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Author: Gladys Newbury Publisher: ISBN: Category : Languages : en Pages : 61
Book Description
Student veterans make up a unique non-traditional student demographic whose characteristics can pose challenges to achieving their academic goals regardless of financial benefits such as the GI bill educational aid. The decrease in education completion rates among student veterans over the past several decades has been drastic and requires more attention to ensure academic success. The focus of this study is to explore the perceptions of student veterans in regards to services and transitions upon graduation for college and the identification of that campus being identified as military friendly. Utilizing a cross-sectional method, surveys were distributed via email to student veterans at California State University San Marcos (CSUSM). Forty-nine student veterans responded to the survey, which ask questions relating to demographics, transitions, barriers to graduation, and satisfaction of services. More than 83% of students either agreed or slightly agreed that CSUSM is a military friendly campus. Many of the respondents believed that services such as a transitional class, student veteran orientation, mentorship programs, and internship programs assist with their transition in and out of school. In addition, a majority of the student veterans either agreed or slightly agreed 85.5% (N=41) to being confident that they will graduate as planned. Further research should study the efficacy of any one best practice such as student veteran orientation, transitional class, internship or mentorship program.
Author: Gladys Newbury Publisher: ISBN: Category : Languages : en Pages : 61
Book Description
Student veterans make up a unique non-traditional student demographic whose characteristics can pose challenges to achieving their academic goals regardless of financial benefits such as the GI bill educational aid. The decrease in education completion rates among student veterans over the past several decades has been drastic and requires more attention to ensure academic success. The focus of this study is to explore the perceptions of student veterans in regards to services and transitions upon graduation for college and the identification of that campus being identified as military friendly. Utilizing a cross-sectional method, surveys were distributed via email to student veterans at California State University San Marcos (CSUSM). Forty-nine student veterans responded to the survey, which ask questions relating to demographics, transitions, barriers to graduation, and satisfaction of services. More than 83% of students either agreed or slightly agreed that CSUSM is a military friendly campus. Many of the respondents believed that services such as a transitional class, student veteran orientation, mentorship programs, and internship programs assist with their transition in and out of school. In addition, a majority of the student veterans either agreed or slightly agreed 85.5% (N=41) to being confident that they will graduate as planned. Further research should study the efficacy of any one best practice such as student veteran orientation, transitional class, internship or mentorship program.
Author: Paul C. Dulchinos Publisher: ISBN: Category : Soldiers Languages : en Pages : 354
Book Description
Over two million military personnel will leave the service over the next decade (Cook & Kim; 2009). The majority of these veterans will receive the most generous GI Bill since its inception (United States Department of Veterans Affairs [VA], 2011). Institutions will covet these students to offset discounting (Barr & McClellan, 2011; Basch, 1997; Curs & Singell, 2010; Parrott, 2008; United States Senate Health, Education, Labor and Pensions Committee [HELP], 2012). To recruit and retain these students, military veterans must view these institutions as friendly (Bean & Metzner, 1985; Radford, 2011; Vacchi, 2012). Previous studies focused on transition and access to veteran services (Ackerman, DiRamio, & Garza-Mitchell, 2009; Cook & Kim; 2009; Diamond, 2012; DiRamio, Ackerman, & Mitchell, 2008; Griffin & Gilbert, 2012; McBain, Kim, Cook, & Snead, 2012; Rumann & Hamrick, 2010). They identified factors that contribute to military friendliness along dimensions of cost, culture, collaboration, convenience, caring, and characteristics; however, they did not correlate these variables with veteran perceptions of friendliness (Ackerman et al., 2009; Diamond, 2012; DiRamio et al., 2008; Rumann & Hamrick, 2010). These studies were qualitative and used small samples (Ackerman et al., 2009; Diamond, 2012; DiRamio, et al., 2008; Rumann & Hamrick, 2010). This study determined how military veterans ranked these variables, compared how they differed by demographics, and determined to what extent these factors explained impressions of military friendliness at their institutions. This quantitative correlational study surveyed veteran populations (N=188) at five institutions in the New England. Data were analyzed using the Statistical Package for Social Sciences (SPSS) to run descriptive and inferential statistics to rank military friendliness factors and compare these rankings along various demographics. Findings revealed significant differences in student perceptions based on gender, marital status, children, age, combat experience, military status, educational assistance eligibility, academic status, institution type, and college residency. Findings also determined to what extent and in what manner these factors explained respondents' perceptions of military friendliness at their own institutions. The results of this study may inform higher educational leaders how to prioritize initiatives and to provide better support to military veteran students.
