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This selection is an excerpt from a report by the American Council on Education (ACE), the major advocacy and leadership organization in higher education in the United States. The report itself comes out of the Center for Policy Research and Strategy, the research arm of ACE. Young M. Kim worked as a consultant to ACE on this project; James S. Cole, project manager for the Beginning College Survey of Student Engagement, is a research analyst at the Indiana University Center for Postsecondary Research.
A decade ago, there was almost no discussion of veterans or service members on campus, although a small number of veterans and service members were present. The armed conflicts in the Middle East have changed that situation in very significant ways, and campuses across the country are struggling to catch up. They are aware that, thanks to the Post-9/11 Veterans Educational Assistance Act of 2008, veterans and service members represent a source of potential students and, hence, revenue; they are likewise aware that returning veterans and service members face a range of challenges that their nonveteran or civilian colleagues likely are not dealing with. This report examines how veterans and service members compare with their nonveteran or civilian classmates. The complete report compares veterans and service members with two populations: first all students, and then those who are twenty-five or older, or the age group to which the veterans and service members are more likely to belong. This excerpt focuses on comparisons with this latter group. It includes the executive summary (a summary of the goals and key findings of the entire project that appears at the beginning of a research report), an overview of the findings with respect to how student veterans and service members over twenty-five compare to their classmates in the same age cohort, the conclusion of the study, and the relevant references. (Not included are the sections on methodology and the section of the findings that compares the survey responses of veterans and service members with those of students of all ages.)
Student Veterans/Service Members’ Engagement in College and University Life and Education
YOUNG M. KIM AND JAMES S. COLE
EXECUTIVE SUMMARY
Since the passage of the Post-9/11 Veterans Educational Assistance Act of 2008, also known as the Post-9/11 GI Bill, the enrollment of active-duty service members and veterans in American colleges and universities has increased substantially. According to the Department of Veterans Affairs, more than three-quarters of a million veterans have used their earned benefit to enroll in postsecondary courses. In response to the influx of veteran student enrollment, a group of higher education associations and veterans’ organizations collaborated in 2009 and 2012 on a study that asked college and university administrators whether their institutions had geared up campus programs and services specifically designed to support the unique needs of veterans.1 The results indicated that administrators had indeed increased support levels, sometimes by quite significant margins.
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But how do student veterans/service members2 perceive their experiences at higher education institutions? To date, there is little or no information to assess whether the efforts by institutions to provide targeted programs and services are helpful to the veterans and service members enrolled in colleges and universities. Similarly, not much is known about the transition to postsecondary education from military service experienced by student veterans/service members, or whether these students are engaged in both academic programs and college and university life to their fullest potential. In this context, this issue brief explores student veteran/service member engagement in postsecondary education. The brief utilizes data from the 2012 National Survey of Student Engagement (NSSE), an annual survey of students enrolled in four-year universities, to assess how student veterans/service members perceive their integration on campus.
A key finding is that student veterans/service members are selective about the campus life and academic activities in which they invest their time. Student veterans/service members are more likely to be first-generation students — the first in their families to attend a college or university — and older than nonveteran/civilian students; they therefore tend to have responsibilities outside of higher education that put constraints on their time. Student veterans/service members report placing greater emphasis on academic areas that they find essential for academic progress than on college and university life and activities—academic or otherwise—that are not essential for success in the courses in which they are enrolled. Student veterans/service members are less likely to participate in co-curricular activities, and they dedicate less time to relaxing and socializing than nonveteran/civilian students. In particular:
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Student veterans/service members are less likely to participate in experiential learning opportunities, such as internships or practicums, learning communities, study abroad, or community service. Sixty-eight percent of student veterans/service members say they have plans to participate in or have already participated in community service or volunteer work, compared with 82 percent of nonveteran/civilian students.
Student veterans/service members are more likely (70 percent) than nonveteran/civilian students (65 percent) to spend at least ten hours per week preparing for class.
Student veterans/service members are also more likely (60 percent) than nonveteran/civilian students (58 percent) to discuss grades or assignments with their instructors.
