The document discusses the need for veteran-specific orientations at universities to aid in the transition of student veterans from military to academic life. It notes student veterans face greater challenges than traditional students due to their different experiences and needs. Research shows student veterans have much higher dropout rates than non-veteran students. The document recommends universities implement orientations for student veterans that address the specific issues they face during transition based on Schlossberg's transition model, including establishing social and academic supports. It provides examples of components such as pairing veterans with mentors and activities to forge bonds that could help lower stress and aid a successful transition to student life.
Female Student Veteran College Experience-Qualitative Research Analysis Inna Link
ABSTRACT
This qualitative study was developed to increase an understanding of the female veteran students’ experience in college. The sample size consisted of 6 female students with previous military experience currently enrolled at 2-year and 4-year higher education institutions. The participants were interviewed using a semi-structured interview protocol that covered topics on student transition in college. The results indicated that the majority of participants experienced a number of commonly-shared factors in the areas of maturity, institutional support services, GI bill limitations, financial and family obligations, as well as emotional challenges associated with the military. Drawing from the findings, practical implications and recommendations are also discussed to contribute to the existing body of research and to promote more insight of female veteran transition in college.
Foster care and higher ed advocacy project - beardsleembeardslee
1) Youth who age out of foster care at 18 often lack support to pursue higher education, with less than 2% obtaining a college degree compared to 20% of peers.
2) Key barriers include lack of academic preparation, life skills, and permanent support systems. Being cut off from government assistance at 18 also makes supporting oneself and education difficult.
3) One proposed solution is for colleges to provide mentoring programs for foster youth, like Michigan State University's FAME program, which has been shown to improve educational attainment. Increased minimum age of aging out to 24 could also help.
This document discusses economic success for underserved students through college access. It begins by establishing that education is seen as key to upward mobility, but that underserved students like those from low-income backgrounds face barriers to accessing and completing higher education. The document then provides a history of underserved students in college access, noting gaps remain in the US compared to other countries. It discusses initiatives to help underserved students with college preparation and awareness of financial aid options. The document also examines assessment methods used to evaluate programs supporting underserved students and measures like attendance and course completion that can predict higher education success.
Assessment of Student Welfare Programs in the State Universities and Colleges...ijtsrd
This study assessed the student welfare programs among state universities in Samar Island. The four 4 SUC's in Samar Island were selected as the locale of this study. These were the University of Eastern Philippines Main Campus Catarman , North West Samar State University Main Campus Calbayog City , Samar State University Main Campus Catbalogan City and Eastern Samar State University Main Campus Borongan City with the university presidents, deans directors of the Student Affairs and Services, personnel, and students as respondents. Frequency counts, percentages, and weighted mean computations were used to analyze the descriptive data obtained from the respondents of the study who were chosen through complete enumeration for presidents, deans directors and personnel and random sampling for the students, respectively. The status of implementation of the student welfare programs and services in different state universities in Samar Islands was rated very satisfactory on the different programs and services such as admission, career and placement service, economic enterprise development, food services, guidance and counseling, health services, information and orientation service, international student service, research, monitoring and evaluation of student affairs and services, safety and security, scholarship and financial assistance, services of students with special needs, student discipline, student handbook development, and student housing. Ronaldo A. Amit ""Assessment of Student Welfare Programs in the State Universities and Colleges of Samar Island"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23175.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23175/assessment-of-student-welfare-programs-in-the-state-universities-and-colleges-of-samar-island/ronaldo-a-amit
This document discusses the impact of distance education for students with disabilities in higher education. It provides context on disability rates and challenges students face in higher education. Distance education can increase access and flexibility for students with disabilities by allowing communication from a distance, flexibility in schedules, and accessibility of technology and support services. The document recommends strategies for universities including developing inclusive policies, specialized disability services, training for staff, universal design of courses, and student support in areas like advising and social interaction.
Staying in College: Student services and Freshman RetentionDawn Follin
This document summarizes a study that examined the relationship between freshman retention and student services at three private historically black colleges and universities (HBCUs). Over 1,000 freshmen at these HBCUs were surveyed about their perceptions of enrollment management, financial assistance, residence life, extracurricular activities, counseling services, and academic support services. The findings provide empirical support that students' perceptions of the quality and availability of these services are significantly related to freshman retention. Improving student services may help HBCUs address retention problems.
This document summarizes a study on social support for physically disabled students in Kanpur, India. The study examined 210 physically disabled diploma students between the ages of 15-20. It found that the majority of students were Hindu, from an OBC caste, and from social class V. The study also found that most students received community support (90.95%) and support from siblings and friends (87.14%), but less received full support from parents (79.68%). Finally, the study concluded that some students still lacked positive social support, and families of disabled students reported greater financial stress.
