University of Southern California Dissertations and Theses

Equity and inclusion of veteran students with traumatic brain injury in higher education classrooms: a gap analysis

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Equity and inclusion of veteran students with traumatic brain injury in higher education classrooms: a gap analysis

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Content Running head: EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI

Equity and Inclusion of Veteran Students with Traumatic Brain Injury in Higher Education
Classrooms: A Gap Analysis

by

Laura Gale

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2019

Copyright 2020 Laura Gale
EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI
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TABLE OF CONTENTS
List of Tables ................................................................................................................................... v
List of Figures ................................................................................................................................. vi
Abstract .......................................................................................................................................... vii
CHAPTER ONE: INTRODUCTION ............................................................................................. 1
Background of the Problem ....................................................................................................... 2
Importance of Addressing the Problem ..................................................................................... 5
Organizational Context and Mission ......................................................................................... 6
Organizational Goal ................................................................................................................... 8
Importance of the Evaluation .................................................................................................... 9
Description of Stakeholder Groups ......................................................................................... 10
Stakeholder Performance Goals .............................................................................................. 10
Stakeholder Group of Focus .................................................................................................... 11
Purpose of the Project and Questions ...................................................................................... 11
Methodological Framework .................................................................................................... 12
Definitions ............................................................................................................................... 13
Organization of the Project ...................................................................................................... 13
CHAPTER TWO: REVIEW OF THE LITERATURE ................................................................. 14
Influences on the Problem of Practice ..................................................................................... 14
The Social Identity of Student Veterans .................................................................................. 15
Transition from Military to Civilian and Student Life ...................................................... 15
The Impact of TBI on Veteran Identity ............................................................................. 17
Traumatic Brain Injury: Impact on Academic Experiences .................................................... 19
Faculty Student Interactions and the Classroom Experience .................................................. 20
The Veteran Experience .................................................................................................... 21
The Classroom Experience of Students with Disabilities ................................................. 21
The Classroom Experience of Students of Color and Other Marginalized Groups .......... 22
The Importance of Faculty Attitudes and Behaviors on Student Success ............................... 22
Clark and Estes’ (2008) Knowledge, Motivation, and Organizational Influences
Framework ............................................................................................................................ 23
Stakeholder Knowledge, Motivation, and Organizational Influences ..................................... 25
Knowledge ......................................................................................................................... 25
Motivation ......................................................................................................................... 30
Organization ...................................................................................................................... 35
Conceptual Framework: Stakeholders’ Knowledge and Motivation and the
Organizational Context ......................................................................................................... 37
Conclusion ............................................................................................................................... 41

EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI
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CHAPTER THREE: METHODS.................................................................................................. 43
Participating Stakeholders ....................................................................................................... 43
Interview Sampling Criteria and Rationale ............................................................................. 44
Criterion 1 .......................................................................................................................... 44
Criterion 2 .......................................................................................................................... 44
Interview Sampling (Recruitment) Strategy and Rationale ..................................................... 44
Data Collection and Instrumentation ....................................................................................... 45
Interview Protocol ............................................................................................................. 46
Interview Procedures ......................................................................................................... 47
Documents ......................................................................................................................... 47
Data Analysis ........................................................................................................................... 47
Credibility and Trustworthiness .............................................................................................. 48
Ethics ....................................................................................................................................... 49
Limitations and Delimitations ................................................................................................. 50
CHAPTER FOUR: FINDINGS .................................................................................................... 52
Participating Stakeholders ....................................................................................................... 53
Findings ................................................................................................................................... 54
Knowledge ......................................................................................................................... 54
Motivation ............................................................................................................................... 57
Organization ...................................................................................................................... 62
Interaction between Knowledge, Motivation, and Organizational Influences .................. 66
Summary .................................................................................................................................. 70
CHAPTER FIVE: RECOMMENDATIONS ................................................................................ 71
Introduction and Overview ...................................................................................................... 71
Recommendations for Practice to Address KMO Influences .................................................. 72
Knowledge Recommendations .......................................................................................... 72
Motivation Recommendations ........................................................................................... 74
Organization Recommendations ....................................................................................... 77
Integrated Implementation and Evaluation Plan ..................................................................... 79
Implementation and Evaluation Framework ..................................................................... 79
Organizational Purpose, Need, and Expectations .............................................................. 80
Level 4: Results and Leading Indicators ........................................................................... 80
Level 3: Behavior .............................................................................................................. 81
Level 2: Learning .............................................................................................................. 84
Level 1: Reaction ............................................................................................................... 88
Evaluation Tools ................................................................................................................ 89
Data Analysis and Reporting ................................................................................................... 90
Summary .................................................................................................................................. 91
Limitations and Recommendations for Further Study ............................................................ 92
Conclusion ............................................................................................................................... 93
EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI
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References ..................................................................................................................................... 95
Appendix A: Participant Screening Survey ................................................................................. 106
Appendix B: Interview Protocol .................................................................................................. 107
Appendix C: Sample Survey Questions for Formative, Summative, and Retention Data .......... 109
Appendix D: Sample Content to Evaluate Participants’ Implementation of Diverse
Methods of Representation and Expression ............................................................................. 111
Appendix E: Learning Experience Evaluation Inclusion Practices Sample ................................ 112
Appendix F: Sample PowerPoint Slide to Report Program Impact ............................................ 113
Appendix G: Institutional Review Board Approval Letter ......................................................... 114

EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI
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LIST OF TABLES
Table 1. Organizational Mission, Global Goal, and Stakeholder Performance Goals .................. 10
Table 2. Knowledge Influences ..................................................................................................... 29
Table 3. Motivational Influences ................................................................................................... 34
Table 4. Organizational Influences ................................................................................................ 37
Table 5. Interview Participants by Faculty Line ........................................................................... 53
Table 6. Summary of Knowledge Influences and Recommendation ............................................ 73
Table 7. Summary of Motivation Influences and Recommendations ........................................... 75
Table 8. Summary of Organization Influences and Recommendations ........................................ 78
Table 9. Outcomes, Metrics, and Methods for External and Internal Outcomes .......................... 81
Table 10. Critical Behaviors, Metrics, Methods, and Timing for Evaluation ............................... 82
Table 11. Required Drivers to Support Critical Behaviors ........................................................... 83
Table 12. Evaluation of the Components of Learning for the Program ........................................ 88
Table 13. Components to Measure Reactions to the Program ...................................................... 89

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LIST OF FIGURES
Figure 1. Conceptual Model .......................................................................................................... 40

EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI
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ABSTRACT
Over one million military students are enrolled in undergraduate and graduate programs
across the United States (Radford, Bentz, Dekker, & Paslov, 2016). It is estimated that between
15% and 23% of veterans who enroll in higher education have experienced traumatic brain injury
(TBI; López, Springer, & Nelson, 2016). As a result, there is an increased need for institutions of
higher education to evaluate the level of equity and inclusion that these students are experiencing
in the classroom. The purpose of this exploratory, qualitative study was to better understand the
factors that impact faculty ability to provide equitable and inclusive classroom practices for
student veterans with TBI at a graduate school of social work. Twelve faculty participated in
semi structured interviews, and six syllabi and related course assignments were reviewed to
determine the knowledge and motivational factors that influence faculty ability to create
classroom environment that support equity and inclusion of student veterans with TBI. Using the
Clark and Estes (2008) framework, the findings are categorized into knowledge, motivational,
and organizational influences. Findings indicate that faculty lack conceptual knowledge
regarding the classroom experiences of student veterans with TBI but have the ability to reflect
on their inclusive practices. Faculty possess high levels of attainment value related to providing
equity and inclusion to student veterans with TBI but lack self-efficacy in their ability to do so.
Findings also indicate that while the classroom culture established by faculty support equity and
inclusion of student veterans with TBI, the cultural settings established though the structure of
course content and assignment do not. Recommendations for faculty training to address gaps in
knowledge, motivation, and organizational practices are made.
Keywords: attainment value, conceptual knowledge, equity, inclusion, metacognition,
self-efficacy, traumatic brain injury, veterans
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CHAPTER ONE: INTRODUCTION
The problem of practice addressed is a lack of equity and inclusion in higher education
classrooms for veteran students who are living with traumatic brain injury (TBI). Equity refers to
fair treatment, access to opportunities and resources, and advancement of students from diverse
backgrounds and with diverse perspectives. Inclusion refers to the authentic, intentional, and
ongoing efforts to create a climate that ensures that the full participation of these students is
welcomed, respected, and supported.
TBI is defined as “a disruption in the normal function of the brain that can be caused by a
bump, blow, or jolt to the head, or penetrating head injury” (Centers for Disease Control and
Prevention [CDC], n.d., “Traumatic Brain Injury and Concussion,” para. 1). Veterans are most
likely to experience TBI as a result of blast injury during combat (McCrea et al., 2009). The
severity of TBI is determined at the time of injury based on time of loss of consciousness, results
of computed tomography scans, and the length of the time during which memory was lost (CDC,
n.d.). While most TBIs are classified as mild and many resolve in a matter of days or weeks,
53% of individuals who have experienced TBI will continue to report three or more symptoms 1
year post injury (Dikmen, Machamer, Fann, & Temkin, 2010) and those who experience
multiple TBIs over an extended period of time may experience cumulative effects both
neurologically and cognitively (CDC, n.d.).
Symptoms of TBI that may persist past the time of acute injury are variable based on the
type and location of injury but can include cognitive, psychological, sensory, and communication
deficits (CDC, n.d.). The International Classification of Diseases, 10th revision (ICD-10; WHO,
2016) categorizes TBI under the classification of postconcussion syndrome, and identify that,
along with loss of consciousness due to the head trauma, at least three of the following
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symptoms must be present: unpleasant sensations such as pain, headache, dizziness, fatigue, or
noise intolerance; emotional changes such as irritability, emotional liability, depression, or
anxiety; difficulty concentrating, performing mental tasks or memory problems; insomnia;
reduced tolerance to alcohol; and preoccupation with the symptoms associated with the TBI
(WHO, 2016).
Using data from the Beginning Postsecondary Students Longitudinal Study,
Mamiseishvili and Koch (2012) demonstrated that a lack of equity and inclusion of student
veterans with TBI in higher education classrooms is a problem because 24.7% of students with
disabilities enrolled in higher education do not persist beyond their first year, and 50.6% leave
school by the end of their third year. While the study by Mamiseishvili and Koch did not identify
equity and inclusion as causative factors relating to these poor outcomes, other studies have
highlighted the important role that social support from faculty and other students play in the
academic success of students with disabilities and in ensuring access to resources and
accommodation (Childers & Hux, 2016; Clifton, Perry, Stubbs, & Roberts, 2004). This evidence
supports the idea the academic achievement of students with disabilities may be associated with
the level of equity and inclusion established in the classroom. This problem is important to solve
because according to Section 504 of the Americans with Disabilities Act (ADA) all institutions
of higher education should provide reasonable and appropriate accommodations to all students
with disabilities (ADA, 1990).
Background of the Problem
More than two million men and women have served in the United States military in the
Middle East during Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF)
(McBain, Kim, Cook, & Snead, 2012). The Post-9/11 GI Bill offers these men and women
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educational benefits to pursue higher education post deployment. As a result, colleges and
universities are experiencing an increase in the number of veterans enrolling in their institutions.
According to the U.S. Department of Education’s National Center for Education Statistics
(NCES), the overall number of veterans attending colleges and universities in the United States
is increasing (Radford, Bentz, Dekker, & Paslov, 2016). Using a national sample of all post-
secondary, Title IV eligible institutions, The NCES found that during the 2011-2012 academic
year, over one million military students were enrolled in undergraduate and graduate programs,
an increase from 914,000 in 2007-2008 (Radford et al., 2016). In addition, OEF and OIF
contributed to a significant increase in the number of TBIs experienced by military service
members. Using data from the Department of Defense, The Defense and Veterans Brain Injury
Center (DVBIC) reported that in 2001, prior to the beginning of the wars in Iraq and
Afghanistan, new diagnoses of TBI in active duty military and veterans was approximately
11,000 per year; by 2011, that number had almost tripled to 32,907 (DVBIC, 2019).
As the number of veterans diagnosed with TBI increases, the number of veteran students
with TBI entering higher education increases as well. Using data collected from both the
Congressional Budget Office and the U.S. Department of Education’s Digest of Education
Statistics, it is estimated that between 15% and 23% of veterans who enroll in higher education
have experienced TBI (López, Springer, & Nelson, 2016). This means that between 83,299 and
127,726 veteran students with TBI were enrolled in 2011, an increase from between 5,159 and
7,910 in 2009. (López et al., 2016). As the number of student veterans grows, this data indicates
there will be an increased need for institutions of higher education to evaluate the level of equity
and inclusion that these students are experiencing in the classroom.
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Despite the growing numbers of student veterans with TBI on college campuses, there is
a dearth of research on the classroom experiences of this population. However, research does
demonstrate that both students with disabilities and veteran students experience lower levels of
equity and inclusion in the classroom setting than the general student population. In a qualitative
study of 16 students at a small east coast suburban college, Hong (2015) found that students with
disabilities were often devalued and seen as deficient by faculty when asking for
accommodations provided to them by the ADA. Denhart (2008) found similar results when
researching the barriers to success in higher education for students with learning disabilities. In
his phenomenological study of 11 students, participants indicated that they had different ways of
thinking that were not understood or accepted by faculty. Students overwhelmingly reported a
reluctance to use or request ADA accommodations because of fear of experiencing stigma.
Student veterans experience similar deficits of equity and inclusion as students with
disabilities. Elliott, Gonzalez, and Larsen (2011) used quantitative survey data of 104 veterans,
as well as the responses to open ended questions to examine veteran alienation on campus.
Veterans expressed feeling openly disrespected by professors. As one veteran stated:
Veterans are the only group of people on campus who are openly slandered, disrespected,
and hated. Most professors would claim to embrace diversity among the student
population, but some would like to exclude veterans from the multiplicity list due to our
war service. (p. 287)
Veterans expressed wanting faculty to acknowledge their service as veterans and try to
understand them but found that faculty without a military background were not supportive. As a
result, many reported having ambivalent relationships with their instructors (DiRamio,
Ackerman, & Mitchell, 2008).
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Importance of Addressing the Problem
The problem of a lack of equity and inclusion of student veterans in higher education
classrooms is important to address because publicly funded universities have legal
responsibilities toward both students with disabilities and veteran students. Section 504 of the
ADA mandates that all institutions of higher education provide reasonable support and
appropriate accommodations to all students with disabilities (ADA, 1990). These
accommodations were established to ensure that students with disabilities have academic equity
with non-disabled students. Research indicates that faculty who are exposed to veteran culture or
to disability, either though formal training or through personal interactions, have better attitudes
toward students and are more likely to provide classroom support and accommodations
(Gonzalez & Elliot, 2016; Murray, Lombardi, Wren, & Keys, 2009). This suggests that faculty
who develop classroom environments where equity and inclusion are the norm will also ensure
access to ADA accommodations. As more veterans enter into higher education through the
financial support of the Post 9-11 GI Bill, more institutions of higher education are participating
in the Yellow Ribbon Program, a program where universities provide additional funds to veteran
students who are using the GI Bill to fund their education. According to Executive Order No.
13607 (2012), institutions of higher education who participate in the Yellow Ribbon Program are
encouraged to adhere to the Principles of Excellence, which is designed to ensure that veterans
are receiving the support they need. Ensuring equity and inclusion of veteran students is part of
providing this support. Failing to evaluate the extent to which veterans with TBI are
experiencing equity and inclusion in their classrooms may result in institutional noncompliance
to accountability standards established by legal mandates.
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Organizational Context and Mission
The ABC School of Social Work (ABCSSW)
1
is one of many academic schools within a
large research university. Located in the Western United States, the university had between
40,0000 and 50,000 undergraduate and graduate students enrolled in the 2016-2017 school year.
ABCSSW offers a variety of graduate social work education programs nationwide through a
campus-based program, and an online program with a live, virtual classroom component. The
school offers three social work graduate programs of study, a Master in Social Work (MSW), a
Doctorate of Social Work, (DSW), and a Doctor of Philosophy (PhD). The MSW program offers
three areas of specialized practice: children and families, mental health, and social policy. All
incoming MSW students select one of the three areas of specialized practice but may also choose
to further specialize by enrolling in the military social work track. Students in this track take
specialized courses in working with military service members and their families and military and
veteran policy and program management. All MSW students are also enrolled in a field
practicum within their selected area of specialization.
The mission of the ABCSSW is to advance social justice through education, community
service, research, advocacy, and leadership.
2
Implicit in the mission’s commitment to social
justice is a commitment to equity and inclusion. ABCSSW has carried out this mission by
demonstrating a commitment to the wellbeing of veterans through the establishment of a
masters-level military social work program and a commitment to conducting research into
military and veterans’ issues.

