Laura Cotten, Jason C. Eckert
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With the Post 9-11 GI Bill increasing veteran benefits for higher education, institutions have seen an influx of veteran students to campuses nationwide. Often these students have little understanding of how the college admission process operates or resources available on campus once they are admitted. Veterans returning from combat experiences may have symptoms of Post-Traumatic Stress Disorder and other mental health issues. As older students, they may also require services such as child care or flexible class schedules. Understanding and addressing students with these unique needs is essential to their academic success. Engaging students in the learning process requires skill from dedicated faculty members. Because of their position as educators on campus, faculty members are a direct link to our veteran students. They know whether or not a student veteran is performing successfully in the classroom. To help these students achieve academic success, it is important for faculty to understand underlying circumstances that may affect academic performance. Faculty who understand the needs of veteran students and provide access to resources outside the classroom will enable students to perform to the best of their ability. This presentation will provide resources for faculty members wishing to better understand our veteran student population. Contact information for different services across the University of Dayton's campus and a handout with suggestions on how to support this unique student population will be provided. By providing this information to our faculty members, we hope to enhance the experience of student veterans at the University of Dayton and improve their overall academic success.
Michele M. Welkener
Primary Advisor's Department
Counselor Education and Human Services
Stander Symposium poster
"Research exercise: Understanding Veteran Needs for Academic Success" (2013). Stander Symposium Posters. 250.