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Existing research evidence pertaining to the occupational therapy (OT) role with adventure-based outdoor activities for military veterans and the authors' positive experience serving members of a non-profit veteran-run organization that promotes rehabilitation archeology suggest that outdoor rehabilitation for this client population is a promising avenue for the profession. Moreover, students' exposure to outdoor experiences designed for military veterans as well as other populations presenting with physical and mental health conditions has the potential to significantly augment OT curriculum by impacting both the learning trajectory and personal transformation of the students. This paper describes a unique service-learning experience involving graduate OT students who engaged with and provided services to veterans participating in archeological fieldwork, as well as the impact of this experience on the students.

This study examined the relationship between individual and institutional characteristics for student veterans who borrow money while enrolled in degree-seeking programs. Using data from the National Postsecondary Student Aid Study (NPSAS 16), we established predictors of borrowing, implications of borrowing, and examined patterns in total aid awarded to this group of students. The accumulation of grant funding, Department of Defense funds, and Veteran's Education Benefits (i.e. GI Bill) contribute to lower levels of borrowing for veterans. However, subgroups of student veterans borrow more than non-veterans, e.g. Asian and Hispanic identifying students. Significant predictors of borrowing included attending for-profit institutions, identifying as Black, and identifying as a woman. Along with these findings, we present implications regarding lending practices, campus support for student veterans, and policy considerations for student veteran aid. [Note: The issue number (1) shown in the article footer on the PDF is incorrect. The correct issue number is 2.]

Helping student service members and veterans (SSM/Vs) earn a college degree is central to supporting them post-service. Yet, this generation of SSM/Vs faces challenges in higher education, including problems adapting, poor health, and administrative constraints, contributing to worsened academic outcomes and a sense of isolation on campus. This monograph synthesizes research on the challenges facing SSM/Vs. It also frames common aspects of successful programs aiding SSM/Vs as three areas for intervention: how administrators and faculty can create a welcoming campus for SSM/Vs; ways universities can create support systems for SSM/V social, health, and academic success; and engaging community partnerships to enable these efforts. Whether SSM/Vs overcome their challenges and unlock their strengths is contingent on opportunities provided within the school itself, and by its faculty, administrators, students, and community. Central to these efforts should be the goal of inclusivity enhancement, community building, and reduction of health-related dysfunction among SSM/Vs.

This study examined how veteran social engagement predicted post-secondary school attainment. Nearly 10,000 post-9/11 veterans, who separated from military service in 2016, were surveyed on the programs/services they used over 4 years following separation. More than half of veterans had obtained a degree within 4 years of separation. A higher proportion of veterans of color and female veterans reported attending only some higher education than White non-Hispanic male veterans. Positive predictors of educational attainment included participating in veterans' centers and veteran-student organizations, while negative predictors included financial and mental health problems. Implications for veteran-serving programs of post-secondary institutions are discussed.

Numerous stereotypes of the veteran population miss the diverse backgrounds of veterans as a group, particularly that one quarter of known veterans are living in rural communities across the United States (VA, 2022). Despite the Federal focus on veteran rural health, there needs to be more literature available on veteran success in community colleges, particularly in rural-serving community colleges. Also, it is important to know more about how veteran student success influences the communities in which they live. This manuscript includes a comprehensive literature review examining rural veterans in the United States, particularly in higher education, and develops a framework for community colleges to better understand the needs of their rural veteran populations. We conclude by offering several promising practices to effectively serve this diverse population.

This mixed-methods study examined characteristics and learning experiences of student veterans who transitioned from community college(s) into a 4-year public university. The study descriptively compared veteran versus non-veteran transfer students, using a survey and follow-up interviews. Results illustrated that student veterans attended larger numbers of community colleges prior to their transfer compared with non-veterans. They tended to be older, more ethnically diverse, and more likely to be men than non-veterans. Transfer student veterans valued (a) differences among high school, military, community college, and 4-year learning experiences; (b) connections between coursework and career work; (c) being informed about the cultural practices and norms of college, particularly for first-generation student veterans; and (d) persistence in navigating multiple community colleges toward achieving successful 4-year degree completion. For student veterans, the military became a way to enact and pay for their postsecondary aspirations. Interconnected community colleges meaningfully transported them to 4-year postsecondary achievements.

This manuscript focuses on student veterans' best option to start their post-high-school education: attending community colleges. It illustrates this point using the story of the author, a US Army combat veteran who began his career at a community college, and other veterans who also began their college careers at the community college. Using qualitative methods, the author uses perspectives of former student-veterans to provide first-person accounts of transition into and through college - beginning at community colleges. Four themes emerge from this analysis: acceptance, transition, liminality, and comradery.

Military veterans seeking to transition into civilian employment possess valuable skills, yet often face challenges in their job searches. Though veterans are legally protected in the U.S., stereotypes about them persist and influence the hiring process. Future human resource managers, (e.g. college students) will be key to veteran hiring and they will need to appropriately assess applicant qualifications in an unbiased manner. This paper demonstrates the results of a career development program in which 112 students provided monthly job search assistance to 242 military veterans preparing to be discharged from a large VA domiciliary. Results demonstrated the importance of context specific HR skills and coaching in applied settings, and the impact of such experiences on personal growth, and how career development programs might be used to reduce stereotypes.

