
40
10
3.80
0.42
80
10
3.60
0.52
60
goal.
10
3.80
0.42
80
IBM® SPSS® 21.0 tests the essentiality of practices for serving student Veterans
with a one-sample χ2. This determines if statistical significance occurs in ratings using a
observed ratings are equal with regard to serving Veterans from 10 years to less than 15
years using the four levels of PEP essentiality (see Table 7). The alternative hypothesis
(Ha) states there are differences between the same observed ratings. When test results
show a Ho below 0.05 (α = .05) this means the data presents statistically significant
findings. Continuing, there exists enough variation to indicate a statistically normal
distribution of responses. Conversely, Ha means the opposite. The χ2 test indicates
retaining the Ho for five practices (see Table 68). The presentations of ordinal statistical
tests ensue.
104
Table 68
Serving Veterans from 10 Years to less than 15 Years Chi-Square Test: α = .05
Top-down
Get
support is
about
the president's
Veterans
Ensure each
Assess each
needs from
there is
Veteran has
student
things happen
the Veterans more
on my
educational
campus
effectively
Chi-Square
0.360a
0.400a
0.400a
3.600a
3.600a
df
Asymptotic
significanceb
1
1
1
1
1
0.058
0.527
0.527
0.058
0.058
Note
a. 0 cells (.0%) have expected frequencies less than 5. The minimum expected
105
Table 69
Null Hypothesis
Retain the
null
0.1091
hypothesis
Retain the
null
0.7541
efficiently and effectively”; occur with equal probability.
hypothesis
Retain the
null
1
0.754
hypothesis
Retain the
null
0.1091
hypothesis
Retain the
null
0.1091
hypothesis
Note
1
seldom justified. Similarly, the discussion of essential practices for Research Question 2:Serving Veterans for 15 plus years follow.
Serving Veterans for 15 Years and Longer
Condensing of four categories occurred because the number of respondents in the
individual categories fell below numbers to perform statistical analysis. Thus, these four
categories (15 to 20; 20 to 25; 25 to 30; and over 30) comprise the category of “Serving
Veterans for 15 years and longer. PEP members reported in different numbers for each of
the five practices. The condensed group did not reach consensus on any practice (see
Table 70). Only those practices receiving a consensus percentage agreement greater than
106
74 and a mean greater than 3.74 identify as essential practices (see Table 7). None of the
PEP combined group ratings have a mean (M) and consensus percentage falling within
The ratings of participants with for 15 years and over show wide variation in rating
practices.
Table 70
Serving Veterans from 15 Years and longer
Consensus
%
Practice
n
M
sd
14
3.71
0.47
71
12
3.50
0.80
50
10
3.60
0.52
60
14
3.71
0.47
71
goal.
14
3.57
0.51
57
107
rejecting the Ho for one essential practice (see Table 71). The presentations of ordinal
statistical tests follow.
Table 71
Serving Veterans from 15 Years and longer Chi-Square Test: α = .05
Top-down
Get
support is
about
the president's
Veterans
Ensure each
needs from
there is
Veteran has
things happen
the Veterans more
physical access to full
on my
campus
effectively
Assess each
student
Veteran's
educational
goal
Chi-Square
2.571a
6.000b
2.571a
3.600a
3.600a
df
Asymptotic
significancec
1
1
1
1
1
0.109
0.050
0.109
0.527
0.593
Note
b. 3 cells (100.0%) have expected frequencies less than 5. The minimum
108
Table 72
Serving Veterans from 15 Years and longer Binomial Hypothesis Test Summary
Null Hypothesis
Retain the
null
0.1091
hypothesis
Retain the
null
0.1801
hypothesis
Retain the
null
1
0.754
hypothesis
Retain the
null
0.7911
hypothesis
Note
1
Table 72 displays exact significances for this test. The significance level = 0.05.
seldom justified. Similarly, the discussion of essential practices for Research Question 3
follows.
109
RESEARCH QUESTION 3
Research Question 3 asks: What program practices did CCCS student Veterans
identify as essential for serving student Veterans at CCCS institutions using a consensus
formula? The discussions of analysis of the final student Veteran online survey follow.
As previously discussed, it was necessary to condense essential and important
categories together in order to determine essential practices (see Table 73). Only those
than 3.74 identify as essential practices (see Table 8). As a result, SVEP combined group
ratings have a mean (M) and consensus percentage falling within the defined range
detailed by the SVEP essentiality rubric (see Table 8). Moreover, the standard deviation
(sd) measures the average range of practice essentiality (see Table 8). The standard
deviation (sd) vary by survey question (see Table 73). Categories of range for standard
deviations are:

Narrow ≤ .50

Moderate >.50 < .70

Wide ≥ .70
110
Table 73
Final Student Veteran Online Survey
Potential Essential Practice
My college should make sure that
each student Veteran has access to a
Veterans Resource Center.
My college Student Veterans
Program should make sure that
campus staff (administrators,
counselors, advisors) and faculty
make sure that each student Veteran
has full access to learning
opportunities.
each student Veteran has physical
access to all facilities.
My college Student Veterans
Program should make sure that
campus staff (administrators,
counselors, advisors) and faculty
have information about the needs of
student Veterans on my campus.
each student Veteran has an
educational goal.
should work with Career Services
staff to ensure that counselors can
successfully assist student Veterans
in translating their military
experience to civilian skills and
career paths. Career Services staff
should also be able to assist student
Veterans in understanding how to
translate their knowledge and
abilities to the civilian skill sets
expected during job interviews.
Each Community College has a
President, this person is responsible
for the success of the college. With
this in mind, should the college
president's office support student
Veterans in being successful
students?
n
Mean
sd
Consensus %
454
3.94
.379
94
447
3.91
.454
91
447
3.91
.454
91
457
3.84
.601
84
454
3.82
.618
82
449
3.82
.632
82
451
3.80
.666
80
111
Table 74 continued
My campus Student Veterans
Program should connect with DSPS
to coordinate in providing
information which allows me to
understand my rights, as an
American citizen, under the ADA
Amendments Act of 2008, as
amended, and Section 504 of
Vocational Rehabilitation Act of
1973, as amended.
How important is it to train faculty on
student Veterans issues including
Posttraumatic Stress Disorder (PTSD),
Traumatic Brain Injury (TBI), and
other such challenges?
My campus Student Veterans Program
should connect with DSPS to
coordinate in providing information
which allows me to understand my
rights, as an American citizen, under
the ADA Amendments Act of 2008, as
amended, and Section 504 of
Vocational
My campus Career Services Office
should be able to teach student
Veterans how to incorporate military
experience in resumes for civilian
employment.
How important is it that student
Veterans reach out to support other
student Veterans?
My campus Internet website should
have a "Veterans" link on the main
page of the institution website.
My college should offer orientation for
student Veterans.
How important is it for my campus to
contact me for an exit interview to
learn why I may have withdrawn from
college, transferred to another college,
dropped out of college, or not
completed a program or college
degree?
448
3.79
.664
79
450
3.71
.774
71
450
3.67
.811
67
448
3.65
.833
65
449
3.62
.837
62
447
3.57
.920
57
450
3.56
.909
56
448
3.44
1.032
44
112
rejecting the Ho for one essential practice (see Table 74). The presentations of ordinal
statistical tests follow.
113
Table 74
Final Student Veteran Survey: Chi-Square Test: α = .05
My college should make sure that each
student Veteran has access to a Veterans
Resource Center Vet Center.
My college Student Veterans Program
should make sure that campus staff
(administrators, counselors, advisors) and
faculty make sure that each student
Veteran has full access to learning
opportunities.
My college should make sure that each
student Veteran has an educational goal
faculty have information about the needs
of student Veterans on my campus.
Each Community College has a President;
this person is responsible for the success of
the college. With this in mind, should the
college president's office support student
Veterans in being successful students?
faculty make sure that each student
Veteran has full access to learning
opportunities.
How important is it to train faculty on
student Veterans issues including
Posttraumatic Stress Disorder (PTSD),
Traumatic Brain Injury (TBI), and other
such challenges?
Chi-Square
df
Asymptotic
significance
831.847a
2
.000
784.040b
2
.000
701.026a
2
.000
727.462c
2
.000
688.887d
2
.000
784.040b
2
.000
588.253e
2
.000
114
Table 74 continued
How important is it for my campus to
contact me for an exit interview to learn
why I may have withdrawn from college,
transferred to another college, dropped
out of college, or not completed a
program or college degree?
should work with Career Services staff to
ensure that counselors can successfully
assist student Veterans in translating their
military experience to civilian skills and
career paths. Career Services staff should
also be able to assist student Veterans in
understanding how to translate their
knowledge and abilities to the civilian
skill sets expected during job interviews.
How important is it that student Veterans
reach out to support other student
Veterans?
My campus Student Veteran Program
should encourage the campus Disability
Services Office to provide information to
assist student Veterans. This information
would allow student Veterans to become
aware of technical resources (i.e.,
assistive technology, learning software,
alternate media, etc.), possible
accommodations (testing, note taking,
etc.), and legal rights (ADAAA and
Section 504). This information can help
student Veterans be students that are more
successful.
My college should offer orientation for
student Veterans.
My campus Career Services Office should
be able to teach student Veterans how to
incorporate military experience in resumes
for civilian employment.
Chi-Square
df
Asymptotic
significance
372.219f
2
.000
695.844g
2
.000
492.619g
2
.000
658.665f
2
.000
449.333e
2
.000
529.558f
2
.000
115
Table 74 continued
Chi-Square
My campus Internet website should have
a "Veterans" link on the main page of the
472.711b
institution website.
My campus Student Veterans Program
should connect with DSPS to coordinate
in providing information which allows me
to understand my rights, as an American
citizen, under the ADA Amendments Act
of 2008, as amended, and Section 504 of
Vocational Rehabilitation Act of 1973, as
551.413e
amended.
Note
df
Asymptotic
significanceh
2
.000
2
.000
a. a. 0 cells (0.0%) have expected frequencies less than 5. The minimum
b. b. 0 cells (0.0%) have expected frequencies less than 5. The minimum
c. c. 0 cells (0.0%) have expected frequencies less than 5. The minimum
d. d. 0 cells (0.0%) have expected frequencies less than 5. The minimum
e. e. 0 cells (0.0%) have expected frequencies less than 5. The minimum
f. f. 0 cells (0.0%) have expected frequencies less than 5. The minimum
g. 0 cells (0.0%) have expected frequencies less than 5. The minimum expected
h. Asymptotic significance means that a theoretical possibility exists that a score
the distribution of responses, demonstrate that sorting data based on being student
Veterans is justified. References cited in the study follow.
116
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129
APPENDICES
APPENDIX A: PEP 35-QUESTION ONLINE SURVEY & DEMOGRAPHICS
1. I understand the risks associated with voluntarily participating in this survey.
(a) yes, I agree to participate in the survey
(b) no, (skip to end)
2. Name of Institution:
3. Current Position/Job Title:
4. Years in Current Position:
(a) less than 3 years
(b) 3 years up to 5 years
(c) 5 years up to 10 years
(d) 10 years up to 15 years
(e) 15 years up to 20 years
(f) 20 years up to 25 years
(g) 25 years up to 30 years
(h) 30 years or more
5. Total years working in the field of your Current Position:
130
6. Total years working with veterans:
7. Highest educational degree you have received:
(a) None
(b) High school or GED
(c) Associate Degree
(d) Bachelor’s Degree
(e) Master’s Degree
(f) Terminal Degree
(g) Other:
8. Field of study for highest educational degree received
9. Highest military rank attained (if you choose N/A, the survey will skip to Q11)
(a) N/A
(b) Rank
10. Are you a veteran with a service-connected disability?
(a) no
(b) yes
11. Gender
(a) male
(b) female
(c) choose not to respond
131
Program Practices
This is the first of a series of three Delphi questionnaires. The aim of this study is to
explore and assess the numerous practices used in providing services for two groups of
student veterans (1) student veterans WITH disabilities and (2) student veterans without
disabilities in higher education. The Delphi technique provides an organized method for
correlating views and practices pertaining to student veterans’ programs. In this first
Delphi questionnaire, you are asked to do three things:
1. RATE your opinion on the essentiality of every issue for providing services to student
veterans WITH disabilities and student veterans without disabilities. Each group has a
separate rating question.
2. After RATING each practice, please make any comments you wish. Feel free to
suggest clarifications, argue in for or against any items, or ask questions. You may write
these comments or ask for a microphone or transcriber.
3. Add any practices or policies you feel are missing related to providing services for
student veterans in higher education. Please add this data in the comments section.
EXAMPLE Questions for this Study evaluate
Rate practice (not important, somewhat important, important, essential) for two groups
(1) veterans WITH disabilities and (2) veterans without disabilities.
2. Please add comments on any practice or add practices that you believe should be
rated. For your convenience, a comment box is provided after each practice.
 The comment box gives you to record any commentary you wish about the
question or study. You may also use the comment box to add a practice you
believe should be rated and ranked.

Each practice should be a standalone concept. Each of your statements may be
given the same rating or a different rating. Example:
I. Institutional representatives visit Veterans Hospitals and Military Hospitals to recruit
veterans with disabilities as student veterans.
a. Please RATE this practice for veterans WITH disabilities.
1. not important
2. somewhat important
3. important
4. essential
b. Please RATE this practice for veterans without disabilities.
1. not important
3. important
4. essential
Comments:
132
1.
Encourage student veterans to tell their friends of great experiences on campus,
friendly vets, social events, etc.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
a. Comments:
2.
Share experiences with other higher education institutions.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
3.
Assess each student veteran’s educational goals.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
133
4.
Encourage student veterans to contact the Disability Service Office or make
contact with the office while the student is present.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
This is the second or four areas to discuss and choose. Please use the red pencil for this
section.
5.
Assess past learning experiences of each student veteran.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
6.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
134
7.
Institution has an ombudsman to facilitate understanding of institution’s policy on
transferring military experience for college credit as well as prior college credits.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
8.
Provide specific interview skill training for Career Services on successfully
translating military experience to civilian skills, knowledge, and abilities.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
9.
Train faculty on veterans issues including Traumatic Brain Injury (TBI).
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
135
10.
Encourage each campus office to be as helpful as possible to veterans.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
11.
Ensure each veteran has access to full learning opportunities.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
12.
Get information about veterans needs from the veterans on my campus.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
136
13.
Institution focuses advertising on how the specific institution of higher education
(IHE) sets up veterans for success by allowing them to explore new ideas, paths,
and interests.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
14.
Institution provides a “Veterans” link on main page of institutions website.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
15.
Provide a check box on all admission application forms for veterans to check.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
137
16.
Provide information about campus resources to student veterans, particularly, for
those who may be enrolled in non-traditional classes, online, etc.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
17.
Require all student veterans to attend some kind of new student orientation.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
18.
Top-down support is provided from the president’s office to make things happen
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
138
19.
Train counseling personnel in military terminology, as well as military culture and
veterans’ culture.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
20.
Train faculty on veterans issues including Posttraumatic Stress Disorder (PTSD).
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
21.
Veterans are encouraged to talk and reach out to support other veterans.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
139
22.
When possible conduct one-on-one appointments with veterans about assessing
needs including transfer credits.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
23.
Use exit interviews to learn why a student veteran may have withdrawn,
transferred, dropped out, or not completed a degree.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
24.
Assess each veteran’s vocational goals.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
140
25.
Understanding the rights veterans with disabilities have under ADA and Section
504 of the Vocational Rehabilitation Act of 1973, as amended.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
26.
Support teaching student veterans how to incorporate military experience in
resumes for civilian employment.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
27.
Veterans are encouraged to talk to each other and reach out to support other
veterans.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
141
28.
Have a single point-of-contact on campus other than the Veterans Certifying
Official to advise veterans in navigating the maze of veterans and campus benefits
and services.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
29.
Train academic advisors to work with student veterans.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
30.
Train staff in recognizing the newness of disability to veterans with disabilities.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
142
31.
Host a veterans breakout session during general orientation.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
32.
Encourage student veterans to tell their friends of great experiences on campus
(e.g., friendly vets, social events, etc.).
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
33.
Train faculty on veterans issues including the value of student veterans to the
institutions learning community.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
143
34.
Encourage student veterans to take career interest inventories to provide general
direction in education.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
35.
Implement an accounting system to record the graduation rates of all military
affiliated students (e.g., student veterans, active military, dependents, and
significant others, in comparison to the general student population on campus.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
c. Comments:
Note
Rounds 2 and 3 include data on Mean and Standard Deviation for each potential
essential practice.
144
APPENDIX B: PEP FOCUS GROUP 15-QUESTIONS
ESSENTIAL SERVICES FOR STUDENT VETERANS
RESEARCH STUDY DISCLOSURE
This study is conducted of behalf of the CA Community Colleges Chancellors Office
through the High Tech Center Training Unit Grant. Your institution was selected by
California Community College Chancellors Office to participate in this study. You are
invited to participate in this three round Delphi survey. The survey’s purpose is to
validate the findings of SVP director’s perceptions of essentiality of SVP practices used
to serve student Veterans with disabilities and Veterans without disabilities as higher
education students. We will use a Modified Delphi Technique (MDT). The MDT is well
suited as a method for consensus-building by using a series of in person open discussions
to collect data from a panel of selected experts.
Your responses will be protected and you will not be contacted again in the future after
the study regarding the collected data. You will not be paid for being in this study. This
survey does not involve any known risk to you. However, the benefits of your
participation may affect society by helping to increase knowledge about improving the
college success of student Veterans. At the conclusion of this study, the researcher may
publish the findings. Information will be presented in summary format and you will not
be identified in any publications or presentations.
You do not have to participate in this study if you do not want to. You do not have to
answer any question that you do not want to answer, for any reason. We are here to
answer any questions you have about this study. If you have further questions about this
project, or if you have a research-related problem, you may contact me at 801-987-8243
).
Thank you again for your participation, and remember that the reported data will not
personally identify you in any way. If you have any questions, please do not hesitate to
contact me.
Wayne Miller, PhD
Contract Researcher
I agree to participate voluntarily in this study to help others.
Yes
No
On the following page, you will be asked to answer seven demographic questions and
asks for your comments about helping new student Veterans and being a Veteran.
145
Demographic Questions
1. Name of Institution:
2. Current Position/Job Title:
3. Years in Current Position:
4. Total years working in the field of your Current Position:
146
5. Total years working with veterans:
6. Highest educational degree you have received:
(a) None
(b) High school or GED
(c) Associate Degree
(d) Bachelor’s Degree
(e) Master’s Degree
(f) Terminal Degree
(g) Other:
7. Field of study for highest educational degree received
8. Highest military rank attained (if you choose N/A, the survey will skip to Q11)
(a) N/A
(b) Rank
9. Are you a veteran with a service-connected disability?
(a) no
(b) yes
10. Gender
(a) male
(b) female
(c) choose not to respond
147
THANK YOU – The next 16 questions asks the importance of a specific college practice
to you. Except for question 16, these practices were ranked previously six different times
by administrators, counselors, advisors, and faculty at 112 California Community
Colleges. Questions will be displayed on the screen in the front of the room. Please
answer on the scoring sheet.
148
1. My college should make sure that each student Veteran has physical access to all
facilities.
Not
important
Somewha
t
Important
Important
Essential
A. Before there is any discussion, please mark your choice as to the importance of
this practice with the number 1.
B. After discussion, please re-rate your original choice with the number 2.
C. Following the second discussion, please use the number 3 for your final choice for
this practice.
You are not required to change your original rating.
Comments
2. My college should make sure that each student Veteran has access to a Veterans
Resource Center.
Not
important
Somewha
t
Important
Important
Essential
A.
Before there is any discussion, please mark your choice as to the importance of
B.
After discussion, please re-rate your original choice with the number 2.
C.
Following the second discussion, please use the number 3 for your final choice for
this practice.
Comments
149
3. My college should make certain that each student Veteran has an educational goal.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
4. My campus Student Veterans program should make sure campus administrators,
counselors, advisors, and faculty have information about student Veterans needs on
my campus.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
150
5. Should the college president’s office support student Veterans?
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
6. My campus Student Veterans program should make sure administrators, counselors,
advisors, and faculty on my campus make certain each student Veteran has full access
to learning opportunities.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
151
7. How important is it to train faculty on student Veterans issues including
Posttraumatic Stress Disorder (PTSD) and Traumatic Brain Injury (TBI)?
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
8. I urge my campus to contact me to conduct an exit interview to learn why I may have
withdrawn from the college, transferred to another college, dropped out of college, or
not completed a program or college degree.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
152
9. My campus Student Veteran program should provide specific skill training to Career
Services staff on how to successfully translate military experience to civilian skills,
knowledge, and abilities to aid student Veterans during job interviews.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
_
10. Student Veterans should reach out to support other student Veterans.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
153
11. My campus Student Veteran program should encourage the campus Disability
Services Office to provide information which assists student Veterans to become
aware of the technical resources (such as Assistive Technology, Learning Software,
and Alternate Formats or Media) available to help student Veterans be more
Not
important
Important
Somewha
t
Important
Essential
this practice.
Comments
12. My campus Student Veterans program should host a student Veteran’s breakout
session during general orientation.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
154
13. My campus Career Services Office should be able to teach student Veterans how to
incorporate military experience in resumes for civilian employment.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
14. My campus Internet website should have a "Veterans" link on the main page of the
Not
important
Important
Somewha
t
Important
Essential
this practice.
Comments
155
15. My campus Student Veterans program should provide information which will allow
me to understand my rights as an American citizen under the Americans with
Disabilities Act and Section 504 of the Vocational Rehabilitation Act of 1973, as
amended.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
16. Please list the seven most important services (helps) which you have received as a
student only if you can come up with as many as seven, otherwise just give us as
many as you can. Would you please identify the source of this help or service (such
as Veteran Resource Center, fellow student Veteran, counselor, etc.)?
i.
ii.
iii.
iv.
v.
vi.
vii.
156
THANK YOU
156
APPENDIX C: SVEP 35-POTENTIAL ESSENTIAL PRACTICES &
DEMOGRAPHICS
YES
Next, you will be asked to answer seven demographic questions.
Seven Demographic Questions
1.
In what branch of the military did you serve?
2.
What was your discharge rank?
3.
How many combat tours did you serve?
4.
Were you wounded?
5.
What is your vocational goal?
6.
What recommendations would you give to a new student Veteran?
7.
Comments:
NO
157
Program Practices
This is the first of a series of three Delphi questionnaires. The aim of this study is to
explore and assess the numerous practices used in providing services for two groups of
student veterans (1) student veterans WITH disabilities and (2) student veterans without
disabilities in higher education. The Delphi technique provides an organized method for
correlating views and practices pertaining to student veterans’ programs. In this first
Delphi questionnaire, you are asked to do three things:
1. RATE your opinion on the essentiality of every issue for providing services to student
veterans WITH disabilities and student veterans without disabilities. Each group has a
separate rating question.
2. After RATING each practice, please make any comments you wish. Feel free to
suggest clarifications, argue in for or against any items, or ask questions. You may write
these comments or ask for a microphone or transcriber.
3. Add any practices or policies you feel are missing related to providing services for
student veterans in higher education. Please add this data in the comments section.
EXAMPLE Questions for this Study
Rate practice (not important, somewhat important, important, essential) for two groups
(1) veterans WITH disabilities and (2) veterans without disabilities.
2. Please add comments on any practice or add practices that you believe should be
rated. For your convenience, a comment box is provided after each practice.
 The comment box gives you to record any commentary you wish about the
question or study. You may also use the comment box to add a practice you
believe should be rated and ranked.

Each practice should be a standalone concept. Each of your statements may be
given the same rating or a different rating. Example:
I. Institutional representatives visit Veterans Hospitals and Military Hospitals to recruit
veterans with disabilities as student veterans.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
158
1.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
2.
Share experiences with other higher education institutions.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
3.
Assess each student veteran’s educational goals.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
159
4.
Encourage student veterans to contact the Disability Service Office or make
contact with the office while the student is present.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
5.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
6.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
160
7.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
8.
translating military experience to civilian skills, knowledge, and abilities.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
9.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
161
10.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
11.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
12.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
162
13.
(IHE) sets up veterans for success by allowing them to explore new ideas, paths,
and interests.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
14.
Institution provides a “Veterans” link on main page of institutions website.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
15.
Provide a check box on all admission application forms for veterans to check.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
163
16.
Provide information about campus resources to student veterans, particularly, for
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
17.
Require all student veterans to attend some kind of new student orientation.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
18.
Top-down support is provided from the president’s office to make things happen
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
164
19.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
20.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
21.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
165
22.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
23.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
24.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
166
25.
Understanding the rights veterans with disabilities have under ADA and Section
504 of the Vocational Rehabilitation Act of 1973, as amended.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
26.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
27.
Veterans are encouraged to talk to each other and reach out to support other
veterans.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
167
28.
Have a single point-of-contact on campus other than the Veterans Certifying
Official to advise veterans in navigating the maze of veterans and campus benefits
and services.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
29.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
30.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
168
31.
Host a veterans breakout session during general orientation.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
32.
Encourage student veterans to tell their friends of great experiences on campus
(e.g., friendly vets, social events, etc.).
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
33.
Train faculty on veterans issues including the value of student veterans to the
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
169
34.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
35.
significant others, in comparison to the general student population on campus.
1. not important
3. important
4. essential
1. not important
3. important
4. essential
Comments:
Note
Rounds 2 and 3 include data on Mean and Standard Deviation for each potential
essential practice.
170
APPENDIX D: SVEP FOCUS GROUPS QUESTIONS
YES
NO
Next, you will be asked to answer seven demographic questions.
1.
In what branch of the military did you serve?
2.
What was your discharge rank?
3.
How many combat tours did you serve?
4.
Were you wounded?
5.
What is your vocational goal?
6.
What recommendations would you give to a new student Veteran?
7.
Comments:
THANK YOU – The next 16 questions asks the importance of a specific college
practice to you. Except for question 16, administrators, counselors, advisors, and faculty
at 112 California Community Colleges previously ranked these practices six different
times.
facilities.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
171
Resource Center.
Not
important
Somewha
t
Important
Important
Essential
A.
Before there is any discussion, please mark your choice as to the importance of
B.
After discussion, please re-rate your original choice with the number 2.
C.
Following the second discussion, please use the number 3 for your final choice for
this practice.
Comments
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
172
my campus.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
173
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
174
Not
important
Somewhat
Important
Important
Essential
this practice.
Comments
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
175
176
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
Comments
176
Not
important
Important
Somewha
t
Important
Essential
this practice.
Comments
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
177
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
Not
important
Important
Somewha
t
Important
Essential
this practice.
Comments
178
amended.
Not
important
Somewha
t
Important
Important
Essential
this practice.
Comments
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
179
THANK YOU
179
APPENDIX E: SVEP FINAL 15 PRACTICE ONLINE SURVEY
ESSENTIAL SERVICES FOR STUDENT VETERANS
RESEARCH STUDY DISCLOSURE
This study is conducted of behalf of the CA Community Colleges Chancellors Office
through the High Tech Center Training Unit Grant. Your institution was selected by
California Community College Chancellors Office to participate in this study. You are
invited to participate in this three round Delphi survey. The survey’s purpose is to
validate the findings of SVP director’s perceptions of essentiality of SVP practices used
to serve student Veterans with disabilities and Veterans without disabilities as higher
education students. We will use a Modified Delphi Technique (MDT). The MDT is well
suited as a method for consensus-building by using a series of in person open discussions
to collect data from a panel of selected experts.
Your responses will be protected and you will not be contacted again in the future after
the study regarding the collected data. You will not be paid for being in this study. This
survey does not involve any known risk to you. However, the benefits of your
participation may affect society by helping to increase knowledge about improving the
college success of student Veterans. At the conclusion of this study, the researcher may
publish the findings. Information will be presented in summary format and you will not
be identified in any publications or presentations.
You do not have to participate in this study if you do not want to. You do not have to
answer any question that you do not want to answer, for any reason. We are here to
answer any questions you have about this study. If you have further questions about this
project, or if you have a research-related problem, you may contact me at 801-987-8243
([email protected]).
Thank you again for your participation, and remember that the reported data will not
personally identify you in any way. If you have any questions, please do not hesitate to
contact me.
Wayne Miller, PhD
Contract Researcher
I agree to voluntarily participate in this study to help others.
Yes
No
On the following page, you will be asked to answer seven demographic questions.
Question 7 is on page 3 and asks for your comments about being a student Veteran.
180
1. In what branch of the military did you serve?
2. What was your discharge rank?
3. How many combat tours did you serve?
4. Were you wounded?
5. What is your vocational goal?
6. What recommendations would you give to a new student Veteran?
THANK YOU – The next 16 questions asks the importance of a specific college practice
to you. Except for question 16, administrators, advisors counselors, faculty, and student
Veterans from the California Community College System Colleges ranked these practices
previously 12 different times.
181
facilities.
Not Important
Somewhat Important _
Important
Essential
Comments
Resource Center.
Not Important
Important
Essential
Comments
Not Important
Important
Essential
Comments
my campus.
Not Important
Important
Essential
Comments
Not Important
Important
Essential
Comments
Not Important
Comments
Important
Essential
182
Not Important
Important
Essential
Comments
Not Important
Important
Essential
Comments
Not Important
Important
Essential
Comments
Not Important
Important
Essential
Comments
Not Important
Important
Essential
Comments
Not Important
Comments
Important
Essential
183
Not Important
Important
Essential
Comments
Not Important
Important
Essential
Comments
amended.
Not Important
Important
Essential
Comments
xv.
xvi.
xvii.
xviii.
xix.
xx.
xxi.
THANK YOU
184
APPENDIX F: PEP UNEDITED CURRENT POSITIONS

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A & R [admissions and records] Tech
A&R [admissions and records]Technician - Veterans
Admissions & Records Assistant
Admissions & Records Specialist
Admissions & Records Supervisor
Admissions and Records Specialist/Certifying Official
Admissions and Records Technicial [Technician]
admissions and records technician [technician]/bilingual
Assistant Dean; VETS Director
Assoc. Dean, Enrollment Management
Associate Dean
Associate Dean Health, Wellness and Veterans
Career/Transfer/Veterans Services Technician
coordinator
Coordinator Veteran's Services/Veterans Counselor
Coordinator, Assistive Technology Center
Coordinator, Veterans Services & Scholarships
Dean of Admissions and Student Support Services
Dean, Admissions and Records
Dean[m], Student Support Services
Director - VRC/DSPS
Director of Financial Aid, Scholarships & Veterans
Director of Financial Aid, Veterans & Scholarships
Director, Admissions and Records
Director, Financial Aid
Director, Financial Aid
Educational Services Generalist
Faculty Leader
Financial Adi [Aid] Director
Financial Aid Coordinator
Financial Aid Specialist
Financial Aid Specialist III/Veteran's Coordinator
Financial Aid Specialist/VA Certifying Official
Financial Aid Specialist/VA Certifying Official
Financial Aid Technician II
Lead Admissions & Records Assistant
Program Coordinator
Registrar
Scholarship/Veterans Technician
Secretary to Dean of Matriculation
185
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Veteran Certification Specialist
Veteran Services Coordinator
Veterans Certifying Official
Veterans Coordinator
Veterans Services Technician
Veterans Support Program Advisor and Certifying Official
Vice President of Student Personnel
Vice President of Student Services
186
APPENDIX G: UNEDITED PEP COMMENTS
Share experiences with student Veterans and other higher education institutions.
1. Critical for Vets with disabilities to find answers and best practices; currently and in
the future.
2. As a college with a new Veteran’s program it is essential to know what colleges are
doing and share ideas.
3. Unclear of still referring to college experience.
4. Still essential whether sharing VET office with other VET office’s or student sharing
experience.
5. Think through this one.
6. This may be essential today, but not necessarily so in the future. When establishing a
VRC, collaboration/sharing are essential. Later on such collaboration may be
important.
7. Always useful for Vets to discuss experiences at other schools to help other Vets
make good decisions. In terms of sharing experiences and best practices, it is crucial.
8. Add “Professional” to beginning of question.
9. Good for motivating students/Vets who might not have considered transfer.
10. Essential for campus personnel.
11. Transitioning from CC to CSU or UC can be difficult.
12. Key for transfer students.
13. Depends on what institution you are talking about…Who does it, what is needed. I
think it is very important to have all colleges on same page and provide accurate
information.
14. Chancellor’s office should facilitate sharing of experiences and practices!
15. This is happening at regional meetings but not all players are represented. If all levels
of staff, faculty and admin were represented, more success could ensue.
16. Best practice.
187
Assess each student veteran's educational goals.
17. It is a requirement in order to be certified and use their GI Bill. So the Vet does not
burn up their benefit eligibility.
18. All vets need clear path of travel via SEP to jobs!
19. Essential because Veteran students are required to follow a SEP.
20. Based on SB1440.
21. Easily of the most import priorities.
22. Without proper assessment/planning Vets can burn up their benefits on wasted
classes.
23. How else will you know how to meet that goal?
24. Veterans with disabilities are more difficult to access unless they go to DPSS. I’m not
a DPS Counselor and may not be able to access how realistic the goal is.
