Student-Veterans’ Perceptions of Barriers, Support, and Environment at a High-Density Veteran Enrollment Campus

Morris, Peter; Albanesi, Heather Powers; Cassidy, Steven P.

doi:10.21061/jvs.v4i2.102

Cited by 13 publications

(18 citation statements)

References 18 publications

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“…Other articles presented a pervasive expectation that the SMB would seek help on their own accord if resources were available (Cox, 2019;Shellenberger & Decker, 2019;Williams-Klotz & Gansemer-Topf, 2017). Similar to other studies our SMB indicated they preferred to seek help from faculty with whom they were familiar and also indicated interest in developing a faculty-mentoring program for student veterans (Morris et al, 2019;Williams-Klotz & Gansemer-Topf, 2017). These findings suggest these SMB have an overall positive relationship with faculty in the learning environment of this academic medical center campus.…”

Section: Learning Experiencessupporting

confidence: 78%

“…PTS has been linked to academic difficulties including memory skills, organizing study habits, completing homework, and attending class. Service-related physical limitations present challenges navigating the campus (Morris et al, 2019;Morissette et al, 2019) or accessing course content. Sensory impairments in particular present difficulties with following in-class lectures, interpreting visual aids used during lectures, and completing reading assignments.…”

Section: Smb Learning Experiencesmentioning

confidence: 99%

“…One of our participants emphasized this team element: "Being veterans it is normal for us to want to help others and be involved so it's been really hard being here with no family and not knowing any other veterans that are here." The implications of these findings may be of interest on campuses experiencing declines in retention rates of SMB, particularly if declines occur during the first two years of enrollment in higher education (Morris et al, 2019). Finding ways to incorporate a team approach and projects into the curricula may offer both SMB and civilian students opportunities to acclimate to the campus (Williams-Klotz & Gansemer-Topf, 2017).…”

Section: Relations With Peers and Facultymentioning

confidence: 99%

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Experiences and Challenges of Students with a Military Background at an Academic Medical Center

Dudley-Miller

Radel

2020

JVS

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Introduction With approximately 3.7 million potential students with a military background (SMB) more than 90,000 of them are studying health care as an academic major (Cate, 2014; National Center for Veterans Analysis and Statistics, 2015). This fast-growing population has garnered attention of university administrators who are questioning whether the needs of SMB are being met adequately (Jenner, 2019). Current academic studies have focused on SMB experiences of students in community colleges and four-year universities with less attention directed toward SMB experiences while attending health career programs at academic medical centers to earn advanced, terminal, or professional degrees (Plach & Sells, 2013; Rudd, Goulding & Bryan, 2011). This literature suggests military personnel and veterans attending such curricula in an academic medical center may experience this specialized academic environment differently than those attending classes at community colleges or four-year universities. The advanced curricular content, specialized knowledge, practical experiential components, and heightened interpersonal skills required by interactions with patients, caregivers, and peers on the healthcare team combine to present challenges in the academic medical center educational environment beyond those present in many undergraduate or technical settings (University of Kansas Medical Center, 2019). Current studies exploring academic endeavors have used a variety of different terms to capture similar experiences of SMB at community colleges and four-year universities (Barry, Whiteman, & MacDermid Wadsworth, 2014; Ford & Vignare, 2015; Morris, Albanesi, & Cassidy, 2019). We have narrowed these to represent three general categories identified by SMB as critical for success at an academic medical center in the areas of medicine, nursing, other health professions, and in graduate school: (a) relations with peers and faculty, (b) the learning experience, and (c) navigating campus services. SMB experiences relating with peers and faculty This area of study focuses on relationship dynamics of the SMB experience with civilian students, instructors, and campus administration. SMB in higher education identify the success of their academic programming partly through their satisfaction with integration among other students and with faculty (Barry et al., 2014; Eakman, Kinney, & Reinhardt, 2019). Differences in age, maturity, military life experience, and responsibilities outside of academic demands are most often identified as presenting barriers between SMB and peers in other academic settings (Barry, Whiteman, MacDermid Wadsworth, 2012; Shellenbarger & Decker, 2019). Some of the SMB share concerns about being identified as having a military background, and expressed uncertainty

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Section: Learning Experiencessupporting

confidence: 78%

Section: Smb Learning Experiencesmentioning

confidence: 99%

Section: Relations With Peers and Facultymentioning

confidence: 99%

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Experiences and Challenges of Students with a Military Background at an Academic Medical Center

Dudley-Miller

Radel

2020

JVS

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“…By utilizing NVivo's word frequency query search, three topics emanate from the theme of student veterans as observed in JVS articles. They are student veteran transition experiences from military to civilian and becoming student veterans (Andrewartha & Harvey, 2019;Bodrog et al, 2018;Boettcher et al, 2017;Jenner, 2017;McMenamin, 2016;Mendez et al, 2018;Petri et al, 2016;Phillips, 2016;Pollak et al, 2019;Young, 2017), conditions surrounding student veteran academic success (Bagby et al, 2019;Blackwell-Starnes, 2018;Cipher et al, 2018;Flatt & Rhodes, 2019;Garrity, 2017;Hembrough, 2017;Hembrough et al, 2018;Spencer, 2016), and issues surrounding accommodations needed by student veterans (Flink, 2017;Kranke et al, 2017;Morris et al, 2019;Wild & Mahapatra, 2018).…”

Section: Themes From Jvs Articlesmentioning

confidence: 99%

The State of Research in Veterans Studies: A Systematic Literature Review

Lira¹,

Chandrasekar

2020

JVS

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New areas of research on veterans are emerging as the field of veterans studies develops and grows. Yet gaps remain in interdisciplinary research efforts on veterans. The research available across disciplines is still too fragmented to coalesce into a full-fledged field of veteran studies, as other categorical, area, and identity fields of study have done so. By surveying research literature of multiple disciplines used in the curricula of higher education-level veteran study programs, this article presents a thematic and integrative review of the state of research contributing to the growing field of veterans studies. Discussion follows about research emerging from within contributing disciplines, the themes across disciplines, and comments on the need for further research as the field of veterans studies continues to mature.

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“…Research on student veterans has steadily increased over the years. Many studies have taken into account how student veterans interact with their collegiate environment both inside and outside of the classroom (Ackerman et al, 2009;Bryan et al, 2014;Campbell & Riggs, 2015;DiRamio et al, 2008;Kirchner, 2015;Morris et al, 2019;Nyaronga & Toma, 2015;Romero et al, 2015;Vaccaro, 2015;Wheeler, 2012;Williams-Klotz & Gansemer-Topf, 2017), but a limited number of scholars have examined how this population comes to develop an internal veteran identity. The topic of veteran identity has received increased attention in the past few years (Blackwell-Starnes, 2020;Hinton, 2020), yet is still an area needing additional research.…”

mentioning

confidence: 99%

Exploring the Salience of Veteran Identity for US College Students

Schroeder

Perez

2022

Journal of Veterans Studies

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This descriptive qualitative study examined the factors that inform veteran identity saliency among a compositionally diverse group of 15 student veterans attending a predominantly white, land-grant, research institution in the Midwest region of the US. Our findings suggest six factors interact with each other in a way that may strengthen or weaken veteran identity saliency: (a) fulfilling their duty, (b) multiple social identities, (c) sociopolitical context when service ended, (d) family connection to military, (e) connectedness to military community, and (f) duration of service.

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Student-Veterans’ Perceptions of Barriers, Support, and Environment at a High-Density Veteran Enrollment Campus

Cited by 13 publications

References 18 publications

Experiences and Challenges of Students with a Military Background at an Academic Medical Center

Experiences and Challenges of Students with a Military Background at an Academic Medical Center

The State of Research in Veterans Studies: A Systematic Literature Review

Exploring the Salience of Veteran Identity for US College Students

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