From Combat to Campus: Voices of Student-Veterans

DiRamio, David; Ackerman, Robert; Mitchell, Regina L. Garza

doi:10.2202/0027-6014.1908

Cited by 86 publications

(68 citation statements)

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“…Multiple qualitative studies have examined the experiences of military-connected students (e.g., Bauman, 2009;DiRamio, Ackerman & Mitchell, 2008;Livingston et al, 2011;Rumann & Hamrick, 2010). With sample sizes ranging from 3 to 25 participants at one to three institutions, these studies have illuminated that military-connected students: (a) experience role incongruence between their military identity and the educational community (Bauman, 2009); (b) have both validating and invalidating experiences during college (Bauman, 2013;Rumann & Hamrick, 2010;Schiavone & Gentry, 2014); (c) struggle with insufficient or dated academic preparation (DiRamio et al, 2008); and (d) face adjustment challenges due to acculturation to discipline and respect for hierarchy (cornerstones of military socialization) that influence the use of campus resources (Livingston et al, 2011).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Bauman (2009Bauman ( , 2013) identified a role incongruence returning soldiers felt once re-immersed in a campus environment and how that experience negatively impacted some of their social and academic interactions. DiRamio et al (2008) revealed that military-connected students returning home from combat struggled with stressors related to changed personal and professional roles, lack of academic preparation, and sufficient financial resources to cover the costs of attending the institution. Rumann and Hamrick (2010) noted that military-connected students had heightened feelings of maturity and academic goal commitment.…”

Section: Military-connected Student Successmentioning

confidence: 99%

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Military-Connected Student Academic Success at 4-Year Institutions: A Multi-Institution Study

Williams-Klotz¹,

Gansemer-Topf²

2017

Journal of College Student Development

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We examined how the experiences-academic, financial, social, and personal-and relationship factors of military-connected students attending a 4-year institution are associated with their academic success. This multi-institution study highlights the demographic characteristics, experiences, and campus relationships that are associated with military-connected students' GPA. Author). Although this research is important, it is also necessary to understand how these experiences may be associated with their academic success. This study examines how militaryconnected student experiences are associated with one such outcome: college grade point average (GPA). Disciplines MILITARY-CONNECTED STUDENT SUCCESS 3 Purpose of the StudyThe purpose of this multi-institution study was to identify the demographic characteristics, experiences, and campus relationships that are associated with military-connected students' GPA. This study was based on the research question: What academic, financial, social, personal and relationship factors were associated with cumulative GPA for military-connected students attending four-year institutions? The experiences of military-connected students have The findings from this study may provide higher education institutions with strategies to leverage campus resources to best meet the academic needs of military-connected students. The findings also have implications that may be useful to faculty members in the classroom and student and academic affairs staff managing support resources for military-connected students.In addition to institutions acting as effective stewards of tax dollars allocated to serve the country's military personnel, it is imperative that policy-makers understand factors related to academic success. Application of these findings could influence how funds are allocated as well MILITARY-CONNECTED STUDENT SUCCESS 4 as how the military prepares veterans and service members to be academically successful within the college environment. Review of LiteratureCollege campuses have seen an influx in the number of military-connected students with the passing of the Post-9/11Veterans Educational Assistance Act in 2008, commonly referred to as the Post-9/11 G.I. Bill (Bauman, 2013;Cate, 2014;De Sawal, 2013;Rumann et al., 2011). (2010) noted that military-connected students had heightened feelings of maturity and academic goal commitment. This study also highlighted the impact of interactions with peers, including those that validated military-connected students in their study (fellow military peers) and those that invalidated military-connected students (civilian students or faculty sharing stereotypes of military experiences with limited knowledge). Schiavone and Gentry (2014) found that the participants perceived they had not only gained maturity and greater sense of the world through their military experiences but also that this maturity left them feeling disconnected from peers whom they perceived as less mature. Participants in Schiavone and Gentry's study also shared symptom...

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Section: Review Of Literaturementioning

confidence: 99%

Section: Military-connected Student Successmentioning

confidence: 99%

Military-Connected Student Academic Success at 4-Year Institutions: A Multi-Institution Study

Williams-Klotz¹,

Gansemer-Topf²

2017

Journal of College Student Development

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“…As non-traditional students, many student veterans experience difficulty re-learning academic skills (DiRamio et al, 2008;Ackerman et al, 2009, Vacchi, 2014. Student veterans are likely to have a gap of three or more years in their formal education while they served in the military and would benefit from relearning positive academic habits including time management, classroom skills, testtaking skills, writing college papers, study strategies, etc.…”

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confidence: 99%

How are Institutions of Higher Education Implementing First-Year Transition Courses for Veterans?

McMenamin¹

2016

JVS

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To better support veterans in their transition from the military to college, current literature recommends the use of a first-year transition course. However, it does not suggest how to implement this intervention nor if this tool is indeed effective at increasing retention and persistence toward graduation. In this pilot study, five institutions of various sizes and locations were surveyed to discover common themes related to their courses' structure, objectives, assignments, and assessment practices. The goal of the study was to compile "best practices" among the findings and provide practical application tools for institutions looking to start a course or adapt an existing one.

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“…[33][34][35] Furthermore, a subset of this special student population includes veterans who have acquired disabilities through trauma, forcing a sudden dramatic shift in lifestyle that could require an extended adjustment period.…”

Section: The Need For Assisted Transition To Academia: Us Military mentioning

confidence: 99%

Combining Veterans and Teachers in a Unique Service Learning Experience

Mandala¹,

Goldberg²,

Pearlman³

2014

IJSLE

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-This paper describes the design-based service learning model utilized to provide an engaging STEM experience to local K-12 science and math teachers and U.S. military veterans returning from service and transitioning to secondary education. A critical factor that can contribute to increased student outcomes from a service-learning program is the level of preparation a teacher has as a mediator of knowledge and an active partner. Professional development activities directed towards in-service teachers could potentially alleviate this issue. Furthermore, such activities, when combined with well-developed inquiry-based learning pedagogy, could provide for increased engagement and understanding of STEM of students. Recent evidence shows that veterans may be more likely than the general population to be interested and well suited for a career in engineering. With more than two million veterans returning from service in the near future, the shortage in undergraduate engineering enrollment could be assuaged. The REVT format at Pitt has the potential to provide veterans with the support to experience STEM without the fear of failure, while allowing teachers to benefit from the field experience and leadership skills of veterans in the program. The juxtaposition of these two populations allows for co-mentoring opportunities, with each group benefiting from contrasting experiences.

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From Combat to Campus: Voices of Student-Veterans

Cited by 86 publications

References 0 publications

Military-Connected Student Academic Success at 4-Year Institutions: A Multi-Institution Study

Military-Connected Student Academic Success at 4-Year Institutions: A Multi-Institution Study

How are Institutions of Higher Education Implementing First-Year Transition Courses for Veterans?

Combining Veterans and Teachers in a Unique Service Learning Experience

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