25. Required by EO 13607 of all benefit
vets.
188
Encourage student veterans to contact the Disability Service Office or make contact
with the office while the student is present.
26. If referring, going “with” is important to facilitate and make introductions.
27. Provide students with the information, it may be something they may use in the
future.
28. Vet may not have a certified medical disability, could still benefit from personal
counseling.
29. Other Vet worker’s encourage students.
30. You have to be CAREFUL when bringing this issue up.
31. Even those Vets with identified disabilities often don’t want to contact DSPS
because: (a) Don’t understand how it can help; and (b) Think if they use the services,
someone “more disabled” will have to do without.
32. I think it is important to have a representative from DSPS provide hours in the VRC.
If the rep is contacting the DSPS while the student is in the office, this helps forge
relationship and also provides a point of contact. It can open doors.
33. May not have staff to do this, but DSPS info is included in our Vet Benefit info
packet.
34. Essential to bring DSPS to VRC.
35. Encouragement and support.
36. Time limit on educational benefits.
37. Team approach is best. Most won’t go on their own.
189
38. Don’t always have the time and may have other staff or fellow Veteran to walk them
over. We do have DSPS come to orientation.
39. VA requires assessment of past training and education as part of their regulations.
40. Assessing is multiple measures: transcripts, placement tests; assessments, application,
counseling, and LD assessment.
41. Both groups have contributions to share with prior to joining military placement
(prior high school experience).
42. Registrar, A & R, Counseling.
43. We need a statewide rubric/template.
44. Without proper assessment/planning Vets can burn up their benefits on wasted
classes.
45. Approach this with sensitivity and based on individual reaction especially in the face
of individual hidden disabilities.
46. This is important when setting their goals or IEP’s.
47. Essential as a counselor in order to help them reach the academic role.
48. Through assessment you can better gage skill level.
49. Students should be assessed by DSPS if reported (learning & physical) to note
resources and special needs.
190
50. A Vet without disabilities could also be someone with mental issues, PTSD, TBI, etc.
51. Focus on Universal Design principles for all student access.
52. Be open and welcoming.
53. No brainer.
54. This is why it may be better to house a DSPS counselor in the VRC even for a few
hours.
55. Compliance/regulatory issue.
191
56. Counselors and evaluators need to be trained in understanding the military education
or training experience. “Should be certified at the state level”. VA regulations require
evaluation of prior training and education.
57. Clarify that many college faculty, and staff can and should facilitate understanding,
not just one ombudsman.
58. Both will benefit.
59. From a small college, this function is not being done for Vets, however I agree it may
be a bottleneck in large institutions.
60. Most CA 2 year public schools don’t accept such credits. Deal with this as a State
(CSU, UC, and CCC).
61. I’m not sure if “ombudsman” is the right position.
62. Or could be a counselor.
63. With the new limits on Unites for Financial Funding it is essential to what is
important and when it is important to give military credit. Giving lots of unit credit
for non-essential training will work against the Veteran on financial aid.
64. This should be required.
192
translating military experience to civilian skills, knowledge, and abilities during job
interviews.
65. Essential to understand how military experience and/or disability impact interviews.
66. Military exit program (“TAP”) already exists and other agencies partnership.
67. I would include life skills as a civilian vs. military culture, i.e. interview lunch/dinner.
68. Some combat arms Vets don’t have transferrable skills.
69. Important for resumes and essential if want to stay in the same field as their military
occupation.
70. I think this is important, because how you ask a question can provide some nonverbal
information that may help the Vet or not feel uncomfortable to talk about things.
71. How you ask a question is imperative to getting the Informant to getting the
informative answer you are looking for.
72. Use transferable skills.
73. Career services department should be a partner in this.
74. We currently only give six units and waive health and physical education through
transcript evaluation. We would be able to triage them out to a university in a timely
fashion.
75. They are accustomed to taking orders so guiding them through the interview process
will bring out their transferrable skills.
76. Those students the URAP have a limited amount of time. It is essential to make sure
are the year they are ready for the work place.
193
77. Encourage Veterans to speak to faculty in call at state of semester.
78. Essential to offer workshops, panel, and class visits, etc., to create a Trauma Informed
campus.
79. I’ve had veterans tell me, they don’t want or like that the instructors know they are
veterans because they’ll point them out or the teacher will have a political agenda
against Veterans.
80. Offer training for faculty and staff.
81. Might not be medically documented, faculty may see signs of TBI.
82. Lack of interest in Veteran students or knowledge of Veteran students by faculty.
83. We don’t do this enough.
84. Why not ask, “Train faculty on veterans issues including [other prominent
disabilities]?”
85. Veterans without disabilities are often just “undiagnosed”.
86. Faculty won’t show up.
87. Many Vets do not understand why they are experiencing difficult in class.
88. Word the question: “Train faculty and staff…”
89. This is essential for DSPS, faculty, and staff. The fact that the Veteran uses or needs
tools to help them in school. They need to understand; What TBI is?
90. Those working with DSPS will have access to accommodations.
91. Essential to train faculty on Veterans issues including TBI, etc.
92. All faculty should be given at least a basic overview of issues from combat Veterans.
93. Provide mental health wellness fair/training during flex week.
94. Need more resources for faculty retreats and training.
194
95. Campus office staff and administration – same as faculty.
96. See no difference in priority.
97. We don’t do this enough.
98. This is essential but requires a lot of cross trainings and cooperation from all
departments.
99. Be certain to say “how” to be helpful.
100.
Restate question to read, “Train” each campus…..
101.
Essential to encourage and train how to be as helpful as possible to Veterans.
102.
They are use to streamline orders of time, they are not aware of the hierarchy.
195
103.
Exposure to.
104.
Essential for all students.
196
105.
Learn from Veterans what they need and want.
106.
Some Vets may not self-disclose or prefer to not provide feedback.
107.
We need to ask.
108.
Depends on population numbers.
109.
Institutionalize Vet representative on Task Force/Advisory Committee. This is
where I always get my best practices!!
110.
Essential!
197
(IHE) set up veterans for success by allowing them to explore new ideas, paths, and
interests.
111. Restrictions of budget crisis and legislation of student services act to narrow the
opportunities of exploring new ideas, paths and interest.
112.
GI Bill doesn’t certify and pay for classes not on prescriptive SEP.
113.
This would be nice, but most CCC schools don’t advertise.
114.
Not as important as word-of-mouth.
115.
Those getting VA benefits do not get time to explore too many options.
116.
I feel it is essential to focus on promotion in VRC.
198
Institution provides a "Veterans" link on institution main page of institution
website.
117.
118.
Inform for prospective as well as current Vets from out of country.
Training for staff re: Facebook pages, blog, chatters, twitter, etc. in addition to
only website.
119.
Provide info for Veteran’s families and professional peers not necessarily
Veterans themselves.
120.
We do this but need more.
121.
Yes, this is essential.
122.
This is essential for Vets to navigate some sites are because they are too
cumbersome. A good site is easier than others.
123.
This needs to happen on every campus.
124.
With it on the main page, you may not have the capacity to serve them by
advertising so broad.
199
Provide information about campus resources to student veterans, particularly for
125. Students must be made aware of resources on campus!
200
Require all student veterans participate in some kind of new student orientation.
126. We have offered workshops on registration and Veterans do not respond and do
not attend because we do not make it mandatory!!!
127.
Should have a special orientation for VETs in addition to regular orientation to be
them navigate certification, VA Benefits and other services on campus for VETs.
128.
Should be Veteran specific orientation.
129.
Provide a welcome packet.
130.
Essential for all students. Essential to include info regarding financial aid and Vet
benefit info.
201
Top-down support is provided from the president’s office, to make things happen
131.
Can move forward with advocacy without top down support.
132.
Specific workshops orientation for VETS added to all new student orientation.
133.
We have an online mandatory version for veterans.
134.
VA law does not prohibit the requirement; however, state does not require all
community college students to attend orientation.
135.
But not necessarily received!
136.
Facilitation not micromanagement direction.
137.
We need a President’s Veterans Advisory Committee.
138.
Without this, best practices cannot be implemented. Vet Advisory groups should
report to a VP/President.
139.
Advisory group reporting to the President.
202
140.
141.
We actually have counselors who either refuse or don’t want to see Veterans.
General counseling. Need clarification to this. I think it is essential. The Veterans
counselor knows Military Terminology-General Counseling, no so much.
142.
Failed to realize at first that our general counselors already “talk the talk”.
143.
It’s also important to educate Veterans about the community college’s
terminology and culture…it’s a two-way street, a process of “cross-cultural”
communication.
144.
General counseling staff its non-essential…there should be a designated Vet
counselor.
145.
VA/GI Bill benefits’ training is vital.
146.
Military culture and veteran’s culture very important…terminology not as
important.
147.
We have staff development workshops.
148.
If possible great….if not, OK. Essential to train on unique/best practices in
working with student Vets. Could include terminology culture.
203
149. Same as TBI comments: include Vets as “trainers” in classroom with faculty; oneon-one in confidential setting.
150.
Might not be medically documented, faculty may see signs of PTSD.
151.
Mandatory.
152.
Lack of interest in Veteran students or knowledge of Veteran students by faculty.
153.
Needs to be mandatory and focus on removing stigma/fear.
154.
Many misconceptions.
155.
All Veterans’ issues are important.
156.
Include with other Veteran training issues.
204
157.
Space to hang out.
158.
Some Vet’s don’t want to be identified.
159.
Always a best practice for PR purposes, to encourage camaraderie.
160.
Through clubs on campus, social activities.
205
161.
We have 1 FTE counselor plus 2 P/T counselor for 1,500 student Vets.
162.
Difficult question. Torn for answer. Unsure.
163.
Goes with goal setting, transfer track completion.
164.
ED Plan/Counseling appointments should include this.
165.
This is a must, no one Veteran is the same.
206
166.
Students don’t always tell us when they move on
167.
No funding for that level of service.
168.
Hard enough to get people assessed let alone know when they leave.
169.
The more tours of duty the more they struggle.
170.
Essential to understand what is working, what is student success?
171.
Essential to find some mechanism to learn why this is happening, may not be exit
interviews.
172.
Call Vets after leaving, “without completing” and ask why they left? Can we
help?
207
173.
Vocational within larger SEP goals.
174.
May not be logistically possible.
175.
Send email follow-up.
176.
Must know the end-point for effective planning.
177.
To provide guidance and direction.
178.
Should be incorporated into ED Planning/Counseling process.
179.
They had a vocation in the service. Many are returning to pursue educational
goals. Educational goals are created during the counseling contact.
208
Understanding the rights veterans with disabilities have under ADA and Section 504
of the Vocational Rehabilitation Act of 1973, as amended.
180.
ADA applies to all students.
181.
Essential for any disabled population.
182.
Understanding “who”?
183.
May not be essential as a best practice but should be required by regulation.
209
184.
185.
Is it when they first started school or after they have finished?
I would include life skills as a civilian vs. military culture, i.e. interview
lunch/dinner.
186.
Some combat arms Vets don’t have transferrable skills.
187.
Outside organizer can help with this.
188.
Voc Rehab and DSPS will help them assess whether their military experience will
be helpful to them.
189.
Incorporate into other Career Services Outreach/programming.
210
Have a single-point of contact on campus other that the Veteran Certifying Official
to advise veterans in navigating the maze of veterans and campus benefits and
services.
190. The point of contact should be the one who knows what is going on. Each campus
is different.
191.
VRC does this.
192.
Can’t answer. Do not agree with the question. Point of Contact most of time is the
Certifying Official. Having too many main points of contact can actually slow the
development of a Veterans Program Instead of other than, the question should be
in addition to the Certifying Official. If it is a student veteran liaison, must be a
Veteran.
193.
Yes, the POC should have the broadest perspective of all services including
resources in the community.
194.
Do on-line applications before they try to see the Certifying Official.
195.
Certifying Official does not have time to talk to everyone and are not always
available.
196.
Having several people can help to connect to other services.
197.
Limiting the scope of practice. Please train them appropriately.
198.
Please, Please, Please ensure this is one of the top best practices. CO needs to
focus on certifying. Programs/Services should be tasked to another!!!!
199.
Best practices should be to have a staff member that ONLY works on certifying
and is not required to also do financial aid, scholarships, registration, etc.
200.
Limit scope of CO to only work on certifying!
201.
The point of contact should be placed in student services (counseling/health
center).
202.
Essential because the CO at many colleges has several other duties that be over
whelming and hinder providing the current up-to-date information to our
Veterans.
203.
Best one-stop shop.
211
204.
205.
206.
Person overseeing CO to be the point person.
What is important is for every campus to have one main point-of-contact.
Every campus needs a VRC with SCO, Vet Counselor, Cashier, Fin Aid, DSPS,
etc., all working together!
212
207.
Viewed it as a counselor.
208.
Need counselor’s not academic advisors.
209.
Advisors are paraprofessionals; Counselors are faculty.
210.
Counselor vs. Advisor.
211.
Replace “academic advisors” with counselors.
212.
GI Bill/VA Benefits.
213.
Provide general awareness for students with disabilities.
214.
Best procedure: have ability to make appoint VRC for VETs counselors only.
215.
At least have one or two people that all the VETs see.
216.
Not to replace a Veterans counselor.
217.
Yes, to expand services to Vets. Ideally, a counselor and advisor assigned to serve
in the VRC every day are essential.
218.
Would prefer a counselor to advise student Veterans.
213
219. Staff in DSPS OK, but recognizing newly diagnosed issues belongs with
counselors, and faculty.
220.
Undiagnosed disability.
221.
Faculty, staff should be aware that non-disabled Vets may just be undiagnosed.
222.
Incorporate this into other training on Vet issues.
223.
Could be another road block for obtaining services.
224.
This is especially important.
214
Host a veteran’s breakout session during general orientation.
225. Most Vets do not like to be singled out. I think it would be better to HOST an
ALL Veteran orientation through the VRC.
226.
Need a Veterans’ orientation.
227.
Better to have a Vet-only orientation.
228.
Specific Vet orientation is ideal.
229.
Should have a specific orientation for VETS only to talk about education benefits,
etc.
230.
I think you should provide their own orientation.
231.
Veteran’s need their own orientation.
232.
If campus only hosts one orientation then I would like the breakout session.
215
233. 1st time Veterans enrolling in a CC seem to be very busy keeping up with classes,
jobs, families to attend “social events”, or join clubs on campus.
234.
It would be nice to have a directory of local Veterans offices and names of
Certifying Officials to call when we have a question about certifications.
Sometimes I feel like I am a “lost” ship at sea.
235.
What does “encourage” mean?
236.
Word of mouth is essential in publicizing Vet-specific events/services.
237.
Yes.
216
Train faculty on veterans’ issues including the value of student veterans to the
238. Student Vets as trainers in classrooms…military culture and skills as apply to
educational setting. Flex sessions can focus on what Vet brings to campus…as
Vet work study and how to be a student.
239.
Change negative attitude towards Vets.
240.
Veterans often feel the minority (age, political views) and fail to interact or voice
opinion due to perception of acceptance/interest or the lack…
241.
Yes!
242.
Incorporate this into other training on Vet issues.
243.
All faculty and staff should receive at least minimal training at the least.
244.
Just as student athletes and international students contribute to the campus.
245.
Especially about classroom accommodation and instructional techniques.
217
246.
MBTI helpful for all students thru Career Center and Personal Growth classes.
247.
Help with career goals and education plan.
248.
A must do!!!
249.
Veterans with disabilities may be limited by their disabilities.
250.
Incorporate into ED Plan/counseling process.
251.
With the limited time they have on their education benefits, a streamline
assessment would help those that are unsure of a educational/career path.
218
significant others. in comparison to the general student population on campus).
252.
Important for data re: Vet Student Learning Outcomes. Persistence and Retention.
253.
But will it be used or just collected.
254.
All students.
255.
Statewide format/guidance.
256.
Yes, needed. It makes it easier to track what needs improvement. Best practices.
257.
Very important so we know why or what changes.
258.
Because of the myriad of issues Veterans success needs to be defined!
259.
This is a compliance requirement to track graduation of all benefit receiving
students.
260.
Important to have outcome data.
261.
We are doing this for a FIPSE grant data-valuable data.
219
EXTRA COMMENTS
A. Most of the practices should apply to Veterans, whether verified with a disability, not
verified with invisible disability or not disabled. Since many Veterans feel
stigmatized by label of “DISability”, the services and resources should be extended to
all…similar to the principles of Universal Design in Learning.
B. Work on training, “Educating” faculty, counselors on not placing a stigma on
Veterans.
C. We do not do enough – do more; Fear – unfear – no fear; unknown, inform, inform.
Training – more training; Connections – connect the dots.
D. Advisors should be used to map out ED plans. Counselors focus as a best practice
should be to get back to counseling → major selection info, career inventories, and
personal referrals.
E. Need campus wide administrative support.
F. Need campus wide training on how to recognize students in distress.
G. I am so excited you are conducting research and examining best practices for
Veterans on my campus. This is a lot of work. Thank you for doing this.
Note
Comments are unedited.
220
APPENDIX H: SVEP VOCATIONAL GOALS
Occupation (n = 490)
Aviation
Bio-technology
Business
Communications
Computer sciences
Counseling
Dentistry
Education
Engineering
Federal service
Food services
Forensics
Health sciences
Law
Medical technology
Non-physician medicine
Nursing
Other
Physical therapy
Physician
Psychology
Public health
Public safety
Science
Social work
Trades
Unspecified science
Unsure
Vehicle maintenance
Veterinary sciences
f
8
2
94
17
55
17
2
29
43
8
11
2
4
8
11
9
21
4
15
6
15
5
20
10
33
9
1
23
9
4
%
1.62
0.40
18.99
3.43
11.11
3.43
0.40
5.86
8.69
1.62
2.22
0.40
0.81
1.62
2.22
1.82
4.24
0.81
3.03
1.21
3.03
1.01
4.04
2.02
6.67
1.82
0.20
4.65
1.82
0.81
221
APPENDIX I: UNEDITED SVEP RECOMMENDATIONS FOR HELPING NEW
STUDENT VETERANS
Note
Numeration does not indicate importance
1 Be prepared for the process.
2 Be your own determined advocate. Be a detective. Work aggressively on getting
your paperwork & funding in order as soon as you even THINK you want to go
to school. You need as much lead-time as possible on this paperwork. I'm
talking months. There will almost surely be delays, hiccups, snafus, and repeats
of everything before your funding comes through. Find someone who can front
you the registration money until your funding comes through. Otherwise, you
could be stuck unable to register for classes or buy books until you are 2-3
weeks (or more) into the semester. I have watched veterans have to miss entire
semesters because of this. Find out whether your school has a Veterans Service
Center, or some other facility for veterans. Some schools do, others may not.
They have varying levels of staffing and ability to help with the bureaucracy, so
walk in with no expectations other than the ability to find people who care about
issues affecting veterans, and see what you find. Find the CERTIFYING
OFFICIALS on your campus. They are your paperwork bosses at the school's
end. You may have to play detective. Most faculty & staff will have no idea
what you are talking about, and the Certifying Officials may not even be listed
in the college catalog, student handbook, or other listings of school personnel.
Begin your search at the Admissions/Records office. Remember: the VA is in
charge of the VA's end, and the school is in charge of the school's end.
Certifying Officials work WITH the VA, but they work FOR the school. You
have to listen to them every bit as much as you have to listen to the VA. Find
out who the veterans' counselors are. Your school is supposed to have at least
one who has received training in counseling veterans. This does not mean the
counselor IS a veteran. But it means the counselor has received specific training
about our kinds of issues and our extra needs with regard to paperwork. It's
better than a counselor who has not received this training. You are not stuck
with the veterans' counselors. If you don't "click" with them, keep going through
the list until you find one you feel comfortable working with. Just like with a
doctor: Find a counselor you can trust, then trust the one you find. Even if all
you do with the counselor is hash out your class schedule, it'll go smoother with
a counselor you don't mind talking to. So find that one, and go to that one every
time.
3 Patience with Counselors!
4 Make sure to follow up on all of the benefits you may entitled to and take them
as they come.
5 Find out your benefits and do your work
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6 To do research on your own regarding what benefits you may be entitled to. To
e-file an application yourself for the GI Bill because most civilians who work as
veteran representatives will not personally walk you through this process but
instead, will tell you the same thing. So take initiative of your own benefits &
empower & educate yourself
7 Plan your classes carefully because you do not have the option of choosing any
classes to fill in your schedule to get up to full time status.
8 Make sure you have all your paperwork ready to go when you enroll for classes.
you DD214 and anything else you may need to speed up the process. Get
prepared to wait a few months to get your BAH because anything could happen.
Once they get things in order, everything else falls into place.
9 Go to orientation and take advantage of veteran services
10 To attend a Veterans Orientation and see a Veterans Counselor periodically. Get
involved on campus if your time allows.
11 If they needed help with registration, I would refer them to the Veterans
Resource Center.
12 Visit the veterans lounge and talk to other veterans, and the representative who
is usually in the lounge to get help and support on many of your concerns we are
all very happy to help you.
13 I would recommend that new student veterans get in touch with the VRC on
campus as soon as possible and get in touch with the veteran student counselor
(not the normal student counselors). Find other veterans who have been
attending class for a while and communicate with them. Veterans who have
been going to that campus will know how things really work, not how some
govt pamphlet says they're suppose to work. Don't be afraid to ask a million
questions. All the other veterans I have met or more than willing to help a new
student veteran out. Just make sure you're asking other student veterans, the
veterans affairs desk, or the veterans student counselor, not any of the other
normal school personnel.
14 Visit the campus and talk to a counselor. Get informed about all the services that
you college campus provides (healthcare, GI Bill benefits and paperwork, etc.).
15 Get ready to job through hoops and not get paid.
16 Use the resources and knowledge available through the veterans resource center
to make it a little easier to get enrolled and learn about the benefits, how they
work, and what paperwork is necessary. I came into college blind with no clue
what I was doing, and no one to help guide me through that stressful transition.
17 I would tell him about the writing center we have and that it would be best to
come up with a student education plan. Also to tell him to reach out to other
veterans that have been attending college to learn the in and outs of the
instructors and course. Study groups are a big help and never be afraid to ask
help from the instructors.
223
18 Register early and make sure you're confirmed as being registered as a Veteran.
19 immediatly go see nacy diaz the vet counselor she will get you in the right track
20 Mira Costa is veteran friendly.
21 Enroll early
22 I would tell the student to go to the veterans meetings to get a better idea of how
some of the programs worked at this or any college!
23 Work with a Veterans couseler
24 I would recommend he get all his paperwork in ASAP because if not he will be
struggling the first few weeks of class
25 Utilize Veterans Services for the availability of resources and programs for us
and take full advantage of all one qualifies for.
26 Save money to prepare for a possible government shutdown
27 Complete a "Student Education Plan" as soon as possible and double check it.
28 Decide on the path, generate a plan, and stick to it.
29 Speak with a counselor early on to take care of admission details. Continue to
explore topics, classes and areas of interest.
30 Get to school early and look for all the benefits of being a Veteran, here at BC
they offer early enrollment for veterans. This is key to getting the classes needed
to fit your schedule. I found out after I enrolled.
31 Connect with your VA counselor and take advantage of the VA lounge...
everyone is always helpful!
32 get your FASFA done ASAP because schools take up to 10 weeks to receive
any financial aid.
33 Plan for the transition years prior and learn to be objective.
34 Get involve with other Veterans.... Have a great time learning
35 Check out the Veteran services page on the college web page. Seek out the
Veteran academic counselor. Give it your best.
36 Find a way for the school to allow veterans to self Identify so that we can
connect. Staff is not permitted to Identify veterans. Connect with your fellow
vets in whatever way the school permits.
37 Meet with a counceler early in your first semester.
38 Be sure to communicate with the va center.
39 take advantage off the veteran's counselor and the veteran services provide by
the college.
40 Stay on top of your paperwork. It is up to you to make sure everything is in
order. The guys at the VA offices work hard, but they make mistakes sometimes
too. Also, there is always some new thing that I didn't know I needed. Be sure to
ask lots of questions and follow through with the solutions.
41 Do your work and don't mess around. This isn't the military and the teachers get
paid regardless if you pass.
224
42 Ask a lot of questions. It will save you a lot of time running around in circles
trying to make certain you have all of your documents, requirements satisfied
43 Use your G.I. Bill
44 To ask questions, the more information he/she gets about veterans benefits the
better off they are going to be in the long run.
45 Ask any and all questions. See the counselors FIRST to discuss your
personality, likes/dislikes, and all the other things that will help you have a
productive conversation about your long term career desires. Tour the campus.
Explore the curriculum offered. Check online reviews of the school (like
MiraCosta has strong reviews from the community, while other financial
markers might paint it in a less appealing light - like the number of students who
default on students loans is somewhat high here). Use your situational
awareness and do a little recon, basically. Oh, and - if you are nervous about the
terminology, environment, and the leap college might require... just take a single
Summer pass/fail course like ENGL830 to get your feet wet.
46 Talk to an advisor before you select classes.
47 Prepare 5 months in advance, enroll within 3 months before semester starts.
Make sure you have all the appropriate paperwork necessary for enrollment.
48 Budget for the possibility that you won't receive benefits from the military or the
VA in a timely manner. Try to complete all benefits applications and
submissions before school starts so that you aren't spending class time sorting
out issues. Enroll in classes early, most colleges give veterans priority
enrollment so you should have the opportunity to create a schedule that really
works for you.
49 I can make a difference
50 Research professor's teaching styles.
51 Start paper work as soon as possible.
52 ask for help and direction
53 UTILIZE THE RESOURCES THAT ARE PROVIDED
54 They should know that college staff, Vet Counselors, the VA, certifying
officials, none will inform, assist, facilitate any information or assistance. You
will be strictly on your own
225
55 1) Enroll in Online classes (too many distractions onsite) 2) Obtain all Federal
and California Financial aid , (Unsubsidized loans unavailable to students with
less than 24 units-Title IV Over borrowing Initiative) - Other colleges offer
these loans except San Diego Community College District. 3. Enroll early and
talk to Counselor immediately, take assessment tests ASAP! 4. Verify
qualifications for VA financial Aid (GI Bill/VRAP/Vocational Rehab) 5. Insist
on the best customer service and refer to the President Obama executive order
#13607 or the "Principles of Excellence" program. San Diego Community
College District and the Department of Education participates in the program to
assure that all Veteran, Active duty, spouses and children services are met. 6.
The veterans have defended our great country USA and deserves the respect
from the academic community. Even though San Diego Community College
District do not offer unsubsidized student loans (<24 units) which is a travesty
when they can get it through another community college (Grossmont,
MiraCosta). Not that is downright UNPATRIOTIC!
56 GET FAMILIAR WITH THE VETERANS CENTER
57 Continue asking questions about benefits, scholarships, jobs, etc. in your
Veterans department as there are things you may not know and because things
are subject to change.
58 Start registering early, classes fill fast and you might end up on a really
awkward schedule.
59 Check out the benefits a school can offer you.
60 Find a veteran that has been out for a year or two and help them walk you
through the system. The schools try to help but the majority don't know what's
going on. I would tell them to find Nancy Diaz at Veterans Centerand only deal
with her. She saved my behind many times, she listens and she cares. Makes me
think about changing my degree plan so I can be like her.
61 Don't overload yourself - its a different world being a student vice an active duty
member.
62 Persistence and patience. You were able to accomplish the mission first for the
country, now it's time to do it for yourself.
63 Take care of the GI bill early
64 Get tutoring as much as possible
65 Slow and steady
66 Know what you're entitled to. Do your research on all benefits and admin
procedures.
67 Don't let the anti-military, ultra liberal professors get to you.
68 Don't overload yourself with too many classes. Take some general courses until
you are familiar with the campus, speak to a counselor and take math courses
early.
69 That all depends on what they wanted to go to school for & where.
226
70 Go to the orientation, know your benefits, follow up and ask questions, take
advantage of all your resources
71 Understand that at Miracosta College the Admissions staff, Veteran Counseling
Personnel, and the Certifying officials and staff, are not disposed to assist you to
understand how to negotiate your way through the system or interested in
helping you in the process of getting through the system. The VA has effectively
set up an impenetrable barrier to access to any effective customer service. The
Veteran should understand that he/she will be completely on their own, with
disqualification designed at every level. For example, your approval and the
management of your access, certification, review and status is remotely
established in a processing center thousands of miles away, in my case from
California to Oklahoma.
72 dont even bother ...except for a few people that care the staff is garbage.
73 Learn and remember the nebulous procedural intricacies of the VA educational
system. Copied and record all correspondence to and from the VA so there is a
record of their actions when the VA personnel or their designated state-level
representatives "lose" the veterans paperwork multiple times. I'm not bitter.
74 Finish School
75 stay connected with the veterans services
76 Fucking time management. School should be treated as a full time job, with
yourself as the boss. Go to class, then set time for yourself to study.
77 See someone in the Veteran's Office ASAP!
78 Stay in school and use the MGIB to the max. Get a degree no matter how long it
takes.
79 To get and stay connect with veteran services and most importantly other
Veterans.No one can understand a Veteran like another Veteran. Get involved
with Student Veteran groups and not be afraid to ask for help.
80
81
82
83
84
Study hard and dont waste your time taking unnecessary classes
always go through the vet rep
To apply to see what works.
Use all resources offered in your school.
Be prepared to be amazed at what you can accomplish, and learn to accept
delays as they will happen along the way. It's just the nature of government.
85
86
87
88
89
Get started as soon as possible.
save your money
Attend school it is the best way to transition from military to civilian life.
Take advantage of the Veteren Center.
take the time to look into the resources you have as a veteran. It's not an easy
transition, so the help thats out there will really make the trasition a lot more
smooth
227
90 Inform the admissions office that you are a Vet, and would like to talk to a
counselor who represents Vet's returning or getting started with their education.
91 Be pro-active and seek counseling for PTSD if you have been diagnosed with
this condition. Join a club, have a close circle of friends you trust. don't give up,
you are a survivor.
92 1- Establish a clear goal of educational objective 2- RESEARCH what it takes to
achieve desired educational goal 3- Write out plan 4- Read the academic rules 5Be prepared for the problems with the VA that may impact your education
progress 6- Learn what resources are available at the campus for veterans.
93 Talk to Councilors, Work on a realistic plan,
94 be serious & focused maximize time management best effort always
95 Ask questions about everything Attend orientation at Veteran Resource room for
new or continuing education Establish Supports by engaging with other veterans
about their experiences in seeking higher ed Help new Veteran students as they
enter the experience
96 Apply for the GI bill wayyyy earlier than they would probably naturally assume,
the VA won't pay you your living allowance until you have been in for a month.
97 Utilize the programs offered to you
98 Learn all you can about school such as enrollment, deadlines and where classes
are located.
99 Not to come to SMC TOO MUCH BUSY WORK NO CLASS ACADEMICS
100 That the services are much better than the other departments, and that they
actually follow up with questionnaires and with feedback. Support and even
help with registration. But if you are disabled and a vet, forget it. It is just a run
around between DSPS and Transfer Services. It is best to find a mentor, who
can help you navigate civilian life, school, and assimilate as much advice before
trying to adapt. There is nothing wrong with online classes. Especially for
disabled Vets!
101 -To make sure you study prior to taking your college entry exam. (at least 2
weeks) -Hone your skills. -Upon enrollment make sure that you plan or adjust
your schedule for homework and studying. (work the Labs) -Communicate with
your professors during and
102 Speak to a counselor about your options and to get educational advice. If the
first counselor does not seem very helpful, request to speak to a different one.
103 Utilize the veterans resources available from the V.A and the college
104 civilian world sucks pretty bad sometimes find out who you are and why your
hear on this earth but never be opposed to change its one of the most beautiful
things we as humans have the ability to do find a direction that motivates and
inspires you then start walking never rest for a break we only live once and the
world is yours for the taking
228
105 Get college done fast
106 Be pro-active
107 Do the best you can, network with other Veterans and use the Veterans
Resource Center at the school
108 I would recommend to be thorough in researching the schools he or she plans to
attend. For example, although Veterans receive the G.I. Bill which pays our
tuition, it does not cover the non-residency fees for the state of California. I
believe when we joined the military, we served the country, not just our home
state of residence on file. Veterans should not have to pay for out of state
residency fees. It turns out to be more than regular full time college tuition. The
"Yellow Ribbon Program" helps, but only if the college participates in the
program. Monterey Peninsula Community College does not participate in this
program, and because of that I have to take over 2,100 dollars to to pay just for
out of state residency fees. Ridiculous, then the schools wonder why enrollment
statistics are at a all time low. Research the reviews and resources of the college
you wish to attend. VERY IMPORTANT:
http://www.gibill.va.gov/gi_bill_info/ch33/yrp/yrp_list_2013.htm
109 Use the Veteran Resource Center
110 If they have any VA educational benefits, use them before they expire.
111 To work hard and never give up. I would also advise a student Veteran to
choose a career that they love.