Forty-nine percent of student veterans/service members indicate that they collaborate with classmates outside of class to prepare class assignments, compared with 57 percent of nonveteran/civilian students.
In terms of student veterans/service members’ relationships with others in their college or university communities, the results are mixed. For all students, forming good relationships with others is an important way to successfully engage in campus life and academics. While student veterans/service members are more likely than nonveteran and civilian students to state that they have a friendly and supportive relationship with faculty and staff, the reverse is true of their relationship with other students.
While 61 percent of student veterans/service members say they have a positive relationship with faculty members, 54 percent of nonveteran and civilian students feel the same way.
Similarly, 46 percent of student veterans/service members say they feel supported by and have a sense of belonging with administrative personnel, versus 36 percent of nonveteran/civilian students.
But in terms of relationships with other students, 58 percent of student veterans/service members say they have friendly and supportive relationships, compared with 62 percent of nonveteran/civilian students.
5 The NSSE also explores students’ personal experiences, achievements, and skills acquisition. While there are a few areas of similarity, in general student veterans/service members are more likely than nonveteran/civilian students to report lower gains during their time as students in higher education.
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Seventy percent of student veterans/service members, compared with 78 percent of nonveteran/civilian students, indicate gains in working effectively with others.
Sixty-eight percent of student veterans/service members indicate gains in learning effectively on their own, compared with 75 percent of other students.
Fifty percent of nonveteran/civilian students report gains in contributing to the welfare of their community, compared with 40 percent of student veterans/service members.
The average age of student veterans/service members enrolled in four-year universities is 33, compared with nonveteran/civilian students, whose average age is 22. To capture differences and similarities in campus integration among student veterans/service members and nonveteran/civilian students of the same age, survey responses from student veterans age 25 and over — the age group to which veterans are more likely to belong—are compared with those of nonveteran/civilian students in the same age range. One aim of this study was to explore how students at a similar stage of life manage college and university life and education.
Student veterans/service members age 25 and over are just as unlikely as nonveteran/civilian students to be engaged with faculty members on activities other than coursework, such as serving on committees, attending orientation, and participating in student life activities.
Both student veterans/service members and nonveteran and civilian students age 25 and over invest their time in preparing for class. Approximately 72 percent of both groups report spending eleven or more hours per week studying.
Student veterans/service members age 25 and over are less likely than nonveteran/civilian students to work with peers outside of class to prepare assignments.
Student veterans and civilian students age 25 and over report lower gains in achievement as a result of their academic experiences than nonveteran/civilian students age 25 and over. Sixty-nine percent of student veterans/service members report gains in working effectively with others, compared with 77 percent of nonveteran and civilian students. In addition, 57 percent of student veterans/service members report gains in solving complex real-world problems, compared with 65 percent of nonveteran and civilian students.
Student veterans/service members age 25 and over show somewhat greater cultural sensitivity than nonveteran/civilian students age 25 and over.
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In general, NSSE data are revealing as to student veterans/service members’ preferences and their allocation of time, in addition to demographic characteristics that can in part explain differences in their engagement in college and university life and education. Although their engagement is strong in some areas — especially in activities related to coursework — their engagement in co-curricular activities and other areas that form college and university life is not as strong as that of their nonveteran/civilian peers. Drawing attention to the unique experiences of student veterans/service members, which may not be well understood by faculty and staff, is important in institutions’ efforts to create and adapt effective support systems for these students.
WHO ARE THE STUDENT VETERANS/SERVICE MEMBERS?
