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It was the soldier鈥檚 first time overseas, nearly 5,000 miles from their home in Arkansas. They arrived in Casablanca during the height of World War II, traveling through Tunisia, eventually landing in Italy at Anzio Beach three days after the big invasion. With only a canteen and a K-rations, they headed out to connect with their unit, sleeping overnight in an open field rolled in a borrowed blanket. Their wartime experience included service in France and Germany and a trek through the treacherous Brenner Pass in the Alps to reconnect with their unit to return home. In recognition of their exceptional valor in combat, this heroic soldier was awarded the bronze star. This soldier was a woman.

History is very much alive at the Military Women鈥檚 Memorial. The story noted above is of Captain Lina Stratton Garrett, an Army nurse, and it is just one example of the experiences preserved at the memorial. While not all the narratives are full of derring-do, each account represents the important and varied contributions made by the nearly 3 million women who have served. As Phyllis Wilson, president of the memorial explains, 鈥淲e have a very simple mission: We honor and tell the stories of the women who have defended this nation.鈥�

Wilson not only leads the Memorial and its supporting non-profit organization, the Women in Military Service for America Memorial Foundation Inc. (WIMSA), but also is among those registered. She began her Army career as a Military Intelligence German linguist voice intercept operator, and subsequently served in several mobilizations, including Operation Desert Shield/Operation Desert Storm and Operation Enduring Freedom. She also deployed to Iraq twice as part of Operation Iraqi Freedom. After 37 years of service, Wilson retired as a chief warrant officer five and was inducted into the Army Women鈥檚 Foundation Hall of Fame in 2017.

The Memorial Takes Shape

The dedication of the Vietnam Veterans Memorial in 1983 caught the attention of women veterans who questioned why there wasn鈥檛 a similar tribute to their service. Although the Vietnam memorial includes a bronze statue in honor of nurses who served during that time, there was no recognition for women鈥檚 service in World War II or the Korean War. Women veterans approached former Ohio Rep. Mary Rose Oakar, who initiated hearings for a national women veterans鈥� memorial. In 1986, President Ronald Reagan signed a bill that authorized the establishment of the memorial.

The Military Women鈥檚 Memorial opened in 1997 to great fanfare with 40,000 dignitaries, politicians, celebrities, servicewomen, and veterans in attendance. Participants included Vice President Al Gore, Supreme Court Associate Justice Sandra Day O鈥機onnor, and celebrities like actress Loretta Swit, who had played Margaret 鈥淗ot Lips鈥� Houlihan in the Korean War-themed TV series 鈥淢*A*S*H.鈥�

Yet the concept of women in the military has not always been met with such glitz and glamor. It was initially illegal for women to serve, although they did in fact make contributions during the Revolutionary and Civil Wars, sometimes even disguising themselves as men. It wasn鈥檛 until the Army Nurse Corps was established in 1901 and soon followed by the Navy Nurse Corps in 1908, that women had an official military role. Women were permitted to enlist in the military for the first time during World War I but were only allowed to serve for the duration of the war plus six months. Simply put, a military career wasn鈥檛 an option for women as it was for men. Permanent status for women in the U.S. Armed Forces did not occur until passage of the Women鈥檚 Armed Services Integration Act in 1948. Although announced in 2013, it wasn鈥檛 until 2016 that all military jobs became available to women, including direct combat roles.

Importance of a Dedicated Women鈥檚 Memorial

Without a doubt, all those who defend the nation are important, so why is a separate memorial needed for women?

鈥淵ou know I wondered that myself, because for 37 years I was a soldier and I didn鈥檛 think we needed our own until recently, and I can now tell you I have four sons and a daughter-in-law who serve in the military. And women鈥檚 paths run parallel, but they do not run the same. As an example, men could serve in the Revolutionary War as soldiers, but women had to disguise themselves to fight on the battlefield,鈥� explains Wilson.

Located at the gateway of Arlington National Cemetery, the Military Women鈥檚 Memorial incorporates the historic Hemicycle, an impressive granite retaining wall dedicated in 1932 and originally intended as the ceremonial entrance to the cemetery but never fully developed. Architects, including one whose mother was a World War II Army nurse, added a skylight arc of glass tablets etched with quotations by and about military women. As the sun passes overhead, these quotes are reflected on the exhibit gallery below. Four stairwells lead to the upper terrace, breaching the original wall and symbolizing women breaking through barriers in the military. The Court of Valor features a reflecting pool with a 200-jet fountain, representing the sound of women鈥檚 voices.