112 Quickly plan on what state you will reside. California schools will not waive out
of state tuition fees for military. The VA benefits will not pay for out of state
expense, therefor causing most vets to either take on additional debt or deter
them from school. Most veterans (me included) were assigned to military
installations and retained there home of record as the state they joined the
military from. Once discharged, I found myself not a California resident facing
expensive tuition fees. Fortunately, I started school prior to discharge, which
gave me one year from discharge date to change residency. Complete as much
schooling while on active duty as possible. VA benefits are only 36 academic
months. One can find themselves paying out of pocket towards their last year of
school.
113 Be prepare for a heavy school load.
114 Be patient the work ethic and skills will come don't give up, no matter what you
feel inside. It get better.
115 please do not be affraid to come in and learn about all of the benefits that are
available too you and interact with other veteran students because each of us
know how to do things in order to make the transition easier.
229
116 Forget what "they" told you when you were on active duty, not every college is
a good college, no matter how fast you can get a degree from them. It is hard. It
is supposed to be and you can do this!!! READ! Learn how you can use your
benefits wisely and ask MANY questions. Take your future into your own
hands. Really think about what you want to be and then develop a plan to get
there and GET THERE! Network! Connect with other Veterans who have
already been through the process. Insist that your school's Veterans Department
is working for you and the greater good of all Vets. Get involved!
117 Ask where the Veterans Service Office is! No one told me and I discovered it
after my first semester. Talk to the Veteran Rep BEFORE you speak with a
counselor so you'll know exactly what you need to get your VA file processed.
Make sure you order ALL previous transcripts before you speak to a counselor.
Lack of transcript will totally hold-up your VA payments.
118 You will get into the routine of thing and it will be less stressful and keep up
with your readings
119 Talk to relevant contacts within community college, i.e. Vet rep., Counselor,
Financial Aid Counselor, Network of support
120 Do not just take the representative's word for what they tell you. Do your own
research and be persistent in making sure that all your information is in the
correct places and do tireless follow-ups. Finally do not get frustrated with the
time-frame of processing.
121 Get your paperwork
122 Make sure to fill out all paperwork for benefits i.e. GI Bill as early as possible
so your payment is not delayed.
123 Find all available resources that are available.
124 Check in with the Veteran Resource Center as soon as possible. It helps and they
give you great advice. Take your time and don't overwhelm yourself. Don't be
too proud to ask for help. Join a club, especially the Veterans Association
because it helps with getting out of two normal day to day college routine. Clubs
help you socialize, and network while giving volunteer opportunities.
125 Check with the school veterans committee to see if you are entitled to other
benefits.
126 Ensure you have your GI Bill straightened out before you need it. Make sure the
classes you take are on your study plan otherwise they don't count toward your
required units per a semester for the post 9/11 GI Bill. And make sure you apply
for financial aid too.
127 Find out which benefits he/she qualifies for and plan how to and when to use
them.
230
128 Get with Ms. Huerta right away to begin your plans. She is an excellent
counselor and will guide you through the VA process and Counseling process.
129 Dont count on the GI Bill for books or BAH. The gibill is prorated.
130 Talk to another veteran already attending school to find out if you qualify for
any other programs or benefits.
131 Don't quit. Stay in school.
132 Order your transcripts early
133 Inform yourself of how the Veterans Assistance program works, its procedures
in paying for college classes and how credits and grades affect your
compensation. Be sure of what you want to accomplish and plan every semester
in a matter of helping you accomplish your goals.
134 1. Go to school with a long term goal in mind (e.g. where you want to be in 20
years). 2. Don't let your past experience or expertise limit your academic choice.
3. A marketable skill with long term career potential has much higher payoff. 4.
School requires even more self-discipline and motivation than the military. 5.
Go for what seems to be the "impossible". Do something not because it's easy,
but because it's difficult. 6. You can get into a better/higher prestige school than
you think--think big!
135 More streamlined prossecess to get benies.
136 Research everything about veterans benefits
137 Seek out your veteran services adviser to help you through all the processes to
obtain any possible financial resources and other assistance you may need to get
you through your courses.
138 do not use your gi bill for community college, use fa if possible and save your gi
for a univercity.
139 To use the Veteran Services.
140 Begin Math and English courses in first semester, dont wait. Check
ratemyprofessor.com to make sure the teaching style of your professor matches
how you learn.
141 Talk with the VA rep. at the school. Ask as many questions as possible, there is
a lot of information that is sometimes hard to find. Take a look at the VA
websites.
142 Research all benefits that you are eligible for.
143 Have a plan. Know why you are going to school. It's important to have a real
sense of ones self so as to be able to "have purpose." It is the key ingredient.
Don't fool around with your Federal Pell Grant. Know when it will expire. It is a
window of eight years with 6 years of financial support available. Each school
has its own unique school code for FAFSA. Just because you have real a
maximum at one school doesn't mean Federal Aide is over. The new school you
may attend will look at the courses completed and will determine if there is the
possiblity to continue with Federal Aid at their school. Speak to the school
registrar for more specific information.
231
144 Keep in close contact with your Veterans Representative at the College.
145 Counseling 20 at SMC!!! Get ahead of your work Plan your days Eat at home,
it's cheaper
146 Be patient and don't get frustrated.
147 Go to the vrc and meet with an academic counselor as soon as possible
148 Is to stay in school as long as you can, and get what you came there for.
149 Let the VA at your school help you to stay on target. Dont wait to the last
minute to ask for help from VA
150 Apply for the bog
151 I would recommend that they make sure to sign up for benefits as soon as
possible as well as their va paperwork ASAP.
152 get all infro on what needed for class
153 Take as many college credit classes you can to earn your degree in less time.
Hire a veteran program puts us up front ahead of those who are just starting out.
154 I would say that they should go to the Veterans Center for any and all help
needed. They do a great job in making the transition back to school very easy
for the veteran. At Delta College, you would see Stan, he is a great guy and
looks out for all the veterans that pass through his door.
155
156
157
158
159
160
161
162
163
164
Don't give up
Do the paperwork as early as possible.
Ask lots of questions
Don't quit college at any cost
Do your research!!! Remember you have to make the move and keep up with
your paperwork so you can get your payment on time!
Use the resource center. Get organized. Stay focused.
Have all their documents easily accessible and to be patient.
Save your money you'll need it for winter and summer breaks
If you are a VRAP student and it has been awhile since you have attended
school be willing to use tutors.
Don't expect people to tell you what to do. You have to figure it out on your
own. Just like wasting my first GI BIll that I earned, when I was told to use the
Chapter 33 first. Once you use the Ch. 33, your Original GI BIll is taken from
you. That's a robbery, completely UNFAIR. Now I'm almost ready to transfer
for my bachelors and I only have a few months left on my Ch.33 so I don't know
what I'll do next because nobody educates us about our benefits.
165 Find out what services are available at your college and connect with other
veterans
166 Follow through with all requirements from the campus Veterans offfice.
167 Stick with it.
168 Take advantage of VA, especially psychological services.
232
169 Visit the V-ROC and get in touch with other veterans and a local in order to
branch out and find out the benefits you qualify for.
170 Ask a lot of questions for your benefits and be prepared to think you're one of
the oldest people in the class.
171 Dont pass up on any of the benifites you earned. Take advantage of the many
doors you have opened for yourself and also your family.
172 Be prepared to fully engage the educational process.
173 Have fun and focus
174 Don't be embarrassed to go to the school of your choice and ask questions and
get informed. Do not leave questions you might have unanswered.
175 GO SOMEWHERE ELSE! DeVry pays better, and delta is depressing
176 Don't take classes that you don't need. Stay in contact with the va counselor.
Work hard and study smart.
177 See Veterans office immediately for information on VA funding that might be
available to you.
178 Really think about what you want to do and put a good effort into your studies
179 Pick a specific transfer university and work on obtaining that goal. Figure out a
solid degree plan so that unnecessary classes are not taken and potentially waste
GI Bill funds. Utilize the counselors and set appointments!
180 make sure you have all paper work and funding taking care of
181 Always ask those that have been in the program for awhile.
182 GO TO IVC. THEY HAVE A GREAT VETERANS CLUB WHERE YOU
CAN FIND ALL THE ANSWERS TO YOUR ACADEMIC CAREER
QUESTIONS. THE VETERANS THERE ARE FRIENDLY PEOPLE THAT
WANT YOU TO SUCCEED. THERE PEOPLE LIKE DARYL COX, ZEKE
HALL, ENRIQUE CAMPO AND CHRIS HOOSHMAND LOOK OUT FOR
YOUR NEEDS AND CARE ABOUT YOUR SUCCESS.
183 Classes are extremely difficult to get into. Be patient.
184 Get in as soon as you can to what ever program you want and make the best of it
185 Ask as many questions as you can. And get to know you VRC reps so that if
there are other things that come up you can get that info from them.
186 To communicate with fello veterans who have already done few semesters in
college and Vetercoans AdSpecialist. They will help you out.
187 I would tell them to see the veteran councilor before doing anything
188 Be patient and don't give u. . There are so many hurdles a Veteran must endure
to get the benefits you deserve.
189 Go back to school
190 Know your rights as a disabled student. Know how and where to filed you Post
9/11 GI Bill paperwork.
233
191 Take time to relax and do things for yourself
192 Schedule counseling appointments early and often. Get as much information as
possible so you can best put the system to your use.
193 I would recommend selecting a curriculum that may build on and sharpen the
experience gained in the military.
194 Put in for every piece of financial aid you can. After all you never know and
don't hesitate to make use of everything you have earned.
195 Meet with the Vet Rep, schedule to meet with a veteran counselor and make
sure to get ALL the info on your benefits.
196 Don't rely on the Veteran's Office on Mesa campus to do their job. They lack
knowledge and don't do their job correctly.
197 I would say to make sure every piece of paper is in order, do not make a
mistake. It will just slow down the process. Also, I didnt know exactly what I
wanted to do when I started school, so make sure you complete all of your
general education credits first then move onto what you think you might want to
do.
198 If they haven't gone to school "in a while"... i would take the minimal amount of
classes in order to not be overwhelmed. However, certain Financial Programs
require a minimum amount of credits in order to receive Financial Help. The
VRAP program, in my case, has proved tremendously valuable. I wish and pray
Congress could extend that....or make it a 2 year program.
199 make use of all available assets, and if you have question ask.
200 Start planning early. Get set up 2-3 months prior. Talk to the Veterans Center on
Campus. Schedule counseling appointments with the school to set up education
plan.
201 Check, check and doublecheck with the Veterans, Financial Aid and Counciling
offices to ensure they have all forms and information they require.
202 AVOID COMMUNITY COLLEGES!
203 Prioritize study time to allow for reading and thinking about subject matter.
Since memory occurs by repetition, going over material every few days makes
remembering it at exam time easier.
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204 Collect forms early, speak with school counselor early and often, walk around
campus before semester begins to locate key buildings and important offices, try
a mix of online / brick and mortar, focus first on IGETC, get the best grades
possible and you can qualify for BOG waivers, book stipend, or grants- every
nickel helps and excellent grades are the easiest way to get money as well as
open up choices of four year institutions. School is a lot of fun but when
approached as a J-O-B success is imminent. Students who work hardest often
get better grades than smart students who do not work hard. Community College
is a competition for grant money and admittance to quality four year institutions.
Choose honors classes and take the hard classes. Talk to your professors for
advice on academic planning, it seems they know as much or more than the
counselors for their major field of study. Speak with other Veterans about their
experience at school, that is the very best (useful) information / advice I got.
205 Make sure you get all the facts straight regarding benefits and as much
counseling possible.
206 Contact the VA and make sure they know what programs they qualify.
207 COME PREPARED WITH A COURSE PLAN AND CLASS SCHEDUAL
(FALL/SPRING AVAILABILTY). USE ALL RESOURCES ON CAMPUS,
STUDY HARD, AND MOVE ON AS SOON AS POSSIBLE; THE LONGER
YOU WAIT, YOU WONT MOVE ON TO A 4YR.
208 To think about what they want to do before they start their classes
209 To take advantage of all the resources available to them to be successful and to
use their benefits strategically because they only have a few months of them.
210 Spend more time to research your options
211 I would recommend that they apply for the FASFA and their GI Bill.
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212 1) Be on top of the GI Bill. Don't wait till the last few days to get a class.
Register Early. 2) If your taking only one or two class, don't waste your GI bill
on them. Pay out of pocket it. Only use GI bill for 12 or more classes. 3) If they
are taking science course. A) Sociology, Psychology, Chemistry over lap some
in the beginning. The 101 classes. More precisely chapters 1- 2. They all go over
scientific method, research, founders of the subjects (B.F Skinner, Freud ,etc)
and how they pertain to the subject at hand. Get those down and understood
early. After the first class you will have a head start on the next class; you can
party or read ahead choice is yours. B) Don't just pass the class and forget the
material. Learning doesn't stop when you get your diploma. Like working out,
learning is a life long endeavor. College only shows you a small portion of
whats out there along with how the rules of life work. Amazingly there isn't a
class on life and all its problems. Regular every day problems such: how to do
your own taxes, how to buy a car and not be ripped off, how to find laws and
regulations for everyday needs, how mortgages work and what to look out for,
how to deal with and avoid such psychological problems as
anger/stress/depression/etc and all the other numerous problems that creep into
students life. Also, how to handle it without turning to self - destruction.
(alcohol, heroin, domestic abuse, shooting up a school) There is virtually no
support in school for that. If there is, they really need to advertise better. (cause
I've never seen it and it was never introduced to me when I started school)
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221
ignore the sheep
Checkout all the options and assistants available
I don't know
Get as much as you can before funding expires.
Make a plan of where and what you need to do to reach your goal.
Get applications done early, pick classes early, look into other federal grants.
do everything you need for the following semester Immediately
Connect with a VA liason on campus.
Get as much information as possible on-line then talk to the school veteran
counselor regarding curriculum requirements and steps for VA course approval.
222 Get your aa out of the way cause if you have kids or work you probably won't
get help when transferring because it runs out
223 Avoid online classes in the beginning Keep up with the reading assignments
Don't overload your schedule....12 credits is enough if you have a family and
other responsibilities
224 Have the Veteran follow up on their needs because the staff might not do it
correctly, have the Veteran know their rights when going to school
225 Always check paperwork is completed and returned to college or VA in a timely
manner.
226 Check out a Lot of sexy young girls showing off the fuckable bodies.
227 Stay in School
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228 Make sure they take care of all their paperwork and turn everything on time
because the processing time takes a while. To be prepared when coming to
picking their classes and making sure to add course on time according to the set
date and time given. To do walk ins when meeting counselors and that there's
not a particular counselor who is in charge of veterans ( any counselor will do).
Ask alot of questions and keep up with everything such as keeping track of
school emails and online work. Don't rely on financial aid to buy books!!! Best
advice is to take advantage of the veterans service by going to the veterans
room( i believe its in Dericco Building), I haven't been there myself but will in
the near future....Best of luck and study hard!!!!
229 give the pirivoty in line when you regustior
230 Visit the veterans office at the college be well informed follow through with all
the paperwork that needs to be done.
231 Apply for financial aid as soon as possible. If using Chapter 33 post 9/11 GI
Bill, try to save as much of it as you can for after you transfer to a 4 year
university.
232 Take as many undergraduate classes as you can. Study hard and don't give up.
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239
Stay in touch with the veteran service on campus office
Don't give up during your first semester. It gets easier after that.
ask alot of other vets questions
go to veterans services
Study hard and enjoy getting your degree.
gain knowlege
N/A: I attend Community Colleges for either professional development or for
personal edification.
240 Work Hard
241 Do not attend college at these schools. Find a college in which you are wanting
to attend after community college and follow their guidelines. Never listen to
community college counselors. Never trust any community college employee,
they think they above everyone. Watch your money and whom is after it,
schools are terrible groups of individuals whom try and control children and
money. Seems educators are more of plagiarizing monkeys whom copy others
work onto a board and pet their cats when they get home. They don't have any
time to actually teach students, between their busy schedules' outside school and
trying to understand the material themselves (or how to teach it to another).
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245
Hurry up and wait!
Get to the Veteran Services and counselors as quickly as you can.
take advantage of as many school benefits as there are available.
Be sure your education plan and every other thing necessary for your claim to
come through is taken care of ASAP. I have ended up going a semester without
benefits. It can happen to you easier than you would think.
246 Participate with fellow Veterans.
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250
251
Get info ASAP
Make the most of your opportunity.
Be active and ask questions. Take advantage of GI benefits.
Get your GI Bill enrollment through well before classes begin.
do your own research about va benefits before you go to the va dept at your
school since their are not actual veterans that work their they do not give a crap
about you or what is required to access your benefits. most colleges do not
counselors to assist you due to budget cuts so research the assist.org website to
learn you degree/ transfer requirements and do not rely being a veteran to get
something done at the colleges, no one really cares. always always always
always get your classes during priority registration and get your schedule into
the va dept asap to get your first months par and book stipend, again this is
because some how they always turn your stuff in late every single semester .
always check and double check the amount of benefits you get, and that is
anything from bah, books and tuition, my school was over paid 3500$ for tuition
and my normal tuition was only 650$ and that money was taken out of my bah
even though i never saw a cent of that money. make an up to date resume and
get a job while in school so you dont need to use your gi bill in community
college its a waste of time , you get the bog waiver to cover tuition and you get a
decent amount of financial aid to assist in your cost of living. last thing make
sure you always pass your classes , the va is unforgiving when it comes to
failure because not only will you need to repay the va for classes failed but you
will not get that time returned to you after repayment.
252 find ways to interact with the community, don't isolate yourself.
253 Don't delay starting the semester. Register as soon as possible, get all your
appointments as soon as possible, turn in all your paperwork as soon as possible.
Spend all the time you can at school during registration to get everything done
as soon as possible.
254 work hard and finish what you start (school)
255 Make sure that you dedicate your time appropriately, and ensure that you find
people who have encoutered your experiance in the military to get through your
transitional period. Also find a mentor or peer type figure.
256 Find out who the VA rep is at your school and go from there
257 Just push through tough times, and start on things early. Whether it's enrolling in
classes, financial aid, or if you are planning to use the GI Bill.
258 Don't start a family.
259 Keep good attendents.
260 To make sure they are aware of their va benefits, through school, healthcare,
family needs.
261 try hard
262 See your counselor and get your classes
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263 See Tom ASAP! If you are a veteran there is something he can help you with.
264 Make sure you get your financial aid paperwork turned in months before you
plan on starting school so you can have your money when the semester starts.
Otherwise you will be stuck waiting for money and if you are relying on it you
won't have your books on time to use in the class.
265 apply for a work-study position and get all your registration stuff done as soon
as possible.
266 Ensure they talk to the Veterans Affairs offices at their College
267 Use veterians Resources center. A fellow vets Question. We all help each other.
268 Do everything well before the deadline; gods help you if you need to talk to a
counselor in the weeks just before class registration opens.
269 Search for a field of study that you are sure you will enjoy. Then re-search it. Be
sure it's what you will enjoy. Then immerse yourself in learning it.
270 Not to go to Delta. They don't seem well educated in veteran's service, and that
other colleges support veterans better. If they decided to attend Delta, I would
tell them all of the information I have so they wouldn't have the same issues.
271 1. Use all the resources available to Veterans 2. Volunteer with Veteran
Organizations 3. Apply for scholarships for Veterans
272 I recommend that everyone uses assist.org to help them pick the correct classes
to take for transferring. Have this information available to help your counselor
create an education plan.
273 Make sure that you get in contact with the VA representative at the school and
determine an education plan with the counselors before you begin classes. This
way, you know what education plan to follow for your selected career and you
can get your GI Bill payments all set up.
274 Stay away from substance abuse. Don't tell yourself its easy because its not. Do
all home work.. If your struggling get help, there is plenty offered. Don't quit
before you try just because it looks hard.
275 Connect with the Veterans Resource Center and keep your VA Case Manager
fully apprised of your academic situation.
276 Stay with the program - it works!
277 Get informed, and ask lots of questions. Prepare to not get paid for a couple of
months.
278 Work hard. Don't quit. Reach your goal.
279 To go to a College with great veterans support. To remember that they are
surrounded by a bunch of children and have to practice patience in classrooms.
280 Ask for help
281 To make sure they know what they want to pursue before they submit their
education plan to the VA.
282 Get started early. And stay ahead of all deadlines.
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283 I would tell them to find there Veterans resource center on campus,make a
check list of everything that they will need from you.( Why they have'nt
generated a check list makes no sense to me) anyway, make copies of
everything, and keep in a secure place. Get to know everyone who works there
at your resource center by first name.
284 Do not start using your benefits until you have a good academic plan that was
drafted by a professional at the school. When I first started using my benefit, I
was not payed any money for my monthly housing allowance but used 3 months
worth of benefits (out of 36 months) and all it had payed for was a couple
hundred dollars. I missed out on over three thousand dollars because no one had
taken the time to explain that you can not take any classes you want. Quite the
contrary in fact. I thought I earned my benefits for my service to as I would like,
but there are many restrictions to be aware about. Do not let veteran students
enroll until a veteran academic counselor has time to take sit them down, figure
out what they want to major in, and draft a plan for the proper classes. This will
ensure the veteran will be using their benefits to the maximum of their potential.
285 Make sure to remain full time status to ensure full compensation and school is
such an easy task compared to the daily rigors of the military, apply yourself and
you can be like me on an Honor Society.
286 Utilize your gibill first then transfer to the post 9-11
287 Make sure you get all your questions about your gi bill answered after you
register. Make friends with veteran students that have multiple semesters so you
understand your requirements
288 Be patient with your classmates. Remember they are young, inexperienced and
have led a totally different life path that is neither inferior or superior to ours.
289 In starting school all the paper work with using your GI bill is overwhelming.
Ask all the questions you can. A reminder to vets the following semester... Turn
in your class schedule to get your BHA!
290 Check and double check with your counselor well before school starts to make
sure your classes will be approved by the VA for funding!
291 Pay attention to registration dates, check in with the Certifying Official about
new info, if you get in trouble with a class ask for help, and do not take your
benefits for granted.
292 Persevere, do your absolute best.
293 Plan early, have a relationship with you counselor, join and seek support of
veteran groups at school
294 Get with Tom Pitock (or Susan Downing on Beale AFB). That's all the advice I
need to give. If neither Tom nor Susan is available, all of their work study
members are very knowledgable, professional, and courteous.
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295 Contact The Veterans office at the college they're attending. Know the
requirements for their chosen Education Plan. Time management is paramount.
Create the space at home that affords a place to study without distractions.
296 Know your benefits Talk to other veterans about opportunities
297 they should go to the Veteran office on campus to start getting their GI bill
started. Do research online to see what is best for them on education benefit
298 not to waste their full gi bill in community college. Have a plan to transfer to a 4
year college. Keep on top of your paperwork. Contact the VA. Go to a Veterans
center due to community colleges not providing significant resources .
299 Take advantage of all that is available and try to get involved. We nned to push
to get a veteran club started and more veteran help at Ohlone college.
300 Ask alot of questions and always be on top of financial status of your classes.
301 Get up off your ass and do something with your life
302 -Embrace the idea of change. -Learn to identify and ease your emotions. Understand that people come from different backgrounds who have shaped their
lifestyles according to the information that was given to them directly/indirectly.
-Study kindness, mind
303 Triple check all paper work for errors. Student affairs can provide emergency
book loans apply as soon as you think you cant afford the books. Dsps can help
don't give up.
304 To make sure that they have everything in line with their VA benefits before
applying and to apply and register early so that they are not rushing to find
classes.
305 get your GI Bill paperwork done asap get the BOG fee waiver, try to get the Pell
Grant and other aid try to get VA work study go to the VA office in Marysville
for medical and other services
306 Stay focused and motivated in achieving your educational goals. Take full
advantage of your educational benefits to help the transition to civilian life.
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310
Begin registration process early and get an e-benefits account
Start paper work early to get your funds on time
Work hard
If you are retired from the military and have not attend school over some years,
take your time and don't over load with so many units.
311 To work on general ed courses first
312 Use your resources, you deserve them.
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313 Don't try to wing it alone in your first year. Try to get plugged in to a student
academic support program. Save up your money before enrolling to buy books,
pay fees and living expenses in case, an administrative delay leaves you without
school funds.Find other veterans in your classes so that you won't feel alone.
Keep in touch with the professor about any academic struggles you are having.
Set up a weekly study schedule and make the effort to stick to it so that you
won't fall behind. Ask questions, lots of questions, at the various offices you use
on campus. Don't be afraid to seem dumb or stupid, ask questions anyways.
314 Take a advantage of your many veteran services
315 Use the resources made available to them, as they are very useful.
316 seek guidance from the Veteran representatives at your college early, they're
very helpful and may refer you to other Veteran programs which you may
qualify for and not being aware of.
317 Ask lots and lots of questions to the VA office, to FA office and the counseling
office, even if you don't think they make sense at the time...ASK ANYWAY!!!
318 Plan ahead
319 Seek help right away and if you need DSPS Services use them because they are
very helpful. Also utilize the PLACE for extra tutoring.
320 Check in periodically with the veteran office of their school
321 To do all your homework before starting school. Most counselors will not give
you a detailed list of information need to navigate your degree. Only by asking
direct questions will you get all the answers you need.
322 Stay focused
323 make sure all the information you receive from student veteran's affairs is
correct. don't talk to students, talk to an "actual" employee. often wrong
information given by student aids working at veterans affairs. seem like they
don't get trained very well
324 Get the process of enrollment started early. At least 6 months ahead of time.
Start by going to the VA website and finding the school you want to attend on
the yellow ribbon program, then contact the schools veteran affairs office
directly for the best service and advice on how to proceed.
325 Make use of the resources you are offered. Don't be afraid to ask questions. Be
sure to see a guidance counselor.
326 Make sure you stand in the veterans affairs office and watch them actually fax
your papers over to the VA office. If you don't your papers won't be sent for
WEEKS.
327 Fill out your VA Benefits for MGIB/9-11 as early ass possible and submit as
soon as possible, it takes a while to process and you don't want to be waiting on
your payment to pay the rent (my current experience). Also make sure to contact
and keep in touch with your counselor and Vetrans org. Group.
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328 Save up a nest egg to pay for school tuition and books since it is an upfront cost
that is reimbursed. Also, plan ahead with the GI Bill housing allowance
processing times.
329 Make a little nest of money to live off of for a month because the VA takes a
long time to give the benefits that we are entitled to.
330 Get educated and plan a head for financial needs. Depending on the program
scholarship money tends comes post exfacto so getting books, supplies, etc.,
tend to come as last as just before finals. This can create problems for vets going
to school full time and not having a job. alk to your professors if this is the cast
they are willing to help and may have a copy at the library reference desk that
can be used unitl your can purchase books Use Veteran Services on campus to
make sure paperwork is completed to their needs.
331 Do not utilize your GI Bill if you intend to transfer to a four year University!
Work and take advantage of community college minimal cost.
332 Do your homework before starting anything. Make sure you have all the
paperwork in hand when you go to the campus at all times.
333 Get connected with a member of the college's Veterans Student Association;
they know their stuff. Also choose a college that is Veteran friendly!
334 Take advantage of all the programs.
335 Research and know your GI-Bill benefits, VA healthcare benefits (Enroll
ASAP), apply for semester/quarter GI-Bill benefits asap, look into
Unemployment (if needed), and if transfering less then 2 years use GI-Bill, if it
will take more than 2 years to transfer SAVE it!
336 To use igetc if you don't know where to start your education path
337 Move to a better area.
338 Make sure no matter how log since his/her discharge to make sure that they talk
to a veterans specialist on campus to make sure they are not passing up on any
benifits
339 Visit the college VA office for information or counseling.
340 Go to the Campus early and meet with the Veterans Counselor before choosing
any classes.
341 Be prepared with all paperwork and do things as early as possible to get head
start.
342 Talk with other student veterans and ask them for tips. Outline a plan to include
which offices to visit and in what order. For example: academic advisor, VA
certifying official, student aid. Apply for FAFSA. If you are approved you don't
need tuition from the VA. If you choose, you can save your tuition for when you
transfer to a 4 year college. This way you can avoid taking out a student loan
later. The down side is that you won't get your BAH for that period of time
either. Howerver, it's nice to know your options.
343 Save money
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344 Be aware that there is another type of work study available through the VA that
is not linked to any other financial aid that you have applied for. Make sure you
get in contact with your Veteran's Office/Center immediately and often. The
college system is not setup in a way that benefits older students coming into the
system. Living off campus, leases, work, medical all of these issues are not
really things the system takes into account. It is set up for younger kids living at
home or just leaving high school. Therefore you must take advantage of every
edge you can get from the Veteran advisor's and people who work at the Veteran
Centers. You have earned these, use them. It's not a handout, it's not cheating,
it's not an unfair advantage. It is has been earned by your service.
345 Go see Veteran Services.
346 Get to know the VA office and staff
347 Have all you documents together when you seek help from your VA office at
the school. Each school does things differently.
348 Obtain all available federal and state loans and grants. Although San Diego
Community College District prohibits students less than 24 units obtaining a
"unsubsidized " loan due to their participation in the DEP Title IV "Over
borrowing initiative." This discriminates against the disabled and the
Active/Veterans.
349 Deal with Tom because he is the backbone of the VA at Yuba college.
350 Make sure that you plan out your classes, and devote time every week to
complete the assignments. Also if you plan to transfer, make sure you get on a
transfer curriculum and try and get all the transferable pre-reqs knocked out as
able.
351 To try new things, ask questions and ask for help if needed because the
information will be provided.
352 Be organized with your records and ask questions if you are unsure of
something.
353 No predatory colleges! Look at teachers, crash classes a semester before the
gibill, learn to take notes. For every hour of class students need between 1-2
hours independent study to guarantee an "a" grade.
354 Have all your paperwork in order; don't hesitate on asking numerous questions.
Every year is different. You have to ask because they will not inform you. In
reality, it's your responsibility, but some folks really have no idea of what you
have been through, but it's not their fault. Bottom line, if in doubt in what you
are doing, please ask. Semper Fi.
355 Take advantage of all programs offered to veterans on campus. See the Veteran
Service Representative on campus.
356 Take care to read all instructions carefully. It is a completely different exposure
and educational dynamic. Student must maintain their adaptability as a "virtue
of success".
357 go to college
358 Focus on core math required classes first. Take refresher math if needed.
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359 Seek out all helpful resources because its not easy for everyone to switch over
from military to student.
360 Ask Questions! Start with the Military Section first and Listen well.
361 Attend class and do assigned work.
362 Sign up for Financial Aid. Many don't know they qualify or that it exists.
363 find out VA rules. there is a lot of VA rules that veterans do not know anything
about
364 Ask a lot of questions. There is a lot to cover regarding one's benefits and
sometimes the VA rep of that school may not answer all of them. It took me a
whole semester to figure out how things work regarding the GI Bill.
365 Talk to a Veteran Rep as soon as you can so that all the paperwork needed is in
order.
366 Go to the VA office and learn about all the benefits, then go to the financial aid
office!
367 Ask any and all the Questions you can think of concerning your education.
368 Avoid community college. It's a time trap. It has difficult to get classes and there
is no summer sessions available. As a veteran you loose your income for 3
months. What student can afford that?
369 Avoid community college, it's a time trap. You don't get the classes you need.
Going to community college adds years to your education and is hard to get
through.
370 Expect your paper work to be delayed, or not processed the first time. Do your
end of the job as early as possible because the school's VA personnel are
incompetent.
371 To break yourself in slowly. Studying and going to class is a HUGE 360
compared to being in the service. You have to take responsibility for you
classes; as opposed to just showing up in the morning at 6:30 and being told
what to do with your day. Your guaranteed pay check is gone! Work hard for a
better one.
372 Make sure you have all your documents before starting an take a tour of the
school before hand.
373 Get as much paper work done that you can because San Diego city veterans
department is not helpful or knowledgable nor professional
374 Definitely go and talk to someone at the VA center at the college. Check to see
what you need to get done so you can get your benefits.
375 Get involved with the campus veterans group immediately. Know that being a
student is harder then you expect it to be. Don't be afraid to talk to the professor
if you need help (I had big problems with this)
376 Get connected in the system
377 Plan for the culture clash. Prepare for the frustrations of dealing with people of
different ethical backgrounds. College is not as strait forward as the military.
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378 Don't just listen to the VA reps at the school. A lot of them don't know what
they are talking about. I am in debt to the VA because of recommendations from
the school VA reps. Palomar has been great. Mesa not so good.
379 Save money because the GI Bill takes time to pay you. Also make sure you have
a list of available resources before starting a major class.
380 Stick with it and study hard and it'll be alright
381 Save your money, they make you pay up front and don't get your money to you
until a month into the semester.
382 Never give up
383 School is much different.
384 Study
385 Don't start college at a community college, especially in California.
386 Study Hard and fall in with the bad Crowd.
387 Find the VA Certifying Official or Veteran POC and become friends so you are
comfortable asking them all types of questions.
388 Patience.
389 To talk to the veteran rep on your campus for information pertaining to your
major and veteran financial help.
390 Keep track of your benefits.
391 Be patient with the process.
392 have patients and be commited. get very familiar with the services they offer...
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394
395
396
To utilize the the on campus Vet Center as first stop before enrolling.
Take advantage of the benefits offered to the veterans.