Presentation on Gender and LGBTQ Issue in the University of Southern Mississi...Kamden Strunk
A presentation by Kamden Strunk on The University of Southern Mississippi Campus Climate survey. This presentation focuses on gender and LGBTQ issues, and was originally presented to the USM Committee on Services and Resources for Women
Female Student Veteran College Experience-Qualitative Research Analysis Inna Link
ABSTRACT
This qualitative study was developed to increase an understanding of the female veteran students’ experience in college. The sample size consisted of 6 female students with previous military experience currently enrolled at 2-year and 4-year higher education institutions. The participants were interviewed using a semi-structured interview protocol that covered topics on student transition in college. The results indicated that the majority of participants experienced a number of commonly-shared factors in the areas of maturity, institutional support services, GI bill limitations, financial and family obligations, as well as emotional challenges associated with the military. Drawing from the findings, practical implications and recommendations are also discussed to contribute to the existing body of research and to promote more insight of female veteran transition in college.
Foster care and higher ed advocacy project - beardsleembeardslee
1) Youth who age out of foster care at 18 often lack support to pursue higher education, with less than 2% obtaining a college degree compared to 20% of peers.
2) Key barriers include lack of academic preparation, life skills, and permanent support systems. Being cut off from government assistance at 18 also makes supporting oneself and education difficult.
3) One proposed solution is for colleges to provide mentoring programs for foster youth, like Michigan State University's FAME program, which has been shown to improve educational attainment. Increased minimum age of aging out to 24 could also help.
This document discusses economic success for underserved students through college access. It begins by establishing that education is seen as key to upward mobility, but that underserved students like those from low-income backgrounds face barriers to accessing and completing higher education. The document then provides a history of underserved students in college access, noting gaps remain in the US compared to other countries. It discusses initiatives to help underserved students with college preparation and awareness of financial aid options. The document also examines assessment methods used to evaluate programs supporting underserved students and measures like attendance and course completion that can predict higher education success.
Assessment of Student Welfare Programs in the State Universities and Colleges...ijtsrd
This study assessed the student welfare programs among state universities in Samar Island. The four 4 SUC's in Samar Island were selected as the locale of this study. These were the University of Eastern Philippines Main Campus Catarman , North West Samar State University Main Campus Calbayog City , Samar State University Main Campus Catbalogan City and Eastern Samar State University Main Campus Borongan City with the university presidents, deans directors of the Student Affairs and Services, personnel, and students as respondents. Frequency counts, percentages, and weighted mean computations were used to analyze the descriptive data obtained from the respondents of the study who were chosen through complete enumeration for presidents, deans directors and personnel and random sampling for the students, respectively. The status of implementation of the student welfare programs and services in different state universities in Samar Islands was rated very satisfactory on the different programs and services such as admission, career and placement service, economic enterprise development, food services, guidance and counseling, health services, information and orientation service, international student service, research, monitoring and evaluation of student affairs and services, safety and security, scholarship and financial assistance, services of students with special needs, student discipline, student handbook development, and student housing. Ronaldo A. Amit ""Assessment of Student Welfare Programs in the State Universities and Colleges of Samar Island"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23175.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23175/assessment-of-student-welfare-programs-in-the-state-universities-and-colleges-of-samar-island/ronaldo-a-amit
This document discusses the impact of distance education for students with disabilities in higher education. It provides context on disability rates and challenges students face in higher education. Distance education can increase access and flexibility for students with disabilities by allowing communication from a distance, flexibility in schedules, and accessibility of technology and support services. The document recommends strategies for universities including developing inclusive policies, specialized disability services, training for staff, universal design of courses, and student support in areas like advising and social interaction.
Staying in College: Student services and Freshman RetentionDawn Follin
This document summarizes a study that examined the relationship between freshman retention and student services at three private historically black colleges and universities (HBCUs). Over 1,000 freshmen at these HBCUs were surveyed about their perceptions of enrollment management, financial assistance, residence life, extracurricular activities, counseling services, and academic support services. The findings provide empirical support that students' perceptions of the quality and availability of these services are significantly related to freshman retention. Improving student services may help HBCUs address retention problems.
This document summarizes a study on social support for physically disabled students in Kanpur, India. The study examined 210 physically disabled diploma students between the ages of 15-20. It found that the majority of students were Hindu, from an OBC caste, and from social class V. The study also found that most students received community support (90.95%) and support from siblings and friends (87.14%), but less received full support from parents (79.68%). Finally, the study concluded that some students still lacked positive social support, and families of disabled students reported greater financial stress.
Presentation on Gender and LGBTQ Issue in the University of Southern Mississi...Kamden Strunk
A presentation by Kamden Strunk on The University of Southern Mississippi Campus Climate survey. This presentation focuses on gender and LGBTQ issues, and was originally presented to the USM Committee on Services and Resources for Women
Promoting Veterans in Higher Education: Motivation and Adjustments to Their L...Premier Publishers
The 21st century higher education for veterans became a reality with the passing of the Post 911 Veterans Educational Assistance Act of 2008 (The GI Bill or 9-11 G.I. Bill). As a result, veterans are utilizing their educational benefits and attending colleges and universities throughout the United States of America in preparation of their transition to the civilian workplace. While there are numerous studies that highlight veterans’ experiences in higher education, there is limited studies that focus specifically to their motivation and perceptions of the learning environment. This qualitative study, utilizing focus groups, explored the experience of 11 veterans regarding their motivation to pursue higher education coupled with their perceived difference of the learning environment, military compared to higher education. The results revealed that veterans are motivated to pursue higher education and there is a perceive difference in the learning environment. As a result of the findings, some strategies were provided for adult educators with responsibility for teaching veterans.