Student veterans/service members are racially and ethnically diverse, and compared with nonveteran/civilian students, they are older, more likely to be male than female, and more likely to represent the first generation in their families to attend a college or university (see Table 1). These characteristics reveal useful information about student preferences, explaining in part why student veterans/service members’ views on their participation in classroom activities and their general integration on campus differ from those of other students. Take, for instance, the fact that 62 percent of student veterans/service members, versus 43 percent of nonveteran/civilian students, indicate they are first-generation students. A number of studies have shown the extent to which first-generation students’ experiences differ from those of other students; for example, first-generation students are at greater risk of not persisting in higher education.3
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| Table 1. General Survey-Respondent Demographic Information | ||
| Student Veterans/Service Members | Nonveteran/Civilian Students | |
| Age | % | % |
| 18–24 | 21.1 | 86.5 |
| 25 and over | 78.9 | 13.5 |
| Total % | 100.0 | 100.0 |
| Gender | % | % |
| Male | 73.3 | 34.1 |
| Female | 26.7 | 65.9 |
| Total % | 100.0 | 100.0 |
| Race/ethnicity | % | % |
| White | 68.2 | 71.4 |
| African American | 10.6 | 7.1 |
| Hispanic | 7.8 | 6.8 |
| Asian American | 3.1 | 4.1 |
| American Indian | 1.5 | 0.9 |
| Multi-racial/ethnic | 1.7 | 1.9 |
| Other | 7.1 | 7.7 |
| Total % | 100.0 | 100.0 |
| First-generation student | % | % |
| Yes | 61.8 | 42.8 |
| No | 38.2 | 57.2 |
| Total % | 100.0 | 100.0 |
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Source: Indiana University Center for Postsecondary Research, National Survey of Student Engagement, 2012. Authors’ calculation. |
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These students are less likely to have guidance to help them navigate through their postsecondary education, are more likely to come from families with fewer financial resources, and are more likely to be in need of academic support — in general, their experience may be wrought with more anxiety than that of a typical student (Engle, Bermeo, & O’Brien, 2006). Differences such as these have implications for how college and university administrators engage with student veterans/service members and provide them with effective support systems.
It is important to note that the majority of veterans starting higher education for the first time initially enroll in two-year institutions. According to the U.S. Department of Education, while 84 percent of veterans initially enroll in two-year institutions, 16 percent of veterans start in four-year institutions. While the focus of this issue brief is four-year institutions, readers should note that in the continuum of learning, student veterans/service members’ education can begin outside of four-year universities. It is also important to consider that some veterans started their higher education either before or during active duty.
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STUDENT VETERANS/SERVICE MEMBERS AND NONVETERAN/CIVILIAN STUDENTS OVER 25 SHARE SIMILAR EXPERIENCES, WITH SOME EXCEPTIONS
This issue brief has suggested that some of the differences in engagement among student veterans/service members and nonveteran/civilian students are, to a large extent, associated with responsibilities that older student veterans/service members have, and which nonveteran/civilian students do not. Nonveteran/civilian students, who are more likely to be younger than student veterans/service members, do not have as many interests competing for their time and thus may have more opportunities to integrate in campus and academic life. But how does the picture of engagement change when comparing students of similar age? By comparing individuals of similar age, it may be possible to observe nuances between student veterans/service members and their peers not visible when comparing students of all ages.
When comparing nonveteran/civilian students age 25 and over with student veterans/service members age 25 and over — the age group to which veterans and service members are more likely to belong — the results are mixed. Student veterans/service members age 25 and over are just as unlikely as nonveteran/civilian students age 25 and over to be engaged with faculty members on activities other than coursework (16 percent of student veterans/service members; 17 percent of nonveteran/civilian students). Given older students’ likelihood of having family and job responsibilities, regardless of veteran status, the low percentage of participation in this area outside of essential classwork is not surprising.
On the other hand, older student veterans/service members are almost as likely as older nonveteran/civilian students to have worked with other students on projects during class (52 percent of student veterans/service members; 55 percent of nonveteran/civilian students). Older student veterans/service members and nonveteran/civilian students are equally likely to have talked about career plans with a faculty member or advisor. Both groups also indicate spending similar amounts of time preparing for class, with approximately 72 percent from each group indicating they spend eleven or more hours per week studying (see Table 2). These results, which indicate the seriousness with which both older student veterans/service members and nonveteran/civilian students approach their education, contrast with the comparison made earlier in the brief between student veterans/service members and nonveteran/civilian students of all ages. In that instance, nonveteran/civilian students put less emphasis on essential areas of academic participation than did student veterans/service members of all ages.
