ptp nguyen ramirez_wami_wright
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Running head: PTP – VETERAN STUDENTS 1
PTP – Veteran Students
Tam Nguyen, Brittany Ramirez, Chimzi Wami, Andrew Wright
July 14, 2011
California State University, Fullerton
PTP – VETERAN STUDENTS 2
Identify the purpose and importance of the paper
Within the United States’ higher education community, there exists a multitude of diverse
populations, all of which require different services to succeed in education. One such population
is U.S. veterans. According to the American Council on Education (ACE) as referenced by
Radford (2008), this diverse group faces much adversity upon reintegration to the civilian life
and higher education after serving in the military. ACE, as reported in Radford (2008), states
that this generation of veterans will be poised to contribute to their communities as civilians.
There is no question about the state of our current economy and the need for a well-qualified
workforce. U.S. veterans offer years of experience and leadership that will assist in the
rebuilding of our economy, but to be considered for many positions, veterans must first reach
their educational endeavors.
“As of March 2007, just over 1.5 million members of the armed services had been
deployed and had served in either Iraq or Afghanistan” (Defense Manpower Data Center, 2007).
"As these conflicts continue, the number of combat veterans who become college students will
likely increase. Given what we have learned about assisting the members of a special student
population with relation to achieving their educational goals, it would be a disservice to treat
veterans as if they were invisible" (Ackerman, DiRamio, & Mitchell, 2009, p. 12). Veteran
students are a unique population due to the “many broad, positive, and insightful developmental
experiences during their military service (i.e. living around the world and experiencing different
cultures, technical training for their respective occupations, and professional military education).
Many of these veterans have survived, endured, and excelled in artificial and real-world
PTP – VETERAN STUDENTS 3
situations, leaving them both resilient and self-confident” (Hassan, Jackson, Lindsay, McGabe,
& Sanders, 2010, p. 31).
The purpose of this paper is to analyze developmental reintegration of U.S. veterans into
the university population, and to assess the benefits of peer mentor programs as support for these
students. The theories that inform this analysis are Schlossberg’s Theory of Transition, Kolb’s
Theory of Experiential Learning, and Sanford’s Theory of Challenge and Support. An overview
of these theories will be provided to create a framework for understanding the importance of a
peer mentor program for the veteran student population. Using the theoretical framework
provided, a peer mentor program entitled “For Veterans By Veterans” (4VBV) will be designed
to ease the veteran student’s adjustment into the university’s social construct. A discussion will
be provided on the implementation process of 4VBV and will conclude with an evaluation
proposal of the program and recommendations for future improvement.
Literature Review
Peer Mentoring
According to Kuh (1993), as cited in Wawrzynski, LoConte, & Straker (2011),
undergraduate peer mentor programs are gaining popularity as an influential form of support for
college campuses. The programs provide students with an innovative way to help other students
overcome issues in their lives. Peer mentor programs allow open space for students to discuss
issues regarding sexuality, drug use, and other personal issues (Wawrzynski et al., 2011).
Reports have suggested that orientation sessions provided for veterans by veterans, along with
mentoring programs that incorporate peers can be beneficial forms of support (Ackerman et al.,
2009; National Association of State Head Injury Administrators, 2007; Brown & Gross, 2011).
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With the increase of veteran students on our college campuses, veteran peers will serve a vital
role in the transition to college life from military life.
Schlossberg’s Theory of Transition
As our veteran population transitions into their new identities as civilians and students,
they face a variety of changes. Schlossberg’s Transition Model introduced in 1984 and revised
in 1995 provides theoretical underpinning for understanding the shifting process that veteran
students experience. Transitions are characterized by changes due to the shift in roles, routines,
and relationships (Schlossberg, Waters, & Goodman, 1995). The process of transitions are
understood using the three phases of “moving in,” “moving through,” and “moving out”
(Schlossberg et al., 1995). Reports show that individuals leaving the military and entering
college, experience difficulty balancing multiple transitions simultaneously (DiRamio et al.,
2008; Harper, Wilson, & Parks, 2010). Returning as adult learners, veterans are changing their
roles at home, in the community at large, and in their educational environment (Schlossberg,
Lynch, & Chickering, 1989). During their “moving in” phase, veterans express a sense of
disconnect between their personal experiences and those of traditional-age students on campus
(DiRamio, et al. 2008). While they progress in their “moving through” period, they are
confronted with balancing their lives along with their new student role (Schlossberg et al., 1989).