The centerpiece of the memorial is its registry where visitors can access an interactive computer database containing names, service specifics, awards, decorations, and photographs of servicewomen who have registered. Wilson explains, 鈥淭he heart of the memorial is the database, where we ask every woman who has ever served in or with the military to claim her place and tell her story.鈥�

 As president of the Military Women鈥檚 Memorial, Excelsior graduate Phyllis Wilson leads efforts to gather and preserve the stories of women who have served and defended the United States. Photo: Karen Sayre

Those eligible to register their service are members of the U.S. Armed Forces鈥攁ctive duty, veteran, reserve, or guard. Other groups that qualify include U.S.鈥疨ublic Health Service Commissioned Corps, National Oceanic and Atmospheric Administration Commissioned Corps, Coast Guard Auxiliary, and the Civil Air Patrol. Another category others can register in is 鈥渁lso served,鈥� which includes those who served overseas during conflicts鈥痠n direct support of the Armed Forces in organizations such as the Red Cross, USO, and Special Services. U.S. Public Health Service Cadet Nurse Corps鈥痬embers鈥痑re included in a special Honor Roll of Cadet Nurses.鈥�

Wilson notes, 鈥淗onestly when the memorial opened in 鈥�97 who would have known that just four short years later 9/11 was going to happen. And a really huge number of women have joined the military post-9/11 and are still serving; many of those women don鈥檛 even know there鈥檚 such a place where they should be telling their stories.鈥�

Visiting the Memorial

While the registry is the heart of the Military Women鈥檚 Memorial, there is much more to see and appreciate at the site. Chronologically themed areas encompass women鈥檚 military history beginning in the 18th and 19th centuries, and cover both world wars and service in Korea and Vietnam, as well as present-day conflicts such as Iraq, Afghanistan, and the global war on terror. Admission is free, but due to COVID-19 restrictions, it is recommended that visitors secure a ticket through the Eventbrite link on the memorial鈥檚 website.

鈥淲e have a large collection of uniforms, boots, diaries, letters, photos鈥攜ou name it, we have it,鈥� Wilson explains, and adds, 鈥淲e have the largest collection of military women artifacts and memorabilia in the world.鈥�

 The stories maintained at the Military Women鈥檚 Memorial are both bitter and sweet, and encompass women鈥檚 military history from the 18th and 19th centuries, both world wars, the Korean and Vietnam Wars, and present-day conflicts such as Iraq, Afghanistan, and the global war on terror. Photos: Courtesy of Military Women鈥檚 Memorial

There are unique items included in the collection that are reflective of the depth of women鈥檚 military history. For example, there is a cane that belonged to Dr. Mary Edwards Walker, who volunteered as a surgeon during the Civil War. She was captured and served time as a prisoner of war. The only woman to be awarded the Medal of Honor, Walker refused to return it when the honor was rescinded during a period of confusion about eligibility for the medal. Wilson notes that Walker wore the medal every day when she appeared on Capitol Hill in support of the suffrage movement and took it with her to her grave. President Carter reinstated her medal in 1977. 鈥淚 think about these kinds of artifacts and imagine the stoicism, the tenacity of a woman who was certainly far ahead of her time, yet she knew she had the skills and the ability to serve her nation,鈥� Wilson says.

In addition to its permanent displays, the memorial also hosts special exhibits. Currently featured is 鈥淭he Color of Freedom,鈥� an exhibit that honors diversity. A sampling of the exhibit is available online and educational resources are offered for download so that educators can integrate the information into their curricula.

The memorial also has collected nearly 2,000 oral histories and maintains a world-class research library. Wilson notes, 鈥淢any PhD students that are working on women鈥檚 studies and, in particular, a focus on military, tell us that 40鈥�50 percent of the citations from their dissertation comes from our research library.鈥� The recent COVID-19 lockdowns have given rise to nearly 20 self-published memoirs by female veterans, copies that can only be found with the writers鈥� families or in the memorial鈥檚 library.

Recently, the Military Women鈥檚 Memorial underwent a rebranding campaign, adding a new logo, redesigning the website, and offering online registration capabilities. The website allows users to sample the exhibits, helping visitors plan their in-person experience. Anyone can create an account to explore the registry or to submit information on their service or that of someone they know. The nonprofit WIMSA Foundation supports the memorial through fundraising and acquisition of grants. No direct federal monies support the memorial, although one-time congressional appropriations have helped in recent years with needed structural repairs.

