Running head: MILITARY STUDENT TRANSITION 1

Military Student Transition

Elbia Del Llano Menndez, Sara Espinosa,

Erin Wilhelm, and Brandon Woodhouse

Northern Illinois University

Student Development in Higher Education

CAHE 522

Dr. Kortegast

December 7, 2016
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MILITARY STUDENT TRANSITION

The Issue

The student veteran population has nearly doubled since the enactment of the Post-9/11

GI Bill in 2009; however, student veterans often continue to go unnoticed or underserved at

institutions of higher education (Jones, 2013; Osborne, 2014). This trend is also evident in active

duty military students, as more students enlist in the National Guard and Reserves (Rumann &

Hamrick, 2009). As part of the National Guard and Reserves, military students can be

reactivated at any time and deployed mid-semester. To increase representation, throughout the

paper the term military students is used to include both the active and veteran student

populations of all branches of the military that are present in an institution of higher education.

The problem, however, is not necessarily due to a lack of resources for military students.

According to Osborne (2014), services that support their [military students] transition to higher

education have dramatically increased (p. 1). Institutions, however, do not provide staff and

faculty with the proper training to serve military students and they are often left with unmet

needs (Osborne, 2014). This means that even though programs are being implemented, without

the proper training for faculty and staff, military students continue to be left without the support

they need to successfully transition back into college after leaving the military.

Though little research exists on the challenges and obstacles faced by military students,

existing literature suggests that they struggle most during their transition back to college after

their service in the military (DiRamio, Ackerman, & Mitchell, 2008). During the transition of

reentering the college setting, military students face many issues. The most prevalent within

existing research, however, focuses on three major areas: connecting with peers (and the

institution), finances, and health issues (including physical disabilities and mental health)

(Ackerman, DiRamio, & Garza Mitchell, 2009; DiRamio et al., 2008).

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For this paper, the existing literature on military students will be examined within the

framework of transition theory to provide a better understanding of issues facing military

students upon their reentry to the college setting after exiting the military. Additionally, because

the number of service members leaving the military in the near future will grow as troop

reductions are initiated, leading many veterans to the classroom (Kirchner, 2015, p. 117), this

paper will provide recommendations for the implementation of a program that an institution can

utilize to expand its support services and programs for military students on campus.

Connecting with Peers

Before reviewing existing programs and services for military students or making

recommendations for new ones, it is important to understand the challenges faced by this unique

student population upon their reentry to college. According to Kirchner (2015),

acknowledgment of the civilian-veteran divide is a first step toward reducing stress levels

associated with service members leaving the military (p. 117). Moving from the highly-

structured environment of the military into a more relaxed setting on a college campus can be

difficult for military students. This transitional change can often leave military students feeling

disconnected from their peers, who have little or no understanding of their experiences as

members of the military. According to DiRamio & Jarvis (2011), military students are leaving a

highly structured environment with heavy reliance on external authority and transitioning into

one of great openness and opportunity to explore (as cited in Kirchner, 2015, p. 118). The

change in environment, coupled with a difference in level of maturity that comes from wartime

military service (DiRamio et al., 2008, p. 88), can leave military students feeling disconnected

and can lead to feelings of impatience or frustration with their civilian peers as their experiences

prior to and during college vary greatly.

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Research indicates that the perceived disconnect between military students and their

civilian peers can lead them to experience a feeling of isolation, which is aggravated by the lack

of support in their transition (Ackerman et al., 2009; Anderson, Goodman, & Schlossberg, 2012;

Jones, 2013; Kirchner, 2015; Patton et al., 2016). Brown & Gross (2011), explained that

veterans experience feelings of isolation when enrolled in college because they are not in

uniform and have not developed a new social network (as cited in Kirchner, 2015, p. 118).

Although existing literature shows that military students often express an interest in connecting

with other military students, it can often be a challenge to do so because resource centers or

organizations for military students do not exist on college campuses (Ackerman et al. 2009;

DiRamio et al., 2008; Rumann & Hamrick, 2009). In other instances, it can be difficult for

military students to connect with one another because many opt to blend in as a way of not

standing out or exposing their military background (DiRamio et al., 2008), due to the perceived

disconnect from their peers. This allows military students to go by unnoticed by other students

or faculty as members of the military, but it can lead to a lack of support and being underserved

because others are not aware of their military background or experiences.

Finances

In addition to feelings of isolation and disconnect, a common theme that surfaces for

military students is that they struggle financially upon reentering college after leaving the

military. While Garcia & Meijer (2013) explain that financial aid makes it easier for veterans to

access college as more than one million students have utilized the Servicemens Readjustment

Act of 1944, otherwise known as the GI Bill (as cited in Kirchner, 2015, pp. 116-117), many

student veterans face financial obstacles with paying for college, working full-time, and

balancing the two, upon returning to college.

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Although financial resources are available for student veterans, these are not always

enough to help them pay for the entirety of their college experience. For example, they might

cover the cost of tuition, but the students may still need to work to afford their living expenses

such as food and housing. Another example, described by DiRamio et al. (2008), states that

unless the veteran is severely wounded or disabled and receives extra support, GI Bill benefits

are not sufficient for veterans to attend school full-time without working (p. 90). This leaves

many student veterans with additional feelings of frustration as they are unsure of how they will

cover the costs of college and other outside expenses they may have. In order to grasp the

significance of financial matters to this student group, consider that some participants suggested

reenlisting as Guard or Reserve just to keep benefits (DiRamio et al., 2008, p. 90). Student

veterans are often faced with the difficult decision of reenlisting in the military in order to keep

their existing benefits to ensure they will be able to pay for college.

Furthermore, to add to their stress, military students often have to wait long periods of

time for payments to be cleared. In the meantime, they are often faced with the necessity to pay

for school upfront while awaiting reimbursement (DiRamio et. al., 2008). While they will

eventually receive payment from the programs they are eligible for, this also causes an additional

level of stress and financial burden on student veterans as they may have to wait many months

without payment or reimbursement (DiRamio et al., 2008).

Health Issues

Lastly, it is commonly known that many military students, especially those that have seen

active combat, face an array of health issues upon exiting the military. In particular, there is a

focus placed on mental health issues, like post-traumatic stress disorder (PTSD) and depression

(DiRamio et al., 2008). However, health issues faced by student veterans can vary greatly and
MILITARY STUDENT TRANSITION 36

can often include a range of physical disabilities and other issues pertaining to mental health

(Burnett & Segoria, 2009; DiRamio et al., 2008). As of December 1, 2016, the Wounded Warrior

Project (2016) estimates that 52,448 military personnel have been injured in service post-9/11.

