Doctor of Education , University of Dayton, 2023, Educational Administration

Student veterans have long been a population needing specialized assistance, however due to their unique intersectional identities higher education professionals in many cases are unsure of what to do when meeting with them. This Grounded Theory-Action Research focused study has sought to identify the career needs of student veterans as well as any potential barriers they face when working with career practitioners. Arguably just as important, this study also sought to identify the needs of the practitioners who are working with these students in their career advising appointments. The purpose of this study is to begin to work towards filling knowledge gaps within the career advising industry from both the perspective of the student and the practitioner. To accomplish this purposive sampling was used to interview student veterans from Youngstown State University remotely using semi-structured recorded interviews. Similarly, career practitioners were interviewed using a semi-structured format, however practitioners were staff at several different collegiate institutions throughout the state of Ohio which were deidentified. Interviews were then transcribed and coded to identify themes. Once themes were found an action plan revolving around a comprehensive training program was created. Findings indicate that the primary areas of need for the student veterans include practitioners having information on transferable career paths, a centralized location and point of contact for student veterans to receive services (not the career center), and the need for practitioners to be aware of mental health needs of the population while not becoming overly cautious. A unique element of these findings is that student veterans continually mentioned the need for the practitioner to have a general understanding, and ideally appreciation of, their unique experiences and culture. Findings of practitioners indicated that there is an understanding that student veterans face simila (open full item for complete abstract)

Committee: Elizabeth Essex (Committee Chair); Scott Hall (Committee Member); Justin Edwards (Committee Member) Subjects: Academic Guidance Counseling; Adult Education; Armed Forces; Education; Higher Education; Higher Education Administration

Doctor of Philosophy in Urban Education, Cleveland State University, 2020, College of Education and Human Services

Nearly one million military service members are enrolled in institutions of higher education, 800,000 of whom are using the Post 9/11 GI Bill. These individuals bring a distinct set of interpersonal and intrapersonal characteristics with them to college campuses, yet there is a paucity of research exploring the factors related to their college adjustment. The literature that exists has focused on this population's challenges and pathology. College adjustment is understood as the way in which individuals acclimate to the new environment and culture of academia. Resilience is considered to be a function of personal and environmental characteristics that explain why some people flourish after trauma and others do not. The “healthy warrior effect” suggests that student service members/veterans (SSM/Vs) have lower vulnerability to stress in college because of their maturity and life experiences. Therefore, in this quantitative study, I used a strengths-based, positive psychology perspective to understand the college adjustment of SSM/Vs. I explored the effects of mental health diagnoses on adjustment as mediated by resilience. A final sample of 123 participants was derived from both Amazon's MTURK and 10 universities across the United States. Participants were 18+ years of age, identified as current or former military service members, and were current undergraduate or graduate students. Moderation analysis assessed whether the relationship between resilience and college adjustment differed depending on: 1) SSM/V combat exposure; and 2) military affiliation status (e.g. veteran versus National Guard/Reserve member). Mediation analysis examined whether resilience mediated the relationship between PTSD, depression, and anxiety diagnoses and college adjustment. Support was found for all but one hypothesis. Implications for practice and research as well as the strengths and limitations of the study will be discussed.

Committee: Julia Phillips Ph.D. (Committee Chair); Michael Horvath Ph.D. (Committee Member); Kelly Yu-Hsin Liao Ph.D. (Committee Member) Subjects: Clinical Psychology; Counseling Psychology; Psychology

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

This study applied a qualitative methodology and generated descriptive data while exploring the food insecurity (FI) of student service members and veterans (SSM/V). Thematic data analysis was used to rigorously interpret the participant's reporting's (Braun, & Clarke, 2006; Terry, et al., 2017). The conceptual framework that informed the study was the multi-theoretical model of student persistence (Falcone, 2011). The following research question (RQ) guided the researcher: How do food-insecure military student service members and veterans describe their post-secondary food-insecure lived experiences? The study's in-depth semi-structured interviews applied five open ended questions The guiding research question and four research sub-questions. In sum 15 SSM/V participants were recruited online and interviewed from five different states, along the east coast, and the central U.S. (Maramwidze-Merrison, 2016). Participants were from various postsecondary institutions. Three support services professionals were interviewed each having completed a doctoral degree, from two different states, and familiar with FI. The researcher developed codes were read and reread during coding and analyzed on an Excel Spreadsheet, for recurring and critical themes that developed throughout the interviews (Creswell, 2014; Pajo, 2017). Categorization, and consolidation of the intersecting codes and themes found four informative themes critical to the topic of the FI SSM/V. This exploratory study provided rich descriptive data on the following four FI SSM/V themes: 1) intersecting stressors, 2) consider seeking help, 3) accessing Food, 4) coping strategies. The researcher also integrated content gleaned from experiential observations, and reflections, to add context to the experiences of the FI SSM/V (Maramwidze-Merrison, 2016). Key terms: DFAC, food security (FS), food insecurity (FI), military discharge, military student service member and veterans (SSM/V), postsecondary.