1
A pseudonym is used to protect the privacy of the institution.
2
The mission statement has been modified to protect the privacy of the institution.
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The military social work track attracts a large number of military affiliated students, both
service members themselves, as well as family members. As of Spring 2017, approximately 550
students are enrolled in the military social work track. Between 30 and 40 students self-identify
as being active duty military, approximately 50 are in the reserves, and between 250 and 300
self-identify as veterans. Extrapolating from the total number of enrolled students in the MSW
program, between 12 and 15% of students enrolled at the school report a status of active duty,
reserve, or veteran. While data on the number of student veterans with TBI at ABCSSW has not
been collected, nationally, it is estimated that between 15% and 23% of veterans who enroll in
higher education have experienced TBI (López et al., 2016). Extrapolating from the national
statistics above, between 50 and 80 students currently enrolled at ABCSSW have experienced
combat-sustained TBI. This is approximately 3% of the student body.
The world-wide accessibility and flexibility of the online program has been particularly
attractive to students who are military-affiliated, many of whom find themselves relocating
frequently during the course of the program due to deployments or as they change status from
active duty to veteran. A wide variety of ages is represented across the on-line program, in large
part due to the flexibility of the computer-based format available to nontraditional students,
including veterans.
In order to provide quality education to this large and diverse student body the school
employs a large number of faculty, approximately two thirds of whom are full time. Faculty are
located both in close proximity to the school, as well as across the United States. Faculty
meetings, trainings, and committee meetings are held on campus with audio and video
technology available so that remote faculty can participate.
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The organization has begun assessing their commitment to social justice, and to make the
implied commitment to equity and inclusion more explicit through the development of a
diversity equity and inclusion (DEI) initiative. Initial DEI reporting disaggregated data on faculty
and students based on race, age, ethnicity, and gender, but did not disaggregate data based on
military affiliation or disability, leaving the student population of veterans with TBI largely
unrecognized.
Organizational Goal
The ABCSSW goal is that 100% of classroom instruction will promote equity and
inclusion for military veterans with TBI by Fall of 2021. While the organization has not made
this an explicit goal, it was developed by this researcher in response to the explicitly stated
commitment to social justice in the organizations mission statement, and as further development
of three initiatives stated in the organization’s diversity and inclusion plan. While the
organization is still in the initial planning stages of the diversity and inclusion plan, three
initiatives have been established, to increase diversity and equity, to create an inclusive school
culture, and to promote inclusive excellence in the school. In order to assess the strengths and
needs of the school related to these initiatives, the school completed an initial assessment during
the Fall semester of 2016. Analysis and synthesis of information gathered from focus groups and
surveys completed by faculty, staff, student, and alumni stakeholders established four priority
areas of focus. One of the priority areas established was the development of the curriculum,
teaching, and learning environment of the school, which will be the area of focus for this study.
In addition to the four priority areas of focus, seven specific aims of the diversity and inclusion
plan have been established. Among these aims are two specifically related to this study,
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improving access, opportunity, participation, inclusion and equity among faculty, staff, and
students, and to develop an inclusive culture within the school.
The diversity and inclusion plan of the organization has not established veterans with TBI
as a population of focus and therefore has no established baseline for this goal. However,
because veterans are a culturally under-represented student population and barriers to equity and
inclusion for students with disabilities has been well-established by research (Childers & Hux,
2016; Denhart, 2008; Hong, 2015), an organizational goal related to equity and inclusion of this
population appears to fit within the overall diversity and inclusion initiative of the organization.
This will be a pilot project to establish the extent to which the organization is currently providing
classroom instruction that promotes equity and inclusion of military veterans with TBI, as well
as to determine the knowledge, motivation, and organizational factors contributing the school’s
performance. Evaluating the organizations performance in this area is important in order for the
school to establish if there is a need to improve performance, and if so, what area(s) of
organizational influences need to be addressed.
Importance of the Evaluation
It is important to evaluate the ability of faculty to provide classroom instruction that
promotes equity and inclusion of student veterans with TBI for a variety of reasons. If faculty are
not providing equitable and inclusive classroom instruction, they risk engaging in practices that
are not in alignment with the organizations mission of social justice. Additionally, research
suggests the quality of interaction that students have with faculty impacts their academic
achievement (Testa & Egan, 2013; Orr & Hammig, 2009). Evaluating faculty performance will
enable stakeholders to gather formative data that can be used to develop organizational policies
that will support faculty in the development of equitable and inclusive classroom practices.
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Description of Stakeholder Groups
Three stakeholder groups that contribute to and benefit from the organization’s goal are
school administration, faculty, and students. School administration is accountable to university
leadership for adherence to university policies regarding access and inclusion, as well as for their
participation in the university-wide diversity and inclusion initiative. They also hold faculty
accountable for their performance. Faculty are directly responsible for the equity and inclusivity
of their classrooms and are therefore a primary stakeholder. Students are the beneficiaries of the
goal, and hold important information needed to assess the current level of equity and inclusion
that they are experiencing in the classroom.
Stakeholder Performance Goals
Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational Mission
The mission of the ABCSSW is to advance social justice through education, community service,
research, advocacy, and leadership
Organizational Performance Goal
By December 2021, all classes at ABCSSW will include classroom instruction that promotes equity and
inclusion of student veterans with TBI in 100% of class sessions.
Stakeholder Goal 1 Stakeholder Goal 2 Stakeholder Goal 3
By December 31, 2019, 12
faculty members will
participate in interviews to
assess the level of equity and
inclusion of their instructional
practices when working with
student veterans with TBI
By March 30, 2020, faculty will
participate in faculty development
activities designed to increase
cultural and instructional
competency when working with
student veterans with TBI
By May 2020, 25 faculty who
attended the faculty development
activities will complete surveys
indicating their level of cultural
and instructional competency
when working with student
veterans with TBI
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Stakeholder Group of Focus
Although a complete analysis would involve all stakeholder groups, for practical
purposes, faculty have been chosen as the focus of for this study. The overall purpose of the
study was to establish a baseline and to determine the factors contributing to faculty
performance. Therefore, it was important to understand the knowledge, motivation, and
organizational factors that contribute to faculty’s ability or inability to provide equity and
inclusion to veteran students with TBI. Faculty were also chosen because they have primary
control within their classrooms, which is the focus of this study. The goal for faculty was that by
December 31, 2019, 12 faculty members would participate in interviews to assess the level of
equity and inclusion of their instructional practices when working with student veterans with
TBI. Failure to achieve this goal would result in a lack of knowledge about the level of equity
and inclusion experienced by student veterans with TBI. If student veterans with TBI do not
experience equity and inclusion in the classroom, the school will not meet the legal mandates for
providing support and accommodation to students with disabilities (ADA, 1990) and will not be
in compliance with Executive Order No. 13607 (2012) Principles of Excellence, which states
that all institutions of higher education who participate in the Yellow Ribbon Program should be
providing necessary support to support student veterans.
Purpose of the Project and Questions
The purpose of this project was to evaluate the factors that impact the ability of the
organization to meet the goal of having 100% of classroom instruction promote equity and
inclusion for veteran students with TBI by December 2021. The analysis focused on knowledge,
motivation, and organizational influences related to achieving the organizational goal. While a
complete performance evaluation would focus on all stakeholders, for practical purposes the
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stakeholder to be focused on in this analysis was faculty. The questions that were used to guide
this study were:
1. What level of knowledge and motivation does faculty have related to providing equity
and inclusion for veteran students with TBI in the classroom?
2. What is the interaction between faculty knowledge and motivation and the establishment
of a culture of equity and inclusion in the classroom?
3. What are the recommendations for faculty development in the areas of knowledge,
motivation, and organizational change?
Methodological Framework
A qualitative research design was used. This method was chosen because little was
known about the knowledge, motivation, and organizational factors that contributed to faculty
provision of equitable and inclusive classroom practices within this organization (Creswell,
2014; Merriam & Tisdell, 2016). A qualitative design allowed the researcher to understand the
experiences that faculty have with veteran students with TBI and how they interpret those
interactions (Merriam & Tisdell, 2016). Using a purposeful sample, semi-structured interviews
were used to explore faculty conceptual and metacognitive knowledge and to explore the impact
of self-efficacy and attainment value on the motivations of faculty related to providing equitable
and inclusive classroom practices for student veterans with TBI (Bandura, 1993; Krathwohl,
2002; Rueda, 2011; Wigfield & Eccles, 2000). The cultural models and settings established by
faculty were explored through the interview process and through an examination of the
documents that direct and establish classroom instruction. Data from interviews were analyzed in
order to understand the experiences of faculty, and how faculty interpret and make meaning of
phenomenon (Creswell, 2014; Merriam & Tisdell, 2016).
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Definitions
The following glossary of definitions is provided to ensure that there is a common
understanding of key concepts that are presented throughout the study.
Equity: Fair treatment, access to opportunities and resources, and advancement of
students from diverse backgrounds and with diverse perspectives.
Inclusion: The authentic, intentional, and ongoing efforts to create a climate that ensures
that the full participation of these students is welcomed, respected, and supported.
Traumatic Brain Injury: a disruption in the normal function of the brain that can be
caused by a bump, blow, or jolt to the head, or penetrating head injury (CDC, n.d.)
Organization of the Project
Five chapters are being used to organize this study. Chapter One proved an overview of
the study, key conceptus and terminology, and the organizations mission and stakeholders as
well as the conceptual and methodological framework being used.
Chapter Two reviews the current research literature on the focus of the study. The
literature review will provide a context for the study and present relevant theories, models, and
conceptus related to faculty ability to provide equity and inclusion for student veterans with TBI.
Chapter Three describes the research questions and methodology used in the study.
Research design, sampling, measures, data collection, and plan for analysis are included.
Credibility and trustworthiness, and limitations and delimitations are also addressed.
Chapter Four describes the data analysis process and presents results.
Chapter Five discusses the findings of the study, and recommendations for action are
presented.

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CHAPTER TWO: REVIEW OF THE LITERATURE
This literature review will explore the factors that influence faculty ability to provide
equitable and inclusive classroom instruction for student veterans with TBI. The review begins
with a discussion of the unique experiences of veteran students and students with disabilities in
higher education. The review will present a discussion of the current perceptions of faculty
toward student veterans and student with TBI, followed by a discussion of the factors that
influence faculty ability to provide equity and inclusion for a wide variety of students. Following
the general literature review, the Clark and Estes Gap Analytic Framework will be discussed,
followed by a discussion of the factors that influence faculty knowledge, and motivation, and
organizational factors that impact the ability of faculty to provide equitable and inclusive
classroom instruction to student veterans with TBI.
Influences on the Problem of Practice
While there is a growing body of research on veterans in higher education, little has been
studied on the equity and inclusion that student veterans with TBI experience in higher education
classrooms (Barry, Whiteman, & MacDermid Wadsworth, 2014). However, the data that is
available suggests that student veterans with TBI experience unique challenges in the classroom
as they navigate reintegration issues, intersectional identities, and the neurobiological impact of
their injury (Church, 2009; French, 2010; Libin et al., 2017; Myers, Jenkins-Lindburg, & Nied,
2013; Naphan & Elliot, 2015; Pugh et al., 2017; Rumann & Hamrick, 2010). Both student
veterans and students with disabilities report experiencing stereotypes and microaggressions in
their interactions with faculty (Denhart, 2008; DiRamio et al., 2008; Vaccaro, 2015). Because
equity and inclusion of minoritized students is created and perpetuated during individual
EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI

15
interactions (Bensimon, 2005), the general research suggests that veterans with TBI are not
receiving equitable and inclusive classroom instruction in higher education classrooms.
The Social Identity of Student Veterans
Research on the social identity of veterans and of individuals with disabilities in higher
education can provide insight into the classroom experiences of student veterans with TBI.
Veterans with TBI in higher education are navigating the intersectional identities of both military
and civilian cultures (Rumann & Hamrick, 2010), as well as identification as a person with a
disability (Libin et al., 2017). For veterans who are also a member of another under-represented
group, additional complexities exist as they navigate additional identities (Coll & Weiss, 2017;
Maramba & Velasquez, 2012).
Transition from Military to Civilian and Student Life
Many student veterans enter higher education shortly after separation from the military
(Cate, 2014). These students face transition issues not only in entering higher education, but also
in integrating military and civilian identity and culture (Coll & Weiss, 2017).
Military culture values loyalty and duty to the group over individual identity. This is
demonstrated through the highly structured environment of the military and the high level of
control that the military holds over the behavior of its members. However, to facilitate success of
its members, the military provides numerous supports to its members and communicates
expectations in clear, direct language (Naphan & Elliot, 2015; Rumann & Hamrick, 2010).
Civilian culture values individuality and as a result, civilian institutions generally provide less
external structure and routine, individual responsibility is expected rather than external control
on behavior, and expectations for behavior and performance are sometimes ambiguous (Naphan
& Elliot, 2015; Rumann & Hamrick, 2010). These differences in structure, responsibility,
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16
control, and communication present unique challenges for the transitioning veteran. Veterans
struggle with the incongruities and unpredictability of civilian life and the personal responsibility
that is now required of them (Rumann & Hamrick, 2010). Veterans express missing the black
and white communication style of the military (Naphan & Elliot, 2015) and report frustration
when working in classroom groups because they perceive that their peers do not take their
academics seriously and do not share the same sense of duty and loyalty to the group (Rumann &
Hamrick, 2010).
Veterans transitioning into higher education also experience difficulties with identity
renegotiation (Rumann & Hamrick, 2010). Most veterans are proud of their military service and
feel demoralized when this service is not acknowledged, or they experience negative stereotypes
from civilians about their veteran status (Naphan & Elliot, 2015). Many skills developed in the
military to adapt to combat situation are not effective in the civilian world and may even be
counterproductive such as hypervigilance and a limited range of emotional expression (Adler &
Snowden, 2018). Veterans struggle to internalize their combat experiences, which may be in
direct conflict with civilian laws, ethics, and morals (Naphan & Elliot, 2015).
Veterans experience anxiety as they lose the sense of responsibility and accomplishment
developed though their military experience and start over developing a new set of skills through
education (Naphan & Elliot, 2015). This sense of loss is compounded as veterans feel left behind
by their civilian counterparts who are further ahead in educational attainment, careers, and
family life, yet feel more mature than their same age counterparts in higher education due to their
exposure to combat situations (Rumann & Hamrick, 2010).
Research suggests that veterans do not separate transition into academics from transition
into civilian life but experience these transitions as synonymous (Rumann & Hamrick, 2010). As
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17
such, many of these transition challenges will be navigated and negotiated within the classroom
environment through their interactions with students and faculty. It follows that the ability of
faculty to provide equity and inclusion within the classroom is crucial to smoothing the transition
from military culture to civilian culture.
The Impact of TBI on Veteran Identity
Veterans with TBI experience additional identity and reintegration issues as they
integrate not only the identities of both veteran and student, but also the identity of a person with
a disability (Libin et al., 2017; Myers et al., 2013; Pugh et al., 2017). In a survey of 2,046
veterans with TBI, researchers examined the long term social, family, and community
reintegration of post-9/11 veterans with TBI. They found that veterans with TBI had significant
challenges reintegrating into the community even after controlling for comorbidity, deployment
experiences, and sociodemographic characteristics (Pugh et al., 2017). In a qualitative analysis of
eight veteran with mild TBI, researchers found that study participants perceived that they needed
to reduce their military identity to fit in with their civilian peers yet wanted to maintain the
integrity of their military identity. For those who had experienced involuntary separation from
the military due to their injury, this crisis of identity was more acute as the separation from the
military was experienced as being equally traumatic as the injury itself (Libin et al., 2017). For
male veterans, additional challenges to identity exist as valued characteristics of strength and
resiliency associated with the military are at odds with stereotypes held by society of disability,
which is associated with being dependent, and non-dominant (Myers et al., 2013).
Veterans of color, female veterans, and LGBTQ veterans: Intersectional identities.
Veterans who are also members of other marginalized groups experience additional complexities
as they negotiate multiple, intersectional identities while navigating the higher education setting.
EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI

18
Coll and Weiss (2017) discuss the sense of isolation that Latino veterans experience upon
transitioning to higher education as they are unable to integrate the opposing values of their
ethnic and military identities. While not specific to veterans with TBI, Maramba and Velasquez
(2012) identify the importance of the development of an ethnic identity in the academic success
of students of color. In a qualitative study of 19 students of color at a predominately White
university, they used semi-structured interviews to study the role of the development of ethnic
identity on educational outcomes. All study participants were highly aware of overt, subtle, and
systemic discrimination on campus, and they stated that the development of their ethnic identity
contributed positively to their sense of academic competence, analytical skills, critical thinking
skills, motivation, and academic achievement (Maramba & Velasquez, 2012).
Female veterans experience similar difficulties integrating multiple identities. Hullender
(2016) studied the lived experiences of women student veterans as they negotiate the
intersectional identities of woman, veteran, and student. They found that women veterans
experienced the campus environment to be more difficult to navigate than the military
environment. While women veterans remained committed to their military identity, they also
struggled to integrate the identities of woman and student. Because veterans are generally seen as
being male, women veterans felt marginalized and essentially invisible on campus. As a result,
women veterans experienced greater isolation and alienation on campus than their male
counterparts (Hullender, 2016).
Students with disabilities who identify as part of the LGBTQ community also struggle to
integrate multiple identities. In a qualitative study of 25 students who identified as LGBTQ with
disabilities, semi structured interviews were used to examine how students navigated multiple
identities on campus. The researchers found that students adopted multiple identities to resist
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19
oppression and used different identities as needed to navigate the environment (Miller, 2018).
While this study was not specific to veterans, it is logical to assume that veterans with TBI who
identify as LBGTQ would use similar strategies to manage oppression when navigating the
higher education environment.
Traumatic Brain Injury: Impact on Academic Experiences
In addition to creating challenges for veteran reintegration and identity, veterans with
TBI experience unique academic challenges in the classroom because of their disability, yet
often do not seek accommodation due to stigma. Veterans with TBI may experience greater
difficulty with the regulation of anxiety, experience prolonged recovery from posttraumatic
stress disorder (PTSD) and may experience difficulty with academic performance due to fatigue,
impulse control, and social and communication deficits (Church, 2009; French, 2010). Louis
French (2010), a psychologist at the DVBIC at Walter Reed Army Medical Center, reported on
the ways in which TBI impacts academic performance. Blast-induced brain injury, the most
common form of brain injury in veterans, is more invisible than other brain injuries and involves
higher rates of sensory impairment, issues with pain, and is associated with a poly trauma of
symptoms that include chronic pain, PTSD, and persistent post-concussive symptoms (French,
2010). Damage to the prefrontal cortex impacts the regulation of anxiety, making the individual
more vulnerable to the emotional effects of trauma which can prolong the recovery from PTSD
(Bryant, 2008). As a result, veteran students with TBI may be managing symptoms of both TBI
and PTSD in the classroom (French, 2010).
Veterans with TBI may also experience fatigue, impulse control, irritability, and social
and communication deficits when interacting with faculty and students (Church, 2009). TBI may
impact reasoning, metacognition, comprehension, memory, and executive functions, all abilities
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20
associated with the higher-level learning required in a higher education classroom (Helms &
Libertz, 2014). Veterans who have experience blast injuries report sensory issues that can impact
classroom experiences including sensitivity to light and sound and hearing loss (Ness, Rocke,
Harrist, & Vroman, 2014). Impairments to fine motor skills and cognitive processing difficulties,
and difficulties planning, organizing, and generating written language may severely limit the
ability to complete written tasks (Manasse, Hux, & Rankin-Erickson, 2000). Students with TBI
may also have difficulty recalling and utilizing previously stored information (Arroyos-Jurado,
Paulsen, Ehly, & Max, 2006), or learning new information due to memory, visual or auditory
processing problems (Sinski, 2012) all of which can impact their ability to synthesize previously
acquired knowledge.
Despite these challenges, many student veterans with TBI do not seek out the academic
support they are entitled to receive. The ADA requires self-disclosure, and many veterans are
reluctant to disclose disability acquired during military service for fear of experiencing stigma
(Denhart, 2008; Myers et al., 2013). Ness et al. (2014) found that veteran students with TBI-
related neurobiological symptoms tended to minimize the role that these symptoms played in
their academic experience and chose to manage symptoms using self-discipline skills learned in
the military. As a result, TBI among veterans in higher education is largely invisible. (Myers et
al., 2013).
Faculty Student Interactions and the Classroom Experience
Equity and inclusion of minoritized students is created and perpetuated during individual
interactions (Bensimon, 2005). Therefore, examining the quality of interactions between faculty
and student veterans with TBI is an important factor to consider. General research indicated that
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21
both student veterans and students with disabilities experience negative interactions with faculty
that adversely impact the equity and inclusion that they experience in the classroom.
The Veteran Experience
Veterans report experiencing stereotypes and microaggressions in their interactions with
faculty. Kato, Jinkerson, Holland, and Soper (2016) interviewed 15 veteran students, using
constant comparative method to analyze results. In their study, veterans reported facing negative
stereotypes including that all have mental health problems such as PTSD and that all veterans are
aggressive. One participant reported that he faced stereotypes that “we are all aggressive and that
as soon as we get back we want to choke people out” (Kato et al., 2016, p. 2138). Another
reported that others think, “all (soldiers) do is kill… that we’re war mongers” (Kato et al., 2016,
p. 2138). When faced with stereotypes about having PTSD, one veteran stated, “I react
differently from most people but I’m not crazy” (Kato et al., 2016, p. 2138).
The Classroom Experience of Students with Disabilities
Students with disabilities share similar experiences as veterans when interacting with
faculty. In a qualitative study of 16 students at a small east coast suburban college, Hong (2015)
found that students with disabilities felt judged, humiliated, and embarrassed by faculty when
they asked for accommodations. Students reported fearing that they would experience lower
expectations for academic performance from faculty if they requested accommodation and that
they would be treated differently from their peers. One student regretted telling her instructor
that she needed accommodation in the form of an excused absence. The student stated:
…she stared me straight in the eyes and coldly said that I would not succeed in her class
if I needed to use the accommodation….she started to not call on me as much and seemed
shocked if I answered a question correctly. (p. 214)
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22
Denhart (2008) found that a fear of stigma from faculty was a significant barrier to students’
access to accommodations. One student reported being willing to take a lower grade that to face
asking faculty for accommodation. In her words, “I’m too scared to ask” (p 493).
The Classroom Experience of Students of Color and Other Marginalized Groups
Student veterans with TBI who are also minoritized based on other characteristics face
additional challenges in the classroom due to stereotypes held by faculty and faculty-perpetuated
microaggressions. In a study of 63 faculty members from a large Midwestern University,
researchers explored the racial attitudes of faculty members. Researchers found that faculty held
higher perceptions of Asian and white student that they did of African America, Latino, or
Native American Students (Gleditsch & Berg, 2017). In a similar study, researchers used
interviews and focus groups to study the experiences of 29 graduate students of color, focusing
specifically on their experiences in the classroom and with their relationships with faculty and
peers. Findings indicated that students of color felt tokenized and dismissed by faculty members,
that faculty members often failed to discuss race and racism with any depth, and failed to
identify and address microaggressions that took place in the classroom, forcing the students of
color to become the educators of their classmate on racial issues. Study participants
recommended that faculty become skilled in managing difficult conversations about race, be
authentic in sharing their own experiences, and validate the differing and complex experiences of
social identity of students of color (Linder, Harris, Evette, & Hubain, 2015).
The Importance of Faculty Attitudes and Behaviors on Student Success
While little research exists on the role that faculty attitudes and behaviors play in the
academic success of student veterans with TBI, research does support the importance of positive
faculty attitudes and behaviors on the academic engagement of students of color, and student
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23
with learning disabilities (Orr & Hammig, 2009; Testa & Egan, 2013). In a qualitative study,
nine third and fourth year culturally and linguistically diverse (CALD) undergraduate Bachelor
of Social Work students participated in semi-structured interviews exploring factors that
influence their engagement in the classroom. Researchers concluded that the traditional western
teaching methodologies, used by most faculty were not responsive to the learning needs of
CALD students, forcing the students to adjust to “adopt the discourse of the dominant culture”
(Testa & Egan, 2013, p. 240). A literature review focusing on student strategies for teaching
students with learning disabilities in higher education concluded that the understanding,
empathy, and approachability of faculty were critical to creating an inclusive learning
environment for student with disabilities, and these factors were more important than the
provision of formal accommodations (Orr & Hammig, 2009).
The general research related to faculty equity and inclusion of student veterans with TBI
indicates that veterans with TBI represent a distinct under-represented student population who
experience unique challenges in higher education classrooms. Both veterans and student with
disabilities experience microaggressions and stereotypes from faculty that negatively impact
their classroom experiences. While a causative link has not been established between equity and
inclusion of student veterans with TBI and academic success, research does support that the level
of equity and inclusion that other under-represented student populations experience is related to
their engagement in the classroom, and willingness to access to accommodations.
Clark and Estes’ (2008) Knowledge, Motivation, and
Organizational Influences Framework
Clark and Estes (2008) provide a framework for understanding the gap between
stakeholder and organizational performance goals and performance outcomes. Once a gap in
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24
performance has been determined, the Clark and Estes framework examines the knowledge,
motivation, and organizational factors that influence the performance gap.
There are four types of knowledge that are needed for stakeholder performance. Factual
knowledge refers to knowledge of discrete pieces of information that form the basic principles of
a discipline (Krathwohl, 2002; Rueda, 2011). Conceptual knowledge is an understanding of the
patterns and relationships between discreet facts, and how facts exist and interact within the
larger context (Krathwohl, 2002). Procedural knowledge refers to knowledge about the steps,
procedures, or techniques needed to complete a task (Krathwohl, 2002; Rueda, 2011).
Metacognition is general knowledge of cognition and a critical awareness of the processes used
to monitor and asses one own learning (Krathwohl, 2002) and is essential for the transfer of
knowledge from one context to another (Rueda, 2011). Stakeholder motivation is influenced by
three processes; active choice which is the intention to start working on a goal, persistence which
is the ability to continue working on the goal once started, and mental effort, which is the amount
of psychological and cognitive energy one devotes to the goal (Clark & Estes, 2008; Rueda,
2011). Organizational factors that may impact performance include gaps in work processes, a
lack of material resources, or barriers caused by organizational cultural influences (Clark &
Estes, 2008).
The Clark and Estes (2008) framework will be used to examine the knowledge,
motivation, and organizational factors that impact faculty provision of equitable and inclusive
classroom practices for student veterans with TBI in 100% of classroom instruction by Fall 2020.
The assumed knowledge influences on the stakeholder performance goal will be examined first,
followed by the assumed motivational influences, and finally assumed organizational influences.
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25
Each of these assumed knowledge, motivational, and organizational influences or stakeholder
performance will be examined through the methodology in Chapter 3.
Stakeholder Knowledge, Motivation, and Organizational Influences
Knowledge
This review of the scholarly literature focuses on the dimensions of knowledge and
motivation of faculty at ABCSSW that need to be assessed to meet the stakeholder goal. The
stakeholder goal is that by August 31, 2018, 13 faculty members will participate in interviews to
assess the level of equity and inclusion of their instructional practices when working with student
veterans with TBI. This assessment is needed in order to determine if faculty demonstrate
classroom instruction that promotes equity and inclusion for veteran students with TBI in 100%
of class sessions. A modified gap analysis will be used to determine the stakeholders’ knowledge
and motivation influences on the goal and establish evaluation priorities for the organization.
The following is a literature review of the knowledge-related influences pertinent to
understanding the ability of faculty members to demonstrate equitable and inclusive classroom
instruction for student veterans with TBI. In order to determine if an organizational performance
problem exists, it is necessary to understand the knowledge influences of the stakeholder group
of focus (Clark & Estes, 2008). It is important to categorize the different types of knowledge.
Each type of knowledge will be assessed using a different methodology, and, should gaps be
determined to exist, will require different instructional practices to develop (Rueda, 2011).
There are four types of knowledge: factual, conceptual, procedural, and metacognitive.
Factual knowledge refers to knowledge of discrete pieces of information that form the basic
principles of a discipline (Krathwohl, 2002; Rueda, 2011). Conceptual knowledge is an
understanding of the patterns and relationships between discreet facts, and how facts exist and
EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI

26
interact within the larger context (Krathwohl, 2002). Understanding the relationship between
discreet facts allows for the organization of factual information into categories that can then be
used to make complex sets of decisions on repeated occasions in order to fulfill task demands in
different contexts (Bandura, 1993). Procedural knowledge refers to knowledge about the steps,
procedures, or techniques needed to complete a task (Krathwohl, 2002; Rueda, 2011).
Metacognition is general knowledge of cognition and a critical awareness of the processes used
to monitor and asses one own learning (Krathwohl, 2002) and is essential for the transfer of
knowledge from one context to another (Rueda, 2011).
The knowledge influences of importance for faculty working with veteran students with
TBI are conceptual knowledge and metacognition. Both conceptual knowledge and
metacognition are important for faculty working with veteran student with TBI because each
interaction with a student veteran will be unique based on the context as well as interpersonal
and intrapersonal factors influencing the interaction between student and faculty. Complex
decision making, drawing on discreet facts and contextual knowledge, is necessary for such
interactions to be free from biased interpretation.
Conceptual knowledge. Faculty need to know the challenges that student veterans with
TBI may experience in the classroom. A lack of knowledge of the complex relationship between
the factors that influence the behaviors of veteran students with TBI results in a lack of support
and accommodation, misperceptions, and over-generalizations for these students (Childers &
Hux, 2016; DiRamio et al., 2008; Vaccaro, 2015). In a qualitative study of five college students
with TBI researchers found that the students experienced academic, cognitive, and social-
emotional difficulties, but faculty had limited insights into the challenges and successes that
students with TBI experienced in the classroom (Childers & Hux, 2016). Study participants
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27
identified faculty support as a key positive factor influencing their college experience, but the
invisible nature of their injury created challenges in getting support. As one student stated “If I
had some head gear on…. [professors] would probably be like, ‘oh yeah! You’re right. You do
have a head injury. But because I look and talk just fine…they’re always shocked that something
could be wrong inside” (Childers & Hux, 2016, p. 399).
DiRamio et al. (2008) found that student veterans had similar experiences in their
relationships with faculty. Veterans in the study indicated that faculty who have experience in
the military themselves were seen as supportive but that they felt misunderstood by faculty
members without a military background. Of the 25 veterans interviewed, 16 reported that they
wanted faculty to acknowledge their service as veterans and try to understand them. Veterans
also experience stereotyping from faculty members. In a qualitative study of eight veterans,
using semi structured individual interviews, Vaccaro (2015) found that respondents
overwhelmingly reported assumptions among college faculty that all veterans were the same,
which led to gross overgeneralization and homogenization. Veterans reported facing stereotypes
that all veterans would get along, and that they were all “wounded warriors.” One study
participant summed it up by when stating “Our experiences in general are so incredibly
different…We have a common thread to talk about, but I think people sometimes think that all
veterans instantaneously click with one another…but that’s not always the case” (Vaccaro, 2015,
p. 352). Faculty need to be able to recognize the differences that each student veteran brings into
the classroom, categorize this information based on their knowledge of the individual student,
and use this knowledge to inform their interactions with the student.
Metacognition. Metacognition increases insight into the thought processes, ways of
interacting, and biases that may be influencing the interactions of faculty with student veterans
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28
with TBI. Research has found that faculty members who reflect on their own inclusive practices
are more likely to provide inclusive pedagogy (Bernacchio, Ross, Washburn, Whitney, & Wood,
2007; Considine, Mihalick, Mogi-Hein, Penick-Parks, & Van Auken, 2014; Glowacki-Dudka,
Murray, & Concepción, 2012). To develop metacognition, faculty at ABCSSW need to know
how to reflect on their own inclusive practices.
Researchers, in a case study of five university faculty members who used a structured
reflective process over an 18-month period to examine teaching practices for access, equity, and
inclusion found that the process resulted in concrete changes in teaching, syllabi, and course
content (Bernacchio et al., 2007). Furthermore, the researchers found that opportunity for
reflective process with other faculty resulted in increased equity and inclusion practices. One
participant concluded that through this process she came to a greater understanding of “who
(she) wanted to be as a teacher…a facilitator, a course designer and not a lecturer!” (Bernacchio
et al., 2007, p. 65). In a qualitative study of seven faculty participants, researchers used
interviews and focus groups to study the impact of a two-day workshop training faculty to create
culturally inclusive classrooms (Considine et al., 2014). The researchers found that including
time for reflection was a key element to the success of the training, and that reflection led to
faculty becoming more aware of their need for inclusive pedagogy. Reflection also raised their
awareness of the limitations of their ability to present multiple perspectives on an issue. One
faculty member noted this insight when stating “… I always feel like I’m letting somebody
down. Am I representing this position well enough?” (Considine et al., 2014, p. 23). In a similar
study, researchers used surveys and interviews to collect data on 13 university faculty who had
participated in a workshop on revising pedagogy to be more inclusive (Glowacki-Dudka et al.,
2012). They found that in order for concrete changes in classroom practices to take place,
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29
instructors needed time to come together periodically for critical self-reflection on their own
practices and assumptions. The impact of self-reflection on classroom practices is illustrated by
one faulty member who recognized that “One of my struggles is to remain…radically open in the
classroom, so that even when students are grappling with material that I don’t shut down
discourse” (Glowacki-Dudka et al., 2012, p. 8). It is necessary for faculty at ABCSSW to engage
in self-reflective practices in order to develop metacognition about their own biases regarding
student veterans with TBI. By developing metacognition, faculty will be able to transfer this
knowledge into changes in their pedagogical practices.
Table 2 shows the knowledge influences that impact faculty ability to demonstrate
classroom practices that promotes equity and inclusion for veteran students with TBI. The type
of assessment used to determine each influence is also included.
Table 2