Registration Has Its Perks: Excelsior Partnership

The advantages of registering with the Military Women鈥檚 Memorial are many. By laying claim to a spot in history, a servicewoman鈥檚 story will be preserved and can be accessed by family, friends, or researchers. But not only are there benefits for posterity, but also for the registrants themselves. The Military Women鈥檚 Memorial and Excelsior College have formed a partnership, offering discounted tuition and fees to those who register their service. In addition to members, the partnership includes their spouses and significant others and memorial employees.

Wilson, a three-time Excelsior graduate, initiated the relationship. She recalls how the inspiration to pursue a partnership came to her. 鈥淔or very special events here at the memorial, including our Color of Freedom exhibit, we pull out purple. And I鈥檓 an Excelsior grad, so I knew the color purple and I thought our staff here and certainly our members could benefit from a partnership with an educational opportunity.鈥�

Wilson鈥檚 Excelsior roots run deep. She earned a BS in Liberal Arts in 1988, a BS in Nursing in 2010, and a Master of Public Administration in June 2021. To say that education is important to her would be an understatement鈥攊n addition to her Excelsior degrees, she has three associate degrees and a master鈥檚 degree in management.

A college credential is an important addition to a servicemember鈥檚 resume, she asserts, especially when competing for a promotion. 鈥淚t shows that you鈥檙e willing to work pretty doggone hard and probably give up a lot of additional family time to be a better soldier, a better servicemember. The military prizes people who take time for self-improvement, and higher education is a great way to demonstrate that you鈥檙e trying to be the best possible employee, whether in uniform or out of uniform.鈥�

Sisterhood of Stories: Campaign Seeks Registrants

The memorial has launched an ambitious campaign for 2021. With only 10 percent of eligible women currently included, plans are underway to obtain 100,000 new entries. The details that registrants add would further bring women鈥檚 military history alive and create a valuable resource for the future.

The stories maintained in the Military Women鈥檚 Memorial that Wilson share are both bitter and sweet, but it is important that all be preserved as a testament to those who served. Included in an exhibit are artifacts from Corporal Jessica Ellis, an Army medic twice deployed to Iraq. She was killed on Mother鈥檚 Day during her second tour when the vehicle she was riding in was hit by an EFP (explosively formed penetrator). On the other end of the spectrum is an account of a Vietnam War nurse, who excitedly opened a care package from home containing her favorite stateside treat鈥擳winkies. Unfortunately, the jungle environment led to the snack cake being infested with ants. Her ever-resourceful sisters in arms suggested she freeze the treat to dispel the ants, a story which the servicewoman included in the registry as one of her most memorable wartime experiences.

Wilson explains, 鈥淵ou totally connect with these women and their stories, and I thought that鈥檚 really what it鈥檚 about鈥攖hat sisterhood.鈥�

Trust between students and instructors in the online classroom boosts learners鈥� confidence, participation, and overall academic experience

Every instructor hopes to build a vibrant learning community in their online classroom where learners are successful in meeting their learning goals. One vital ingredient for such a learning community is trust among learners and trust in the instructor.

Risk and uncertainty are inherent in the online classroom environment. When learners trust their instructor, they are more willing to take risks and overcome uncertainty to contribute ideas and actively collaborate with confidence. They are also more willing to trust the instructor to guide the learning process as the knowledge expert. Research shows that when learners have a trusting relationship with the instructor, they are more cooperative, motivated, and enthusiastic; they welcome instructor feedback; and they help one another, all leading to a sense of community and satisfaction with their learning experience.

Little research has been done in the online classroom to understand the potential benefits of a particular form of trust known as 鈥渆pistemic trust.鈥� Epistemic trust exists in fiduciary relationships, those in which one person justifiably places confidence and trust in someone else and seeks that person鈥檚 help or advice in some matter. It is a special kind of trust akin to the relationship one has with their physician or financial advisor when making personal medical or financial high-risk decisions. The relationship between the online instructor and learner is also fiduciary in nature, and therefore warrants a closer examination. If the instructor can build an epistemic trust relationship with learners, the learners will trust in the instructor as the knowledge expert who can guide them in the learning process. They will trust that the instructor is acting in good faith for their best benefit and will feel confident that the instructor can guide them in their pursuit of new knowledge.