See the Veterans Office
Definitely get to know the Veterans' Advisor. Donni Prince at College of the
Desert is the best. She will guide you through receiving your benefits, getting to
know other veterans, and off-campus veteran events, such at job fairs.
397 Network with the students and staff at the college. Always go to the VA office
for any help that you may need.
398 Learn as much about your benefits as you can.
399 if you don't have a job and looking for a real career, stay in "SCHOOL"
400 Get registed and seek the VA Conselor's assistance, they are great and help
access classes you will need.
401 Save all documentation associated with your service in an easy to access
location. It seems common sense but many have no idea what they need and
saving everything smoothes out the 'bumps" in the road a bit. Also pay attention
to what you want to do and what your GI bill provides. There is a bit of a gap
between college advisors understanding of our benefits and how long they last
and what is "good" for you and your timeline. Do not be afraid to tell them that
you need to disregard their advice to get the most out of your benefits.
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402 Ensure they immediately touch base with the veterans representative in the
school they are attending.
403 Visit the new Veterans Resource Center and make sure that Allahno and Maricel
have your email address.
404 Take advantage of all the VA has to offer you, especially education.
405 Get all of your VA benefits for school lined up before you start.
406 utilize your resources, the veteran's office at COD really cares
407 Start school and don't give up on the studies. If you get a Professor that's
unhelpful, get a tutor. If you don't get a passing grade, retake course
immediately with a different Professor.
408 If a Veteran Resource Center was available in the colleges, this would benefit
many veterans who are having issues trying to get their benefits. If the school do
not, hopefully they do, because transition to the civilian sector is not the easiest
thing to do.
409 See it through although it gets tough some times and in some places. It is worth
it in the end. If it were not for my Veterans Educational Benefits, I would not be
able to do this.
410 Its going to be tough starting out, trying to relearn everything. Once you get
going it will get easier. I would also recommend getting involved in campus
activities especially with Veteran groups. Getting involved helps to make the
college experience that much better.
411 Visit the VA Resource Center
412 Take this opportunity seriously.
413 Establish your veteran status right away by bringing your DD214 with you, and
seeing the veterans' counselor. Most jc's give veterans priorty registration status.
This means you can put together your college course schedule any way you
want with zero fear of not getting into the classes you want to take... he classes
you need.
414 To take advantage of the programs offered for veterans
415 If you are an older vet there is free tutoring and if you might have a learning
disability there are resources available just ask don't let pride get in the way of
your success
416 Do research and know what major before decide what course to take.
417 our veteran represntives are really helpful
418 Be sure on what you want to do in college. I mean you do not have to know
exactly but have a pretty good idea.
419 use all your benefits
420 Enroll early to get desired classes
421 Get busy
422 be financially prepared to begin college
423 Take advantage of anything offered
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424 To set their mind when they start, don't let anything get in the way of what they
start. Be they best student, just like they were the best Marine they could be.
425 Seek help from another veteran who completed his/her education successfully.
426 Use every asset you are given it helps. Don't be afraid toask for help.
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APPENDIX J: UNEDITED SVEP FINAL SURVEY COMMENTS
Q10.My college should make sure that each student Veteran has physical access to all
facilities. Answered: 445 Skipped: 51
The school should make sure ANY student with physical mobility
limitations can physically access all the facilities that students are entitled
1.
to access. That is not particular to veterans.
2.
Essential!!!
3.
It is very important that these criteria are met!
I don't have issues with accessability, but I feel that it should be addressed
4.
for everyone.
5.
I would love to have access to a gym.
I think ALL persons should (and are required by federal law) have access
to all facilities. This one, I can't think of any justification for exclusion, can
6.
you?
Access means personnel sufficient to afford availability and time allotted
7.
for appropriate assistance.
I have a service dog and it's not very dog friendly i.e., watering stations,
8.
poop bag areas.
9.
I've had issues and road blocks because of my Service-Dog.
10.
My college already does that for all students.
To find out the ground work to be build is a good start for a solid
11.
foundations.
I wouldn't say student Vet, I would say every student should be physically
12.
able to access all facilities.
Vets with canes having to navigate through construction of bike racks and
new math portables is not really safe or in code. I feel often unsafe at SMC,
as there has been three incidences in on semester, and NOTHING is being
13.
done for VETs who are prone to PTSD.
The college I attend is reluctant to change their transportation practices.
There are only a few options for low income students to get to and from
school. The programs they have in place are inadequate and cost more than
more current options. Car pooling options are only available for employees
not students. Programs like zimride are less expensive than programs
14.
currently in place.
15.
It's necessary, especially for first timers in college.
This is one thing that would make the transition so much easier for student
16.
veterans.
17.
Gym and track
The elevator in the SS building and the pads to automatically open doors
18.
must be operational.
19.
Library hours suck.
20.
My school does not have this issue
Serious lack of handicap parking at the schools means a very painful and
21.
long walk to your buildings.
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Although common sense is not that common, it is the responsibility of the
Staff and Administration to ensure "Reasonable" access is available for
veterans irregardless of dissability.
Access to gym would be important
I feel new students need help from the VA even if they arent smart enough
to realize it
Coming from the military we are still in the mindset of staying in shape so
it is very important to have all physical access capabilities.
for all students
Veterans need a place that they can study away from the general public. A
Veteran Resource Center, similar to what COLLEGE OF THE SEQUOIAS
has, in VISALIA, CA. Tutors designated for Veterans would be a huge
benefit, Veterans with combat background, our years in active duty don't
benefit from the average joe like the typical student does.
Of course...I'm surprised you have to ask.
Not as easy as it sounds but VITAL, sadly this should be in place through
the ADA but often isn't or is misunderstood. They have been part of life
changing groups in the past, now make them a part of your student body by
not restricting their activities because of Physical access.
Should be accesible for everyone.
The ada needs to visit COS and make sure their shit is up to par... i doubt it
is...
My colleges already had universal access in all of my classrooms.
The Gym! Students should have access to the gym (At NO COST to the
student), the track, and the weight room whenever they want. Some
students are there all day long for classes. access for them would help with
students physical fitness.
All veterans with disabilities should have access to all the facilities.
i still cant get eops
dropping courses
I'm almost offended that this is a value that needs to be asked
they might as well . its only right
Student benefits side of the house.
Its very important to have access.
Uh, I don't think I understand this one. Why would a student not have
physical access to their school?
Even something as minor as custodial not locking a door before 10pm that
accesses an elevator can make a difference, if that vet... or any person,
needs that access to an elevator for mobility to exit the campus or a
building around 10pm.
Our school is extremely accommodating to all of our handicap students.
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Although I could not identify... Easy Accessibility to facilities and the
classroom would be important and possibly make an impact on the student
veteran success.
gym
The VA office at diablo Valley college is degrading to disabled vets due to
the confined space it is held in. Also the inability of a wheelchair user to
get close to the window to speak to the personnel behind the desk.
My campus allows only students enrolled in physical education classes to
use the athletic facilities. Maybe some accommodation can be made for
veterans or for all students.
I am a disabled vet and had to fill out 2 dcps forms for wheel chair
assistance. This is stupid. If I fill the form @ one campus & present
documentation of same it should be valid for all campuses.
I am both dyslexic and dysgraphic. I feel it is important for veterans to
understand help is available...do not be afraid to ask questions, especially if
you are having problems with the curriculum presented.
If there are disabled veterans attending a campus without physical access to
all facilities, it will make it more difficult for the veteran to attend classes
and utilize the campus resource
I am currently in a wheelchair from injuries sustained on active duty and it
is hard to get into some places because the doors don't have openers on
them.
Already taken care of at most schools.
It is Important for all students to have physical access to all facilities so
they have the support and tools to succeed.
Especially the gym. If a veteran gets an anxiety attack, working out is a
great way to deal with it. Barring students from the campus gym unless
they are in a fitness class is a mistake.
Many of my peers and friends are veterans who attend my school. At halt
the veterans I know have or have had injuries that limit them. This also
includes myself.
This practice is a must, 'a can't live without".
Not sure why veteran would be singled out for something like this. All
students should have physical access.
Some services may be difficult for Veterans to get to because of physical
disabilities.
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Q11. My college should make sure that each student Veteran has access to a Veterans
Resource Center. Answered: 447 Skipped: 49
Furthermore, a VRC needs a TRAINED EMPLOYEE who can help
veterans navigate the world of veterans benefits, paperwork,
59.
responsibilities, and resources.
60.
very much so!
And also they know they answer Many questions beyond benefits and if not
61.
they will lead you in the right direction to get your answer.
The veterans lounge at BC has been a vital support group to many of us
62.
veterans.
63.
laboratory, computer rooms and meeting rooms
There needs to be one of these on every campus of the respective college
not,just the main hub! Also a veterans counselor on every campus not just
64.
the main hub!
I think this is more important for Students who have more recently become
65.
veterans.
Benefits, Laws, and other veteran opportunities are always changing.. a
66.
Resource Center is essential.
The VRC is a good place to meet up with other Veterans. This space allows
the Veterans a kind of safe haven and promotes the feeling camaraderie.
67.
This feeling can help ease the transition and provide some stability.
68.
Admissions work very closely with the va center.
Every Vet should have access to the VRC... not every Vet should have
access to every program or service though, obviously. Personally, I have
69.
never encountered a barrier to accessing the VA resources.
I had no idea I could just come in and work on homework. I was unaware of
70.
the services the center provided.
When I first started the veterans information and veterans center were a bit
confusing. And having more than one or two people that are authorized to
certify students should reconsidered. Classes started in August and now we
are in October and I still haven't gotten paid. And the school only gives out
a $500 loan to Vets, not that I'm ungrateful but that doesn't cover rent for
71.
most or gas.
72.
They have a great setup for the VRC
It is essential that all Veterans clearly understand and are knowledgeable of
all services and benefits offered to Veterans. And a connection with other
73.
Veterans is a trust support network.
74.
Find different resources that lead to success.
75.
You need this Center to point out the programs being offered
The Veterans Resource Center has helped me map my college path to a
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degree.
Regular academic advisers are not fully abridged, as say full NROTC setups where Captains (O3) are advisers and we are handled differently
because of the state of our scholarships and grants, and our need for help
77.
from peers who "have been there and done that..."
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COD sets the standard all CCC should follow when it comes to meeting
veterans needs to ensure success.
Resources is the link to receiving the help you need to move forward if ou
plan to go the college route.
My college does not have one and I find that to be 100% unsatisfactory.
This is a MUST HAVE! Every vet should be able to come into the Veteran
Resource Center and have space and feel comfortable in his or her
surroundings. SMC does this as best as possible but could use a bigger
office.
Talking to other veterans at the VRC will make it more likely for you to
succeed in school. There you can receive help ranging from filling out
paperwork for veterans benefits, to help with math or English homework.
This help comes from other student veterans. I've never had an issue asking
for help there.
Also, resource center should be staffed with staff/peer counselors or
advisors to help with issues unique to veterans
Frankly I have found the Vet resource centers to be mostly unimformed and
lacking in continuity of personell.
Most new students dont even know what they need until it becomes a rush
matter
It is important because we have been out of a school mindset for many years
and it's always good to have somewhere to go with our questions.
I have utilized my Veterans Resource Center almost every day. Access to
computer, and printer are not available at my house yet.
Definitely, Refer to last response. [last response: Veterans need a place that
they can study away from the general public. A Veteran Resource Center,
similar to what COLLEGE OF THE SEQUOIAS has, in VISALIA, CA.
Tutors designated for Veterans would be a huge benefit, Veterans with
combat background, our years in active duty don't benefit from the average
joe like the typical student does.]
Of course.
The VRC should be a comfortable place to "retreat" to. The "ordinary"
civilian doesn't have the same set of life experiences most veterans have,
and there tends to be a social/experiential disconnect.
However, this still does not go far enough. Veteran counsellors shouldn't be
spread so thin, helping in so many different areas. At least a few should be
solely dedicated to Veterans, instead of being swamped in appointments
with regular students (who themselves have vastly more counsellors than
veterans do in the first place.)
I believe that having this access allows veterans to seek answers very
specific to veterans.
I found the resource center to be key in getting fast and very helpful
information on vital issues and services.
Goes without saying.
to better find out about all possible assets and training tools
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Meetings are only when I am in class... I mentioned this before to them and
they always meet at the same time and day of the week...
I'd like to see longer hours at the VA department. (window is open for 5-6
hrs a day. Shouldn't it be like normal places 9am - 5pm or 8am - 4:30pm)
I'ts not a huge deal, but would be nice and convenient.
I helps with adjustment in to the academic world. I helps us with
transitioning back into civilian life and a place to have peer support.
Yes, where exactly is the Veterans Resource Center located?
excellent people
I think that all faculty should have to know where it is so that they can at
least direct a Vet to the appropriate place
it may be a hole in the type room but at least its something
Many of the Vetrans have experianced difficulties in their transfer to
civilian life. Having others around you to share and hear experiances are
paramount to your success.
To let us know of any changes and new benefits that we can take advanage
of.
True. A veterans resource center is essential at all colleges.
helps connect you with other veterans
Again, I'm not sure I actually understand this question. I don't know or care
if my school has a "Veterans Resource Center." There's a desk in the admin
building with "VETERANS" on the side of it, and regardless of what they
call themselves, they've handled all my paperwork. And also apparently
given my email address out so that I could get spam mailings about
Veteran-themed barbecues on campus and other fluff. Anyway: obviously,
someone needed to process my benefits paperwork. Aside from that, I could
not care less about this topic.
Done and working great.
It should be manned by veterans or at the very least by people who are very
knowledgeable about veterans affairs and extremely sympathetic towards
them.
A place for veterans can communicate
Porterville College does not have q veterans resource center!
Veterans students almost always end up working together in the class.
Havign a resource center would greatly help with the transition from active
duty to civilian life.
i don't think the Veteren office at mesa is sufficient enough to support
Veterans. They do not communicate with other departments therefore they
gave me a run-around of get what i need to start my classes and GI Bill.
This is not necessary to do so because It is enough pressure ans stress to
transition from military to civilian. The least thing to worry is to have
someone does not know and gave me a wrong direction.
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There are services that are not being provided with veterans. Counseling
(PTSD and educational ). The inability for veterans to receive D.S.S
Support . Many Veterans are ill informed about their benefits and have no
means to reach the information without a center.
at ohlone we have no veteran club and a lot of veteran, myself included
have to search for resources and answers. This also discourages a lot of
veterans from attending college.
A lot of veterans get frustrated with the "system" in place. It is good to
know that people like you and I care about our veterans and meet with them
on a face-to-face basis.
Some veteran counselors under educated on how to deal with veterans.
Details are essential, not just saying it will be done.
At times I feel like I need a crystal ball to understand how college life works
now. I have not been at a college since 1991 and boy have things changed.
It would be nice for veterans to not only have4 access to the resource center
but be made aware of its offerings.
Veteran services has been a vital asset during the enrollment process.
Veteran Resource Center is important to Veterans success in college.
Many veterans are on a limited income and do not have resources that many
other students have.
Train veterans desk assistants to better serve.
I would not have begun my first year at SD Miramar if I was not assisted by
the Veterans Assistance Representative in the admissions office.
Without our current facility, the veteran success rate will fall at an alarming
rate.
And the Campus should always have a Veteran counselor Too!
If you don't have access to the veterans resource center you cant be
resourceful and be the best student you can possibly be.
Currently, the VA resource office is hard to find, as they do not have their
own window.
A lot of veterans, myself included, don't come from families where their
parents/siblings went to college and are hence clueless about how college
works exactly. A veterans centre is immensely helpful in that regard.
The veteran resource center has no standards nor their personnel.
Make more time for the center to be open during the week...
This has been most helpful to me.
This is something missing in the current school that I am attending, they
need a resource center.
At MSJC, I found the veteran counselor to be pretty much unavailable. At
College of the Desert, the counselor is readily available, and extremely
helpful.
A Veterans Resource Center is essential for a more productive experience
for Veterans. Having a place where like minded veterans can meet, study,
and interact can have a significant impact on the stress of returning to
civilian school life from military life.
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Q12. My college should make sure that each student Veteran has an educational goal.
Answered 447 Skipped 49
This is ESSENTIAL for student veterans who are receiving funding that
depends upon academic progress in specific classes. ***** Not all student
veterans receive VA educational benefits. ****** For student veterans not
receiving VA educational benefits, the educational goal is exactly as
135. important as it is for the population of students in general.
136. it's to the veterans benefit
There should be a mandatory half way check point to asses the veteran
student. Unfortunately, most veterans quit school because s/he fails to
137. adjust.
138. Allows students to stay focused and use their benefits wisely.
This is very important because many veterans have started their paths on
jobs from the military and yet many veterans need to change their careers to
fit into the civilian world and without goals making these changes can
139. cause become complicated.
I only rate this as important because of the terms of the Post 9/11 GI bill
which only allows you to attend classes under your educational goal, so it is
important that a student veteran has a strong desire and goal for what they
want to do otherwise they will be jumping between majors and using up
140. their GI bill funds.
141. Palomar college Allowed me to go as undecided for a major....not good!
Although sometimes that educational goal is to explore what they want to
142. study.
143. Or at least help guide them in a direction that interests them.
If one does not have a goal, it is important ot have one and if failing at your
144. objective a tudor is provided to help wit the deficiency.
145. Veterans are goal oriented and any direction and help is very welcome.
Mine does... but ALL students should be encourage to have an Ed Plan and
146. I think all Veterans are required to have one these days.
147. it is a requirement.
However, the Colleges and the VA have responded to this need by making
it structurally impossible to achieve the established educational goal. In my
case I have 3 classes to complete my AA degree. However, it is impossible
within the rules to take the 3 classes. See VRAP full time vs education plan
strict restrictions without accommodation or appeal. It is impossible to
148. arrange the final 3 classes as a "full time" condition.
Veterans have to wait in line for a counselor appointment, they should get
Veteran Perference! After to all Veterans/Active Duty risk their lives
149. defending this country.
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I hate seeing regular students taking courses to take courses because their
parents are handling it. It's not so in the veterans' case, we are rushed to
finish as not to waste our tax payers money but the you have these others
that's are doing just that without giving anything back to the country.
MGIBill is a great opportunity for us veterans to get ahead in life without
worrying about student loans and we should take advantage of that.
Look over the type of several fields available you might be interest(s) in.
I think it's choice to have a goal or not
Veterans can end up wasting their GI Bill so they should have a plan.
Yes but make sure that please do not pressure the disabled veterans who are
struggling, especially with disabilities. To take away financial aid with the
hopes that at 16 units, failure will not happen, is a matter of folly.
Especially at SMC, why do we have to suffer for serving our country.
That should be essential through his or her counselor.
No goals...no idea about how to pursue an education.
Absolutely. The goal for every veteran student is to achieve education goals
in order to make positive contributions to society
Not sure that this is an appropriate focus for the counselers of newly
discharged vets, most dont know what they want to do and just should be
put in general ed tracks so that they can experiance college life and how it
differs from the military. Figuring out a major is what your first couple of
semesters are for, just make sure to take the core classes.
The VA at your school wants you to succeed,not just get paid,it is good to
have a over seer tyhat cares perhaps more than we do
You don't want to waste time with a class not towards your degree goal.
The GI Bill is only good for so long. Let's ensure these Veteran Students
take full advantage of their benefits and not waste time changing education
plans. Ensure the Veteran Student is aware of their goal, will enjoy their
path, and stay on track.
YES! Schools need to stop assuming students know everything and give us
a hand individually, not just collect our statement of responsibilities and
send us on our way. Monthly sit downs with each Veteran would be great.
IF they Vet needs help they will show up, if they don't then then won't.
I think that this should be left to the individual just like the rest of the
students.
Since some people have different objectives, this may be important but not
necessarily essential.
It's been 16 years since I got out and in that time I completed 44 units with
no real goal...If I had one 16 years ago I might have my bachelors and not
lost my Network Admin job recently.
And the Veterans Office should recognize and track properly the transcripts
that have been receieved on behalf of a member.
Its bettrer to let us "get our feet wet"... han to have us pick a major in the
first semester.
to know where you are going and how to get there
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AND THE COUNSELORS SHOULD KNOW SOMETHING ABOUT
THE DEGREES OFFERED!
I think an education plan is mandatory to receive VA education benefits.
An education plan, once approved, enables one to plan courses and seek
feedback from counselors and professors IRT classes selected and allows
for contingency planning. An education plan is helpful to plan schedules as
well as types of courses.
Without goals funding is wasted.
Some veterans don't have the understanding or guidance they need to
achieve their goal. Veterans come from a structure environment that is not
matched by any other institution in the civilian life. It is important to
transition veterans to making decisions by taking an active part of making a
plan with some guidance on how reach their goals. This will empower and
educate veterans on making the best choices during their time in college.
As long as there set up for classes and receiving there benefits they can
think of there own goals. Every time I tried to schedule a meeting for a
Veterans counselor they were fully booked for about 35-40 days. I ended
up having a meeting with a normal non-veteran student counselor and
everything worked out fine.
The school understands that a veteran will file an education claim which
ultimately pays the school so while it shouldn't really be their responsibility
why wouldn't they?
without it you do not recievce benefits or you waste your gi bill
Some people don't know where to go. I have changed my plans twice due to
siutations which change my outlook on what will allow me to be successful
in my carrer path in the future.
Let the veteran rep. be our guide becuase these new veterans might have
some degree od PTSD.
Its important for a veteran/student to have an educational goal. It keeps the
student focused on a path.
need to have a goal to strive for ...
Many students come through without a goal and waste time and money
trying to figure it out. Much of the information as far as general education
goes is not very clear for students and is hard to find. Some do not even
know they need to take general ed courses for degrees. A lot of the
information is very technical and not well understood by students. It is in
the college catalog but not very accessible. A newer streamlined catalog
that has the necessary information for students and has a lot of the excess
cut out would help immensely.
If we have to have one for benefits purposes, then absolutely. Otherwise, if
I'm paying for my own classes, it's none of your business.
If you don't have a educational goal there is no funding.
Normally veterans already have an educational goal prior to entering
college, yet, some may be confused about the best path to achieve that goal
- A good counselor may be of help in illustrating the best career path.
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You should have this beforehand.
absolutely essential.
Though I believe goals are vital for ANY student to succeed in life, I
believe it would cause unnecessary stress on a returning veteran who may
be unsure initially of what he/she wants to do still, much like civilian
counterparts. Instead a student's goals should, if not already formed, be
created over time, organically (as in through completing General Education
requirements and exposure to various possibilities).
Idf you do not have a goal you will flounder and waste your benefit.
the lacking of communication between counseling and veteran office do not
help me at all. each doesn't know others' rules and regulation.
Many Veterans run out of their GI bill due to this
most veteran are discharged and left with skills that cannot or will not be
accepted in the civilian world. It is important to have a educational goal in
order to succeed once you depart the military.
Guidance should be given. Many veterans might not know what they want
to pursuit in order to make them truly happy. Chasing a career for monetary
reasons or because an image of credibility has been placed in their head due
to advertising should be taken into consideration.
After years of service being told what to do the may not know how to
decide what they want so give them a semester to decide on a career path
then re assess
Sometimes recently discharged Vets are unsure of future career goals,
especially when military skills are not directly transferable to civilian
world.
Also add a recommended class path that would make best use of Current
VA benefits.
!00 percent true. We not only need an educational goal we need to have
access to counselors whom understand what veterans need. I saw 5
counselors before my education plan was perfected enough that the
veterans approved it. It would be good if there was a VA rep in the
counseling office whom understood the regs of the veteran programs...just
saying.
Essential if GI Bill is being utilized. Otherwise a large amount of money
will be wasted and set limit (36 months) is partially expended.
It is the Veteran's responsibility to have an educational goal, not the
institutions.
Veterans should have priority appointments when discussing their
educational plan to their counselor. They should not wait one week to see a
counselor, San Diego Community College participates in the Veterans
program "Principles of Excellence" initiated by President Obama Executive
Order #13607
I think this is highly important because once the GI Bill money is gone,
that's it. So each student should have a particular goal so they do not waste
their benefits.
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VA Programs are limited time sort of things, so making sure that the
veteran's are on track to complete a specific goal is very important. Taking
classes outside a major is generally not the best of ideas, and could cause
veterans to run out of funding before their goals are met.
What happened to being undeclared for your first year? Pre-req's can focus
a goal not previously held.
As a Marine, my mission accomplishment didn't have anything to do with
combat, but it was still a large undertaking. I think it is the most essential
thing as a veteran, to plan a mission with objective benchmarks along the
way. A good goal will keep a student's head out of the clouds, and keep
them focused. It isn't just essential to Veterans, but to every student.
Veterans are people, not numbers that just go through the system. Most
veterans are not your typical college students.
Every student should have a educational goal.
The school should be providing educational goals that are realistic and
attainable in a appropriate time from. They should also recommending
classes that are suited for the school the student plans to transfer to.
Not if the length of time to obtain an educational plan interferes with the
VA certifying process. My benefits won't appear till likely November since
Mesa required an educational plan despite me being here only one
semester.
I started to go to school basically just to gain benefits. I did not like the idea
of going to school, but once I got some experience, I began to be more goal
oriented. I then found a focus and gained my AA while moving on to work
towards a BA. Different methods work to better different people. I was not
one to know ahead of time what I wanted to do so it worked out for me,
even though it was not very efficient, to go through the process the way I
did.
The problem with this is that the VA has a hard line when it comes to our
"goals" and due to "red tape" and bureaucracy we as veterans need to
constantly adjust what our goals reflect on paper so that we can go on to
our 4 year schools more prepared. For example most Community College's
2 year curriculums have very little to do with our 4 year plans. Therefore
there is a waste of time on our part and waste of our dwindling GI benefits.
It is important for every vet to keep this in mind and it causes uneeded
stress.
Again, not sure why single out veteran...all students should be counseled to
have an educational goal.
If you do not plan you will not have a goal if you do not have a goal you
will not succeed
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Q13. My college Student Veterans Program should make sure that campus staff
(administrators, counselors, advisors) and faculty have information about the needs of
student Veterans on my campus. Answered: 447 Skipped: 49
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Campus staff should know every bit as much about the needs of
student Veterans as they know about the needs of DSPS students,
EOPS students, and minority students. There is no valid reason for staff
to know less about veterans' needs than they know about the others.
absolutely
If you as a civilian have the audacity to work as a veteran
representative, then s/he needs to be better than well versed on veteran
needs and local resources. Otherwise, hire a veteran who can do the
job.
Miss information is worse than no information.
In Spring 2013 I had Annual Training (CA Army National Guard Trial
Defense Service training) the same day as my final in Math 123,
Calculus, as well as at the time of the final (3rd or 4th) Midterm. I had
been passing the course up to then. I had trouble rescheduling the last
Midterm and final exam with the instructor, so I forego taking those
exams and received a D. I am now burning up my hard-earned money
taking Calculus online at Bringham Young University. The instructor,
Prof. Jacob, had made anti-military statements during the semester. He
is entitled to his views (I personally do not think we should have gone
into Iraq either, but once ordered it is my duty to comply). However, he
should not discriminate and should do his best to accommodate people
serving his country and state. I am not even a combat soldier--I am a
Judge Advocate defending courts-martial of California Army National
Guard soldiers.
Professors and staff should be trained on how to deal with veterans
with conditions like ptsd.
Veterans are non-traditional students and usually are at a higher
maturity level. Veteran's life experiences are also quite different from
the average student. These differences would make the student-teacher
relationship to be more peer like.
There could be more modernized training/seminars/education on the
adjustment of military personnel. Even for the students. I knew a guy
in one class, who recently got out, that most of the other students
thought was a moody blowhard at times... I saw it differently... I sensed
he was having trouble coping with the lack of rank structure,
uniformity, and personal identity/pride after his discharge. I had been
there in my own way when I had gotten out too. The shock to the ego
and to identity, alone, affects most service members, I think, and some
of us really take it to heart for a while. I don't know, I am just shooting
from the hip on this one.
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However, because they feel no obligation to deliver a successful
outcome they take the attitude that it really isn't their problem. So the
fact that they know doesn't help the Vet because they make it a
guessing game to discover how to get through the system.
It would be terrible to take care of the vets at the college and then push
them off the cliff so they learn to fly in the big four year university
Even the some of the staff at my school subscribe to a lot of
stereotypes regarding Veterans,PTSD,and wounded warriors.
At the least be able to point them in the right direction.
The college staff has the information, they just do not dispense it. The
state VA administrator at the MCC campus is completely devoid of any
initiative and allows a veterans paper to sit on her desk for literally
weeks. The only way a veteran knows that their paperwork has been
processed is when they come looking for it. That happened to me every
semester during my time at MCC and, having spoken to other vets,
mine is NOT an isolated case. Her procedural history should be
thoroughly reviewed.
Different types of family needs to assist the veteran.
any student with needs falls into that, Vet or not.
At SMC there is nothing like this, unless we go through DSPS, in
which we can try and avoid being singled out with the yellow sheets
and proctor rooms, but not all SMC teachers are FERPA trained.
I concur.
In addition, any staff member who is helping student Veterans in my
opinion, should be a Veteran who has successfully transitioned from
student to faculty member. Because, most Veterans do not trust anyone
who has not been through any kind of military training; which in turn
deters Veterans from wanting help from someone who lacks relate-able
experience to them.
Every member of the faculty especially professors should attend a
veteran issues training session yearly. They are bound to have a few
vets in their classes every semester. I took part in a panel for faculty
over the summer and it was a big success for the faculty that came and
watched the vets.
Only if you are disabled. I believe I am no different than any other
student, the only difference being that I served. What other needs
would a veteran need if not disabled?
Veteran students are generally older and have some life experience that
make bring unique perspectives to the classroom.
Dealing with veterans is a skill that takes time to learn, counselors
should know how, but I am not sure its worth the time to make all staff
learn this.
Alot of vetarns dont now of the many people at their school that are
wautung to help them,the staff does now they need to knoww who need
help
I agree
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Having the information is necessary in order to tailor the individual
needs to all veterans.
These men and women have served us faithfully, It was not their
decision to go to war just their duty they did not shirk. They have paid
for the educational opportunities in ways you can't imagine. At least
respect that and try to work with them to complete their goals.
Which Mesa does not!
Any help the Veterans can receive for their service to country should
always be Priortity One.
COS HAS THE MOST UN-KNOWLEDGABLE COUNSELLING
STAFF!
It is essential that college staff understand Veterans have special rules
and administrative formalities. Not essential that every staff member be
an expert on Veterans services.
Like I mentioned earlier, I struggled to get a meeting with a veterans
counselor and i ended up having to have a meeting with a normal
counselor, it all worked out fine but I'm sure I could have received
more useful information from a veterans service counselor.
well done
If this is not done at least on some basic level I feel campus staff need
more training. They just need to know where to direct a Vet. That can't
be hard.
please just hire a veteran in these places . civilians do not give a crap
about nor do they want help us. every va counselor i have seen gets us
in and out as quickly as possible
Absolutely... Some safeguards need to be placed to ensure that
discrimination doesn't occur though.
some veterans need to be communicated with a certain way or may
have disabilities that staff should be sensitive towards
We're not disabled, we're vets. We don't have "special needs." If a kid
fresh out of high school can handle college without hand-holding but a
veteran can't, there is something seriously wrong with your recruiting
criteria.
The individuals that work in veterans services don't seem to care about
how well they serve veterans, and feel the need to blame students for
issues that are not within the veterans control, when proper information
isn't provided to the veteran.
We have have veterans who operate this program and they do a great
job.
The only ones who should have ample info about veterans and their
needs are the vet reps and counselors working in the Veterans Admin
office, They, in turn, should inform regular staff about anything
concerning a student veteran, if the need arises.
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Some counselors are completely oblivious to the requirements by the
VA to maintain one educational plan and full time status. Better
effective learning modules should be provided to all counselors to
ensure their knowledge is up to par when a veteran is determining
his/her educational goals.
we had a different background and experience compare with other
civilians. but counselor do not understand in order to help us to set a
goal. I felt i was rushed in my counseling meeting trying to get back to
college and have a career. it seems no one really care truly but just
doing their jobs.
Yes, many veterans reach dead ends due to misinformation or
individuals not knowing the information.
very important that veterans are made aware of what is available to
them.
This is crucial with veterans suffering from PTSD. These scars are on
the inside of our minds and souls which may or may not be
accompanied by physical scars. Understanding a veteran with PTSD
and their individual needs would benefit everyone in society as a
whole.
Faculty can be ignorant to vetrans needs unless educated.
It is very frustrating to deal with civilians who are clueless about the
military. They should at least be able to direct a veteran to a resource
directory for the particular need.
100 percent agree. They also need to understand that many of us
veterans have issues from time in service that may require empathy,
understanding, and adjustment to their way of thinking. Also an
understanding that we are not all rich, getting our class resources paid
for by mom and dad, and therefore unable to have all our required
material purchased the first day of classes. Also the way materials are
presented these days in PDF, blackboard, email, etc are new concepts
to some of older vets...it would be nice if there were an initiation
program for veterans to understand the new college game.