This document summarizes research conducted to understand the experiences of student veterans at UNC-Chapel Hill and develop a campaign to increase interaction between student veterans and traditional students. Key findings include: student veterans face stigma around assumptions of PTSD and difficulty relating to traditional students due to age differences; the Carolina Veterans Organization provides community for student veterans but lacks broader outreach; and facilitating casual social interactions through shared interests can help disrupt stereotypes of student veterans as primarily defined by their military service. The developed "Student First" campaign highlighted student veterans' identities as students foremost through hosting popular social events.
This document summarizes the Bateman Competition Team from UNC-Chapel Hill for the 2016 year. The team focused their campaign on increasing inclusion of student veterans at UNC by facilitating interactions between student veterans and traditional students. Through research like interviews and attending student veteran organization meetings, the team found that the main issues were lack of awareness and assumptions about student veterans. The team created a "Student First" campaign to highlight that student veterans are foremost students, with interests like other students. They held events like "Pets with Vets" and a tailgate to bring students together and disrupt stereotypes. The campaign helped raise funds for the student veteran group and exceeded its interaction goals.
This document discusses how student veterans face unique challenges in college due to Post Traumatic Stress Disorder (PTSD) from their military service. It notes that PTSD negatively impacts student veterans' ability to focus, participate in class, and complete group work. It also discusses higher rates of suicide and depression among student veterans. The document reviews several student development theories and how they apply to student veterans with PTSD, such as their tendency to think in dualistic terms. It argues colleges need better support systems for student veterans to help them transition and ensure their success and retention.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Military veterans often pursue higher education using GI Bill benefits. This document examines how colleges recognize military training and experience. It finds that while many colleges award credit for military experience, policies are inconsistent. In 2010, staff were more likely than administrators to say credit would be given, showing a disconnect. By 2012, more administrators understood the policies. Following American Council on Education guidelines for transferring military credit was reported by over half of staff and administrators in 2010, but fewer staff reported doing so in 2012. Membership in Servicemembers Opportunity Colleges, which helps veterans access education, was also inconsistently understood and reported increasing from 2010 to 2012.
The document summarizes the results of a needs assessment conducted with student veterans at Indiana University Purdue University Indianapolis (IUPUI) to understand how to better serve their needs. Focus groups were held with student veterans to discuss their experiences. Key findings included students being very satisfied with IUPUI's Office for Veteran & Military Personnel but somewhat dissatisfied with the consideration of military transfer credits, credits provided for military duties during deployments, faculty awareness of veteran issues, and policies regarding deployments and benefits. The needs assessment aimed to identify ways to improve support for student veterans.
This document discusses several factors that can affect students' academic achievement and experiences in university, including:
1) Teacher-student relationships, with research showing this relationship significantly impacts student success. Effective teaching methods, understanding student perspectives, and providing encouragement and feedback are important.
2) Sleep, as insufficient sleep decreases concentration, attention, and memory retention, hindering academic performance. Many students do not prioritize sleep.
3) Commuting, as long or difficult commutes reduce time available for studying and focus.
4) Working jobs during studies, which mostly impacts non-academic aspects like socializing, according to some research, though it can also strain academic performance.
The document discusses advising veterans at Empire State College. It notes that Empire State College has developed programs and services specifically for military and veteran students, including dedicated advisors. These advisors receive training on issues like PTSD and TBI that some veterans may experience. The presentation emphasizes the importance of flexibility, cultural understanding, and accessibility of information when advising veteran students.
This document discusses ways to improve student involvement at Salem Community College. It identifies several reasons why students drop out, such as academic, financial, and personal issues. It recommends solutions tailored to specific student populations like nontraditional, first-generation, and online students. These solutions include improving educational policies, student motivation, resources for incoming students, and implementing programs like clubs, tutoring, and on-campus jobs. The document also stresses the importance of information technology and ensuring the college website provides accurate and up-to-date information to students.
This document provides an overview of services for student veterans at SUNY Buffalo State. It discusses the growing population of student veterans on college campuses and their unique needs. Research shows student veterans face more complex health and adjustment issues after service than civilian students. The document outlines best practices for supporting student veterans, including having a dedicated veterans services office and lounge space. It also reviews the history of GI Bill benefits and their impact on higher education. Current practices at SUNY Buffalo State are examined, along with recommendations to better serve student veterans.
Studies show that completion rates for associate degrees were higher among students who earned credit through prior learning assessments (PLA) than those who did not. Miami Dade College (MDC) is taking steps to help veterans complete their degrees through various PLA options like credit for military experience, exams, and training. Data shows MDC's approach is working, with 71% of first-time students receiving PLA credit completing compared to 18% without. MDC is now part of a project to develop "road maps" guiding veterans to accelerate time to completion based on their military training and experience.
