You Can't Handle the Truth: The Effects of the Post-9/11 Gi Bill on Higher Education and Earnings

2021 ◽  
Author(s):  
Andrew Barr ◽  
Laura Kawano ◽  
Bruce Sacerdote ◽  
William Skimmyhorn ◽  
Michael Stevens
Keyword(s):  
Higher Education ◽  
Gi Bill

CHAPTER 3 Higher Education, the GI Bill, and the Postwar Lives of Latino Veterans and Their Families

2014 ◽  
pp. 59-74
Author(s):  
Angélica Aguilar Rodríguez ◽  
Julian Vasquez Heilig ◽  
Allison Prochnow
Keyword(s):  
Higher Education ◽  
Gi Bill

scholarly journals You Can’t Handle The Truth: The Effects Of The Post-9/11 Gi Bill On Higher Education And Earnings

2021 ◽  
Author(s):  
Andrew Barr ◽  
Laura Kawano ◽  
Bruce Sacerdote ◽  
William Skimmyhorn ◽  
Michael Stevens
Keyword(s):  
Higher Education ◽  
Gi Bill

The Origins of National Technological Advantage

2021 ◽  
pp. 91-94
Author(s):  
Samuel Cohn
Keyword(s):  
Higher Education ◽  
United States ◽  
Public Universities ◽  
Armed Forces ◽  
The United States ◽  
Terms Of Trade ◽  
Gi Bill ◽  
Military Technology ◽  
Technological Advantage ◽  
Competitive Prices

This chapter addresses how big government is also responsible for countries achieving strategic technological advantages. Strategic technological advantage is the key to gaining from unequal terms of trade. If your country has invented something and controls proprietary technology, your nation has a monopoly and can charge monopoly prices. Other countries have to compete with other vendors to sell their goods and sell at low competitive prices. But how do countries get technological monopolies? America's scientific and engineering dominance comes from the superiority of its higher education. The United States was the only country to create large public universities with cheap tuition in every state or province in the nation. The chapter then looks at the Morrill Acts of 1862 and 1890; the Hatch Act of 1914; and the GI Bill. It also considers the founding of the National Science Foundation. The plan was that not only would the United States have stronger armed forces due to military technology, but it would also have a better economy due to civilian technology and would be better able to solve social problems with the use of social technology.

From the Halls of Harvard to the Age of the Networker

2020 ◽  
pp. 201-225
Author(s):  
Amy Aldridge Sanford ◽  
Kellie W. Smith
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Course Management Systems ◽  
Contingent Faculty ◽  
Gi Bill ◽  
Full Time ◽  
New Faculty ◽  
Faculty Orientation ◽  
Conference Attendance

Professional development in U.S. higher education was operationalized with sabbatical leaves for 150 years but has rapidly evolved through five ages since then – from conference attendance during the Age of the Scholar (1950s-60s) to the centrality of centers of teaching and learning in today's Age of the Networker (2000s-2010s). It continues to be influenced by everchanging professoriate and student populations, beginning with the introduction of the GI Bill and in the mid-20th century to the modern dependence of contingent faculty. Over the years, tenure lines have decreased, more students work full time, lawmakers and other stakeholders are more critical of colleges and universities, and students are less prepared academically but are more savvy with social justice. Faculty developers must carefully consider all of these matters when planning for the old standbys (e.g., new faculty orientation, navigating course management systems) and looking to what is needed for the future (e.g., accessible design, self-care, legislative mandates).

scholarly journals Through Army-Colored Glasses: A Layered Account of One Veteran’s Experiences in Higher Education

2018 ◽  
Author(s):  
Phillip Olt
Keyword(s):  
Higher Education ◽  
Student Veterans ◽  
Faculty Members ◽  
Gi Bill ◽  
University Campus ◽  
Multiple Perspectives ◽  
Military Career ◽  
Transfer Credits ◽  
Military Veteran ◽  
The Military

There is a lack of research on military veterans in higher education that captures the issues from an insider’s perspective. To that end, I sought to reflect upon my own experiences with higher education as military veteran—from a budding recruit all the way through to now being an administrator and faculty member. I utilized a layered-account autoethnographic approach (Ronai, 1995) to interrogate my multiple perspectives that developed over time on veterans’ issues in higher education. I found that the GI Bill—the modern iteration of the Serviceman’s Readjustment Act of 1944—was a powerful motivator both in starting my military career and continuing my studies; my thinking on transfer credits from the Joint Service Transcript evolved from seeing them as an entitlement to lacking rigor. I felt out of place as I left the military and attended a traditional university campus, and then I sought out the faculty members who reminded me of the no-nonsense military from which I had departed. My experiences in the military continually guided my behavior as a student and that of other student veterans I observed, thus, I recommend that institutions glean lessons from these experiences to better serve the unique demographic presented by the growing population of student veterans.

From Start to Finish: What Factors Inhibit Student Veterans Completion?

2020 ◽  
pp. 152102512093511 ◽  
Author(s):  
Beverly A. Wagner ◽  
Roxanne N. Long
Keyword(s):  
Higher Education ◽  
Degree Completion ◽  
Support Services ◽  
Population Survey ◽  
Student Support Services ◽  
Student Support ◽  
Student Veterans ◽  
College Retention ◽  
Bachelor's Degree ◽  
Gi Bill

Student veterans experience unique challenges when returning to higher education. While the Post-9/11 GI bill creates an easier pathway for veterans, student veterans often face multiple impediments to degree completion. Using the Veterans Supplement of the Current Population Survey, we conducted a logistic regression of 4,887 veterans that predicts college retention measured by bachelor’s degree completion using six study variables of physical, sensory, and mental challenges (concentration, hearing, eyesight, walking, dressing, and going out). We conclude only difficulty hearing and walking significantly decreased the odds of bachelor’s degree completion. Recommendations for campus-student-support services are explored.

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