Additionally, there are approximately 400,000 military personnel living with PTSD (Who We

Serve, 2016).

Needless to say, support services for health issues are of particular importance for

military students on college campuses. However, the challenge faced by military students is that

they are often unaware of the services that exist at their institutions or are concerned with the

stigmas associated with physical disabilities and mental health issues (Burnett & Segoria, 2009;

DiRamio et al., 2008). Additionally, as Kirchner (2015) stated, the number of service members

leaving the military in the near future will grow as troop reductions are initiated (p. 117), and

there is concern regarding whether existing programs and support services would be able to serve

this growing number of military students on college campuses.

Assisting the student military population in their transition into college after leaving the

military is particularly important when it comes to health issues. However, the lack of training

for faculty and staff often leads to military students going underserved for health issues, even

when existing services or programs are available at their institutions (Stowers, 2014). This lack

of training and information can often lead to further perpetuating the stigmas and stereotypes

associated with the mental health of military students (Stowers, 2014), and can be a factor that

deters them from reaching out or seeking the services they need.

Military students are a unique student population that is rapidly increasing in numbers on

college campuses (Kirchner, 2015). Their experiences vary greatly from the average college

student as they have reached a different level of maturity at a younger age causing them to feel
MILITARY STUDENT TRANSITION 36

disconnected from their institutions (DiRamio et al., 2008). As student affairs professionals, it is

our role to find ways to better serve this growing student demographic while helping them

transition into college and providing them with resources to overcome some of the biggest

obstacles they encounter upon exiting the military. Although there are many other obstacles that

military students will encounter during their time in college, issues of disconnect or isolation,

financial barriers, and health issues continue to persist for this particular student population.

Context

Overview of Military Programs and Services

The recent wars in Iraq and Afghanistan have raised the visibility and awareness of

military and veteran students on college campuses, and have created offices like the Veterans and

Military Programs and Services (VMPS). While VMPS are relatively new to higher education,

colleges have had a relationship with military service since the founding of the United States

(Council for the Advancement of Standards in Higher Education, 2015, p. 479). Institutional

support systems for military students in higher education have varied over time. The historical

context, in regards to how institutions have provided for military students, showed that

institutions have not always met the needs of these students in every facet, and at times, were

unprepared to assist them (Osborne, 2014). Military students now, however, have more access to

financial, medical and peer support within their institutions.

The earliest and most prominent type of aid military students received was the

Servicemens Readjustment Act in 1944. This legislation, known as the GI Bill provided tuition

assistance and subsistence to support educational pursuits for returning WWII veterans (Council

for the Advancement of Standards in Higher Education, 2015, p. 479). In the 1970s, the U.S.

army created recruitment incentives such as Voluntary Education Programs (VEP), which offers
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tuition assistance, counseling, classroom facilities and other services for military students

(Council for the Advancement of Standards in Higher Education, 2015). Servicemembers

Opportunity Colleges (SOC) also offer services to military students. SOC in partnership with

SOC eligible institutions help enroll military students into college programs by simplifying credit

transfers, and reducing residency requirements (Council for the Advancement of Standards in

Higher Education, 2015). Most institutions today align themselves with the Student Veterans

Association (SVA). The SVA works with institutions to develop new student groups for the

military student population (Council for the Advancement of Standards in Higher Education,

2015).

Military Services at Northern Illinois University

Institutions like Northern Illinois University provide student services for military

students through their Military and Post-Traditional Student Services (MPTSS) department

(Military and Post-Traditional Student Services, 2016c). MPTSS is a division of NIUs Student

Affairs and Enrollment Management department. Through MPTSS, military students are offered

resources like financial aid, legal services, employment, and counseling services (Financial Aid,

2016b). These services are programmatic intervention methods, specifically tailored for military

students coming in and out of transition from college and military service.

In terms of financial aid, MPTSS works in coordination with the NIU Scholarship Office

and Office of Student Financial Aid to connect military students to various scholarships and

grants. With the aid of MPTSS, military students have the opportunity to qualify for specific

grants such as the Illinois Veteran Grant (IVG), and Illinois National Guard Grant (ING). Access

to legal services is another important service provided. MPTSS works in coordination with the

Legal Services department to provide legal assistance to military students called to active duty
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(Military and Post-Traditional Student Services, 2016c). In regards to employment, MPTSS

works in coordination with Human Resources to provide military students with VA work-studies,

and other part-time opportunities. Connecting to counseling services is another vital facet.

MPTSS works with multiple on-campus and off-campus counseling resource centers like

Counseling and Consultation Services and the Ben Gordon Center (Counseling Services, 2016c).

Student Representation and Collaboration

As aforementioned, this paper utilizes the term military students to represent both active

duty and veteran student populations that are present at an institution at any given time. The

military student population has many specific needs pertaining to their transition both in and out

of higher education, thus they are the target audience of our proposed intervention. The

proposed Military Affairs Office (MAO) discussed in this paper will replace the current office of

MPTSS and its services because of the wide array of unique needs of military students, and how

these needs differ from those of the post-traditional student population. The MAO will serve the

entire military student population at NIU regardless of age, gender, military status or disability.

The MAO will be responsible for providing a course that serves as an academic and peer

relations opportunity to address the military students transition to campus. This program will be

a collaboration between the MAO and the First- and Second-Year Experience (FSYE) office to

create the UNIV 201 course, specifically tailored to military students, through the lens of

Schlossbergs transition theory. This will be discussed below in the section pertaining to the

programmatic intervention. The following section will elaborate on what transition theory is and

how military students are affected by it.

Theoretical Framework
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Military Students in Transition

Because people that are part of the military are faced with constant and sometimes

unexpected changes, this population relates well with Schlossbergs transition theory. This

section shall define what transition theory is, as well as the three different types of transitions

known as: anticipated transitions, unanticipated transitions, and non-events (Anderson et al.,

2012; Patton et al., 2016). This section will also discuss the four ways that individuals are able

to cope with and process a transition. As Goodman et al. (2006) stated, these factors are

situation, self, support, and strategies, [and are] known as the 4 Ss (as cited in Patton et al.,

2016, p. 38). This section will also demonstrate and relate the transitions process back to

military students.

Schlossbergs transition theory examines the changes a person goes through, and how

these changes, which may be either positive or negative, have an effect on the individuals life

(Anderson et al., 2006; Patton et al., 2016). Because of the unpredictable nature of military life,

personnel go through many transitional periods in multiple scenarios throughout their military

service (Patton et al., 2016). As it pertains to when they are students, these transitions can have

an impact on their academic and social development within the institution. As will be discussed,

the proposal of a Military Affairs Office (MAO) and a first-year seminar course designed for

military students will aid the institutions military student population in their transition back to a

university setting.

