Successful recruitment and engagement of participants is essential for large-scale dissemination and implementation efforts, yet it is especially challenging in socioeconomically disadvantaged communities. This mixed-methods study is a secondary analysis of a behavioral intervention targeting Appalachian adults, and examines the effect of enrolling with others versus enrolling alone in regards to reach, engagement, retention, and behavior change, as well as perceived barriers to program participation. Further, this study explores how engagement, retention, and behavior change are influenced by social networks. Contrary to our hypothesis, using an 'enrolling with others' recruitment strategy did not improve reach, engagement, retention, or behavior change; rather, enrolling alone was associated with greater significant differences in engagement in classes (p=.042), missed class calls (p=.005), total activities (p=.001), and retention (p<.001). Qualitative responses reveal barriers to engagement by both groups of participants. Network density scores had a significant impact on participant engagement in classes (p=.001), total activities (p=.024), and retention (p<.001), and qualitative responses identified the participant's relationship to other participants had a positive impact on their enrollment and behavior change in SIPsmartER. However, these findings are limited by the small sample size and high enrollment of a worksite with a high network density and high engagement. The findings and limitations paired with the enrolling with others and social network literature suggest the need for exploration with a larger study population to better understand the impact on reach, engagement, retention, and behavior change in behavioral interventions targeting individuals from socioeconomically disadvantaged communities. / Master of Science

There is limited research on the Post-9/11 Veterans Educational Assistance Act of 2008, known as the 9/11 GI Bill, which provides educational benefits to veterans who have served in the United States military on active duty for 90 days. While outcomes for public and nonprofit universities are well known, less is known about whether proprietary universities are successful in recruitment and enrollment of veterans under the 9/11 GI Bill. The purpose of this phenomenological study was to examine the experiences that veterans who were Post 9/11 Bill beneficiaries had with recruitment strategies and institutional public policy practices from for-profit institutions. Ten veterans who participated in this study received Post-9/11 GI Bill educational benefits and enrolled in a for-profit institution based in Florida. Data was collected using the transcripts of the responses from the face-to-face interviews. These data were inductively coded and analyzed using a modified Van Kaam analysis procedure. The findings indicated that for-profit institutions used excessive recruitment strategies and aggressive targeting to attract veterans who received Post-9/11 GI Bill educational benefits. The findings also suggested that for-profit universities appear to need institutional policy changes and programs to assist veterans in transitioning from academic to civilian life. Recommendations to Veterans' Affairs Offices, legislators, and leaders of proprietary institutions that support positive social change include mandatory reporting of federal funds, development of civilian transition programs, and adopting of key collaborations within departments. These recommendations may promote successful educational outcomes and sustainable employment for veterans.