Student veterans' (SV) transition into academic life is challenging, and faculty/staff are uniquely positioned to support this change. Research calls for academic faculty/staff training to support SVs and aid in their retention and academic success. Framed by Rhetorical and Relational Goal Theory (RRGT; Mottet et al., 2006), qualitative data identified SVs' instructional communication needs and produced a faculty/staff training program. Twenty-three SVs were interviewed about their instructional communication needs, namely, a need for Structure, Integration, and Awareness. These needs were translated into instructor communication behaviors, and a student veteran instructional communication training (SVIC) was created to (a) promote organization, (b) facilitate assimilation, and (c) demonstrate conscientiousness to meet the rhetorical and relational needs of SVs.

This scoping review focuses on student veterans' transition and reintegration into education and presents key themes in international student veteran research. Grounded in a literature search in ERIC, Scopus, and Web of Science, our scoping review includes 137 articles across research disciplines. It covers publications from the last 15 years, with a transnational focus. Analysis of these articles resulted in two key themes: (1) Transition challenges of student veterans, including differences in military and academic learning, mental health challenges in class and on campus, and social interaction with non-veteran students and faculty. (2) Support efforts for student veterans, including becoming a veteran-friendly campus, academic support, mental health support, and social support. In addition to discussing these key themes across articles, we map prevalent conceptual frameworks, and discuss commonly used definitions of student veterans, veteran demographics, as well as descriptions of military education culture and academic education culture that we found in the literature. The subsequent discussion highlights that the academic success of student veterans often focuses on metrics, which highlights the qualification function of education, while disregarding the socialisation of veterans in education and their development of relative autonomy.

Research shows that higher education can help veterans build a new sense of identity, purpose and belonging after leaving the military. There are critical gaps, however, in our understanding of student veterans in the Australian context. This article aims to map the experiences of Australian veterans across the student life cycle to improve our understanding of this unique group. We systematically address the higher education stages of pre-access, access, participation, and attainment. Fourteen autobiographical interviews were conducted to obtain detailed and nuanced personal reflections. Findings demonstrate that veterans often make exemplary students who are motivated to pursue altruistic careers. However, transitions between the military and higher education can be difficult to navigate. We argue the need for a structured pathway between the military and higher education and increased support for veterans across the student life cycle. We recommend a range of initiatives to prepare veterans to thrive in higher education.

This article aims to analyse the world experience of retraining war veterans in order to restore the economy and consider possible ways of implementing the acquired knowledge and practices in the context of Ukraine. A study was conducted to identify the basic needs and challenges faced by veterans and examine the key aspects of the challenges that war veterans experience when entering the civilian labour market. The authors analyse effective approaches and programmes already applied in various countries, including the United States, in order to overcome these difficulties and promote veterans' integration into society and the economy. These include at the local level, or with the patronage of non-governmental organisations, educational programmes for retraining veterans in Ukraine. The authors offer specific recommendations for the development and implementation of specialised educational programmes for retraining veterans in Ukraine at the state level, mainly based on advanced world practice and existing local experience. Finally, particular attention is paid to the aspects of adaptation and implementation of these programmes in Ukrainian realities at the national level.

Purpose: Many veterans struggle with the civilian world and the loss of identity associated with leaving the service. This research investigates the Building Heroes Charity's role in assisting service leavers transitioning to civil employment, in the United Kingdom (UK) and what can be learnt from the training and support. Design/methodology/approach: An exploratory case study design was chosen to investigate the transition from military to civilian employment. The case study consisted of 12 in-depth interviews consisting of nine veterans, who had attended the Building Heroes courses and three course tutors. Findings: The Building Heroes Charity does have an important role to fulfill in the transition of military personnel from the service to civilian work. There are positive outcomes that complement the work done by the Career Transition Partnership (CTP), but there still needs to be recognition that the needs of veterans do differ by age, transferability of competencies and the financial resources available. Research limitations/implications: The limitations of this research are the sample size is small and the majority of the veterans are from the Army. This is mostly because the Army is the largest of the services. Originality/value: Though there is limited research into the employment of veterans, there is evidence to demonstrate that veterans are more likely to suffer from depression and potential homelessness than nonservice personnel. This research is unique in investigating the role of a charity whose main purpose is to improve the employability of veterans by reducing the competency skills gap between the military and construction industry.

More Americans are needed in STEM (Science, Technology, Engineering, Math) careers to advance the nation's competitiveness in the global economy. Given the extensive training of military service members, this population is well-poised to transition into STEM careers. While many veterans pursue STEM degrees, they often face hardships that impact their ability to attain STEM credentials. The goal of this mixed methods study was to identify factors that contributed to attaining a STEM degree among students in the Military STEM Scholarship Program (MSSP), a grant-funded program implemented at a university in the United States to assist veterans pursuing STEM degrees. By targeting veterans, this program supported a highly diverse group of students. Based on surveys, focus groups, and interviews, the participants credited their academic and professional success to activities promoted by the MSSP program, such as peer interaction, faculty mentorship, utilization of student support services, and internships. As a result, 80% of MSSP participants obtained a STEM degree, approximately 24 percentage points higher than the institution's average six-year graduation rate for all students. Through these findings, a model is offered for institutions to better serve a growing student veteran population.

