Ensuring the success of deploying students: A campus view

Johnson, Teresa A.

doi:10.1002/ss.316

Cited by 4 publications

(12 citation statements)

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“…This may lead to disruptions in education, loss of course work/credit that was already completed for that semester, and loss of scholarships (Ackerman, DiRamio, & Garza Mitchell, 2009). Following such deployment, re-enrollment and re-integration into the academic environment is yet another challenge (Ford, Northrup, & Wiley, 2009; Hopkins et al, 2010; Johnson, 2009; Livingston & Bauman, 2013). Some attempts have been made to address deployment during the academic year, with 82% of institutions refunding tuition for activations and deployments and providing assistance with educational benefits (Cook & Kim, 2009; McBain et al, 2012).…”

Section: Methodsmentioning

confidence: 99%

Student service members/veterans on campus: Challenges for reintegration.

Borsari

Yurasek

Miller

et al. 2017

American Journal of Orthopsychiatry

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Many returning OIF/OEF/OND Veterans are seeking higher education in an effort to develop a meaningful career and financial stability. Evidence suggests that student service members/Veterans (SSM/Vs) are experiencing less academic success than other students. The purpose of this review is to identify the unique challenges of SSM/Vs and evaluate current campus efforts to facilitate their retention and academic performance. With a focus on SSM/Vs attending colleges and universities, we obtained 57 peer-reviewed and 73 grey literature records published between 2001 and 2015. The current SSM/V literature contains an abundance of grey literature, and the empirical research tends to be limited by cross-sectional design and small sample sizes. SSM/Vs encounter significant personal and environmental challenges when transitioning from the military to college campuses. A variety of services have been developed to address the needs of the SSM/V population, but the efficacy of these services remains largely unknown. In conclusion, there is a clear need to provide education to faculty, students and staff regarding the experiences of SSM/Vs. Efforts to enhance screening for, availability of, and SSM/V engagement in mental health services would also be beneficial, as would improved availability of and SSM/V access to academic support. All future programs designed to address the unique challenges of SSM/Vs in the academic environment should also be systematically implemented and evaluated.

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Section: Methodsmentioning

confidence: 99%

Student service members/veterans on campus: Challenges for reintegration.

Borsari

Yurasek

Miller

et al. 2017

American Journal of Orthopsychiatry

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“…13,16 Institutions with large military and Veteran student populations, such as Appalachian State University (ASU), developed comprehensive measures to maintain military students' positive connections with the campus community while deployed. 33 For example, specific financial aid and grading policies were developed to accommodate sudden course withdrawals due to deployment. Students receive procedural information regarding early enrollment, financial aid, and housing, along with campus newspapers, while deployed.…”

Section: Key 1: Create a Culture Of Trust And Connectedness Across Thmentioning

confidence: 99%

“…Upon returning to the campus, student Veterans meet with faculty members and administrators to discuss their needs regarding reintegration. 33 The success of ASU's Veteran programs can be attributed to strong support from the campus community and university administrators, specifically the associate vice chancellor and the veterans' aff airs coordinator. 33 As a result of this institutional support, priority registration for student Veterans and active-duty service members has been implemented on campus and recommended as a best practice in higher education.…”

Section: Key 1: Create a Culture Of Trust And Connectedness Across Thmentioning

confidence: 99%

“…33 The success of ASU's Veteran programs can be attributed to strong support from the campus community and university administrators, specifically the associate vice chancellor and the veterans' aff airs coordinator. 33 As a result of this institutional support, priority registration for student Veterans and active-duty service members has been implemented on campus and recommended as a best practice in higher education. 34,35 Many states, such as California, Pennsylvania, and Wisconsin, have passed legislation to this end.…”

Section: Key 1: Create a Culture Of Trust And Connectedness Across Thmentioning

confidence: 99%

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Best practices in serving college student Veterans: A scoping review

