In the news…Veterans in Higher Education

Stock Photo by Sean Locke

Stock Photo by Sean Locke

A recent survey poll on veterans reports that although Veterans are the most financially stable, less than 1/3 of the Veteran student population believe their needs are being met in higher education. In contrast, those who attended college while active on duty reported much higher percentages of having their needs accommodated for.

Recent articles, White House Push on Veterans’ Education and Obama Takes Steps to Assure Quality of Education Programs That Recruit Veterans, report on the release of a new designed GI Bills Comparison Tool that will allow Veterans to compare colleges according to student graduation and retention rates. In addition, President Obama is “calling on Congress to pass a trio of bills that would:

  • Require colleges that receive money through the GI Bill to meet state-specific criteria for accreditation, certification, and licensure (HR 2360).
  • Give the administration the authority to reinstate GI benefits for students whose colleges close in the middle of a term (S 2253).
  • Replace the 90/10 rule with an 85/15 rule.” –Kelly Field

The Starbucks Corporation recently announced that the company will provide all Veteran or active duty employees with a free tuition admission (Bachelor’s degree) for the employee’s child or spouse.

November 17th Provisions Session: Teaching Non-Traditional Students

**To access the podcast from the session, click here.**

Our third Provisions session of the year explored the theme of Teaching Non-Traditional Students. Presenters shared previous experience with teaching non-tradtional students, and effective strategies for improving success for non-traditional students. An audience of approximately 40 faculty and staff members attended to hear presentations from Katherine Voegtle, Professor of Educational Psychology, Deborah Reyome, Assistant Professor of Social Work, and Shawn Sutton, President of the Student Veterans Association.

Kathy Voegtle started off the session by discussing her view of non-traditional students as extraordinary (click here for her presentation). By this she meant that non-traditional students have an abundance to offer to both professors, and other students within the class. Kathy proceeded to discuss what it meant to be a non-taditional students, and what sort of characteristics are common of non-traditional students. Some characteristics she mentioned were, older than 22 (or possibly 24), financially independent, part-time course load (in some cases full-time), possibly could have previously attended college, commutes to campus, varying sociodemographics, and enrollment in a “non-traditional program”. Kathy spoke about the statistics of non-traditional students in college, but highlighted that 51% of all students are from low income backgrounds. Kathy noted that low income students are now considered to be “traditional.” Throughout the presentation,  Kathy emphasized that non-traditional students face numerous challenges, including financial pressure, alienation, insecurity (even though these students tend to be the best in class), time management, unpredictable life situations, and campus navigation. Kathy noted that professors also face challenges when teaching a class with non-traditional students, such as finding the time to be accommodating. As professors, it is important to consider the developmental level of students, as well as to embellish on individual student strengths. Many non-traditional students are adult learners, which may create challenges for professors and other students in the classroom. Adult learners are typically more engaged, which means that they ask more questions, challenge conclusions, and engage in more critical thinking. Kathy ended with emphasizing the importance of enjoying the journey, including the challenges, feedback,  and outcomes that are experienced along the way.

Next to present was Deborah Reyome, on “The Do’s, The Don’ts, and the Having Said This…“. Deborah began her presentaion with a broad overview of non-traditional students, reiterating much of the information Kathy presented. In her discussion about what to do as a professor when teaching non-traditional students, she mentioned the importance of recognizing student needs. Non-traditional students may often have a variety of needs, that are different than those of traditional students. One way in which Deborah accommodates the needs of her non-traditional students is by offering phone appomintements for those that may be unable to make it to her office. Deborah proceeded to explain some of the challenges that she has had with other students in her classroom. She shared a personal experience about an older student (maybe in her 50’s) who often spoke up in class. Two of her “traditional” students engaged in non-verbal cues (eye rolling) whenever the older student spoke up. Deborah shared that she made sure to speak with the two students about how their behavior in class appeared to be rude. This is a clear representation of the kind of struggle that a professor may face in a classroom with both traditional and non-traditional students. In her discussion of what not to do, Deborah emphasized 3 main ideas, 1- not to take behavior personally, 2-not to forget you have an obligation as a teacher to promote respect in the classroom, and 3-not to forget your role as a teacher and the purpose of the class. Deborah ended her presentation by discussing the importance of recognizing the strengths of non-traditional students, such as thier dedication, real world experience, and rich contributions to the class.