This document summarizes an interview with Jacob Okumu about his research on the experiences of emancipated foster youth transitioning to college. Some key points:
1) Emancipated foster youth face significant challenges transitioning to college like isolation and lack of family support. Their needs often differ from traditional students in needing financial and housing assistance.
2) Effective strategies for supporting these students include identifying policies that make them feel isolated, providing mentorship programs, and tailored advising that helps them develop holistically.
3) Implementing programs to help emancipated foster youth transition successfully is important for achieving diversity and ensuring this population can enroll and persist in college. Okumu's research is informing new mentoring
This study examines how sense of belonging and college readiness impact first-generation college students' transition to higher education. Surveys of 28 students found that while most felt their qualities could benefit others, many disagreed their high school prepared them for college time management and planning. Students felt valued by others in the past more than in college. The study aims to understand challenges first-generation students face and how institutions can better support their belonging, readiness, and engagement. Further research is needed on how programs and practices can help first-generation students adapt to college academics and culture.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
The document discusses bridging the gap between high school ROTC students and college student veterans by educating ROTC students about the Student Veterans of America organization. It conducted research that found ROTC advisors and recruiters lacked information about SVA benefits and many student veterans felt unprepared when entering college. The campaign aimed to increase awareness of SVA among ROTC students by 15% through workshops connecting them with members of the Delaware State University SVA chapter, called DSU Forces. The workshops empowered students to build long-term college plans and over a third sought additional SVA information. Focus groups and surveys provided data to design an effective outreach campaign.
This document summarizes research on factors that influence student retention and departure from college. It discusses that retention is influenced by a variety of individual, institutional, academic, social, family, and economic factors. Sense of belonging, relationships, academic and social integration, parental education, socioeconomic status, external job prospects, and the level of academic and social support all impact whether a student stays in or leaves college. Different degree programs also have varying retention rates, with undergraduate degrees generally having higher retention than graduate degrees.
This document discusses a peer mentor program called "For Veterans By Veterans" (4VBV) designed to support veteran students transitioning to university. It begins with an introduction identifying veteran students as a unique population that would benefit from peer mentor support. A literature review then examines theories of transition, experiential learning, and challenge/support that provide a framework for understanding veteran student experiences. The purpose of 4VBV is then described as assisting veterans with developmental reintegration through peer mentoring, with a proposed implementation, evaluation, and recommendations for improvement of the program.
This document outlines a peer mentor program called "For Veterans By Veterans" (4VBV) designed to support veteran students attending university. The program includes several components: 1) one-on-one mentorship between veteran students and peer mentors, 2) workshops on topics like benefits and mental health, 3) group discussions applying military experience to academics, and 4) monthly social lunches. The program aims to ease veterans' transition to student life using theories on challenge, support, experiential learning, and transition. An evaluation will assess if the program achieved its goals of creating community and supporting veterans through college.
This document outlines an agenda for a Green Zone training program at the University of New Mexico aimed at supporting student veterans, military members, and their families. The training teaches faculty and staff about common military terminology, the student veteran population at UNM, resources available through the Veterans Resource Center, how to identify and support student veterans, and how to schedule a Green Zone training for their department. Upon completing the training, participants will be better equipped to assist and refer military students to appropriate support services.
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Promoting Veterans in Higher Education: Motivation and Adjustments to Their L...Premier Publishers
The 21st century higher education for veterans became a reality with the passing of the Post 911 Veterans Educational Assistance Act of 2008 (The GI Bill or 9-11 G.I. Bill). As a result, veterans are utilizing their educational benefits and attending colleges and universities throughout the United States of America in preparation of their transition to the civilian workplace. While there are numerous studies that highlight veterans’ experiences in higher education, there is limited studies that focus specifically to their motivation and perceptions of the learning environment. This qualitative study, utilizing focus groups, explored the experience of 11 veterans regarding their motivation to pursue higher education coupled with their perceived difference of the learning environment, military compared to higher education. The results revealed that veterans are motivated to pursue higher education and there is a perceive difference in the learning environment. As a result of the findings, some strategies were provided for adult educators with responsibility for teaching veterans.
This document summarizes research conducted to understand the experiences of student veterans at UNC-Chapel Hill and develop a campaign to increase interaction between student veterans and traditional students. Key findings include: student veterans face stigma around assumptions of PTSD and difficulty relating to traditional students due to age differences; the Carolina Veterans Organization provides community for student veterans but lacks broader outreach; and facilitating casual social interactions through shared interests can help disrupt stereotypes of student veterans as primarily defined by their military service. The developed "Student First" campaign highlighted student veterans' identities as students foremost through hosting popular social events.