Type, Context, and Impact of a Transition

According to Goodman, Schlossberg, & Anderson (2006) transitions are defined as any

event or non-event, [which] results in changed relationships, routines, assumptions, and roles

(as cited in Patton et al., 2016, p. 37). There are three major types of transitions a person can
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experience according to Schlossbergs transition theory (Patton et al., 2016). The first type of

transition, the anticipated transition, is when a planned change occurs (Anderson et al., 2012;

Patton et al., 2016). One can experience an anticipated transition through events like getting a

job, marriage or having a child (Anderson et al., 2012). For military personnel, this type of

transition can be seen in a planned deployment, or when they are scheduled to come home. For

non-military and military students, graduation can be included in their planned events; although

for military students, graduation is intertwined with an unanticipated event or transition (Jones,

2013; Rumann & Hamrick, 2009).

An unanticipated transition consists of events that are unexpected and unplanned that

usually result in some kind of crisis, such as being fired, getting divorced, or the death of a loved

one (Anderson et al., 2012). Unexpected events include external factors like natural disasters

(floods, earthquakes and hurricanes) or man-made disasters (wars) (Anderson et al., 2012). For

military personnel, war is filled with unanticipated transitions in the form of sudden bombings,

loss of civilians or comrades, and injuries seen or experienced the effects of which continue to

plague them throughout life (Ackerman et al., 2009; Jones, 2013; Osborne, 2014; Rumann &

Hamrick, 2009). These unexpected events, and their subsequent effects, will shape their view of

self and can impact military students as they transition back to college.

The last type of transition is a non-event, which is characterized by an expected transition

that does not happen (Anderson et al., 2012; Patton et al., 2016). Some examples of non-events

include a marriage that never happens, a child that does not reach full-term, or in the case of

military personnel, receiving an extended deployment order when they were scheduled to be

going home (Anderson et al., 2012; Patton et al., 2016). Non-event transitions can be
MILITARY STUDENT TRANSITION 36

experienced by a person either in a personal, ripple, resultant, or delayed manner (Anderson et

al., 2012; Patton et al., 2016).

Personal non-events are those that are related to the individual, while ripple non-events

are those that are not experienced by the person directly but still have an effect (Anderson et al.,

2012; Patton et al., 2016). A resultant non-event is one that is caused by another event, and is

secondary in nature, whereas a delayed non-event is one that, although it does not occur, the

person still holds some hope for the event to eventually happen (Anderson et al., 2012; Patton et

al., 2016). An example given by Anderson et al. (2012) is in the form of having children; when it

is a personal non-event it can be that you are not able to have children, conversely in a ripple

non-event, the person not able to have children may be a family member or close friend. In a

resultant non-event, an external source may lead to not being able to have children, such as an

accident leading to infertility. A delayed non-event, however, may involve a couple wanting a

child and continuing to hope for this to happen, despite being unable to conceive (Anderson et

al., 2012).

When non-events are applied to the military population it can reflect in the expectation to

return home but being ordered instead to an extended deployment. As for military students

expecting to graduate or complete a semester, a non-event can be presented in the form of a

deployment during the academic year. This is especially evident if the student is in the National

Guard or Reserves, as this reactivation will lead to their withdrawal from college. Although the

goal is to withdraw temporarily, this time may lengthen if they receive extended deployment

orders or subsequent deployments that further impact their transition to higher education

(Rumann & Hamrick, 2009).

Analyzing the Transition

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Each type of transition can be analyzed by looking at the four factors of coping, known as

the 4 Ss which are: situation, self, support, and strategies, (Anderson et al., 2006; Patton et al.,

2016). The factor of situation is characterized by how the given event came to be and is

influenced by what triggered the transition, the timing and duration of the event, and the control,

or lack thereof, the person has over the event. A situation can also be characterized by their

stress levels, if the person has experienced a similar event, if their role has changed and who, in

their perception, is deemed responsible for the occurrence of the event (Patton et al., 2016).

The factor of self, is characterized by how the event has impacted the persons views on their

identities and how they affect their life, and by the type of resources they have available to aid in

coping with the event (Patton et al., 2016). When the support factor is analyzed, the type of

support, (i.e. familial, social, or institutional), paired with its quality, will determine its level of

effectiveness (Patton et al., 2016). The kind of support an individual receives affects how a

transition is perceived, either positively or negatively, and ties back into the context and impact

of the transition. Finally, the factor of strategies is characterized by what type of coping

mechanism is used by an individual when processing the transition event. A strategy can be

utilized either to modify the current situation, to take control of the event, or to determine

productive ways to manage the stress and anxiety produced by the event.

The 4 Ss are used to gauge how an individual is coping with a transitional event by

determining in which phase they are currently. According to Anderson et al. (2012) and

Goodman et al. (2006) (as cited in Patton et al., 2016), there are three phases in a transition:

moving in, moving through, and moving out. Each phase corresponds with the beginning of a

transition, the middle of a transition, and the end acceptance of a transition, respectively, as
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determined by an individuals state in the 4 Ss appraisal system. The phases also tie back to the

types of transitions as mentioned above.

Impact of Transitions Towards Military Students

Transitioning back to university life can be burdensome for military students; though

most wait after active duty to re-enroll, those who do so while on active service can be re-

deployed at any time (Anderson et al., 2012). As Burnett & Segoria (2009) stated military

service personnel have been trained to be warriors, ready at all times for duty (p. 54) and must

transition back to active duty at an accelerated pace causing high stress levels while enrolled

(Rumann & Hamrick, 2009). Even when re-enrolling at an institution after active duty, the

experiences encountered during deployment and duration of deployment affect their transition

back into higher education in regards to their ability to adjust back to civilian life and their

identities (Burnett & Segoria, 2009; Patton et al., 2016; Rumann & Hamrick, 2009).

The time lapse, psychological stressors, and sometimes physical injuries sustained during

deployment can cause military students to feel disconnected from their institution and can further

amplify their confusion associated with the transition. Anderson et al. (2012) stated that adults

in transition are often confused and in need of assistance (p. 37). Since being a military person

is to always be in a transitional state, this paper proposes that each institution should be equipped

with an independent MAO, and through that office, provide a program directly guided towards

aiding military students in their transition in or back into higher education. In order to

effectively help military students, this paper proposes a program in the sections below that

addresses these specific recommendations.