Veteran's cases differ in big ways from a normal student that didn't
serve. I personally have a big issue with people being behind me,
crowds and loud noises. I also have a Traumatic Brain Injury from
active duty that makes learning many times harder for me. Things like
this can effect what classes should be taken with other classes. The
average student spends about 2-3 hours studying/doing homework for
every hour spent in class. I have to spend about 2-3 times that much
just to stay up with the class.
Veteran Certifying Official Supervisor Ms. LaWanda Foster and her
staff should be commended for their professionalism and expertise
expediting my veteran benefits (VRAP)
Already happening
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It isn't pertinent for all the faculty to have acknowledgement of specific
needs. For instance, I don't believe educators should know about
personal issues. I do, however, feel it is the responsibility for the
administration to have an accurate history on Veterans for
accountability reasons.
Yes most definitely should because I have PTSD and its hard for me to
concentrate for long periods of time. Also I get anxiety when called
upon in class. I tried to explain to my teacher. He thought I was joking
and that I was making up an excuse. That really made me feel alone as
I'f no one understands what I am going through.
Yes, everyone involved should be informed about the veterans program
so that everyone is on the same page.
I've had some great professors that understand veterans needs, and had
some that don't. The danger of professors who are not equipped to deal
with veterans can result in diminished self confidence and a real risk of
dropping out.
This is hard if the Student Vet Programs staff is made headed by
someone who has never been a vet themselves and is very out of touch
with our needs and mindsets.
College of the Desert has this covered extremely well with a proactive
Vet counselor.
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Q14. Each Community College has a President, this person is responsible for the success
of the college. With this in mind, should the college president's office support student
Veterans in being successful students? Answered: 445 Skipped: 51
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The college president's office should support ALL students in being
Yes!
Take interest in the veteran student population to succeed or lose
accreditation.
The college president's office should support ALL students in being
successful. This is a dumb a question.
See my comment on 13 above.[In Spring 2013 I had Annual Training (CA
Army National Guard Trial Defense Service training) the same day as my
final in Math 123, Calculus, as well as at the time of the final (3rd or 4th)
Midterm. I had been passing the course up to then. I had trouble
rescheduling the last Midterm and final exam with the instructor, so I
forego taking those exams and received a D. I am now burning up my
hard-earned money taking Calculus online at Bringham Young University.
The instructor, Prof. Jacob, had made anti-military statements during the
semester. He is entitled to his views (I personally do not think we should
have gone into Iraq either, but once ordered it is my duty to comply).
However, he should not discriminate and should do his best to
accommodate people serving his country and state. I am not even a combat
soldier--I am a Judge Advocate defending courts-martial of California
Army National Guard soldiers.] The College President needs to impress
upon faculty and staff the importance, no, the essential need, to
accommodate the needs of Veterans and serving military.
Veterans sacrifice a lot for their country and its citizens. I think that the
citizens should try to as much as they can for the Veterans in return.
I think this is important mostly because there are increasingly more
veterans and if they are successful students, it helps everyone in the long
run.
Veterans are used to a command structure. If the veteran feels supported
and understood by the college president's office, the veteran will be more
likely to perform well and exceed expectations.
Not essential, but yes, the President should care and be directly involved
with his/her student body. Ours is, and he is better respected and more of a
motivational representative to folks like myself for doing so.
Should ensure ALL students are successful.
I have no idea who my schools president is and why I should care.
However, the president at Miracosta would not reply to written letters or
email. I had to deliver letters in person to his office past his secretary. I had
to appeal to the president on successive semesters and still failed. (I was on
the presidents list for academic performance each semester 3.5 gpa.
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How can I succeed when I was denied a Unsubsidized loan (<24 units)
under the Title IV Over Borrowing Initiative. San Diego Community
College Board of Trustees voted to participate in the Title IV Over
Borrowing experimental Initiative. Altought this is was passed by
Congress, it discriminates against the disabled, minorities and denies our
veterans/active duty access to Federal student loans. SAD!
Of course it's important. I will only look better for the president and the
school
They should support all students in being successful.
Every College president would have some shared concerns to build a better
environment.
just as much as any other student
Without the support of the President of the College, Veterans would feel
and actually be outcast among an already diverse student population.
Like anyone who is a person, it is vital. As a head of SMC, changes need
to be made because most of the vets I have met have left, dropped out,
phased out, returned to the fleet, or just gave up, because a lack of support
for vets and disabled vets.
Administrators should be required to get training on VA programs and how
they have a mutual benefit for both the school and the veteran.
Of course, why not?!
See comment in question 13 [In addition, any staff member who is helping
student Veterans in my opinion, should be a Veteran who has successfully
transitioned from student to faculty member. Because, most Veterans do
not trust anyone who has not been through any kind of military training;
which in turn deters Veterans from wanting help from someone who lacks
relate-able experience to them.]
This is needed. Veterans will be successful either way but it helps a lot
knowing the higher ups have your back and support you. It's sad when
Veterans have to put in their own Veterans Day and Memorial Day
celebrations. This should be changed and every college should follow suit.
It's the least they can do.
Support must be demonstrated from the top through to the staff and
faculty.
Yes. But no the president's office should be an advocate for ALL students,
veteran students included.
Our college has a President that is intrested in vet issues, its amazing how
policy can be directed from the top and it affects all people who work for
the President.
Putting politics aside, meaning UNIONS and their ilk, the President needs
to make time to communicate and hear what Veterans concerns are.
Returned calls by the respective individual is a requirement. This should on
to the the "mouth piece" in the office not be passed that ends up being the
communcation conduit for the President. OWN IT.
Should support the success of every student
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Our vets work and fight for our country, we need to suport our vets in
every way we can to insure there sussess
I have no clue who my college president even is, at this school or any
school I've been to.
This seems vague. On one hand, yes, veterans and all students should have
every resource available to them. On the other, it's not the President's job to
ensure the students success; it's up to the students themselves. Probably a
better way to go about it is for the President to delegate support and
resources through departments. Better yet, the Veterans themselves could
put together a group and choose representatives to request resources to
further veterans' educational goals.
Having support for veterans not only reflects positively on the institution,
but ensures that the college is dedicated to ensuring the success of its
veterans.
I think he should support ALL students being successful but YES he
should support veterans especially because they have PROVEN their worth
to society. They are NOT nebulous bundles of potential that just graduated
from High School as their greatest accomplishment.
If Veterans feel the school is "behind them"..... the school will thrive as
Veterans diversify the student body....and makes us Veterans that our
country is gratefull for our service.
STAN CARDOZZA or whatever his name is needs to quit treating the
school like a business and remember its an educational facility.
In my experience it is essential that the President should oversee / audit or
collect feedback from Veterans as well as staff members who work with
Veterans. I am grateful to Sand Diego City College, but the lady in charge
of the Veterans office is making a lot of mistakes and she will not entertain
discussion on her decisions. This caused me difficulties with my schedule
and my finances in three out of four semesters I attended. I appreciate that
the college has a Veterans office but when a Veteran has difficulties with
the staff there (difference of opinion on what courses to take, etc) there
should be A CLEAR AND TIMELY method to seek an advocate outside
of that office. My experience was that when the lady in charge of the Vets
office made a decision it was final and without my input or discussion.
Very frustrating when she is often wrong and the customer doesn't get so
much as an apology.
He is in charge of everything so shouldn't he be in charge of the student
veterans already?
Absolutely.
Support from all facets of a Community college help veterans have pride in
themselves and their college.
The College president should support all students equally. Every student
deserves a equal opportunity to learn, as long as the college president is
ensuring that happens like I have seen at DVC. Then it is up to the students
after that to make the most out of it.
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The only reason I could think a college president would do that is if he was
willing to admit he was a failure at his position.
they need to understand the state citizenship that comes from being a
veteran since i am considered a veteran but my friend who served in camp
pendleton with me is not considered in state citizen and now owes the
college a bunch of money and the dean wont stop calling him
These individuals were willing to give their life for the safety and security
of others. The veterans ability to succeed should be of upmost importance
to all staff.
The college president's office should support all students in being
successful students whether they are veterans or not.
Not any more than they support all students. I can only assume this
carefully worded survey prompt is going to get twisted by some sleazebag
into some study headline like "90% OF VETERAN STUDENTS FEEL
COMMUNITY COLLEGE PRESIDENTS NEED TO START
SUPPORTING VETERANS." You want to "support" vets? Stop making
them feel like society owes them something. We got our paycheck for our
service, that debt is paid. Now please stop acting self entitled, put your
your nose to the grindstone like everyone else, and stop making me
embarrassed to admit that I'm a vet, too.
This is true only to an extent, I don't believe academic leniency should
allowed because a person is a veteran. Substandard work dolled up to
achieve a passing mark is unacceptable.
Absolutely! Student veterans are first and foremost STUDENTS.
To be an effective college president it should be of the utmost importance
to have a structured network of people to have access to different tools and
information. I am a veteran and I am on an Honor Society and have
maintained over full time status for four consecutive semesters holding a
GPA of 4.0, for half the time.
I do not really know who is the president in my campus. It was not put out
widely.
veteran can provide valuable income to any college and it is essential to the
reintegration process for the veteran.
Veterans are students who make up a heavy demographic of community
colleges. Do not just take our money and leave us to hang and dry.
He shouls support all students no matter if they are vets or not.
yes, but it's ultimately up to the student
Of course they should...more veterans are returning to college everyday.
Not all veterans have had recent schooling and the college president should
support all students endeavors in every way possible, as well as recognize
needs and help create programs to create uniformity in student success.
Some veteran need support, but are too prideful/afraid to ask for it. that
said if it is offered most won't turn it down.
obviously. Veterans are equals with other non veterans.
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My opinion is that it is the patriotic duty to service Veterans and the Active
Duty Military who defends our great country United States of America.
After all San Diego Community College District receives hundreds of
millions dollars from the Federal Government.
I don't think this should be Veteran specific, but a President who has a goal
of making sure that ALL students are successful is key.
Very little presidential contact
I think it is important that the President's attention should be evenly
distributed to all groups of students.
They have many things to worry about and should consider the same for all
students. Veterans have many benefits and people in place for help.
We bring a large amount of guaranteed money to the table as students. This
translates into revenue and as well a large group of older very motivated
students. Its a win win for the colleges and ourselves. That being said while
we definitely deserve attention we should in no way detract from all the
other students just because we are vets.
Veterans should have position amongst themselves, veterans know better
than anyone what is available for veterans and what other veterans might
need assistance with. It is easier to communicate with those who have
similar experiences and military backgrounds.
They need to make sure that funding is available for Veteran resources.
One of the thing that is lacking is greater flexibility in analyzing and
awarding credit for military education/experience. The community college
system in Virginia (prior to moving to CA) did a wonderful job of
analyzing and accepting courses. The community college system here does
very little to award credit and that puts Vets at a disadvantage. I even had
to take an English course here again because my class (which was identical
to the one here) was not taken in California. This is ridiculous. I have a
tremendous background in psychology with lower level through grad level
classes under my belt and I had trouble even getting Psych 101 credit. In
Virginia, I had NO problem. The Naval School of Health Science that I
went to is in California and it is fully accredited. Honestly, I would not
recommend a Vet relocate to California to pursue their education after the
military unless they absolutely must. I came here solely for UC Berkeley
and have achieved that goal. If I could have found a comparable program
in another state, I'd have gone there if they were more Veteran friendly.
What kind of question is this? The president should support all
students...why are we singling out vets..all students should be supported to
be successful.
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Q15. My college Student Veterans Program should make sure that campus staff
(administrators, counselors, advisors) and faculty make sure that each student Veteran
has full access to learning opportunities. Answered 443 Skipped 53
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EVERY student should have full access to learning opportunities.
Yes!!
I believe that technical course should inform students of their rights
of veterans to enroll into nursing programs, radiology programs and
any others that are available at their college.
Actually it's important that campus staff and faculty make sure that
everyone has full access, not only veterans.
This is most important for those with service disabilities (or any
disability, actually), and psychological injuries. I know one or two
Veterans whose disabilities make learning more challenging and, for
them, extra effort should ALWAYS be made by those who around
them to level their playing field and remove the added
burdens/barriers.
This should be available to ALL students.
Many of us veterans are told to do a task and figure it out without any
assistance or instruction. We make the best of it bit don't realize that
there are a simpler ways and people that can help you. You got to
lead the horse to the water
Yes. It is good practice to seek advise on would be better for the
veteran and veterans family.
again. all students should have full access. why hinder anyone?
Veteran should "look out for himself", reliance on others may create
unnecessary stress.
There needs to be a dialogue between DSPS & VETSAFFAIRS, and
a way to keep attrition low.
I concur.
See comment in question 13 [In addition, any staff member who is
helping student Veterans in my opinion, should be a Veteran who has
successfully transitioned from student to faculty member. Because,
most Veterans do not trust anyone who has not been through any kind
of military training; which in turn deters Veterans from wanting help
from someone who lacks relate-able experience to them.] academic
peer
I have been treated well by the Faculty in my educational endeavor.
Yes. However, veteran students should not receive special status or
privileges.
wWe should treat each vet like royality
Yes!
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Same as above. [This seems vague. On one hand, yes, veterans and all
students should have every resource available to them. On the other,
it's not the President's job to ensure the students success; it's up to the
students themselves. Probably a better way to go about it is for the
President to delegate support and resources through departments.
Better yet, the Veterans themselves could put together a group and
choose representatives to request resources to further veterans'
educational goals.] The staff doesn't have a direct incentive to see
these goals accomplished. The veterans have a personal stake in the
matter, and thus are more likely to see it through to the end.
Ultimately, the staff can only help facilitate what the students must do
themselves; they facilitate by moving themselves out of the way,
identifying problems that will come up, and lending support when
possible. But the majority of the momentum must be built by the
students themselves.
Yes, Perhaps being more proactive in contacting the Veterans
themselves. Sometimes we are hesitant to ask for help.
Its all based on the dollars Veterans can access to go to school.
KNOWLEDGE OF DEGREE PROGRAMS IS A START.
CLEARLY DEFINED DEGREE PROGRAMS WOULD BE NICE!
That's a given isn't it? Isn't that a basic students' right, even the nonveterans? No one should be denied full access to learning
opportunities.
Administrators, counselors, advisors should provide the same full
access to all students. As a student veteran at DVC I have had great
access too all learning opportunities.
What do you mean by learning opportunities? We should be given as
preferable a position as anybody else, that shouldn't always mean first
in line but that should help.
I was forced off priority list when MGIB ran out, now fighting to get a
class. Had to forcefully drop out of school due to unavailability of
classes.
obviously
Much of this is going to be based on the individiual students
willingness to participate in programs... I believe most are already
accessable.
Yes the campus staff should make sure veterans have all access to
learning opportunities. Such as tutoring, math lab, accounting lab, and
writing center.
Every student should have full access to learning opportunities
whether they are veterans or not.
Sure as with every other student attending any learning institution.
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Veterans come in all shapes and sizes. They come out of the military
with medical conditions, bills, families, etc. Who is there to help us
when we feel that the weight of the world is on our shoulders? We
need to know that everyone is willing to help us in order to help the
community as a whole; true patriotism is caring for each other
regardless of social and economic status.
I struggled to find computers I could use for my studies...I was difficult
to find computer access past 7pm, Fridays, or weekends and this was
my primary time available to study. Access to full learning
opportunities are limited when class offerings are sparse, library is not
open past 12noon on Fridays and teachers do not place a textbook copy
on Reserve for studying in the library.
yes, but the hours don't often correspond to working professionals
DUH...everyone deserves full access to any learning
opportunity...veterans have served our country and they are very
deserving of access to every learning opportunity available.
They should have the same access as all other students.
Federal Law
The main overall goal is to ensure that students have an educational
background that supports their goals toward a successful career.
Missing out of learning opportunities is missed experience and
knowledge towards that goal.
Already happening
The faculty should be aware of whom their veteran students are.
Veterans should be treated with respect and not as recently graduated
from high school.
I feel that we should be treated no differently than every other student
in this way.
Ok..I am done with this survey. I am not sure why these questions are
so...actually..i do not know what to call them. So many of the things
you are questioning are important to all students. I believe should have
priority as a small reward for their service. I also believe they should
have all college and tuition paid for, regardless of any VA act. If they
are disabled, they fall under ADA anyway.
273
Q16. How important is it to train faculty on student Veterans issues including
Posttraumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and other such
challenges?
375.
376.
377.
378.
379.
380.
381.
382.
383.
384.
385.
386.
387.
388.
There is no valid reason to NOT train faculty on these issues. They
affect social and cognitive functioning every bit as much and every bit
as predictably as the issues faced by students in the DSPS program.
There is no way to justify recognizing/helping one but not the other.
Thisway they are educated in dealing with the particular veterans or
groups thereof.
However for those that like this kept confidential the VA office should
have pamphlets available for students to take.
Not all faculty need to be trained in veteran issues, but they should
know who to direct veterans to (such as the VRC)
We deal with a lot each day, and sometimes we just need to be left
alone.
Very important
It's important that the staff is aware, understands and is patient in
dealing with students with issues... however, veterans are not the only
ones with these kinds of issues.
The faculty can be the first line of defense and may be able to provide
help to a Veteran with these issues.
You don't need to give everyone a mandate to take/retake a Psychology
course or something... but to offer realistic perspective on the
disabilities, behaviors, and emotions of those traumatized... or simply
coming to grips with no longer being "great, confident contributors to
their society/country." We are human... and we all have our scars,
weaknesses, fears, and self-doubts.
is up to the student to adapt to the new environment, veterans must stop
using PTSD as an excuse. former: US infantry, paratrooper.
Its a unsafe situation of frustration, hindrance and denial for trained
military personnel suffering from a Stress Disorder.
Refer to Rehabilitation Act
It would be irresponsible not to. There are so many of us that what
issues and problems and no one understands. At times it feels as if the
professor don't believe in these disorders and just an excuse to not do
work. But on the flip side students needs to be certified, analyzed and
have proof of issues.
Even the some of the staff at my school subscribe to a lot of stereotypes
regarding Veterans,PTSD,and wounded warriors. I have had difficulty
because I use a service dog. I have been asked very inappropriate
personal questions about my disabilities,by professors,in front of an
entire class.
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389.
390.
391.
392.
393.
394.
395.
396.
397.
398.
399.
400.
Such issues as those mentioned can surface at any moment in time and
could jeopardize a veterans academic status, benefits or possibly
terminating their enrollment. These issues should be immediately
acknowledged to offer the appropriate assistance and direct the
individual to the help they need. I can see this reduced drop out rates,
increased grade point averages and benefits do not go to waste.
What services are out there that will accommodate each respective and it
good to be receptive in looking for the type of job the will fill the need.
same degree as being deaf, or polio, ADD, etc.... they should have a
general understanding of any hardship a student might have
Most people don't care
Being that SMC has had it's issues this past year, I would have to say
that SMC has failed across the board. Teachers also discredit Veteran's
as they "seem to need extra help,....or tend to say things that are too
(mature) for the "real world," this is not experiential learning, this is
something that the DOD has ordered the VA to treat EVERY PTSD
case and TBI case as a high priority, than before Bush, so why has no
screening or training, or even any signage put up for help with these
matters... han.."go down the street, to the family clinic...it's a sliding
scale. Only after the terrible loss of life were any such groups created.
thats not there job you dont need to be a vet to have mental disorders
It can be the difference for someone's life.
As a veteran student on this campus, I see that more often than not,
Faculty does not seem to care about the veterans needs or how to
redirect certain conversations in the classroom. It is just a matter of time
before we have a Vet that completely snaps on a Professor (for not
allowing absences during times they are on orders for example) or on
another student who antagonized the Vet during classroom
conversations on topics like war or politics. I see these classrooms as
little time bombs. I'm sure the Vet just wants some consideration,
nothing out of the ordinary.
successfully transitioned from student to faculty member. Because, most
Veterans do not trust anyone who has not been through any kind of
military training; which in turn deters Veterans from wanting help from
someone who lacks relate-able experience to them.]
Very important so faculty have an idea of what's going in with Vets
Veterans can become emotional with the subject matter of patriotism
and tend to shrug off any help, even though they need the help. The
challenge would be in getting the veteran to want to pursue help so that
he/she may open up to the faculty and fellow students.
I've been treated poorly a couple of times when I needed a little extra
time due to PTSD and many daily meds which can impair my thinking
and energy.
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401.
402.
403.
404.
405.
406.
407.
408.
409.
410.
411.
412.
413.
414.
415.
416.
Post traumatic stress disorder happens to civilians as well. Plus the large
majority of people in the military never see combat. So I don't
understand why there are so many cases. But those legitimate are so far
and in between that training faculty would be a waste of time and
money.
Yes. But it should be carried out as part of the school's overall program
for students with special needs. An unique program within the disabled
student program may be recommended.
I dont think faculty are the right point of contact for this issue,
counseling is really where it should be. We wont be telling our teachers
how we feel and if we were wounded.
Lack of train equals increased chances of mishaps
We have special needs that must be dealt with if we are to suceed
Just like witnessing a person choking on their lunch, faculty should
know how to handle our challenges as well.
I believe it is crucial for faculty staff to know and understand the many
non visible wounds of a Veteran and that they be aware that some
Veterans may not adjust well coming straight out of the military setting
and into a college environment with young/immature students.
This is why we should have designated students/tutors/counselors who's
specific goals are to tend to Veterans.
I'd say it's more important to find out if there's actually anyone here
diagnosed with those conditions.
Sometimes not all disabilities are not visible and having a student with a
TBI who may not always pick up and remember what a teacher says so
the respective question can test anyone's patients.
Give the faculty general training of what they might expect from
somebody who suffers from PTSD, they can then approach student
Veterans with a different teaching style.
Why do teachers and professors study the methods of learning (Audial,
Visual, Kinestetic) etc and everything else and ignore REAL issues that
affects a Veterans Attention, Behavior, Learning etc. I'm not saying
allow unacceptable behavior, but I am saying Don't ignore or joke about
it. Work with it. Special Ed teachers do this every day, It wouldn't hurt
the staff to be more compassionate and understanding.
We definatly need that. Just knowing someone is there to talk to
us....might be the difference in our success.
Really my anxiety isn't a good enough reason for forgetting shit? VA
says otherwise...
Staff should be trained to get out of the way and call an expert, even if
the situation isn't yet volatile. Dealing with PTSD is not a collateral duty
and frankly could get the staff member or Veteran killed. PTSD
treatment is a FULL TIME EXPERT responsibility.
Should be identified to Faculty.
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418.
419.
420.
421.
422.
423.
424.
425.
426.
427.
428.
429.
Extremely important. with the war winding down and soldiers returning
home there will be an influx of students signing up and being in the
class. Teachers should know about PTSD &TBI, what the warning signs
are, what the triggers are, how to deal with an outbreak or an episode,
and teachers should be more receptive to veterans and able to sit them
down and talk.
With the war being over and many military personnel leaving the
service and returning to school there is a high number of students with
this disorder, myself included
Being able to recognize students abilities or disabilities can only help
the learning process.
This is the most important thing because the staff needs to understand
how to be accommodating to the needs of these veterans. The staff
should also be able to accommodate the students who have
appointments for treatment of these very serious conditions. Most
importantly, they should not count those absences against them while
they are receiving the treatments necessary to recover from the injuries
or P. .S.D
All staff should know about (PTSD) but also have an open mind that not
all student veterans are affected by this disorder. Student veterans with
(PTSD) should set them selves up for success with an lighter schedule.
Therefore; putting less stress on them.
It is the single most important thing to tell anyone about Vets. People
often have to drop out of school or get fired for things like this, it is
critical for them to understand the affect this condition has on someone.
To many incidences in which teacher is scared rather than supportive.
it would be nice but i do not expect a random civilian to understand the
hardships we face daily .
Not sure those issues, but training faculty on veterans adjusting to a
civilian life again.
Most Veterans are not willing to ask for help. Knowing symptoms,
problems, and warning signs may help the Veteran know it's okay to get
help.
Sometimes I don't wont to hear it. I can deal with it myself. I just don't
think the person donesn't know what there talking about. They say they
do but has no idea.
That is more of a medical staff resource. Student veterans should know
of mental illness that veterans could have but don't need to be trained in
it.
its safer to be educated on such disabilities
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430.
431.
432.
433.
434.
435.
436.
437.
438.
439.
440.
441.
442.
Sure, it would be great if everyone knew all about these. It'd also be
great if everyone knew about autism and anxiety disorders and ADD
and whatever other problems people have to deal with. But you know
what? Most of us, vet and civ alike, are pretty much healthy. How many
man-hours and tax dollars are you really willing to waste training all
these people who will probably never even encounter the condition in
question?
maybe be familiar but not much more.
I fall into this catagory. It is very important... Honestly it is hard letting
my proffessors know I have PTSD. Training would be awesome!
a lot of staff that worked at the veteran office are not having the military
background. They do not understand our needs. they should hire
someone that was in the military to do the job.
There are many issues that come up due to faculty not understanding our
needs
any veteran who has served over 4 years has a problem adapting to
civilian life style. This is for any veteran weather he has served in
combat or not. It double so for a veterans that have served in a combat
situation
The campus should also help with the treatments for PTSD and TBI or
provide avenues for Vets to access help for these serious issues
Learning how to be mindful with veterans who suffer from PTSD would
benefit the community as a whole. This reduces stress and increases the
Amyglada's ability to function correctly and allow the veteran to pursue
their studies with ease.
Lots of vets suffer with this being sensitive and aware can protect each
students safety as well as staff safety.
These special needs must be addressed.
Very important! PTSD has impacted my ability in being as successful as
I want to be...sleep problems (nightmares, erratic sleep patterns) affect
energy level and my ability to concentrate during lectures. I feel
fatigued when I am in the classroom and regularly break the "No
drinking or eating" class policy by drinking sips of coffee to try to
maintain alertness. Bouts of depression have resulted in absences. When
I have "bad days" I think the instructor may think I am being inattentive,
bored, or not willing to participate,but I am just struggling inside.
Some of the vets are uncomfortable sharing they have a disability, need
more help understanding the material, or more time to complete
assignments.
Extremely important. Veterans face PTSD on many levels (time in
service, time after service, time related to injury over time etc.,) this can
be physical, emotional, for forthcoming. Unless you have raised your
right hand and served it is impossible to relate on a veterans level. I feel
it is extremely important for faculty to understand enough to walk in our
shoes.
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443.
444.
445.
446.
447.
448.
449.
450.
451.
452.
453.
454.
455.
456.
PTSD is a very delicate matter and the staff needs to be prepared for it.
I have encountered instructors and administrators that have very little or
no idea what a TBI is or about PTSD. I had an issue at Grossmont
College with an instructor that has put me in the mind set that I will not
go there again. PTSD and TBI are injuries that can not be readily seen
so most people, if not almost all, don't even think about it. I suffer from
both badly and there are very basic " rules" that can be followed by
faculty that can avoid problems like what I encountered at Grossmont.
Federal Law (Vocational Rehabilitation Act)
While I do not suffer from any of these it may be difficult for veterans
who do to really thrive in a classroom setting. Some consideration
should be given to those individuals.
I do not have experience with this subject, but being able to adjust
educational plans to better suit people with these issues is important. If
the faculty is not informed on how to handle these issues and if the
wrong approach is taken this can lead to the individuals feeling
ostracized and could have a very negative impact on their educational
goals.
As a student veteran iv suffered both TBI/PTSD and have done poorly
in classes because of said issues.
PTSD and other challenges we face in today's society after what
veterans have gone through require special attention. Yes, the faculty
needs to understand this. We are not asking for special treatment, but the
willingness to understand us a little more.
I think that faculty should be aware of signs and symptoms of
PTSD/TBI episodes, and that the threat of violence is a very real factor
when certain individuals have episodes. Like any other mental disease,
it manifests differently for everyone who has it.
Very important.
This is an important issue. Veterans that do have this challenge need to
have all the support available to them. The transition out of the military
could have a huge affect on them.
Although I myself have not suffered the issues above, I know people
who have and sometimes professors do not understand what veterans
with such challenges go through.
I suffer from PTSD myself, and day to day it can be hard to cope and
excel in school & work.
I have had issues with this personally. It is extremely helpful for faculty
to be aware of veterans suffering from mental illness/brain injury.
Veterans already feel a stigma is attached to their problems. A knowable
able faculty does so much to help that.
It would benefit the instructor to know more about how to better instruct
students who have endured troubling experiences. I feel that both
student and instructor would be more effective.
279
457.
458.
459.
460.
461.
The faculty of the Vet Centers on campus should very aware of it.
However if you treat us different everywhere on campus we will feel
different. That in an of itself causes problems on the micro level. The
Veterans Programs are where vets can go and talk about our PTSD and
or TBI. In class we are just students. Any different treatment given can
go a long way to hurt and reassimilation of a vet coming home trying to
get a civilian life going. I feel it is also necessary to point out that there
is a huge problem with "informing" faculty that might take their
information the wrong way to the point of being afraid of us and even
causing them to be suspicious of threats they imagine. It is almost
ridiculous but true that many people who have no need to are in fact
afraid we are going to hurt somebody.
Veteran staff need to be especially aware of resources for the Vet since
they have a lot of unique needs compared to other students.
see above [Ok..I am done with this survey. I am not sure why these
questions are so...actually..i do not know what to call them. So many of
the things you are questioning are important to all students. I believe
should have priority as a small reward for their service. I also believe
they should have all college and tuition paid for, regardless of any VA
act. If they are disabled, they fall under ADA anyway. ]
Military personnel with these conditions should be treated differently.
If they cannot understand or unwilling to understand how can they fully
help out our Veterans? Especially those Vets who do not know they are
suffering,
280
Q17. How important is it for my campus to contact me for an exit interview to learn why
I may have withdrawn from college, transferred to another college, dropped out of
college, or not completed a program or college degree?
Answered: 442 Skipped: 54
This may be a case of oversight or miscommunication that can be
462.
corrected
Most reasons students withdraw or quit is due to them not knowing their
463.
options available.
Knowing the answers to these questions will allow the college to see if
there is a problem and not and thus be able to correct any problems if
464.
they are occurring.
This can be done with a form if the college really wants to know.. so long
465.
as it's something short and simple.
Veterans are mostly goal oriented and see things through. The college
has an opportunity to gain helpful information and policy changing
466.
insight to better serve existing and future Veteran students.
You can't initiate truly effective change/improvements without truly
understanding the causes, if any. Sometimes we don't want to hear bad
news... but we all have to face it from time to time if we want to grow
and improve. So, yes, if someone bails on college or changes to another
467.
school... good or bad... find out why.
No reply, no interest, I specifically wrote the Dean of Counselors that
even myself in Engineering positions for 28 years, could not "make the
system" respond to simple efforts to succeed. Where does the 20something recently separated Vet stand a chance. I suspect many simply
468.
go home in failure.
469.
Accountability-We taxpayers invest millions of dollars to the Colleges
I am transferring at the end of this fall to attend University of Texas in
470.
Arlington
It is very important that we dont drop out. School is free for us. I know
things happen in life that stops us from perusing certain goals, but we
471.
should try really hard not to stop out educational goals.
By nature a Veteran is a committed, focus and detail oriented individual.
A Veteran that has withdrawal from school, especially in the middle of
the semester is a huge red flag. Many of Veterans like myself have
experience stress and difficulty re-adjusting to civilian life, all while
become a new college student. Other suffer from combat related issues
such as depression. And most of the time, we don't ask for help. I stopped
attending classes, dropped out and faded away. This is also an essential
safety net to recognize any possible mental heath concerns and direct
472.
them to the appropriate help.
473.
Very important.
me personally, I don't care. If I drop it's for my reasons, they can ask if
474.
they like,
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475.
476.
477.
478.
479.
480.
481.
482.
483.
484.
485.
486.
This will provide feedback and may even help a veteran come back or
look at new opportunities to give back to other veterans who are just
starting college.
Because it is happening to me. I am reconsidering my abilities as a
disabled veteran, who has had a very hard time returning to school and
instead of a GPA of 3.86, it is in the C level and my 75 units from
another quarter school are not transferable, unless I go to a private school
or online school. I would just like to have completed my AA, but now, I
do not know what to do, as I have been, now, put under the care of my
doctor. I have dropped two major classes, a minor one, and now deciding
what to do now, as I have found that the school will not take any of my
credits, hence why I have had to take several classes over as a repeat,
repeat fail, or W because I cannot pass the class as a C from 1996 is not
good enough. I am trying to meet with a counselor about my AA, as I
think I can, but whom do I ask anymore? I feel that it is hard to trust the
counselors advice.
No safety net for PTSD VETS
none of there business
I've moved and moved back, and have attended other colleges while
away, and none of the veteran personnel on staff ever knew why or what
was going on.
For veteran students it is very important. I know many who have dropped
because they didn't get paid on time or their paperwork was wrong and
the VA didn't contact them. They had to go get a job to stay secure with
finances. The fact that this is happening is beyond wrong. They should be
contacted and encouraged to finish school.
You must know root causes so you know how to make course corrections
if students are not feeling that they are accomplishing their goals or have
your support.
Absolutely essential. In fact, longitudinal study of all veterans should
take place to determine key influencing factors (e.g. GI Bill, education
experience, majors/degrees, etc.) on long term success.