Last to present was Shawn Sutton, a current “non-traditional” veteran student at the College of Saint Rose. Shawn started off his presentation by explaining how and why veteran students are different from traditional students. A common theme throughout his presentation was that veteran students do not commit to school for a career, instead they want to better themselves and those around them. Veteran students perceive education as a way of bettering their lives, as opposed to the traditional student that perceives education as a career path. A second theme of his presentation was that veteran students have a different mentality than traditional students. The military has taught him to put the group’s needs before his own individual needs. This can be problematic because he, and other veteran students, may keep questions to themselves so they don’t interrupt the rest of the class. In addition, Shawn spoke about how veteran students may not ask for help because of the phrasing that professors use. Veteran students perceive “accommodations” as special treatment. Shawn argues that instead of using the word “accommodation” to offer help,  professors should use the word “adaptation.” Shawn then proceeded to talk about many of the misconceptions that some professors have about veteran students, such as perceiving them as victims. Shawn ended the presentation by shedding awareness to the identity crises that veteran students face, while trying to become a “citizen” again.

Following the presentations, the floor was briefly opened up for discussion and questions from the audience.

CoVisions: Provisions’ Sister Program

CoVisions, sponsored by the Office of Student Affairs, seeks to invite presenters to discuss innovative collaborations and observations that address contemporary issues and new solutions within the changing nature of higher education. CoVisions, like Provisions, allows for faculty and administrators to share insights with one another regarding current issues in higher education.

We are delighted to share with you the recent CoVisions session held on Monday, November 2nd, on the theme of Academic Advising. The esteemed presenters included: Dr. Christine PfisterDr. Kelly Meyer, Director of Academic Advising, and Dr. Shai Butler, Associate Vice President for Student Success. Each of the presenters shared their perspectives and has graciously agreed to share their prepared presentations for those that were unable to attend.

The session began with Dr. Christine Pfister on “Advising – Responsibilities and Opportunities.” Dr. Pfister shared her own experiences and evolution as an advisor. She polled students to get a sense of what they wanted their advisors to know and do:

  • Remember that many students are not familiar with college policies, protocols, and procedures
  • Help students see and understand how their major and the Liberal Education curriculum fit together
  • Think about the implications of their credit load
  • Get to know them as students–not as a number!

Advisors serve a key role and it’s increasingly one that moves beyond academics to include:

  • Being a resource and soundingboard for questions about graduate school
  • Helping students navigate financial aid
  • Starting a resume

Next in the line-up was Dr. Kelly Meyer on “The Evolving Role of Academic Advisement.” Dr. Meyer provided a useful and succinct overview of the changing theoretical perspectives on advising. In the 1970’s, advisors began to move away from a more traditional prescriptive model and towards a “developmental advising” model. This move meant paying much closer attention to student development–cognitive and emotional–and was primarily concerned with facilitating the student’s rational decision making process. Later there was a shift to “intrusive advising,” that involved deliberate outreach at certain moments and to certain groups who needed orientation assistance.  Most recently advising has been looked at as a critical form of teaching and learning. Here at Saint Rose, we have included the best practices from all models:

  1. Intrusive–which means deliberate intervention (such as our First Alert system)
  2. A strong developmental sensibility (attentive to the challenge of making transitions and developing resiliency)
  3. A commitment to helping students develop an awareness of the “logic of the curriculum” and “mature autonomy.”

The final presenter was Dr. Shai Butler, on “A Piloted Systemic Approach: The Student Outreach System (SOS).” Dr. Butler explored the new campus developments that have been designed to assist advisors to support students throughout their college experience. The main focus of the system is to make the registration process an easier and less stressful experience for students. Several goals were achieved from the use of the SOS approach, including:

  1. Creation of systemized approach to the registration process
  2. Contribution to efforts to increase student retention
  3. Intervention with students that may be at risk of attrition
  4. Distribution of communication tool to inform the number and types of contacts

Teaching Non-Traditional Students: November 17th Session

What exactly is a “non-traditional student”? 