Programmatic Intervention

General Recommendations
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In order to address the challenges military students face regarding their academic and

social transition to campus, this programmatic intervention will focus on two main facets: a first-

year seminar course designed for military students and an accompanying peer mentorship

program. Before delving into these two areas, it is important to begin with some general

recommendations. Northern Illinois University must establish a student support services office

dedicated entirely to the needs of military students. As this population of non-traditional

students enters campus with a wide array of unique needs, these needs can only be sufficiently

met if a MAO, independent from the current Post-Traditional Students Office, is established.

The MAO would function as a central hub for military student assistance and would serve

as a pathway for collaboration with other campus offices and community resources. More

specifically, an ideal MAO would assist with issues involving financial aid, the withdrawal from

classes when a deployment occurs, and maintaining communication with all military students

(Ackerman et al., 2009). In addition, the MAO would provide connections to resources available

beyond the campus environment such as the Veterans Administration (VA) or the local post of

the Veterans of Foreign Wars (VFW). The MAO would need to be equipped with seven Veterans

Service Officers (VSO) - one for each academic college at NIU (Colleges, Schools and

Departments, 2016). The Veterans Service Officers main responsibility is to act as a liaison

between the military student and any applicable campus or community resources. By allocating

one VSO per college, this would afford an equitable distribution of both the work responsibilities

of these employees as well as ease of access to any needed support.

First-Year Seminar Course for Military Students

The first main facet of this intervention is the development and implementation of a first-

year seminar course designed for military students. Northern Illinois Universitys First- and
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Second-Year Experience (FSYE) office has a first-year seminar curriculum currently in place for

first-year students (see figure A1 and A2) (UNIV101/201, 2016). UNIV 101/201 are classes

geared toward freshmen students and transfer students, respectively. It is the proposal of this

paper to have a UNIV 201 curriculum with course sections developed and designated solely for

military students. This is something that could be seamlessly added to the current first-year

seminar curriculum. UNIV 201 would be a mandatory, one-credit, eleven-week course designed

to assist military students with their transition to campus life by building their knowledge in

academic success strategies, campus resources, and the development of relationships with peers,

community members, faculty and staff.

Each course section should enroll no more than 15 military students in order to foster

opportunities for peer interaction and relationship building. In addition, the VSOs should be

utilized as the instructors for these UNIV 201 course sections. In the event of a surplus of course

sections, staff and/or faculty with a military background should be recruited as instructors.

According to Ackerman et al.s (2009) findings, many military students would propose that

campuses offer orientation sessions for veterans by veterans (p. 12). Therefore, it seems

appropriate to utilize the VSOs, or any staff/faculty member who is cognizant of the military

experience, as the instructors.

The curriculum (see Appendix B) would couple lessons and activities centered on topics

such as goal setting, time management, and effective study habits, with the peer to peer support

[that], according to Lanigan (2008), is key to helping veterans attain success in higher education

(as cited in Ford, Northrup, & Wiley, 2009, p. 67). To ensure this type of support, the curriculum

would incorporate the use of five peer mentors into each course section as well as guest speakers

from the universitys ACCESS/tutoring office, Disability Resource Center, Financial Aid Office,
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and Counseling Services. The students would also have an assignment where they would be

required to interview a community member from the local post of the Veterans of Foreign Wars

(VFW), a member of the local National Guard/Reserve personnel, or a faculty/staff member with

a military background. The end goal of the course is to afford the opportunity to collaborate and

be in contact with other veterans and military personnel-something that military students

frequently seek as they navigate their transition to campus life (Rumann & Hamrick, 2009).

Peer Mentorship Program

The second essential feature of this intervention is the integration of a peer mentorship

program into the curriculum of the UNIV 201 classes. Much like FSYEs peer educator

program, these peer mentors would assist in planning course activities, facilitating class

discussions, and providing information to students on a peer level (Peer Instructor Application,

2016, para. 1). As aforementioned, military students often seek out other veterans and military

personnel once arriving on campus (Rumann & Hamrick, 2009). As such, the mentors should be

selected from the upper-division, military-student population of NIU. These participants should

be of good academic standing (2.5 GPA or higher), and should be able to speak effectively on

topics such as academic success strategies, managing and maintaining self-care habits, and

accessing campus resources and activities.

The five peer mentors in each class would have two main job responsibilities: to work

alongside the instructors as co-facilitators and to work outside the classroom with three student

mentees each (see Appendix C). In specific regard to their roles both in and outside of the

classroom, Latino and Ashcraft (2012) highlight an essential set of roles and responsibilities that

pertain to the peer mentors' formation of relationships with first-year seminar students. "These

can be summarized as the 4 Cs of peer [mentorship]: (a) companion, (b) connector, (c) coach,
MILITARY STUDENT TRANSITION 36

and (d) champion" (Latino & Ashcraft, 2012, p. 2). The companion role is one of the most

important as it involves the peer mentors providing support for the military students and helping

them to develop relationships with their peers (Latino & Ashcraft, 2012). This is done by

learning the students names, establishing and maintaining ongoing contact both in and outside

the classroom, and planning and facilitating ice breakers (Latino & Ashcraft, 2012).

The peer mentors roles as connector and coach are additionally important. As a

connector, the peer mentors assist the students as they navigate through the academic and social

facets of campus life (Latino & Ashcraft, 2012). They will help by disseminating campus

terminology, providing regular announcements about events, and discussing and promoting

campus resources (Latino & Ashcraft, 2012). In their role as a coach, they represent someone

who is a relatable source of information by being the person who provides real-life examples of

academic skill development, such as note-taking or time management (Latino & Ashcraft, 2012).

The peer mentors can also be a model of appropriate behavior by being punctual to class and

actively engaging in class activities and discussions (Latino & Ashcraft, 2012).

The final role of the peer mentors is that of a champion (Latino & Ashcraft, 2012, p.

11). Once military students reach campus, they may feel that they are only one of many, and

may feel overwhelmed at the prospect of seeking out resources on their own. Therefore, the peer

mentor can serve as a champion for [their mentees] by advocating on their behalf, or teaching

them how to advocate for themselves, and by connecting them to various people in the campus

network (Latino & Ashcraft, 2012, p. 11). For example, in order to ease any feelings of

intimidation, peer mentors can personally escort students to campus resources such as the

tutoring center or the financial aid office, or they can accompany the students to the first meeting

of a student organization (Latino & Ashcraft, 2012).