But online classrooms are made up of learners who are strangers to one another, and most times the instructor is a stranger as well. This, along with other barriers within the online space, makes relationship building a challenge. How, if at all, can the instructor build a relationship of trust with the learners within a time frame of a few weeks? If the instructor successfully builds trusting relationships with the learners, can the instructor and learners achieve an epistemic trust relationship to fully realize the positive implications for online learners? These are the questions that I hoped to answer through an in-depth research study of online classrooms in the health sciences and nursing programs at Excelsior College.

To study the impact of epistemic trust in the online classroom, I questioned 800 learners in 48 fully online classrooms at Excelsior to measure their level of trust in their instructor. Additionally, the learners assessed interactions with their instructor and reported their observations of the instructor鈥檚 actions within the online classroom. Based on this data, I selected several classrooms where the instructors had achieved a high level of epistemic trust with the learners. In these classrooms, I observed the activities and interactions of the instructor and learners, and conducted detailed interviews with the learners and faculty. The study found that the highly trusted instructors consistently adapted their behaviors in three critical areas: how they manage the classroom, how they communicate with learners, and how they are present in the online classroom.

Learners described progressing through several stages of trust, from an early decision to trust the instructor, to trusting that the instructor is fair and reliable, to feeling a personal connection with the instructor, to the final stage of trusting the instructor as the knowledge expert. Each progressive level of trust builds onto the next. These levels are labeled in scholarly literature as swift trust, competence trust, benevolence trust, and epistemic trust.

Instructor Interactions Build Epistemic Trust

The initial research data revealed that, overall, the instructors at Excelsior College were able to build epistemic trust relationships with the learners in their online classrooms. On the Epistemic Trust Scale, with 42 being a perfect score, the average for the 102 instructors was 37.99. The instructors showed a consistent method in how they manage the classrooms, communicate with learners, and present themselves regularly in the classroom. This speaks to the quality of expectations and guidance given to the instructors by the College. When comparing the epistemic trust scores with the classroom management style and the interpersonal communication style of these instructors, it was revealed that both caused a significant positive impact on the trust relationship. Responsiveness and consistent presence had a lesser positive impact on the trust relationship.

Once the importance of the instructors鈥� actions in building epistemic trust was established, the inquiry then focused on these questions: How did these highly trusted online instructors build an epistemic trust relationship with their learners? How did the learners describe their learning experience with their trusted faculty?

From the research interviews and classroom observations, I was able to construct a trajectory of the learners鈥� trusting responses to actions by the instructor that cumulatively led to an epistemic trust relationship. The actions that built trust began at the start of the courses. The trusted instructors were highly active and enthusiastic early in the course, which opened the opportunity for learners to take the first steps toward deciding to trust their instructor. (Swift trust)

The learners explained that early interactions with the instructor made an impact. Learners commented on their experiences, saying 鈥淭he instructor鈥檚 initial communications to the class influenced my trust,鈥� 鈥淭he first few weeks lay the groundwork for a working relationship,鈥� and 鈥淢y instructor was very welcoming from the first day.鈥� The instructor鈥檚 demeanor also made a difference, as indicated by a student saying, 鈥淚 wanted to participate because [the] instructor was excited about teaching the course material.鈥�

Importance of Responsiveness and Consistency

As the course continued, learners gauged the instructor鈥檚 presence in the classroom not by frequency or extent of time in the online classroom, but by the instructor鈥檚 immediate responsiveness to inquiries and the instructor鈥檚 transparency about their activities and interactions in the classroom, such as when things would be graded and being consistent in their participation in discussions or projects. Through these actions, the learners believed the instructor to be available. Learners said the instructors were 鈥渜uick with responses, timely, prompt to address questions and concerns.鈥� One learner explained, 鈥淢y professor kept his word and stayed consistent with grading and expectations. This added to the trust.鈥�

One instructor stressed the importance of creating a presence: 鈥淢y feeling is, they don鈥檛 see you face-to-face, and they don鈥檛 hear your voice. So, you just must be as strong of a presence as possible in the classroom. That really helps them connect to you and perhaps be invested more. They know someone鈥檚 out there paying attention to what they are doing.鈥� The learners also said repeatedly that they believed the instructors to be fair and consistent in 鈥渨ord and deed.鈥� (Competence trust)

