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"It was the purpose of this writer to obtain such information in regards to the living costs of the students enrolled at North Texas State College as to suffice in making a comparative study with the living costs of students enrolled at other educational institutions over the nation."-- leaf 1.

Some veterans transitioning from military duty to the classroom are not obtaining college degrees. The purpose of this study was to investigate student veterans’ perceptions of the transition services and support systems at their college that might impact the challenges they face while pursuing a college degree. The theoretical framework for this study was Schlossberg’s Theory of Transition. The guiding research question asked how military veterans perceived the transition services and support systems at their university in the context of their decision to obtain their degrees. A purposeful sampling approach was used for selecting student veteran participants who had returned from active duty and were enrolled at the university for 1 year. Moustakas’s transcendental approach was the model used for interviewing 12 veterans. Inductive analysis was used to analyze data, including coding the interview transcripts and identifying themes to capture the collective experience of the veterans. Participants indicated that existing emotional or social support programs, organizations, and personnel to assist them on campus were inadequate. Implications for social change include increasing faculty and staff understanding of veterans’ needs, which may lead to improved transition services, support systems, and communications within the university. Results may be used to improve retention and degree completion rates of student veterans.

abstract: As many as one-third of OEF/OIF soldiers and combat veterans may be struggling with less visible psychological injuries. Military/veteran students may face heightened difficulties as they are not only adjusting to civilian life but also transitioning to college life. University administrators and staff have been charged to address their transitional needs and to promote their academic success. Despite significant influx in enrollment with the passing of the Post-9/11 GI Bill, research on OEF/OIF service members and veterans in higher education remains limited. Utilizing self-report measures, the current study examined the psychosocial functioning of 323 military/veteran students enrolled at Arizona State University who served at least one combat deployment as part of OEF/OIF. The study further investigated whether enlisting for educational benefits and utilizing campus programs/services were associated with more positive academic persistence decisions. Participants were also asked to rate ASU's programming for military/veteran students as well as suggest campus programs/services to promote their academic success. More PTSD symptoms, depression, anxiety, and anger/aggression were found to be associated with less cultural congruity and lower perceived social support. Cultural congruity and social support were significant predictors of academic persistence decisions. Participants who reported utilizing more campus programs/services also tended to endorse more positive persistence decisions. No significant differences in persistence decisions were found between participants who enlisted in the military for education benefits and those who enlisted for non-educational reasons. Approximately two-thirds reported utilizing academic advising services and Veteran Benefits and Certifications. Library services, financial aid services, and ASU sporting events were the next most frequently utilized. More than 91% rated ASU's programming satisfactory or better. Over 71% of participants indicated that increasing recognition of their military experience would facilitate their academic success. Nearly 40% recommended a military/veteran student lounge and improvements to VA education benefits counseling. Another 30% recommended that ASU provide professional development for faculty/staff on military/veteran readjustment issues, improve the re-enrollment process following deployment/training, offer a veteran-specific orientation, and establish a department or center for military/veteran programming. Findings are discussed in light of Tinto's interactionist model of college student attrition, and implications for university mental health providers are presented. / Dissertation/Thesis / Ph.D. Counseling Psychology 2012

"The purpose of this study is to determine whether there is a significant difference between non-veterans and veterans in certain scholastic achievements and personality traits."--1.

The major purpose of this study was to investigate whether the level of engagement, as measured by the National Survey of Student Engagement (NSSE) correlates with veterans’ academic success as measured by cumulative Grade Point Average (GPA). Participants were senior college students, at a four-year urban public university who completed the National Survey of Student Engagement (NSSE). The design compared two years that the survey was administered, 2011 and 2013. The NSSE was also used to examine differences in perception among veterans, nontraditional and traditional students. Based on the quantitative analysis it was determined that the more engaged veterans are the better their GPA. While there was no statistical significance, there were positive correlations for veterans between GPA and their relationships with students, faculty, and administrative personnel in the 2011 sample; the 2013 sample showed a negative correlation. The analysis also determined that perceptions in quality of interaction with faculty, advisors, and administration changed from 2011 to 2013. Additionally, perceptions of veterans showed they felt the campus was supportive in 2011, however did not feel the same in 2013. The results of this quantitative study provide higher education institutions and researchers additional insight into which areas of their university services need attention in order to assist in the academic success of student veterans. / Educational Leadership

Each month, thousands of U.S service members are discharged from the military and are forced to make the decision of what to do with the rest of their lives. For an increasingly large percentage of such veterans, the decision that they will make will be to become full-time college students and pursue an education that will provide them with meaningful careers. Unfortunately, due to the type of constant deployment cycles that many student-veterans undergo while enlisted/commissioned, a large percentage of veterans taking part in the military-to-college transition process have received mental/physical injuries that serve as major obstacles for achieving successful transitions. Specifically, this study seeks to determine if social support, willingness towards campus communication, self-esteem, and eagerness towards social networking site usage are related to a student-veterans overall level of academic engagement. This study draws its data from a sample of 202 full-time student-veterans. Data was collected through a volunteer self-administered online questionnaire. Six sections respectively measured eagerness towards SNS (Social Networking Site) usage, academic engagement, social support, willingness towards campus communication, self-esteem, and demographic information. Data was collected from California community colleges, California State Universities institutions, University of California institutions, and California private non-for profit institutions. This study found a statistically significant positive relationship between social support, self-esteem, willingness to communicate, and academic engagement. Essentially, student-veterans who have high levels of social support/self-esteem and are willing to communicate are more likely to possess high levels of academic engagement. There was no significant relationship found between eagerness towards SNS usage and academic engagement. Moreover, this study is significant as it suggests that a student-veteran’s level of academic engagement is positively correlated to their overall level of academic engagement. Thus, maintaining strong social support networks that allow student-veterans to interact in personal and one-on-one interactions is of great importance for a student-veteran during their time in college in order to achieve their academic and professional goals.

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The purposes of this study are (1) to determine military and scholastic achievements made by North Texas State Teachers College lettermen during World War II; (2) to make tabulations of these achievements; and (3) to provide references and data on these athletes during World War II.

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