Dont let people slip through the cracks, I think the life of a student can be
frustrating for a vet who is used to structure. Withdrawing is not the
answer.
Everyone has their story. It is really important to underrstand
STUDENTS are not a number to be balancing the budget. Get involved,
know why people make the choices they make.
Sometimes avet may not be in the pickl that he think he is in,he may just
need a break but doesnot know how to ask
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487.
488.
489.
490.
491.
492.
493.
494.
495.
496.
497.
498.
499.
500.
501.
502.
503.
The only way for anything to improve is to see what others have
liked/disliked about their experience.
VERY IMPORTANT, I just found out after 2 years that I have to take
transfer credits to get to a University. I thought I would automatically go
after my AS Degree. Boy was I wrong. NOBODY TOLD ME
This is absolutely critical.
I sometimes feel like I can't perform as well as the students who come
straight from high school and it is a little frustrating. I have the urge to
drop out because I don't feel like I'm doing as good as other students and
that I will not be competitive when it comes time to transfer to a 4 year
school.
I think this is vital to fully serve Veterans and try to keep them in school.
Well...if u do not find out why that Veteran Student is not
successfull.... hen how can u take steps to have a Successfull
Program????
ONLY WAY TO GROW IS TO FUCKING ASK QUESTIONS!
I would think this should be important to the college.
That's more on the college to execute. It should be done to veterans as
well as non-veterans. If the college wants to do it that's up to them. Its
good for the college, but I am failing to see how this is a veterans'
specific problem. I put "Somewhat Important" because it's important for
the college, so they can see if it's their mistake or failure or just the
student's problem.
Without an exit interview how can a college adapt?
All student veterans should be informed of stop or change in any
benefits.
In my case, this is not important because, as a Lifelong Learner, I take
classes at Community Colleges purely for personal education and/or
professional development -- I already have both a 4-year degree and a
master's degree.
I personally feel as though every school is failing it's veterans. A lot of
these people are coming back broken and need more help than most as a
result and unfortunately the government's responsibility falls with the
education system since we said we'd take care of our vets, but that is not
happening.
Counselor in which I was working with quit or was advanced into
another position. I am still trying to get into school to make myself
priority for next semester, with no help or direction. These people in San
Diego and Oxnard have been rude and never want to do there jobs
because they say they work to hard with all these people.
we are not babies
can be a major concern. Mind drifted to something negitive or thing
might be happening.
Important. Students get unmotivated easily. If someone contacts the
student, they could change there mind and go back to school.
283
504.
505.
506.
507.
508.
509.
510.
511.
512.
513.
514.
515.
516.
so the college could fix the problem or see where the problem started... to
lower odds of it repeating
Every person makes their own decision on what path they want to take in
life. If they are given all of the proper guidance and assistance to get
them started on the path to college then it is up to them to decide to quit.
Again, if I'm pulling benefits that are contingent upon my attendance and
adherence to a specific educational plan, then obviously this is important.
Otherwise, it is nobody's business but my own.
Knowledge is golden. I strongly feel each student should evaluate their
professor at the end of each semester. There are many professors whom
don't sound like they love their country and provide extremely negative
views about our government.
Keep in mind that Veterans have access to facilities whose only job is to
ensure that veterans are well cared for. The On-Campus veterans student
center should be more sympathetic towards veterans needs, or better,
manned by veterans who have already achieved their academic goal, and
who are now in a position to guide veterans in the best direction, as well
as give them the encouragement they need. But, the college, as a whole,
is still an academic institution and their only purpose is to provide all
attending students the education they signed up for.
I withdrew because the VA/VRAP would not pay for some of my
classes, leaving me with less than full time status.
This could be helpfull in understanding how to help veterans remain in
school in order to complete thier goals.
Veterans sometimes feel that school is not for them. That is fine, as long
as they have someone to genuinely understand why they are leaving
school. Veterans at times leave school for high-risk situations like drugs,
alcohol, money, and sex.
Because the reason for leaving maybe as simple as not being able to
afford the purchase of books or some medical condition or mental
disorder that can be rectified.
An exit interview can help track why students may be failing. Finding
out can help in providing the support systems needed for a veteran to be
able to follow through in educational goals that were set.
As long as it is set with solutions and not an attack.
only if they have recorded problems, most student don't care
Activities of daily living affect us all. Veterans have more on their plates
than most people can ever fathom. I feel if a college understands where a
veteran is coming from and understand their individual circumstances... he
veteran has a better chance of not being condoned for doing what they have
to do...Each situation is unique and needs to be interviewed and
understood, so proper documentation can be drawn up thus the veteran
does not suffer negative consequences, or is penalized for doing what they
had to do at that moment.
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525.
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528.
Again, at grossmont I had an issue and I don't intend to go back. I didn't
file a formal report, but I was told that the teacher had the right. That was
not what the problem was with, it was HOW he went about doing what he
did that could have ended VERY badly for both of us.
Colleges are Accountable and students are considered customers
Only important if they are going to do anything about it, if not then it's
none of their business.
Keeping in touch I believe is an important step in encouraging and
supporting someone who dropped out so that they can possible attempt the
process again. This will allow faculty to gain insight on whatever specific
issues caused them to make the choices they did, and if there is a problem
that can be resolved at the source, this is a chance to rectify it. If there is no
problem, you can at least gain vision of the reasons behind why they did
one of the above
It's the student's responsibility to inform if needed.
Colleges compete, competition does not have an exit interview.
It could be due to social problems as well as withdrawn from the "teacherscholar" attitude to name a few. Yes, it is of paramount importance that this
information be provided or investigated to understand the attrition.
I think this should cover all students.
In this case, maybe the Vet didn't feel that he was given the resources
available to him. so if the college does not know about this, they can't fix
the problem.
This may help identify students who cannot survive w/o financial aid, and
possibly better direct them to the resources needed.
It is important, but it shouldn't be mandatory.
questions are so...actually..i do not know what to call them. So many of the
things you are questioning are important to all students. I believe should
have priority as a small reward for their service. I also believe they should
have all college and tuition paid for, regardless of any VA act. If they are
disabled, they fall under ADA anyway.]
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Q18. My college Student Veteran Program should work with Career Services staff to
ensure that counselors can successfully assist student Veterans in translating their
military experience to civilian skills and career paths. Career Services staff should also be
able to assist student Veterans in understanding how to translate their knowledge and
abilities to the civilian skill sets expected during job interviews.
This is a very important service that so many veterans would benefit
from. As it is now, nobody does this adequately for veterans. Ideally,
the VA should sponsor or offer this support to veterans. The fact is,
though, that while they make an attempt, every veteran I have heard
from who describes the VA's attempt at this says it was woefully
529.
inadequate.
530.
everything helps!
This is important, but I know (at least in the Marine Corps) that we get
531.
training in this as part of our mandatory separation course (TAPS)
Veterans have both specific skills and general skills that are consistent
with civilian skills and career paths. The Veteran is usually locked into
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military jargon and requires translation into civilian speak.
It wouldn't hurt if you looked to the future a bit further. Let me give a
quick example. My smart transcripts were written as taking care of all
elective credits... but later I came to find there were non-General
Education courses my field's instructors highly recommended (and I
KNOW were beneficial to me now) I take, I ended up having to
overload on credits (17 here, 15 there) to take those courses without a
loss of benefits or out-of-pocket costs to myself. There is still one more
I haven't been able to take, simply because I can't (it is a Summer allday obligation, meaning I can't take other courses to qualify me for GI
benefits while taking it). So, you see... sometimes, it wouldn't hurt to
take this into consideration when accounting for Smart credits. They
533.
aren't always a good thing.
534.
career counselors do help with that!!
How can a counselor help us out if they don't know anything about
535.
what our job is or was
My school is very willing to accept my G.I. Bill money,but not willing
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to accept very many credits I received for my military training.
Veterans are unique in their own culture and to be among other
Veterans will help ease the transition into college. The "your are not
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alone" bond in introduced and immediately a support network is form.
Due to different type of training the veteran may have and different
538.
experiences, or talents that could be a benefit, or asset.
i think counselors should be able to do those things, but if not, yes,
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someone should make sure they can.
Goes without saying. Many of us do not know how to interact with
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civilian job recs.
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I concur.
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The training I received in the military was not a job that I could transfer
those skills to once out of the military, and I should have chosen
another career path.
I don't think my campus has this, if so, I haven't seen it.
see comment in question 13 [In addition, any staff member who is
from someone who lacks relate-able experience to them.]
When I got out of the military I couldn't find anything that related to my
military service. Some help might have been nice.
Essential. However, this should be done with a broader perspective. For
example: an ex-infantry soldier should not be automatically channeled
into law enforcement, fire, "administration of justice." Similarly, an
aircraft mechanic should not be guided into similar career fields. The GI
Bill and college provide unique opportunity to develop new skills.
Funny thing here, I have found more success in interviews down
playing my military service or not mentioning it at all. Employers dont
understand and are a bit fearful of vets, telling us to talk about it in
interviews is counter productive.
I was told not to worry about it that my transferring college would
handle that.
It would be very helpful to have some kind of training on how to
translate military experience to civilian experience in an interview. If
our college, or any college having veterans, would have a program like
that it would be instrumental to their success. Before Service Members
leave the military they go through a process where they learn how
transition to the civilian world. Some people have roughly a year to
prepare, while others may procrastinate or have to speed through that
process. None the less it is always good for anyone needing to refresh
their skills.
I got asked in my class to make a Resume, I have no clue how.
Some classes are not allowed by the VA when the student is receiving
benefits. Counselors SHOULD know this to avoid having to find
another class to replace the one not allowed.
Although I think that this is a great idea there are a few things that you
have to understand about the jobs that the military can provide there
service members. It very vast and a lot of the times very specialized. So
trying to teach someone how to take every students job and translate it
into a career in the civilian world is asking to much. You need to go to a
career center for that.
This is the most difficult problem I've faced so far. It seems like the
counsellors often don't know how to utilize a SMART form to transfer
military experience DIRECTLY into college credits.
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The counselor I talked to (no no names) at Merced College apparently
didn't know anything about me or my service. Even though the
information was available in her computer. She just looked up my
transcripts and ignored everything else.
This is a nobrainer.
Every military base has these programs. I think a partnership with local
bases would be the most efficient use of resources.
That's bullshit if you're in CA. None of my medical military experience
was translated into credits. Only Physical training was. So I didn't have
to do PT in college. Problem is that I already had that slot filled with
classes I took before the military. So, essentially, none of my military
experience was used.
Absolutely. I am taking a Physical Geography class that include map
reading. I already know all of it from the military. It is wasting my time
doing it all over again.
I would have loved to receive some help picking classes and getting
started on the right career path. But I could never get a meeting with a
VA counselor on my campus and i had to go with a ordinary student
counselor and now i am left to wonder if i am taking the correct courses
for my major goal.
If this can be done for anyone it should be done for vets first I believe,
with the difficulty most have in finding employment outside of the
military.
Nothing seems to really transfer.
i still have not transferred my stuff due to the lack of knowledge of the
faculty
Many veteran's do not understand how their skills translate to the
civilian world. Many of them have skills that are not easily trained to
civilians.
See, the thing about college is that it is NOT vocational school. I'm not
here "because I want X job." I am here for an actual education.
Shocking, I know. Beyond that, we're back to treating veterans like they
are, to a man, mentally deficient. "Oh, yes, civilians can figure out how
to write a resume and interview for jobs, but surely we can't expect
those dumb brutes from the military to learn!" Or perhaps we're back to
feeling overly entitled? "Oh, yes, civilians can try and fail and try again
until they get it right, but we can't expect veterans to ever learn through
negative feedback!" Either way, quit that shit.
I have met several Veterans who didn't know about any resources on
campus and I was glad that I passed them information that would help
them out. They even said they talked to counselors but no information
was passed to them about these resources.
I did not receive this.
Some of us do not want to work in the same field when they get out.
That is why they leave the service in the first place..
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I have had three counselors tell me that my military credits do not
transfer over without even looking at my military transcript (SMART).
When I asked to submit my SMART they said it was not necessary
because it would not count.
my session with the counselor on campus seems to me rush through. I
do not think my military training counted.
Veterans should be given the opportunity and information to expand
beyond their skills. The idea of work specialization is key to keeping
the economic gap between the top earners of this country with the rest
of us ever growing. We must adapt, and adapt with the mentality that
we can achieve everything our hearts and minds desire. When someone
bluntly tells you: "...you have to consider another option besides
medical school..." based on what paper performance says, then you
have lost that veteran. Someone told me that and I left my state. I left to
find new opportunity and a new community which will support me in
my long and difficult pursuit of becoming a medical practitioner; not for
money or glory, but for the children and the countries that are left
scared by the weapons we directly/indirectly all contribute to as a
nation. Raytheon is one of the nation's greatest employers under
Boeing; who does not want to work for a good company like these? I do
not, because I know the Tomahawk-Cruise missile used to make
preemptive strikes pushed by a "Glory and Freedom for all" press are
constructed right here in America and places food on tables for our
neighbors.
Yes, it is a waste of time to have to tell two different offices the same
thing just because they have a communication gap.
15 years and very little transferred.
I know that when I was getting out of the Corps, I had to take a week
long class and in that class we are shown how to take everything that
we have learned and translate it into the civilian sector.
Given that the military may be all a person has known for years, and in
some cases are very afraid and scared of going back to civilian life, any
help they can get in seeing that it will be okay, that they have
transferable skills, and that all of their training counts for something
will go a long long way.
This is an important step in transitioning to civilian life. Lots of things
done in the military can be translated into civilian equivalents, but
without an outside source looking in it can be rather difficult for a
veteran to adequately translate these experiences.
MIlitay credits are trash, worthless and do not deserve counseling.
This is a whole new world and not structured like it is in the service.
Very Important
I would say this is essential but after getting no jobs and only a few
offers after coming home i have no real belief that our training transfers
over. There is only the facade of support.
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582.
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This is important, but Vets are supposed to provided this prior to exit.
This is more important for Vets that have been out of the military for a
few years.
act. If they are disabled, they fall under ADA anyway.]
I as at an Edd office looking for work a staff member was on the phone
talking to a perspective employer about me when done she said they did
not want someone who was in the Army they wanted someone who
worked for a company this was a few years after Vietnam and still rings
in my head I had the qualifications for that job I am always looking for
improvement with the work force and my self
felt like I didn't get enough credit for serving i.e just physical education
credit thought that was kind of insulting.
290
Q19. How important is it that student Veterans reach out to support other student
Veterans?
584.
academic peer presure
Unfortunately the male veteran ratio makes it hard for female veterans like
585.
myself want to reach out for help. Women can and are veterans too.
No one understands us like us. We are a different breed. I think that anyone
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staffed to help vets should be a vet.
587.
This is why it's important to have a veterans lounge on all campuses!
Veterans are usually good team players and welcome the support of other
Veterans. The Veteran does not usually try to reinvent the wheel and will
588.
accept lessons learned and support from other Veterans.
Depends on circumstances, I think. It should be encouraged though...
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publicly.
I warned many unsuspecting vets facing problems, that they should not wait
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upon the system to work for them. They will have to push.
591.
Not a very strong veterans group
We deal with our own issues in our own ways. If a vet wants help, they will
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ask for it.
593.
I would love to help out other veterans.......and be part of a support system.
It is a good idea to learn what talents he may already have and use it for the
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benefit of there success.
595.
they are the closest link
At SMC, we all need a mentor, especially coming from the Fleet. It is fight
or flee at SMC, until someone shows you the ropes, even where to go for
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first aid. Other Vets can help incoming military personnel avoid attrition.
The college process should start prior to the service member exiting his or
her selective service. This can be implemented during the TAPS and
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TAMPS class.
598.
We are all in the same boat.
This is the most important thing!!!!!!! EVER! We came from a team
environment and we can again team up to assist others who are just starting
out. For the most part we trust each other more than anyone else on the
599.
planet, even if we just met.
transitioned from student to faculty member. Because, most Veterans do not
trust anyone who has not been through any kind of military training; which
in turn deters Veterans from wanting help from someone who lacks relate600.
able experience to them.]
This is needed very much. Not all vets are as comfortable in new places
with new people and with people reaching out it can make the transition
601.
much smoother.
Most of what I know about benefits and school comes from talking to other
veterans. A sponsor program for new students would set them up for
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success.
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Essential. Veteran students have unique and diverse backgrounds that could
form a unique support network. This has been traditionally underutilized.
I think students like me who are in their last semester should be assigned a
first semester vet to coach and be a buddy. Buddy system is familier to vets
and we are more likely to go to a peer for initial help than administrator or
professors. A shadow system where tips and good student habits can be
transfered to a new guy. No one likes to be the FNG.
We can learn from other veterans experiences.
More often than not, Veterans feel most comfortable talking with other
Veterans. Personally there are some things I'd rather talk to other Veterans
about rather than my own family.
Very Important, I've been at my current school for about 3 semesters now
and have no ongoing relationships with any other student Veterans, I often
feel alone in class. This does NOT apply to College of Sequoias, They have
the best Veteran Program set up that I've ever been a part of or layed eyes
onl
In my experience a lot of the information about services and opportunities
for Veterans come from other student Veterans. The Veteran center is doing
an outstanding job but most of the time I go in their offices to get work done
and then I leave without stopping to find out if there's anything new
happening.
Vital as sometimes only we understand each other. It's weird, being
overseas surrounded by your friends and notfriends, even though you will
give your life to save them it's bonding AND isolating. Then you return to
the "Big PX in the Sky" and everything and everyone seems different.
Friends you grew up with no longer understand you, and you long for the
friends you only knew for a year or less sometimes.
If i complete my Basic Certification in Culilnary Arts, i would...i mean the
College should hire Successfull students as mentors to "rookie students".
last year i tried to get the school to offer discounted or free parking to
veterans... tried getting other vets on board... I was the only one to show
up...
This was the only way I was able to get pointed n the right direction and
also manage my expectations. I do not think making this mandatory is going
to be effective.
We are family. We supported each other while in the service. The transition
of support to civilian life is natural.
Peer support means more veterans will graduate and achieve their goals.
They push each other to complete their courses.
Some if not many veterans prefer to no longer associate with other service
members. This is usually because they are trying to leave that life behind in
order to fully change over to civilian life.
It can be very useful however, I have no interest in needing to work with
other vets. I all ready have a great support network in my life from friends
and family. If Vets feel they need to reach out to others then that should be
easily accessible for them.
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I have found that no one helps us but each other, and I would never let a Vet
go unaided
Without a team to work with, these ass holes working as government
employees seemingly group together to eat ding dongs rather than do there
jobs. Maybe a fleet of veterans can light a fire under theses pig headed
stereotypical jerks.
their is always something new and stupid that are threatening our benefits
and at times their are some good programs that we utilize our gi bill more
effectively .
We have a great deal of trouble interacting with civilians coming out of the
military.
I believe veterans can understand veterans because they have something in
commen. Honor!
Very. We can relate to one another. It's great to have someone to talk to you.
it helps to know others are going through the same thing
Many are too proud or afraid to come forward and ask for help.
What do other student veterans have to offer me that normal students do
not? Yeah, absolutely nothing. Maybe if I were going to a "party school"
while I worked on my degree in basket-weaving, I'd want to get in touch
with everyone else who was old enough to buy beer, but otherwise? I see no
reason to care what my fellow students did before they were students.
Most veterans have a natural desire to assist anybody having a hard time,
and they feel good about doing it.
Veterans will commit to other veterans, there is built in trust already
present.
In my opinion, talk from some other student is cheap. I would never base a
major decision regarding my education on something that I had heard from
a class mate. More specially-trained school officials would be much more
beatifical to me.
We all help eachother.
Vet should get together because we have a similiar back ground.
Very, to form the brotherhood and sisterhood that was lost after leaving the
service and help with progressing thru college
veterans need to support each other as it hard enough trying to fit in to the
normal younger college life style.
Strength in numbers. Groups help each other grow.
Very, very essential. Student Veteran Programs should offer plenty of
events for social interaction among veterans so that they can get to know
each other and form an active community of peer support. This is especially
important for the beginning of each semester when new student veterans
may be feeling anxious or alone in the educational environment.
We tend to do this anyway, because we know that for the most part those
veterans can be trusted beyond what a normal student can.
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It can be scary starting something new as well as really being on your own.
No military or superiors to help if you need it. Veterans should talk to each
other because no matter what we all share a common bond and should help
each other when possible.
Many veterans suck.
We need to help each other because for the most part we can understand and
relate in so many ways that non-veterans cannot understand.
It is up to the individual.
We should support each other. Make sure we all succeed in our goals.
We must take care of our own. Veterans get each other at the most basic of
levels. we speak the same language and therefore the transition is easier if
you can talk to other vets.
I spend a great deal of time passing information. I spent 20 years in the
military and I am currently the only retiree at BCC. I have been able to
provide a lot more information compared to a one term military member.
Guidance is one of the key factors on the success of new student veterans
Depends on the vet/student and their indiviual needs. Many of us do not
suffer from ptsd
294
Q20. My campus Student Veteran Program should encourage the campus Disability
Services Office to provide information to assist student Veterans. This information would
allow student Veterans to become aware of technical resources (i.e., assistive technology,
learning software, alternate media, etc.), possible accommodations (testing, note taking,
etc.), and legal rights (ADAAA and Section 504). This information can help student
Veterans be more successful students.
This would have to be approached delicately. Veterans tend to be
"hero" personalities: people who think of themselves as the ones
supposed to help/rescue others. We tend to be more resistant than the
general population to the idea of asking for such help and services.
Disability Services absolutely can be helpful to many veterans,
considering the issues veterans tend to have. Someone would have to
craft a presentation carefully to get past the common veteran's
646.
reluctance to identify themselves as "broken people."
647.
hello!!!
yeterans that have been in combat may have extra needs above and
648.
beyond those of Veterans in general.
I agree, schools should encourage this. There are likely many people
in the Armed Forces who have academic/learning and other
challenges that they don't equate to something that can be
accommodated for (or are readily willing to admit to) and such
support and public discussion might be enough to break down many
649.
barriers. MiraCosta does well in this area too.
650.
Anything to help students become what they want to be
Progressive implementation of services in working together can aid
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counsel the veteran for advice.
652.
I've never heard of those resources or accommodations until now.
This is another example of find it on your own. It took several
semesters to find out about the proctor room, extra time, extra help,
and even someone to ask for straight answers. The employees at SMC
DSPS are exceptionally talented and are always wonderful. I thank
them everyday I am at campus. I have changed to mostly online
classes, as it is becoming too difficult to carry 90 lbs of books for a 15
Unit Semester. The SMC DSPS has been a component of my success
this past summer in which I am passing my classes without
withdrawing. But perhaps it would be good to have
FINAID/DSPS/VETSERV/FINAIDOfficers all sit down and see that
to expect a 200 percent increase in efficiency from a disabled veteran
653.
is difficult to accept.
654.
SMC NOT SUPPOTIVE
They should connect with a representative at the Veteran Affairs
655.
nearby medical facility and produce a plan/policy to help Veterans.
656.
I've used Disability Services before, and they were very helpful.
I believe we have this at MVC and the DSS rep is a Vet and very
657.
helpful.
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Since I have a Handicap Placard, my parking is free. I really
appreciated that.
This information is already given to students by professors.
This has been of great value.
See my comments regarding services for PTSD and TBI students.
[Yes. But it should be carried out as part of the school's overall
program for students with special needs. An unique program within
the disabled student program may be recommended.]
I am fully disabled through the VA, and I have never once been asked
by an employee of my college if I need any help with
accommodations. Not once.
I took my first 2 exams in the DSS office today and I felt like a
criminal with all of the surveillance cameras that were on my,
extremely stressful environment and I WILL NOT be back there to
take another exam.
Not all veterans are disabled.
Notification should be given to All veterans, but especially any who
claim Disability preference. I don't remember if the school asked for
that information. Employers do, why don't schools?.
Again, goes without saying.
Not important only because I believe the disability services at my
institutions are outstanding already. I am mobile though and have use
of all my natural limbs.
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The same issue in the army is the same issue in college. There are too
many offices that do a lot different things with student walking
around no knowing whats going on or how it works. Some
departments sort of over lap on responsibilities and duties. There
needs to be one person and department for everything, not in the way
that they do everything, just that they are the front man for DVC and
the student. Problems and issues with a parking ticket on campus, go
to that person, problem with a class and need to drop, go to that
person, stressing out because of personal life issues (break up, death
in the family, divorce, etc) and the school load is too heavy; go to that
person. All paperwork is funneled through that person. they should be
like student counselors, but they should know everything about all the
departments or they have all the information at their finger tips. hey
are the ones handing the paperwork to or emailing the right
department/person. It should speed up the departments since they no
longer have to deal with the students face to face, the paperwork
would be correct with no/few errors; the front person/department
would act as a filter for the rest of the employees at school. It would
benefit the students because they would only have one point of
contact (less confusion), one place to turn in paperwork, and they
would have a personal relationship with someone who knows the ins
and outs of the system who is willing to assist and help them in any
manor they can.
Crucial for disabled veterans. The campus veteran staff needs to
identify the disabled veterans and ensure they have all the information
they need on on that campus's resources.
Since there is little that is required in orientation these things should
be part of general knowledge to all students.
it would be nice since some dumb kids get special treatment because
they cant take tests due to high school anxiety and we sometimes cant
hear or live in our own skin and we do not get the same treatment
It can definitely help veterans be more successful. I should also
include ways to get immediate help, because it often takes Veteran
Affairs long periods of time before a qualified personnel will give you
appropriate documentation for services at school to help out. (it took
nearly 13 months in my case).
Most Veteran Students could absolutely utilize help from these type
of services. WIthout knowing your pitfalls you can't be completely
successful in your transition.
Many veterans/student have test anxiety or could have other disorders
such as add. The DSPS office is great to find out if the student has a
learning disability.
a lot of veterans don't realize how much help is out there
We have a veterans office. We have a disability office. Anyone who
isn't smart enough to figure out, on their own, how these two offices
work isn't smart enough to be trying to go to college.
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I'm not sure but I believe this is a service for al the students at our
campus.
Yes, but due to the VA backlog there are many veterans eligible for
Disability services but unable to use it.
Assessment for learning disabilities from the onset of enrollment
should be part of every veteran's orientation. It would certainly help to
lessen months of frustration with academic struggles that may really
be undiagnosed learning disabilities.
See comment above [I am a disabled vet and had to fill out 2 dcps
forms for wheel chair assistance. This is stupid. If I fill the form @
one campus & present documentation of same it should be valid for
all campuses.]
I have talked to so many veterans that are unaware of what is
available to them, both in a school and the VA/state/federal
government environment. Most don't even know where to look for
somethings.
Already happening
D.S.O. These offices are not so focused on veterans. Maybe illtraining or no training.
questions are so...actually..i do not know what to call them. So many
of the things you are questioning are important to all students. I
believe should have priority as a small reward for their service. I also
believe they should have all college and tuition paid for, regardless of
any VA act. If they are disabled, they fall under ADA anyway.]
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Q21. My college should offer orientation for student Veterans.
get a lot of veterans coming to me not knowing that the school has
Certifying Officials, not knowing that the school has counselors trained to
address our specific issues, not knowing there is a Veterans Services Center,
686.
not knowing that the school has anything for them.
687.
veterans generally know where they are and what isexpected
Or have an orientation day For just veterans therefore any and all questions
688.
can be addressed without being rushed.
I think they should strongly refer student veterans to the veterans resource
center for a student veteran to student veteran orientation. most of the
personnel in the veterans resource center have been here for multiple years,
know the staff, their way around the campus, and the ins and outs of the
resources and paperwork. in addition, they can help guide them to the
689.
necessary departments based on there personal needs.
I wish this occurred, I would have known more before instead of during my
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college experience.
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Counseling and VRC cover most of this, I think.
A lot of questions could be answered if there was an orientation for
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Veterans.
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no special need should be made.
But such are being used mostly to "cover" the college from any
accountability for confusing, complicated, rules and the attitude that it's all
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"sink or swim". For student Veterans is the operative word.
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The orientation was online and it was not very helpful
Veterans are unique in their own culture and to be among other Veterans
will help ease the transition into college. The "your are not alone" bond in
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introduced and immediately a support network is form.
697.
Always and prepare to assist the veteran.
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doubt many would go
There should be an addendum to the full orientation. An online mentor
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program or additional infor tab.
It should not be mandatory but highly recommended. Some veterans don't
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need the extra help while others do.
A Veterans Guidance Course should be on everyone's first semester
701.
requirements.
transitioned from student to faculty member. Because, most Veterans do not
trust anyone who has not been through any kind of military training; which
in turn deters Veterans from wanting help from someone who lacks relate702.
able experience to them.]
703.
We have maps.
Not necessary. However, as with all new college students, special
704.
orientation is helpful.
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706.
707.
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709.
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711.
712.
713.
I think this could help, but frankly assigning a buddy would probably be
better.
More than just One lousy orientation would help. Not all of us can make it
to the 1 meeting that they have each semester. I've only been to one in 3
semesters because I never know when they are taking place if they are.
Post 9/11 GI Bill requirements can be confusing. Trying to schedule
appropriate classes within the degree requirements can be difficult at times.
I don't recall my campus offering this program. I had to research and find
the information on my own. Would make sense if the Veterans Office was a
one stop shop for all issues. Counseling, Photo ID, payment.
I'd rather see us get the same orientation, but at the end, we get veteran
counsellors for further information. No need to divide us up from the
regular students.
I think this would be a great one stop shop. Or at least direct them to an
appointment with the Veterans counselor. Although VOLUNTARY. It is
important but sometimes Veterans aren't ready for help yet. Other Veterans
would be ideal for contact as well.
THIS SHOULD BE A MUST!!!!!!!!!
Yes, but make us part of the whole student body and not "group us" for
orientation.
Orientation suggestions: - campus walk about showing key buildings and
offices - introduction to Veteran Office staff - introduction to Disability
Service staff - introduction to President - handout with a flow chart on how
to sign up, register for classes, route paperwork for VA - information /
introduction to any Veterans groups on campus
300
714.
715.
716.
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719.
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721.
722.
723.
724.
725.
726.
727.
This needs to be for everyone; not just for veterans. This needs to be a real
class for college. Not just a seminar or one hour sit in lecture. 1) This needs
to be a class: A full 3 unit CSU transferable college course. That class is
meant to give the student an opportunity to learn important skills useful for
the rest of their life as well an understanding of the inner workings of the
college. A)Anyone who is new to college, Freshmen and anyone
transferring from another college must take this class before they can take a
single class at the particular college. 2) This class would have everything
the students needs to be successful at college and in life as well as
knowledge of how the inner workings of their college operate: A) The full
geographical orientation of the college (the class walks the whole thing one
day as a class), B) Getting to know and love the library: How to find books,
how to use the computers to find articles, How to navigate the library, C)
How to take notes, in any situation. How to pick out the important
information in a lecture or book and be able to note it and write it down. D)
Go over the clubs at the school, what they are, and why they exist. E)
Student's rights, campus safety, a full understanding of all safety procedures
in case of earth quakes or whatever mother nature throws at the school.
What to do in case of shooting or violent acts happening at school. F) There
is more that needs to be in here, but time is becoming short. You get the
idea. There also needs to be social workers or psychologist on staff for
students to talk to encase of problems in personal life are getting too much;
free of charge. The social workers or psychologist need to be protected from
anyone ask them about a particular student. The student must feel safe and
comfortable to talk with the social worker or psychologist. Who knows,
perhaps it might prevent someone from shooting up the school, you know
catch the problem early before they do it.
Should not be separate but inclusive with other orientation programs.
Great idea. My campus does.
I believe college should offer orientation for all students
that would awesome ! but that would never happen
Some Veteran's already have experiance in college but an orientation should
be offered each semester.
Veterans Club should encourage the veterans.
well of course
Orientation makes more sense for kids coming right out of high school who
have no idea whats going on. I didn't take much out of orientation.
Yes, because we are delicate flowers who cannot go to orientation with
those big scary civilian kids.
Maybe so, a little orientation sure would not have hurt me before I started.
This should be optional to all students regardless of military status.
I believe this would help them to understand the process of using thier
benefits to the fullest.
there is an online orientation for vet but does not help. need to have a real
speaker in class.
301
728.
729.
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731.
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747.
To set them on the right path
Not just an educational plan and selecting classes on paper, but also a
physical tour of the school campus. My first semester I did not even know
where the library or cafeteria at San Diego City College were until the
second week before the semester ended. I never knew where the bookstore
was until my second semester. I also didn't know where the restrooms were
in the building where my class was until the second semester.
just need knowledgable staff
See question 20. [I have talked to so many veterans that are unaware of
what is available to them, both in a school and the VA/state/federal
government environment. Most don't even know where to look for
somethings.]
If funds are available
If my college offers this, they hide it well.
I know I had to figure out everything for myself no on my own. While it is
doable, I feel that an orientation would've helped a lot.
The change to civilian education and life in general can be a rather large
undertaking, anything that assists in this transition process is very important.
Doesn't the college already offer orientation to students? Student Veterans
can use the same.
Should be the responsibility of the veteran
This is paramount. You only get what you ask for. Why?
