how can higher education better serve its veterans once their service is done? j. goosby smith,...
TRANSCRIPT
How can higher education better serve its veterans once their
service is done?J. Goosby Smith, Ph.D.Pepperdine University
Malibu, CA
DEOMI 40th Anniversary and 8th Biennial Research SymposiumDecember 6-8, 2011
Diversity in Higher Education
• Race• Gender• Nationality• Physical/Mental
Ability• Socioeconomic Status• Veteran Status
Student Demographic Trends
• Two major war efforts• More service members• More veterans• Poor Job Market• Better GI Bill• More veterans pursuing
higher education
Transitioning to the Classroom
• Key differences impact veterans’ transitions to college+More maturity+More life stressors+Structure to freedom+Hierarchy to egalitarianism+Low to high ambiguity+Combat-related stress issues+Concrete to abstract learning
decreased sense of belonging Belonging Success
The Gap• Four-year colleges
traditionally educate 18-22 year-olds
• Veterans enter older and with particular needs
• Veterans choose community colleges and for-profits more than the general population
• Four-year colleges must adjust to serve veterans more effectively
Best Practices
1. Think before you speak.2. Be there.3. Seek to understand.4. Be supportive5. Be Flexible.6. Vary pedagogy.7. Value contributions.8. Know your limits.9. Supplement the curriculum.
1.Think before you speak.
• Put your personal politics aside.
• Be student-focused.• Consider your comment’s
impact upon the service member and your class.
• Manage any anxiety you may have.
2. Be there.
• Hold regular office hours.
• Return telephone calls.• Be electronically
accessible (e-mail, IM).• Develop a strong
working relationship.• Listen.
4. Be supportive.
• Create a supportive learning environment.
• Reach out to student veterans’ office or club.
• Attend campus functions for veterans.
• Educate colleagues.• Give assistance when
needed.• Be a campus advocate.
5. Be flexible.
• Reconsider professor-determined seating charts.
• Adjust to drill schedules.• Allow make-up work
when equitable.• Make reasonable
accommodations.
6. Vary pedagogy.
• Use experiential learning.
• Allow independent breaks.
• In long classes, schedule a break.
• Use a variety of teaching methods.
• Use team learning.• Smaller classes.
7. Value contributions.
• Team experience.• Leadership experience.• Ask for real-life
examples to support class material.
• Thank students for sharing.
8. Know your limits
• Understand…– “ Typical” classroom issues– Severe symptoms– Situation assessment– Defusing tense moments
• Know…– How to quickly access
campus resources– When to intervene – Your comfort zone– Your blindspots
9. Supplement the curriculum.
• Transition workshops• Skills workshops– Time management– Study skills– Resume building
• Remedial classes• First-year seminars• Tailor existing course
content
Conclusions• Higher education must adjust for more student
service members.• Faculty members are integral to adjustment.• Best practices can serve as a start.• Stronger links are needed between faculty and
student veterans office.• More systemic intervention needs to occur.• More research is needed (most focuses on staff).
Thank you for your time
Contact Information:
J. Goosby Smith, Ph.D.Associate Professor of Organizational Behavior and
ManagementPepperdine University
24255 Pacific Coast HighwayMalibu, CA 90263-4237
[email protected](310)506-7237 voice
(310)506-4696 fax