What needs do veterans bring to campus? Little is known about this emerging student population. The researchers interviewed 25 students who served in the current Iraq and Afghan conflicts. This was a multicampus study, with the sample derived from three geographically diverse universities representing northern, southern, and western regions of the United States. Using a model of adult transition by Schlossberg as a guiding theory, a grounded theory epistemology was used to generate a conceptual framework for understanding students who are making the transition from wartime service to college. Findings and implications will help institutions organize a holistic approach for assisting veterans and improving their chances for success.Little is known about the expectations and experiences that combat veterans bring with them to the campus. While wars are traumatic and disruptive for a nation, they are often life-changing for those who participate in them (Lifton, 1992 leave combat and come to postsecondary institutions-soldiers who become students? The purpose of this study was to learn from the veterans themselves about their military and civilian journeys, particularly the transition from active duty to college student. The information presented here is useful for both bringing this group into the campus community and increasing the chances for student success, because it will help colleges plan to serve the needs of an emerging population.The concept of community is central to the work of student affairs administrators (Boyer, 1990), in part because student success is enhanced when campuses provide environments that are both inclusive (Blimling & Whitt, 1999) and supportive (Kuh, Kinzie, Schuh, & Whitt, 2006). An important means of building inclusive communities on campuses is to provide services that support the needs of unique groups of students. Student affairs programs provide services that assist special student populations. Some of these programs are in response to federal mandates, such as programs for students with disabilities. Others reflect the unique focus of the institution, such as services to fraternity and sorority members, learning communities, firstyear students, international students, honors programs, student athletes, and nontraditional students. In each specialized program or situation, the goal is to promote student success by recognizing the importance of individualized support, based on the unique needs of a subset of the student body.Following the Second World War, the GI Bill, with its provisions for educational benefits, brought veterans to the campuses in large numbers, changing higher education forever (Cohen, 1998). With approximately one-third of the veterans who were eligible for benefits entering colleges, much attention was paid to accommodating increased enrollments. It was not until veterans from a later conflict, Vietnam, came to campus, that there was any recognition that combat veterans represent a unique population. The focus of campus officials was devoted to dealing with...

Twenty‐five students who served in the Iraq or Afghanistan wars were interviewed. The findings suggest that combat veterans are a student population with special needs and require support from both policymakers and program providers.

What needs do veterans bring to campus? Little is known about this emerging student population. The researchers interviewed 25 students who served in the current Iraq and Afghan conflicts. This was a multicampus study, with the sample derived from three geographically diverse universities representing northern, southern, and western regions of the United States. Using a model of adult transition by Schlossberg as a guiding theory, a grounded theory epistemology was used to generate a conceptual framework for understanding students who are making the transition from wartime service to college. Findings and implications will help institutions organize a holistic approach for assisting veterans and improving their chances for success.

The leadership crisis in community colleges has led to speculation on who will lead these colleges in the future and how best to prepare leaders for these positions. Traditionally, little research occurred regarding midlevel administrators despite the fact that the majority of presidents come from within the ranks. The findings from this research show that midlevel administrators have little desire to move into top-level positions. Colleges need to consider how to make leadership more attractive and begin developing leaders for future openings.Community colleges are experiencing an unprecedented turnover in administration, particularly at the senior levels (Katsinas & Kempner, 2005;Shults, 2001). The crisis in community college leadership is heightened by the pending retirement of upwards of 70% of community college presidents within the next 10 years (Schults, 2001). Indeed, over 45% of sitting presidents are 61 or older (American Council on Education [ACE], 2007), demanding increased attention to the career pathways within community colleges. This changing of the guard provides a prime opportunity for more women to move into senior ranks.Career opportunities within higher education have expanded over time for women, though they still comprise a disproportionately

The shifting demographics of faculty ranks, expansion of faculty work, and the expectations of accountability and revenue production place new demands on today's faculty. Collaborating with other faculty members is one option for easing workload demands and reinvigorating faculty members in the conduct of their teaching and research. In this article we discuss the importance of collaboration among faculty members in deriving new strategies for the classroom and approaches to research, and we provide suggestions for moving beyond short term collaborations and toward the creation of thinking communities that have the potential to re-energize faculty members and bring passion back to their work.Faculty work has received heightened attention over the past decade. First, the composition of faculty ranks is shifting as more part-time and contingent faculty members are teaching in our higher education institutions. Second, the actual day-to-day work functions of faculty members have expanded over time due to changes in teaching practices, disciplinary norms, Innov High Educ (2012) 37:283-296