Knowledge Influences
Organizational Mission
The mission of the ABCSSW is to advance social justice through education, community service,
research, advocacy, and leadership
Organizational Global Goal
By December 2021, all faculty at ABCSSW will demonstrate classroom practices that promotes equity
and inclusion for veteran students with TBI in 100% of class sessions.
Stakeholder Goal
By December 31, 2019, 12 faculty members will participate in interviews to assess the level of equity
and inclusion of their instructional practices when working with student veterans with TBI.
Knowledge
Influence
Knowledge Type (i.e.,
declarative [factual or
conceptual],
procedural, or
metacognitive)
Knowledge Influence Assessment
Faculty need to know the potential
challenges that student veterans with
TBI experience in the classroom
Conceptual Interviews
Faculty need to know how to reflect
on their own inclusive practices
metacognitive Interviews
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30
Motivation
The following is a literature review on the motivational influences impacting the ability
of faculty to demonstrate classroom practices that promotes equity and inclusion of student
veterans with TBI. Motivation is the process used to initiate and sustain goal directed activity
(Schunk, Pintrich, & Meese, 2009). Motivation is influenced by three processes; active choice
which is the intention to start working on a goal, persistence which is the ability to continue
working on the goal once started, and mental effort, which is the amount of psychological and
cognitive energy one devotes to the goal (Clark & Estes, 2008; Rueda, 2011). Intellectual
reasoning requires more than simply processing, organizing, and retrieving information. Self-
regulatory processes are also necessary for goal achievement and the transfer of knowledge from
one context to another under taxing circumstances (Bandura, 1993).
Research indicates that faculty motivation to provide equitable and inclusive classroom
practices for veteran students with TBI is influenced by two motivational factors: self-efficacy
and attainment value. Self-efficacy is defined as one’s belief in their ability to perform
successfully on a given task (Bandura, 1982). Self-efficacy is developed through a process of
cognitively rehearsed anticipatory scenarios influenced by past experiences of success or failure,
the type of feedback one receives, emotional reactions, and observed modeling (Bandura, 1993).
Faculty with high levels of self-efficacy related to addressing learning differences and atypical
student behaviors may choose to build relationships with students with pre-existing conditions or
cultural differences while an instructor with low self-efficacy in their ability to address
differences in learning and behavior may choose to focus more energy on building relationships
with students whose learning process and behavior fits with the instructors own teaching model
(Tschannen-Moran, Hoy, & Hoy, 1998).
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31
Attainment value is one’s belief that the goal being pursued is congruent with one’s own
personal and professional values and beliefs (Wigfield & Eccles, 2000). Active choice,
persistence, and mental effort increase when the task being performed aligns with ones’ self-
schema. Self-schema is influenced by an individual’s perceptions of others’ attitudes and
expectations for them, affective memories, and their own perceptions of past achievements
(Eccles & Wigfield, 2002). Performing a task provides the opportunity to demonstrate deeply
held beliefs about oneself, ones’ values, and ones’ identity (Eccles & Wigfield, 2002). Therefore,
the choice, persistence, and mental effort that a faculty member commits to providing equitable
and inclusive classroom instruction to veteran students with TBI will be influenced by the values
and beliefs that they hold toward these students.
Self-efficacy. Faculty at ABCSSW need to believe they are capable of demonstrating
equitable and inclusive classroom instruction for student veterans with TBI. Research indicates
that faculty motivation to provide equitable and inclusive classroom practices for student
veterans and students with disabilities is influenced by their level of self-efficacy (Barnard-Brak,
Bagby, Jones, & Sulak, 2011; Murray, Lombardi, Seely, & Gerdes, 2014). The emotional
reactions that faculty experience when interacting with veterans positively or negatively
influences their self-efficacy (Barnard-Brak et al., 2011). In a survey of 596 faculty members
using structural equation modeling techniques, researchers found that the more negatively faculty
viewed serving in the military and the United States involvement in OIF/OEF, the less likely
they were to report feelings of self-efficacy to work with student veterans (Barnard-Brak et al.,
2011).
Faculty self -efficacy is also influenced by the beliefs that they have about their ability to
provide instruction and accommodation to students with disabilities. Researchers used pre- and
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32
posttests to study the short-term effects of disability training on faculty self-efficacy in four
areas: universal design, knowledge of disability, knowledge of services, and sharing information
(Murray et al., 2014). Results indicated that faculty member’s self-efficacy for understanding
and working with students with disabilities was low before the training but increased
significantly on all four factors as a result of the training (Murray et al., 2014).
While no research was found that assessed the level to which increasing faculty’s
subjective feelings of self-efficacy resulted in more equitable and inclusive classroom practices,
research on the relationship between self-efficacy and motivation indicates that such a result is
likely. For example, Gibson and Dembo (as cited in Bandura, 1993) found that K-12 instructors
with high levels of self-efficacy invested more time in helping students with learning difficulties
to be successful. Teacher self-efficacy impacts the types of classroom environments they create
and the level of effort that they place on varying their instructional practices to accommodate
student differences (Bandura, 1993).
Attainment value. Faculty at ABCSSW also need to believe that providing equitable and
inclusive classroom practices for student veterans with TBI is in alignment with their
professional and personal identity and values. Research indicates that faculty values and beliefs
about disability and military culture will influence their motivation to provide accommodation
and to interact positively with students who are disabled or military affiliated (Barnard-Brak et
al., 2011; Zhang et al., 2010). The active choice, persistence, and mental effort that faculty invest
in supporting students with disabilities is directly impacted by their beliefs about disability
(Zhang et al., 2010). In a survey of 206 faculty using structural equation modeling, researchers
studied four factors that influence faculty classroom practices regarding provision of reasonable
accommodations: faculty knowledge of legal requirements, perceived institutional support,
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33
personal attitudes toward students with disabilities, and comfort level in interacting with students
with disabilities (Zhang et al., 2010). The researchers found that of the four factors studied, the
beliefs that faculty held about disability had the most impact on provision of accommodation
given when working with students with disabilities (Zhang et al., 2010). If faculty hold negative
beliefs about students with disabilities, they are less likely to value providing them with
accommodations. Bourke, Strehorn, and Silver (2000), found similar results in a study of faculty
attitudes and beliefs toward providing accommodation to students with learning disabilities.
Faculty were asked to rate their level of belief that accommodations helped students with
learning disabilities achieve equity in their classrooms. The stronger the belief that
accommodations were effective, the stronger the belief that such accommodations were
necessary for success (Bourke et al., 2000). Faculty who believe that providing accommodations
are an essential part of their role as an effective instructor will be more motivated to provide the
accommodations.
Personal and professional values also influence the active choice, persistence, and mental
effort that faculty invest in developing equitable and inclusive classroom practices for veteran
students. In a study of faculty perceptions of veterans, researchers found that the more negative
feelings faculty had about OIF/OEF, the less likely they were able to report being able put aside
those feelings when working with veteran students (Barnard-Brak et al., 2011). Faculty who
personally disapprove of the United States involvement in the wars in Iraq and Afghanistan will
be less motivated to develop skills in equitable and inclusive classroom practices for veterans.
Some faculty at ABCSSW may believe that the politically-motivated violence and resulting
injury and death that they associate with war is against the professional values of respecting the
dignity and worth of all people, one of the key values of the social work profession (NASW
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34
Code of Ethics, 2017). These faculty members, who perceive veteran students as having been
involved in violent acts against others, may hold biases against veteran students and believe that
developing equitable and inclusive classroom practices for veterans with TBI is in opposition to
their professional values. Faculty who are able to align their personal and professional values
with their beliefs about veterans will be more likely to be motivated to provide equitable and
inclusive classroom practices.
Table 3 shows the motivation influences that impact faculty ability to demonstrate
classroom practices that promotes equity and inclusion for veteran students with TBI. The type
of assessment to be used to determine each influence is included.
Table 3

Motivational Influences
Organizational Mission
The mission of the ABCSSW is to advance social justice through education, community service,
research, advocacy, and leadership

Organizational Global Goal
By December 2021 all faculty at ABCSSW will demonstrate classroom practices that promotes
equity and inclusion for veteran students with TBI in 100% of class sessions.
Stakeholder Goal
By December 31, 2019, 12 faculty members will participate in interviews to assess the level of
equity and inclusion of their instructional practices when working with student veterans with TBI.
Assumed Motivation Influences Motivational Influence Assessment

Self-efficacy: Faculty need to believe they are
capable of providing equitable and inclusive
classroom practices for student veterans with TBI.
Interviews
Attainment value: Faculty need to believe that
providing equitable and inclusive classroom
practices for student veterans with TBI is in
alignment with their professional and personal
identity and values.
Interviews

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35
Organization
General theory. The organizational factors that influence faculty knowledge and
motivation to provide equitable and inclusive classroom practices can be examined through an
assessment of the organizations culture and the learning environments that are possible within
the organization. Gallimore and Goldenberg (2001) identified two aspects of culture that impact
what takes place in a given organizational environment. Cultural models are shared mental
schemes or understandings of how the world functions that are encoded in shared values and
beliefs held by members of the organization. Cultural models are usually unspoken, and often
unconscious ways that a particular group interprets events and their environment that have
historically evolved through shared experiences. Cultural settings are the everyday, common
events that take place within an organization. They are the places set aside within organizations,
and interactions between individuals within the organization that take place to meet the
organizations goals. Examples of cultural settings in higher education include classrooms,
faculty meetings, and places and times set aside for collaborative learning between faculty
(Gallimore & Goldenberg, 2001).
Stakeholder specific factors. Equity and inclusion of minoritized students is created and
perpetuated during individual interactions (Bensimon, 2005), and the culture that faculty
establish within the classroom (Gallimore & Goldenberg, 2001). For this reason, the
organizational factors examined here were limited to the cultural models and settings established
within the classroom, rather than the organization as a whole.
The cultural settings that faculty establish within their classrooms that pertain to equity
and inclusion include the variety of methods use to teach subject matter content, the means of
assessing student acquisition of knowledge included in the course design, and the inclusion of
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36
military and disability specific information in class discussions. In a literature review of 38 peer-
reviewed articles, Orr and Hammig (2009) found that using multiple means of representing
content, and flexible methods of assessing student knowledge are important aspects of inclusive
and equitable course design for college students with learning disabilities. They concluded that
the inclusion of these instructional methods would contribute to an increase sense of belonging
within the classroom community.
Canfield and Weiss (2015) discussed the importance of inclusion of military-specific
content within the curriculum of undergraduate and graduate social work programs. They argue
that the military is a unique culture, and as such, social work generalist curriculum should infuse
military-specific content in the Human Behavior and the Social Environment, Social Policy,
Practice, and Research courses. Similarly, Connor and Baglieri (2009) reflected on the absence
of disability in the educational discourse on diversity. This absence reinforces the commonly
held view of disability within a medical model that labels and stigmatizes, rather than as a highly
individualized and contextualized experience unique to each individual (Connor & Baglieri,
2009).
Cultural models define what is normative within a particular environment and establish
shared ways of understanding or perceiving and responding (Gallimore & Goldenberg, 2001).
If faculty do not establish cultural settings that include military culture and disability within the
discourse of diversity, cultural models will be established or upheld that do not promote equity
and inclusion of these populations within their classrooms.
Table 4 below shows the organizational influences that impact faculty ability to
demonstrate classroom practices that promotes equity and inclusion for student veterans with
TBI and the type of assessment used to determine each influence.

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Table 4

Organizational Influences
Organizational Mission
The mission of the ABCSSW is to advance social justice through education, community
service, research, advocacy, and leadership
Organizational Global Goal
By December 2021, all faculty at ABCSSW will demonstrate classroom practices that
promotes equity and inclusion for veteran students with TBI in 100% of class sessions.
Stakeholder Goal
By December 31, 2019, 12 faculty members will participate in interviews to assess the level
of equity and inclusion of their instructional practices when working with student veterans
with TBI
Organizational Influence Organizational
Influence Type
Organizational Influence
Assessment
The classroom culture needs to
support equity and inclusion of
veterans with TBI
Cultural Models

Interviews
Military culture and disability need to
be included within the curriculum
and discourse on diversity within the
classroom
Cultural Settings Interviews

Conceptual Framework: Stakeholders’ Knowledge and Motivation
and the Organizational Context
The purpose of a conceptual framework is to identify the concepts and theories that are
applied to the understanding of phenomena and to identify how these concepts and theories guide
the inquiry into the problem of practice (Merriam & Tisdell, 2016). While the assumed
knowledge and motivational influences and the organizational context within which they reside
were discussed in isolation above, it is understood that all three factors interact with one another
to influence faculty ability to provide equitable and inclusive classroom instruction for student
veterans with TBI.
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As stated previously, equity and inclusion within classroom settings is created and
perpetuated through individual interactions between students and faculty. (Bensimon, 2005;
Gallimore & Goldenberg, 2001). However, the cultural model of the classroom created through
the cultural settings established by faculty can influence the quality of these interactions.
Conceptual and metacognitive knowledge are necessary for faculty to be able to make
complex decisions about how they interact with student veterans with TBI and to reflect upon
how their attitudes and beliefs influence their interactions (Bandura, 1993; Krathwohl, 2002). In
order to increase conceptual knowledge, faculty must have access to information about the
challenges that student veterans with TBI face in the classroom (Bensimon, Hao, & Bustillos,
2007). To increase metacognition faculty must be given structured time for reflective practices
(Bandura, 1993; Bensimon, 2005).
The active choice, persistence, and mental effort that faculty invest in providing equitable
and inclusive classroom practices for student veterans with TBI is influenced by their level of
self-efficacy and by the perceived attainment value of engaging in an action. When faculty
conceptual knowledge about the classroom experiences of student veterans with TBI is
increased, faculty self-efficacy is also increased as faculty begin to believe that they are
knowledgeable and capable of successfully navigating the complexities of student faculty
interactions. With increased reflection and awareness of how their own actions influence these
interactions faculty are further able to modify their behavior which results in more positive
interactions and thus a continued increased in self-efficacy.
Attainment value is the belief that acting in a certain way is congruent with personal and
professional values. As faculty develop conceptual knowledge about student veterans with TBI,
and as they become increasingly conscious of their assumed beliefs and values concerning
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39
student veterans (Barnard-Brak et al., 2011) and disability (Zhang et al., 2010) through personal
reflection, they begin to understand how their belief, actions, and expectations of students
influences their interactions with them. This increase in awareness results in an increase in
attainment value, as faculty professional and personal values come into alignment with providing
equitable and inclusive classroom practices for student veterans with TBI (Eccles & Wigfield,
2002).
Through an increase in conceptual knowledge and metacognition as well as self-efficacy
and attainment value, faculty will be more likely to create cultural settings within their
classrooms that include military culture and disability in their curriculum and within their
discussion on diversity. By doing so, faculty will be able to establish a cultural model within the
classroom that support equity and inclusion of student veterans with TBI.
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40

Figure 1. Conceptual model.

Figure 1 above illustrates the influences of faculty knowledge, motivation, and the
classroom context on the accomplishment of the organization’s goal, which is that all faculty at
ABCSSW will demonstrate classroom instruction that promotes equity and inclusion of student
veterans with TBI in 100% of class sessions. The stakeholder goals were met though the course
of this study. Therefore, the organizational goal is being used in this conceptual model.
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41
The stakeholder exists within the organization, illustrated by the existence of co-centric
circles, with the lager circle representing the organizational context. The smaller circle represents
faculty knowledge, and motivational factors, and classroom context. While faculty exist within
the organization, equity and inclusion are established and perpetuated by faculty student
interactions. These interactions are influenced by the cultural models and setting established by
the faculty within the classroom. The visual representation of the model as a whole illustrates the
theory that faculty who possess conceptual knowledge, metacognition, self-efficacy, and
attainment value related to equity and inclusion of student veterans with TBI are more likely to
create cultural settings that support equity and inclusion within their classrooms.
Conclusion
The purpose of this study was to better understand the factors that impact faculty ability
to provide equitable and inclusive classroom practices for student veterans with TBI at a
graduate school of social work. The literature in this chapter presented that in order for faulty to
provide equitable and inclusive classroom practices for veteran students with TBI faculty need to
know the challenges that these students experience in the classroom (Childers & Hux, 2016;
DiRamio et al., 2008; Vaccaro, 2015), and need to be able to reflect on their own inclusive
practices (Bernacchio et al., 2007; Considine et al., 2014; Glowacki-Dudka et al., 2012). It also
presented that faculty need to believe that they are capable of providing equitable and inclusive
classroom practices (Barnard-Brak et al., 2011; Murray et al., 2014) and must believe that doing
so aligns with their professional and personal identity (Barnard-Brak et al., 2011; Zhang et al.,
2010). These knowledge and motivational influences are impacted by the organization’s cultural
settings and models. The conceptual framework of this study is that when faculty possess
conceptual and metacognitive knowledge related to providing equity and inclusion to student
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42
veterans with TBI the self-efficacy and attainment value of faculty will increase resulting in an
increase in faculty ability to provide equitable and inclusive classroom practices for student
veterans with TBI (Gallimore & Goldenberg, 2001). Chapter Three will present the study’s
methodological approach.