MILITARY STUDENT TRANSITION 36

The peer mentors job requirements are of equal importance. First and foremost, it is

essential that the peer mentors attend all UNIV 201 class sessions. This will ensure opportunities

for peer-to-peer interaction and support. The peer mentors must also meet with their assigned

instructor, as needed, to assist in planning course activities and topics, and to discuss any issues

that may arise with their mentees. In addition, the peer mentors will be required to maintain

weekly communication with each mentee. This can be done either in person, by phone or

through e-mail. Once a month, the peer mentors will also be required to attend a campus or

community event with their mentees. They can schedule these activities with each mentee

individually or participate collectively as a group. Each peer mentor should keep a log of these

communications and interactions that is submitted twice a month to their UNIV 201 instructor.

Theoretical Rationale

Schlossbergs four Ss of transition: situation, self, support, and strategies are the

foundation for this intervention. To begin, the MAO and the VSOs are responsible for assessing

the 4 Ss pertaining to each type of transition: anticipated, unanticipated, and non-events. This

intervention is predicated on the existence of an anticipated transition; specifically, the act of

military students attending college upon their re-entry to civilian life. Therefore, in regards to

this type of transition, the MAO and the VSOs, when assessing the situation, examine the

reasons behind this transition and other factors that will affect the students in a personal manner.

When assessing the self, they examine the students personal characteristics such as age, gender,

culture and ethnicity while also considering the students coping skills. The factors involving

support are also evaluated by the MAO and the VSOs by identifying the students networks of

social support, such as family, friends, and the campus community. Finally, they will assess any

possible strategies, or specific ways of coping, that may be utilized by the military students.
MILITARY STUDENT TRANSITION 36

The peer mentorship program is also founded on Schlossbergs four Ss of transition.

Within their job capacity, the peer mentors job roles particularly address the factors centered on

the areas of support and strategies. In regards to the area of support, the peer mentors serve as a

means of assistance and advocacy as they help their mentees with their overall transition to

civilian academic life. As aforementioned, the peer mentors are selected from the universitys

military student population, and as such, will most likely be viewed by their mentees as a natural

addition to their network of social support. In regards to the area of strategies, the peer mentors

serve not only as a role model of effective coping skills but as a pathway to any necessary or

applicable campus resources as well.

Assessing the Intervention

This intervention would be assessed by utilizing both informal and formal strategies.

Informally, the instructors and/or peer mentors will issue periodic exit surveys where the students

would be asked for their feedback regarding a myriad of topics. Some potential topics include,

but are not limited to: important takeaways from a specific class session, the level of enjoyment

with the course thus far, or the ways in which they have interacted with their peer mentor. A

formal assessment approach will also be applied. Surveys will be issued to the military students

and the peer mentors twice a semester, once at the beginning and once at the end. The surveys

will be administered by using an online survey platform such as Qualtrics. By employing both

types of assessments, information will be ascertained regarding the programs effectiveness and

areas for improvement. They will also afford the opportunity to garner overall suggestions for

the program.

Conclusion
MILITARY STUDENT TRANSITION 36

Schlossbergs theory of transition, as demonstrated throughout this paper, is an ideal lens

through which to analyze and cater to the needs of military students. The theory also serves as

an appropriate foundation for the development and implementation of a first-year seminar course

geared toward the military student population. Although NIU has programs and services catered

toward military students, these individuals unique set of needs require an office dedicated solely

to them, such as the proposed MAO. The UNIV 201 course, coupled with its accompanying peer

mentorship program, affords this group of students the opportunity to receive support in both the

academic and social aspects of college life two crucial areas that must be addressed in order to

effectively assist the military students as they make their transition to academic civilian life.
MILITARY STUDENT TRANSITION 36

References

Ackerman, R., DiRamio, D., & Garza Mitchell, R. L. (2009). Transitions: Combat veterans as

college students. New Directions for Student Services, 2009(126), 5-14. doi:

10.1002/ss.311

Anderson, M., Goodman, J. & Schlossberg, N. K. (2012). Counseling Adults in Transition:

Linking Scholossbergs Theory with Practice in a Diverse World (4th Edition). New York

Springer.

Arthur, N. & Hiebert B. (1996). Coping with the Transition to Post-Secondary Education.

Canadian Journal of Counselling 30(2). Retrieved from http://cjc-

rcc.ucalgary.ca/cjc/index.php/rcc/article/view/1016/843

Burnett, S. E. & Segoria, J. (2009). Collaboration for Military Transition Students from Combat

to College: It Takes a Community. Journal of Postsecondary Education and Disability

22(1), 53-58. Retrieved from http://eric.ed.gov/?id=EJ844251

Council for the Advancement of Standards in Higher Education. (2015). Veterans and Military

Programs and Services. In J. B. Wells (Ed.), CAS Professional Standards for Higher

Education (pp. 481-488). Washington: Author

Colleges, Schools and Departments. (2016). In Northern Illinois Universitys academic

programs webpage. Retrieved December 2, 2016, from http://www.niu.edu/academics/

departments.shtml

DiRamio, D., Ackerman, R., & Mitchell, R. L. (2008). From combat to campus: Voices of

student-veterans. NASPA Journal, 45(1), 74-102.

MILITARY STUDENT TRANSITION 36

Ford, D., Northrup, P., &Wiley, L. (2009). Connections, partnerships, opportunities, and

programs to enhance success for military students. New Directions for Student Services,

2009(126), 61-69. doi: 10.1002/ss.317

Jones, K. C. (2013). Understanding Student Veterans in Transition. The qualitative Report

18(74), 1-14. Retrieved from http://files.eric.ed.gov/fulltext/EJ1043515.pdf

Kirchner, M. J. (2015). Supporting student veteran transition to college and academic

success. Adult Learning, 26(3), 116-123.

Latino, J. A., & Ashcraft, M. L. (2012). First-year seminar: Designing, implementing, and

assessing courses to support student learning and success: Volume IV: Using peers in the

classroom. Columbia, SC: University of South Carolina, National Resource Center for

the First-Year Experience and Students in Transition.

Northern Illinois University. (2016a) Military and Post-Traditional Student Services: Counseling

Services. Retrieved from http://www.niu.edu/mptss/military-student-resources/support-

services/counseling.shtml.

Northern Illinois University. (2016b) Military and Post-Traditional Student Services: Financial

Aid. Retrieved from http://www.niu.edu/mptss/military-student-

resources/financial/financial-aid.shtml.

Northern Illinois University. (2016c) Military and Post-Traditional Student Services. Retrieved

from http://www.niu.edu/mptss/

Osborne, N. J. (2014). Veteran ally: Practical strategies for closing the military-civilian gap on

campus. Innovative Higher Education, 39(3), 247-260.

Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college:

Theory, research, and practice. (3rd Edition) San Francisco: Jossey-Bass.