Committee: Niccole Hyatt (Committee Chair); Jeffrey Ferezan (Committee Member); Crissie Jameson (Committee Member) Subjects: Adult Education; American Studies; Armed Forces; Community College Education; Community Colleges; Education; Educational Leadership; Food Science; Health Education; Higher Education; Home Economics Education; Military Studies; Nutrition; Web Studies

Master of Arts in Speech Pathology and Audiology, Cleveland State University, 2022, College of Sciences and Health Professions

The purpose of this study was to identify whether public and private colleges or universities across the United States have procedures to assist student veterans who are facing academic challenges secondary to traumatic brain injury (TBI) or acquired brain injury (ABI). This study aimed to identify whether personnel in college and university veterans services offices, offices of disability services, academic success offices, tutoring centers, or other offices that support student veterans academically are aware of the role of speech-language pathologists in providing treatment to manage the effects of TBI/ABI on academic performance, along with the locations for speech-language pathology services to which their office refers student veterans, and whether their college or university has an on-campus speech-language pathology clinic. Further, this study identified whether such awareness differs based on public or private college or university status, college or university enrollment size, the type of office whose personnel responds to this survey, the employment status of the personnel who respond to this survey, and the region of the United States where the college or university is located. Results indicated that, as a whole, most public and private college or university personnel do not have awareness of the role of speech-language pathologists, do not have procedures for referrals, and are unaware of whether or not there is an existing university speech and hearing clinic. If referrals are made, most are to Veteran Affairs (VA) hospitals or facilities. The implications of these results suggest there is a need to boost awareness among campus personnel of the role of speech-language pathologists in treatment to manage the effects of TBI/ABI on academic performance, and to develop campus-wide procedures to refer veterans to on-campus speech and hearing clinics in order to promote accessibility and decrease the complexity of the referral process.

Committee: Monica Gordon-Pershey Ed.D., CCC-SLP (Advisor); Barbara Milliken Ed.D., OTR/L, CVW (Committee Member); Emily Jennings M.S., CCC-SLP (Committee Member) Subjects: Speech Therapy

PhD, University of Cincinnati, 2021, Education, Criminal Justice, and Human Services: Educational Studies

This dissertation explores the reintegration of military Veterans into the civilian population and factors that influence their return through higher education after the 2008 changes to the Post-9/11 G.I. Bill. Student Veterans bring to campus nontraditional student characteristics plus Veteran culture that include unique strengths and challenges of military service. Adult transition theory frames many of the student Veteran studies that identify specific support requirements stemming from military Service experiences. This study uses a modified version of the U.S. Department of Veterans Affairs culturally informed Military to Civilian Questionnaire to examine the utility of using the measure with the student Veteran demographic. The questionnaire results were used to identify a sub-demographic purposeful sample of student Veterans to interview and to shape semi-structured interview questions to further explore their reintegration experiences. Veteran Critical Theory serves to frame themes of the student Veteran reintegration experiences. This five-chapter mixed methods dissertation includes three manuscripts that characterize student Veteran research, examine the military to civilian questionnaire to use with this sub-demographic of Veterans, and explore participants experiences using Veteran critical theory to identify institutional factors. The overarching research questions that guided this work included: What student Veteran experiences identified after full-time military service, influenced reintegration from military service into the civilian population through higher education? What insight can a culturally sensitive reintegration measure give support services about the student Veteran subpopulation within higher education? And what meta-inferences do reintegration questionnaire results and student Veterans experiences characterized by Veteran critical theory suggest? Future research suggestions include expanding the scale of research to examine using the mi (open full item for complete abstract)

Committee: Christopher Atchison Ph.D. (Committee Chair); Stacie Furst-Holloway Ph.D. (Committee Member); Everrett Smith Ph.D. (Committee Member) Subjects: School Administration

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2020, Higher Education Administration

The three-fold primary purpose of this study was to: (a) describe student veterans at Bowling Green State University (BGSU) in terms of independent variables, representing students' input characteristics, environmental factors, and BGSU experiences; (b) identify differences between student veteran persisters and nonpersisters in terms of these variables, and (c) determine how well these variables predicted persistence outcomes. Astin's Input-Environment-Outcome (I-E-O) framework (1993) and the work of Bean and Metzner (1985) on nontraditional student attrition were adapted to serve as the organizing framework for this study. The study sample (N = 537) comprised BGSU degree-seeking undergraduates who, based on their military service, received assistance from the U.S. Department of Veterans Affairs (VA), during their first BGSU term, Fall 2009 – Fall 2015. Descriptive statistical analysis resulted in a detailed picture of the study sample, comparisons of persisters and nonpersisters, and profiles of associate and bachelor's degree completers. By the end of the study period (August 2017), 174 students (32.4%) had completed a BGSU degree and another 86 had reenrolled for at least one term, Spring 2017 or Summer 2017, constituting 260 persisters, 48.4% of the study sample. Chi-square tests of independence and independent samples t-tests were used to analyze differences between persisters and nonpersisters. Limited chi-square analyses of a small subset (n = 109) of the study sample failed to find statistically significant differences between persisters and nonpersisters on military experience variables (combat exposure, military rank, and reserve status). Binary logistic regression analysis was conducted to determine which set of variables best predicted persistence status. Significant variables in the best-performing model (overall correct classification, 83.1%; -2LL = 416.633; Nagelkerke R2 = .609) were total transfer credits, VA benefit program, start term, re (open full item for complete abstract)