Using data from four waves of the National Postsecondary Student Aid Study (NPSAS) in 2004, 2008, 2012, and 2016, this study examines the effect of the PGIB on veterans' student loans. Results indicate that the PGIB has significantly affected veteran students' borrowing behavior, with an average $1,100 reduction in Stafford Loans. Veteran students attending for-profit institutions experience a larger loan decrease than their peers at public and private nonprofit institutions. In addition, loan reductions have occurred mainly at the extensive margin. The decrease in student loans is relatively small compared to the increase in veterans' education benefits under the PGIB, partly due to a rise in the cost of attendance after the implementation of the PGIB, driven by a higher proportion of veteran students attending for-profit institutions. Finally, loan reductions vary across veteran students.

The mediation effect of posttraumatic perception between self-esteem and PTSD severity among college student veterans (N = 64) were investigated. The results of the investigation indicated a significant relationship between self-esteem and PTSD severity. The total effect between self-esteem and PTSD severity showed a statistically significant relationship. Additionally, the investigation affirmed that self-esteem among student veterans was directly and negatively related to posttraumatic perception. Implications for college counseling with veterans are discussed.

The recurrence of suicidal thoughts and behaviours represent a common threat to the wellbeing and lives of people who attempt suicide. It is not clear whether suicide risk models reflect risk for multiple suicide attempts, especially in high-risk groups. Factors associated with the recurrence of suicidal ideation and attempts was assessed in 82 military Veterans who had attempted suicide. Participants completed clinical diagnostic interviews and self-reported assessments of suicidal thoughts and behaviours, depression severity, hopelessness and burdensomeness. Hopelessness, perceived burdensomeness and beliefs about suicide were associated with the recent recurrence of suicidal ideation among Veterans who attempted suicide. Beliefs about suicide, suicidal planning and help seeking following a suicide attempt were significantly associated with multiple suicide attempts. Suicide postvention interventions should target beliefs about suicide and adaptive help seeking in depressed military Veterans who have attempted suicide.

The current study explores differences in transfer shock between veteran and non-veteran community college transfer students at a land grant institution in a rural state. Analysis includes institutional data for community college transfer students, including those who self-identified as veterans or used veteran tuition benefits from Fall 2015 to Spring 2022. Many of these students held marginalized identities in other categories such as nontraditional age. Overall, all community college transfer students in the sample experienced a decrease in mean GPA in their first university semester. Veteran and non-veteran community college transfer students did not experience significantly different levels of transfer shock. However, veteran community college transfer students showed little evidence of transfer shock overall and performed better on average than both their nontraditional and traditional nonveteran student counterparts after transferring.

An increase in student veterans on campuses creates issues similar to the growing population of other nontraditional students, yet unique experiences for this population. Although higher education environments are working to provide on-campus support for military populations, student veterans continue to report issues with communication, understanding, and support for their military service. This study investigated student veteran experiences of the higher education classroom on a southeastern university campus. Overall, the majority of participants reported positive interactions with professors but struggled with peers and schedules. Included are implications for working with student veterans in higher education.

Objective: To describe how veterans feel about disclosing their military status on campus and impacts on engagement with social and health-related services. Participants: Thirty-one university student veterans who participated in a student veterans' health study. Participants self-identified as White and male (90%) with an average age of 29.5 years and 6.7 years of military service. Methods: Qualitative interviews explored veterans' perceptions of belonging on campus and the impact of veteran identity on educational experiences. Data analysis used an inductive, content-based approach. Results: Themes included: (1) varied feelings around disclosing military service history, with many preferring not to disclose; (2) visibility of resources on campus; and (3) use of resources on campus for social engagement, mental, and physical health. Conclusions: Findings illustrate student veterans' complex experiences, and how feelings about disclosing veteran identity on campus relate to resource use. Campuses should acknowledge and explore this complexity with student veterans' input to ensure that supports meet their needs.

The purpose of this study was to examine how college students perceive and experience learning with military student peers in traditional undergraduate college classrooms. A mixed method approach was selected, using an online survey that included the nine-item questionnaire Military Culture Certificate Program (MCCP) assessment scale survey. Data were collected from 255 students who took part in the survey, which assessed nonmilitary students' knowledge of the unique military culture and environment, deployment dynamics, family dynamics, military ethics, behavioral and physical health issues, and combat experiences. A follow-up focus group solicited qualitative data from six nonmilitary affiliated students pertaining to their individual lived experiences and classroom interactions with their military student peers. Qualitative data from the focus group suggested that almost half of the students respected the experience of being deployed, based on the self-observations of family members. They also reported an understanding of the impact military life has on family members. Several qualitative themes emerged in the focus group responses, all of which have implications for improving cultural competence in the classroom.

The purpose of this study was to examine student veterans' sense of belonging within higher education institutions, the experiences influencing their feelings of belonging, and strategies that higher education institutions can utilize to enhance student veterans' sense of belonging on campus. Individual interviews were conducted with 10 undergraduate student veterans. Student veterans rated four experiences as being influential in their sense of belonging in higher education: institutional acknowledgement and inclusion efforts, veteran peer support and established veterans' programs, engagement with program faculty, and perception of higher education as a pathway for continued service. Student veterans described four major experiences as interfering with their sense of belonging in higher education: lack of peer support as nontraditional-aged students, absence of differentiated instruction for adult learners, scarcity of campus understanding of the knowledge of skills gained through military service, and shortage of institutional acknowledgement and inclusion efforts.