MILITARY STUDENT TRANSITION 36

Peer Instructor Application. (2016). In Northern Illinois Universitys FSYE home: Join our team

webpage. Retrieved December 2, 2016, from http://www.niu.edu/fsye/join_team/apply-

for-peer-educator.shtml

Pickett, M. (2016). University Experience (UNIV) 101, Section 46. Unpublished manuscript,

First- and Second-Year Experience, Northern Illinois University, Dekalb, IL.

Rumann, C. B., & Hamrick, F. A. (2009). Supporting student veterans in transition. New

Directions for Student Services, 2009(126), 25-34. doi: 10.1002/ss.313

Stowers, L. M. (2014). Bridging the gap: Understanding, anticipating, and responding to the

needs of student veterans in a bachelor of science in nursing program. ProQuest LLC.

Ann Arbor, MI.

UNIV 101/201. (2016). In Northern Illinois Universitys FSYE home: Student resources

webpage. Retrieved December 2, 2016, from http://www.niu.edu/fsye/student_resources/

univ101/index.shtml

Washton, N. S. (1945). A veteran goes to college. Journal of Higher Education, 16(4), 195196,

226.

Wounded Warrior Project, Inc. (2016). Who We Serve. Retrieved from

https://www.woundedwarriorproject.org/mission/who-we-serve
MILITARY STUDENT TRANSITION 36

Appendix A

The UNIV 101/201 seminar by NIUs First- and Second-Year Experience office

Figure A1

Figure A2
MILITARY STUDENT TRANSITION 36

Appendix B

UNIV 201 Course Syllabus

Educator: Peer Mentors:

Veteran Service Officer (TBD)
Office #: (TBD) Office #:(TBD)
Ph. #: (TBD) Ph. #: (TBD)
vso1@niu.edu peermentors@niu.edu

Course Description: UNIV 101/201 (The University Experience)

Introduction to Northern Illinois University and the baccalaureate experience. Exploration of key
factors influencing the transition into the university. Development of skills and practices of
critical thinking, problem solving, and communication to improve academic success with a focus
on student responsibility for learning. Available only to students in their first two semesters at
NIU.

Required Texts:
Smith, K. J. (2016). Essentials for success at Northern Illinois University, Plymouth, MI:
Hayden-McNeil. (The Access Code for this e-book is available for purchase only at the
University Bookstore.)
 MILITARY STUDENT TRANSITION 36

Stevenson, B. (2014). Just mercy: A story of justice and redemption. New York: Spiegel & Grau.
(Available for purchase at the University Bookstore and online. May also be borrowed
from the NIU Founders Memorial Library or the DeKalb Public Library.)

Course Objectives:
As a result of taking the UNIV 101/201 course, students will be able to:
1. Apply various strategies to manage effectively the transition to NIU.
2. Demonstrate an awareness of key resources that support student academic success.
3. Practice foundational skills such as writing, communication, critical thinking, and
collaborative learning.
4. Demonstrate understanding and respect for the diverse values and perspectives of other
cultures.

Course Skills:
As a result of taking the UNIV 101/201 course, students will gain experience in the following
skills:
Communication- A student proficient in communication writes and speaks skillfully with
a thorough awareness of context, audience, and purpose.
Collaboration- A student proficient in collaboration behaves in ways that contribute to
both accomplishing group goals as well as maintaining positive relationships among
group members.

Course Schedule
All UNIV 101/201 course sections will run 11 weeks from the start of the fall 2016 semester.
M/W class sections will meet for 50 minutes twice per week for the first 5 weeks, and once per
week for the next 6 weeks. All students will participate in a mandatory culminating interview
between weeks 12 and 14 of the semester.

Course Requirements
The following elements will determine your grade (further information about each requirement
will be distributed later in the semester, as necessary):

Assignments Points Due Dates

Attendance, Participation, and 150 Each class session
Preparation
Students are expected to attend class on-
time, be respectful of others, and take
part in class and group discussions.
Utilizing Blackboard, MyNIU & NIU e- 100 Each class session
mail
Introductory e-mail to Educator/Peer 30 Due on 8/24
 MILITARY STUDENT TRANSITION 36

Mentors
Planning and Prioritizing Effectively 50 Due on 8/31
September Educator Individual 50 Scheduled by appointment starting
Conference 8/31
Campus Resource Presentation 100 Due on 9/7
Student Success Strategies 20 Due by 9/7
MAP-Works Survey and Reflection 100 Due on 9/14
Paper
Interview with a Community Member 50 Due on 10/3
Reflection Papers (2 total) 50 points Due on 9/21 and 10/31
each; 100
points total
October Educator Individual Conference 50 Scheduled by appointment starting
9/26
November Educator Individual 50 Scheduled by appointment starting
Conference Evaluation/Wrap-up 10/31
Common Reading Presentations: Just 150 Group presentations on 10/24 or
Mercy 10/31
TOTAL POINTS 1000

ASSIGNMENTS
Some assignments will only be accepted via Blackboard. Your educator will identify these
assignments. All papers will be written using the following guidelines: 12-point font, Times
New Roman font, double spaced, 1-inch margins, proper spelling and grammar.

1. Introductory e-mail to educator (maximum of 30 points)

Due by 8am on 8/24
Email your educator and peer mentors from your NIU account. Write about yourself:
background; goals; interests; talents; passions; reasons for attending NIU; likes; dislikes;
etc. Feel free to share anything else you think we should know. Be creative!

2. Planning and Prioritizing Effectively (maximum of 50 points)

Due by 8/31
Complete the Master Time Management Schedule of your time commitments and how
you will organize the events of the day. Class, studying, eating, working out, etc. Submit
on Blackboard.

3. Monthly Educator Individual Conference (maximum of 50 points per meeting; 150 points
total)
Will be scheduled by appointment starting 8/31 for September; 9/26 for October; and
10/31 for November.
You must arrange for an individual conference with the educator each month. Points will
be given for arriving on time and being prepared. At your conference we will discuss
MILITARY STUDENT TRANSITION 36

your grades, participation and work in UNIV 101. Future plans and any issues you have
or may have can also be discussed.

4. Campus Resource Presentation (maximum of 100 points)

Due by 1 pm on 9/7
Students will reflect on their experiences on campus thus far. In a small group, they will
explore and research what and where they feel are the most valuable campus resources.
After they narrowed down the top 3 services/locations, they will continue to work in the
group to post online in Blackboard.

5. Student Success Strategies (maximum of 30 points)

Due by 9/7
Submit via Discussion Board one question you would like to be answered by the student
panel on 9/12. Questions could be around success strategies, time management, talking
to professors, etc.