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| Table 2. Areas in Which Student Veterans/Service Members Age 25 and Over and Nonveteran/Civilian Students Age 25 and Over Are Similarly Engaged | ||
| Q: In your experience at your institution during the current school year, about how often have you done each of the following? | ||
| Worked with other students on projects during class | Student Veterans/Service Members Age 25 and Over % | Nonveteran/Civilian Students Age 25 and Over % |
| Often/Very often | 48.0 | 44.9 |
| Sometimes/Never | 52.0 | 55.1 |
| Total % | 100.0 | 100.0 |
| Worked with faculty members on activities other than coursework | % | % |
| Often/Very often | 15.6 | 16.7 |
| Sometimes/Never | 84.4 | 83.3 |
| Total % | 100.0 | 100.0 |
| Talked about career plans with a faculty member or advisor | % | % |
| Often/Very often | 36.3 | 38.6 |
| Sometimes/Never | 63.7 | 61.4 |
| Total % | 100.0 | 100.0 |
| Preparing for class (studying, reading, writing, doing homework or lab work, analyzing data, rehearsing, and other academic activities) | % | % |
| 11 hours or more | 71.6 | 71.6 |
| 10 hours or less | 28.4 | 28.4 |
| Total % | 100.0 | 100.0 |
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Source: Indiana University Center for Postsecondary Research, National Survey of Student Engagement, 2012. Authors’ calculation. |
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While the engagement of student veterans/service members and nonveteran/civilian students is similar in some areas — namely in the areas of essential academic concerns and class preparation — it is not the same in all areas. For instance, older student veterans/service members are less likely to have worked with classmates outside of class to prepare class assignments than older nonveteran/civilian students (48 percent of student veterans/service members versus 54 percent of nonveteran/civilian students). Older student veterans/service members are also less likely to indicate that they spend as much time discussing ideas from readings or classes outside of class with others (65 percent of student veterans/service members versus 70 percent of nonveteran/civilian students). These student veterans/service members also report lower gains as a result of their academic experiences, compared with nonveteran/civilian students of similar age. For instance, student veterans/service members report lower gains in working effectively with others (69 percent compared with 77 percent); writing clearly and effectively (76 percent compared with 80 percent); and solving complex real-world problems (57 percent compared with 65 percent). When the older students answer the question, “To what extent does your institution emphasize helping you cope with your non-academic responsibilities?” student veterans/service members are less likely than nonveteran/civilian students to respond “quite a bit” or “very much” (25 percent of student veterans/service members versus 28 percent of nonveteran/civilian students) (see Table 3).
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Kim and Cole offer both inartistic proofs, such as statistical evidence, and artistic proofs, those based on reason and common sense, to support their claims. For more on using logos in arguments, see Chapter 4.
15 In part, some of these differences may be a manifestation of veterans and service members’ unique backgrounds, which make the transition from the military to academia indeed challenging. But there certainly may be other possibilities, including the preference for independent work.
Conversely, student veterans/service members age 25 and over are more likely than nonveteran/civilian students age 25 and over to have had serious conversations with students of a different race or ethnicity than their own (58 percent of student veterans/service members; 54 percent of nonveteran/civilian students). Similarly, a greater share of student veterans/service members report having serious conversations with students who are very different from them in terms of their religious beliefs, political opinions, or personal values (58 percent of student veterans/service members; 55 percent of nonveteran/civilian students) (see Table 4). As mentioned earlier, student veterans/service members in general are more racially and ethnically diverse than nonveteran/civilian students. The greater cultural sensitivity of student veterans/service members is not surprising insofar as their own identity goes; being open to different views and individuals may be a reflection of the diverse nature of student veterans/service members in general. It is also true that, before entering academia, veterans and service members come from a U.S. military that is more racially and ethnically diverse than the U.S. population.4 Student veterans/service members also reported higher-quality relationships with the administrative personnel and offices on their campus (50 percent) compared with nonveteran/civilian students (46 percent).