As veteran students approach the “moving out” phase, they have experienced the end of their
new transition as students and are now questioning the next steps in their lives (Schlossberg et
al., 1989).
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Although this theory is useful in creating a foundation for understanding transitions in
our veteran students, the lack of assessment of this theory limits its validity within our
population.
Kolb’s Theory of Experiential Learning
Veteran students’ enriching and global experiences bring a higher level of experiential
learning into the classroom (Hassan, Jackson, Lindsay, McGabe, & Sanders, 2010; Radford,
2009). Kolb’s Theory of Experiential Learning provides an understanding of the importance of
experiential learning to veteran students as well as their classmates. Kolb (1984) stated that
“knowledge is continuously derived from and tested out of the experiences of the learner” (p.
26). According to Evans, Forney, Guido, Patton, and Renn (2010), the purpose of experiential
learning is to help students make connections to the subject matter. A number of works based on
Kolb’s Theory of Experiential Learning have shown that connecting the student’s personal life to
their academic experiences will enhance the comprehension of the content being presented
(Enns, 1993; Kolb, 1984; Rainey & Kolb, 1995; Kolb & Kolb, 2006; Kolb & Kolb, 2005). The
more real life experiences the student is exposed to, the more likely the student is to make
connections between their personal life and academia. As a student develops and experiences
more, the learning process is altered by those events. In addition to developing their own
learning experience, the veterans are also positively impacting the educational experience of the
students that attend alongside them.
One of the limitations of the experiential learning theory is that it focuses primarily on
the student’s learning in a given context, not taking into consideration their personal level of
intelligence or how cognitive complexity can influence their capacity to learn (Evans et al.,
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2010). Also, the experiential learning model is conceptualized within the context of formal
education, posing the question of how applicable it can be toward students in non-traditional
careers, which is a viable path for veteran students to pursue (Evans et al., 2010).
Sanford’s Challenge and Support Theory
Once a veteran transitions into the role of a student and is working toward applying their
military experience to their current education, it is important to focus on the interaction that the
veteran has with the environment. According to a recent report, the transition from soldier to
student poses a number of challenges and it is the responsibility of the campus to provide the
support necessary for students to be successful (Hassan, et al., 2010). To further understand this
concept of support for veterans, Nevitt Sanford’s (1966) Theory of Challenge and Support is an
appropriate framework to consider. According to Sanford (1966), challenging students to push
themselves forward developmentally is crucial, but an adequate amount of support must be
provided. A balance between challenge and support is achieved when students try to minimize
the tension found on a college campus through the support that is available to them (Sanford,
1962; 1967). Ackerman et al. (2009) referenced participants of their study who explained that
veterans experience difficulty in moving from a strict and structured environment to a loosely
configured campus. Higher education professionals should familiarize themselves with the
challenges that veterans may face and show support for veterans by reaching out to them and
letting them know that they understand their challenges (DiRamio & Spires, 2009; Cook & Kim,
2009).
While the generalizability of the Challenge and Support Theory allows for the possibility
of adaptation to a variety of situations, it can be a hindrance as well. The veteran student
PTP – VETERAN STUDENTS 7
population is considered a special population, and special populations are not directly
represented by the Challenge and Support Theory.
Characteristics of Veteran Students
U.S. veterans are a growing group of students that enhance the diversity of their
collegiate environment. Veteran students are typically first-generation adult learners who vary in
ethnic makeup and are twenty-four years of age and older (Brown & Gross, 2011; Radford,
2009). A majority of veteran students arrive on campus with financial benefits and transferable
credits earned while on active duty (Brown & Gross, 2011). Many veterans also suffer from
Post-Traumatic Stress Disorder, a condition which creates barriers to their academic success
(Cook & Kim, 2009). Veteran students display strong qualities of teamwork, sacrifice, courage,
and perseverance that are key foundations for success in academic and professional careers
(Hassan et al., 2010). Veteran students’ previous military environment provides for a different
transition than that of other adult learners as they take on a new student role. Veteran students
need a period of reflection to understand how their previous militant roles can enhance their
current student identity, and it is through the experiential learning process that this can be
achieved (Merriam, Caffarella, & Baumgartner, 2007).