This article describes the collaborative efforts at Pikes Peak State College to support veterans within the institution and community. In partnership with PPSC's Military and Veterans Program and with assistance from professional colleagues inside and outside the institution, two English faculty spearheaded efforts to organize events and create a military arts publication they hope to turn into a national journal that accepts submissions from across the country. In keeping with military strategies encouraging teamwork and adaptation, they have built a framework for ongoing military and veteran outreach in the Pikes Peak region.

In this manuscript, the authors examined the rates of food and housing insecurity experienced by student-veterans enrolled at community colleges in fall 2020. The results of a multi-institutional survey of student-veterans at 113 community colleges suggested that 37.6% of community college student-veterans experienced food insecurity and 52.5% of community college student-veterans experienced housing insecurity. Additionally, 17.8% of community college student-veterans experienced homelessness in the past year. The results also suggest that community college student-veterans who experienced food and housing insecurity had lower grade point averages, higher rates of clinically significant generalized anxiety disorder, and higher rates of clinically significant major depressive disorder. Examples of strategies to support community college student-veterans experiencing food and housing insecurity are included.

Purpose: This study demonstrates how becoming a high-reliability institution in health care is a priority, given the high-risk environment in which an error can result in harm. Literature conceptually supports the need for highly reliable health care facilities but does not show a comprehensive approach to operationalizing the concept into the daily workforce to support patients. The Veterans Health Administration closes the gap by documenting a case study that not only demonstrates specific actions and functions that create a high-reliability organization (HRO) for safety and improvement but also created a learning organization by spreading the knowledge to other facilities. Design/methodology/approach: The authors instituted a methodology consisting of assessments, training and educational simulations to measure, establish and operationalize activities that identified and prevented harmful events. Visual communication boards were created to facilitate team huddles and discuss improvement ideas. Improvements were then measured and analyzed for purposeful outcomes and return on investment (ROI). Findings: HRO can be operationalized successfully in health care systems. Measurable outcomes verified that psychological safety was achieved through the identification and participation of 3,184 process improvement projects over a five-year period, which yielded a US$2.8m ROI. Documented processes and activities were used for educational teachings, which were disseminated to other Veteran Affairs Medical Center's through the Truman HRO Academy. Practical implications: This case study is limited to one hospital in the Veterans Health Administration (VHA) network. As the VHA continues to deploy the methods outlined to other hospitals, the authors will perform incremental data collection and ongoing analysis for further validation of the HRO methods and operations. Hospitalists can adapt the methods in the case study for practical application in a health care setting outside of VHA. Although the model is rooted in health care, the methods may be adapted for use in other industries. Originality/value: This case study overcomes the limitations within literature regarding operationalizing HRO by providing actual activities and demonstrations that can be implemented by other health care facilities.

Veterans are a growing student population in institutions of higher education in the U.S., and universities adopt a variety of marketing efforts to recruit them. With a focus on university marketing messages as a targeted and public way for universities to attract student veterans, the current study examines how student veterans are framed and presented in marketing messages. Qualitative analysis of the marketing messages put forth by 110 schools ranked as top 10 Military Friendly® across 11 school types revealed three types of message framing: (1) deficit/challenge-based, (2) strength-based, and (3) support-based. The analysis revealed that most of the military-friendly schools' marketing messages do not draw on strengths discourses to recruit student veterans. Rather, isomorphic messages communicate a deficit framing of student veterans through the subtle characterizations of student veterans as challenged and in need of institutional support to facilitate their success. Calling for a shift from deficits to strengths, this article discusses the implications of a strength discourse on universities' marketing and student recruitment and engagement efforts.

Veteran student populations are on the rise across the U.S. due to benefits from the revised Post 9/11 Government Issue (G.I.) Bill that guarantees financial assistance for housing and education for exiting service members. Institutions seeking integration practices for this student population may fail to acknowledge the multiple identities that veterans bring to the campus community and, thus, do not provide proper social support for this unique student population. The purpose of this case study was to examine how one veteran student cohort program provides support for veterans transitioning to their new student identity, and with retention and degree completion at one large California State University. This instrumental case study was conducted utilizing one-on-one in-depth interviews and archived document review to examine how effective the Veteran Education Program assists veteran students at Fresno State. The findings of this research show how students that partake in a veteran cohort program transition better into the broader campus community. As veterans begin transition into a new college student identity, pre-existing identities compete in the reprioritizing process.

Researchers point to several obstacles in higher education that can impact student veterans. For some, learning to seek help when needed is often a challenge. Student veterans may feel they must live up to a false expectation and not burden others with their problems, and have indicated challenges with interactions with faculty and difficulty with disability accommodations. Other researchers suggest that student veterans struggle with being more mature, being impatient with their traditional-age civilian student peers, and having a student life that is less structured than military life. Texas State University has had success with creating and implementing a learning frameworks course for student veterans and military-connected students. Course evaluations and feedback have been extremely positive as student veterans have indicated they have become more self-directed learners with the tools to persist in college, doing so in a way that is focused on their needs inside and outside the classroom, and both on and off-campus.

In this study, we explore the perceived employability and ambition of student veterans, compare the perceived employability and ambition of student veterans and civilian students, and examine the impact of other variables (e.g., age, gender, GPA, etc.) on student veterans' perceived employability and ambition. An online survey was conducted among 85 students, including 37 veterans and 48 civilian students. The results show that most of the investigated student veterans were confident in their employability and future career success. In addition, student veterans had slightly lower perceived employability and ambition than either active military members or civilian students. The result of descriptive analysis showed clues that explained how other variables impacted the perceived employability and ambition of student veterans.