This document summarizes the Bateman Competition Team from UNC-Chapel Hill for the 2016 year. The team focused their campaign on increasing inclusion of student veterans at UNC by facilitating interactions between student veterans and traditional students. Through research like interviews and attending student veteran organization meetings, the team found that the main issues were lack of awareness and assumptions about student veterans. The team created a "Student First" campaign to highlight that student veterans are foremost students, with interests like other students. They held events like "Pets with Vets" and a tailgate to bring students together and disrupt stereotypes. The campaign helped raise funds for the student veteran group and exceeded its interaction goals.
This document discusses how student veterans face unique challenges in college due to Post Traumatic Stress Disorder (PTSD) from their military service. It notes that PTSD negatively impacts student veterans' ability to focus, participate in class, and complete group work. It also discusses higher rates of suicide and depression among student veterans. The document reviews several student development theories and how they apply to student veterans with PTSD, such as their tendency to think in dualistic terms. It argues colleges need better support systems for student veterans to help them transition and ensure their success and retention.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Military veterans often pursue higher education using GI Bill benefits. This document examines how colleges recognize military training and experience. It finds that while many colleges award credit for military experience, policies are inconsistent. In 2010, staff were more likely than administrators to say credit would be given, showing a disconnect. By 2012, more administrators understood the policies. Following American Council on Education guidelines for transferring military credit was reported by over half of staff and administrators in 2010, but fewer staff reported doing so in 2012. Membership in Servicemembers Opportunity Colleges, which helps veterans access education, was also inconsistently understood and reported increasing from 2010 to 2012.
The document summarizes the results of a needs assessment conducted with student veterans at Indiana University Purdue University Indianapolis (IUPUI) to understand how to better serve their needs. Focus groups were held with student veterans to discuss their experiences. Key findings included students being very satisfied with IUPUI's Office for Veteran & Military Personnel but somewhat dissatisfied with the consideration of military transfer credits, credits provided for military duties during deployments, faculty awareness of veteran issues, and policies regarding deployments and benefits. The needs assessment aimed to identify ways to improve support for student veterans.
This document discusses several factors that can affect students' academic achievement and experiences in university, including:
1) Teacher-student relationships, with research showing this relationship significantly impacts student success. Effective teaching methods, understanding student perspectives, and providing encouragement and feedback are important.
2) Sleep, as insufficient sleep decreases concentration, attention, and memory retention, hindering academic performance. Many students do not prioritize sleep.
3) Commuting, as long or difficult commutes reduce time available for studying and focus.
4) Working jobs during studies, which mostly impacts non-academic aspects like socializing, according to some research, though it can also strain academic performance.
The document discusses advising veterans at Empire State College. It notes that Empire State College has developed programs and services specifically for military and veteran students, including dedicated advisors. These advisors receive training on issues like PTSD and TBI that some veterans may experience. The presentation emphasizes the importance of flexibility, cultural understanding, and accessibility of information when advising veteran students.
This document discusses ways to improve student involvement at Salem Community College. It identifies several reasons why students drop out, such as academic, financial, and personal issues. It recommends solutions tailored to specific student populations like nontraditional, first-generation, and online students. These solutions include improving educational policies, student motivation, resources for incoming students, and implementing programs like clubs, tutoring, and on-campus jobs. The document also stresses the importance of information technology and ensuring the college website provides accurate and up-to-date information to students.
This document provides an overview of services for student veterans at SUNY Buffalo State. It discusses the growing population of student veterans on college campuses and their unique needs. Research shows student veterans face more complex health and adjustment issues after service than civilian students. The document outlines best practices for supporting student veterans, including having a dedicated veterans services office and lounge space. It also reviews the history of GI Bill benefits and their impact on higher education. Current practices at SUNY Buffalo State are examined, along with recommendations to better serve student veterans.
Studies show that completion rates for associate degrees were higher among students who earned credit through prior learning assessments (PLA) than those who did not. Miami Dade College (MDC) is taking steps to help veterans complete their degrees through various PLA options like credit for military experience, exams, and training. Data shows MDC's approach is working, with 71% of first-time students receiving PLA credit completing compared to 18% without. MDC is now part of a project to develop "road maps" guiding veterans to accelerate time to completion based on their military training and experience.
This document summarizes an interview with Jacob Okumu about his research on the experiences of emancipated foster youth transitioning to college. Some key points:
1) Emancipated foster youth face significant challenges transitioning to college like isolation and lack of family support. Their needs often differ from traditional students in needing financial and housing assistance.
2) Effective strategies for supporting these students include identifying policies that make them feel isolated, providing mentorship programs, and tailored advising that helps them develop holistically.
3) Implementing programs to help emancipated foster youth transition successfully is important for achieving diversity and ensuring this population can enroll and persist in college. Okumu's research is informing new mentoring
This study examines how sense of belonging and college readiness impact first-generation college students' transition to higher education. Surveys of 28 students found that while most felt their qualities could benefit others, many disagreed their high school prepared them for college time management and planning. Students felt valued by others in the past more than in college. The study aims to understand challenges first-generation students face and how institutions can better support their belonging, readiness, and engagement. Further research is needed on how programs and practices can help first-generation students adapt to college academics and culture.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
The document discusses bridging the gap between high school ROTC students and college student veterans by educating ROTC students about the Student Veterans of America organization. It conducted research that found ROTC advisors and recruiters lacked information about SVA benefits and many student veterans felt unprepared when entering college. The campaign aimed to increase awareness of SVA among ROTC students by 15% through workshops connecting them with members of the Delaware State University SVA chapter, called DSU Forces. The workshops empowered students to build long-term college plans and over a third sought additional SVA information. Focus groups and surveys provided data to design an effective outreach campaign.