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CHAPTER THREE: METHODS
Participating Stakeholders
The stakeholder of focus is all faculty at ABCSSW. Equity and inclusion are in large part
a result of the quality of interaction between faculty and student (Bensimon, 2005). Therefore,
understanding faculty ability to provide equitable and inclusive classroom instruction for student
veterans with TBI required an in depth understanding of the internal experiences, feelings, and
beliefs that faculty hold. For this reason, a qualitative study was conducted using purposeful
sampling (Merriam & Tisdell, 2016).
The conceptual framework of this study posits that equity and inclusion of student
veterans with TBI is developed and perpetuated through individual interactions between faculty
and student. It also posits that knowledge and motivation of faculty, and the cultural models and
settings established by faculty in their classrooms can impact the quality of these interactions. In
order to understand the quality of these interactions and to understand how the internal
experiences, feelings, and beliefs of faculty influence faculty behavior during these interactions,
it is necessary to choose information-rich cases. Faculty selected for the study need to have had
experiences interacting with a student veteran with TBI in their classroom.
Due to confidentiality requirements designed to protect students with disabilities (U.S.
Department of Education, 2015), many faculty may not be aware of those student veterans in
their classrooms who have experienced TBI. Under these guidelines, faculty are unable to
inquire about the disability and will only know of a student’s disability if the student chooses to
self-disclose this information. For this reason, faculty were chosen from both those who have had
a student veteran self-report a diagnosis or TBI and those have had student veterans who display
symptoms of TBI but who have not self-identified as having TBI.
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44
Interview Sampling Criteria and Rationale
Criterion 1
Study participants were selected first from among those faculty who have had a student
veteran self-report having experienced a TBI. In order to examine the feelings, internal
experiences, and belief that faculty hold regarding student veterans with TBI and to gain an in-
depth knowledge of their lived experiences, it was necessary to select study participants who
have interacted with these students.
Criterion 2
Faculty were also be selected who have observed symptoms associated with TBI or have
had student veterans self-report isolated symptoms associated with TBI, without self-identifying
with a TBI diagnosis. Many veterans are reluctant to disclose disability acquired during military
service for fear of experiencing stigma (Denhart, 2008; Myers et al., 2013), and veteran students
may minimize the role that TBI plays in their academic experiences, choosing to rely on self-
management skills learned in the military to manage symptoms (Ness et al., 2014). As a result,
TBI among student veterans may remain unreported and largely invisible to faculty (Myers et al.,
2013). Despite this invisibility, the symptoms of TBI may still have a significant impact on the
quality of interactions between students and faculty. For this reason, it was important to
understand how faculty experience, interpret, and react during their interactions with students
who are displaying symptoms of TBI in the classroom.
Interview Sampling (Recruitment) Strategy and Rationale
In order to understand the knowledge, motivational, and classroom organizational
influences on faculty ability to provide equitable and inclusive classroom practices for student
veterans with TBI, it was necessary to gather data from faculty who have had interactions with
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45
student veterans with TBI (Merriam & Tisdell, 2016). The researcher was able to gain access to
the organization because she is a faculty member at ABCSSW. The all-faculty list service was
utilized to send out an email request to all faculty with an explanation of the purpose of the study
with invitation to participate in a four-question screening tool (Appendix A) designed to identify
faculty who A) have had a student self-report TBI to them, or B) have had student in their
classroom display symptoms or self-report symptoms of post concessional syndrome as
identified in the ICD-10 (WHO, 2016). Once the screening tools were collected, those faculty
who met either criteria A or B and who have indicated their willingness to participate in the
study by including their email address on the screening survey were contacted for an interview.
Data Collection and Instrumentation
Semi-structured interviews were used as the primary means of data collection,
particularly for the knowledge and motivation influences, with document review used as a data
collection tool for evaluation of the cultural setting and cultural models established by faculty
within their classrooms and as a form of triangulation for the knowledge and motivation
influences. An exploratory approach was used to understand the experiences of faculty and how
these experiences influence interactions with student veterans with TBI. The conversational
nature of the researcher-participant interactions during the semi-structured interviews facilitated
rich narrative descriptions of these experiences.
Existing documents from the organization were used to explore the cultural settings and
cultural model of the organization as it pertains to student veterans with TBI. While limitations
exist in the use of documents that have not been generated for research purposes, they can be
viewed as a product of the organization that illustrates the context and culture that influences
how faculty work (Merriam & Tisdell, 2016). For this reason, they were a useful source of data
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for evaluating the cultural models and settings established by faculty related to equity and
inclusion of student veterans with TBI. Syllabi were reviewed for policies and procedures that
pertain to equity and inclusion, military and veterans, and persons with disabilities, as well as for
inclusion of veterans and disability within course readings. Course assignments, as listed in
syllabi, were reviewed for the variability of methods that students were given to represent their
mastery of course content.
Interview Protocol
Semi-structured interviews with faculty were used to collect data on the knowledge,
motivation, and organizational influences. Unstructured interviews are useful when little is
known about a particular phenomenon and the study is exploratory in nature, as is the case for
this study. However, because this study explored the specific knowledge, motivation, and
organizational influences that inform the equity and inclusion provided by faculty to student
veterans with TBI, some structure to the interview process was needed (Merriam & Tisdell,
2016). The semi-structured nature of the interview questions allowed the researcher to obtain the
benefits of both structured and unstructured interview processes.
The interview questions were designed to explore the experiences of faculty when
interacting with student veterans with TBI and how experience guides faculty actions and
interactions. Interviews assessed how the knowledge and motivation of the faculty member to
provide equitable and inclusive classroom practices was influenced by their cognitive
framework. Faculty perceptions of the cultural setting and the cultural model of the organization
were also explored through the interview process (Appendix B).
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Interview Procedures
Each faulty member was involved in one 45 to 60-minute formal interview conducted
either online using the school’s learning management system (LMS), on the phone, or through in
person interviews conducted on campus. The use of all three formats was chosen in order to
maximize the number of possible study participants given the large number of faculty who live
and work remotely from the University. Faculty are familiar with the LMS system and
comfortable engaging on this platform, so the quality of responses was not compromised due to
unfamiliarity on comfortability with the interview setting (Merriam & Tisdell, 2016). The LMS
also allows for audio and video recording of the interviews. Interviews were recorded using a
personal recording devise. Notes were kept during the interview process for interviews
conducted both on the LMS, on the phone, and on campus. In order to accurately record the data,
the audio recording of each session was transcribed verbatim using an online transcription
service.
Documents
Existing documents generated by the organization provided useful data on the cultural
settings and the cultural models established by faculty within the classroom. Course syllabi were
reviewed and analyzed for references to the military, veterans, and persons with disabilities in
course readings and course content, as well as language related to equity and inclusion. Course
assignments, as described in the syllabi, were also reviewed for the variability in the ways in
which students could demonstrate mastery of knowledge.
Data Analysis
Following each interview, an analytic memo was completed in order to capture the
researchers’ perception of nonverbal emotional reactions to the content being discussed. (Corbin
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48
& Strauss, 2008). Following verbatim transcription of each interview, constant comparison was
used to compare content found in one transcript against other transcripts in order to identify
similarities and differences. (Corbin & Strauss, 2008). The first phase of analysis was to use
open coding in each interview and syllabi, using first a priori codes, and then in vivo codes.
Codes were entered into a codebook which was then color coded to begin to group codes into
similar categories. Typicality was used to begin to identify analytic codes and themes. Once
initial themes had been developed, each transcript and syllabus was then reviewed again to see if
the themes identified in the codes were in fact evident in the data. Analytic memos of each
interview transcript were reviewed to further solidify the accuracy of the themes developed.
Assertions were then created based on the themes identified, and cross checked through the
second review of the transcripts. Assertions were then evaluated for relevance against the
research questions and conceptual framework.
Credibility and Trustworthiness
Credibility refers to the extent to which results are accurate and plausible while
transferability refers to the extent to which the findings can be generalized to another context.
Trustworthiness refers to the extent to which findings can be replicated (Merriam & Tisdell,
2016). Credibility and trustworthiness of the study were maintained through numbers, peer
review, and the use of rich thick descriptions (Maxwell, 2013; Merriam & Tisdell, 2016). The
frequency at which phenomenon occurred were counted using the codebook developed during
data analysis. This quasi-statistical analysis allowed the researcher to assess the amount of
evidence supporting each claim (Maxwell, 2013). Tentative interpretations of raw data were
reviewed by instructors within the doctoral program to assess if the initial findings are plausible
based on the data (Maxwell, 2013). Rich, thick descriptions of the context of the study allowed
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49
for an understanding of whether findings can be generalized to other contexts. This was achieved
though detailed and descriptive analytic memos, and verbatim transcription (Maxwell, 2013;
Merriam & Tisdell, 2016).
Ethics
This qualitative study relies on personal communication in the form of interviews to
answer in depth questions about the way that faculty interpret their experiences with student
veterans with TBI and the meaning that they attribute to these interactions. (Merriam & Tisdell,
2016). The use of interviews to collect this information presents ethical considerations for the
researcher regarding informed consent, voluntary participation, and the confidentiality of data
and participation as well as considerations regarding recording, storing, and securing on data. To
address informed consent, all participants were given written informed consent forms informing
them of the voluntary nature of their participation, the confidentiality of their information, and
their ability to withdraw consent at any time (Glesne, 2011). This information was reiterated
verbally upon commencement of the interview, and verbal consent was given a recorded in the
transcription.
Because participants are employees within the organization being studied, and the subject
matter is of a sensitive nature, care was taken to mitigate any risk of identification of the
participants through the use of pseudonyms and by changing demographic information that did
not impact the interpretation of the data collected but might have resulted in identification of the
participant. Interviews were conducted either in person, by phone, or on the organization’s online
teaching platform. In-person interviews were recorded using iPhone or iPad recording
applications, while interviews conducted on the organization’s online platform or by phone were
recorded using the built-in recording technology of the platform. In order to secure data,
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50
interviews conducted via electronic media would be stored on a password protected computer for
no more than 6 months. After 6 months, the data will be removed from the computer. In order to
maximize response rates, the researcher offered an incentive for participation in the initial
screening survey. Faculty who complete and submit the initial screening tool were entered into a
drawing to receive a $25 gift certificate to the University Bookstore. The screening tool asked if
the individual was willing to participate in an interview. This participation in an interview was
voluntary. Because the researcher is a peer of the study participants, the researcher clarified for
the participants the specific role of the researcher within the context of this study, how that
differs from the role of co-worker, and that data collected would be used to inform organizational
change initiatives. To further ensure the safety of participant, the research protocol was approved
by the University of Southern California Institutional Review Board (See Appendix G) before
data collection began.
The personal assumptions of the researcher lie within her own cultural model, which
assumes that there is a lack of equity and inclusion for all minoritized populations when a power
differential exists, such as in the relationship between faculty and student. As such, the
researcher ran the risk of taking on the role of intervener/reformer in her interactions with
participants and interpretation of data (Glesne, 2011). In order to avoid assumptions in
interpretation of data, the researcher utilized consultation with her dissertation committee and
had interview questions reviewed by her committee for potential unconscious bias.
Limitations and Delimitations
Limitations exist due to the researchers’ connection to the study site, as she is a faculty
member of the organization being studied. As a faculty member, she has had her own
experiences interacting with student veterans with TBI in her own classrooms. As such, the
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51
researcher’s own cognitive framework has been influenced by these interactions and a certain
amount of bias is inherent in the way in which the researcher conceptualizes what equity and
inclusion looks like within the classroom setting. This was mitigated through the use of peer
review.
Delimitations lie in the limited scope of study participants. Faculty were chosen from one
school of social work at one university. The study did not include the experiences of faculty from
other institutions of higher education, which many have different cultural settings and models. It
also did not include faculty from different disciplines, who may have very different conceptual
frameworks regarding equity and inclusion and may have different personal and profession
values impacting the attainment value they anticipate from providing equity and inclusion to
student veterans with TBI. Therefore, the transferability of the study is limited. The use of rich,
thick descriptions provided any receiving contexts to determine transferability to their own
settings (Lincoln & Guba, 1985).
Generalizability of the study is also limited. Because the study relied upon voluntary
participants, it is likely that those who chose to participate already had a high level of motivation
regarding providing equitable and inclusive practices to student veterans with TBI. It is also
likely that their motivation to participate in the study was informed to some extent by their
ability to be self-reflective regarding their past interactions with these students. Therefore, it is
likely that the results of this study pertain only to a subset of faculty within ABCSSW who
already have a high degree of motivation and interest in this topic.

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CHAPTER FOUR: FINDINGS
The purpose of Chapter 4 is to present the results of the data collected from faculty
interviews and document review of course syllabi in order to determine the assumed knowledge,
motivational and organizational influences impacting faculty ability to provide equitable and
inclusive classroom practices for student veterans with TBI. The assumed knowledge influences
are conceptual knowledge and metacognition, and the assumed motivational influences are self-
efficacy and attainment value. The culture of the classroom is influenced by cultural models and
settings established by the faculty member. Qualitative data and document review were used to
validate these assumed causes using Clark and Estes (2008) gap analysis.
As mentioned in Chapter 3, the research questions guiding this study are:
1. What level of knowledge and motivation does faculty have related to providing equity
and inclusion for veteran students with TBI in the classroom?
2. What is the interaction between faculty knowledge and motivation and the establishment
of a culture of equity and inclusion in the classroom?
3. What are the recommendations for faculty development in the areas of knowledge, and
motivation and organizational change?
This chapter primarily addresses questions one and two. First, the assumed knowledge and
motivational influences are validated or invalidated using interview data. While not included in
the first research question, organizational influences were also validated using data from the
document review in order to determine the interaction of faculty knowledge, motivation, and the
establishment of a culture of equity and inclusion within the classroom. Common themes related
to research questions one and two are described.
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53
Participating Stakeholders
Interviews were used as the primary means of data collection. A brief screening tool was
sent to all faculty in order to identify participants who met the criteria for the study. Twenty-
seven faculty members responded to the screening survey. Of those 27, 20 met criteria for
participation in the study because they taught had a student veteran with a TBI diagnosis,
because a student veteran told them that they had sustained a concussion, or because they had
observed symptoms consistent with TBI in a student veteran. Of these 20, 15 agreed to
participate in an interview, however one was eliminated due to a conflict of interest. One
additional participant who had not completed the survey approached the researcher in person
about participating in the study and was included after verbally screening for inclusion criteria.
Three individuals who initially indicated willingness to participate did not respond to further
communications. Ultimately, 12 faculty members participated in one on one interviews.
Interviews took place over the course of 2 months between March and April of 2018. Faculty
members from the clinical field, clinical teaching, lecturer, and adjunct faculty lines participated,
representing a sample of participants from across all ranks except for the tenure track line. Table
5 represents the sample of study participants by faculty line.
Table 5

Interview Participants by Faculty Line
Faculty Line n = 12
Clinical Teaching 2
Clinical Field 4
Lecturer 3
Adjunct 3

