Special Issue: Veterans in Higher Education--When Johnny and Jane Come Marching to Campus

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Autor/inn/en	DiRamio, David; Jarvis, Kathryn
Titel	Special Issue: Veterans in Higher Education--When Johnny and Jane Come Marching to Campus
Quelle	In: ASHE Higher Education Report, 37 (2011) 3, S.1-144 (144 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-6970
DOI	10.1002/aehe.3703
Schlagwörter	Veterans; Military Service; Higher Education; College Students; Academic Persistence; Latchkey Children; Decision Making; Guidelines; Academic Achievement; Educational Experience; Peer Influence; Campuses; Social Support Groups; Females; Educational Administration + Suchen Sie Ihr Suchwort? Kriegsteilnehmer; Veteran; Militärdienst; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Schlüsselkind; Decision-making; Entscheidungsfindung; Richtlinien; Schulleistung; Bildungserfahrung; Social support; Soziale Unterstützung; Weibliches Geschlecht; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	This volume is intended to provide useful information about students with military experience who are attending college by blending the theoretical, practical, and empirical. The chapters contain theories, frameworks, facts, and ideas for consideration when approaching the subject of the newest generation of college students who have experienced military service. This information should be particularly useful for those whose task is to provide support and services for student veterans, including campus administrators and policymakers. The chapter, "Home Alone? Applying Theories of Transition to Support Student Veterans' Success," uses the lens of the transition process as a basis for contemplating the experience of student veterans. Nancy Schlossberg provides a thoughtful commentary, giving her insights about transition for these students. In "What Matters to Veterans? Peer Influences and the Campus Environment," Alexander Astin's I-E-O model provides a framework for characterizing the importance of veterans' connecting with other veterans, which the research indicates may be vital for initial success and persistence when starting college. Alexander Astin shares his thoughts in a brief commentary on the topic. "Transition 2.0: Using Tinto's Model to Understand Student Veterans' Persistence" looks further into the collegiate journey of veterans, later into the matriculation process, and beyond initial peer connections to consider the interactions these students will have with the broader campus community, including faculty members and nonmilitary students. John Braxton, renowned professor and higher education researcher, shares his thinking on the topics of persistence and departure related to student veterans. "Crisis of Identity? Veteran, Civilian, Student" reviews some of the key literature on college student development. This chapter provides a novel approach for considering where a student veteran is in terms of development and offers ideas about how to proceed toward a fulfilled civilian identity. Linda Reisser, coauthor with Arthur Chickering of "Education and Identity," provides her ideas about student veterans. "Women Warriors: Supporting Female Student Veterans" shows the reader a new wrinkle in the story of student veterans: females with military experience, including those who have experienced combat and other traumas. This chapter introduces a distinctive subpopulation of women on campuses and reveals some of the challenges they face. Margaret Baechtold, retired Air Force officer and director of Indiana University-Bloomington's center for veterans, offers her commentary about the phenomenon of female college students with military experience. "Ideas for a Self-Authorship Curriculum for Students with Military Experience" draws heavily from the research of Baxter Magolda, Pizzalato, and others to conceive of ways in which a course for veterans can help in their transition to college. Marcia Baxter Magolda provides insightful commentary on the topic. "Institutional Response to an Emerging Population of Veterans" provides the types of empirical evidence and inferential analyses needed for data-driven decision making by senior administrators and policymakers. (Contains 12 figures, 4 exhibits, and name and subject indexes.) (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10