Importance of Interpersonal Communication

One of the ways that instructors made personal connections with the learners was by sharing personal and professional stories, and giving examples from their own life experiences, particularly during collaborative activities such as classroom discussions. The instructors were viewed by the learners as mentors and role models. The instructors were helpful with both technical and content issues. They gave constructive praise and caring messages to individual learners to encourage their participation. Most importantly, they provided one-on-one assistance to struggling learners. Through all these actions by the instructor, the learner came to believe the instructor cared about their individual success. (Benevolence trust) 鈥淢y professor believed in everyone no matter their strengths and weaknesses,鈥� said one student. Another learner commented, 鈥淢y professor sent me personal messages of encouragement when I seemed to be struggling.鈥�

Importance of Classroom Management

The most impactful influencer for building trust was the instructors鈥� classroom management style, which was more formal and structured. This strengthened the trust relationship and reinforced the learners鈥� belief that the instructor is reliable and cares about their success. Classroom management included managing classroom conduct, aiding learners to meet deadlines, and encouraging learners who struggle with deadlines. Learners explained, 鈥淭he instructor promoted an environment of collegiality among the class鈥� and 鈥淭he professor was excellent with communication and keeping us up-to-date.鈥�

The instructors also provided guidance to improve quality of work and guided learners to think more deeply on complex topics. This served to move collaborative discussions to more sophisticated levels. One instructor explained it this way: 鈥淚鈥檓 trying to help learners transform their thinking, to really use those analytical skills.鈥� The learners believed the instructors offered ideas that furthered their knowledge and improved their learning experience. They described it as 鈥渢he instructor turned on the light bulb鈥� and 鈥渢he professor was good at stretching my mind.鈥� Another learner explained, 鈥淚t is extremely important to have trust in your professor that you are getting the tools and information you need to be successful.鈥� (Epistemic trust)

This study showed that the instructors who are best at building epistemic trust relationships with learners adapted their actions in the classroom in three distinct ways: their communication was personable and engaging, their classroom management was structured and deliberate, and their classroom presence was responsive and consistent. In response to the trusting relationship with their instructor, the adult learners trusted the instructors for their intellectual value and content expertise. And as a result, the trusted instructors expertly guided them through the learning process to a successful learning experience and outcome. This research opens the door to more investigations of how trusting relationships improve the learning experience and support the success of online learners.

As Excelsior College celebrates 50 years of helping adult students accomplish their educational goals, let鈥檚 travel back in time to compare life in 1971 versus in 2021

In 1971, Nixon was president and the Vietnam War was in its 16th year. It was also the year the New York State Board of Regents founded the Regents External Degree Program, what we know today as Excelsior College. The Regents External Degree Program changed the landscape of higher education with its innovative approach to enabling students earn degrees through credit aggregation and exam completion. In the 50 years since, Excelsior has continued its generous credit acceptance policies, awarding of credit, and exam options; added fully online degree and certificate programs; and recently began offering professional skills training. Excelsior鈥檚 focus on providing educational opportunities hasn鈥檛 changed over time, but many other things have!

Average Hourly Earnings

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1971: $7.10
2021: $29.81

Average Gasoline Price

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1971: $0.33
2021: $2.44

Cost of Raising a Child to 18聽Years Old

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1971:&苍产蝉辫;$80鈥�$150,000
2021: Upward to $245,000

Most Popular Cars

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1971: Chrysler New Yorker, Lincoln Continental, and Ford Thunderbird
2021: Expected to be Kia Seltos, Toyota RAV4, and Lexus IS

 

 

 

 

Average Price of a Movie聽Ticket

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1971: $1.65
2021: $9.26

Per Capita Income

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1971: $4,491
2021: $54,200

 

 

 

 

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1971: The Baltimore Colts beat the Dallas Cowboys 16鈥�13 in Super Bowl V

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2021: The Tampa Bay Buccaneers beat the Kansas City Chiefs 31鈥�9 in Super Bowl LV

Highest Paying Jobs

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1971: Physicians and surgeons at $25,000 per year, followed by managers and administrators at $12,597 per year

2021: Physicians and surgeons at $208,000 per year, followed by IT jobs like big data engineers at $159,135 per year and information systems security managers at $149,454 per year

Average Annual Cost of Private College Undergraduate Tuition

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1971: $2,930
2021: $35,801

At Excelsior: $12,240

Adults with a Bachelor鈥檚 Degree

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1971: 11.4%
2021: 36%

 

 

 

 

Starbucks Locations worldwide

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1971: 1

First founded in聽Washington

2021: 32,000

Locations in 83聽countries

Most Popular Bachelor鈥檚 Degree

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1971: Education
2021: Business