This study collected complete data traumatic event-related information, positive coping styles, and post traumatic growth variables from two different United States (US) military veteran samples: non-combat military veterans (n = 54) and combat military veterans (n = 84). Although both samples represent military veterans, only one sample experienced actual combat, i.e., active fighting in a war against an enemy. All data were collected via online survey. Demographically, both samples were predominately White male, with a four-year college degree being the highest education level frequency. The average participant age was 29 years and there was no significant mean age difference between the samples. In addition, there were no significant sample differences in the total number of traumatic events experienced or time since the most powerful traumatic event was experienced. The purposes of this study were to: (1) test if four positive coping strategies were related to Post Traumatic Growth (PTG), and (2) to determine if there were differences in the use of these four coping strategies or experienced PTG for non-combat versus combat military veterans. The four positive coping styles were measured, instrumental support, emotional support, religion, and acceptance. For the combined sample, two coping styles, instrumental support and religion were each significant positively related to post traumatic growth (PTG). Significant sample differences were found on instrumental support and religion such that the non-combat veterans perceived higher mean levels on both coping styles versus the combat veterans. No sample difference was found for PTG. Future research directions and study limitations are discussed.

This study assessed the effectiveness of employment programs components, which resulted in the identification of content and process components that increase employability. Employment program use was studied among 1172 United States of America military veterans to determine which content (i.e., interviewing skills) and process (i.e., working with a mentor/coach) components influence job attainment during a time of career and identity transition. Components were distilled utilizing a common components analysis approach (Morgan et al., 2018). Associations with finding employment up to 15 months after the military-to-civilian transition were explored. Veterans who engaged with employment programs were primarily accessing the following components: career planning, resume writing, and interviewing skills. However, only a few content components were significantly related to obtaining employment: interviewing (with mentor/coach), resume writing (online tools), translating military to civilian work (with mentor/coach), entrepreneurship (with mentor/coach), and virtual career fairs. Furthermore, not all processes or modes of instruction for content components were associated with success in the job market. Having a mentor/coach was one of the most effective delivery strategies. For example, veterans using programs delivered by a mentor/coach that translated military skills to civilian work were more likely to find a job at 6-9-months (84%) and 12-15-months (91%) post military separation. In addition, risks that predicted lower use of employment program components by veterans were identified such as junior enlisted rank, combat exposure, combat arms occupation, and physical health problems. With these findings, program developers, implementers, and funders can channel efforts towards the utilization of employment programs with effective components.

Despite the increasing attention given to veterans in higher education, few studies have explored the transitional experiences of women of color student veterans (WOCSVs). This study examines the gendered and racialized experiences of WOCSVs and the impact of their intersecting identities on the transition through higher education. Considering the overlapping marginalities of the WOCSV participants, we grounded this study in the concept of Intersectionality, intrinsically aligned to Critical Race Theory. Based on the thematic analysis of 10 participants' narratives, this study revealed four interrelated themes that characterize their transition journey: (1) suppressed and redemanded identity; (2) fighting for visibility; (3) marginalized academic identity; and (4) no belonging. The sense of no belonging is evident through the participants' transition experiences, thus setting them apart from other groups of student veterans. However, the participants showed critical insight and resilience that evolved from their intersecting identities. In addition, they proactively constructed their own support system on and off campus, which further served as a psychological sanctuary and motivational cradle. We conclude with recommendations for institutions of higher education, including the reimagining and restructuring of the current cultural climate of veteran-friendly campuses grounded in the stereotypes of White men as the prototype of U.S. military veterans.

Purpose: This study examined how participation in the Service Platoon program of The Mission Continues (TMC) impacts self-reported purpose in life (PIL), interpersonal support (IS), and civic engagement (CE) among military veterans. Methods: An online survey was given to military veterans upon initial registration with TMC and again 12 months later (n=395). The survey assessed Service Platoon program participation rates, as well as demographic factors, PIL, IS, and CE. Linear regression models were estimated to determine the effect of Service Platoon participation on change scores for PIL, IS, and CE. Results: Posttest scores on all measures were higher at higher levels of event participation, although differences in scores were modest. Conclusions: Results showed that females with participation in seven or more events had significant increases in IS from pretest to posttest, b=4.56 (95% CI=0.44, 8.68). Recommendations: We recommend social networking programming that works to improve interpersonal support and community connectivity among veterans.

The landscape of clinical research is continuously evolving, focusing now on the scientific assessment of efficacy balanced with patient safety, along with advancements in technology and informatics. These considerations necessitate the acquisition and retention of experienced staff that will be able to meet the demands associated with these new focus areas and can provide support for administrative duties, regulatory duties, study participant management, and data collection at individual research sites. Furthermore, the identification of Clinical Trials Administrators that can function independently and collaboratively within a large, integrated healthcare system clinical research consortium can be a challenging task. Currently, there is a limited amount of publicly available information on strategies that have been employed to identify these types of candidates in this type of setting. The primary aim of this project was to determine if the development of a virtual interview panel, or Manager Interview Panel (MIP), would be effective in screening, interviewing, and ranking applicants for a vacant Associate Director-- Operations (ADO) position at one of the Node sites in our clinical research consortium. The findings may inform individuals or groups in research administration and leadership roles seeking to improve the candidate selection component of their respective hiring processes, particularly for those groups that are a part of clinical research consortiums and have study sites that are geographically dispersed and not in close proximity to one another.

