Progress Report for Chancellor Reed Spring 2011

Transcription

1 CSU CSU Student Veteran Research Project Progress Report for Chancellor Reed Spring 211 Authored and Submitted by Lori E. Varlotta Vice President for Student Affairs, Sacramento State Project Lead, CSU Student Veteran Research

2 Table of Contents CSU Student Veteran Research Project Report Purpose of Project Data Collection and Analysis Fall 21 Aggregate Student Data... 1 Aggregate Campus Performance Data... 2 Best Practices and Recommendations... Proposed Next Steps... 4 Appendix A Project Participants... 5 Appendix B Campus Veteran Enrollment... Appendix C Campus Performance at the Aggregate Level... 7

3 Purpose of Project This project has a dual purpose. First, it determines how the CSU is doing in seven areas associated with student veteran success. Second, it suggests how campuses can move from an access-oriented program (focused primarily on getting veterans into the university) to a success-oriented one (getting students on to campus, through to degree, and on their way to a career). Together, these position CSU campuses for being among the nation s leaders in recruiting, educating, graduating, and creating career pathways for student veterans. Data Collection and Analysis Two peer evaluator teams, Team North and Team South (see Appendix A), conducted halfday interviews/focus groups at each of the system s twenty-three campuses. They met with veteran-related students and/or staff selected by the host campus to participate in the process. In advance of the team visit, each campus was sent: a memo describing the research project; an intake form; a copy of all questions the team members would pose to participants; and the names and contact information of the team members who would be visiting the campus. The intake form was used to compile demographic and performance data, such as: how many student veterans does your campus serve? What kind of student veteran performance data (term GPAs, retention rates, graduation rates, etc.) do you collect and monitor? The interview was used to score responses to 42 questions that were clustered in seven categories: 1) institutional climate, 2) academic support programs and services, ) financial support, 4) veteran policies, 5) leadership and co-curricular engagement opportunities, ) wellness programs and services, 7) type and delivery mode of veteran-specific services. Fall 21 Aggregate Student Data The CSU enrolled 11, student veterans (including active duty and dependents). This represents 2.8% of the Fall 21 CSU student body of 411,1 (veterans and active duty =,4; dependents = 5,27). See Appendix B for individual campus enrollments. The average campus student veteran enrollment of 2.8% is approximately 57 student veterans per campus. The smallest enrolled percentage was.7% student veterans on a campus of,; the largest was 8.5% 2,552 student veterans on a campus of,1. Of the 2 campuses that reported, average student GPA was 2.; student veterans were higher at.5. The CSU student average unit load was.7 units; student veterans averaged just under at.5. Of the 2 campuses that reported retention rates for first time freshmen (FTF), the average retention rate was 8.8%. The average retention rate reported by these same campuses for FTF student veterans was lower at 75.5%. Of the 11 campuses that reported graduation rates for first time freshmen (FTF), the average year FTF graduation rate was 48.7%; the rate for FTF student veterans was 42.%. Of the 2 campuses that reported retention rates for new transfer students (TFR), the average retention rate was 8.%. The average retention rate reported by these same campuses for TFR student veterans was higher at 8.5%. Of the campuses that reported graduation rates for new transfer students (TFR), the average 4 year TFR graduation rate was.%; the rate for student veterans was.5%. Page 1

4 Aggregate Campus Performance Data At the start of this research project, a focus group including veteran services professionals and student veterans was convened on several occasions. This group carefully studied the 2 American Council on Education (ACE) report From Soldier to Student along with its accompanying survey. It then used the ACE survey as a starting point for constituting the seven categories examined in the CSU study: 1. Institutional Climate refers to the level of support that the campus leaders exhibit and the energy and resources they allocate to student veterans. 2. Academic Support Programs and Services refers to the number and types of veteranthemed classes, orientation programs, tutoring, advising, and mentoring available to student veterans.. Financial Support refers to the number and types of university-sponsored grants, scholarships, and/or emergency loans offered to student veterans. 4. Veteran-Specific Policies include those related to admission and registration priority; withdrawal and readmission due to mobilization; and the awarding of academic credit for military courses and experience. 5. Leadership and Co-Curricular Engagement Opportunities include Student Veteran Organizations (SVOs) and other student clubs, and veteran- or leadership-themed programming, e.g. conferences, lectures, or workshops.. Wellness Programs and Services include veteran-specific physical and mental health programs, and the availability of trained professionals in those areas. 7. Type and Delivery Mode of Veteran-Specific Services refers to the availability of services such as benefit counseling and certification, veteran-specific transfer advising, and a student veterans website. Table 1 Table 1 shows the total possible points in each category (a reflection of how many questions are in the category); the median score (5% of points possible); and the average score for all 2 CSU campuses combined. Category Total Possible Median CSU Average Points 1. Institutional Climate 1 2. Academic Support Financial Support 5 4. Veteran Policies 2 5. Leadership & Co-Curricular Opportunities 2 1. Wellness Programs 1 7. Veteran-Specific Services 22 Total Page 2