There are numerous components to what constitute a non-traditional student. The NODA-Association for Orientation, Transition, and Retention website, provides a brief overview of what a non-traditional student is. Basically, a non-traditional student is any student that does not complete college directly after graduating High School. Typically non-traditional students are over the age of 24, are enrolled part-time, commute to campus, already have a full-time job, and have children and or a spouse that are dependent on them. There are many more characteristics that can describe a non-traditiona student, but the few listed above are the most common. The NODA website briefly describes the importance of making an effort to improve the college experience for non-traditional students. At the end of the piece, NODA provides several resources for non-traditional students, college professors, and other educational professionals to access.

Due to the juggling of other responsibilities, non-traditional learners can face numerous challenges in obtaining their degree. In Prospectus, Scott Barnes wrote a piece, “The challenges of being a non-traditional student” in which describes some of the challenges a non-traditional student may undergo. Scott writes about an adult re-entry advisement center that helps non-traditional students make the transition into college. He reports on ways in which advisors can support and promote academic success in non-traditional students. Scott also mentions a piece about non-traditional learners having more focus and determination, due to more life experience.

In Success for Adult Students, Stephen G. Pelletier discusses ways in which universities can improve to make college a more successful experience for non-traditional learners. Stephen provides a great overview of some of the challenges that are faced by non-traditional students. Some of the challenges that are mentioned in the article include: juggling between home and school responsibilities, trouble with transitioning to college class characteristics, confusion about the system of college, problems with credit transfer, holding different expectations, and having different learning styles (as all students do). I think the following sentence does a great job summing up non-traditional challenges:

“One problem for adults is the constant, competing tension between life obligations and educational obligations.” – Jamie Merisotis

 CTE Clearinghouse provides an extensive list of resources for educational professionals to access, including websites, podcasts, journal articles, and videos!

Please join us for our upcoming Tuesday, November 17th session on “Teaching Non-Traditional Students. Our esteemed presenters for the November 17th session include:

Katherine Voegtle, Professor of Educational Psychology
Deborah Reyome, Assistant Professor of Social Work
Student Veterans Association

Provisions’ sessions are from 12:-00-1:15 in Standish A&B. All are welcome and no reservations are required. Free lunch and refreshments will be available! Hope to see you all there!! :)


October 20th Session Podcast

**The podcast from October 20th: Teaching First Generation Students is now available…click here to access it!**

October 20th Provisions Session Summary: Teaching First Generation Students

**To access the podcast, click here!!**

Our second Provisions session of the year explored the theme of Teaching First Generation Students. Presenters shared previous experience with teaching first generation students, and effective strategies for improving success for first generation students. An audience of approximately 35 faculty and staff members attended to hear presentations from Lai-Monté Hunter, Director of Intercultural Leadership, Gina Occhiogrosso, Associate Professor of Art and Foundations Coordinator, and Jeff Marlett, Professor of Philosophy/Religious Studies.

Lai-Monté Hunter started off the session by introducing the ALANA is Leadership mentoring program. This mentorship program was developed to help and offer support to first generation and first year college students. Comprised of a cohort of 60, ALANA is Leadership focuses on what these students are coming to college with, and in most cases what disadvantages the students are starting off with.  Most of these students experience a lack of support from home, a lack of financial information, and a general sense of being unprepared. First generation students face numerous challenges, including: a lack of support, pressure to succeed, role reversal (students are now more educated than their parents), and a lack of information about the accessibility of help. Peer mentors offer support and guidance, and students are typically more receptive to information from peers. Lai-Monté mentioned that he receives messages from the First Alert System when students are performing lower than they should be. This system allows for Lai-Monté and other faculty members to intervene early on, in order to prevent failing and drop out. Lai-Monté said that in order to help these first generation students achieve success, ALANA is Leadership provides a variety of sources for information. Some examples of what ALANA is Leadership can provide a student with are:

  • information about managing finances
  • learning to juggle a full-time job with a full-time student schedule
  • learning to become integrated in the school community
  • an outlet for professional development
  • peer mentors leaders
  • prevention of dropping out or leaving without a degree
  • learning to deal with feeling marginalized at both home and on campus
  • learning to deal with cultural difficulties on campus
  • ways to develop self-advocay skills

In addition to ALANA is Leadership, it is important for professors to be available and accessible to students. First generation students are often unaware that professors are there to help them succeed. They typically do not know that it is “okay” to ask for help. Lai-Monté included the following list of what a professor should provide for their students, especially first generation students.