Veterans continue to enter the nursing landscape, diversifying the nursing workforce. However, it is unclear as to best practices for supporting these prior military, medical professionals in their academic success. At one, private, not-for-profit institution, Gasman and Arroyo's (2014) HBCU-centered student support framework was applied to the case of a military student of color. The student, key faculty, and mentors that interacted with the student of color were interviewed. Mentoring activity logs were also reviewed to corroborate interview data. The findings indicated that not all of Gasman & Arroyo's original factors seemed relevant to the student of color, with additional ones more applicable to a non-traditional, prior military veteran with medical experience. Recognition of military medical background, program diversity, and opportunity for mentoring from cultural-competent faculty and mentors are crucial to academic success, graduation, and NCLEX-RN passage and transition to practice.

Helping military veterans successfully transition to civilian life is an important issue. Education can help with this transition. No prior studies were found on the general type of undergraduate major United States (US) Chapter 31 veterans enroll in. Chapter 31 provides tuition benefits to help entitled transitioning military veterans, with service-connected disabilities, go to college to obtain a degree. Self-determination theory (SDT) suggests two general categories of majors, intrinsic (I) versus extrinsic (E). Intrinsic motivation emphasizes doing a task for its inherent satisfaction, while extrinsic motivation targets doing the same task to achieve external rewards, such as compensation. Archival data was analyzed using small samples of undergraduate Chapter 31 military veterans in 2016, 2018 and 2020. Overall, the results supported the research question, i.e., Chapter 31 veterans will be more likely to choose intrinsically motivating versus extrinsically motivating college majors. Results, including limitations and suggestions for future research are discussed.

Work engagement is defined as a positive work-related state of mind that is characterized by vigor, dedication, and absorption. The engagement of staff has been associated with their performance and efficiency, productivity, safety, attendance and retention, customer service and satisfaction, and several other organizational success factors. The Coronavirus Disease 2019 (COVID-19) is an infectious disease caused by the most recently discovered coronavirus and is now a pandemic that is affecting many countries globally. The literature surrounding the employment of measures and strategies to increase work engagement amongst clinical research staff during pandemics is scarce, and to date, focuses primarily on health care and community health workers. The Cooperative Studies Program (CSP) Network of Dedicated Enrollment Sites (NODES) is a clinical research consortium of ten medical centers that are embedded within the Department of Veterans Affairs (VA) Health Care System. The consortium developed and implemented strategies during the pandemic that were intended to maintain work engagement amongst clinical research staff at each of the sites within the consortium. In this manuscript, we describe the development and deployment of these strategies to clinical research study teams in our clinical research consortium. It is our hope that the opportunities, successes, and challenges described here will serve as a useful resource for other clinical research consortia that are working to identify approaches to keep their staff members engaged during the current pandemic, as well as in other potential future situations in which their primary operations may be altered during other times of crises.

As a state university system planned for growth in the availability of distance education degrees, the presidents and the provosts decided to include consideration for the availability of student support services. To ensure availability of student support services for online students, college and university systems in the state developed and implemented a self-reporting tool, the Online Student Support Scorecard, to measure the availability of those services at both the college and the university levels. Although institutions were offering many of the services identified in the scorecard as essential, institutions were struggling to provide some of the services. Differences also were identified between the types of services available at the state college system compared with the university system.

The college promise movement is aimed toward making the attendance and completion of college affordable for eligible Americans in hundreds of local communities and states throughout the United States. Many college promise programs are designed with the intent of enabling students to start and complete college degree and/or postsecondary certificate programs without taking on unmanageable college debt. Two significant issues were examined at the June 2019 symposium "Depicting the Ecosystem of Support and Financial Sustainability for Five College Promise Populations," sponsored by Educational Testing Service (ETS) and the College Promise Campaign with the generous support of the ECMC Foundation and the Strada Education Network. First, how would college promise programs be enhanced if they were reconceived with a deeper understanding and intent to accommodate the diversity within the postsecondary student population (traditional-aged students, adults, undocumented students, veterans, and justice-involved students)? Second, how could extant and new funding models be aligned to leverage the financial support needed to develop and implement these subpopulation-targeted ecosystem designs? The symposium united the higher education community with scholars, policy makers, student representatives and other stakeholders to develop comprehensive ecosystems of support for these five subpopulations as they make their way to, through and beyond college. Additional aims were (a) to identify the cross-group connections for use and adaptation in local communities and states and (b) to explore the variety, and knitting together, of funding opportunities for program supports. [This report is a joint initiative with College Promise.]

The purpose of this qualitative study was to explore the homecoming and college transition narratives constructed by student veterans in order to help college clinicians a) to more holistically understand these veterans and their experiences, b) to more fully enter their phenomenological worlds, and c) to form more genuine and effective therapeutic relationships with them. Twelve student veteran participants were interviewed, and six common themes emerged from the analysis. Theoretical and clinical implications are provided, as well as more practical recommendations for college clinicians on how to increase campus-wide support and inclusivity for their student veterans.