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Findings
Knowledge
The interview protocol utilized six questions to assess the faculty knowledge about
providing equitable and inclusive classroom practices for student veterans with TBI. Three
questions were asked to assess conceptual knowledge, and three to assess metacognition. In
order to assess conceptual knowledge, faculty were asked to identify some of the unique
experiences that student veterans with TBI have had and how those experiences would impact
the student experience in the classroom. They were also asked how they have developed their
knowledge of student veterans with TBI and were asked if they had ever had a student veteran in
their class that they thought might have a TBI, and what made them think that. To assess
metacognition, faculty were asked to tell the interviewer about an interaction with a student
veteran with TBI and were asked to reflect on whether they would change anything about the
interaction. They were asked if their approach to teaching student veterans with TBI had change
over time ad were asked to reflect on challenges and barrier they had experienced teaching
student veterans with TBI. All participants answered all knowledge questions even when given
the option of electing not to answer.
Faculty are knowledgeable of the interaction between reintegration, family
separation, military culture, and injury, and are aware that these issues may present in the
classroom. Eight participants were able to articulate an understanding of how multiple aspects of
a students’ experiences interreacted and contributed to their presentation and interactions with
others. This was illustrated by one participant, who, when discussing her understanding of the
dynamics impacting the classroom experience of a student veteran with TBI, stated:
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…His situation is also complicated by a lot of grief, and loss, and a very complicated
family life. And so, that's been a factor as well. And, I think that's a good point about all
of our students (being at) the intersections of stressors that they have, that it's hard to
isolate just a TBI experience, or the factors in the TBI when you're looking at, they're
working, and they have family loss, and childcare issues, and internships, and all those
things.
In this quote, the participant is demonstrating an awareness of the multiple stressors that this
veteran was experiencing, and how those stressors interact with his TBI diagnosis. She also
reflects upon the complexity of identifying TBI within the context of other experiences that the
student might bring into the classroom. This highlights the difficulty that faculty experience
when trying to understand and respond to the classroom experiences of the student veterans with
TBI.
Faculty lack conceptual knowledge about TBI and are unable to identify if a student
veteran has a TBI without being given the information. Perhaps because of the awareness that
there are interactions between reintegration, family separation, military culture and disability,
participants found it difficult to separate out a TBI from other stressors that a student veteran
may be experiencing without self-disclosure by the student, or the presence of an
accommodation letter. When asked how they identified student veterans with TBI, nearly all
participants indicated that they would only know if TBI was present if a student self-disclosed,
and many relied upon the student to let them know what supports they needed. Six faculty
expressed that the presence of an accommodation letter allowed them to see and understand the
students’ presentation and behaviors within the context of disability, when they otherwise might
have attributed the behavior to other factors. As an example, one participant, after describing the
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56
supports and interactions that she provided to a student veteran with TBI who did self-disclose
his disability, expressed a frustration that more information was not available to help her know
how to identify other students who have needs that might go unrecognized.
There's like no way of knowing if you have a student who has learning problems unless
students help you or unless you see it. Sometimes I think there’s time wasted there. Time
that would be better spent okay, I know I have this person that’s coming in with memory
issues. I’m so glad I know, now I can make sure I modify my stuff for him….It’s hard to
know what we don’t know or don’t have access to.
In this quote, the participant is demonstrating her awareness that TBI may be present for some of
her students but expressing a lack of knowledge on how to identify a student veteran with TBI
without external information. Another participant also demonstrated the difficulty she
experiences in separating TBI out from other issues when stating “…but you were never sure
whether some of the behavior you were seeing was due to TBI, PTSD, just pathological stuff.”
She when on to discuss how self-disclosure by a student increased here awareness that an injury
was present:
…and he asked to talk to me afterwards, and he said, “I just wanna let you know that I
don't want you to think that it was rude that I wasn't making any eye contact with you.”
And he said that “That's part of my injury from being in the military.” And he goes,
“…So actually when I talk to people, and I'm listening, I have to keep my head away and
not look in.” I didn't know what that was about, but I was kind of like, "Okay." But it did
help me.
In this quote, the participant is expressing how the student’s self-disclosure of a TBI reframed
her interpretation of his behaviors and allowed her to respond to the student with injury in mind.
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Faculty participants demonstrated the ability to reflect on their own inclusive
practices. Ten of the twelve participants were able to identify ways in which they would either
respond differently or have made changes in their classroom practices based on their refection of
past interactions with student veterans with TBI. One participant demonstrated the ability to be
self -reflective when stating:
I think that this particular student, when he disclosed we talked a little bit, but I had so
many more questions that I wanted to have asked him. Like, "Well, what does that mean
for you in terms of your learning style? And, what's the most supportive environment that
I can provide?"…. And so, I've realized that I cut those kinds of conversations off for fear
of stepping in it, you know? And, for fear of crossing some line, even though my
intentions are just to really help the student.
Here the participant is reflecting on her how her own reactions limited her ability to engage with
a student veteran with TBI, thus impairing her ability to provide a supportive classroom
environment for him.
Motivation
Four questions were used to evaluate the motivation of faculty to provide equitable and
inclusive classroom practices for student veterans with TBI. At the beginning of the interview,
participants were asked what motivated them to participate in the interview. As participation in
the study was voluntary, it was assumed that interviewees chose to participate because they had
some level of motivation to work effectively with this student population. This question was
used to gather information on the general level of motivation level of faculty regarding student
veterans with TBI, but in some responses, also pointed to the stated level of attainment value of
participants. Given that the stated value that one places on a task may be different from actual
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value placed on it as demonstrated by actions, assessing attainment value was also approached
through indirect questioning and an assessment of the overall feeling or tone of the participants
description of their interactions with student veterans with TBI. In order to assess behaviors,
participants were asked to talk about a time where what they were teaching seemed to be
challenged by a student and asked probing questions about how they navigated the incident. Self-
efficacy was assessed through two questions: asking the participants to talk about a past
experience with a student veterans with TBI and share their thoughts and feelings about the
interaction, and by asking them about how competent they feel in their ability to provide
equitable and inclusive practices to student veterans with TBI.
Study participants believe working with student veterans with TBI is in alignment
with their professional social work value of cultural competence. Ten of the twelve
participants indicated that they were motivated to work with student veterans with TBI because
they placed a value on inclusion and viewed working with student veterans with TBI as part of
cultural competency. One participant demonstrated how his understanding of the military as a
unique culture shaped his motivations when stating “….so, it’s kind of like looking at another
culture, and so I think, probably, we could all stand from knowing more about that.” In this
statement, he is indicating that his view of the military as a distinct culture increases his
motivation to understand this cultural group. He further reflected on how this value impacted his
motivation to interact with student veterans inclusively when stating:
…so I think that I did what we sort of normally do with people who are from other
cultures than ours. Which is kind of listen and let them guide you through their cultural
world.... And I felt so privileged to hear their stories, which are remarkable, remarkable
stories of resilience….
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Here the participant is drawing parallels between how he views and interacts with military
students and students from other cultures, and how this understanding leads him to interact with
these students in an inclusive way. Recognition of the military as a distinct culture with distinct
values was discussed by another participant:
.…there's just a different existential awareness that veterans bring to the classroom, that if
you tap into as a faculty member, you get such a richness of experience that can be added
to educate everybody….it's just another voice and another value perspective. Just like
everybody has that value perspective.
This participant also recognizes the military ass a distinct culture and demonstrates the value that
he places on the military perspective for what it can contribute to the learning environment of the
classroom.
Variability exists in the self-efficacy that faculty experience in their ability to
provide equity and inclusion to student veterans with TBI. While half of the respondents
indicated that they did not feel confident in their ability to provide equity and inclusion to student
veterans with TBI, the other half of the respondents indicated that they possessed high levels of
self-efficacy.
Some faculty experience low self-efficacy in their current ability to provide equity and
inclusion for student veterans with TBI but believe in their ability for ongoing learning. Six of
the twelve respondents indicated that they feel challenged by working with student veterans with
TBI and were unsure of their effectiveness. However, of these respondents, three expressed
confidence in their ability to improve their practices, and two had taken active steps to improve
their effectiveness through self-education.
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A lack of self-efficacy regarding current practices, but a trust in one ability to improve is
illustrated by one participant. Initially, the participant stated:
…all we can say is, yeah, I think we did a great job. We haven't the faintest idea whether
we did a great job, because we have no feedback whatsoever. So we're kind of
completely operating on our own biases in terms of what's good and what's not for
people.
Here, the participant demonstrates a lack of self-efficacy when reflecting back on interactions
with a student veteran with TBI. The participant is indicating an insecurity about the impact of his
interactions with the student. However, the same participant, when asked specifically about his
ability to work with student veterans with TBI expressed confidence in his ability to improve
when stating:
Every semester, I learn something new, so today I feel okay about it, but tomorrow or next
year, I'll look back at it and say, oh, God, you didn't know anything.... But every semester,
I think I get just a little bit better at it.
Here the participant recognizes that with experience and learning, his ability has improved and
will continue to do so. He is also demonstrating a high level of motivation to continue to learn and
improve.
Other participants demonstrated a lack of confidence in their current skills but
demonstrated their confidence in their ability for ongoing learning by engaging in self education.
Another participant, who responded when questioned about her ability to provide equity and
inclusion to student veterans with TBI stated “I think I have a lot to learn still” indicating a lack of
confidence in her current abilities. However, this same participant demonstrated a confidence in
her ability to self-educate and when asked how she has responded to her lack of knowledge: “(I)
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just do a Google search of symptoms I might see or experience. Understanding how some of those
will impact learning but just my own research about traumatic brain injury and there's a slew of
it!” The participant, by seeking out opportunities to increase skills and knowledge, is
demonstrating confidence in her ability to improve her interactions with students.
Some faculty experience high self-efficacy in their ability to provide equitable and
inclusive classroom practices for student veterans with TBI, and this self-efficacy was
informed by past experience. Six of twelve participants believe in their ability to work
successfully with student veterans with TBI. Of these six, two expressed confidence in their
abilities because they were veterans themselves, while four drew upon past personal or
professional experiences related to TBI or veterans. For faculty members who were veterans,
confidence came from being from a military culture themselves, and having experience with TBI
within their military backgrounds. As one participant stated: “…I had a lot of exposure and
experience with TBI and PTSD and combat injuries. You know I feel a little bit like that's just
my arena.” For participants who were not veterans, high self-efficacy was informed by past
professional experiences. One participant with a professional background working with patients
with TBI, stated she was a “seven or eight” on a 10-point scale when asked about her overall
ability to work with student veterans with TBI. She discussed how her past work experiences
contributed to her confidence: “I was working with people with cognitive impairment across the
board, all sorts of different cognitive impairments. I felt like I was okay, ready to deal with it in a
student situation because of my experience there.” For both of these participants, their high self-
efficacy was informed by their past experiences outside of the classroom.
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Organization
One question was used to evaluate the cultural models of faculty, and the cultural settings
that they establish in their classrooms. Participants were asked how they go about building a
classroom environment that supports equity and inclusion of student veterans with TBI and if
applicable, probed further for specific techniques that they use. A document review of the six
foundational course syllabi were also used to establish whether the structure and content of
courses supported equity and inclusion of student veterans with TBI.
Faculty have cultural models that support equity and inclusion of student veterans
with TBI. Nine faculty members expressed the importance of creating an inclusive classroom
environment and had specific ways in which they communicated these models when establishing
the culture of their classrooms. While faculty utilized a variety of different methods of setting a
climate of inclusion within the classroom, the two most frequently cited were through inclusive
discussions and setting expectations for self-disclosure and self-reflection. Three participants
discussed intentionally including content related to the military or disability in their class
discussions. One participant demonstrated this when stating:
I'm very intentional about including the military experience, or the veteran experience, or
the military spouse experience, and I will encourage that angle in a lot of different
discussions. So, I think students learn pretty early from me that this is a perspective that
we have in the classroom and it's a very valuable perspective. And, even if we don't have
any military experience ourselves this is a really important aspect of our culture and how
can we bring it in. So, I do encourage a lot.
In this quote, the participant illustrates how she purposefully include discussion about military
experiences in order to create an expectation of inclusiveness of the military experience.
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Four participants created a culture of inclusion by setting the expectation that self-
disclosure and self-reflection were valued as an asset and were to be respected by others. One
participant when discussing how she creates a culture of inclusion within her classroom for both
military and disability experiences stated,
I think it's important in the beginning, without outing anybody, to say that this is an open
classroom and how do we have respect for everyone who comes with a different
narrative, a different story, a different perspective. And how do we listen to what people
say…We each come with our own set of issues and they may look different than anyone
else's but we're no different than the people we treat. And our life experiences shape us
and who we are. And how are we sensitive to that? Or how do we address it when we
don't understand it? How do we educate ourselves?
Here the participant is demonstrating not only hew own cultural model of inclusion, but also
how she sets this expectation for her students by setting an expectation that difference will be
respected, and that self-awareness of how one’s own background influences perceptions of other
experiences.
The cultural settings within classrooms do not support equity and inclusion of
student veterans with TBI. Despite the intentional efforts to create a climate of equity and
inclusion within the classroom, the cultural settings of the classroom did not support the equity
and inclusion of student veterans with TBI in more concrete ways. Instead, actions to create
equity and inclusion took place outside of the classroom. Other than providing reminders of
assignment due dates verbally and in writing, and providing handouts of materials before class,
faculty did little to modify the curriculum or teaching methods to accommodate learning
differences that might be experienced by student veterans with TBI. However, the desire to be
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equitable was demonstrated by actions taken outside of the classroom to support student
learning. Seven faculty supported students through one on one meetings outside of the
classroom, while five tried to find ways for student to be successful by modifying assignments,
allowing rewrites, or giving extensions on assignments based on individual student need. When
discussing how she provided accommodations for a student veteran with TBI one participant
stated
…Usually she was very good about communicating to me that she didn't understand, or if
she did communicate to me and I was able to identify that she didn't understand what I
was saying here, I'd be able to meet with her one-on-one and really give her the feedback
so she understood what I was asking for or the assignment.
Here the faculty member is expressing how one-on-one communication with the student allowed
her to understand and respond to the students’ needs. A typical faculty method of supporting
student equity through modification of assignments is illustrated in the following:
Often what I would do is if I would get a paper that was poor, I would accept it as a draft
and then I would work with a student to re-write it. Most often I would send them to the
writing assistance program, but occasionally what I would do is have them send me their
final copy so I could go over it, review it, help them with whatever organization, APA
format, concepts, and then go over it one more time, then use that final submission. I
would do things like that, especially with students who I felt were disabled...
This participant is demonstrating a commitment to accommodating the student by increasing her
support of the student outside of the amount of support she would usually give to students who
did not have a TBI.
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The structure and content of course syllabi and assignments do not support faculty
in creating cultural settings that are equitable for student veterans with TBI. As noted
above, faculty did little to create equity and inclusion within the structure, policies, or procedures
of their classrooms. This may be because there has not been a cohesive effort within ABCSSW
to infuse disability or military related content into the curriculum, or to offer students multiple
means of demonstrating their knowledge of course content. All syllabi explicitly stated that
diversity would be integrated throughout the course or that diversity was a core competency.
However, disability was explicitly included in the definition of diversity in two syllabi while
military culture was not explicitly identified in any of the syllabi. While all but one of the course
syllabi listed required readings related to other underrepresented student populations, only one
course included a reading on disability, and one included a reading related to veterans. This
indicates that, while disability and military culture might be implied in the discourse on diverse
viewpoints and experiences, the structure of the courses do not support it. This leaves faculty to
address issues related to student veterans with TBI through class discussion, or by assigning
additional reading materials to students.
The curriculum does not support faculty in providing students with multiple means of
demonstrating content mastery. As a result, veterans with TBI may experience inequities in their
ability to demonstrate their knowledge of subject matter through writing. Of the five course that
assigned letter grades, all assignments except one required student to demonstrate understanding
of the material though written term papers, with one requiring a multiple-choice exam. Oral
presentations were required for two courses, and an infographic was required for one. However,
these were not offered as alternative to written expression, but in addition to written assignments,
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inhibiting faculty from offering students with other options on how to demonstrate content
mastery.
Interaction between Knowledge, Motivation, and Organizational Influences
A high level of attainment value coupled with a lack of self-efficacy and conceptual
knowledge lead faculty to rely on clinical skills when interacting with students, resulting in
role confusion and diffuse boundaries between teacher and social worker roles. While
faculty indicated high levels of motivation to establish equity and inclusion for student veterans
with TBI, many felt a low level of self-efficacy on how to effectively do so, particularly in
relation to TBI. Viewing student veterans with TBI through clinical lens and using clinical skills
to build supportive relationships with them allowed the faculty members to establish a
framework with which to guide their interactions with these students. However, reliance on this
self-established framework was experienced a boundary violation for many of them.
One participant summed up this experience when stating:
I'm a clinician. I'm in practice…But for the purpose of the school, how do we use that to
inform what we do but to make sure that our roles don't get obscured or complicated? It's
isn’t very easy.
Previously, this participant had shared her experiences working with a student veteran whose
TBI presented as a lack of judgement, resulting in boundary issues of his own. The participant
was aware that the student was also experiencing learning disabilities and mental health
conditions and understood the interactions between these conditions from a clinical perspective.
In reflecting on her interaction with this student, the faculty member stated:
But where do we intervene when we are educators? And what is educational? And what
is psychological? Although we use that as a backdrop. We serve in the capacity of
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making sure they get the best education possible. And hopefully that may mean that
they're in other kinds of treatment to support their work.
She later returned to her discussion of this student when stating:

The one gentleman that I told you, the first one I spoke about, he was a very needy man.
Lovely, bright spark but he always stayed after class. Needed special attention. To what
degree do you provide that? Not wanting to disappoint but there's boundaries. I believe if
we teach nothing else we teach boundaries.
In these statements the faculty member is reflecting on the difficulty between modeling and
teaching appropriate professional boundaries, a foundational skill of social work, while still
maintaining a relationship with the student that would allow him to experience her as accepting
and supportive. The participant also notes the students need for supportive services outside the
classroom but expresses difficulty in knowing where her responsibilities to support the student
psychologically as an educator end.
Another faculty member discussed similar difficulties of establishing relationships that were
supportive and accepting of students while still setting limits as an instructor when discussing her
interactions with a student veteran with TBI who was experiencing memory issues:
So it was challenging, and at times, it felt like you were more of a therapist. I mean, I
wasn't acting as a therapist, but you had to be very tough, focused. And he needed a lot of
attention and a lot of support. And he didn't like it when I had to set boundaries you
know, because at some point, you have to hold them accountable for the same standards
as everybody else. Do you know what I mean? And I…. obviously referred him for ...the
disability office. I gave him the numbers for that. I helped him identify who he could go
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see a therapist with…. Anyway. So I talked him through a lot of resources and referrals,
but it was hard work.
When reflecting on her interaction with this student, she concluded by saying:

I think in retrospect ... And I think this is partly being a novice, and it was also our role
back then... We'd be the academic advisor and the field liaison and the seminar instructor.
So you ended up seeing these students a lot….and they talked to you a lot. I felt like I
probably got over-involved.
This participant is reflecting on the difficulty between using clinical skills to build and
maintaining a supportive relationship with the student with the goal of supporting his academic
success, while not crossing over into the role of therapist.
High attainment value has led faculty to develop cultural models within their
classrooms that support equity and inclusion of student veterans with TBI, despite the
absence of supporting cultural settings. As stated previously, faculty hold equity and inclusion
as a professional value, and view military culture and disability through a diversity lens. As a
result, 10 of 12 faculty members approach equity and inclusion of military students with TBI in
the same way that they approach equity and inclusion of other underrepresented student
populations. One participant gave an example of this view, when discussing how she establishes
cultural norms within her classroom:
I don't expect student veterans to educate all of us about what it means to be a student
veteran just as I wouldn't expect a student of color to educate us about what it's like to be
in their body and their world. But, I'm very intentional about including the military
experience, or the veteran experience, or the military spouse experience, and I will
encourage that angle in a lot of different discussions. So, I think students learn pretty
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early from me that this is a perspective that we have in the classroom and it's a very
valuable perspective. And, even if we don't have any military experience ourselves this is
a really important aspect of our culture and how can we bring it in.
In this statement the participant is drawing parallels between how she interacts with student of
color and how she interacts with military students, and how this informs her approach to
establishing cultural norms. She is demonstrating how she sets a culture within her classroom of
respecting diverse viewpoints and experiences, and incudes military experiences within the
context of diversity.
A lack of conceptual knowledge about TBI coupled with course syllabi and
assignments that are not sensitive to veteran or disability issues has resulted in a lack of
equitable and inclusive cultural settings within the classroom. While faculty are able create
classroom cultures that emphasize diverse viewpoints and experiences and are motivated to do so
because of high attainment value, they lack the conceptual knowledge needed to adequately
modify the content and structure of their instruction to support student veterans with TBI. This
lack of conceptual knowledge coupled with a lack of supporting structure within course syllabi
and assignments has resulted in few teaching methods that accommodate diverse ways of
representation of content and expression of knowledge. Only two participants noted that they
present material using both visual and auditory means, and two reported breaking assignment
content into smaller pieces. Only one reported giving students’ access to handouts and other
visual materials prior to class. This lack of diversity in representation of content indicates that
faculty do not know how to represent content in ways that will meet the learning needs of student
veterans with TBI. Because course assignments are the product of the larger ABCSSW and not
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individual instructors, giving students diverse methods of expression are virtually absent from
the classroom.
Summary
Faculty who participated in the study have a high level of conceptual knowledge related
to veteran issues, but lack conceptual knowledge related to TBI. However, faculty demonstrated
the capacity for metacognition in their ability to reflect on their inclusive practices and modify
their interactions with students accordingly. Some faculty possess high levels of self-efficacy
when working with student veterans with TBI and this self-efficacy is informed by experiences
outside of the classroom. Faculty who do not possess high levels of self-efficacy in their current
practices feel confident in their ability to improve their interactions with students if given the
opportunity for ongoing learning. Most faculty who do not currently possess high levels of self-
efficacy are motivated to engage in ongoing learning because they have high levels of attainment
value related to providing equity and inclusion for student veterans with TBI. High attainment
value coupled with a lack of conceptual knowledge and self-efficacy led faculty to rely upon
their clinical skills when relating to student veterans with TBI. High level of attainment value
also motivated faculty to create cultural models within their classrooms that support equity and
incision of student veterans with TBI. However, course syllabi and assignments do not support
faculty in creating cultural settings that are equitable and inclusive of veterans or disability, and a
lack of conceptual knowledge regarding TBI prevents faculty from developing methods of
meeting diverse learning needs within their own classrooms.

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CHAPTER FIVE: RECOMMENDATIONS
Introduction and Overview
Findings from this study indicate that order for faculty to provide equitable and inclusive
classroom practices for student veterans with TBI they need to develop conceptual knowledge
specifically related to TBI, increase their feelings of self-efficacy in their ability to do so, and
develop cultural settings that support equity and inclusion within their classrooms. Findings also
indicate that faculty possess a high level of attainment value and metacognition. Drawing upon
these existing faculty strengths, it is recommended that faculty participate in a voluntary half-day
didactic training followed by membership in an inquiry team that meets monthly for 1 year. This
two-part program is designed to present knowledge related to TBI and its presentation in student
veterans, give faculty opportunities to practice knowledge and skills, apply structured evaluation
tools to their classroom practices, and modify their instructional practices based on peer feedback
and self-reflection.
The didactic training will increase conceptual knowledge by presenting information
regarding TBI and how TBI presents and is experienced by student veterans, followed by
opportunities to practice the application of knowledge in roleplay scenarios. The role plays
included in the didactic training will also increase self-efficacy by giving participants
opportunities to observe modeling from peers and receive praise and feedback from others.
Participants will also be given information about how to develop lesson plans and classroom
policies and procedures using an equity and inclusion lens. Conceptual knowledge, self-efficacy
and the creation of cultural settings that support equity and inclusion will be reinforced through
participation in inquiry teams. In inquiry teams, participants will use peer feedback, self-
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reflection, and the application of a structured equity and inclusion rubric to evaluate and modify
their classroom practices.
The program will be evaluated using the Kirkpatrick New World Model of Evaluation.
The model uses four levels to evaluate the impact of training on organizational performance
goals: reaction, learning, behavior, and results (Kirkpatrick & Kirkpatrick, 2016). Survey
questions will be used to evaluate participants perception of the relevance of the didactic training
and participant satisfaction. A survey will also be used to collect both formative and summative
evaluation data to determine the impact of the program on participants learning. Transfer of
knowledge into behavioral change will be evaluated using a comparison of scores on the equity
and inclusion rubric at two points in time. The results of the program on the classroom
experiences of student veterans will be evaluated using a comparison of learning experience
evaluation scores.
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. Data analysis indicates that both conceptual knowledge and metacognitive
knowledge may be significant factors impacting faculty ability to provide equitable and inclusive
classroom practices for student veterans with TBI within the organizational context. Information
processing system theory provides a framework within which to understand the role of
conceptual knowledge and metacognition in learning (Kaufman & Bornstein, 2018; Gentile,
2018) and will therefore be used to inform recommendations. Because providing equitable and
inclusive classroom practices for student veterans with TBI is dependent upon the quality of
individual interactions between faculty and students (Bensimon, 2005), faculty must know how
to interact with students in equitable and inclusive ways. The Clark and Estes (2008) framework
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indicates that training is the best modality for increasing knowledge related to this type of
performance. According to Clark and Estes (2008), training is needed when opportunities to
apply skills through guided practice and feedback is required. Table 6 represents the validated
knowledge influences as well as the recommendations for these influences based on information
processing systems theory and Clark and Estes (2008) framework. The potential challenges
student veterans with TBI
Table 6

Summary of Knowledge Influences and Recommendation
Assumed Knowledge
Influence: Cause,
Need, or Asset*
Validate
Yes, High
Probability,
or No
Priority
Yes, No
(Y, N)
Principle
and Citation
Context-Specific
Recommendation
Faculty need to know
the potential
challenges that student
veterans with TBI
experience in the
classroom (C)