A report has shown that upon entering college many veterans experience a sense of
disconnect between their veteran status and how that fits within the campus environment (Brown
& Gross, 2011). This sense of mattering is extremely important for veteran students and is
related to their sense of engagement in their learning (Schlossberg et al., 1989). Additionally,
veteran students suffer from low retention rates as a result of an institutions improper evaluation
of transfer credits and inappropriate placement of veterans in classes that lack academic rigor or
PTP – VETERAN STUDENTS 8
relevance to their degrees (Brown & Gross, 2011). They are also greatly challenged by
transitioning from a command and control environment to a loosely structured college campus
(Brown & Gross, 2011).
Challenge and Support
The theories presented in the literature review are pertinent in order to understand the
anticipated challenges and the needed support that the veteran population will encounter during
their collegiate career. Schlossberg’s Transition Theory presented a framework for
understanding the transitional phases of veterans as they progress through their new role as
students and members of a higher education learning environment. Proper challenge and support
during this period can come from various aspects within the college community. The main
challenge that these veterans are facing is the questioning of their presence in the collegiate
community, and how they can relate to other students. Support can come from connecting with
other veterans on campus; that support can be comprised of students, staff, or faculty to help
them transition to the “moving in” phase. Faculty and academic advisors can also provide
support for veteran students who are experiencing difficulty adapting to various learning
environments. The low structure teaching style of some teachers may aim to promote
independence and creative thinking, but in turn can be complicating and frustrating for veteran
students who are conditioned to follow commands. To address these learning issues, an
understanding of the experiential learning theory would allow veterans to explore their previous
experiences in the military and link them to their current student experiences. The appropriate
challenge for this learning process is to encourage students to reflect on their experiences and
further explore the importance of the previous experience and the transition out of their old role.
PTP – VETERAN STUDENTS 9
Albeit veteran students require support in various forms to succeed in their new
transitions, their mental capacity as adult learners to handle stimulating tasks should not be
forgotten. Sanford’s Challenge and Support Theory can be used to explore areas where the
college community can acknowledge the veteran’s capacity to be mentally challenged, and help
them grow as learners by expanding on their previous experiences.
Peer Mentoring Program: 4VBV
Designing a comprehensive peer mentoring program is an appropriate programming
option to assist in the success of incoming veteran students. The support program created is “For
Veterans By Veterans”. The goal of 4VBV is to assist in guiding veteran students through their
tenure at the institution of attendance. This program is designed to inform the students being
served of the resources offered on campus that will aid in their progression and successful
completion of their educational endeavors.
One-on-one mentorship would be instrumental in helping a student adjust to collegiate
life as an adult learner. This intervention aligns with the “moving in” phase of Schlossberg’s
Transition Theory. Through one-on-one mentorship with students who have previously
experienced similar adjustments, students can receive advice about their changing roles at home,
in the community, and in their new school environment. This program, featuring veteran peer
mentors who have attended the institution for a minimum of one year, will be charged with
mentoring first-year veteran students. Students will meet bi-weekly with a trained veteran
student mentor and will be consistently informed of events occurring on campus that may be of
value to the new veteran student. Peer mentor training will include subject matter such as public
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speaking, and an understanding of campus resources. In addition, students will plan events
catered to their mentee’s needs. (See Appendix A)
The next component of the 4VBV program is a series of workshops that are provided as a
reflection of Sanford’s Challenge and Support Theory. These workshops will provide the
necessary support to new veteran students by addressing challenges they may encounter as a
result of insufficient information. The workshops will address the veteran students’ needs by
providing information regarding topics such as veteran-related benefits, writing, and mental
health and relaxation techniques. (See Appendix B)
The third component of 4VBV is group discussion sessions that will encourage
conversation between veteran students and their college community on how to apply their
previous military experience to their classroom in order to facilitate student success. This
intervention is reflective of Kolb’s Theory of Experiential Learning. (See Appendix C)
The 4VBV program will also include a monthly brown bag lunch series to lend an
opportunity for students to socialize and meet other veterans, therefore easing their transition into
collegiate life. This intervention correlates with the “moving through” phase of Schlossberg’s
Theory of Transition. Each lunch would encourage student discussion of current issues in the
veteran community as well as issues pertinent to general campus populations. In addition, the
brown bag lunch series would be open to the campus community to increase awareness of the
veteran population on the campus and to assist veteran students with their reintegration. (See
Appendix D)
Implementation and Conclusion
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The implementation of the 4VBV peer mentoring program aims to create a supportive
and welcoming college environment to assist veterans through this transitional period in their
lives. In understanding that veteran students are similar to other adult learners in that they have
varying responsibilities and educational needs, the 4VBV peer mentoring program implemented
various interventions in order to address the needs of their diverse student population. The goal
of this program is to create a network of support that provides veteran students with a secure
sense of belonging within their college environment. In addition, it is the intent of the program
to provide services that will allow veteran students to view the 4VBV peer mentoring program as
a comfortable space for reflection and sharing of their previous experiences. Also, 4VBV
intends to provide a feeling of support during the transitions into their new roles.
