Student Veteran Transitions from Combat to College

Bagby, Janet; Barnard‐Brak, Lucy; Baggett, Aaron; Sulak, Tracey; Walter, Mary; Ragan, Kelsey

doi:10.24926/jcotr.v22i1.2876

Cited by 2 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

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“…More recent research gives us a clearer picture of student veterans on campus and programs designed for them, which may correlate with improved retention and other measures of student success (Bagby et al, 2014;Ritz et al, 2013;Witkowsky et al, 2016). Researchers at Ball State University found that during students' first semester, veterans who attended student veteran-focused orientation had higher average GPAs, higher credit hour completion rates, and a higher second semester retention rate when compared to other veterans who did not attend the student veteran-focused orientation (Ritz, et al, 2013).…”

Section: Orientation-facilitated Transitionsmentioning

confidence: 99%

“…While some researchers have focused on the overall experience of this transition from the student veterans' perspective (DiRamio et al, 2008;Kirchner et al, 2014), others have focused on the ways in which institutions can help facilitate the transition process for student veterans through courses, comprehensive services, and interventions (Furtek, 2012;Lange et al, 2016). However, only a few studies have specifically examined orientation programs in this context (Bagby et al, 2014;Darcy & Powers, 2013;Ritz, Heggen et al, 2013;Witkowsky et al, 2016).…”

mentioning

confidence: 99%

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Student Veterans: Does How We Welcome Them Matter?

Giampaolo

Graham

2020

JCOTR

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The recent influx of veterans into higher education has caused an increase of dedicated services and programs. Educational success is contingent upon student involvement in their educational communities, and orientation plays an important role in facilitating this engagement. Using quasi-experimental research design, and Schlossberg’s constructs of mattering and marginality in higher education as a lens, this study sought to discover if student veterans experienced differing levels of mattering to their schools when categorized by the type of orientation they attended. Five hundred eighty-nine student veterans at 13 public universities within one Midwestern state completed the Unified Measure of University Mattering Instrument (France, 2011), and provided limited demographic information. Findings demonstrate that student veterans who experienced an orientation session which included a session designed exclusively for veterans demonstrated statistically significant higher scores in their perceived mattering to their school than student veterans who did not attend orientation. However, student veterans who attended standard orientation without veteran-specific content did not demonstrate statistically significant higher scores that those who did not attend orientation at all. Results indicate how small changes in traditional programs can have a significant impact on student veterans’ sense of mattering to their university.

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Section: Orientation-facilitated Transitionsmentioning

confidence: 99%

mentioning

confidence: 99%

Student Veterans: Does How We Welcome Them Matter?

Giampaolo

Graham

2020

JCOTR

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“…Studies examining veteran experience in higher education showed that veterans tended to interact with their academic environment differently than the traditional undergraduate student (Livingston, Havice, Scott, & Cawthon, 2012). In one study, the presence of a veteran coordinator increased the likelihood of student reported retention in college by almost 700% (Bagby et al, 2014). Findings regarding significant differences between public and private universities in regard to veteran services remain unclear (Hitt et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…As a follow-up to a previous study that examined student veterans' intentions to remain at their institutions (Bagby et al, 2014), the purpose of the current study was to investigate how disability services may be related to the selection of a private, nonprofit higher education institution. The following research questions were addressed:…”

Section: Introductionmentioning

confidence: 99%

The Role of Disability Services in Student Veterans’ Private School Choice

Bagby

Sulak

Renbarger

et al. 2019

JVS

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Student veterans on college and university campuses are a unique, under-researched population. The current study (n = 119) investigated the criteria used when student veterans select a private, nonprofit college or university. A one-factor model of support for disability needs constructed from prior research was tested and found to have adequate fit. The factor support was used in structural equation modeling to test the relationship between demographic information, such as length of time in the military, and endorsement of disability services as a criterion for selecting the private, nonprofit college or university. Results indicate veterans who served more time in the military are more likely to select a school based on the presence of disability services.

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Student Veteran Transitions from Combat to College

Cited by 2 publications

References 17 publications

Student Veterans: Does How We Welcome Them Matter?

Student Veterans: Does How We Welcome Them Matter?

The Role of Disability Services in Student Veterans’ Private School Choice

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