5 Table 2 Table 2 shows the number of CSUs scoring in the lower third, middle third, and upper third of the score range. See Appendix C for more detailed results. Category # in lower third # in middle third # in upper third 1. Institutional Climate 5 2. Academic Support 1 7. Financial Support Veteran Policies 2 5. Leadership & Co-Curricular Opportunities 2. Wellness Programs Veteran-Specific Services Best Practices and Recommendations After visiting the 2 campuses, participating in a debriefing meeting, and identifying best practices, the Student Veteran Research Team offers the following nine recommendations. If administrators implement these recommendations, then the student veteran program on their campus is likely to shift from one that is access-oriented to one that is success-oriented. 1. Senior-level support and commitment. Presidential and Executive support should be evident and result in the mobilization of key managers, faculty, and on- and off-campus staff to support student veterans. 2. At least one full-time point person to coordinate veteran services. This professional (either in the student services and/or management classifications), should work with a team of colleagues to plan and coordinate veteran activities that move beyond access toward success.. An integrative team approach to serving veterans. The veteran services coordinator should partner with both on-campus units such as admissions, financial aid, student activities, health and counseling, and off-campus entities such as veteran organizations, community colleges, and military bases to offer myriad programs and services. 4. Programs and services focused on both access and success. An array of such offerings includes academic support programs, co-curricular activities, degree completion assistance, and career development and placement programs. 5. Identification of key data points and mechanisms for tracking them. Campuses should be able to track success data (GPA, retention, placement, academic standing, and graduation rates) and use that data to create and improve support programs, intervention strategies, policies, and protocols.. An interactive and regularly updated veteran website. Institutions should maintain a dedicated student veteran website that includes veteran-specific recruitment, education, degree completion, and career transition information. This website should also include links to student blogs, campus and community services, virtual communities, as well as social networks. Page

6 7. Designated office and multipurpose space. In addition to virtual space, the veteran program should be allocated a private physical space that allows student veterans to speak with staff about personal matters without being overheard by others. A second (multipurpose) space for student veterans to meet, network, program, socialize, and study is also desirable. 8. Student leadership opportunities. Veteran programs should offer various leadership opportunities through SVOs, alumni groups, and community agencies, which help veterans translate military skills to the type of leadership skills coveted in the workplace. Leadership programs should also solicit and use student feedback and input to improve the services offered to student veterans.. Utilization of the Federal VA work-study program. Veterans hired through work-study can assist the professional coordinator in offering veteran recruitment, education, graduation, and career transition programs. Meanwhile, these student employees gain valuable, hands-on work and leadership experience. Proposed Next Steps 1. Disseminate by September 1: custom reports to each campus detailing that campus scores, a list of best practices, and promising plans within the CSU. 2. Conduct student focus groups during the Fall 211 semester to gather input on what student veterans feel is important for their success. Student veterans were invited to some of the campus interviews included in this study, but their overall participation was limited. Thus, an important next step for this research is to gather additional input.. Use the aggregate findings of this study (in appropriate venues, such as conferences and journal articles) to shape ongoing conversations about the veteran-friendly campus or university system. 4. Work with leaders in the CSU (and perhaps beyond) to create toolkits that help prospective student veterans, their families, and the VA agencies/organizations with which they affiliate understand how veterans across the country can make informed choices about the college or university that is right for them. Page 4

