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Author: Lindsey A. Seefeldt
Publisher:
ISBN:
Category :
Languages : en
Pages : 48
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Book Description
Author: Lindsey A. Seefeldt
Publisher:
ISBN:
Category :
Languages : en
Pages : 48
Get Book Here
Book Description
Author: Mark A. Fegley
Publisher:
ISBN:
Category : Adult students
Languages : en
Pages : 191
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Book Description
Over the years, the Servicemen’s Readjustment Act (1944) and subsequent funding legislation has enabled vast numbers of American military service members and veterans to attend colleges and universities (Osborne, 2014). For institutions that experienced declines in traditional age students due to changing demographics, Post 9/11 veterans are an attractive enrollment target because of guaranteed government funding. Veterans are particularly appealing to private, online institutions as a viable revenue stream. We know that student veterans share many of the same attributes of nontraditional students (Navarre Cleary, M., & Wozniak, K., 2013) but often do not perform as well as their nonveteran counterparts in the areas of academic performance, retention and in bachelor’s degree completion (Cate, Lyon, Schmeling, & Bogue, 2017; Durdella & Kim, 2012). While the amount of research into veteran transitions has increased in the past 10 years, previous studies have often focused on the provision of veteran services or on the mental and physical health issues of combat veterans. Little has been revealed about the lived college experience of Post 9/11 veterans and the difficulties they encounter. Although it has been established that student veterans tend to default to avoidance coping strategies (Romero, Riggs, & Ruggero, 2015), data about the effectiveness of their coping choices and the repercussions on their persistence in college is lacking. More research on veteran college transitions is needed, so this study seeks to address a critical gap in the literature. The purpose of this phenomenological study is to examine the lived experiences, academic challenges, and the coping strategies of Post 9/11 student veterans at a large, Midwestern university.
Author: David DiRamio
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072163
Category : Education
Languages : en
Pages : 174
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Book Description
With the passage of the Post-9/11 GI Bill in 2008, more than 1.4 million service members and their families became eligible for higher education benefits, and veterans from the wars in Iraq and Afghanistan enrolled in colleges and universities in record numbers. The first wave of research about these new student veterans focused primarily on describing their characteristics and the transition from military service to civilian life and the college campus. This new edited collection presents findings from the second wave of research about student veterans, with a focus on data-driven evidence of academic success factors, including persistence, retention, degree completion, and employment after college. An invaluable resource for educators poised to enter the next phase of supporting military-connected college students.
Author: Benjamin Wilson
Publisher:
ISBN:
Category : Adjustment (Psychology)
Languages : en
Pages : 39
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Book Description
The purpose of this paper was to examine the relationship between post-military service stress reactions and subsequent coping behaviors among military veterans at Eastern Michigan University (EMU). The analytical approach was based on Agnew’s general strain theory, which contends that individuals turn to unhealthy or illegitimate coping mechanisms to deal with pain, whether that be physical or psychological. Data was gathered in the form of a survey of student veterans using both dichotomous and Likert-scale questions designed to assess both their level of post-service stress and coping mechanisms with emphasis on identifying post-traumatic stress disorder (PTSD) type conditions. PTSD assessment was based partially on a checklist of indicators from the Diagnostic and Statistical Manual of Mental Disorders (5th ed.). A total of 34 military veterans responded to the survey, 26 identified as “male,” and eight as “female”. We found in our survey that overall individuals do turn to illegal or unhealthy means as a way of coping with whatever pain they may have experienced or currently still are experiencing. The primary coping mechanisms that appeared from our research were tobacco, alcohol, and other drug use, and while other coping mechanisms did appear, these were the most common. We also did not find a notable difference between men and women in terms of coping mechanisms or stress, though the female sample size was smaller than the male sample size, which could be a limitation to our data. One of the main findings from our analysis indicates that vulnerabilities to PTSD were not affected by whether or not a veteran served in combat, but rather if they were wounded or not. We also determined that stress was exhibited by most respondents regardless of whether they deployed overseas or not, meaning merely serving in the military created an atmosphere of extreme stress. Overall our most significant limitation was our number of respondents. Had we achieved our sample size goal, our data could have been even more revealing. Nonetheless, we received some alarming responses from our data. This paper hopes to help EMU and the Veterans Administration better assist our veterans with their needs and issues.
Author: Mary E. McNaughton-Cassill
Publisher: Cognella Academic Publishing
ISBN: 9781626616059
Category : College students
Languages : en
Pages : 0
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Book Description
"The essays ... explore issues faced by veteran-students when they confront the demands of college. Written for students, faculty and staff, and university administrators, the text helps readers gain a deeper understanding of the veteran-student experience and addresses how to support these students in order to maximize their chances for success."--Page 4 of cover.
Author: Jan Arminio
Publisher: Routledge
ISBN: 1317810554
Category : Education
Languages : en
Pages : 181
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Book Description
Student Veterans and Service Members in Higher Education bridges theory to practice in order to better prepare practitioners in their efforts to increase the success of veteran and military service members in higher education. Bringing together perspectives from a researcher, practitioner, and student veteran, this unique author team provides a comprehensive but manageable text reviewing relevant research literature and presenting accessible strategies for working with students. This book explores the facilitators and barriers of student veteran learning and engagement, how culture informs the current student veteran experience, and best practices for creating and maintaining a campus that allows for the success of these students. The latest to publish in the Key Issues on Diverse College Students series, this volume is a valuable resource for student affairs and higher education professionals to better serve veteran and military service members in higher education.