To measure the success of the program in terms of whether or not it has reached its
programmatic goals and has achieved the intended student learning outcomes, a quantitative and
qualitative evaluation piece will be implemented. Throughout the semester, individual
evaluation forms will be given to the students in attendance at the one-on-one mentorship
meetings, workshops, group discussions, and brown bag lunches in order to monitor the success
of each intervention as it progresses. To follow, a survey (See Appendix E) will be sent out to
all participants that have been involved in any number of the interventions provided by the
4VBV program in order to obtain feedback on overall practices of the programs at the end of the
first semester. We will also conduct a small voluntary focus group by randomly selecting
participants from the four different interventions to provide us with quantitative data.
Improvements to the program will be determined based upon the feedback provided.
PTP – VETERAN STUDENTS 12
APPENDIX A
One-on-One Mentoring Sessions – Lesson Plan
Description of Intervention
The peer mentor program will incorporate one-on-one mentorship opportunities where students will meet for one hour, bi-weekly with a trained student mentor who identifies as a veteran. Mentor training will include subject matter such as public speaking, and understanding campus resources. In addition, the mentors will assist in planning some of the events catered to the mentees. Through one-on-one mentorship with other students who have previously experienced similar adjustments, mentees may receive advice on their changing roles at home, in the community, and in their new school environment. This program, featuring veteran peer mentors who have attended the institution for a minimum of one year, will be charged with mentoring first-year veteran students and keeping them informed of events occurring on campus.
Student Learning Outcomes
1. SWiBAT recall (knowledge) specific pieces of advice provided by the mentor regarding their changing roles at home, in the community, and in their new school environment. 2. SWiBAT identify (knowledge/comprehension) faculty mentors who may assist them with the issue of transitioning from their role as a soldier in combat to their role as a student on a college campus.
Connections to Theory
o The learning outcomes integrate Schlossberg’s “Moving In” phase.o The learning outcomes address the need for one-on-one mentorship in the transition from the
student’s role as a soldier to their new role as a student by providing the student with a comfortable and private environment in which they can speak about their challenges and gain support in order to overcome them.
Assessment StrategyOne-on-One Mentorship Evaluation
Date: __________________Peer Mentor Name: ____________________________
Gender:___ Male___ Female___ Decline to Disclose___ Other: ___________________________
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Ethnicity: (check all that apply)___ Caucasian___ Asian Pacific Islander___ Latino___ African American___ Native American
Age:___ 18-23___ 24-30___ 31-35___ 35+
Use the following scale to answer the questions below:1- Strongly Disagree2- Disagree3- Neutral4- Agree5- Strongly Agree
The peer mentor provided me with a comfortable environment:
1 2 3 4 5 6 Strongly Disagree Not Applicable
The peer mentor was attentive to my needs:
1 2 3 4 5 6 Strongly Disagree Not Applicable
The peer mentor provided the services I was looking for:
1 2 3 4 5 6 Strongly Disagree Not Applicable
The peer mentor aided me in progression in to my new role:
1 2 3 4 5 6 Strongly Disagree Not Applicable
I will return to see the same peer mentor:
PTP – VETERAN STUDENTS 14
1 2 3 4 5 6 Strongly Disagree Not Applicable
I will return, but would like to see a different peer mentor:
1 2 3 4 5 6 Strongly Disagree Not Applicable
Please provide any additional comments that may be used to improve our services.