This document summarizes research on factors that influence student retention and departure from college. It discusses that retention is influenced by a variety of individual, institutional, academic, social, family, and economic factors. Sense of belonging, relationships, academic and social integration, parental education, socioeconomic status, external job prospects, and the level of academic and social support all impact whether a student stays in or leaves college. Different degree programs also have varying retention rates, with undergraduate degrees generally having higher retention than graduate degrees.
This document discusses a peer mentor program called "For Veterans By Veterans" (4VBV) designed to support veteran students transitioning to university. It begins with an introduction identifying veteran students as a unique population that would benefit from peer mentor support. A literature review then examines theories of transition, experiential learning, and challenge/support that provide a framework for understanding veteran student experiences. The purpose of 4VBV is then described as assisting veterans with developmental reintegration through peer mentoring, with a proposed implementation, evaluation, and recommendations for improvement of the program.
This document outlines a peer mentor program called "For Veterans By Veterans" (4VBV) designed to support veteran students attending university. The program includes several components: 1) one-on-one mentorship between veteran students and peer mentors, 2) workshops on topics like benefits and mental health, 3) group discussions applying military experience to academics, and 4) monthly social lunches. The program aims to ease veterans' transition to student life using theories on challenge, support, experiential learning, and transition. An evaluation will assess if the program achieved its goals of creating community and supporting veterans through college.
This document outlines an agenda for a Green Zone training program at the University of New Mexico aimed at supporting student veterans, military members, and their families. The training teaches faculty and staff about common military terminology, the student veteran population at UNM, resources available through the Veterans Resource Center, how to identify and support student veterans, and how to schedule a Green Zone training for their department. Upon completing the training, participants will be better equipped to assist and refer military students to appropriate support services.
Similar to Veteran-Specific_Orientation_Policy_Brief (20)
1. ON THE EDUCATION FRONT Issue 1
ON THE
EDUCATION
FRONT
Critical Higher
Education Policy for
Student Veterans
March 31, 2015
FIGHTING FOR YOUR EDUCATION IN THE PRESS
Executive Summary
Military veterans entering college
face a tougher transition than
most college students going to
college for the first time. The
adjustment from home life to
college life can be difficult for
many non-veteran students as
they learn to adapt to independent
living in a new environment with
new demands. The stress is high,
but universities and colleges
facilitate their transition, lowering
the stress, through new student
orientations designed to support
and plan for the change in
students’ lives.
However, military veterans enter
college with a completely new set
of issues that compound their
stress and sometimes even thwart
their successful transition to
college. Not only is the veteran
transitioning locations and looking
for friends, but they also come
from an extremely differently way
of life and many bear the scars
from recent physical and
emotional trauma. Therefore, due
to the significantly different needs
of student veterans compared to
traditional incoming freshmen, it is
highly recommended that a
veteran-specific orientation be
offered by the institution to
address this population directly.
Currently the only veteran-specific
part of the UH orientation is an
hour long briefing on veteran
benefits, organizations, and
policies (Bradberry, 2015).
Therefore, it is in the best interest
of more than 1,600 student
veterans that the University of
Houston implement a policy
creating a veteran-specific
orientation to properly transition
student veterans from their
military life to their scholastic life.
NBC News
“Thousands of veterans failing in
latest battlefield: college”
Student Veterans of America
“Scholarship recipients, athletes, and
other special-interest groups have a
tailored orientation program to
welcome them to a university, but
veterans – many who have fought for
their own country – aren’t given the
same courtesy.”
- Rodrigo Garcia, Chairman
Call for Veteran-Specific
Orientation Policy at UH
by Ian Todd
2. ON THE EDUCATION FRONT | Issue 1 2
Overview of the Issues
Veterans are not successfully
transitioning from the battlefield to
college. News headlines have
highlighted the issue over the past
few years such as “thousands of
veterans failing in latest
battlefield: college” (Briggs, 2012),
“colleges struggle with turning
veterans into graduates” (Cahn,
2014), or “veterans’ college drop-
out rate soars” (Wood, 2012).
Drop-out rates for college
veterans have been quoted as
high as 88 percent plus a student
veteran suicide rate of over 14
percent (Wood, 2012). According
to the National Center for
Educational Statistics in 2011,
51.7% of student veterans
completed college; whereas, the
national four-year graduation rate
for non-veterans was 59%
(Zoroya, 2014).