  • accessibility/availability- make yourself available
  • ability to listen- give your full attention
  • support- encourage students to learn and improve
  • practical- remain on task
  • guidance- give direction without pushing
  • insight- share personal experiences to show students that you’re human
  • specificity- what needs to be done, what has been done well, & what needs to be corrected
  • education- how you got to be where you are now
  • ability to foster success- have encouraging conversations beyond academics

Second to present was Gina Occhiogrosso (powerpoint presentation will be available soon).  Gina started off her presentation by explaining the Art 100 Foundation Seminar, which is a 1.0 credit (approximately 15.5 hours) course. She discussed the course requirements and said that the assignment for the course was to create a public art piece to be displayed on campus in the empty space next to Massry. In the beginning of the course, as Lai-Monté suggested in his presentation, Gina and her colleagues discussed their own college experiences. Explaining how they got where they were showed the students that they too faced challenges in the process. This course allowed for students to become acclimated to the campus, as well as to other students and faculty.

Eight groups of five were randomly formed based on students’ talent areas. For example, she picked students talented in photography and placed each one in a separate group. This way each group had someone talented in photography, writing, drawing…and so on. In the groups, students were able to discuss their common interests. There were some restrictions placed on the class assignment, but the students also had plenty of room to be creative with their ideas. At the end of the semester, the groups presented their public art pieces to the class. Each group member was required to speak at least once during their presentation. Last year’s winning public art piece included a swing-set and a musical stage for performing. Gina said that for next year’s class, she should add more restrictions to the assignment. Her students thought that more restrictions would make creating a public art piece easier. Gina mentioned near the end of her presentation, that she also receives messages from the First Alert System, which allows her to intervene before it is too late for a student.

Last to present was Jeff Marlett. Jeff started off his presentation by explaining that, in contrast to Lai-Monté and Gina, he works with students of all majors and he gets to see all students on campus, even though it may only be once. He refers to his department (Ethics, Values, & Religious Studies) as the “Iceberg Department”, because there is a little bit above the surface, but a lot more underneath. Jeff mentioned that in 2008, he was asked to give a presentation for a previous Provision’s session, Teaching First Year Students. He spoke about an academic student and learning outcome assessment program that he and some colleagues started in 2008. Jeff’s main focal point of the presentation was about bridging the gap between instructors and their class material. Through the use of humor, personal narratives, and popular culture,  Jeff believes he can help bridge the gap. He said he shares his own narratives, sometimes with the use of profanity, to show the students that “he is alive.” He believes that use of his own narratives will encourage students to find and tell their own, in order to connect with the material.  Popular culture and social media serve as a framework for first year college students because it shows the similarities between the students. He said that it doesn’t matter where the college students come from because they have the same technology to “level the playing field.” The leveling experience of all student’s being subjected to the same expectations shows them that “we’re all in this together.” Regardless of which generation a student is, Jeff ultimately wants his students to be connected with the material and to be able to discuss the material appropriately.

Following the presentations, the floor was opened up for discussion and questions from the audience. Here are a few points and observations that arose from discussion:

  • It is not uncommon for first year/first generation students to be unaware of the expectations and responsibilities of college.
  • Self-regulation and autonomy skills are essential for college success but often require improvement.
  • Bridging the gap by clearly defining expectations of college, and by being aware of assumptions.
  • There is a need for improved communication among faculty, and among the campus as a whole.
  • Faculty need to communicate their accessibility and availability to students, and also make sure to be flexible in the process.
  • Should professor expectations vary for first generation students?

Please join us for our upcoming Tuesday, November 17th session on “Teaching Non-Traditional Students. Provisions’ sessions are from 12:-00-1:15 in Standish A&B. All are welcome and no reservations are required. Free lunch and refreshments will be available! Hope to see you all there!!

October 20th Session Reminder

Please join us for our upcoming Tuesday, October 20th (tomorrow!) session on “Teaching First Generation Students.” Our esteemed presenters include:

Lai-Monté Hunter, Director, Intercultural Leadership
Jeff Marlett, Professor of Philosophy/Religious Studies
Gina Occhiogrosso, Associate Professor of Art

Provisions’ sessions are from 12:-00-1:15 in Standish A&B. All are welcome and no reservations are required. Free lunch and refreshments will be available! Hope to see you all there!!  :)


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