Academic-Capital

Date: Thursday, June 26, 3:00-4:30 (Eastern) Type: online webinar Info: Military veterans returning as students to the campus environment need a certain level of support as well as key academic services to help ensure that they have a successful, long-lasting experience. Academic advising is one very critical part of this picture. What are truly normal human responses to traumatic experiences may actually cause severe symptom formation resulting in academic struggles, potential failure, and lower retention rates. If we identify and understand these responses and build programming that addresses the needs of students with traumatic life experiences, we can increase success and retention. This webinar will focus on the development of a protocol for academic advisors providing services to military veterans. This protocol takes into consideration military culture, life experiences of military veterans, previous military training, deployment issues, family issues, and traumatic lif

Online education in the military is a growing trend related to the needs of modern life and military effectiveness. “ Computer literacy is now considered an essential battlefield skill ” (Stapp, 2001, p. 26).   The modern use of technology is important for successful completion of military objectives and use of advanced weaponry. Online education also offers greater cognitive development for military students that seek to balance their military learning with their educational pursuits to create greater personal and professional advantages. A presentation by Susan Bricker (2012) offers some insights into the needs of online military learners and some of the challenges they face.  There are many similarities and differences between military and non-military learners. The greatest success seems to come from self-motivation and time management. Self-motivated learners engage in learning for learning sake by setting goals and engaging in those goals. Independent time management req

Active military learners enjoy online education due to the ability to complete their functions in the military and move forward with their career goals that would not be possible in ground-based school settings. David Starr-Glass completes a phenomenological study of military learners and how instructors can help them engage with their classmates more and raise their learning levels (2013). The findings have implications for both online and off-line schools.  Active military members in college are 1% while veterans are 3% of all students in higher education (Radford & Weko, 2011). Military students have similarities with the general population but also remarkable differences. These differences require additional effort by instructors to ensure that the learning environment is conducive to student development.  Military students live in a hierarchical world of chains of command. They deal with hot situations and cold situations while bouncing between them. Hot situation