Thank you!
Materials Needed
Evaluation form Campus event information (i.e. brochures, announcements)
Activity Outline
1. Check-In (20 minutes)Begin mentoring session with a check-in, asking the mentees how they are feeling about their day. The mentor’s role is to create a supportive and caring environment by allowing the student veteran to openly discuss their thoughts.
2. Facilitation (20 minutes)Ask the mentee to describe how they are feeling about their educational journey at that point in time. Ask them specific questions about their classes and their interactions with other students on campus. This will provide the mentees with an opportunity to intentionally reflect on these current experiences and potentially identify areas that need additional support.
3. Closing (17 minutes)Depending on the outcome of the check-in and facilitation, the mentor can assist the mentee in identifying a goal they would like to achieve before their next session, along with identifying other members on campus that may be able to further aid in their transition. The mentor may also take this time to invite the veteran to attend events around campus.
4. Distribute Evaluation Form (3 minutes)
Assessment Results
TBD
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Notes, Future Changes, Etc.
TBD
PTP – VETERAN STUDENTS 16
APPENDIX B
Workshop – Lesson Plan
Description of Intervention
The peer mentor program will offer a series of workshops for first-year veteran students featuring topics such as:
Writing: The writing workshop will be the first of the spring semester and will last approximately ninety minutes. It will provide an opportunity for tutors from the Academic Resource Center to speak with students in attendance. Students will be informed of the services offered by the Academic Resource Center and students will be given basic writing strategies. To conclude the workshop, attendees will be invited to have writing assignments reviewed by a writing tutor.
Benefits: The benefits workshop will be the second of the spring semester and will last approximately one hour. The topics discussed in the workshop will include the GI bill, benefits for dependents, local community benefits (i.e. store / entertainment discounts), and financial aid. It is the goal of 4VBV to provide an atmosphere that encourages dialogue in the event that students feel intimidated.
Mental Health/Relaxation: The mental health/relaxation workshop is a one-hour workshop that will take place prior to finals week. A mini health and wellness fair will be set up so that students may take items and brochures from various campus offices that correlate with mental and physical health, and wellness. The offices will include the wellness center, counseling office, student health center, and recreational center. Information presented will cover various subjects including street management techniques, biofeedback, the importance of sleep, dangers of alcohol and other drugs, and will feature free massages.
Overall, these workshops will provide the necessary support to new veteran students by addressing challenges they may encounter as a result of insufficient information.
Student Learning Outcomes
1. SWiBAT discuss (comprehension) the challenges that were being faced upon entering the workshop and the sources of support that were provided to overcome these challenges.2. SWiBAT apply (application) the resources provided in the workshops in order to overcome challenges faced on campus.
Connections to Theory
o The learning outcomes integrate Sanford’s Challenge and Support Theory.
PTP – VETERAN STUDENTS 17
o The learning outcomes address the need for information about resources on campus in order to overcome the challenges of becoming a college student in adulthood.
Assessment StrategyWorkshop Evaluation
Date: __________________Name of Workshop: ____________________________
Gender:___ Male___ Female___ Decline to Disclose___ Other: ___________________________
Ethnicity: (check all that apply)___ Caucasian___ Asian Pacific Islander___ Latino___ African American___ Native American
Age:___ 18-23___ 24-30___ 31-35___ 35+
Use the following scale to answer the questions below:1- Strongly Disagree2- Disagree3- Neutral4- Agree5- Strongly Agree
The workshop provided me with a comfortable environment:
1 2 3 4 5 6 Strongly Disagree Not Applicable
The workshop was interactive and interesting:
1 2 3 4 5 6
PTP – VETERAN STUDENTS 18
Strongly Disagree Not Applicable
The workshop was informative and I gained the information that was intended:
1 2 3 4 5 6 Strongly Disagree Not Applicable
The workshop provided me with new information that I was unaware of prior to attending:
1 2 3 4 5 6 Strongly Disagree Not Applicable
The workshop provided information/resources that will help me overcome challenges:
1 2 3 4 5 6 Strongly Disagree Not Applicable
I will return for future workshops:
1 2 3 4 5 6 Strongly Disagree Not Applicable
Please provide any additional comments that may be used to improve our services.
Thank you!
