Table 1
Outcomes Identified and Implemented Based on Research Findings.
| EVENT | PARTICIPANTS | PURPOSE |
|---|---|---|
| Student veteran orientation | Faculty Staff Students Community support |
|
| Diversity certificate program | Faculty Staff Students |
|
| Service-learning opportunities for veterans | Student Veterans Community Partners |
|
| Veterans golf tournament | Faculty Staff Community Students & Student Veterans |
|
| Veterans web page | Faculty Staff Community Students & Student Veterans |
|
| Veteran centric colloquium course | OT Faculty Students |
|
Table 2
Veteran Colloquium Course Outline.
| CLASS TOPIC | RATIONALE FOR INCLUSION |
|---|---|
| Transitioning from one ecosystem to another | Developing a sense of belonging and bonding with peers to combat feelings of alienation or isolation that veterans often feel (Dillard & Yu, 2016; Hodges, 2010; Medley et al., 2017). |
| Ecological fit of the nontraditional student on college campuses | Family responsibilities, academic disparity, offering assistance to fill the gaps often observed from too many transfers; navigating the academic culture to foster better communication with faculty, staff and peers; exploring aspects of structure vs lack of structure and the shift of groupthink to individuality (American Council on Education, 2018; D’Aoust et al., 2016; Lewis & Sokolow, 2008; Marklein, 2007; Rattray et al., 2019; Titunik, 2008; Zinger & Cohen, 2010). Beneficial to establish dedicated veteran spaces to provide opportunities for interaction (Daly & Garrity, 2013; Vance & Miller, 2009). |
| Thriving in the academic environment | Enhancing academic performance skills (self-efficacy, meta-cognition, awareness, study skills, academic performance, tutoring, etc.) as veterans arrive on campus with various experiences and may require tailored tutoring approaches to enhance their academic skills, e.g., offering a veteran’s library orientation (Arminio et al., 2018; Goldberg et al., 2015; Titunik, 2008). |
| Mentoring for success and the ecological evolution of self | Providing opportunities for mentorship relationships to aid in reintegration to civilian life academic success and the way forward (Cook & Kim, 2009; Semer & Harmening, 2015). Peer mentoring amongst student veterans is beneficial because of their shared backgrounds. This mentorship relationship has the potential to assist the individuals with their transition (Goldberg et al., 2015). |
| Writing across the curriculum | Enhancing writing skills to adapt from technical military writing to academic scholarly writing; introducing nuances to literary genres that are applicable to students’ own academic disciplines; introducing alternative forms of creative expression (e.g., poems, short stories, and journaling; Hart & Thompson, 2016). Branching off one individual working for whole military unit’s success (purpose is for team success, not individual), fitting their strengths (Naphan & Elliot, 2015; Norman et al., 2015). |
| Identifying, interpreting, and connecting the common ecosystems and the greater space | Exploring the student veteran’s view of their place and space in this new world by examining the ecological fit of the veteran in the community and application to their academic majors (Lawrence et al., 2017). |
| Cultural considerations of the military Risk factors; coping strategies and resiliency Parenting challenges Mental health Work Culture | Solution focused. Coping with stress: Thinking of a plan to solve the problem (Barlas et al., 2013). Coping with stress through problem-solving. Individuality In the military culture, individualism and autonomy lead to uncertain outcomes and to a mission that can easily become compromised and dangerous for everyone involved (Coll et al., 2013). Parenting challenges: Transition points for military families may vary due to exit from the military (compromises the normative developmental shifts of children). Use a parent-focused system because the needs of the parents often take precedence over the needs of the children and the needs of the military have taken precedence over the needs of the entire system (Canfield et al., 2015). |
| Service-learning project that encompasses the mission, vision, and goals of institution | Providing veterans an opportunity to develop a project that is meaningful to them, that showcases their skills, and allows them to contribute to the community (Elliott et al., 2011; Godsay et al., 2009; Schiavone & Gentry, 2014; Yonkman & Bridgeland, 2009). Civic service programs impact feelings of social isolation and improve self-efficacy in veterans, resulting in improved psychological and social outcomes (Lawrence et al., 2017). |