V Y To develop mastery,
individuals must
acquire component
skills, practice
integrating them, and
know when to apply
what they have learned
(Gentile, 2018).
Train faculty on the
potential challenges
that students with TBI
experience in the
classroom, providing
them with opportunities
to practice using
scenarios and to receive
feedback.
Faculty need to know
how to reflect on their
own inclusive
practices (M)
N N

Increasing faculty knowledge of challenges that student veterans with TBI
experience in the classroom. The results and findings of this study indicate that faculty need to
know the potential challenges that student veterans with TBI experience in the classroom. A
recommendation rooted in information processing theory has been selected to close this gap in
conceptual knowledge. Gentile (2018) found that in order to develop mastery, individuals must
acquire component skills, practice integrating them, and know when to apply what they have
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learned. This would suggest that providing individuals with opportunities to practice scenarios
and receive feedback would support faculty knowledge. The recommendation is to provide
faculty with training that includes practicing scenarios and receiving feedback. This training
could include vignettes and role plays of student faculty interactions that might take place and
allow faculty to practice skills and receive feedback.
In a meta-analysis of 165 sources, Arthur, Bennett, Edens, and Bell (2003) studied the
relationship between specific training designs and their effectiveness. They determined that
effective training should include both cognitive skills (tasks related to idea generation,
understanding and problem solving) as well as interpersonal skills (skills that involve knowing
how to interact with specific groups or individuals), and training should be tailored specifically
to the task or skill to be trained. Because equity and inclusion of student veterans with TBI is
largely a function of the individual interactions between faculty and student (Bensimon, 2005),
the ability to generate ideas, problem solve, and interact with others is essential. These skills can
be learned by providing training participants with the opportunity to practice scenarios, receive
feedback, and learn from mistakes (Aguinis & Kraiger, 2009).
Motivation Recommendations
Introduction. Faculty motivation to provide equitable and inclusive practices for student
veterans with TBI is influenced by both their level of self-efficacy (Bandura, 1993) and the
extent to which they believe that doing so is in alignment with their personal and professional
values (Wigfield & Eccles, 2000). While the participants in this study indicated that providing
equitable and inclusive classroom practices for student veterans with TBI was in alignment with
their personal and professional values, they did not feel confident in their ability to do so. Clark
and Estes (2008) identified three elements of motivation: the choice to pursue a goal, the
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persistence to do so in the face of multiple demands, and the amount of mental effort they are
willing to commit to the attainment of the goal. They suggest that choice, persistence, and mental
efforts are compromised when an individual does not feel confident in their ability to succeed.
Therefore, context specific recommendations for improving motivation will be focused on
increasing faculty self-efficacy. Table 7 represents a summary of the assumed motivational
influences and their validation, as well as the recommendations for these influences based upon
theoretical principles.
Table 7

Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence: Cause, need
asset
Validated:
Yes, High
Probability,
No (Y, HP, N)
Priority:
Yes, No
(Y, N)
Principle and
Citation
Context Specific
Recommendation
Faculty need to believe
they are capable of
providing equitable and
inclusive classroom
practices for student
veterans with TBI.
Y Y Feedback and
modeling
increase self-
efficacy
(Pajares &
Valiante, 2006).
Provide faculty
with modeling by
individuals with
similar attributes
and provide
feedback on their
performance in
practice scenarios.
Faculty need to believe
that providing equitable
and inclusive
classroom practices for
student veterans with
TBI is in alignment
with their professional
and personal identity
and values.
N N NA NA

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Increase self-efficacy of faculty. Faculty are not confident in their ability to provide
equitable and inclusive classroom practices for student veterans with TBI. This lack of
confidence indicates that a solution based on Self-Efficacy theory would be most effective to
close this gap. According to Self-Efficacy theory, providing modeling and feedback increases
self-efficacy (Pajares & Valiante, 2006). Therefore, providing faculty with modeling and
providing feedback on their own performance should increase their self-efficacy. The
recommendation is to provide faculty with modeling by individuals with similar attributes and
provide feedback on their performance in practice scenarios. As an example, faculty may be
given a demonstration of an inclusive interaction with a student by another faculty member,
given the opportunity to emulate the modeled behavior in a role play, and then given feedback on
their performance.
Individuals with higher self-efficacy will be more motivated to engage in, persist with,
and commit mental effort to the task at hand (Rueda, 2011). Pajares and Valiante (2006) noted
that modeling is an important factor in increasing self-efficacy. He further stated that individuals
learn from the actions of models, particularly models whom they perceive as sharing similar
attributes. Braaksma, Rijlaarsdam, and van den Berg (2002) found that students who engaged in
observations of models with similar attributes had improved academic performance over students
who did not engage in observational learning and over students who observed models with
whom they did not share attributes. Feedback is also an important factor in increasing self-
efficacy. In an analysis of prior research on the self-efficacy of teachers, Tschannen-Moran et al.
(1998) concluded that “giving teachers an opportunity to engage in role playing and micro
teaching experiences with specific feedback can have a…powerful impact on self-perceptions of
teaching competence, because such exercises more directly address the need for mastery
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77
experiences” (p. 238). This supports the recommendation to increase faculty self-efficacy
through modeling by other faculty coupled with feedback on their own performance in practice
scenarios in order to increase faculty performance.
Organization Recommendations
Introduction. There are two organizational factors that influence the ability of faculty to
provide equitable and inclusive classroom practices to student veterans with TBI. These
influences are cultural models and cultural settings (Gallimore & Goldenberg, 2001). In this
study, the organization is defined as the classroom. Therefore, cultural models are defined as the
shared mental schemas, values and beliefs that define what is normative within the classroom,
while cultural settings refer to the interactions between individuals and the events that take place
within the classroom. Findings indicate that the cultural models within the classroom support
equity and inclusion of student veterans with TBI. However, the cultural settings of the
classroom do not support equity and inclusion of student veterans with TBI. This is because
military culture and disability are largely left out of the curriculum and discourse on disability
within the classroom. According to Bensimon (2005), effective leaders should consider how their
current practices either promote or inhibit equity, diversity, and inclusion, and regularly examine
policies and procedures for bias and inequities. Therefore, the recommendation is to create
inquiry teams of faculty designed to analyze each other’s classroom practices and examine
existing curricula for biases and inequalities. Table 8 illustrates the assumed organizational
influences and their validation, as well as recommendations for these influences based on
theoretical principles.

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Table 8

Summary of Organization Influences and Recommendations
Assumed
Organization
Influence

Validated as
a Gap
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes,
No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
Military culture and
disability need to be
included within the
curriculum and
discourse on
diversity within the
classroom
Y Y Consider how current
practices either
promote or inhibit
equity, diversity, and
inclusion and regularly
examine policies and
procedures for biases
and inequalities
(Bensimon, 2005)
Create inquiry teams of
faculty to analyze each
other’s classroom practices
and examine existing
curriculum for biases and
inequalities regarding
equity and inclusion
The classroom
culture needs to
support equity and
inclusion of
student veterans
with TBI
N NA NA NA

Create cultural settings within classrooms. This study validated that military culture
and disability are not currently included within the curriculum and discourse on diversity within
the classroom. Gallimore and Goldenberg (2001) propose that the culture of an organization is
influenced by the policies, procedures, and routines that take place within the organization.
Organizational leaders should consider how current practices either promote or inhibit equity,
diversity, and inclusion, and regularly examine policies and procedures for biases and
inequalities (Bensimon, 2005). This means that faculty, as leaders within their classrooms,
should be actively engaged in examining their classroom practices for equity and inclusion. One
way that this can be accomplished is through creating inquiry teams, within which faculty can
assist one another in analyzing their classroom practices and examine curriculum for biases and
inequalities.
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Bensimon (2005) discussed the use of evidence teams as a way of collecting and
analyzing disaggregated data on student educational outcomes in order to bring awareness to
otherwise hidden inequities. In doing so, institutional leaders will be mobilized to make changes
to policies and procedures to address the revealed inequalities. Argyris (2004) described using
feedback sessions to assist organizational leaders in reducing skilled incompetence, which he
defines as the use of routine behaviors that produce outcomes that are in conflict with the
intended outcome. In doing so, systemic realities are revealed that can then be modified through
changes to the organization’s structures. Although Bensimon focuses on higher education
systems as a whole, and Argyris focuses on all types of organizations, they both propose a
similar process of creating inquiry teams to bring awareness to otherwise hidden inequalities in
policies and procedures.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The framework being used to guide the recommendations for organizational change is the
Kirkpatrick New World Model of Evaluation. This model identifies four levels that should be
considered when evaluating training programs (Kirkpatrick & Kirkpatrick, 2016). These levels
are developed in the planning stages in reverse order to ensure that the training program is
targeting specific organizational outcomes. Level 4 addresses the degree to which targeted
organizational outcomes occur as a result of the training. Level 3 addresses behavior, or the
degree to which the training participants apply what was learned in the training. Level 2
addresses the degree of learning that is acquired by participants; lastly, Level 1 addresses the
reaction that participants have to the training provided (Kirkpatrick & Kirkpatrick, 2016).
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Organizational Purpose, Need, and Expectations
The organizational goal is that by December 2021 all classes at ABCSSW will include
classroom instruction that promotes equity and inclusion of student veterans with TBI in 100%
of class sessions. Because the stakeholder goals were met through the course of this study, the
organizational goal is being used as the measure by which the effectiveness of this training
program will be evaluated. While this organizational goal has not been explicitly stated by the
organization, the goal is implied in the mission of the organization. The mission of ABCSSW is
to advance social justice through education, community service, research, advocacy, and
leadership. Because both military veteran and students with disabilities can be considered
underrepresented student populations within higher education, advancing equitable and inclusive
classroom instruction for these students is a part of the organization's mandate to pursue social
justice. By providing training to increase conceptual knowledge and self-efficacy of faculty and
providing opportunities for faculty to learn how structure lesson plans from an equity and
inclusion perspective, the knowledge and motivation of faculty will increase. This will increase
their ability to create cultural settings that support equality and inclusion of student veterans with
TBI, thus advancing the organization's goal.
Level 4: Results and Leading Indicators
Both external and internal indicators will be used to determine whether faculty are
providing equitable and inclusive classroom practices for student veterans with TBI. Externally,
improved perceptions within the military and veteran communities of the school academic
quality will be evaluated. Internally, improved veteran satisfaction with their academic
experience will be evaluated by comparing the scores given on the DEI question of the learning
experience evaluation between academic year 2018-2019 and academic year 2019-2020. Key
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81
performance indicators regarding equity and inclusion will be evaluated by reviewing lesson
plans annually using an equity and inclusion rubric to determine if improvements have been
made. These three leading indicators are illustrated in table 9.
Table 9

Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Improved perception of
academic quality among
military and veteran
communities
Higher ranking in the U.S. News
and World Report Best Colleges
for Veterans
Compare rank from 2018-2019 academic year
to rank in 2019-2020 academic year
Internal Outcomes
Improved veteran
satisfaction with academic
experience
Improved scores on DEI
question of learning experience
evaluations (LEE)
Faculty will compare their current, baseline
learning experience evaluations scores of
student veterans from academic year 2018-
2019 with student scores for academic year
2019-2020
Increased key performance
indicators regarding equity
and inclusion
1a. Increased number of lesson
plans that include content
related to military and
disability in course
1b. Increased number of lesson
plans that include diverse
methods of representation and
expression
1a. and 1b. Faculty will use an equity and
inclusion rubric to review lesson plans one
time each academic year

Level 3: Behavior
Critical behaviors. There are two critical behaviors that faculty must demonstrate to
determine if the Level 4 outcomes have been achieved. The first critical behavior is improved
confidence of faculty in their abilities to provide equitable and inclusive classroom practices for
student veterans with TBI. This will be monitored through the collection and evaluation of
formative and summative survey data pre- and post training, and 1 year following the training, at
the completion of the inquiry teams. The second critical behavior is the ability of faculty to
include diverse methods of representation and expression, and the inclusion of military and
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82
disability related content in class lesson plans. Data for this critical behavior will be collected by
peer review by applying the equity and inclusion rubric to a lesson plan during the first inquiry
team meeting and during the final inquiry team meeting. This will allow for a comparison of
formative and summative data. These critical behaviors, their metrics, methods, and timing are
discussed in Table 10.
Table 10

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Faculty will express confidence
regarding providing equity and
inclusion to student veterans
with TBI
100% of training participants
will report increased self-
efficacy on competence
surveys
Compare formative
and summative
survey data
Pre and post
training, and 1 year
following
completion of the
training
2. Faculty implement diverse
methods of representation and
expression in the classroom,
and they include content on
military or disability in class
discussions
Quality and presence of
diverse methods of
representation and
expression, and inclusion of
military and or disability in
class lesson plans
Peer review:
application of
equity and
inclusion rubric in
inquiry teams
During first inquiry
team meeting
(Meeting 1) and last
inquiry team
meeting (meeting
12).

Required drivers. In order to reinforce conceptual knowledge developed during the
training, training facilitators will send out monthly emails reminding participants of the skills and
concepts learned with suggestions on how to incorporate them into their own classroom
practices. Because faculty lack self-efficacy in their ability to provide equitable and inclusive
classroom practices for student veterans with TBI, it is important that faculty be given the
opportunity to both observe successes by individuals with similar attributes and experience their
own success (Bandura, 1993). This will be accomplished through peer mentoring where
individuals can both observe modeling and be recognized and praised for their own
accomplishments. It is also important for faculty to be given structured opportunities to reflect on
how their current practices either promote or inhibit equity, diversity, and inclusion, and
regularly examine policies and procedures for biases and inequalities (Bensimon, 2005). This
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83
will be accomplished through the development of inquiry teams. Faculty will be rewarded for
attending the training and participation in the inquiry teams on their annual performance review
(APR). The required drivers necessary to support the critical behaviors are illustrated in table 11.
Table 11

Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3, Etc.
Reinforcing

Trainers send out email reminders about
techniques and skills learned
1 time per month
for 12 months
2
Encouraging

Peer mentors observe and give praise to faculty
during training and in inquiry teams
Ongoing 1
Rewarding

Faculty are given credit on APRs for attending the
training and participation in inquiry teams.
Annually 2
Monitoring

Faculty meet together in inquiry teams to review
one another’s classroom practices
One time per
month
2

Organizational support. In this study, the organization is being defined as the
classroom, with the organizational leader being the faculty instructor. At ABCSSW, faculty have
a great deal of autonomy in the way in which they structure their lesson plans and what materials
they choose to emphasize within the formalized structure of the course syllabi. Faculty are
ultimately responsible for the level of equity and inclusion that student veterans with TBI
experience because equity and inclusion is in large part a product of the actions that take place
within the classroom and the relationships that faculty develop with students. Therefore,
accountability of faculty will take place informally within the inquiry teams through feedback
and the use of the equity and inclusion rubric. ABCSSW will reward faculty development by
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84
giving faculty credit for attending the training and participation in the inquiry teams on the
previously established APR.
Level 2: Learning
Learning goals. Following completion of the recommended solutions, faculty will be
able to:
1. Recognize symptoms and behaviors associated with TBI
2. Understand how TBI is experienced by student veterans in the classroom
3. Demonstrate equity and inclusion of student veterans with TBI during role play and
simulation and through lesson plan review
4. Analyze current practices using newly acquired knowledge
5. Determine areas of strength and weakness in current practices
6. Create lesson plans that are equitable and inclusive
Program. The learning goals listed in the previous section will be achieved through a
half-day training followed by 12 inquiry team meetings designed to address both deficits in
conceptual knowledge, as well as low levels of self-efficacy among faculty. The training will
take place once per academic year and will be 3 hours in duration. Faculty who complete the
training will reinforce knowledge acquisition through participation in inquiry teams that will
meet one time per month for 2 hours over the course of one 12-month academic year. In order to
accommodate faculty who live and work remotely, both the training and the inquiry teams will
be conducted using the schools established learning management platform via live interactive
sessions.
Participation in the training and inquiry teams will be voluntary, but attendance will be
encouraged by recognizing participation on individual faculty APRs. It is understood that the
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85
decision to make the training voluntary limits the ability to obtain 100% faculty participation,
and thus limits the probability that this training program will result in meeting the organizational
goal that 100% of classroom instruction will promote equity and inclusion of student veterans
with TBI. The decision to make the training voluntary was made for two reasons. The first
reason is that the study relied upon voluntary participation, so it is possible that the findings of
high levels of attainment value and metacognition are unique to those faculty who chose to
participate. It cannot be assumed that these factors are present for all faculty at ABCSSW, yet
data does not exist on the knowledge and motivation of the broader faculty population at
ABCSSW. Therefore, recommendations were made based on the available data, and rely heavily
upon these two findings. The second reason is that this study is based on the assumption that
equity and inclusion is a product of individual interactions between faculty and student, and thus
defined the classroom as the organization, rather than ABCSSW as a whole. Without further
inquiry into the factors impacting the ability and motivation of ABCSSW to support equity and
inclusion of student veterans with TBI, recommendations cannot be made regarding the role or
accountability of the larger institution in requiring participation in the training.
The training will begin by providing knowledge regarding TBI, and how TBI may be
experienced in the classroom by student veterans. During this didactic module, training
facilitators will model the use of multiple means of expressing information including written
handouts, oral presentations, videos, illustrations, graphic organizers, and speech to text
technologies. Training facilitators will demonstrate faculty student interactions through role play.
This will reinforce knowledge acquisition and begin to increase self-efficacy through modeling
(Pajares & Valiante, 2006).
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During the second module, participants will be broken into small groups of four, given
scenarios of student faculty interactions, and be asked to role play, with one participant taking on
the role of faculty and one the student. The remaining group members will provide feedback by
using the chat box feature in the learning management platform. Feedback may include
suggestions, encouragement, and praise to the faculty member during the role play interaction.
The role plays will be debriefed using structured questions, and the role plays repeated using new
scenarios, and with new assigned roles as time permits. Approaching practice scenarios in this
way facilitates not only the reinforcement of knowledge through the practice of component
skills, but further develops self-efficacy be providing feedback (Pajares & Valiante, 2006).
Following the role play exercise, the participants will reconvene in a large group to discuss the
way in which the participants were conceptualizing the student-faculty interaction, the
techniques each participant used, and the appropriateness of the techniques in different
applications.
The final module will include both didactic and practice components. Group facilitators
will present information and examples of the use of multiple means of representation and
expression as a way of addressing diverse learning needs in the classroom. Facilitators will
continue to model the techniques of multiple means of expression during the lecture. Participants
will be given a sample lesson plan and asked to score the sample document using an equity and
inclusion rubric, applying principles of multiple means of expression and representation
previously presented. Once participants have scored the lesson plan independently, group
facilitators will lead a large group discussion on the reasons for scores given, and ideas for how
to improve the lesson plan to include diverse learners. In order to begin to transfer knowledge
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87
into practice, the training will be concluded with each participant identifying one thing learned
that they will apply to their own practices.
Following the training, participants will be placed into inquiry teams, facilitated by either
course leads, or faculty with expertise in veterans, disability, or DEI. Inquiry team meetings will
take place one time per month, and will be semi-structured, allowing participants to share and
receive feedback on current classroom practices, and to apply the equity and inclusion rubric to
their own lesson plans. The inquiry teams will assist in the further development of self-efficacy
through feedback and peer modeling, increase knowledge and practice in the development of
equitable and inclusive classroom policies and procedures, and allow for the development of
metacognition on new skills and practices through ongoing self-reflection.
Evaluation of the components of learning. Declarative knowledge is established in
learning goals one and two. The ability of faculty to recognize the symptoms and behaviors
associated with TBI and their understanding of how TBI might impact student veterans’
experiences in the classroom will be evaluated through the pre- and post-training survey.
Learning goals three through six refer to procedural skills. Faculty ability to demonstrate equity
and inclusion of student veterans will be evaluated through observation during the role plays that
will take place during the training workshop. Faculty ability to analyze their current practices
using newly acquired knowledge, determine areas of strength and weakness in their own
practices, and create lesson plans that are equitable and inclusive will be evaluated in the inquiry
teams. The worth that participants place on the training will be evaluated using observation of
participants attitude during the training workshops. Participants confidence in their ability to
provide equitable and inclusive classroom practices will be evaluated using the pre- and post-
training survey. The commitment that participants place on transferring knowledge and skills
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into job performance will be evaluated by their ongoing participation and attendance in the
inquiry teams.
Table 12

Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Knowledge checks using multiple choice and true or false
questions
Pre- and post-training and at 1-year
follow up
Procedural Skills “I can do it right now.”