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| Table 3. Areas in Which Student Veterans/Service Members Age 25 and Over Fare Worse Than Nonveteran/Civilian Students Age 25 and Over | ||||
| Q. In your experience at your institution during the current school year, about how often have you done the following? | ||||
| Worked with classmates outside of class to prepare class assignments | Student Veterans/Service Members Age 25 and Over % | Nonveteran/Civilian Students Age 25 and Over % | ||
| Often/Very often | 48.0 | 54.0 | ||
| Sometimes/Never | 52.0 | 46.0 | ||
| Total % | 100.0 | 100.0 | ||
| Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) | % | % | ||
| Often/Very often | 64.8 | 69.8 | ||
| Sometimes/Never | 35.2 | 30.2 | ||
| Total % | 100.0 | 100.0 | ||
| Q: To what extent has your experience at this institution contributed to your knowledge, skills, and personal development in the following areas? | ||||
| Working effectively with others | % | % | ||
| Quite a bit/Very much | 77.3 | 69.1 | ||
| Some/Very little | 22.7 | 30.9 | ||
| Total % | 100.0 | 100.0 | ||
| Writing clearly and effectively | % | % | ||
| Quite a bit/Very much | 75.8 | 80.3 | ||
| Some/Very little | 24.2 | 19.7 | ||
| Total % | 100.0 | 100.0 | ||
| Solving complex real-world problems | % | % | ||
| Quite a bit/Very much | 56.6 | 63.1 | ||
| Some/Very little | 43.4 | 36.9 | ||
| Total % | 100.0 | 100.0 | ||
| Q: To what extent does your institution emphasize the following? | ||||
| Helping you cope with your non-academic responsibilities (work, family, etc.) | % | % | ||
| Quite a bit/Very much | 24.8 | 28.2 | ||
| Some/Very little | 75.2 | 71.8 | ||
| Total % | 100.0 | 100.0 | ||
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Source: Indiana University Center for Postsecondary Research, National Survey of Student Engagement, 2012. Authors’ calculation. |
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| Table 4. Areas in Which Student Veterans/Service Members Age 25 and Over Fare Better Than Nonveteran/Civilian Students Age 25 and Over | ||
| Q: In your experience at your institution during the current school year, about how often have you done the following? | ||
| Had serious conversations with students of a different race or ethnicity than your own | Student Veterans/Service Members Age 25 and Over % | Nonveteran/Civilian Students Age 25 and Over % |
| Often/Very often | 57.9 | 53.5 |
| Sometimes/Never | 42.1 | 46.5 |
| Total % | 100.0 | 100.0 |
| Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values | % | % |
| Often/Very often | 57.6 | 54.8 |
| Sometimes/Never | 42.4 | 45.2 |
| Total % | 100.0 | 100.0 |
| Q: Select the circle that best represents the quality of your relationship with people at your institution. | ||
| Relationships with administrative personnel and offices | Student Veterans/Service Members Age 25 and Over % | Nonveteran/Civilian Students Age 25 and Over % |
| Friendly, supportive, sense of belonging | 49.5 | 46.6 |
| Somewhat friendly | 35.4 | 36.5 |
| Unfriendly, unsupportive, sense of alienation | 15.1 | 16.9 |
| Total % | 100.0 | 100.0 |
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Source: Indiana University Center for Postsecondary Research, National Survey of Student Engagement, 2012. Authors’ calculation. |
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While these results are not simple to interpret, they do show that the experiences of student veterans/service members, when compared with other students of a similar age, cannot be assumed to be the same. The results indicate that student veterans/service members tend to be older adults whose experiences of integrating into life at colleges and universities can be more challenging in some areas. Clearly, student veterans/service members of all ages engage in postsecondary education in ways that are different than nonveteran/civilian students of all ages. Many of the differences in engagement point to differences in maturity and the amount of responsibilities they may or may not have. But for a subset of the students (i.e., older students), the evidence shows that student veterans/service members and nonveteran and civilian students both are often equally engaged in ways that lead to academic progress and success. Student veterans/service members are more involved than older nonveteran/civilian students in certain areas, particularly in demonstrating greater cultural sensitivity to people not like them, while showing less investment in non-core, but still helpful, curricular activities in their academic pursuits.