KlawElena

YoungBrianna

LiKaChun

et al. 2021

Journal of Military, Veteran and Family Health

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Introduction: Student Veterans are enrolling in college at increasingly rapid rates after separating from the military. Institutions of higher education are urged to evaluate and redesign programs targeted to support Veterans' unique attributes, because they differ from civilian students in many aspects. The aim of the current scoping review is to provide a comprehensive examination of the existing literature regarding best practices in serving U.S. student Veterans in higher education and to provide suggestions for the implementation, assessment, and institutionalization of best practices. Methods : The methodology for the current scoping review, based on the framework by Arksey and O'Malley, included a structured and iterative design to allow accuracy and replication of the review process. The authors conducted a scoping review of existing scholarly and grey literature on programs provided by U.S. colleges and universities to support student Veterans and enhance their retention, persistence, and success in higher education. Results: The current study addresses three specific areas: the extent to which U.S. colleges and universities are providing targeted support for their student Veteran population, the types of programs and services that colleges and universities are providing to students who have served in the U.S. military, and the current data that exist regarding the effectiveness of the programs and services offered by colleges and universities. Discussion: Current findings of existing programs and services are examined and categorized under the 8 Keys to Veterans' Success. Suggested implications and future directions, as they relate to best practices for student Veteran programming in higher education, are discussed.

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“…Clearly, these external forces affect goals and commitments, thus further complicating the chances for premature departure from college. Depending on campus resources, college personnel can help alleviate the impact of these external commitments by offering programs and services for the families of students as well as assisting those who continue to serve part time in the military (T. Johnson, 2009).…”

Section: Figurementioning

confidence: 99%

2011

ASHE Higher Education Report

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Old Friends and New Faces Home Alone? Applying Theories of Transition to Support Student Veterans' Success A Model for Supporting Student Veterans' Transition Conclusion Commentary from Nancy K. Schlossberg What Matters to Veterans? Peer Influences and the Campus Environment The Military Bond Inputs, Environment, and Outcomes Inputs, Environment, and Outcomes for Veterans Peer Group Supports and Influences Summary and Recommendations Commentary from Alexander W. Astin Transition 2.0: Using Tinto's Model to Understand Student Veterans' Persistence Transition and Preentry Attributes Goals and Commitments Initial Institutional Experiences Transition 2.0: Academic and Social Integration Transition 2.0: Academic and Social Integration with the Campus Community Career Services and the Student Veteran New Goals and Intent to Persist Critics of Academic and Social Integration Conclusion Commentary from John M. Braxton Crisis of Identity? Veteran, Civilian, Student Identity Development and Knowledge of Self Self and Others Multiple Roles and Intersecting Identities Crisis, Exploration, and Commitment Multiple Dimensions of Identity Typologies Conclusion Commentary from Linda Reisser Women Warriors: Supporting Female Student Veterans Enduring Effects of Male Turf: Gender and Assumptions Mothers and Warriors: Care and Justice Into a College Environment: Developing a Voice Help Seeking: Learning to Cope Marching Together: Summary Commentary from Margaret Baechtold Ideas for a Self‐Authorship Curriculum for Students with Military Experience Classes for Veterans Meaning Making and Self‐Authorship Concept Mapping for Curriculum Planning Conclusion Commentary from Marcia B. Baxter Magolda Institutional Response to an Emerging Population of Veterans EFA Factor One—Financial Matters EFA Factor Two—Administrative and Strategic Planning EFA Factor Three—Advising and Career Services EFA Factor Four—Psychological Counseling Services EFA Factor Five—Veterans Office on Campus Conclusion Concluding Thoughts Appendix A: A Veteran's Essay Appendix B: Example Syllabus References Name Index Subject Index About the Authors

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Ensuring the success of deploying students: A campus view

Abstract: The lessons learned by campus personnel at Appalachian State University as they worked to meet the needs of student soldiers who were deployed during earlier conflicts provided a framework for programs and policies when students were deployed to Iraq and Afghanistan.

Cited by 4 publications

References 0 publications

Student service members/veterans on campus: Challenges for reintegration.

Student service members/veterans on campus: Challenges for reintegration.

Best practices in serving college student Veterans: A scoping review

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