International Journal of Social Research Methodology
While qualitative researchers increasingly accept online video interviews as a reliable method, m... more While qualitative researchers increasingly accept online video interviews as a reliable method, many maintain concerns about rapport and data quality. Drawing on two separate interview projects conducted in private in-person settings, public in-person settings, and privately via Skype, we compare interview contexts with regard to rapport, suitability to sensitive topics, interview duration, and scheduling concerns raised by prior research. Analytical comparison of these two corpuses of data suggest, largely in contrast to previous literature, that (1) interviews conducted in private settings (either in-person or via Skype) result in more sharing of deeply personal experiences, and there is little difference in this exceptional disclosure between Skype and in-person private interviews; (2) interviewing via Skype produces neither reduction nor inappropriate excesses of rapport; and (3) Skype interviews are a popular choice among participants, did not result in shorter interview duration, and were not subject to greater rescheduling or cancellation.
This study explores students’ sense of belonging in problem-based learning (PBL) environments at ... more This study explores students’ sense of belonging in problem-based learning (PBL) environments at the senior service college level in professional military education. Two seminars of students from the resident education program at the United States Army War College participated in a PBL intervention in the school’s five-day intro- ductory course. Seeking to explore the influence of problem-based learning on individual student experiences, the inclusion of a sense of belonging measure was one part of this intervention. Adapted from Walton and Cohen’s (2007) measure of sense of social and academic fit, the Sense of Belonging measure recorded students’ attitudinal reactions to the PBL intervention in the context of their feelings of inclusion and cognitive conformity within their re- spective seminar groups. Overall, the implementation of a prob- lem-based learning intervention does not appear to have had an adverse effect on the treatment group’s sense of belonging, com- fort, or agency in the course when compared to the control group.
Journal of Ethnographic & Qualitative Research, 2019
Researchers of student veterans in higher education seek to understand how experiences during mil... more Researchers of student veterans in higher education seek to understand how experiences during military service relate to veterans' roles as college students. Similarly, researchers of postsecondary student success assert that a more nuanced understanding of the student experience and student success requires attending to diverse populations. In the present study, I followed these charges by investigating the experiences of 22 student veterans at a southern California community college. My objective was to expand the scholarly conversation surrounding college student success and to learn what defines success for student veterans in higher education. Through the results of the present study, I indicated that completion, retention, and academic achievement were all valued by these student veterans. In addition, these student veterans considered other more unique factors as important markers of student success. These factors included using their educational benefits in an informed manner and developing the ability to help others, including other veterans, navigate the higher education system. Brandy M. Jenner
Journal of The First-Year Experience & Students in Transition, 2019
Differences in contextual norms between the U.S. military and institutions of higher education me... more Differences in contextual norms between the U.S. military and institutions of higher education mean that student veterans may experience difficulty integrating into the wider campus community, leading to educational inequity. However, this situation may be mitigated by the presence of a strong student veteran peer community. Previous studies of student veterans in higher education have shown that connecting with peers (particularly peers who have military experience) is an important part of the college experience; however, the nature of these peer connections has yet to be investigated. The current study examines the experiences of veterans at a Southern California community college's Veteran Resource Center to illuminate the role of peer community for veterans transitioning from military service into higher education. Results indicate the presence of a robust veteran peer community can play a pivotal role in veterans' transition to higher education.
International Journal of Social Research Methodology, 2019
While qualitative researchers increasingly accept online video interviews as a reliable method, m... more While qualitative researchers increasingly accept online video interviews as a reliable method, many maintain concerns about rapport and data quality. Drawing on two separate interview projects conducted in private in-person settings, public in-person settings, and privately via Skype, we compare interview contexts with regard to rapport, suitability to sensitive topics, interview duration, and scheduling concerns raised by prior research. Analytical comparison of these two corpuses of data suggest, largely in contrast to previous literature, that (1) interviews conducted in private settings (either in-person or via Skype) result in more sharing of deeply personal experiences, and there is little difference in this exceptional disclosure between Skype and in-person private interviews; (2) interviewing via Skype produces neither reduction nor inappropriate excesses of rapport; and (3) Skype interviews are a popular choice among participants, did not result in shorter interview duration, and were not subject to greater rescheduling or cancellation.
To address concerns about student veterans, including lagging BA attainment and troubling drop-ou... more To address concerns about student veterans, including lagging BA attainment and troubling drop-out rates, researchers, policy-makers and practitioners would benefit from a more in-depth understanding of the processes student veterans undergo as they transition out of the military and into higher education. This paper synthesizes the literature related to the transition processes and post-secondary experiences of student veterans, nontraditional students, first-generation students, and under-represented minority students in order to identify points of convergence and divergence. These disparate literatures all recognize that the transition to higher education provides additional challenges, relative to the challenges faced by traditional students; however, over the past several decades a growing body of literature points to co-identity organizations – organizations that are centered around one aspect of a student's identity – as one factor that has potential to ease adjustment to higher education. By integrating existing research focused on the groups of students noted above with the burgeoning literature on student veterans, future researchers can conduct more informed research and policy-makers and administrators can be empowered to create more effective policies and programs.