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CONCLUSION
Not surprisingly, this report provides additional evidence that many student veterans/service members attending baccalaureate-level institutions are older and more likely to be first-generation students and students of color than their nonveteran/civilian student peers. These differences provide an important backdrop for other results, which indicate that many veterans and service members are not feeling as supported by their institutions and are not as engaged in non-core academic areas as their peers. Student veterans/service members are more likely to report spending increased time on non-academic activities, such as dependent care and working for pay, which likely contributes to a more stressful academic experience. Though many student veterans/service members report good relationships with faculty, they are not as likely to report good relationships with other students and are less likely to engage with other students when completing class assignments. As a result, these student veterans/service members may not be benefiting from important interactions that lead to improved academic integration in their campus environment. Though many veterans and service members do report important gains in their experiences at institutions, they generally report lower gains as a group than their nonveteran/civilian peers in many academic-work-related skills.
The results also point to the seriousness with which student veterans/service members approach their academic programs. On activities they consider vital for successful progression, a greater percentage of veterans and service members than nonveteran/civilian students report investing time in those activities. Veterans and service members are more likely to prepare for class, discuss grades or assignments with an instructor, and discuss ideas from reading with faculty outside of class than nonveteran/civilian students.
20 One way that higher education administrators can approach the findings of this brief is to seek to understand what is and is not important for student veterans/service members. Clearly, student veterans/service members want to do well academically, as demonstrated by their time investment. This research also showed that overall, student veterans/service members, whether older than the average student or not, do not invest their energy on traditional “high-impact” areas, such as internships, community service, and study abroad. These high-impact, experiential programs and services may not fit the needs of veterans and service members because these students are more likely than nonveteran/civilian students to have responsibilities away from campus that compete for their time. Also, veterans and service members already bring with them valuable real-life experiences from the military that may make these high-impact programs less relevant. For veterans and service members, college and university administrators may want to develop new kinds of high-impact programs and services that bring more focus to learning opportunities. Veterans and service members seem more likely to engage in these activities than in those that are not essential to their academic progress.
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REFERENCES
Chen, X., & Carroll, C. D. (2005). First-generation students in postsecondary education: A look at their college transcripts. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
Cook, B., & Kim, Y. (2009). From soldier to student: Easing the transition of service members on campus. Washington, DC: American Council on Education.
Engle, J., Bermeo, A., & O’Brien, C. (2006). Straight from the source: What works for first-generation college students. Washington, DC: Pell Institute for the Study of Opportunity in Higher Education.
McBain, L., Kim, Y., Cook, B. J., & Snead, K. M. (2012). From soldier to student II: Assessing campus programs for veterans and service members. Washington, DC: American Council on Education.
RESPOND •
Relying on the executive summary, explain how the experiences of veterans and service members compare with those of students generally. Relying on the entire selection, explain how their experiences differ from those of students twenty-five and older who have never served in the military.
Read footnote 2 carefully. What is its function? What sort of definition does it offer for the terms it discusses? Why is it necessary, especially in research studies like this one? (Chapter 9 on definitional arguments includes a discussion of kinds of definitions.)
What purposes do the tables in this selection serve? Pay special attention to the sorts of information that such visual displays of information contain that are not included in the text about them. Similarly, imagine what the selection would be like without any of the tables. How do the tables complement the discussions about them in the text?
Like many reports generated by research institutes, this selection is primarily an argument of fact. As is common, however, there are proposals (or at least recommendations) embedded within these factual arguments, with the facts serving as evidence for and justification of the proposed action. Find instances of such recommendations or proposals in this selection. Why might they be part of what is primarily a factual argument?
As is often the case, data from reports such as this one can be used to support multiple arguments. Write a summary of this selection that supports the claim that, by and large, the experiences of veterans and service members at college are not especially different from those of their age cohort, all students twenty-five and older. Then write a second summary of the selection that supports the claim that, in fact, the experiences of veterans and service members at college are quite distinct from those of their age cohort. In both cases, you will be constructing factual arguments, relying heavily on fact and statistics from surveys. (Chapter 4 on arguments based on fact and reason and Chapter 8 on arguments of fact will be helpful to you here.) You might imagine that these summaries are part of a larger research project on veterans and service personnel on college campuses; doing so will give you a context for this assignment.
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