I don't agree with giving more attention to veterans in this area.
AN orientation was required of all students.
unless you don't have any orientation program for all students.
I didn't know what a TA or the learning resource centre on campus was until
my second semester. An in person orientation would of helped with this.
I attended orientation for veterans at CSUSB and found that it was not
helpful. I feel that it should be available for those who need the information,
but not mandatory for all.
I believe this is where the college can get all required information to
veterans by way of an orientation package, to include necessary forms for
GI Bill application, how and where to submit a FAFSA, information on
BOGW, etc.
Most Veterans are already older than other students and generally have
more discipline. Orientation is not as important.
Orientation was beneficial in learning to navigate the MyCOD web site
302
Q22. My campus Career Services Office should be able to teach student Veterans how to
748.
The VA bungles this. Nobody teaches veterans how to do this.
749.
why not?
750.
This is helpful, and MiraCosta does it well.
Jobs are hard to find. Anything that can give a veteran a leg up would be
751.
great
What programs do exist to mentor the veteran to put the veteran on the
752.
right path.
we learned how to do that in our transistion class. Required for Marines,
753.
suggessted for other branches
Other facilities can do that, including mentors, and 1 credit classes could
be created. Also, it is experiential credit, and A, B, and officer training
754.
should count towards global citizenship for AA and AA-t
755.
The hardest thing for veterans to do is find a job. I've been out for two
756.
years and haven't been able to find one that will work with my school hrs.
I do not think any college student, veteran or not, should necessarily
757.
worry about having an educational goal in their first year.
Only somewhat. There's been too much focus on trying to incorporate
military experience in resumes. Resources should be concentrated on
developing long term goals that include education. Career Services Office
counselors can benefit from in-depth knowledge of types of jobs and
skills that exist in the military; that translation of military job skill may
758.
not be difficult.
There are numerous places that a vet can get this info, TAP, Transition
759.
centers etc.
760.
I have no clue what a campus career service office is.
This should've been covered in the servicemembers transition program.
761.
We're here to learn, not write resumes.
762.
Would be nice, VERY nice.
763.
Thats right.
764.
Yes good idea. It should be just before the students graduate though.
765.
Experiences need to be emphasized to accentuate a persons abilities.
It was mandatory for me to take resume building courses as well as job
application filling out classes before i could end my active service. I
would advice that Career services offices know that we have al ready
766.
gone through courses for resume building.
303
767.
768.
769.
770.
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783.
I feel schools should be able to do this for every student regardless of
them being a veteran
it would be nice
its important to find use for all your skills ... it gives you a sense of time
not wasted
TAPS class does this upon discharge from the military, but I guess some
more repetition wouldn't hurt.
I guess you forgot prompt 18 already.
This is a service offered by the military before you depart.
Especially in schools with a large veteran populous.
Okay but I usually go to a Career Center off campus for that.
Veterans have access to the Veterans Administration's resources to help
with this too.
See question 18. [I know that when I was getting out of the Corps, I had
to take a week long class and in that class we are shown how to take
everything that we have learned and translate it into the civilian sector.]
I know the marine corps, and navy offer theses services before discharge.
Even requiring mandatory classes on the subject. However, you choose a
path at those classes for further instruction, and if you chose education as
I did, a little resume help would be appreciated.
that is not a real thing
Most veterans don't know; especially if have been out for so long and
their "transition out briefs" have been outdated for today's society.
Very important that veterans are well represent in the job market and able
to find work.
However i doubt it will help. Employers don't actually want to hire us.
This training is done prior to leaving the service during TAP, RTAP, and
other classes that veterans can still take on base.
should have priority as a small reward for their service. I also believe they
should have all college and tuition paid for, regardless of any VA act. If
they are disabled, they fall under ADA anyway.]
304
Q23. My campus Internet website should have a "Veterans" link on the main page of the
institution website. Answered: 441 Skipped: 55
784.
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This bolsters the importance that the campus has for veterans
This should include initial steps on how to apply for the GI Bill to what to
do next
At MiraCosta there is no segregation... all groups get recognized and
advertised on the home page.. so we all know that those services are there
as well as where to get more information.
I am pursuing that for our college, also to have it in the catalog would also
be good.
Doesn't need to be on the Main Page... but online resources dedicated to
Vets is a useful set of tools.
It's hard to find
They already have this.
Website links to various outlets in promoting the veteran in solving the
questions he might have.
makes it easier to find
It is not easy to find, nor is it easy to navigate. It is better to call your
military buddies, or just ask.
Simply will help us to find our resources.
I will never attend a college that doesn't again.
Already does
Not important.
I know MVC has a link, but it's kind of hidden, as well as their office.
My school does.
Veterans should have their own web page period! The school site is
ridiculous with so many links its just plain confusing.
How about
While a good idea in theory, I imagine most veterans wouldn't really be
looking for it. I'm not sure what all information you'd put on such a page;
it'd probably be pretty sparse. It's worth a shot. put resources like
OneSource, the local VA line to help expedite GI bill processing, veteran
students groups, etc.
As we speak...i want to feel part of the college....but it would be seen what
this "seperate link" can accomplish from what we already have. Donni
Prince is EXCEPTIONAL in helping all us Veterans out.
to help with the transition in to the civilian way of life and educational
systems
Website is confusing already. Having a Veterans link would just make it
that much easier, plus other students can become familiar with Veterans.
Not necessarily but it should be on one of the schools main sub pages
305
807.
808.
809.
810.
811.
812.
813.
814.
815.
816.
817.
818.
819.
820.
821.
822.
823.
824.
the website is the only thing with sufficent info regarding vet ingo i/e they
have a number to someone at the vet center that doesnt know anything
besides uummmmmmmmmmmmm just come in and talk to representative
In the military everything is handed to them with instructions on how to
execute. Coming out of the military, soldiers need direction to get things
moving.
Much of the information for veterans is unavailable online or very hard to
find, much like the information for regular students.
would make it easier to navigate the site.
It's like this: There are really two kinds of schools. Schools who just want
your money, and who are going to put that link there voluntarily because
they really really want your delicious veterans benefit money; and schools
who expect their students to be capable of using the search function. If the
school is prioritizing veterans information above information relevant to all
students, there is probably a problem.
There is plenty of veteran sites without the learning institution having to do
it also.
I say not important, because my school has a horrible website. Most people
know at my school that finding anything worth while on the school's
website, is just about impossible. In the event that you find the information
your looking for, well you most likely still have to go to the campus and
wait in line to talk to someone who can actually help you.
i have been checking the vet link in my college site. they are not updated
and does not have any usefull information.
i think it does
It should be easy to find. Veterans have had enough frustrating experiences
already without having to add to it in the academic arena.
My school, Miramar, already has this link, but if a school doesn't' they
should! this made trying to contact them before I started school so much
easier on me.
One of the things that I know I looked for when looking through different
colleges was veteran support, having a plainly visible link would be very
helpful in locating that information.
veterans that are students should embrace student life, not veteran life
We need better than phone numbers and advertisements.
They do.
Appropriate.
This would be the area to provide other links veterans need for GI bill,
FAFSA, etc.
Vets helping vets - enough said.
306
825.
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Q24. My campus Student Veterans Program should connect with DSPS to coordinate in
providing information which allows me to understand my rights, as an American citizen,
under the ADA Amendments Act of 2008, as amended, and Section 504 of Vocational
Rehabilitation Act of 1973, as amended.
826.
Yes!!!!
827.
Empowerment is ALWAYS good.
828.
I didn't know that I could use both
The Privacy Act 1974 in assistants with veterans school ethnicity is
829.
truly changeling.
830.
isn't this a repeat of 20?
I was not sent to DSPS, I was sent to transfer councelling, then back to
VET SERV, then to transfer counceling, then finally after much defeat,
831.
was granted extra time, by suggestion of Dr. Taka.
832.
I did not even know about this. I was never informed.
833.
All disabled students should have equal access this information;
834.
disabled veterans included.
835.
Yeah that would have been good info 2 years ago.
836.
Yes
Certainly important, but I don't see any veterans at the V-ROC here
837.
who have apparent physical disabilities.
838.
I think the VA / DAV and other instiutions offer this.
839.
I think this would be crucial for Disabled veterans.
840.
Sure , help 'em out.
841.
This is so easily done I'm not sure why a campus would not do it.
842.
Always important to know your rights.
Free flow of information makes the ease of transition to appropriate
843.
programs possible.
Particularly in how to handle the everyday challenges veterans face
844.
with ptsd and civilian reintegration.
Come the fuck on. I am doing you a favor by filling this out, and you're
845.
wasting my time with all these double prompts? Thanks a lot.
A learning institution is for learning. Why have to provide services that
846.
are already offered by the veterans administration.
847.
Every vet is not disabled
This would help some veterans more than others. I know many veterans
with service dogs that don't know any of the federal regulations about
848.
them.
308
849.
850.
851.
852.
853.
This is true, veterans don't know how to ask for this because they are
not well informed.
In the Marine Corps, it is a requirement to understand these policies
prior to discharge.
After looking at all the veterans who have a hard time passing classes,
this opportunity is a must, and should not be taken lightly.
act. If they are disabled, they fall under ADA anyway.]
I was referd to dsps by an instructor I did not know that it was available
until 3 weeks into the semester
309
APPENDIX K: UNEDITED SVEP RECOMMENDATIONS: REFER TO VRC
1. If they needed help with registration, I would refer them to the Veterans Resource
Center.
2. I would recommend that new student veterans get in touch with the VRC on campus as
soon as possible and get in touch with the veteran student counselor (not the normal
student counselors). Find other veterans who have been attending class for a while and
communicate with them. Veterans who have been going to that campus will know how
things really work, not how some govt pamphlet says they're suppose to work. Don't be
afraid to ask a million questions. All the other veterans I have met or more than willing
to help a new student veteran out. Just make sure you're asking other student veterans,
the veterans affairs desk, or the veterans student counselor, not any of the other normal
school personnel.
3. Use the resources and knowledge available through the veterans resource center to
make it a little easier to get enrolled and learn about the benefits, how they work, and
what paperwork is necessary. I came into college blind with no clue what I was doing,
and no one to help guide me through that stressful transition.
4. immediatly go see nacy diaz the vet counselor she will get you in the right track
5. GET FAMILIAR WITH THE VETERANS CENTER
6. To get and stay connect with veteran services and most importantly other Veterans.No
one can understand a Veteran like another Veteran. Get involved with Student Veteran
groups and not be afraid to ask for help.
7. Take advantage of the Veteren Center.
8. Ask questions about everything Attend orientation at Veteran Resource room for new
or continuing education Establish Supports by engaging with other veterans about their
experiences in seeking higher ed Help new Veteran students as they enter the
experience
9. Do the best you can, network with other Veterans and use the Veterans Resource
Center at the school
10. Use the Veteran Resource Center
11. Check in with the Veteran Resource Center as soon as possible. It helps and they give
you great advice. Take your time and don't overwhelm yourself. Don't be too proud to
ask for help. Join a club, especially the Veterans Association because it helps with
getting out of two normal day to day college routine. Clubs help you socialize, and
network while giving volunteer opportunities.
12. Go to the vrc and meet with an academic counselor as soon as possible
13. Use the resource center. Get organized. Stay focused.
14. Ask as many questions as you can. And get to know you VRC reps so that if there are
other things that come up you can get that info from them.
15. Use veterians Resources center. A fellow vets Question. We all help each other.
16. Connect with the Veterans Resource Center and keep your VA Case Manager fully
apprised of your academic situation.
17. I would tell them to find there Veterans resource center on campus,make a check list of
everything that they will need from you.( Why they have'nt generated a check list
makes no sense to me) anyway, make copies of everything, and keep in a secure place.
Get to know everyone who works there at your resource center by first name.
310
18. Visit the new Veterans Resource Center and make sure that Allahno and Maricel have
your email address.
19. If a Veteran Resource Center was available in the colleges, this would benefit many
veterans who are having issues trying to get their benefits. If the school do not,
hopefully they do, because transition to the civilian sector is not the easiest thing to do.
20. Visit the VA Resource Center
311
APPENDIX L: UNEDITED SVEP RECOMMENDATIONS: PLAN & PREPARE
1. Be prepared for the process.
2. Be your own determined advocate. Be a detective. Work aggressively on getting your
paperwork & funding in order as soon as you even THINK you want to go to school.
You need as much lead-time as possible on this paperwork. I'm talking months. There
will almost surely be delays, hiccups, snafus, and repeats of everything before your
funding comes through. Find someone who can front you the registration money until
your funding comes through. Otherwise, you could be stuck unable to register for
classes or buy books until you are 2-3 weeks (or more) into the semester. I have
watched veterans have to miss entire semesters because of this. Find out whether your
school has a Veterans Service Center, or some other facility for veterans. Some schools
do, others may not. They have varying levels of staffing and ability to help with the
bureaucracy, so walk in with no expectations other than the ability to find people who
care about issues affecting veterans, and see what you find. Find the CERTIFYING
OFFICIALS on your campus. They are your paperwork bosses at the school's end. You
may have to play detective. Most faculty & staff will have no idea what you are talking
about, and the Certifying Officials may not even be listed in the college catalog, student
handbook, or other listings of school personnel. Begin your search at the
Admissions/Records office. Remember: the VA is in charge of the VA's end, and the
school is in charge of the school's end. Certifying Officials work WITH the VA, but
they work FOR the school. You have to listen to them every bit as much as you have to
listen to the VA. Find out who the veterans' counselors are. Your school is supposed to
have at least one who has received training in counseling veterans. This does not mean
the counselor IS a veteran. But it means the counselor has received specific training
about our kinds of issues and our extra needs with regard to paperwork. It's better than
a counselor who has not received this training. You are not stuck with the veterans'
counselors. If you don't "click" with them, keep going through the list until you find
one you feel comfortable working with. Just like with a doctor: Find a counselor you
can trust, then trust the one you find. Even if all you do with the counselor is hash out
your class schedule, it'll go smoother with a counselor you don't mind talking to. So
find that one, and go to that one every time.
3. Make sure to follow up on all of the benefits you may entitled to and take them as they
come.
4. Find out your benefits and do your work
5. To do research on your own regarding what benefits you may be entitled to. To e-file
an application yourself for the GI Bill because most civilians who work as veteran
representatives will not personally walk you through this process but instead, will tell
you the same thing. So take initiative of your own benefits & empower & educate
yourself
6. Plan your classes carefully because you do not have the option of choosing any classes
to fill in your schedule to get up to full time status.
7. Make sure you have all your paperwork ready to go when you enroll for classes. you
DD214 and anything else you may need to speed up the process. Get prepared to wait a
few months to get your BAH because anything could happen. Once they get things in
order, everything else falls into place.
312
8. Register early and make sure you're confirmed as being registered as a Veteran.
9. Enroll early
10. I would recommend he get all his paperwork in ASAP because if not he will be
struggling the first few weeks of class
11. Complete a "Student Education Plan" as soon as possible and double check it.
12. get your FASFA done ASAP because schools take up to 10 weeks to receive any
financial aid.
13. Plan for the transition years prior and learn to be objective.
14. Check out the Veteran services page on the college web page. Seek out the Veteran
academic counselor. Give it your best.
15. Find a way for the school to allow veterans to self Identify so that we can connect. Staff
is not permitted to Identify veterans. Connect with your fellow vets in whatever way
the school permits.
16. Use your G.I. Bill
17. Prepare 5 months in advance, enroll within 3 months before semester starts. Make sure
you have all the appropriate paperwork necessary for enrollment.
18. Budget for the possibility that you won't receive benefits from the military or the VA in
a timely manner. Try to complete all benefits applications and submissions before
school starts so that you aren't spending class time sorting out issues. Enroll in classes
early, most colleges give veterans priority enrollment so you should have the
opportunity to create a schedule that really works for you.
19. Research professor's teaching styles.
20. Start paper work as soon as possible.
21. 1) Enroll in Online classes (too many distractions onsite) 2) Obtain all Federal and
California Financial aid , (Unsubsidized loans unavailable to students with less than 24
units-Title IV Over borrowing Initiative) - Other colleges offer these loans except San
Diego Community College District. 3. Enroll early and talk to Counselor immediately,
take assessment tests ASAP! 4. Verify qualifications for VA financial Aid (GI
Bill/VRAP/Vocational Rehab) 5. Insist on the best customer service and refer to the
President Obama executive order #13607 or the "Principles of Excellence" program.
San Diego Community College District and the Department of Education participates
in the program to assure that all Veteran, Active duty, spouses and children services are
met. 6. The veterans have defended our great country USA and deserves the respect
from the academic community. Even though San Diego Community College District do
not offer unsubsidized student loans (<24 units) which is a travesty when they can get it
through another community college (Grossmont, MiraCosta). Not that is downright
UNPATRIOTIC!
22. Start registering early, classes fill fast and you might end up on a really awkward
schedule.
23. Check out the benefits a school can offer you.
24. Take care of the GI bill early
25. Know what you're entitled to. Do your research on all benefits and admin procedures.
26. That all depends on what they wanted to go to school for & where.
313
27. Understand that at Miracosta College the Admissions staff, Veteran Counseling
Personnel, and the Certifying officials and staff, are not disposed to assist you to
understand how to negotiate your way through the system or interested in helping you
in the process of getting through the system. The VA has effectively set up an
impenetrable barrier to access to any effective customer service. The Veteran should
understand that he/she will be completely on their own, with disqualification designed
at every level. For example, your approval and the management of your access,
certification, review and status is remotely established in a processing center thousands
of miles away, in my case from California to Oklahoma.
28. Get started as soon as possible.
29. save your money
30. take the time to look into the resources you have as a veteran. It's not an easy transition,
so the help thats out there will really make the trasition a lot more smooth
31. 1- Establish a clear goal of educational objective 2- RESEARCH what it takes to
achieve desired educational goal 3- Write out plan 4- Read the academic rules 5- Be
prepared for the problems with the VA that may impact your education progress 6Learn what resources are available at the campus for veterans.
32. Apply for the GI bill wayyyy earlier than they would probably naturally assume, the
VA won't pay you your living allowance until you have been in for a month.
33. Learn all you can about school such as enrollment, deadlines and where classes are
located.
34. That the services are much better than the other departments, and that they actually
follow up with questionnaires and with feedback. Support and even help with
registration. But if you are disabled and a vet, forget it. It is just a run around between
DSPS and Transfer Services. It is best to find a mentor, who can help you navigate
civilian life, school, and assimilate as much advice before trying to adapt. There is
nothing wrong with online classes. Especially for disabled Vets!
35. -To make sure you study prior to taking your college entry exam. (at least 2 weeks) Hone your skills. -Upon enrollment make sure that you plan or adjust your schedule for
homework and studying. (work the Labs) -Communicate with your professors during
and after class sessions, mainly to check your grade status. (the majority of them have
e-mail or a website) -If at all possible enroll in summer school and the winter session,
along with your normal spring and fall semesters. -Check with the VA to see if you can
receive college for your military job skill. (the units add up)
36. Use your benefits
37. civilian world sucks pretty bad sometimes find out who you are and why your hear on
this earth but never be opposed to change its one of the most beautiful things we as
humans have the ability to do find a direction that motivates and inspires you then start
walking never rest for a break we only live once and the world is yours for the taking
314
38. I would recommend to be thorough in researching the schools he or she plans to attend.
For example, although Veterans receive the G.I. Bill which pays our tuition, it does not
cover the non-residency fees for the state of California. I believe when we joined the
military, we served the country, not just our home state of residence on file. Veterans
should not have to pay for out of state residency fees. It turns out to be more than
regular full time college tuition. The "Yellow Ribbon Program" helps, but only if the
college participates in the program. Monterey Peninsula Community College does not
participate in this program, and because of that I have to take over 2,100 dollars to to
pay just for out of state residency fees. Ridiculous, then the schools wonder why
enrollment statistics are at a all time low. Research the reviews and resources of the
college you wish to attend. VERY IMPORTANT:
http://www.gibill.va.gov/gi_bill_info/ch33/yrp/yrp_list_2013.htm
39. If they have any VA educational benefits, use them before they expire.
40. Quickly plan on what state you will reside. California schools will not waive out of
state tuition fees for military. The VA benefits will not pay for out of state expense,
therefor causing most vets to either take on additional debt or deter them from school.
Most veterans (me included) were assigned to military installations and retained there
home of record as the state they joined the military from. Once discharged, I found
myself not a California resident facing expensive tuition fees. Fortunately, I started
school prior to discharge, which gave me one year from discharge date to change
residency. Complete as much schooling while on active duty as possible. VA benefits
are only 36 academic months. One can find themselves paying out of pocket towards
their last year of school.
41. Be prepare for a heavy school load.
42. Do not just take the representative's word for what they tell you. Do your own research
and be persistent in making sure that all your information is in the correct places and do
tireless follow-ups. Finally do not get frustrated with the time-frame of processing.
43. Make sure to fill out all paperwork for benefits i.e. GI Bill as early as possible so your
payment is not delayed.
44. Find all available resources that are available.
45. Check with the school veterans committee to see if you are entitled to other benefits.
46. Ensure you have your GI Bill straightened out before you need it. Make sure the classes
you take are on your study plan otherwise they don't count toward your required units
per a semester for the post 9/11 GI Bill. And make sure you apply for financial aid too.
47. Find out which benefits he/she qualifies for and plan how to and when to use them.
48. Dont count on the GI Bill for books or BAH. The gibill is prorated.
49. Inform yourself of how the Veterans Assistance program works, its procedures in
paying for college classes and how credits and grades affect your compensation. Be
sure of what you want to accomplish and plan every semester in a matter of helping you
accomplish your goals.
50. 1. Go to school with a long term goal in mind (e.g. where you want to be in 20 years).
2. Don't let your past experience or expertise limit your academic choice. 3. A
marketable skill with long term career potential has much higher payoff. 4. School
requires even more self-discipline and motivation than the military. 5. Go for what
seems to be the "impossible". Do something not because it's easy, but because it's
difficult. 6. You can get into a better/higher prestige school than you think--think big!
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51. Research everything about veterans benefits
52. do not use your gi bill for community college, use fa if possible and save your gi for a
univercity.
53. Begin Math and English courses in first semester, dont wait. Check
ratemyprofessor.com to make sure the teaching style of your professor matches how
you learn.
54. Research all benefits that you are eligible for.
55. Have a plan. Know why you are going to school. It's important to have a real sense of
ones self so as to be able to "have purpose." It is the key ingredient. Don't fool around
with your Federal Pell Grant. Know when it will expire. It is a window of eight years
with 6 years of financial support available. Each school has its own unique school code
for FAFSA. Just because you have real a maximum at one school doesn't mean Federal
Aide is over. The new school you may attend will look at the courses completed and
will determine if there is the possiblity to continue with Federal Aid at their school.
Speak to the school registrar for more specific information.
56. Counseling 20 at SMC!!! Get ahead of your work Plan your days Eat at home, it's
cheaper
57. Let the VA at your school help you to stay on target. Dont wait to the last minute to ask
for help from VA
58. I would recommend that they make sure to sign up for benefits as soon as possible as
well as their va paperwork ASAP.
59. Take as many college credit classes you can to earn your degree in less time. Hire a
veteran program puts us up front ahead of those who are just starting out.
60. Do the paperwork as early as possible.
61. Do your research!!! Remember you have to make the move and keep up with your
paperwork so you can get your payment on time!
62. Save your money you'll need it for winter and summer breaks
63. Don't expect people to tell you what to do. You have to figure it out on your own. Just
like wasting my first GI BIll that I earned, when I was told to use the Chapter 33 first.
Once you use the Ch. 33, your Original GI BIll is taken from you. That's a robbery,
completely UNFAIR. Now I'm almost ready to transfer for my bachelors and I only
have a few months left on my Ch.33 so I don't know what I'll do next because nobody
educates us about our benefits.
64. Dont pass up on any of the benifites you earned. Take advantage of the many doors you
have opened for yourself and also your family.
65. Be prepared to fully engage the educational process.
66. Don't take classes that you don't need. Stay in contact with the va counselor. Work hard
and study smart.
67. Really think about what you want to do and put a good effort into your studies
68. Pick a specific transfer university and work on obtaining that goal. Figure out a solid
degree plan so that unnecessary classes are not taken and potentially waste GI Bill
funds. Utilize the counselors and set appointments!
69. make sure you have all paper work and funding taking care of
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70. GO TO IVC. THEY HAVE A GREAT VETERANS CLUB WHERE YOU CAN
FIND ALL THE ANSWERS TO YOUR ACADEMIC CAREER QUESTIONS. THE
VETERANS THERE ARE FRIENDLY PEOPLE THAT WANT YOU TO
SUCCEED. THERE PEOPLE LIKE DARYL COX, ZEKE HALL, ENRIQUE
CAMPO AND CHRIS HOOSHMAND LOOK OUT FOR YOUR NEEDS AND
CARE ABOUT YOUR SUCCESS.
71. Get in as soon as you can to what ever program you want and make the best of it
72. Go back to school
73. Know your rights as a disabled student. Know how and where to filed you Post 9/11 GI
Bill paperwork.
74. Schedule counseling appointments early and often. Get as much information as possible
so you can best put the system to your use.
75. I would recommend selecting a curriculum that may build on and sharpen the
experience gained in the military.
76. Put in for every piece of financial aid you can. After all you never know and don't
hesitate to make use of everything you have earned.
77. I would say to make sure every piece of paper is in order, do not make a mistake. It will
just slow down the process. Also, I didnt know exactly what I wanted to do when I
started school, so make sure you complete all of your general education credits first
then move onto what you think you might want to do.
78. If they haven't gone to school "in a while"... i would take the minimal amount of classes
in order to not be overwhelmed. However, certain Financial Programs require a
minimum amount of credits in order to receive Financial Help. The VRAP program, in
my case, has proved tremendously valuable. I wish and pray Congress could extend
that....or make it a 2 year program.
79. Start planning early. Get set up 2-3 months prior. Talk to the Veterans Center on
Campus. Schedule counseling appointments with the school to set up education plan.
80. Check, check and doublecheck with the Veterans, Financial Aid and Counciling offices
to ensure they have all forms and information they require.
81. Prioritize study time to allow for reading and thinking about subject matter. Since
memory occurs by repetition, going over material every few days makes remembering
it at exam time easier.
82. Collect forms early, speak with school counselor early and often, walk around campus
before semester begins to locate key buildings and important offices, try a mix of
online / brick and mortar, focus first on IGETC, get the best grades possible and you
can qualify for BOG waivers, book stipend, or grants- every nickel helps and excellent
grades are the easiest way to get money as well as open up choices of four year
institutions. School is a lot of fun but when approached as a J-O-B success is imminent.
Students who work hardest often get better grades than smart students who do not work
hard. Community College is a competition for grant money and admittance to quality
four year institutions. Choose honors classes and take the hard classes. Talk to your
professors for advice on academic planning, it seems they know as much or more than
the counselors for their major field of study. Speak with other Veterans about their
experience at school, that is the very best (useful) information / advice I got.
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83. COME PREPARED WITH A COURSE PLAN AND CLASS SCHEDUAL
(FALL/SPRING AVAILABILTY). USE ALL RESOURCES ON CAMPUS, STUDY
HARD, AND MOVE ON AS SOON AS POSSIBLE; THE LONGER YOU WAIT,
YOU WONT MOVE ON TO A 4YR.
84. To think about what they want to do before they start their classes
85. To take advantage of all the resources available to them to be successful and to use
their benefits strategically because they only have a few months of them.
86. Spend more time to research your options
87. I would recommend that they apply for the FASFA and their GI Bill.
88. 1) Be on top of the GI Bill. Don't wait till the last few days to get a class. Register
Early. 2) If your taking only one or two class, don't waste your GI bill on them. Pay out
of pocket it. Only use GI bill for 12 or more classes. 3) If they are taking science
course. A) Sociology, Psychology, Chemistry over lap some in the beginning. The 101
classes. More precisely chapters 1- 2. They all go over scientific method, research,
founders of the subjects (B.F Skinner, Freud ,etc) and how they pertain to the subject at
hand. Get those down and understood early. After the first class you will have a head
start on the next class; you can party or read ahead choice is yours. B) Don't just pass
the class and forget the material. Learning doesn't stop when you get your diploma.
Like working out, learning is a life long endeavor. College only shows you a small
portion of whats out there along with how the rules of life work. Amazingly there isn't a
class on life and all its problems. Regular every day problems such: how to do your
own taxes, how to buy a car and not be ripped off, how to find laws and regulations for
everyday needs, how mortgages work and what to look out for, how to deal with and
avoid such psychological problems as anger/stress/depression/etc and all the other
numerous problems that creep into students life. Also, how to handle it without turning
to self - destruction. (alcohol, heroin, domestic abuse, shooting up a school) There is
virtually no support in school for that. If there is, they really need to advertise better.
(cause I've never seen it and it was never introduced to me when I started school)
89. get all the information that you can on financial help
90. Get as much as you can before funding expires.
91. Make a plan of where and what you need to do to reach your goal.
92. Get applications done early, pick classes early, look into other federal grants.
93. do everything you need for the following semester Immediately
94. Get as much information as possible on-line then talk to the school veteran counselor
regarding curriculum requirements and steps for VA course approval.
95. Get your aa out of the way cause if you have kids or work you probably won't get help
when transferring because it runs out
96. Have the Veteran follow up on their needs because the staff might not do it correctly,
have the Veteran know their rights when going to school
97. Always check paperwork is completed and returned to college or VA in a timely
manner.
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98. Make sure they take care of all their paperwork and turn everything on time because the
processing time takes a while. To be prepared when coming to picking their classes and
making sure to add course on time according to the set date and time given. To do walk
ins when meeting counselors and that there's not a particular counselor who is in charge
of veterans ( any counselor will do). Ask alot of questions and keep up with everything
such as keeping track of school emails and online work. Don't rely on financial aid to
buy books!!! Best advice is to take advantage of the veterans service by going to the
veterans room( i believe its in Dericco Building), I haven't been there myself but will in
the near future....Best of luck and study hard!!!!
99. give the pirivoty in line when you regustior
100.
Visit the veterans office at the college be well informed follow through with all
the paperwork that needs to be done.
101.
Apply for financial aid as soon as possible. If using Chapter 33 post 9/11 GI
Bill, try to save as much of it as you can for after you transfer to a 4 year university.
102.
Don't give up during your first semester. It gets easier after that.
103.
go to veterans services
104.
Get to the Veteran Services and counselors as quickly as you can.
105.
take advantage of as many school benefits as there are available.
106.
Be sure your education plan and every other thing necessary for your claim to
come through is taken care of ASAP. I have ended up going a semester without
benefits. It can happen to you easier than you would think.
107.
Get info ASAP
108.
Get your GI Bill enrollment through well before classes begin.
109.
do your own research about va benefits before you go to the va dept at your
school since their are not actual veterans that work their they do not give a crap about
you or what is required to access your benefits. most colleges do not counselors to
assist you due to budget cuts so research the assist.org website to learn you degree/
transfer requirements and do not rely being a veteran to get something done at the
colleges, no one really cares. always always always always get your classes during
priority registration and get your schedule into the va dept asap to get your first months
par and book stipend, again this is because some how they always turn your stuff in late
every single semester . always check and double check the amount of benefits you get,
and that is anything from bah, books and tuition, my school was over paid 3500$ for
tuition and my normal tuition was only 650$ and that money was taken out of my bah
even though i never saw a cent of that money. make an up to date resume and get a job
while in school so you dont need to use your gi bill in community college its a waste of
time , you get the bog waiver to cover tuition and you get a decent amount of financial
aid to assist in your cost of living. last thing make sure you always pass your classes ,
the va is unforgiving when it comes to failure because not only will you need to repay
the va for classes failed but you will not get that time returned to you after repayment.
110.
Don't delay starting the semester. Register as soon as possible, get all your
appointments as soon as possible, turn in all your paperwork as soon as possible. Spend
all the time you can at school during registration to get everything done as soon as
possible.
111.
Apply for financial aid as soon as possible. Dont realy on your gi bill as your
main source of income. Get started with paperwork as soon as possible
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112.
To make sure they are aware of their va benefits, through school, healthcare,
family needs.
113.
Make sure you get your financial aid paperwork turned in months before you
plan on starting school so you can have your money when the semester starts.
Otherwise you will be stuck waiting for money and if you are relying on it you won't
have your books on time to use in the class.
114.
apply for a work-study position and get all your registration stuff done as soon
as possible.
115.
Do everything well before the deadline; gods help you if you need to talk to a
counselor in the weeks just before class registration opens.
116.
Search for a field of study that you are sure you will enjoy. Then re-search it. Be
sure it's what you will enjoy. Then immerse yourself in learning it.
117.
1. Use all the resources available to Veterans 2. Volunteer with Veteran
Organizations 3. Apply for scholarships for Veterans
118.
I recommend that everyone uses assist.org to help them pick the correct classes
to take for transferring. Have this information available to help your counselor create an
education plan.
119.
Make sure that you get in contact with the VA representative at the school and
determine an education plan with the counselors before you begin classes. This way,
you know what education plan to follow for your selected career and you can get your
GI Bill payments all set up.
