Literaturnachweis - Detailanzeige
| Autor/in | Osborne, Nicholas J. |
|---|---|
| Titel | From Camouflage to Classroom: Designing a Transition Curriculum for New Student Veterans |
| Quelle | In: Journal of Postsecondary Education and Disability, 29 (2016) 3, S.285-292 (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Veterans; Curriculum Development; Transitional Programs; Federal Legislation; Educational Practices; Student Diversity; Curriculum Implementation; Educational Strategies; College Programs; Student Characteristics; Demography; Outcome Measures; Sense of Community; Accessibility (for Disabled); Masculinity; Disabilities; Assistive Technology |
| Abstract | The landscape of higher education necessitates that strategies be in place to meet the needs of an ever changing student population. Since 2009, the Post-9/11 GI Bill has spurred an increased enrollment of student veterans that is forecasted to rise. Students who are veterans have unique experiences related to their service, age, and work-life responsibilities that often serve as barriers on college campuses. Additionally, a moderate number of veterans pursue an academic program while contending with a disability and are subsequently unaware of assistive resources available to them. This practice brief describes the target audience, theory, instructional, and implementation processes of a veterans transition course with the intention that readers can adapt similar strategies appropriate to their own institutional needs. (As Provided). |
| Anmerkungen | Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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