Author: Ellen Moore
Publisher: Duke University Press
ISBN: 0822372762
Category : Social Science
Languages : en
Pages : 260
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Book Description
In today's volunteer military many recruits enlist for the educational benefits, yet a significant number of veterans struggle in the classroom, and many drop out. The difficulties faced by student veterans have been attributed to various factors: poor academic preparation, PTSD and other postwar ailments, and allegedly antimilitary sentiments on college campuses. In Grateful Nation Ellen Moore challenges these narratives by tracing the experiences of Iraq and Afghanistan war veterans at two California college campuses. Drawing on interviews with dozens of veterans, classroom observations, and assessments of the work of veteran support organizations, Moore finds that veterans' academic struggles result from their military training and combat experience, which complicate their ability to function in civilian schools. While there is little evidence of antimilitary bias on college campuses, Moore demonstrates the ways in which college programs that conflate support for veterans with support for the institutional military lead to suppression of campus debate about the wars, discourage antiwar activism, and encourage a growing militarization.
Author: Emre Umucu
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Student veterans is one of the fastest growing student populations in post-secondary education. However, transitioning from the structured of military service to a less regimented college lifestyle can be very challenging for them. Factors contributing to college life adjustment of student veterans can be complex and cannot be reduced to a single factor, such as academic problems. There is a paucity of information regarding college life adjustment, health-related quality of life (HRQOL), and life satisfaction among student veterans. The lack of information on determinants of college life adjustment may limit the effectiveness of postsecondary education support services for student veterans. Recently, Seligman's positive emotion, engagement, relationships, meaning, and accomplishment (PERMA) has received considerable attention as a model of well-being in postsecondary education. Therefore, the purpose of this study is to examine (a) to what extent demographic covariates, foundational and emerging positive psychology traits (FEPPTs) and PERMA uniquely predict college life adjustment, HRQOL and life satisfaction of student veterans, (b) PERMA as a happiness and well-being model for college life adjustment, HRQOL, and life satisfaction among student veterans, (c) FEPPTs as predictors of PERMA. A total of 205 student veterans responded to an online-survey. Results revealed that demographic covariates (e.g., service-connected disability), FEPPTs (e.g., optimism), and PERMA (e.g., positive emotion) significantly accounted for college life adjustment, HRQOL, and life satisfaction of student veterans. In addition, a mediation analysis revealed that PERMA partially mediates the relationship between service-connected disability and college life adjustment of student veterans. The results of this study provide empirical supports for the use of PERMA as a comprehensive well-being model of college life adjustment for student veterans.
Author: Florence A. Hamrick
Publisher: John Wiley & Sons
ISBN: 1118240146
Category : Education
Languages : en
Pages : 323
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Book Description
Called to Serve Over the past several years, veteran enrollment in universities, community colleges, and vocational programs has increased dramatically. Called to Serve offers academics and administrators a handbook highlighting the most current research, program initiatives, and recommendations for creating policies and services that can help student veterans and service members succeed, including: Strategies for organizing and staffing services for veterans and service members Suggestions for creating institutional infrastructures and policies related to enrollment, transfer, and degree completion Frameworks for working with service members with physical, emotional, and learning disabilities Praise for Called to Serve "An excellent resource tool for key university leadership who desire to support the success of incoming and current student veterans." —Renee T. Finnegan, colonel (retired), executive director, Military Initiatives and Partnerships, Office of the President, University of Louisville "One of the more compelling issues of our time is the integration of returning veterans and service members into our society following their service to our country. This handbook will be a critical tool in guiding higher education professionals in developing strategies to ensure their success in college." —Kevin Kruger, president, NASPA–Student Affairs Administrators in Higher Education "This timely book explains and presents a new meaning of 'called to service.' The issues and vignettes bring to life real situations that will be facing all campuses. I highly recommend this valuable resource to those looking forward and not back." —Gregory Roberts, executive director, ACPA–College Student Educators International "I have waited over forty years for such a comprehensive handbook to be written about the challenges, opportunities, and rewards that are associated with providing higher education to America's veterans—our future leaders. Well done." —Robert E. Wallace, Vietnam veteran and executive director, Veterans of Foreign Wars of the U.S., Washington Office
Author: Mark Blaauw-Hara
Publisher: University Press of Colorado
ISBN: 1646421345
Category : Language Arts & Disciplines
Languages : en
Pages : 138
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Book Description
Grounded in case-study research, this book explores the writing and learning transitions of military veterans at the college level. Providing meaningful research into the ways adult learners bring their knowledge to the classroom, From Military to Academy offers new ways of thinking about pedagogy beyond the “traditional” college experience. From Military to Academy is a detailed picture of how student-veterans may experience the shift to the college experience and academic writing. Grounding his research in the experiences of student-veterans at a community college, Blaauw-Hara integrates adult learning theory, threshold concepts, genre analysis, and student-veteran scholarship to help readers understand the challenges student-veterans experience and the strengths they bring as they enter the academic writing environment. Each chapter takes a different theoretical approach to frame student-veterans’ experiences, and Blaauw-Hara ends each chapter with specific, actionable pedagogical suggestions. Composition studies scholars especially have demonstrated an ongoing interest in and commitment to understanding the experiences of student-veterans from military service to postsecondary education. From Military to Academy helps college writing faculty and writing program administrators understand and support the growing numbers of student-veterans who are making the transition to higher education.