Author: Robert Ackerman Publisher: John Wiley & Sons ISBN: 1118184785 Category : Education Languages : en Pages : 115
Book Description
As the United States? wars in Afghanistan and Iraq continue, increasing numbers of students who experienced combat will enroll in colleges and universities. There is mounting evidence that these veterans will require support unique to their needs beyond the processing of financial aid paperwork from the Veterans Administration. Obviously, combat frequently inflicts injuries, both physical and mental, that will require attention, but veterans are a unique population in other ways as well. Soldiers experience extraordinary bonding in wartime, and colleges can provide opportunities for that fellowship to be a source of support and connection. Female veterans will bring a new, nontraditional perspective to campus, and student service organizations should pay careful attention. There is also a significant group of students who leave for service and return?under the best of circumstances, they need accommodation to succeed. Institutions of higher education traditionally have responded to the needs of special student populations by developing programs and offering services. This volume contains information about programmatic initiatives that can help create a welcoming environment for veterans, one that encourages serious, creative involvement. The authors bring broad experience and deliberate consideration to bear on questions that are only becoming more important to the entire spectrum of American colleges and universities. This is the 126th volume of the Jossey-Bass higher education quarterly report series New Directions for Student Services, an indispensable resource for vice presidents of student affairs, deans of students, student counselors, and other student services professionals. Each issue of New Directions for Student Services offers guidelines and programs for aiding students in their total development: emotional, social, physical, and intellectual.
Author: Jan Arminio Publisher: Routledge ISBN: 1317810562 Category : Education Languages : en Pages : 186
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
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: David DiRamio Publisher: The National Resource Center for The First-Year Experience ISBN: 1942072163 Category : Education Languages : en Pages : 174
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: Florence A. Hamrick Publisher: John Wiley & Sons ISBN: 1118240146 Category : Education Languages : en Pages : 323
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: Publisher: ISBN: Category : Soldiers Languages : en Pages : 376
Book Description
The Post-9/11 Veterans Educational Assistance Act of 2008 is the most generous expansion of veteran benefits since the original GI Bill (Radford, 2009). Unfortunately, many service members and veterans are not enrolling in higher education because of three main reasons: lack of easy access to needed information, lack of effective outreach, and lack of veteran-friendly institutions (American Council on Education, 2008). The profile of students who are service members and veterans is often nontraditional. Some service members or veteran students are older than traditional college age students (18-22), may have families and full time jobs, may be first-generation; and tend to be in lower to middle socioeconomic statuses (ACE, 2008). Service members and veterans' unique histories can result in distinct challenges for them while moving into a higher education setting. The purpose of this study was to describe the experience of student veterans who have gone through the college admission process. A qualitative, narrative approach was used to address the research question: How do student veterans describe their experience during the predisposition, search, and choice stages of college admission process? Data were collected through one-on-one interviews with (N=16) student veterans who have gone through the college admission process. Data were analyzed following the seven steps defined by Rubin and Rubin (2012). Fourteen themes in the predisposition, search, and choice stages and five supplemental themes emerged. In the predisposition stage three main themes emerged as student veterans discussed making decisions about their future careers. In the search stage five main themes emerged which revealed issues in finding information about institutions. In the choice stage, six themes emerged covering the factors student veterans considered when choosing a school. Supplemental findings included themes surrounding military education benefits, lack of academic confidence, and military friendly institutions. The findings of this study may be beneficial in identifying ways to streamline the college admission process for veterans. It may also further identify ways in which leaders in higher education can support student veterans during their transition to higher education. Lastly it could influence change to policies and procedures to become military friendly.
Author: Gladys Newbury
Author: Gladys Newbury
Author: Paul C. Dulchinos
Author: Robert Ackerman
Author: Jan Arminio
Author: Leilani Teresa Roberts Browning
Author: Ellen Moore
Author: David DiRamio
Author: Florence A. Hamrick
Author: 
Author: Mario L. Vazquez