Role play during small groups During the workshops
Application of equity and inclusion rubric to lesson plans During inquiry teams
Attitude “I believe this is worthwhile.”

Observation of participants during training During workshops
Confidence “I think I can do it on the job.”

Survey using Likert-scale item Pre- and post-training and at 1-year
follow up
Commitment “I will do it on the job.”

Ongoing participation in inquiry teams During inquiry teams

Level 1: Reaction
Because the training is voluntary, a basic level of interest and engagement is assumed
prior to the training. However, continued engagement during the training will be evaluated using
observations during the training, and by ongoing attendance in the inquiry teams. The relevance
of the training material to participants, and their satisfaction with the training will be measured
by including two additional questions to the summative survey instrument. The methods of
measuring reactions to the training program are illustrated in Table 13 below.

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Table 13

Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement

Observation by facilitators during training During the training
Participation in inquiry teams Inquiry team meetings once per month
Relevance

Survey End of Training
Customer Satisfaction

Survey End of training

Evaluation Tools
Immediately following the program implementation. At the end of the training
workshop, participants will complete a survey including multiple choice questions related to
knowledge of TBI and student veterans (Level 2), as well as a Likert-scale survey indicating the
participants level of confidence (Level 2) in their ability to provide equitable and inclusive
classroom practices to student veterans with TBI. This same survey will be administered prior to
attending the training in order to collect formative data. Using the same survey both pre- and
post training will facilitate the evaluation of the effectiveness of the Level 2 and 3 interventions.
Sample survey questions are included in Appendix C.
Additional level 1 data on participants’ perceptions of relevance and satisfaction will be
evaluated by the inclusion of two additional questions to the summative survey only as it would
not be effective to include these questions in the pre-survey. The two Level 1 evaluation questions
are included in Appendix C.
Delayed for a period after the program implementation. A similar survey used for
summative data collection immediately following the training will be administered during the
final inquiry team meeting, which will take place 12 months following the initial workshop (See
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Appendix C). Changes in faculty ability to include diverse methods of representation and
expression (Level 3), and their ability to include veteran and disability related content (Level 3)
will be evaluated by peers using the equity and inclusion rubric. Sample content of the equity
and inclusion rubric is included in Appendix D.
Data collected at 1-year follow up will be used to determine participants' satisfaction with
the program and their perception of its relevance to their work (Level 1), the impact of the
workshop and inquiry teams on the long-term retention of conceptual knowledge (Level 2), and
increases self-efficacy (Level 3). In order to evaluate the Level 4 internal outcome of improved
veteran satisfaction with academic experience, participants will compare their average scores on
the four LEE inclusion questions for the current academic year with the average LEE scores on
the inclusion questions for the previous academic year. While these questions are designed to
evaluate equity and inclusion for all students, disaggregating data for student veterans with TBI
would be a violation of the student's privacy. Therefore, it will be assumed that improved overall
scores on the LEE questions also reflects improved equity and inclusion for student veterans with
TBI. The four LEE questions related to equity and inclusion as scores are visually represented to
faculty are included in Appendix E. The Level 4 outcome of increased key performance
indicators will be evaluated by applying the equity and inclusion rubric to lesson plans one time
per year and comparing scores from the 2018-2019 academic year with the scores from the 2019-
2020 academic year.
Data Analysis and Reporting
Data analysis and reporting will take place in the final inquiry team meeting. Participants
will be given copies of both their pre- and post-survey responses, and the peer reviewed equity and
inclusion rubrics completed during the first inquiry team meeting, which will be compared to the
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91
rubric completed in the final team meeting. Time will be given for comparison of pre- and post
scores, and reflection.
While the training is voluntary, and ABCSSW was not identified as an accountability
stakeholder, some value exists in reporting the impact of the program back to the larger
organization, as this may impact the support that the organization gives to the program over time.
However, some challenges exist in reporting the impact of the program on Level 4 outcomes. LEE
data is confidential and available only to the faculty member. Therefore, the impact of the program
on LEE DEI scores cannot be aggregated and reported back to the organization. However, Level
1, 2, and 3 data can be reported back to ABCSSW in the form of a short PowerPoint presentation
that is distributed via email to members of administration, faculty council and curriculum council.
The is the format that is typically used by the organization to distribute report on other data
analysis. A sample PowerPoint slide is included in Appendix F.
Summary
This chapter discussed the recommendations for addressing performance gaps in the
organization's goal of classroom instruction that promotes equity and inclusion of student
veterans with TBI in 100% of class sessions. The gaps identified in meeting this goal are a lack
of conceptual knowledge, self-efficacy, and cultural settings. The Kirkpatrick New World Model
was used to develop a training program to address these gaps. This model uses four levels to
evaluate the effectiveness of training programs: reaction, learning, behavior, and results
(Kirkpatrick & Kirkpatrick, 2016). Using these levels in descending order, the training program
was able to focus on what is most crucial in meeting the organization's goal. By implementing
training evaluation methods both before, during, and after the program, the organization is able
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to benchmark progress, identify the level at which changes need to be made, and thus continually
improve performance toward the organization goal.
Limitations and Recommendations for Further Study
The recommendations made are based upon the results of this study. However, the scope
of this study is limited to a small group of faculty participants at one School of Social Work.
Therefore, it should not be assumed that the recommendations made will be applicable to other
settings, or with faculty members with different levels knowledge and motivation. In order to
obtain a comprehensive view of the knowledge, motivation and organizational factors that
impact faculty ability to provide equitable and inclusive classroom practices to student veterans
with TBI further study is needed. Because this study relied upon voluntary participation, it is
likely that the faculty members who chose to participate were those who possessed a high level
of attainment value and metacognition regarding working with student veterans with TBI.
Conducting a study using different sampling criteria may reveal more diversity in the learning
and motivational needs of faculty, and thus require different recommendations. High levels of
attainment value related to the social work professional value of cultural diversity was a key
factor influencing the motivation of faculty and their interactions with students. Conducting a
similar study using a larger sample size from a broader number of academic disciplines might
reveal different results related to the impact of attainment value on knowledge and motivation.
Similarly, conducting a study using a broader definition of organization that includes ABCSSW
as a whole would provide insight into the impact of the larger organizational context to faculty
knowledge and motivation. Finally, further research should be conducted to understand the
classroom experiences of equity and inclusion of student veterans with TBI from the student
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perspective. The findings of such a study may reveal additional gaps in faculty knowledge,
motivation, or organizational factors not evident in the current study.
This research study was also limited by a lack of existing research specific to the
classroom experiences of student veterans with TBI, thus forcing reliance upon separate research
on student veterans, and on research on TBI and disability within the classroom to inform the
literature review. This created challenges for the researcher as connections between these two
needed to be drawn, and some assumptions made on the influences of one factor on the other.
The lack of previous research also created challenges when developing the training for faculty,
as very little literature was available to inform how faculty should create more inclusive and
equitable classroom environments for student veterans with TBI. This lack of classroom best
practices specifically for student veterans with TBI resulted in the use of classroom practices
designed to support diverse students and diverse learning needs more broadly. Further research
into the specific learning needs of student veterans with TBI might significantly change the
recommendations for faculty training, and it is recommended that such research take place in
order create best practices for faculty members working with student veterans with TBI in their
classrooms.
Conclusion
The purpose of this study was to better understand the factors that impact faculty ability
to provide equitable and inclusive classroom practices for student veterans with TBI at a
graduate school of social work. While student veterans with TBI make up only a small number
of the student population within higher education classrooms, the number of student veterans
with TBI entering higher education is increasing. Faculty ability to structure classroom
environments that encourage full equity and inclusion of student veterans with TBI is influenced
EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI

94
by their level of knowledge and their motivation to do so. Training targeted specifically toward
increasing faculty knowledge and motivation can enhance faculty student interactions and result
in developing equitable and inclusive classroom practices for student veterans with TBI.

EQUITY AND INCLUSION OF VETERAN STUDENTS WITH TBI

95
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APPENDIX A
PARTICIPANT SCREENING SURVEY
1. Have you had a student veteran in your class tell you that he or she had been diagnosed
with a traumatic brain injury?
___yes ___no

2. Have you had a student veteran tell you then he or she had sustained a concussion or head
injury while serving in the military?

___yes ___no

3. Have you observed, or had a student veteran report experiencing three or more of the
following:
a. Pain, headaches, dizziness, fatigue, or noise intolerance
b. Irritability, emotional lability, or anxiety/depression
c. Inability to concentrate, memory problems, or difficulty performing mental tasks
d. Insomnia
e. Preoccupation with any of the above symptoms

___yes ___no

If you answered yes to number 3, did you know what these symptoms were attributed
to?

___yes ___no

4. Would you be willing to patriciate in an interview about your experiences and
interactions with these student/students?

___yes ____no

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APPENDIX B
Interview Protocol
Thank you for agreeing to participate in this interview!
I am interested in learning about your experiences teaching student veterans with
traumatic brain injury. Your participation is voluntary, confidential, and will not impact your
employment in anyway. While the interview will be recorded, your identity will be kept
confidential and any identifying information will be removed. You can recuse yourself from the
interview at any time, and you do not have to answer any questions that make you
uncomfortable.
Some of my questions will asking about specific interactions with students. To maintain
their confidentiality, I ask that you not identify students by name, or give other information that
might lead me or other to be able to identify the student.
Specific Questions:
• What do you think are some of the unique experiences that student veterans have
had that other students have not? (Conceptual Knowledge)

• Are there any resources that you use to help you understand the classroom
experiences of veterans with TBI? (Conceptual Knowledge)

• What words would you use to describe the values of the social work profession?
(Attainment Value)

• What words would you use to describe your values as a teacher? (Attainment
Value)

o Probe- if relevant: Have you ever had a time during your interactions with
students where these values seemed to conflict with one another?
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o How did you navigate this incident?

• How do you go about building a classroom environment that supports inclusion of
students from diverse backgrounds? (cultural models)

o Are there any specific techniques that you use? (Cultural settings)

• How do you feel about your ability to teach and engage student veterans? (Self-
efficacy)

• How do you feel about your ability to teach students with traumatic brain
injuries? (Self-Efficacy)

• Tell me about a past experience that you had with a student veteran with TBI, or a
student you suspected of having a TBI in your classroom. (Self-Efficacy)

o What were your thoughts and feelings about the interaction?

o Reflecting back on this experience, would you change anything about how
you responded?

• Can you reflect for me on some of your interactions with your students?
(Metacognition)

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APPENDIX C
SAMPLE SURVEY QUESTIONS FOR FORMATIVE, SUMMATIVE, AND
RETENTION DATA (LEVEL 1/2)
Please answer true or false:

1. True or False: Involuntary separation for the military following a TBI is often
experienced as a crisis of identity. (TRUE)

2. True or False: Student veterans experience the transition into academics and the transition
into civilian life as synonymous. (TRUE)

3. Most student veterans with TBI are connected with the office of Disability Services and
Programs (DSP) though the university. (FALSE)

4. Research indicates that understanding, empathy, and approachability of faculty may be
more important that the provision of formal accommodations in the academic success of a
student with disabilities. (TRUE)

5. Diverse methods of representation refers to the accommodations that students receive
from DSP. (FALSE)

Please rate your answers using a 5-point scale:

When faced with challenging student interactions, I am confident in my ability to navigate the
interaction successfully.

5 4 3 2 1
Strongly Agree Neither Agree Disagree Strongly
Agree or Disagree Disagree

I have had positive experiences working with student veterans with TBI.

5 4 3 2 1
Strongly Agree Neither Agree Disagree Strongly
Agree or Disagree Disagree

I believe in my ability to modify my classroom environment to meet the learning needs of all
students.

5 4 3 2 1
Strongly Agree Neither Agree Disagree Strongly
Agree or Disagree Disagree

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Additional questions included on summative survey only (Level 1):

Overall, I was satisfied with this training program.

5 4 3 2 1
Strongly Agree Neither Agree Disagree Strongly
Agree or Disagree Disagree

This program was relevant to the work I do.

5 4 3 2 1
Strongly Agree Neither Agree Disagree Strongly
Agree or Disagree Disagree

Comments:

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APPENDIX D
Sample Content to Evaluate Participants’ Implementation of Diverse Methods of
Representation and Expression (Level 3)
Equity and Inclusion Rubric

How to use this tool:
The equity and inclusion rubric can be utilized as a tool for reviewing your lesson plans for
equity and inclusion of student veterans with TBI. The listed items are based on research on the
experiences and needs of student veterans and on principles of Universal Design for Learning
(UDL), which is a research-based framework for addressing different learning needs in the
classroom. While not all items will apply to every lesson, it is expected that throughout the
course, each element listed here will be included as appropriate, and that these elements will be
woven throughout the course, rather than as an add on, or in a single lesson.

This is a self-reflective tool that can be used to review your own lesson plans, as a tool for peer
review, or can be used as a conversation starter with colleagues within your inquiry team.

Veteran and Disability Content:
• Veteran content
Inclusion of veteran or disability perspective and voice is woven throughout the lesson.
• Instructor impartiality
Content demonstrates attention to topics and issues related to veterans regardless of the
instructor’s personal beliefs, and without revealing one’s bias or personal agenda.
• Readings, videos, and other media
Materials used to demonstrate concepts include examples related to veterans and/or
disability

Diverse Methods of Representation:
• Content Organization
Learning objectives are presented visually and orally, content is broken down into
component parts, content is organized using color coding, highlighting of key concepts
• Multiple Formats
Methods use to teach content include multiple formats: e.g., video, graphic organizers,
small group discussion, role-play, and demonstration
• Accessibility
Audio/video content is captioned, transcripts of lectures are provided, open education
resources (OERs) used when possible

Diverse Methods of Expression:
• Assessment of Content Mastery
Students are given the opportunity to demonstrate knowledge and skills in a variety of
formats: e.g., role plays, verbal or multimedia presentations, and group work

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APPENDIX E
Learning Experience Evaluation Inclusion Practices Sample (Level 4)

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APPENDIX F
Sample PowerPoint Slide to Report Program Impact

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APPENDIX G
Institutional Review Board Approval Letter

University of Southern California Institutional Review Board
1640 Marengo Street, Suite 700
Los Angeles, California 90033-9269
Telephone: (323) 442-0114
Fax: (323) 224-8389
Email: irb@usc.edu

Date: Feb 04, 2019, 11:49am
Action Taken: Approve
Principal Investigator: Laura Gale, MSW/LCSW
ROSSIER SCHOOL OF EDUCATION
Faculty Advisor: Patricia Tobey
OFFICE OF THE PROVOST
Co-Investigator(s):
Project Title: Equity and Inclus ion of Student Veterans with TBI
Study ID: UP-19-00022
Funding: N/A - no funding source listed

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Abstract (if available)

Abstract Over one million military students are enrolled in undergraduate and graduate programs across the United States (Radford, Bentz, Dekker, & Paslov, 2016). It is estimated that between 15% and 23% of veterans who enroll in higher education have experienced traumatic brain injury (TBI

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Asset Metadata

Creator Gale, Laura (author)

Core Title Equity and inclusion of veteran students with traumatic brain injury in higher education classrooms: a gap analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 11/12/2019

Defense Date 08/08/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag attainment value,classroom culture,conceptual knowledge,equity,faculty,Higher education,inclusion,metacognition,OAI-PMH Harvest,self-efficacy,traumatic brain injury,veteran

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tobey, Patricia (committee chair), Finney, Kimberly (committee member), Phillips, Jennifer (committee member)

Creator Email lauracga@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-232584

Unique identifier UC11675108

Identifier etd-GaleLaura-7909.pdf (filename),usctheses-c89-232584 (legacy record id)

Legacy Identifier etd-GaleLaura-7909.pdf

Dmrecord 232584

Document Type Dissertation

Rights Gale, Laura

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA