scholarly journals Making the Case for Student Veterans: Building Support for Student Veteran Enrollment

2020 ◽  
Author(s):  
Sindy Lopez ◽  
Emily Schwartz ◽  
Elizabeth Davidson Pisacreta
Keyword(s):  
Student Veterans ◽  
Student Veteran

Preventing Student Veteran Attrition: What More Can We Do?

2016 ◽  
Vol 20 (1) ◽  
pp. 47-66 ◽  
Author(s):  
Mari Alschuler ◽  
Jessica Yarab
Keyword(s):  
College Success ◽  
Phenomenological Study ◽  
Student Veterans ◽  
Civilian Life ◽  
Two Phase ◽  
Student Orientation ◽  
Student Veteran ◽  
Resource Center ◽  
Phase Study ◽  
The University

Student veterans face many challenges when transitioning to college. This two-phase study first examined their retention and persistence through the use of archival data at one Midwestern public university. Results indicated a 50% graduation rate, comparable to the national average and above that for nonveterans at the same university. The second, phenomenological study entailed interviewing degree-seeking student veterans about personal, administrative, or academic issues related to college success. Emerging themes included (a) transitioning to civilian life; (b) managing multiple identities; (c) attitudes about civilian peers, faculty, and staff; and (d) medical or psychiatric issues that may interfere with retention or persistence. Interviewees recommended the university might help student veterans succeed by offering a faculty and student orientation on military culture, increasing interdepartmental communication within student affairs’ various offices, and expanding services provided by the campus veteran’s resource center.

scholarly journals Online Training for Working with Student Veterans: A Social Work Elective Course

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
Katherine Selber ◽  
Mary Jo Garcia Biggs ◽  
Nancy Feyl Chavkin ◽  
Micah C. Wright
Keyword(s):  
Social Work ◽  
Best Practices ◽  
Online Education ◽  
Military Veterans ◽  
Student Veterans ◽  
Online Course ◽  
Student Veteran ◽  
Msw Students ◽  
Elective Course ◽  
The Military

Abstract This article describes one school of social work’s innovative online elective course to prepare Masters of Social Work (MSW) students for practice with the military, veterans, and their families. Developed as part of a university-wide Veterans Initiative, this online course keeps the focus on the student veteran and uses best practices of online education. The authors share their strategies and make recommendations for future trainings.

Connecting Concepts of Self-Efficacy, Engaged Scholarship, and Civic Responsibility Among Student-Veterans

2019 ◽  
pp. 320-333
Author(s):  
Shaneen Dials-Corujo
Keyword(s):  
Self Efficacy ◽  
Qualitative Methodology ◽  
Educational Experiences ◽  
Case Study Research ◽  
The United States ◽  
Student Veterans ◽  
Engaged Scholarship ◽  
Student Veteran ◽  
Mastery Experience ◽  
Multiple Case

An estimated 23 million veterans lived in the United States in 2013, when the U.S. spent approximately $99 billion on veterans' benefits, $4.4 billion of which funded education and vocational rehabilitation. This denotes increased presence of combat student-veterans in colleges, which signifies a growing need to understand their educational experiences. Research connects high self-efficacy and academic achievement. This study aimed for a deeper understanding of the educational experiences of combat student-veterans who had achieved academic degrees following deployment in Operation Enduring Freedom (OEF)/Operation Iraqi Freedom (OIF). Qualitative methodology was used as a source of in-depth exploration to identify conditions enhancing combat student-veterans' motivation in the college classroom. Using Yin's multiple-case-study research design, information was gathered from nine individual combat student-veteran perspectives. Findings indicated that mastery experience, vicarious experience and social persuasion were major sources of self-efficacy among student-veterans.

Connecting Concepts of Self-Efficacy, Engaged Scholarship, and Civic Responsibility Among Student-Veterans

2018 ◽  
pp. 125-143
Author(s):  
Shaneen Dials-Corujo
Keyword(s):  
Self Efficacy ◽  
Qualitative Methodology ◽  
Educational Experiences ◽  
Case Study Research ◽  
The United States ◽  
Student Veterans ◽  
Engaged Scholarship ◽  
Student Veteran ◽  
Mastery Experience ◽  
Multiple Case

An estimated 23 million veterans lived in the United States in 2013, when the U.S. spent approximately $99 billion on veterans' benefits, $4.4 billion of which funded education and vocational rehabilitation. This denotes increased presence of combat student-veterans in colleges, which signifies a growing need to understand their educational experiences. Research connects high self-efficacy and academic achievement. This study aimed for a deeper understanding of the educational experiences of combat student-veterans who had achieved academic degrees following deployment in Operation Enduring Freedom (OEF)/Operation Iraqi Freedom (OIF). Qualitative methodology was used as a source of in-depth exploration to identify conditions enhancing combat student-veterans' motivation in the college classroom. Using Yin's multiple-case-study research design, information was gathered from nine individual combat student-veteran perspectives. Findings indicated that mastery experience, vicarious experience and social persuasion were major sources of self-efficacy among student-veterans.

scholarly journals At Attention: What Student Veteran Mission Statements Say About Public Flagships

2017 ◽  
Vol 8 (1) ◽  
pp. 130
Author(s):  
Zachary W Taylor
Keyword(s):  
Adult Learning ◽  
Mission Statements ◽  
Linguistic Analysis ◽  
Student Veterans ◽  
Student Veteran ◽  
University Mission ◽  
Third Person ◽  
The U.S

Expanding Wilson, Meyer, and McNeal’s (2012) work focusing on university mission statements, this study further explicates the values expressed by public flagship institutions (n = 50) through the linguistic examination of student veteran services mission statements disseminated by student veterans services offices, representing a gap in the literature. A quantitative linguistic analysis reveals only 24% of student veteran services offices feature official mission statements on their websites, these mission statements do not support extant research or the U.S. Department of Education’s guidelines for supporting student veterans, and mission statements do not directly address student veterans, evidenced by first- and third-person pronouns. Implications for student veteran support and adult learning are addressed.

scholarly journals Supporting Student Veterans: Utilizing Game-Based Role-Plays with Virtual Humans to Build Military Cultural Competency and Helping Behaviors in Faculty and Staff

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
Chris Andrew Cate ◽  
Glenn Albright
Keyword(s):  
Military Service ◽  
Student Veterans ◽  
Post Traumatic Stress ◽  
Virtual Training ◽  
Student Veteran ◽  
Military Service Members ◽  
Leadership Experience ◽  
Post Traumatic ◽  
Faculty And Staff ◽  
The Impact

Veterans and military service members enter the classroom with valuable life and leadership experience; however, transitioning to student life represents unique challenges. Like the larger veteran population, student veterans may bring to campus the negative aftereffects of their combat experiences in the form of Post-Traumatic Stress, substance abuse, depression, and thoughts of suicide. To better support and retain the nation’s growing number of student veterans, higher-education institutions are beginning to train faculty and staff to more effectively understand and meet the needs of student veteran populations. This study examines the impact of a new and innovative game-based virtual training simulation where users role-play with emotionally responsive virtual student veterans to understand the unique value veterans bring to campus, the obstacles they face in their pursuit of a college degree, effective tactics for managing challenging conversations and the best practices for connecting student veterans exhibiting signs of psychological distress with appropriate support services. Longitudinal data showed significant (p

scholarly journals Bridging the Gap: Technology and Veteran Academic Success

2014 ◽  
Vol 19 (1) ◽  
Author(s):  
David Cass ◽  
Shane Hammond
Keyword(s):  
Academic Success ◽  
Student Veterans ◽  
High Impact ◽  
Online Mentoring ◽  
Barriers To Success ◽  
Historical Trends ◽  
Student Veteran ◽  
Preliminary Results ◽  
Use Of Technology ◽  
Gap Technology

This paper presents two unique yet confluent perspectives regarding the use of technology to support student veterans in college, and is meant to ignite discussion of the blending of high impact practices with technology to promote their academic success. The authors highlight the historical trends of student veterans in the academy and discuss the barriers to success for this unique population of students. Uvize, an online mentoring and advising platform for student veterans, is introduced with an overview of the creation of the program and preliminary results from three forward thinking institutions. This article further defines why student veterans are a special student population on our campuses and require unique services to support their overall academic success. Theoretical and pragmatic technology based solutions for student veteran successes are presented.

scholarly journals Transitions of Student Military Veterans into Engineering Education

2021 ◽  
Vol 10 (6) ◽  
pp. 228
Author(s):  
Michelle M. Camacho ◽  
Susan M. Lord ◽  
Catherine Mobley ◽  
Joyce B. Main ◽  
Catherine E. Brawner
Keyword(s):  
Engineering Education ◽  
Transfer Students ◽  
Student Veterans ◽  
Civilian Life ◽  
Student Veteran ◽  
The Usa ◽  
Data Yield ◽  
University Leaders ◽  
Four Year Institutions ◽  
The Military

As student veterans transition to four-year institutions from the military, they navigate pathways that are often neither linear nor easy. Using Turner’s theory of liminality, we examine student veterans’ perspectives of the transition from military to civilian life. Interviewees include 60 student veterans from all military branches from four universities in the USA. Student veterans describe successes and challenges as they matriculate into engineering education as transfer students. Analyses of qualitative data yield original findings about the importance of mentors and student veteran networks for fostering student veterans’ educational interests and in promoting their persistence. This study uses a framework of liminality to highlight the bridge between prior military position and a forthcoming reentry into society with a new professional identity as an engineer. In describing their studies, student veterans greatly valued military-learned skills, such as patience, discipline, and technical skills, that give them an advantage in their engineering studies. These findings will be relevant to researchers studying transitions in general and researchers investigating veterans or other populations experiencing transitions. University leaders, including student affairs administrators, faculty members, and others who serve the student veteran community will also benefit from the results.

Student veterans and the academic library

2015 ◽  
Vol 43 (2) ◽  
pp. 262-279 ◽  
Author(s):  
Chloe Persian Mills ◽  
Emily Bounds Paladino ◽  
Jacqueline Courtney Klentzin
Keyword(s):  
Nontraditional Students ◽  
Quantitative Research ◽  
Academic Library ◽  
Student Veterans ◽  
Content Type ◽  
Student Veteran ◽  
Face To Face ◽  
Academic Literature ◽  
Survey Results

Purpose – The purpose of this study is to investigate whether student veterans have specific library-related needs and how librarians can best meet them. Design/methodology/approach – Researchers developed a survey which was administered both online and in paper copies. The survey results indicated need for further investigation; six face-to-face interviews with volunteers were conducted. Findings – Principle findings were that while student veterans do resemble nontraditional students in their needs and characteristics, important distinctions from that population could be noted. In addition, dedicated student veteran centers and/or offices provide librarians with the best possible means of communications with this particular population. Research limitations/implications – This case study demonstrates that individual institutions are well-served to investigate the specific characteristics of their own student veteran population. Librarians can utilize outreach to student veterans through their institution’s veteran center (if available), and may wish to employ the specific outreach practices detailed in the study. Originality/value – Virtually no other qualitative or quantitative research regarding the specific needs and characteristics of this academic population exists in the literature of the library sciences, and the academic literature that does address the population, coming from the student services arena, does not include mention of academic libraries.

scholarly journals Transition Programs for Student Veterans

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Gary Ritz ◽  
Alyssa Heggen ◽  
Katie Ericson ◽  
Jacqueline Harris
Keyword(s):  
Higher Education ◽  
Support Group ◽  
Student Veterans ◽  
Orientation Program ◽  
Fall Semester ◽  
Student Veteran ◽  
Traditional Student ◽  
Midwestern University ◽  
First Time ◽  
Positive Support

Many times, student veterans are returning to, or entering for the first time, an institution of higher education at an older age than the traditional student, and with very different background experiences. As institutions prepare a welcoming environment for their matriculating students, an orientation program for student veterans, supplemental to the already existing orientation, is suggested. Doing so provides all the necessary information to the student veteran about the institution, along with a separate time to create a support group with their peers. The program described was implemented at a four-year, public, Midwestern university in the fall semester of 2011. Through a multi-pronged approach, student veterans were offered a variety of resources to help ease their transition from “boots to books.” An analysis of the data on the students who participated in the activities was compared to data on the students who were not involved. The results of the analysis show positive support for continuing the specialized orientation program.

Sign in / Sign up

Export Citation Format

Share Document