Set-Up, Materials Needed, etc.
Sign-in sheets Pens/Pencils Any necessary handouts Place any necessary handouts on each desk prior to start of workshop
Activity Outline
1. Sign-In (10 minutes)Each participant will sign in prior to the workshop beginning.
2. Welcome (10 minutes) The director of the 4VBV program will welcome all attendees, followed by an introduction to the topic of the day, its relevance to the veteran population, and introduce the guest speaker as well.
PTP – VETERAN STUDENTS 19
3. Presentation/Activity (30 - 60 minutes depending on workshop as workshop lengths vary)The guest speaker will address the topic of the day and provide an open and supportive space for questions from the participants. Any activities (i.e. mini resource fair for the mental health/relaxation workshop) will occur prior to the presentation.
4. Closing (5 minutes)The presenter will provide contact information as well as additional resources for the veterans.
5. Distribute/Collect Evaluation Forms In A Closed Box (5 minutes)
Assessment Results
TBD
Notes, Future Changes, Etc.
TBD
PTP – VETERAN STUDENTS 20
APPENDIX C
Group Discussions – Lesson Plan
Description of Intervention
The peer mentor program will offer small group discussion sessions that last approximately two and one half hours. Throughout the discussions, veterans will lend a wealth of experiences they have faced with other attendees. Due to the likelihood that the veteran students in attendance will be adult learners, the goal of 4VBV is to intermingle fellow adult learners with traditionally-aged classmates. In addition, small group discussions will encourage veteran students to use similar applications in the classroom to facilitate student success.
Student Learning Outcomes
1. SWiBAT discuss (comprehension) their experiences in the classroom as done in the group discussion in order to inform classmates of their background.2. SWiBAT correlate (analysis) experiences from the military with classroom material in order to enhance the comprehension of the content being presented by discussing experiences aloud with other group discussion attendees.
Connections to Theory
o The learning outcomes integrate Kolb’s Theory of Experiential Learning.o The learning outcomes address the benefits of veteran students sharing their experiences in
the classroom.o The learning outcomes address the benefits of veteran students sharing their experiences in
order to enhance their comprehension of the content being presented.
Assessment StrategyGroup Discussion Evaluation
Date: __________________Date of Group Discussion: __________________
Gender:___ Male___ Female___ Decline to Disclose___ Other: ___________________________
Ethnicity: (check all that apply)___ Caucasian
PTP – VETERAN STUDENTS 21
___ Asian Pacific Islander___ Latino___ African American___ Native American
Age:___ 18-23___ 24-30___ 31-35___ 35+
Use the following scale to answer the questions below:1- Strongly Disagree2- Disagree3- Neutral4- Agree5- Strongly Agree
The group discussion provided me with a comfortable environment:
1 2 3 4 5 6 Strongly Disagree Not Applicable
The group discussion provided me with the outcome I was looking for:
1 2 3 4 5 6 Strongly Disagree Not Applicable
The group discussion gave me confidence to speak to my classmates about my experiences:
1 2 3 4 5 6 Strongly Disagree Not Applicable
Attending the group discussions will help my comprehension in the classroom:
1 2 3 4 5 6 Strongly Disagree Not Applicable
I will return for another group discussion:
1 2 3 4 5 6 Strongly Disagree Not Applicable
PTP – VETERAN STUDENTS 22
Please provide any additional comments that may be used to improve our services.
Thank you!
PTP – VETERAN STUDENTS 23
Set-Up, Materials Needed, etc.
Sign-in sheets Pens/Pencils Any necessary handouts Place any necessary handouts on each desk prior to start of group discussion
Activity Outline
1. Sign-In (15 minutes)Each participant will sign in prior to the workshop beginning.
2. Introduction (45 minutes)Director/Program Representative will open the discussion with an icebreaker activity to introduce the attendees.
3. Facilitation (65 minutes)The Director/Program Representative will open the group discussion to allow members to share about their current experiences in the classroom, encouraging older veterans to share in order to ease the tension of the newer veterans.
4. Closing (20 minutes)The Director/Program Representative will close the session by thanking the veterans for sharing their experiences, and validating their current hardships while also encouraging them to be persistent in their education. The Director/Program Representative will use the concepts of experiential learning to help provide guidance on how to draw connections between the student’s learning and their prior military experience as a way to connect both military and student role.
