A statewide approach to creating veteran‐friendly campuses

Lokken, Jayne M.; Pfeffer, Donald S.; McAuley, James W.; Strong, Christopher K

doi:10.1002/ss.315

Cited by 40 publications

(14 citation statements)

References 4 publications

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“…Cloud State University (SCSU), the Minnesota Department of Veterans Affairs, and the SCSU Student Veterans Organization collaborated after repeatedly hearing that it was important for the veterans to feel a sense of belonging and be part of the campus community. One of the recommendations in their article to facilitate these needs was to provide an area that allows for networking with other veterans (Lokken, Pfeffer, McAuley & Strong, 2009). Coulter, Goin and Gerard (2004) found that graduate students also have specific needs for a designated meeting area to focus on professional development workshops and a venue for social interaction with peers.…”

Section: Discussionmentioning

confidence: 99%

Further Evidence That Individuals With a High Preference for Consistency Are More Susceptible to Cognitive Dissonance

Nolan¹,

Nail²

2014

PsiChiJournal

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Section: Discussionmentioning

confidence: 99%

Further Evidence That Individuals With a High Preference for Consistency Are More Susceptible to Cognitive Dissonance

Nolan¹,

Nail²

2014

PsiChiJournal

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“…Lokken and colleagues have described a military-friendly campus as an institution that strives to identify and remove barriers to the educational goals of veterans and to create smooth transitions between military life and college life [9]. Such campuses also enhance campus awareness of the student veteran population and develop proactive support programs to meet student veterans' needs [10].…”

Section: Emergent Themesmentioning

confidence: 96%

The institutional environment for student veterans in engineering

Brawner

Main

Mobley

et al. 2015

2015 IEEE Frontiers in Education Conference (FIE)

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Active military and student veterans navigate engineering education in ways both similar to and different from their civilian counterparts. This Work in Progress describes variation in institutional environments through interviews with campus administrators and inspection of university websites at four institutions. Three emerging themes are identified: 1) the presence/absence of key student policies, 2) variation in student support services, and 3) gaps in provision of such services. Interviews provide data on the challenges faced and assets brought by veterans, from the point of view of administrators. We find that serving veterans is an area of recent and increasing importance to these institutions and that the level of services offered is evolving to include veterans resource centers, training for students and faculty on veterans' issues, and web portals to access veteran-specific information.

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“…In general, however, higher educational institutions need to go beyond simply creating veteran centers to assess and address other educational barriers to create a truly comprehensive "veteran friendly" environment (Francis & Kraus, 2012;Kupo, 2010;Lokken, Pfeffer, McCauley, & Strong, 2009). For example, colleges and universities that streamline the admissions process for the student veteran facilitate the re-integration of these individuals, in accordance with their transitional situation.…”

Section: Role Of Higher Education In Veteran Support and Retentionmentioning

confidence: 99%

“…This can lead, often unintentionally, to the existence of a non-supportive environment for this population that will ultimately force the student veteran to withdraw and/or enroll in another institution perceived to be better able to support their education and transition. Lokken et al (2009) noted that higher educational institutions making every effort to promote a positive environment revealing a commitment to supporting the veteran student in the transition from military to civilian college life will be considered "veteran friendly" and will increase the number of student veterans' enrolled at their institution. Another issue that arises in this context is the need for more expensive colleges and universities with high tuition rates to reduce costs for student veterans and accept the maximum Post-9/11 educational benefits allotments.…”

Section: Certifying Official Rolementioning

confidence: 99%

exploration of student veterans' transitions from the military to a two-year community college and their perceptions of support services and veteran programs

Mackiewicz¹

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Research has shown that two-year community colleges lack the necessary support services to assist student veterans in their academic success. Two-year community colleges need to explore innovative ways to bring support services to the student veteran, in part from either a virtual or physical veterans' center, to demonstrate their dedication to this population. This research study used the Interpretative Phenomenological Analysis (IPA) as the strategy of inquiry that guided the researcher in making sense of the student veterans' perceptions of support services offered at their colleges. Research has consistently shown that student veterans are resourceful in finding creative ways to form camaraderie within their own community and are simultaneously reluctant to accept services unless they are in jeopardy of failing a course or losing their educational benefits. An alternative strategy adopted by colleges, rarely but effectively, to provide comprehensive services is the design of a veterans' center in a virtual setting. This approach does not replace the traditional veterans' center; it provides other resources to meet the needs of those veterans who have limited time because of work and family commitments. To explore the needs and the use of services by veteran students, this study collected data from three different two-year community colleges located in Massachusetts with six student veterans who served in either Iraq or Afghanistan. Findings consistently depicted the needs of student veterans in their educational pursuits, how they perceived their institutions in terms of the level of "veteran friendliness," and the importance of support services to their retention and degree completion success.

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A statewide approach to creating veteran‐friendly campuses

Cited by 40 publications

References 4 publications

Further Evidence That Individuals With a High Preference for Consistency Are More Susceptible to Cognitive Dissonance

Further Evidence That Individuals With a High Preference for Consistency Are More Susceptible to Cognitive Dissonance

The institutional environment for student veterans in engineering

exploration of student veterans' transitions from the military to a two-year community college and their perceptions of support services and veteran programs

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