120.
To make sure they know what they want to pursue before they submit their
education plan to the VA.
121.
Get started early. And stay ahead of all deadlines.
122.
Do not start using your benefits until you have a good academic plan that was
drafted by a professional at the school. When I first started using my benefit, I was not
payed any money for my monthly housing allowance but used 3 months worth of
benefits (out of 36 months) and all it had payed for was a couple hundred dollars. I
missed out on over three thousand dollars because no one had taken the time to explain
that you can not take any classes you want. Quite the contrary in fact. I thought I earned
my benefits for my service to as I would like, but there are many restrictions to be
aware about. Do not let veteran students enroll until a veteran academic counselor has
time to take sit them down, figure out what they want to major in, and draft a plan for
the proper classes. This will ensure the veteran will be using their benefits to the
maximum of their potential.
123.
Make sure to remain full time status to ensure full compensation and school is
such an easy task compared to the daily rigors of the military, apply yourself and you
can be like me on an Honor Society.
124.
Utilize your gibill first then transfer to the post 9-11
125.
In starting school all the paper work with using your GI bill is overwhelming.
Ask all the questions you can. A reminder to vets the following semester... Turn in your
class schedule to get your BHA!
126.
Check and double check with your counselor well before school starts to make
sure your classes will be approved by the VA for funding!
320
127.
Pay attention to registration dates, check in with the Certifying Official about
new info, if you get in trouble with a class ask for help, and do not take your benefits
for granted.
128.
Contact The Veterans office at the college they're attending. Know the
requirements for their chosen Education Plan. Time management is paramount. Create
the space at home that affords a place to study without distractions.
129.
they should go to the Veteran office on campus to start getting their GI bill
started. Do research online to see what is best for them on education benefit
130.
not to waste their full gi bill in community college. Have a plan to transfer to a 4
year college. Keep on top of your paperwork. Contact the VA. Go to a Veterans center
due to community colleges not providing significant resources .
131.
Get up off your ass and do something with your life
132.
Triple check all paper work for errors. Student affairs can provide emergency
book loans apply as soon as you think you cant afford the books. Dsps can help don't
give up.
133.
To make sure that they have everything in line with their VA benefits before
applying and to apply and register early so that they are not rushing to find classes.
134.
get your GI Bill paperwork done asap get the BOG fee waiver, try to get the
Pell Grant and other aid try to get VA work study go to the VA office in Marysville for
medical and other services
135.
Start paper work early to get your funds on time
136.
If you are retired from the military and have not attend school over some years,
take your time and don't over load with so many units.
137.
To work on general ed courses first
138.
Use your resources, you deserve them.
139.
Take a advantage of your many veteran services
140.
Use the resources made available to them, as they are very useful.
141.
Plan ahead
142.
Seek help right away and if you need DSPS Services use them because they are
very helpful. Also utilize the PLACE for extra tutoring.
143.
To do all your homework before starting school. Most counselors will not give
you a detailed list of information need to navigate your degree. Only by asking direct
questions will you get all the answers you need.
144.
Get the process of enrollment started early. At least 6 months ahead of time.
Start by going to the VA website and finding the school you want to attend on the
yellow ribbon program, then contact the schools veteran affairs office directly for the
best service and advice on how to proceed.
145.
Fill out your VA Benefits for MGIB/9-11 as early ass possible and submit as
soon as possible, it takes a while to process and you don't want to be waiting on your
payment to pay the rent (my current experience). Also make sure to contact and keep in
touch with your counselor and Vetrans org. Group.
146.
Save up a nest egg to pay for school tuition and books since it is an upfront cost
that is reimbursed. Also, plan ahead with the GI Bill housing allowance processing
times.
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147.
Make a little nest of money to live off of for a month because the VA takes a
long time to give the benefits that we are entitled to.
148.
Get educated and plan a head for financial needs. Depending on the program
scholarship money tends comes post exfacto so getting books, supplies, etc., tend to
come as last as just before finals. This can create problems for vets going to school full
time and not having a job. alk to your professors if this is the cast they are willing to
help and may have a copy at the library reference desk that can be used unitl your can
purchase books Use Veteran Services on campus to make sure paperwork is completed
to their needs.
149.
Do not utilize your GI Bill if you intend to transfer to a four year University!
Work and take advantage of community college minimal cost.
150.
Do your homework before starting anything. Make sure you have all the
paperwork in hand when you go to the campus at all times.
151.
Take advantage of all the programs.
152.
Research and know your GI-Bill benefits, VA healthcare benefits (Enroll
ASAP), apply for semester/quarter GI-Bill benefits asap, look into Unemployment (if
needed), and if transfering less then 2 years use GI-Bill, if it will take more than 2 years
to transfer SAVE it!
153.
To use igetc if you don't know where to start your education path
154.
Move to a better area.
155.
Go to the Campus early and meet with the Veterans Counselor before choosing
any classes.
156.
Be prepared with all paperwork and do things as early as possible to get head
start.
157.
Save money
158.
Be aware that there is another type of work study available through the VA that
is not linked to any other financial aid that you have applied for. Make sure you get in
contact with your Veteran's Office/Center immediately and often. The college system is
not setup in a way that benefits older students coming into the system. Living off
campus, leases, work, medical all of these issues are not really things the system takes
into account. It is set up for younger kids living at home or just leaving high school.
Therefore you must take advantage of every edge you can get from the Veteran
advisor's and people who work at the Veteran Centers. You have earned these, use
them. It's not a handout, it's not cheating, it's not an unfair advantage. It is has been
earned by your service.
159.
Have all you documents together when you seek help from your VA office at
the school. Each school does things differently.
160.
Make sure that you plan out your classes, and devote time every week to
complete the assignments. Also if you plan to transfer, make sure you get on a transfer
curriculum and try and get all the transferable pre-reqs knocked out as able.
161.
No predatory colleges! Look at teachers, crash classes a semester before the
gibill, learn to take notes. For every hour of class students need between 1-2 hours
independent study to guarantee an "a" grade.
162.
go to college
163.
Focus on core math required classes first. Take refresher math if needed.
164.
Sign up for Financial Aid. Many don't know they qualify or that it exists.
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165.
find out VA rules. there is a lot of VA rules that veterans do not know anything
about
166.
Make sure you have all your documents before starting an take a tour of the
school before hand.
167.
Get as much paper work done that you can because San Diego city veterans
department is not helpful or knowledgable nor professional
168.
Save money because the GI Bill takes time to pay you. Also make sure you
have a list of available resources before starting a major class.
169.
Save your money, they make you pay up front and don't get your money to you
until a month into the semester.
170.
Keep track of your benefits.
171.
Take advantage of the benefits offered to the veterans.
172.
Learn as much about your benefits as you can.
173.
Save all documentation associated with your service in an easy to access
location. It seems common sense but many have no idea what they need and saving
everything smoothes out the 'bumps" in the road a bit. Also pay attention to what you
want to do and what your GI bill provides. There is a bit of a gap between college
advisors understanding of our benefits and how long they last and what is "good" for
you and your timeline. Do not be afraid to tell them that you need to disregard their
advice to get the most out of your benefits.
174.
Take advantage of all the VA has to offer you, especially education.
175.
Get all of your VA benefits for school lined up before you start.
176.
Take this opportunity seriously.
177.
Establish your veteran status right away by bringing your DD214 with you, and
seeing the veterans' counselor. Most jc's give veterans priorty registration status. This
means you can put together your college course schedule any way you want with zero
fear of not getting into the classes you want to take... he classes you need.
178.
To take advantage of the programs offered for veterans
179.
Do research and know what major before decide what course to take.
180.
Be sure on what you want to do in college. I mean you do not have to know
exactly but have a pretty good idea.
181.
use all your benefits
182.
Enroll early to get desired classes
183.
be financially prepared to begin college
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APPENDIX M: UNEDITED SVEP RECOMMENDATIONS: ASK QUESTIONS &
LISTEN TO OTHERS
1. Go to orientation and take advantage of veteran services
2. To attend a Veterans Orientation and see a Veterans Counselor periodically. Get
involved on campus if your time allows.
3. Visit the veterans lounge and talk to other veterans, and the representative who is
usually in the lounge to get help and support on many of your concerns we are all very
happy to help you.
4. Visit the campus and talk to a counselor. Get informed about all the services that you
college campus provides (healthcare, GI Bill benefits and paperwork, etc.).
5. I would tell him about the writing center we have and that it would be best to come up
with a student education plan. Also to tell him to reach out to other veterans that have
been attending college to learn the in and outs of the instructors and course. Study
groups are a big help and never be afraid to ask help from the instructors.
6. I would tell the student to go to the veterans meetings to get a better idea of how some
of the programs worked at this or any college!
7. Work with a Veterans couseler
8. Utilize Veterans Services for the availability of resources and programs for us and take
full advantage of all one qualifies for.
9. Speak with a counselor early on to take care of admission details. Continue to explore
topics, classes and areas of interest.
10. Get to school early and look for all the benefits of being a Veteran, here at BC they
offer early enrollment for veterans. This is key to getting the classes needed to fit your
schedule. I found out after I enrolled.
11. Connect with your VA counselor and take advantage of the VA lounge... everyone is
always helpful!
12. Get involve with other Veterans.... Have a great time learning
13. Meet with a counceler early in your first semester.
14. Be sure to communicate with the va center.
15. take advantage off the veteran's counselor and the veteran services provide by the
college.
16. Stay on top of your paperwork. It is up to you to make sure everything is in order. The
guys at the VA offices work hard, but they make mistakes sometimes too. Also, there is
always some new thing that I didn't know I needed. Be sure to ask lots of questions and
follow through with the solutions.
17. Ask a lot of questions. It will save you a lot of time running around in circles trying to
make certain you have all of your documents, requirements satisfied
18. To ask questions, the more information he/she gets about veterans benefits the better
off they are going to be in the long run.
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19. Ask any and all questions. See the counselors FIRST to discuss your personality,
likes/dislikes, and all the other things that will help you have a productive conversation
about your long term career desires. Tour the campus. Explore the curriculum offered.
Check online reviews of the school (like MiraCosta has strong reviews from the
community, while other financial markers might paint it in a less appealing light - like
the number of students who default on students loans is somewhat high here). Use your
situational awareness and do a little recon, basically. Oh, and - if you are nervous about
the terminology, environment, and the leap college might require... just take a single
Summer pass/fail course like ENGL830 to get your feet wet.
20. Talk to an advisor before you select classes.
21. ask for help and direction
22. UTILIZE THE RESOURCES THAT ARE PROVIDED
23. They should know that college staff, Vet Counselors, the VA, certifying officials, none
will inform, assist, facilitate any information or assistance. You will be strictly on your
own
24. Continue asking questions about benefits, scholarships, jobs, etc. in your Veterans
department as there are things you may not know and because things are subject to
change.
25. Find a veteran that has been out for a year or two and help them walk you through the
system. The schools try to help but the majority don't know what's going on. I would
tell them to find Nancy Diaz at Veterans Centerand only deal with her. She saved my
behind many times, she listens and she cares. Makes me think about changing my
degree plan so I can be like her.
26. Get tutoring as much as possible
27. Go to the orientation, know your benefits, follow up and ask questions, take advantage
of all your resources
28. stay connected with the veterans services
29. See someone in the Veteran's Office ASAP!
30. To apply to see what works.
31. Use all resources offered in your school.
32. Inform the admissions office that you are a Vet, and would like to talk to a counselor
who represents Vet's returning or getting started with their education.
33. Be pro-active and seek counseling for PTSD if you have been diagnosed with this
condition. Join a club, have a close circle of friends you trust. don't give up, you are a
survivor.
34. Talk to Councilors, Work on a realistic plan,
35. Speak to a counselor about your options and to get educational advice. If the first
counselor does not seem very helpful, request to speak to a different one.
36. Utilize the veterans resources available from the V.A and the college
37. Get college done fast
38. Be pro-active
39. please do not be affraid to come in and learn about all of the benefits that are available
too you and interact with other veteran students because each of us know how to do
things in order to make the transition easier.
325
40. Forget what "they" told you when you were on active duty, not every college is a good
college, no matter how fast you can get a degree from them. It is hard. It is supposed to
be and you can do this!!! READ! Learn how you can use your benefits wisely and ask
MANY questions. Take your future into your own hands. Really think about what you
want to be and then develop a plan to get there and GET THERE! Network! Connect
with other Veterans who have already been through the process. Insist that your
school's Veterans Department is working for you and the greater good of all Vets. Get
involved!
41. Ask where the Veterans Service Office is! No one told me and I discovered it after my
first semester. Talk to the Veteran Rep BEFORE you speak with a counselor so you'll
know exactly what you need to get your VA file processed. Make sure you order ALL
previous transcripts before you speak to a counselor. Lack of transcript will totally
hold-up your VA payments.
42. Talk to relevant contacts within community college, i.e. Vet rep., Counselor, Financial
Aid Counselor, Network of support
43. Get with Ms. Huerta right away to begin your plans. She is an excellent counselor and
will guide you through the VA process and Counseling process.
44. Talk to another veteran already attending school to find out if you qualify for any other
programs or benefits.
45. Seek out your veteran services adviser to help you through all the processes to obtain
any possible financial resources and other assistance you may need to get you through
your courses.
46. To use the Veteran Services.
47. Talk with the VA rep. at the school. Ask as many questions as possible, there is a lot of
information that is sometimes hard to find. Take a look at the VA websites.
48. Keep in close contact with your Veterans Representative at the College.
49. Apply for the bog
50. get all infro on what needed for class
51. I would say that they should go to the Veterans Center for any and all help needed.
They do a great job in making the transition back to school very easy for the veteran. At
Delta College, you would see Stan, he is a great guy and looks out for all the veterans
that pass through his door.
52. Ask lots of questions
53. If you are a VRAP student and it has been awhile since you have attended school be
willing to use tutors.
54. Find out what services are available at your college and connect with other veterans
55. Take advantage of VA, especially psychological services.
56. Visit the V-ROC and get in touch with other veterans and a local in order to branch out
and find out the benefits you qualify for.
57. Ask a lot of questions for your benefits and be prepared to think you're one of the oldest
people in the class.
58. Don't be embarrassed to go to the school of your choice and ask questions and get
informed. Do not leave questions you might have unanswered.
59. See Veterans office immediately for information on VA funding that might be available
to you.
326
60. Always ask those that have been in the program for awhile.
61. To communicate with fello veterans who have already done few semesters in college
and Vetercoans AdSpecialist. They will help you out.
62. I would tell them to see the veteran councilor before doing anything
63. Meet with the Vet Rep, schedule to meet with a veteran counselor and make sure to get
ALL the info on your benefits.
64. make use of all available assets, and if you have question ask.
65. Make sure you get all the facts straight regarding benefits and as much counseling
possible.
66. Contact the VA and make sure they know what programs they qualify.
67. Checkout all the options and assistants available
68. Connect with a VA liason on campus.
69. Stay in touch with the veteran service on campus office
70. ask alot of other vets questions
71. Participate with fellow Veterans.
72. Be active and ask questions. Take advantage of GI benefits.
73. find ways to interact with the community, don't isolate yourself.
74. Make sure that you dedicate your time appropriately, and ensure that you find people
who have encoutered your experiance in the military to get through your transitional
period. Also find a mentor or peer type figure.
75. Find out who the VA rep is at your school and go from there
76. See Tom ASAP! If you are a veteran there is something he can help you with.
77. Ensure they talk to the Veterans Affairs offices at their College
78. Get informed, and ask lots of questions. Prepare to not get paid for a couple of months.
79. Ask for help
80. Make sure you get all your questions about your gi bill answered after you register.
Make friends with veteran students that have multiple semesters so you understand
your requirements
81. Plan early, have a relationship with you counselor, join and seek support of veteran
groups at school
82. Get with Tom Pitock (or Susan Downing on Beale AFB). That's all the advice I need to
give. If neither Tom nor Susan is available, all of their work study members are very
knowledgable, professional, and courteous.
83. Know your benefits Talk to other veterans about opportunities
84. Ask alot of questions and always be on top of financial status of your classes.
85. Don't try to wing it alone in your first year. Try to get plugged in to a student academic
support program. Save up your money before enrolling to buy books, pay fees and
living expenses in case, an administrative delay leaves you without school funds.Find
other veterans in your classes so that you won't feel alone. Keep in touch with the
professor about any academic struggles you are having. Set up a weekly study schedule
and make the effort to stick to it so that you won't fall behind. Ask questions, lots of
questions, at the various offices you use on campus. Don't be afraid to seem dumb or
stupid, ask questions anyways.
327
86. seek guidance from the Veteran representatives at your college early, they're very
helpful and may refer you to other Veteran programs which you may qualify for and
not being aware of.
87. Ask lots and lots of questions to the VA office, to FA office and the counseling office,
even if you don't think they make sense at the time...ASK ANYWAY!!!
88. Check in periodically with the veteran office of their school
89. make sure all the information you receive from student veteran's affairs is correct. don't
talk to students, talk to an "actual" employee. often wrong information given by student
aids working at veterans affairs. seem like they don't get trained very well
90. Make use of the resources you are offered. Don't be afraid to ask questions. Be sure to
see a guidance counselor.
91. -Focus on your studies - Have an idea of what you want to major in and research the
colleges or universities that has the program you are interested in. - Always ask the
campus staff for help if you have questions regarding your education path. - Ask
professors regarding your academics.
92. Get connected with a member of the college's Veterans Student Association; they know
their stuff. Also choose a college that is Veteran friendly!
93. Make sure no matter how log since his/her discharge to make sure that they talk to a
veterans specialist on campus to make sure they are not passing up on any benifits
94. Visit the college VA office for information or counseling.
95. Talk with other student veterans and ask them for tips. Outline a plan to include which
offices to visit and in what order. For example: academic advisor, VA certifying
official, student aid. Apply for FAFSA. If you are approved you don't need tuition from
the VA. If you choose, you can save your tuition for when you transfer to a 4 year
college. This way you can avoid taking out a student loan later. The down side is that
you won't get your BAH for that period of time either. Howerver, it's nice to know your
options.
96. Go see Veteran Services.
97. Get to know the VA office and staff
98. To try new things, ask questions and ask for help if needed because the information will
be provided.
99. Be organized with your records and ask questions if you are unsure of something.
100.
Have all your paperwork in order; don't hesitate on asking numerous questions.
Every year is different. You have to ask because they will not inform you. In reality, it's
your responsibility, but some folks really have no idea of what you have been through,
but it's not their fault. Bottom line, if in doubt in what you are doing, please ask.
Semper Fi.
101.
Take advantage of all programs offered to veterans on campus. See the Veteran
Service Representative on campus.
102.
Seek out all helpful resources because its not easy for everyone to switch over
from military to student.
103.
Ask Questions! Start with the Military Section first and Listen well.
104.
Ask a lot of questions. There is a lot to cover regarding one's benefits and
sometimes the VA rep of that school may not answer all of them. It took me a whole
semester to figure out how things work regarding the GI Bill.
328
105.
Talk to a Veteran Rep as soon as you can so that all the paperwork needed is in
order.
106.
Go to the VA office and learn about all the benefits, then go to the financial aid
office!
107.
Ask any and all the Questions you can think of concerning your education.
108.
Definitely go and talk to someone at the VA center at the college. Check to see
what you need to get done so you can get your benefits.
109.
Get connected in the system
110.
Find the VA Certifying Official or Veteran POC and become friends so you are
comfortable asking them all types of questions.
111.
To talk to the veteran rep on your campus for information pertaining to your
major and veteran financial help.
112.
See the Veterans Office
113.
Definitely get to know the Veterans' Advisor. Donni Prince at College of the
Desert is the best. She will guide you through receiving your benefits, getting to know
other veterans, and off-campus veteran events, such at job fairs.
114.
Network with the students and staff at the college. Always go to the VA office
for any help that you may need.
115.
Get registed and seek the VA Conselor's assistance, they are great and help
access classes you will need.
116.
Ensure they immediately touch base with the veterans representative in the
school they are attending.
117.
utilize your resources, the veteran's office at COD really cares
118.
Take advantage of anything offered
119.
Seek help from another veteran who completed his/her education successfully.
120.
Use every asset you are given it helps. Don't be afraid toask for help.
329
APPENDIX N: UNEDITED SVEP RECOMMENDATIONS: PERSEVERE
1. Decide on the path, generate a plan, and stick to it.
2. To work hard and never give up. I would also advise a student Veteran to choose a
career that they love.
3. Don't quit. Stay in school.
4. Be patient and don't get frustrated.
5. Is to stay in school as long as you can, and get what you came there for.
6. Don't give up
7. Don't quit college at any cost
8. Stick with it.
9. Have fun and focus
10. Be patient and don't give u. . There are so many hurdles a Veteran must endure to get
the benefits you deserve.
11. Avoid online classes in the beginning Keep up with the reading assignments Don't
overload your schedule....12 credits is enough if you have a family and other
responsibilities
12. Stay in School
13. Take as many undergraduate classes as you can. Study hard and don't give up.
14. Study hard and enjoy getting your degree.
15. gain knowlege
16. - Be prepared for a lot of work. - apply your best efforts
17. Work Hard
18. Make the most of your opportunity.
19. work hard and finish what you start (school)
20. Just push through tough times, and start on things early. Whether it's enrolling in
classes, financial aid, or if you are planning to use the GI Bill.
21. try hard
22. See your counselor and get your classes
23. Stay away from substance abuse. Don't tell yourself its easy because its not. Do all
home work.. If your struggling get help, there is plenty offered. Don't quit before you
try just because it looks hard.
24. Stay with the program - it works!
25. Work hard. Don't quit. Reach your goal.
26. , do your absolute best.
27. -Embrace the idea of change. -Learn to identify and ease your emotions. -Understand
that people come from different backgrounds who have shaped their lifestyles
according to the information that was given to them directly/indirectly. -Study
kindness, mindfulness, and positivity. -Do not give up. -Learn how to meditate and
control breathing when emotionally driven situations arise (logic over emotions). -Stay
far from drinking. -Get at least six hours of sleep before class. -ASK QUESTIONS
CONSTANTLY. -File your VA paperwork well ahead of time.
330
28. Stay focused and motivated in achieving your educational goals. Take full advantage of
your educational benefits to help the transition to civilian life.
29. Work hard
30. Stay focused
31. Take care to read all instructions carefully. It is a completely different exposure and
educational dynamic. Student must maintain their adaptability as a "virtue of success".
32. Attend class and do assigned work.
33. Get involved with the campus veterans group immediately. Know that being a student
is harder then you expect it to be. Don't be afraid to talk to the professor if you need
help (I had big problems with this)
34. Stick with it and study hard and it'll be alright
35. Never give up
36. School is much different.
37. Study
38. if you don't have a job and looking for a real career, stay in "SCHOOL"
39. Start school and don't give up on the studies. If you get a Professor that's unhelpful, get
a tutor. If you don't get a passing grade, retake course immediately with a different
Professor.
40. Keep the grades up so you can transfer.
41. See it through although it gets tough some times and in some places. It is worth it in the
end. If it were not for my Veterans Educational Benefits, I would not be able to do this.
42. Get busy
43. To set their mind when they start, don't let anything get in the way of what they start.
Be they best student, just like they were the best Marine they could be.
331
APPENDIX O: SVEP UNEDITED RECOMMENDATIONS: PATIENCE
1. Patience with Counselors!
2. Get ready to job through hoops and not get paid.
3. Do your work and don't mess around. This isn't the military and the teachers get paid
regardless if you pass.
4. I can make a difference
5. Don't overload yourself - its a different world being a student vice an active duty
member.
6. Persistence and patience. You were able to accomplish the mission first for the country,
now it's time to do it for yourself.
7. Slow and steady
8. Don't let the anti-military, ultra liberal professors get to you.
9. Don't overload yourself with too many classes. Take some general courses until you are
familiar with the campus, speak to a counselor and take math courses early.
10. Learn and remember the nebulous procedural intricacies of the VA educational system.
Copied and record all correspondence to and from the VA so there is a record of their
actions when the VA personnel or their designated state-level representatives "lose" the
veterans paperwork multiple times. I'm not bitter.
11. Finish School
12. Fucking time management. School should be treated as a full time job, with yourself as
the boss. Go to class, then set time for yourself to study.
13. Stay in school and use the MGIB to the max. Get a degree no matter how long it takes.
14. always go through the vet rep
15. Be prepared to be amazed at what you can accomplish, and learn to accept delays as
they will happen along the way. It's just the nature of government.
16. Attend school it is the best way to transition from military to civilian life.
17. be serious & focused maximize time management best effort always
18. Utilize the programs offered to you
19. Be patient the work ethic and skills will come don't give up, no matter what you feel
inside. It get better.
20. You will get into the routine of thing and it will be less stressful and keep up with your
readings
21. Get your paperwork
22. Order your transcripts early
23. Have all their documents easily accessible and to be patient.
24. Follow through with all requirements from the campus Veterans offfice.
25. Classes are extremely difficult to get into. Be patient.
26. Take time to relax and do things for yourself
27. Hurry up and wait!
28. To go to a College with great veterans support. To remember that they are surrounded
by a bunch of children and have to practice patience in classrooms.
29. Be patient with your classmates. Remember they are young, inexperienced and have led
a totally different life path that is neither inferior or superior to ours.
332
30. Make sure you stand in the veterans affairs office and watch them actually fax your
papers over to the VA office. If you don't your papers won't be sent for WEEKS.
31. Expect your paper work to be delayed, or not processed the first time. Do your end of
the job as early as possible because the school's VA personnel are incompetent.
32. To break yourself in slowly. Studying and going to class is a HUGE 360 compared to
being in the service. You have to take responsibility for you classes; as opposed to just
showing up in the morning at 6:30 and being told what to do with your day. Your
guaranteed pay check is gone! Work hard for a better one.
33. Plan for the culture clash. Prepare for the frustrations of dealing with people of
different ethical backgrounds. College is not as strait forward as the military.
34. Patience.
35. Be patient with the process.
36. have patients and be commited. get very familiar with the services they offer...
37. Patience Its going to be tough starting out, trying to relearn everything. Once you get
going it will get easier. I would also recommend getting involved in campus activities
especially with Veteran groups. Getting involved helps to make the college experience
that much better.
333
APPENDIX P: SVEP CURRENT ENROLLMENT
CCCS Institution
Butte College
American River College
Cosumnes River College
Napa Valley College
Sacramento City College
Solano Community College
Yuba College
Berkeley City College
Cañada College
City College of San Francisco
College of Marin
Contra Costa College
Diablo Valley College
Hartnell College
Monterey Peninsula College
Moreno Valley College
Ohlone College
Bakersfield College
College of the Sequoias
Fresno City College
Merced College
Porterville College
Reedley College
San Joaquin Delta College
Moorpark College
Santa Barbara City College
East Los Angeles College
Los Angeles Harbor College
Pasadena City College
Santa Monica College
Cerritos College
Coastline Community College
Irvine Valley College
College of the Desert
Copper Mountain College
Norco College
Riverside City College
f
1
1
8
5
15
1
21
3
3
1
8
3
20
3
18
14
5
11
6
1
16
3
3
24
1
4
9
1
2
16
1
1
7
33
3
6
5
%
0.220
0.220
1.758
1.099
3.297
0.220
4.615
0.659
0.659
0.220
1.758
0.659
4.396
0.659
3.956
3.077
1.099
2.418
1.319
0.220
3.516
0.659
0.659
5.275
0.220
0.879
1.978
0.220
0.440
3.516
0.220
0.220
1.538
7.253
0.659
1.319
1.099
Region
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
5
5
5
5
5
5
5
6
6
7
7
7
7
8
8
8
9
9
9
9
334
CCCS Institution
Grossmont College
MiraCosta College
San Diego City College
San Diego Mesa College
San Diego Miramar College
Southwestern College
f
2
59
46
37
27
1
%
0.440
12.967
10.110
8.132
5.934
0.220
Region
10
10
10
10
10
10
335
APPENDIX Q: STUDENT VETERAN PREVIOUS CCCS ENROLLMENT
CCCS Institution
Antelope Valley College
Bakersfield College
Barstow College
Butte College
Cerro Cosco Community College
Cerritos College
Chabot College
Chaffey College
Citrus College
College of Alameda
College of Marin
College of the Redwoods
Cuyamaca College
Cypress College
DeAnza College
El Camino College
Evergreen Valley College
Folsom Lake College
Foothill College
Fresno City College
Fullerton College
Gavilan College
Golden West College
Grossmont College
Hartnell College
Imperial Valley College
Lake Tahoe Community College
Laney College
Las Positas College
Lassen College
Los Angeles City College
f
6
1
1
1
1
1
3
2
1
1
2
6
1
2
3
1
4
1
1
2
1
1
2
3
1
1
1
4
1
1
3
7
1
2
3
1
1
2
1
1
%
2.985
0.498
0.498
0.498
0.498
0.498
1.493
0.995
0.498
0.498
0.995
2.985
0.498
0.995
1.493
0.498
1.990
0.498
0.498
0.995
0.498
0.498
0.995
1.493
0.498
0.498
0.498
1.990
0.498
0.498
1.493
3.483
0.498
0.995
1.493
0.498
0.498
0.995
0.498
0.498
336
CCCS Institution
Los Angeles Trade-Tech College
Los Medanos College
Mendocino College
Merced College
Merritt College
MiraCosta College
Mission College
Mt. San Antonio College
Mt. San Jacinto College
Napa Valley College
Norco College
Orange Coast College
Oxnard College
Palo Verde College
Palomar College
Pierce College
Rio Hondo College
Saddleback College
San Bernardino Valley College
Santa Ana College
Santa Rosa Junior College
Santiago Canyon College
Shasta College
Sierra College
Skyline College
Taft College
Victor Valley College
West Hills
West Los Angeles College
Yuba College
f
1
1
1
1
1
1
7
1
1
1
2
1
1
1
2
1
12
1
1
5
1
1
2
14
17
15
2
2
3
1
1
1
2
1
2
7
1
1
1
1
3
%
0.498
0.498
0.498
0.498
0.498
0.498
3.483
0.498
0.498
0.498
0.995
0.498
0.498
0.498
0.995
0.498
5.970
0.498
0.498
2.488
0.498
0.498
0.995
6.965
8.458
7.463
0.995
0.995
1.493
0.498
0.498
0.498
0.995
0.498
0.995
3.483
0.498
0.498
0.498
0.498
1.493
337
APPENDIX R: REGIONAL ASSIGNMENT OF CCCS INSTITUTIONS
CCCS Institution
Butte College
College of the Redwoods
College of the Siskiyous
Feather River College
Lassen College
Shasta College
Cosumnes River College
Folsom Lake College
Lake Tahoe Community College
Mendocino College
Napa Valley College
Sierra College
Woodland Community College
Yuba College
Berkeley City College
Cañada College
College of Alameda
College of Marin
College of San Mateo
Laney College
Los Medanos College
Merritt College
Santa Rosa Junior College
Skyline College
Vista College
Cabrillo College
Chabot College
DeAnza College
Evergreen Valley College
Foothill College
Gavilan College
Hartnell College
Region
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
338
CCCS Institution
Las Positas College
Mission College
Ohlone College
San Jose City College
West Valley College
Bakersfield College
Columbia College
Fresno City College
Merced College
Modesto Junior College
Porterville College
Reedley College
Taft College
West Hills
Allan Hancock College
Antelope Valley College
College of the Canyons
Cuesta College
Moorpark College
Oxnard College
Santa Barbara City College
Ventura College
East Los Angeles College
El Camino College
Glendale Community College
Los Angeles City College
Los Angeles Mission College
Los Angeles Pierce College
Los Angeles Southwest College
Los Angeles Trade-Tech College
Los Angeles Valley College
West Los Angeles College
Cerritos College
Region
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
5
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
7
7
7
8
339
CCCS Institution
Citrus College
Cypress College
Fullerton College
Golden West College
Long Beach City College
Mt. San Antonio College
Orange Coast College
Rio Hondo College
Saddleback College
Santa Ana College
Barstow College
Cerro Cosco Community College
Chaffey College
Crafton Hills College
Moreno Valley College
Mt. San Jacinto College
Norco College
Palo Verde College
San Bernardino Valley College
Santiago Canyon College
Victor Valley College
Cuyamaca College
Grossmont College
Imperial Valley College
MiraCosta College
Palomar College
Region
8
8
8
8
8
8
8
8
8
8
8
8
9
9
9
9
9
9
9
9
9
9
9
9
9
9
10
10
10
10
10
10
10
10
10
340
APPENDIX S: VRC REGIONAL ASSIGNMENT
Institution
Butte College
Sierra College
College of Alameda
College of San Mateo
Foothill College
De Anza College
Las Positas College
Merced College
Reedley College
Cuesta College
El Camino College
Los Angeles Trade-Technical College
Fullerton College
Mt San Antonio College
Cypress College
Golden West College
Chaffey College
Grossmont College
Source: http://htctu.net/vrc/vrc_sites.html
Region
1
2
2
3
3
3
4
4
4
5
5
5
6
7
7
7
7
8
8
8
8
9
9
10

ESSENTIAL PRACTICES FOR SERVING STUDENT VETERANS IN

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