5. Distribute/Collect Evaluation Forms In A Closed Box (5 minutes)
Assessment Results
TBD
Notes, Future Changes, Etc.
TBD
PTP – VETERAN STUDENTS 24
APPENDIX D
Brown Bag Lunch Series – Lesson Plan
Description of Intervention
The peer mentor program will incorporate a monthly veteran’s brown-bag lunch series. Each mixer will last two and one-half hours. The purpose of this lunch series is to lend an opportunity for students to socialize and meet other veterans in a casual environment, therefore easing their transition into college. The campus community would be invited to attend this event. Each lunch would encourage student discussion of current issues in the veteran community as well as issues pertinent to general campus populations to assist veteran students in their reintegration.
Student Learning Outcomes
1. SWiBAT identify (knowledge) the names of three faculty mentors present at the brown bag lunch who will aid them in the process of balancing their personal lives along with their new student role.2. SWiBAT establish (application) relationships with other veteran students who were present at the brown bag lunch mixer in order to assist them long-term with the issue of balancing their lives and their role as a student.
Connections to Theory
o The learning outcomes integrate Schlossberg’s “Moving Through” Phase.o The learning outcomes address the need for veteran students to socialize with other veteran
students and faculty in a casual environment in order to ease the transition in to college.
Assessment StrategyBrown Bag Lunch Series Evaluation
Date: __________________Date of Brown Bag Lunch: ____________________________
Gender:___ Male___ Female___ Decline to Disclose___ Other: ___________________________
Ethnicity: (check all that apply)___ Caucasian___ Asian Pacific Islander
PTP – VETERAN STUDENTS 25
___ Latino___ African American___ Native American
Age:___ 18-23___ 24-30___ 31-35___ 35+
Use the following scale to answer the questions below:1- Strongly Disagree2- Disagree3- Neutral4- Agree5- Strongly Agree
The brown bag lunch provided me with a comfortable environment:
1 2 3 4 5 6 Strongly Disagree Not Applicable
I enjoyed meeting other veteran students at the brown bag lunch:
1 2 3 4 5 6 Strongly Disagree Not Applicable
I was able to connect with faculty mentors at the brown bag lunch:
1 2 3 4 5 6 Strongly Disagree Not Applicable
I was able to connect with other veteran students at the brown bag lunch:
1 2 3 4 5 6 Strongly Disagree Not Applicable
I will return to future brown bag lunch sessions:
1 2 3 4 5 6 Strongly Disagree Not Applicable
Please provide any additional comments that may be used to improve our services.
PTP – VETERAN STUDENTS 26
Thank you!Set-Up, Materials Needed, etc.
Sign-in sheets Pens/Pencils Any necessary handouts Place any necessary handouts on sign-in desk prior to start of brown bag lunch
Activity Outline
1. Sign-In (15 minutes)Each participant will sign in prior to the workshop beginning.
2. Welcome/Introduction (20 minutes)The Director/Program Representative will welcome the group to the lunch session and introduce members of the college community that are in attendance.
3. Facilitation (20 minutes)The Director/Program Representative can use this time to bring up current events in the community that may relate to the veteran community and create discussion among attendees.
4. “Mixer Time” (80 minutes)Students will intermingle and visit with each other. This is a low structured session where veterans and the college community are able to socialize and build relationships.
5. Closing (5 minutes)The Director/Program Representative will close the lunch session by thanking those that have attended and also inform them of the next lunch session.
6. Distribute/Collect Evaluation Form In A Closed Box (10 minutes)
Assessment Results
TBD
Notes, Future Changes, Etc.
TBD
PTP – VETERAN STUDENTS 27
APPENDIX E
4VBV Overall Program Assessment Plan
To assess whether or not the current program is meeting its programmatic goal of informing the students being served of the resources offered on campus that will aid in their progression and successful completion of their educational endeavors, a satisfaction survey will be sent out to all participants of the 4VBV program. A program database will be compiled from the sign-in sheets that were obtained from the one-on-one sessions, group discussions, workshops, and brown bag lunch series. The following survey will be sent out electronically using Student Voice, a third party assessment provider, at the end of the first semester.
4VBV Overall Program Assessment Survey
Dear participant of the 4VBV program, please fill out the following survey to assist our program with improvement of services in order to continually meet your needs.