Committee: Maureen Wilson Ph.D. (Advisor); Andrew Pelletier D.M.A. (Other); Kenneth Borland D.Ed. (Committee Member); Christina Lunceford Ph.D. (Committee Member); Jessica Turos Ph.D. (Committee Member) Subjects: Higher Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2018, College of Education and Human Services

Difficulties in career decision-making are among the most prevalent academic and vocational problems (Amir & Gati, 2006; Osipow, 1999; Tagay, 2014). Many college students, including Veterans, struggle with the decisions they must make within higher education and while transitioning between school and work (Mau, 2004). In recognizing career decision-making difficulties, it is imperative to focus on the student Veteran population, as cultural factors have an influence on one's career development and career decision-making processes (Mau, 2004; Tagay, 2014). Additionally, military culture is little understood and additional exploration of unique military factors could lead to a better understanding of Veterans' problems in career decision-making (Vacchi, 2012). The current study is one of the first to examine the relationships between career decision-making difficulties and demographics based in military culture for Veteran students in the United States. Utilizing the taxonomy developed by Gati and colleagues (1996), the relationship between career decision-making difficulties, as measured by the Career Decision Difficulties Questionnaire (CDDQ; Gati, Krausz, & Osipow, 1996) and the demographic variable of age, and the cultural factors of level of deployment and combat experience were examined utilizing a multiple analysis of variance (MANOVA). The sample consisted of 209 (143 Male, M Age = 32.07 years) Veterans and Reservist students who have attended Midwest universities in the United States. Results suggested that participants who are younger demonstrated higher levels of Lack of Readiness. Main effects for both level of deployment and combat experience were statistically nonsignificant. The findings from this study suggested that military students may experience similar levels of difficulties as their civilian counterparts.

Committee: Graham Stead Ph.D. (Committee Chair); Michael Horvath Ph.D. (Committee Member); Julia Phillips Ph.D. (Committee Member) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 2017, English

Since 2009, approximately 8 million student veterans have used $84 Billion in GI Bill benefits to attend college or university in the United States (U.S. Department of Veterans' Affairs, “Annual Benefits Report” 2009-16). Student veterans represent 4% of students nationwide (Molina). Despite these numbers, 92% of composition faculty reported that they had experienced no professional development related to the military or veterans' learning needs (Hart and Thompson, “Ethical Obligation,” 8). Patricia Bizzell wrote, “We in this field want to know who our students are” (442). This project works to help scholars in composition and literacy studies know more about who student veterans are. This project addresses the research questions: • How do student veterans from the same branch of service understand and describe writing, reading, and literacy sponsored by that service? • How do student veterans discuss the connections and relationships between military literacy practices and academic literacy? • What can be learned about transfer of learning and prior knowledge by studying the experiences of student veterans? • When individuals move between the military and higher education how do they recognize and negotiate expectations regarding reading, writing, and literacy? To answer these questions, I conducted a qualitative study of Marines, veterans, and reservists. Through surveys and interviews with current and former Marines, I collected data about their beliefs and memories about their literacy practices, their military service, and their experiences in college classes. I use these data to support a series of claims about the literacy practices of student veterans and how understanding those practices can improve composition instruction. In Chapter 1, I argue that an asset frame may allow composition and literacy studies to better understand student veterans' literacy practices than hero/time-bomb dichotomies. In Chapter 2, I argue that the United States (open full item for complete abstract)

Committee: Jonathan Buehl (Committee Chair); Daniel Keller (Committee Member); Cynthia L. Selfe (Committee Member) Subjects: Composition; Literacy; Military Studies; Rhetoric

Psy. D., Antioch University, 2016, Antioch Seattle: Clinical Psychology

An organizational level program utilizing Participatory Curriculum Development (PCD) (Taylor, 2003) is presented to assist postsecondary institutions with development, implementation, and evaluation of programs to support student veterans. Postsecondary institutions are provided with a “how to” program manual that includes literature-based core and supplemental programs, trauma-informed theory, and a methodological framework to implement programs. Practical program evaluation measures are offered to assist postsecondary institutions with evaluating the outcomes of their efforts to support student veterans. The electronic version of this dissertation is at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLink ETD Center, https://etd.ohiolink.edu

Committee: Bill Heusler Psy.D. (Committee Chair); Shana Hormann Ph.D. (Committee Member); Peter Schmidt Psy.D. (Committee Member) Subjects: Armed Forces; Community College Education; Community Colleges; Curricula; Curriculum Development; Education; Education Policy; Educational Leadership; Educational Psychology; Educational Sociology; Educational Theory; Higher Education; Higher Education Administration; Mental Health; Military Studies; Organization Theory; Psychology