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

McMenamin, Rebecca

doi:10.21061/jvs.37

Cited by 6 publications

(12 citation statements)

References 3 publications

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“…Ideally, transition support could be provided on an ongoing basis to student veterans throughout the first year of their studies. A number of institutions in the US have introduced firstyear transition courses for student veterans, which aim to provide: orientation to campus; introduction to campus resources; academic skills; connection to support staff; reflection on personal challenges and identity issues; connection to peers; and identification of goals (McMenamin & Kurzynski, 2016). Undertaking bridging or foundation courses before commencing degree study might also prove helpful for some student veterans.…”

Section: University Support For Veteransmentioning

confidence: 99%

“…This support includes targeted outreach strategies, academic support and student services, counselling services, academic credit for military training and experience, and financial assistance in the form of discounts and scholarships (Cook & Kim, 2012). Studies have also shown the value of considering student veterans in higher education curricula and pedagogy; for example, developing first-year transition programs for student veterans (McMenamin & Kurzynski, 2016), and incorporating semester-length peer groups in classrooms with student veterans and non-veteran students (Blackwell-Starnes, 2018). Student Veterans of America also provides programs, resources, and support to veterans in higher education.…”

Section: Introductionmentioning

confidence: 99%

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Supporting Military Veterans in Australian Higher Education

Andrewartha

Harvey

2019

JVS

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Veterans often face difficulties during the transition from military to civilian life, with relatively high unemployment rates and mental health risks. Higher education represents an important pathway to navigate this transition successfully. Research from the United States shows that veterans bring unique strengths to the classroom, but also face specific challenges and barriers in accessing higher education. In Australia, military veterans have been largely invisible in the higher education sector. There is little national evidence on their access, success, and graduate outcomes. To begin to address this gap, we conducted a national survey of 240 student veterans who had enrolled in Australian higher education. In this article, we outline the barriers participants faced in accessing and transitioning to higher education, and their subsequent experiences at university. We provide recommendations to help universities develop more effective programs and policies to promote the success of student veterans.

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Section: University Support For Veteransmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Supporting Military Veterans in Australian Higher Education

Andrewartha

Harvey

2019

JVS

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“…And Whitley, Tshudi, and Gieber (2013) recommend a similar learning community for student veterans with any mental health problems. McMenamin and Kurzynski (2016) propose a veteran-only transition course that emphasizes services and skills needed for a successful transition to academic pursuits.…”

Section: Literature Reviewmentioning

confidence: 99%

At Ease: Developing Veterans’ Sense of Belonging in the College Classroom

Blackwell-Starnes

2018

JVS

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Recent changes to university services address student veterans' abilities to complete their degrees, including programs that assist student veterans in finding a sense of belonging on campus. However, the need for student veterans to feel they belong in the classroom remains less a focus in scholarship. Incorporating semester-length peer groups into classes offers one pedagogical strategy for addressing this need. This article presents an autoethnographic study detailing my pedagogical process to develop and implement these peer groups and illustrates how these peer groups aided several student veterans in developing a sense of belonging in the classroom.

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“…For example, developing online or blended courses can help connect those SSM/V who have other responsibilities in addition to school. Developing SSM/V first-year interest groups that allow students to complete general studies, transition (McMenamin & Kurzynski, 2016), or core courses as a cohort can allow them to build community with those who have similar service or veteran experience. To that end, Blackwell-Starnes (2018) found that peer groups helped SSM/V develop a sense of belonging on campus and in the classroom.…”

Section: Implications For Student Affairs Professionals University Pementioning

confidence: 99%

The Effects of Mattering and Combat Deployment on Student Service Members/Veterans’ College Adjustment: A Psychosociocultural Approach

Bodrog¹,

Gloria

Brockberg

2018

JVS

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This study examined college adjustment for 157 student service members/veterans' (SSM/V) college adjustment using a psychosociocultural framework to explore psychological (stress), social (connectedness and mattering), and cultural (view of self in school given military experience) dimensions. A series of mediation analyses revealed that mattering fully mediated the relationships of social and campus connectedness and negative view of self in school with college adjustment, respectively. Mattering also partially-mediated the relationship of positive view of self in school and college adjustment. Although those SSM/V who had been deployed to a combat zone held more negative views of self in school and reported decreased social connectedness than those who had not, deployment to a combat zone did not moderate the relationships of social (social and campus connectedness) and cultural (view of self in school) variables with college adjustment. The study's findings direct student service personnel to provide emic support and programming to support SSM/V educational experiences and college adjustment.

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

Cited by 6 publications

References 3 publications

Supporting Military Veterans in Australian Higher Education

Supporting Military Veterans in Australian Higher Education

At Ease: Developing Veterans’ Sense of Belonging in the College Classroom

The Effects of Mattering and Combat Deployment on Student Service Members/Veterans’ College Adjustment: A Psychosociocultural Approach

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