But to help veterans transition into
college properly, administrators
and institutions must understand
them. As less than one percent of
the population, veterans are one
of the most underrepresented
minorities in America (Hammond,
2013). Their culture, which is
dominated by codes of honor,
hardship, violence, comradery,
and complete authoritarian
structure, is completely foreign to
most citizens, who can only
empathize with what glimpses
they have seen in movies.
Beyond the cultural differences,
veterans have difficulty adapting
due also in part to systematic
problems including but not limited
to the following:
Aggressive recruiting of
veterans by non-accredited,
for-profit institutions that seek
veterans’ GI Bill dollars
(Jacobs, 2012).
Academic skills and
knowledge are out of practice,
due to the recent long wars,
some student veterans have
been out of the classroom for
over a decade (Tomar, 2013).
Many are combat wounded,
physically, mentally, and/or
emotionally. Six out of ten
veterans experience “frequent
incidents of irritability or
outbursts of anger” (Pew
Research Center, 2012).
“Thousands of
veterans failing in
latest battlefield:
college”
The Post-9/11 GI Bill does not
effectively cover family
expenses and 66% of student
veterans experienced trouble
attending school and
supporting dependents
(Department of Veteran
Affairs, 2015).
Difficulty receiving credit for
military coursework or training,
even though the American
Council on Education has set
up guidelines for “evaluating
the educational experiences of
Service Members”
(Department of Veteran
Affairs, 2015).
A study by the American
Council on Education (ACE)
determined that student
veterans “attending
baccalaureate-level
institutions are older and more
likely to be first-generation
students and students of color
than their nonveteran/civilian
student peers” and the study
also showed that veterans “did
not feel as supported by their
institutions” (Kim & Cole,
2013).
Katopes (2009) noted that
veterans are highly self-
sufficient and will only ask
questions if cannot find the
answers themselves, which
makes intrusive counseling a
requirement. Intrusive
counseling on life choices is
actually the military style of
training, so student veterans
may respond better to it.
There are several successful
veterans who are willing and
able to design programs to fill
transition needs that were not
met when they when through
college.
3. ON THE EDUCATION FRONT | Issue 1 3
Transition Model
Dr. Nancy Schlossberg is an
expert in the field of transition
counseling for adults. Her
transition model is the current
best practice for assessing stress
factors during periods of change
and consists of four parts (2011):
Situation
Self
Supports
Strategies
By addressing each of these
factors, a less stressful and more
successful transition is possible,
which in this case means student
veterans are able to find their
place in college and become
successful students (Schlossberg,
Waters, & Goodman,1995).
SITUATION
An increase in variables directly
correlates to an increase in stress.
Transitioning from home to
college is high stress for regular
students. Student veterans
compound that stress with a
recent change of career, friends,
and location plus the common
remnants of post-traumatic stress
disorder from combat experience.
So student veterans’ stress is
considerably higher than regular
students.
SELF
Luckily, student veterans have
been trained in high stress
situations, maintain high levels of
physical fitness, and subsequently
have high resiliency to stress.
However, as they transition into a
new identity as a college student,
which is significant considering
that college education is one of
the distinguishing factors between
enlisted personnel and officers,
they are under considerable
eustress (positive stress) during
the change.
SUPPORTS
Having a support system to assist
during the transition and to
provide a feeling of security and
assurance is vital for success.
Soldiers who attempt to navigate
their new college life alone are
under considerable more stress
than those who have mentors,
friends, and systems to support
them.
STRATEGIES
Having a plan and direction to
start moving is essential to lower
stress during times of transition.
Even if the plan is not necessarily
complete, having a plan that one
can begin taking steps upon is a
vital coping mechanism that
relieves stress and gives the
person a sense of control over
their situation.
FURTHER READING
From Boots to Books:
Applying Schlossberg’s Model
to Transitioning American
Veterans
Ryan, Carlstrom, Hughey, &
Harris. (2011) NACADA
Journal, 31, pgs. 55-63
FAST FACTS
ON STUDENT VETERANS
86%
Received incoming fire
79%
Know someone seriously injured or killed
63%
Saw dead bodies or remains
60%
Were attacked or ambushed
50%
Were shot at
36%
Discharged their weapon
FURTHER READING
www.ptsd.va.gov
4. ON THE EDUCATION FRONT | Issue 1 4
Current Policy Trends
Veteran-friendly campuses are
defined by specific efforts to
(Ackerman & DiRamio, 2009;
Brown & Gross, 2011):
Identify and remove barriers to
the educational goals of
veterans.
Create smooth transitions
from military life to college life.
Provide information about
available benefits and
services.
Recruit veteran staff/faculty
members to work with student
veterans
Considering this definition, Cook
and Kim conducted a survey of
700 universities and colleges that
found (Ryan, et al., 2011):
4%
Provided a completely veteran-specific
orientation
22%
Added veteran-specific parts to their
regular orientation
50%
Did not have staff members who were
trained to assist in veteran transitions
57%
Did not provide training to faculty/staff
about how to assist with veteran
transitions
37%
Had trained staff to assist veterans with
disabilities
In one example of a veteran-
friendly campus, Sacramento
State University has successfully
implemented a veteran-specific
orientation that gathers all of the
incoming student veterans
together to address their specific
needs, introduce them to one
another and to available support
systems, and to welcome them in
a military fashion with the
distribution of military challenge
coins from the university
president. Also, orientation is
required for all new Sacramento
State students, so they have full
participation in the student
veteran orientation (Ryan, 2015).
