Table of Contents
Article first published online: 21 JUL 2011
DOI: 10.1002/aehe.3703
© 2011 Wiley Periodicals, Inc.
Issue
ASHE Higher Education Report
Special Issue: Veterans in Higher Education: When Johnny and Jane Come Marching to Campus
Volume 37, Issue 3, pages 1–144, 2011
Additional Information
How to Cite
(2011), Table of Contents. ASHE High. Edu. Rept., 37: 1–144. doi: 10.1002/aehe.3703
Publication History
- Issue published online: 21 JUL 2011
- Article first published online: 21 JUL 2011
- Abstract
- References
- Cited By
Abstract
Old Friends and New Faces
Home Alone? Applying Theories of Transition to Support Student Veterans' Success
A Model for Supporting Student Veterans' Transition
Conclusion
Commentary from Nancy K. Schlossberg
What Matters to Veterans? Peer Influences and the Campus Environment
The Military Bond
Inputs, Environment, and Outcomes
Inputs, Environment, and Outcomes for Veterans
Peer Group Supports and Influences
Summary and Recommendations
Commentary from Alexander W. Astin
Transition 2.0: Using Tinto's Model to Understand Student Veterans' Persistence
Transition and Preentry Attributes
Goals and Commitments
Initial Institutional Experiences
Transition 2.0: Academic and Social Integration
Transition 2.0: Academic and Social Integration with the Campus Community
Career Services and the Student Veteran
New Goals and Intent to Persist
Critics of Academic and Social Integration
Conclusion
Commentary from John M. Braxton
Crisis of Identity? Veteran, Civilian, Student
Identity Development and Knowledge of Self
Self and Others
Multiple Roles and Intersecting Identities
Crisis, Exploration, and Commitment
Multiple Dimensions of Identity
Typologies
Conclusion
Commentary from Linda Reisser
Women Warriors: Supporting Female Student Veterans
Enduring Effects of Male Turf: Gender and Assumptions
Mothers and Warriors: Care and Justice
Into a College Environment: Developing a Voice
Help Seeking: Learning to Cope
Marching Together: Summary
Commentary from Margaret Baechtold
Ideas for a Self-Authorship Curriculum for Students with Military Experience
Classes for Veterans
Meaning Making and Self-Authorship
Concept Mapping for Curriculum Planning
Conclusion
Commentary from Marcia B. Baxter Magolda
Institutional Response to an Emerging Population of Veterans
EFA Factor One—Financial Matters
EFA Factor Two—Administrative and Strategic Planning
EFA Factor Three—Advising and Career Services
EFA Factor Four—Psychological Counseling Services
EFA Factor Five—Veterans Office on Campus
Conclusion
Concluding Thoughts
Appendix A: A Veteran's Essay
Appendix B: Example Syllabus
References
Name Index
Subject Index
About the Authors