The purported "Golden Age" of American higher education, typically associated with the two decades following World War II, was marked by increasingly generous federal support of the nation's postsecondary institutions and their students. Unlike analyses that attribute this largesse to factors like geopolitics (i.e., a response to the Cold War) or demographics (i.e., expansion to accommodate the Baby Boom generation), this article argues that a deliberate strategy rooted in rhetoric enabled "higher education partisans" to successfully push generous higher education policy in Washington, DC. Specifically, the language of crisis and emergency enabled these advocates to frame college-going as a tool that could solve social and economic problems, defend the nation and its values, and chip away at prejudice and inequality. Their success is evident in a "policy cascade" initiated by the 1944 GI Bill and reaching its apex with the 1965 Higher Education Act. This article relies on new archival research and document analysis to examine the trajectories of six key pieces of federal policymaking, which together constituted "a sheep in wolf's clothing" by couching funding for colleges and universities as a response to urgent, even existential, crises.

Background & Aims: The present retrospective study examines veterans and military personnel who have sustained a cognitive-communication deficit/disorder (CCD) and/or aphasia secondary to traumatic brain injury (TBI). The prevalence of each disorder secondary to TBI is identified and demographic factors are analysed to determine whether specific characteristics (age, gender, race and/or ethnicity) differentially influenced diagnosis (CCD or aphasia). Methods & Procedures: A retrospective analysis examining the prevalence of CCD and aphasia among US service personnel with a complicated mild-to-severe TBI treated over a 4-year period (1 January 2016-31 December 2019) was conducted. Medical diagnoses and demographic factors were obtained from administrative data repositories and a logistic regression was performed to identify the relationship between demographic factors and diagnoses. Outcomes & Results Analyses: revealed that 8.8% of individuals studied had a secondary diagnosis of CCD (6.9%), aphasia (1.5%) or both (0.4%). This signifies 6863 cases of CCD, 1516 cases of aphasia and 396 cases of CCD and aphasia (dual diagnosis) per 100,000 individuals who have sustained a complicated mild-to-severe TBI. The proportion of cases observed with these diagnoses was consistent with the racial, gender and ethnic demographics of those diagnosed with TBI. Statistical modelling revealed that increased age is predictive of a diagnosis of aphasia relative to CCD. Conclusions & Implications: Service personnel sustaining TBIs are at increased risk of communication impairments with deficits observed across all gender, racial and ethnic demographics. CCD is more commonly observed than aphasia, though clinicians should be cognisant of both when performing assessments. Age is a factor that can influence diagnosis.

Emerging adult (EA; aged 18-29) military-connected students experience major developmental changes, often coupled with the transition into the civilian sector and higher education. This conglomeration may exacerbate anxiety, stress, and negative coping mechanisms, including substance use. Substance use rates are highest among EAs, across the lifespan. To our knowledge, limited research has looked at EA military-connected students' transition into higher education during this "developmental" stage. We qualitatively interviewed 16 EA military-connected students who reported high-risk substance use behaviors. To our knowledge, no student veteran research study has considered this characteristic. This is important since military members are more likely to misuse substances and encounter related consequences than their civilian counterparts, and these developmental and transitional stressors put them at higher risk for misusing substances. In 74-minute interviews, we asked participants about (1) challenges transitioning into higher education and (2) techniques helping professionals should use to support EA military-connected students. Two coders employed Thematic Analysis to identify themes using NVivo. We found challenges include: (1) starting over, (2) unable to relate to others, (3) lacking a purpose or plan, (4) support system changes, and (5) people view you as only a veteran. EA military-connected students' suggestions for helping professionals include: (1) use straightforward communication, (2) show a genuine interest, (3) offer guidance on creating a support system, and (4) treat me as a human, not only a veteran. This study provides translational examples for helping professionals such as encouraging involvement in military and veteran community organizations to promote a sense of belonging.

This study employs descriptive qualitative analysis to explore the experiences of eight Mexican American veterans utilizing Veterans Affairs education benefits to pursue baccalaureate degrees. Participants were recruited in Southern California at two California Community Colleges and three California State Universities. The findings suggest that Mexican American student veterans navigate college and their education benefits based on their experiences in the military. The study identifies five factors Mexican American student veterans negotiate when transitioning to college: (a) minimization of racism; (b) lack of support; (c) being experiential learners; (d) substitute leadership; and (e) being financially motivated.

Declining survey response rates concern researchers aiming to ensure study validity. This article tested the effectiveness of multiple pre-incentives on increasing survey response to the Millennium Cohort Study. Participants consisted of U.S. military service members and veterans, and were randomly assigned to receive a $2 bill, $5 gift card, magnet, Apple iPad® lottery entry, or no pre-incentive. Participants who received the gift card or cash pre-incentive had the highest response rates and were significantly more likely to respond to the survey than those who did not receive a pre-incentive. There was no significant difference in survey response among the magnet or lottery entry groups compared to the no pre-incentive group. This study found that giving participants a monetary pre-incentive was an effective way to increase response rates, and thereby participant retention, in a hard-to-reach, highly mobile population, and re-engage participants who did not respond to a previous follow-up survey.

In this paper, we review algorithmic bias in education, discussing the causes of that bias and reviewing the empirical literature on the specific ways that algorithmic bias is known to have manifested in education. While other recent work has reviewed mathematical definitions of fairness and expanded algorithmic approaches to reducing bias, our review focuses instead on solidifying the current understanding of the concrete impacts of algorithmic bias in education--which groups are known to be impacted and which stages and agents in the development and deployment of educational algorithms are implicated. We discuss theoretical and formal perspectives on algorithmic bias, connect those perspectives to the machine learning pipeline, and review metrics for assessing bias. Next, we review the evidence around algorithmic bias in education, beginning with the most heavily-studied categories of race/ethnicity, gender, and nationality, and moving to the available evidence of bias for less-studied categories, such as socioeconomic status, disability, and military-connected status. Acknowledging the gaps in what has been studied, we propose a framework for moving from unknown bias to known bias and from fairness to equity. We discuss obstacles to addressing these challenges and propose four areas of effort for mitigating and resolving the problems of algorithmic bias in AIED systems and other educational technology.