The University of
Houston provides
only a two hour
briefing on veteran
benefits,
organizations, and
policies, which
does not address
the key issues of
Schlossberg’s
Transition Model.
Currently, the University of
Houston provides only a two hour
briefing on veteran benefits,
organizations, and policies
(Bradberry, 2015; Collazo, 2015),
which does not address the key
issues of Schlossberg’s Transition
Model.
Throwing information at students
only provides more stress and is
unfortunately similar to the
transition style of the military
when soldiers are exiting (Todd,
2005).
Like Schlossberg noted (1995),
self-determined veterans may
take advantage of the
opportunities presented in the
briefing; however, those self-
initiated individuals are also likely
to succeed regardless of the
transition and are not the subject
of this briefing.
The target population that needs
assistance/supports (Schlossberg,
et al., 1995) during transition is
the group of veterans who have
been taking orders for the past
several years, and may or may
not have endured traumatic
experiences, who need guidance
to acclimate to the new scholastic
environment and culture.
Lastly and most simply put,
veterans are older than their
peers, typically. If not physically,
they are mentally and emotionally
because of the experiences they
have had in the military. So the
conversation in orientation
between an 18 year old, who just
left home, and a 22 year old, who
just returned from Iraq, is very
different. Veterans already feel
isolated. So placing them in with
the younger students will only
isolate them further.
5. ON THE EDUCATION FRONT | Issue 1 5
Recommendations
Dr. Williamson, president of the
American College Personnel
Association (ACPA) during World
War II, stated that a veteran-
specific orientation was one of the
keys to successfully transitioning
soldiers to the classroom (1944).
And the intense, veteran-specific
preparations made by institutions
to receive WWII veterans ensured
the successful transition of
millions from the battlefield to the
classroom (Howard, 1945).
Current studies, applying
Schlossberg’s transition model to
the current generation of
veterans, concur with Dr.
Williamson’s assessment, adding
that veterans need a veteran-
specific orientation with peer
mentors, advisor support, and
“attentive listening” (Ryan,
Carlstrom, Hughey, & Harris,
2011).
“Scholarship recipients, athletes,
and other special-interest groups
have a tailored orientation
program to welcome them to a
university, but veterans – many
who have fought for their own
country – aren’t given the same
courtesy.” stated Rodrigo Garcia,
Chairman of the Student Veterans
of America (2009).
So the New Student Orientation
(NSO) policy at the University of
Houston should be amended to
provide for a veteran-specific
cohort that directly addresses the
needs and culture of student
veterans in order to successfully
transition this at risk population
from the military life to the
scholastic life.
Given several components of the
regular new student orientation
are vital, which is why it is
required for all incoming students,
so the policy should reflect that
the veteran cohort is a specialized
part of the orientation team and
the veterans should go through
some of the common material that
integrates them into the UH
community. However, they will
separate from the larger body to
conduct veteran-specific tasks
and activities to attend to veteran-
specific needs.
Orientation Components
Potential orientation components
to be done in the veteran-specific
cohort should include:
Partnering with a peer mentor
who has already successfully
transitions and can guide the
new student veteran along the
path.
A group social activity and
service activity to break up the
chunks of information students
are receiving with period of fun
and impactful activity with their
peers. Veterans chose to
serve their country and often
enjoy continuing to serve their
community. Orientation is a
good time to show them their
similarities to one another,
forging bonds and a feeling of
belonging.
Revisiting good scholastic
habits for veterans who have
been long outside the formal
classroom setting.
Considering that most
students have trouble
prioritizing and managing their
study time wisely, teaching
veterans who are already
looking for a reason why they
do not below is essential. This
could also include assessment
of knowledge levels in a safe
environment with their peers
so that they feel secure even if
they have to retake courses.
Altogether, the veteran-specific
orientation cohort should
accomplish the following program
outcomes according to the
Transition Model (Schlossberg,
2011):
Clearly assess the veteran’s
situation in the military and at
the school, identifying
stressors and working through
solutions.
Empower the self so that the
veteran can effectively
navigate the transition with a
feeling of self-efficacy and
determination.
Create a system of supports
that the veteran can rely upon
and embrace as the school
takes on the new member.
Establishing strong mentor
relationships to help the
veteran deal with experiences,
from the military and at school.
Outline a personal strategy for
the veteran including a degree
plan, co-curricular campus
engagement schedule, health
and welfare plan (room/board
plus medical needs), and
personal educational goals.
This clear plan of action sets
the veteran in motion and
provides structure for their
future, relieving stress and
promoting their successful
transition to college.
6. ON THE EDUCATION FRONT | Issue 1 6
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Creating a veteran-friendly campus:
strategies for transition and success.
John Wiley & Sons.
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