1. Please select the programs that you have participated in: (check all that apply)___ One-on-One Mentor Sessions___ Workshops ___ Group Discussions ___ Brown Bag Lunch Series
2. Gender:___ Male___ Female___ Decline to Disclose___ Other: ___________________________
3. Age:___ 18-23___ 24-30___ 31-35___ 35+
4. Ethnicity: (check all that apply)___ Caucasian___ Asian Pacific Islander___ Latino___ African American___ Native American
PTP – VETERAN STUDENTS 28
5. Select your student standing:___ Freshman___ Sophomore___ Junior___ Senior
6. Did you transfer from a different college institution?___ Yes ___ No
7. Are you the first in your family to attend college?___ Yes___ No
8. How long have you been away from active duty?___ 0-1 year___ 2-3 years___ 4+
9. Do you suffer from Post-Traumatic Stress Disorder (PTSD)?___ Yes___ No___ Unsure___ Decline to Disclose
Use the following scale to answer the questions below:1- Strongly Disagree2- Disagree3- Neutral4- Agree5- Strongly Agree6- Not Applicable
One-on-One Mentoring
After my one on one mentoring session with my peer mentor, I was able to recall advice given to me regarding my changing roles at home, in the community, and in their new school environment.
1 2 3 4 5 6 Strongly Disagree Not Applicable
After my one-on-one mentoring session with my peer mentor, I was able to identify faculty
PTP – VETERAN STUDENTS 29
mentors who may assist me with the issue of transitioning from my role as a soldier in combat to a student on campus.
1 2 3 4 5 6 Strongly Disagree Not Applicable
Workshops
Please indicate which workshop(s) you attended:___ Writing___ Benefits___ Mental Health and Relaxation
The workshops provided me necessary resources for overcoming the challenges that I had pertaining to the topic of the workshop.
1 2 3 4 5 6 Strongly Disagree Not Applicable
I was able to apply the knowledge gained from the workshops in order to overcome challenges faced on campus.
1 2 3 4 5 6 Strongly Disagree Not Applicable
Group Discussions
The group discussions provided me an opportunity to share my learning experiences in the classroom with other veteran students.
1 2 3 4 5 6 Strongly Disagree Not Applicable
The group discussions allowed me to connect my experiences from the military with classroom material as a way to enhance my comprehension of the content being presented.
1 2 3 4 5 6 Strongly Disagree Not Applicable
Brown Bag Lunch Series
The lunch series has helped me identify names of faculty mentors who have aided me in the process of balancing my life along with my new student role.
PTP – VETERAN STUDENTS 30
1 2 3 4 5 6 Strongly Disagree Not Applicable
The lunch series have helped me establish relationships with other veteran students who were present at the brown-bag lunch mixer that have assisted in with balancing their lives and their role as a student.
1 2 3 4 5 6 Strongly Disagree Not Applicable
Overall, the 4VBV program has assisted in my transition as a college student.
1 2 3 4 5 6 Strongly Disagree Not Applicable
I would recommend this program to incoming veterans.
1 2 3 4 5 6 Strongly Disagree Not Applicable
I will continue to participate in this program next semester.
1 2 3 4 5 6 Strongly Disagree Not Applicable
Please provide any additional comments that may be used to improve our services.
Thank you for completing our survey!
PTP – VETERAN STUDENTS 31
4VBV Focus Group Assessment
Thank you for volunteering for this focus group. The purpose of this assessment group is to understand your experiences with the 4VBV program and use your recommendations to make improvements to our program.
Consent: Your participation in the 4VBV focus group is voluntary, and the personal risks here are minimal. We will use your information to make improvements to our program, but in reviewing the data we will not disclose your identity. You may withdraw from this focus group at any time with no harm done to you.
If you consent please sign below to continue:
Participant name _______________ Signature ___________________ Date______________
Questions:
1. Of the four services 4VBV has provided, which are the most beneficial to your transitioning process as a veteran to a student and why?
2. Which service(s) would you change if given the opportunity and how would you change it/them?
3. Which services would you like to see added to the 4VBV program?
Thank you for your participation in this focus group! We appreciate your time and feedback and we hope to see you at our future events.
PTP – VETERAN STUDENTS 32
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