Veterans in Higher Education: When Johnny and Jane Come Marching to Campus. ASHE Higher Education Report, Volume 37, Number 3. J–B ASHE Higher Education Report Series (AEHE)

  • ID: 2216109
  • Book
  • 152 Pages
  • John Wiley and Sons Ltd
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STUDENTS WITH MILITARY EXPERIENCE are choosing to pursue postsecondary education in numbers not seen since World War II. An estimated 2 million men and women, many having served in the wars in Iraq and Afghanistan, are now or will be pursuing degrees from all educational sectors: public and private, two– and four–year, online and brick and mortar. Are administrators, staff and faculty at institutions of higher learning ready to receive this emerging population of students, many of whom face unique challenges associated with wartime servce? Transition from military duty to civilian life and college can be difficult and in some instances is exacerbated by physical or psychological injuries. This volume seeks to understand those difficulties by applying developmental and college effect theories to better interpret the contemporary phenomenon of student veterans. The purpose of this volume is to integrate student development theory in planning programs and services for student veterans, many of whom have rusty academic skills and poor study habits and are unfamiliar with the requirements for success in the civilian workforce after graduation. With the help of institutional support and services, however, many student veterans have the potential for academic excellence as a result of their mission–oriented dedication and the work ethic they learned while serving in the military.

David DiRamio, a U.S. Navy vateran, is associate professor of higher education administration at Auburn University.

Kathyrn Jarvis is director of academic support at Auburn University. She has served as an administrator and faculty member in higher education for more than thirty years.

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Executive Summary ix

Foreword xiii

Acknowledgments xvii

Old Friends and New Faces 1

Home Alone? Applying Theories of Transition to Support Student Veterans′ Success 7

A Model for Supporting Student Veterans Transition 11

Conclusion 17

Commentary from Nancy K. Schlossberg 18

What Matters to Veterans? Peer Influences and the Campus Environment 21

The Military Bond 21

Inputs, Environment, and Outcomes 22

Inputs, Environment, and Outcomes for Veterans 25

Peer Group Supports and Influences 27

Summary and Recommendations 29

Commentary from Alexander W. Astin 32

Transition 2.0: Using Tinto′s Model to Understand Student Veterans′ Persistence 35

Transition and Preentry Attributes 36

Goals and Commitments 40

Initial Institutional Experiences 41

Transition 2.0: Academic and Social Integration 44

Transition 2.0: Academic and Social Integration with the Campus Community 46

Career Services and the Student Veteran 47

New Goals and Intent to Persist 48

Critics of Academic and Social Integration 48

Conclusion 50

Commentary from John M. Braxton 51

Crisis of Identity? Veteran, Civilian, Student 53

Identity Development and Knowledge of Self 54

Self and Others 55

Multiple Roles and Intersecting Identities 56

Crisis, Exploration, and Commitment 59

Multiple Dimensions of Identity 59

Typologies 61

Conclusion 65

Commentary from Linda Reisser 66

Women Warriors: Supporting Female Student Veterans 69

Enduring Effects of Male Turf: Gender and Assumptions 72

Mothers and Warriors: Care and Justice 73

Into a College Environment: Developing a Voice 75

Help Seeking: Learning to Cope 77

Marching Together: Summary 78

Commentary from Margaret Baechtold 79

Ideas for a Self–Authorship Curriculum for Students with Military Experience 81

Classes for Veterans 84

Meaning Making and Self–Authorship 86

Concept Mapping for Curriculum Planning 86

Conclusion 90

Commentary from Marcia B. Baxter Magolda 91

Institutional Response to an Emerging Population of Veterans 95

EFA Factor One Financial Matters 101

EFA Factor Two Administrative and Strategic Planning 105

EFA Factor Three Advising and Career Services 106

EFA Factor Four Psychological Counseling Services 107

EFA Factor Five Veterans Office on Campus 111

Conclusion 112

Concluding Thoughts 113

Appendix A: A Veteran′s Essay 117

Appendix B: Example Syllabus 119

References 121

Name Index 135

Subject Index 139

About the Authors 143

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David DiRamio
Kathryn Jarvis
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