International Journal of Social Research Methodology
While qualitative researchers increasingly accept online video interviews as a reliable method, m... more While qualitative researchers increasingly accept online video interviews as a reliable method, many maintain concerns about rapport and data quality. Drawing on two separate interview projects conducted in private in-person settings, public in-person settings, and privately via Skype, we compare interview contexts with regard to rapport, suitability to sensitive topics, interview duration, and scheduling concerns raised by prior research. Analytical comparison of these two corpuses of data suggest, largely in contrast to previous literature, that (1) interviews conducted in private settings (either in-person or via Skype) result in more sharing of deeply personal experiences, and there is little difference in this exceptional disclosure between Skype and in-person private interviews; (2) interviewing via Skype produces neither reduction nor inappropriate excesses of rapport; and (3) Skype interviews are a popular choice among participants, did not result in shorter interview duration, and were not subject to greater rescheduling or cancellation.
This study explores students’ sense of belonging in problem-based learning (PBL) environments at ... more This study explores students’ sense of belonging in problem-based learning (PBL) environments at the senior service college level in professional military education. Two seminars of students from the resident education program at the United States Army War College participated in a PBL intervention in the school’s five-day intro- ductory course. Seeking to explore the influence of problem-based learning on individual student experiences, the inclusion of a sense of belonging measure was one part of this intervention. Adapted from Walton and Cohen’s (2007) measure of sense of social and academic fit, the Sense of Belonging measure recorded students’ attitudinal reactions to the PBL intervention in the context of their feelings of inclusion and cognitive conformity within their re- spective seminar groups. Overall, the implementation of a prob- lem-based learning intervention does not appear to have had an adverse effect on the treatment group’s sense of belonging, com- fort, or agency in the course when compared to the control group.
Journal of Ethnographic & Qualitative Research, 2019
Researchers of student veterans in higher education seek to understand how experiences during mil... more Researchers of student veterans in higher education seek to understand how experiences during military service relate to veterans' roles as college students. Similarly, researchers of postsecondary student success assert that a more nuanced understanding of the student experience and student success requires attending to diverse populations. In the present study, I followed these charges by investigating the experiences of 22 student veterans at a southern California community college. My objective was to expand the scholarly conversation surrounding college student success and to learn what defines success for student veterans in higher education. Through the results of the present study, I indicated that completion, retention, and academic achievement were all valued by these student veterans. In addition, these student veterans considered other more unique factors as important markers of student success. These factors included using their educational benefits in an informed manner and developing the ability to help others, including other veterans, navigate the higher education system. Brandy M. Jenner
Journal of The First-Year Experience & Students in Transition, 2019
Differences in contextual norms between the U.S. military and institutions of higher education me... more Differences in contextual norms between the U.S. military and institutions of higher education mean that student veterans may experience difficulty integrating into the wider campus community, leading to educational inequity. However, this situation may be mitigated by the presence of a strong student veteran peer community. Previous studies of student veterans in higher education have shown that connecting with peers (particularly peers who have military experience) is an important part of the college experience; however, the nature of these peer connections has yet to be investigated. The current study examines the experiences of veterans at a Southern California community college's Veteran Resource Center to illuminate the role of peer community for veterans transitioning from military service into higher education. Results indicate the presence of a robust veteran peer community can play a pivotal role in veterans' transition to higher education.
International Journal of Social Research Methodology, 2019
While qualitative researchers increasingly accept online video interviews as a reliable method, m... more While qualitative researchers increasingly accept online video interviews as a reliable method, many maintain concerns about rapport and data quality. Drawing on two separate interview projects conducted in private in-person settings, public in-person settings, and privately via Skype, we compare interview contexts with regard to rapport, suitability to sensitive topics, interview duration, and scheduling concerns raised by prior research. Analytical comparison of these two corpuses of data suggest, largely in contrast to previous literature, that (1) interviews conducted in private settings (either in-person or via Skype) result in more sharing of deeply personal experiences, and there is little difference in this exceptional disclosure between Skype and in-person private interviews; (2) interviewing via Skype produces neither reduction nor inappropriate excesses of rapport; and (3) Skype interviews are a popular choice among participants, did not result in shorter interview duration, and were not subject to greater rescheduling or cancellation.
To address concerns about student veterans, including lagging BA attainment and troubling drop-ou... more To address concerns about student veterans, including lagging BA attainment and troubling drop-out rates, researchers, policy-makers and practitioners would benefit from a more in-depth understanding of the processes student veterans undergo as they transition out of the military and into higher education. This paper synthesizes the literature related to the transition processes and post-secondary experiences of student veterans, nontraditional students, first-generation students, and under-represented minority students in order to identify points of convergence and divergence. These disparate literatures all recognize that the transition to higher education provides additional challenges, relative to the challenges faced by traditional students; however, over the past several decades a growing body of literature points to co-identity organizations – organizations that are centered around one aspect of a student's identity – as one factor that has potential to ease adjustment to higher education. By integrating existing research focused on the groups of students noted above with the burgeoning literature on student veterans, future researchers can conduct more informed research and policy-makers and administrators can be empowered to create more effective policies and programs.
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Papers by Brandy Jenner