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Kathy Snead Servicemembers Opportunity Colleges Karen Vignare University of Maryland University College

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Presentation on theme: "Kathy Snead Servicemembers Opportunity Colleges Karen Vignare University of Maryland University College"— Presentation transcript:

1 Kathy Snead Servicemembers Opportunity Colleges Karen Vignare University of Maryland University College

2  Need to have peer reviewed research  Twenty five submissions  Nine final papers  Available online: m.org/index.php/jaln/index m.org/index.php/jaln/index

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4  Review of literature provides substantial overview of current generation research  Using technology effectively for online  Building a more comprehensive university knowledge  Helping military learners transfer to role of students  Building customized academic programs

5  Significant shortage of peer-reviewed research on this population  Statistically confirmed the emphasis in the persistence literature on the importance of academic support mechanisms  Military learners coexist with two personas  Very interesting uses of simulations for staff and students

6 The Evolving Military Learner Population: A Review of the Literature,  Kate Ford & Karen Vignare  Synthesizes both scholarly and grey literature to update the readers on demographics, attributes, college experiences and academic outcomes  Combine research review with conceptual theories on adult learners’ transition and persistence along with institutional responsiveness.

7  Military learners were most similar to nontraditional, first generation learners  Faced additional challenges associated with service-connected injuries and disabilities.  Juggling work, family, and academic responsibilities  Military learners are increasingly reliant on online learning  These learners often faced more difficulty when attending campuses that predominately serve full-time or traditional populations

8  Military learners adapt and persist in college by drawing upon deeply engrained military traits and tendencies, including self- discipline, mission-first focus, and reliance on fellow military learners  Confirming these findings requires additional quantitative empirical research ◦ institutional response support systems for military learners, such as offering customized services and courses online, contributed to learner satisfaction and persistence.

9  Need better analysis of technology versus just a comparison of face-to-face and online  Need military learner retention models which consider learning modalities and institutional student supports needed to enhance success  Must understand the pathways through multiple institutions

10 An Analysis of Supports for Persistence for the Military Student Population  Bruce Mentzer, Ellen Black, R. Terry Spohn  Correlation of academic of academic, financial, and social supports to persistence in military student populations  All three elements play a role in persistence  Institutional and academic support had impact on intent to persist

11 Rules of Engagement: Considering Good Policy and Practice with Online Military Learners  Conceptual piece by David Starr-Glass  Awareness of cultural dimensions of the military learners  Recommends rules of engagement for harnessing strengths of military learners in online environment

12 Planning for Veterans’ Success! The Degree Map as an Advising Solution  Mixed Methods research by Tracey Richardson, Jason Ruckert, and James Marion  The degree map as tool to help online students through class selection and sequencing  Increases in new student matriculations, returning students, and number of courses taken per year by both military and civilian student populations

13 Game-Based Role-Plays to Build Military Cultural Competency and Helping Behaviors in Faculty and Staff  Chris Andrew Cate, Glenn Albright  Gatekeeper training simulation for faculty/staff (Veterans on Campus developed by Kognito)  Promotes understanding of veteran value, military culture, the obstacles they face in their pursuit of a college degree through virtual role play  Effective tactics for managing challenging conversations, best practices for connecting student veterans exhibiting signs of psychological distress with appropriate support services.

14 Bridging the Gap: Technology and Veteran Academic Success  David Cass, Shane Hammond  Uvise, online mentoring and advising platform for military student learners  Serves as online veterans center to help with academic skills, mentoring, and support  Adoption/adaptation at 3 institutions (John Carroll University, George Washington University and Duke University)

15 Online Training for Working with Student Veterans: A Social Work Elective  Katherine Selber, Mary Jo Garcia Biggs, Nancy Feyl Chavkin, Micah C. Wright  MSW Online elective course prepare students for engagement with military, veterans and their families  Team-based service learning component (Tutoring Corps, Writing Workshop); participation in veteran events and activities in student's community  Interdisciplinary course-90% Social Work; 10% in therapeutic recreational sports, education, student affairs and leadership studies

16 Building an Accelerated Online Graduate Program for Military Officers  Royce Ann Collins, Haijun Kang, Susan Yelich Biniecki, and Judy Favor  Accelerated online degree program for military officers  How faculty pedagogically and effectively addressed instructional challenges  Developed online best practices for other courses delivered to military student populations

17 A Core Course on Veterans' Health in an Online RN to BSN program  Elaine Keavney  BS in Nursing developed in response to Joining Forces Initiative; incorporate veteran-specific content into its curriculum  Core course in curriculum addresses unique healthcare issues facing veterans  Experiential component enables nursing students to study and evaluate real-life situations related to care of veterans

18  Limited amount of scholarly research about military student learners over past decade  Scholarly research about online military learners even more limited

19  Significant shortage of peer-reviewed research on this population  Statistically confirmed the emphasis in the persistence literature on the importance of academic support mechanisms  Military learners coexist with two personas  Very interesting uses of simulations for staff and students

20  Greater national research focus, given the number of military learners engaged in online learning,  Finding common ground for collaborative research—institutional research, government agencies (ED, DoD, VA), campus service providers (veteran centers, student personnel)  Is there value in creating a common research forum centered on military learners?

21  Karen Vignare  Kathy Snead


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