7 Appendix A Project Participants Project Sponsor Dr. Charles B. Reed, Chancellor The California State University Project Lead/Principal Investigator Lori E. Varlotta, Sacramento State Team North Bucky Peterson, Chancellor s Office, Team Leader Larry Langwell, Chico State, Recorder/Scribe Lindsey Wathen, Sacramento State, Recorder/Scribe Team South Jim Blackburn, Chancellor s Office, Team Leader Vicki Hernandez, CSU San Marcos, Recorder/Scribe Joan Putnam, San Diego State, Recorder/Scribe Project Support Carolina Cardenas, Chancellor s Office, Staff to Project Alan Haslam, Sacramento State, Editor Janet Hecsh, Sacramento State, Faculty Associate Harres Magee, Sacramento State, Data Analysis Assistant Ed Mills, Sacramento State, Data Analysis Lead Jeff Weston, Sacramento State, Team North and Team South Alternate Page 5

8 Appendix B Campus Veteran Enrollment Includes active duty, veterans, and dependents Campus Name Fall 21 Total Enrollment* Veteran Enrollment** Veteran Enrollment as % of Total Enrollment Bakersfield 7, % Channel Islands, % Chico, % Dominguez Hills 1, % East Bay, % Fresno 2, % Fullerton 5, % Humboldt 7, 1 4.% Long Beach, % Los Angeles 2, % Maritime Academy % Monterey Bay 4,7 17.7% Northridge 5, % Pomona 2, % Sacramento 27, 1, 4.8% San Bernardino 1, % San Diego,1 2, % San Francisco 2, % San Jose 2, % San Luis Obispo,.7% San Marcos, % Sonoma 8,5.8% Stanislaus 8, % Total 411,1 11, 2.8% (average) Page

9 Appendix C Campus Performance at the Aggregate Level Each graph below refers to the two scribes summed rubric scores (referred to elsewhere as simply scores ) for a group of questions under a particular category. The Y (vertical) axis shows the range of possible scores, which varies depending on how many questions fall under that category. (For example, in Institutional Climate: 11 questions x 2 scorers x a range of = a range of ; for Financial Support: 2 questions x 2 scorers x a range of = a range of.) The X (horizontal) axis is numbered from 1 2, with each number randomly assigned to a particular CSU campus. The average score of all 2 CSU campuses is illustrated by a dark line to help give an idea of the range of scores and their relative position to one another. = a score in the upper third percentile of this category = a score in the middle third percentile of this category = a score in the lower third percentile of this category 1. Institutional Climate refers to the level of support that the campus leaders exhibit and the energy and resources they allocate to student veterans. Scores in this area were spread across the map with several campuses coming in very high and others at the moderate and the low ranges Institutional Climate AVERAGE = Page 7

10 2. At least one full-time point person to coordinate veteran services. This professional (either in the student services and/or management classifications), should work with a team of colleagues to plan and coordinate veteran activities that move beyond access toward success Academic Support Programs & Services AVERAGE= Financial Support refers to the number and types of university-sponsored grants, scholarships, and/or emergency loans offered to student veterans. Scores in this area were spread widely above and below the average, indicating substantial differences between campuses. Financial Support AVERAGE = Page 8

11 4. Veteran-Specific Policies include those related to admission and registration priority; withdrawal and readmission due to mobilization; and the awarding of academic credit for military courses and experience. The CSU average was very high in this area. Veteran-Specific Policies AVERAGE = Leadership and Co-curricular Engagement Opportunities include Student Veteran Organizations (SVOs) and other student clubs, and veteran- or leadership-themed programming, e.g. conferences, lectures, or workshops. On the whole, the CSU scored relatively low in this area, and individual campuses were distributed somewhat evenly above and below the average line. Leadership & Co-Curricular Opportunities AVERAGE = Page

12 . Wellness Programs and Services include veteran-specific physical and mental health programs, and the availability of trained professionals in those areas. Over half of the campuses came in at the average level, but several schools scored quite low. Wellness Programs & Services AVERAGE = Type and Delivery Mode of Veteran-Specific Services refers to the availability of services such as benefit counseling and certification, veteran-specific transfer advising, and a student veterans website. The CSU scored high in this category Type & Delivery of Veteran-Specific Services AVERAGE = Page 1