Military veterans (n = 153) completed an on-line survey and were broken down into combat (n = 92) versus non-combat (n = 61) veterans. The combat veterans had higher life satisfaction, perceived occupational alternatives, and education level versus the non-combat veterans. Looking at correlates to life satisfaction, for both samples number of prior traumatic events (negative) and personal accomplishment (positive) were significantly related. In addition, for the combat veterans, highest education level and perceived occupational alternatives were significantly related to life satisfaction. A high percentage of both combat and non-combat veterans were currently going to school to further their education. Working with employed combat and non-combat veterans, those currently going to school to further their education had higher perceived occupational alternatives than veterans not going back. Working with a smaller group of combat versus non-combat respondents who did volunteer work, the non-combat veterans were higher on perceived meaningfulness of volunteer work than the combat veterans. Returning to school can be one way to help military veterans find rewarding meaningful work, through perceived occupational alternatives, which can help to increase their life satisfaction. If increased education is not an option, volunteer work may also lead to higher perceived meaningful work. As veterans transition from military to civilian life, military out-processing should continue to counsel/prepare transitioning veterans for: finding/interviewing for jobs as well as realistic new careers; identifying meaningful voluntary work opportunities; or finding resources for furthering one's education.

Employee performance is a critical factor in the success, or failure, of any organization. Therefore, it is paramount that the leadership and/or management team in an organization establishes and implements an approach that can effectively assess and evaluate the performance of its employees in an objective manner. Research administrators are often involved with the performance evaluation process at their respective institutions. However, there is a limited amount of publicly available information on the use of work performance and assessment methods in research settings. The primary aim of this pilot project was to establish a structured performance-based assessment tool that would allow for an objective and clearly articulated evaluation of staff performance at our clinical research center. The secondary aim was to determine if a structured performance-based assessment tool would improve staff satisfaction with the Center's overall performance evaluation process (PEP). A baseline survey was conducted to examine employee perspectives of and satisfaction with the current performance evaluation process. A follow-up survey was conducted after the mid-year performance review period and implementation of the new PEP, including goals templates and performance evaluation guidance documents. The results of the baseline survey showed that staff had mixed reviews of the overall performance evaluation process (somewhat satisfied-33%, very dissatisfied, dissatisfied, neutral, satisfied -all 16%) and all thought the evaluation criteria could be improved (100%). The results of the followup survey showed that staff reviews of the overall mid-year performance evaluation process had improved (63% satisfied, 12% very satisfied, 25% somewhat satisfied) and that 50% of respondents were satisfied with the ease of use and clarity of the templates that were used to record their progress towards achieving their goals. Staff shared additional suggestions for strengthening and better aligning the templates with Center-specific roles and activities. Overall, the leadership/management team at our research Center was successful in creating a performance-based assessment approach that facilitated a more objective and clearly articulated evaluation of staff performance. There are numerous challenges to effectively evaluating staff performance in both research and non-research organizations. As a result, the strategies outlined here may be transferable to other types of work settings.

Military veterans are stereotyped in the media as either broken human beings or invincible heroes, often creating implicit bias and affecting medical providers' ability to establish trusting relationships. Interactive learning methods can challenge stigma and create empathic connections with veterans in a manner that conveys sensitivity. Community-engaged theater has been successfully used in health education to transfer knowledge on both emotional and cognitive levels. This article reports on a research-based theater intervention, "Tracings of Trauma," codesigned by veterans and aimed at orienting medical/allied health students to the unique experiences of combat veterans. Early stage assessment demonstrated statistically significant improvement in students' self-perceived awareness of stigma and their ability to talk to veterans and empathize with veterans' experiences. Results suggest that interactive, performance-driven dissemination can provide deeper learning experiences regarding stigmatized groups who experience trauma. Evaluating long-term impact on practice will be critical in linking this intervention to clinical outcomes.

The college-to-career transition of student veterans is challenging. Employers hold misconceptions of veteran employees, such as inflexibility or rigidity, while veterans struggle to demonstrate their skills to an employer (Davis & Minnis, 2017). There is research on the military-to-college transition process, primarily on the academic adjustment of college student veterans (Bauman, 2009; Burnett & Segora, 2009; Darcy, Swagger, & Cordiero Ferreira, 2018; Green & Hayden, 2013; Kirchner, 2015; Rumann & Hamrick, 2010; Wheelus & Boes, 2015). Research on college-to-career transition process of college student veterans is limited, and focused on career decision making (Hayden, Ledwith, Dong, & Buzzetta, 2014; Ryan, Carlstrom, Hughey, & Harris, 2011). To examine the college-to-career transition process, we surveyed student veterans (N = 141) to examine career transition resources and barriers, in relation to their overall life satisfaction. We found that student veterans' confidence and readiness for the college-to-career transition correlated to overall life satisfaction. We provide strategies to assist individuals working with student veterans during the career transition process, and advocate for career-transition research focused on student veterans.