6. MAP-Works Survey and Reflection (maximum of 50 points)

Due 9/14
Students will complete the MAP-Works survey and reflection by the assigned date and
time. The survey covers everything from adjustment to campus life, academic skills,
financial habits, and much more. Students will also review their MAP-Works student
report and write a two -page reflection paper that addresses the following:
o Reaction to completing the MAP-Works survey and what you learned from this
experience
o what you learned about yourself from reviewing the student report
o What type of assistance (academic, social, etc.) you need to address any areas of
concern
o A brief plan outlining your next steps to ensure your academic success.

7. Reflections total of two reflection papers (maximum of 50 points each; 100 points total)
Due by on 9/21 and 10/31
Students will reflect on in class activities thus far in the semester. Prompts and questions
will be provided prior to the due date. All reflections must be submitted on Blackboard.

8. Interview with a Community Member (maximum of 50 points)

Due by 11am on 10/3
Students will interview a member of the local Veterans of Foreign Wars (VFW) post, a
member of the local National Guard/reserve personnel, or a faculty/staff member with a
military background. Students may choose to discuss the following topics: their military
experience; how they felt when they transitioned back to civilian life; any information
they wish they had known to ease the transition; what path they had to take to achieve
their position (i.e. degrees, schooling, majors, etc.); and anything else the student may be
interested in learning. Following the interview, students will write a 2-3 page reflection
on the interview. Submitted on Blackboard.
MILITARY STUDENT TRANSITION 36

9. Common Reading Presentations: Just Mercy (maximum of 150 points)

Group Presentations will be on October 24 or 31
After completing the book, students work together in small groups on a presentation to
the class answering questions instructors will later assign. More details will be handed
out later in the semester.
MILITARY STUDENT TRANSITION 36

Class Policies:
Americans with Disabilities Act: If you need an accommodation for this class, please contact the
Disability Resource Center as soon as possible. The DRC coordinates accommodations for
students with disabilities. It is located on the 4th floor of the Health Services Building, and can
be reached at 815-753-1303 or drc@niu.edu. Also, please contact me privately as soon as
possible so we can discuss your accommodations. The sooner you let us know your needs, the
sooner we can assist you in achieving your learning goals in this course.

Non-Discriminatory Language: Nearly all professional organizations promote use of non-

discriminatory language through a formal set of guidelines. Additionally, the business world
insists upon non-discriminatory language in its internal and external communications. Therefore,
this class will try to make students aware of how the written and spoken word acts upon the
audience and will promote non-discriminatory practices.

Cell Phones/Computers in Classroom: Cell phones are not to be used in class unless requested
by the educator for a class activity. This includes reading or sending text messages or utilizing
the Internet. Always ask for permission to use a cell phone for any purpose during a class.
Unauthorized use of a cell phone in class will be considered an absence. If you continue to use a
cell phone in class you will be asked to leave. If a computer is being used in the classroom it
must be used only to take notes or as directed by the educator. Students should not be accessing
the Internet during class time, unless requested by the educator for a class activity.

Class Visitation Policy: Due to liability concerns, only NIU students are allowed to attend at
classes at NIU. Guests, including family members and NIU students not registered for the
course, will not be permitted to attend class except with prior arrangement with the educator.
Because university classes are not developmentally appropriate situations for young children,
children will not be allowed in class except in highly unusual circumstances and with the prior
approval of the educator.

Late Assignments: Assignments are due on the scheduled due date and will be collected at the
beginning of that class period. Assignments not submitted at the beginning of the class period on
the due date, will be considered late. Late papers will be accepted at the discretion of the
educator, based upon his/her judgment of the legitimacy of the reason. Assignments that are
accepted late will lose two points for each day late, including Saturday and Sunday. All
assignments will be accepted via Blackboard, unless otherwise stated in class.

Academic Misconduct: For a detailed description of the universitys definition of academic

misconduct, and the process by which it is adjudicated, please refer to the Student Code of
Conduct. Sanctions (consequences) for committing academic misconduct include but are not
limited to, failure of the assignment, failure of the course, and suspension or expulsion from
Northern Illinois University. Cheating and plagiarism of ones own or anothers work will not be
MILITARY STUDENT TRANSITION 36

tolerated. Academic integrity and civility in the classroom are expected of every member of the
NIU community. Please review the Undergraduate Catalog for more information on this topic.

Syllabus Clause and Contract: This syllabus may be revised and adapted throughout the
semester to better serve the needs of the class. The educator may assign additional reading and/or
assignments as needed. Additionally, the decision to remain in this class upon receipt of the
syllabus serves as students acceptance of the syllabus as a binding contract, meaning they agree
with the terms set forth and the expectations of them as members of the class.

Religious Observances: Northern Illinois University, as a public institution of higher education

in the State of Illinois, does not observe religious holidays. It is the universitys policy, however,
to reasonably accommodate the religious observances of individual students in regards to class
attendance, scheduling examinations, and work requirements. Such policies shall be made known
to faculty and students. Religious observance includes all aspects of religious observance and
practice as well as belief. Absence from classes or examinations for religious observance does
not relieve students from responsibility for any part of the course work required during the
period of absence. To request accommodation, students who expect to miss classes,
examinations, or other assignments as a consequence of their religious observance shall provide
educators with reasonable notice of the date or dates they will be absent.

Grading for UNIV 201

No grades at NIU are automaticyoull have to work for them. Grading is an important tool in
accountability and feedback. Grades will be earned on a point by point basis as described below.
A letter grade will be assigned based on the number of points earned.
Weighted Percentag Points Definition
Scale e
A = 4.00 93-100% 930-1000 Attends class regularly, participates positively and takes an
A - = 3.67 90-92% 900-929 active interest in the course, completes all assignments,
consistently submits work of high quality, high level of
communication with educators and classmates.

B+ = 3.33 87-89% 870-899 Attends class regularly, participates actively in many

B = 3.00 83-86% 830-869 course activities, completes assignments, and consistently
B- = 2.67 80-82% 800-829 submits work of good quality, above average level of
communication with educators and classmates.

C+ = 2.33 77-79% 770-799 Limited involvement in course activities, completes

C = 2.00 70-76% 700-769 assignments, usually submits work of average quality,
adequate communication with educators and classmates.
MILITARY STUDENT TRANSITION 36

D = 1.00 60-69% 600-699 Definite lack of attendance and participation in many

course activities, submits work of below average quality,
misses some assignments, minimal communication with
educators and classmates.
Little or no participation in course activities, submits work
F = 0.00 59% & 0-590 of unacceptable quality or fails to complete assignments,
below unacceptable level of communication with educators and
classmates.
MILITARY STUDENT TRANSITION 36

UNIV Class Calendar

*JM = Just Mercy text; BB = Blackboard

Week Date Unit Activity Due
1 08/22 1 Introductions and Expectations
Utilizing Blackboard, MyNIU, and NIU e-mail
08/24 1 Attend the AAC/OSAS Welcome BBQ Go Intro Email 8/24
to Academic Advising Center Building at
1:00 p.m.
2 08/29 1 Creating Goals & Time Management
Planning and Prioritizing Your Time
08/31 1 Getting Around NIU; Campus Resources Managing Time 8/31
Activity
Schedule Conferences
3 09/05 No Class- Labor Day
09/07 2 Student Success Strategies Campus Resource
Presentation 9/7
Submit questions
for student panel
on BB
4 09/12 2 Student Success Strategies
Guest speakers: Student Panel
09/14 2 MAP-Works survey and reflection MAP-Works
(students complete outside of class) Reflection paper
5 09/19 3 Understanding your academic experience:
Guest Speaker: ACCESS/Tutoring Office
09/21 3 Educator/College/Department Specialty: Interview
Guest Speakers: DRC & Financial Aid Assignment
6 Monda 4 Attending to your mental & physical health: JM Chapters 1-5
y 9/26 Campus Rec Center visit & guest speaker from
Counseling Services
Schedule Conferences
7 Monda 4 Just Mercy Discussion Reflection #1
y10/03 JM, chpts. 6-9
8 Monda 4 Just Mercy Discussion JM, chpts. 10-13
y10/10
9 Monda 4 Just Mercy Ted Talk JM, chpts 14-15
y10/17
10 Monda 5 Just Mercy Presentations
y10/24 Attend Bryan Stevenson Speaking Engagement
4:00 pm HSC (TBA) & 6:30 pm HSC
Sandburg Auditorium
 MILITARY STUDENT TRANSITION 36

11 Monda 5 Just Mercy Presentations Reflection #3

y10/31 Evaluations/Wrap-Up Final
Schedule Conferences Presentations
12-14 NO CLASS (Schedule one-on-one follow up Exit Meetings with
conversations to take place during these Educator/Graduate
weeks.) Student Leader

Tracking Your Progress in Class

Use this resource to keep track of your assignment and points

Date Due Assignment Possible Your Total

Points Points Possible
Points
Wed., August 24 Introductory e-mail 30 30
Wed., August 31 Planning & Prioritizing 50 80
Effectively/ Time
Management assignment
Wed., September 7 Campus Resource 100 180
Presentation
Wed., September 7 Submit Student Success 20 200
Strategy question
Wed., September 14 MAP-Works Survey and 100 300
Reflection Paper
Wed., September 21 Reflection Paper #1 50 350
By Friday, Sept. 30 Complete September 50 400
Educator Conference
Mon., October 3 Interview Assignment 50 450
Mon., October 31 Reflection Paper #2 50 500
By Mon., October 31 Complete October Educator 50 550
Conference
Mon., October 24 or Common Reading 150 700
31 Presentation
By Friday, Nov. 18 Complete November 50 750
Educator Conference
Participation/Attendance 250 1000
Helpful Resources:
ACCESS (Access to Courses and Careers through Educational Support Services) provides
students with several resources for academic assistance. The ACCESS website
(www.niu.edu/access) offers a complete listing of campus resources for tutoring and other
academic services available.
MILITARY STUDENT TRANSITION 36

University Writing Center: All students are entitled and encouraged to use the Writing
Center in Stevenson Tower South, Lower Level, as a resource for improving their written
work. Contact tutors and schedule appointments by walking in, calling 753-6636, or
going to www.niu.edu/uwc/

Student Financial Aid Office is located in Swen Parson Hall, room 245. Assistance can be
accessed in person, by calling 753-1395, or by going to
http://www.niu.edu/fa/contact.shtml

Military Student Benefits Counseling is located in the Campus Life Building, room 240,
and can be accessed in person, by phone (753-0691), or by email (mss@niu.edu).

Counseling and Consultation Services provides comprehensive mental health support for
currently enrolled NIU students. It is located in the Campus Life Building, room 200.
Assistance can be accessed in person by stopping by their walk-in hours, by appointment
(753-1206), or by going to http://www.niu.edu/counseling/

Military Affairs Office is located in the Holmes Student Center, room 23K, and can be
accessed in person, by phone (753-9999), or by going to http://www.niu.edu/mptss/

NIU 2016-2017 Undergraduate Catalog (Available online at catalog.niu.edu and at the

University bookstore).

Academic Planner (Students choice.)

Adapted from UNIV 101 course syllabus by Michelle Pickett (2016)

Appendix C

A handout detailing the peer mentorship position, its job roles and responsibilities.

UNIV 201 Peer Mentorship Program

MILITARY STUDENT TRANSITION 36

Position Description

UNIV 201 is a one-credit hour course coordinated by First- and Second-Year Experience and the
Military Affairs Office. UNIV 201 exists to help new military students make a successful
transition to college life at Northern Illinois University. Peer Mentors work with the Veteran
Service Officers to serve as resource persons for new students. They typically assist in planning
course activities, facilitating class discussions, and providing information to students on a peer
level (both in and outside of the classroom). Being selected as a Peer Mentor is a rewarding
opportunity for professional and person growth. This is a paid position ($400/semester) open to
undergraduate students who meet the criteria below.

Application Requirements

Students must meet the following qualifications:

Have a cumulative GPA of 2.50 or higher

Have a military background
Prior participation in a UNIV course (preferable)
Have 3-4 hours per week to commit to the position
Effective oral and written communication skills
-The ability to speak effectively on:
Personal management skills (time, stress, health)
Academic achievement skills (study, note-taking, test-taking)
Living and interacting in a diverse campus community
Getting connected (resource offices, clubs, campus activities)

Job Roles

Students will perform the following roles in and outside the classroom:

companion (provides support and helps with relationship building)

coach (serves as a relatable source of information)
connector (assists with the navigation of campus life)
champion (advocates for students and/or promotes students self-advocacy skills)
MILITARY STUDENT TRANSITION 36

Job Responsibilities

Students will be responsible for the following:

Attending all UNIV 201 class sessions

Meeting with assigned instructor (VSO), as needed, to assist in planning course
activities and to discuss any pertinent information relating to work with mentees
Maintain weekly communication with each mentee (in person, by phone, or through e-
mail)
Once a month, attending a campus/community event with mentees (either one-on-one,
or as a group)

Adapted from First- and Second-Year Experiences UNIV Peer Educator Application (2017)