August 2009 is just around the corner and that is when the new post-9/11 GI Bill will take effect. In sum, this bill will allow veterans to receive full tuition at any state university or college in the United States.
Academic advisors at all institutions (but particularly those which are state-funded) need to be aware of the issues surrounding this cohort of students so that adequate services can be provided. The Mentor recently published an article by Coll et al.,(2009) which discusses "What Every Adviser May Want to Know" about veteran students. The article points out that higher education is about to experience an influx of student veterans like that of the Vietnam war. Most of us currently working in the field were not at our institutions when this occurred. Some of us weren't even born... Nevertheless, advisors need to understand basics about the military, medical issues that students might face, and best practices for assisting with academic success.
According to the article, one thing to keep in mind when advising a veteran is what material may be covered in a particular course. Courses related to terrorism, communication methods, anthropology, psychological disorders, history, political science, and perhaps even geography may trigger emotional responses. Military personnel are typically very patriotic and firm in their beliefs about the "rightness" of war. This belief may cause tension between other students and faculty members and themselves. It is imperative that sensitivity be exercised when advising veteran students on course selection for these reasons.
Secondly, Coll (2009) states that veteran students have been trained to obey authority figures. College settings don't always lend themselves well to this type of environment since free-thinking and creative expression are valued at a university. A student may believe that an a academic advisor is their "academic authority" and look to the advisor for answers about their future rather than assistance with exploration.
Third, as with all students but particularly with veterans, it is paramount that professionals put away their personal opinions on war and politics in an advising setting. Cultivating a relationship with the student is the goal; not to debate with them. Be an outlet for any issues that the student might be having on campus rather than a contributor to them (Coll et al., 2009).
Finally, advisors need to be on the lookout of students exhibiting signs of psychological distress. As with all student populations, it is imperative that advisors not diagnose or treat students but rather refer them to appropriate campus offices such as a counseling center. Veterans may experience Post-Traumatic Stress Disorder (PTSD), depression, anxiety, panic attacks, or other psychological impairments due to their previous experiences with war. Advisors need to be aware of the signs and refer out appropriately. Just as we would with any other student who seems to be struggling with psychological issues, frequent meetings and check-ins should take place(Coll et al., 2009).
I was so impressed by the article that I emailed it to all of my colleagues and I am toying with the idea of sending it to our Undergraduate Advisement Council members as well. Everyone in the advising profession should take the time to read through it(as well as other Veteran's Resources) and familiarize themselves with the characteristics of this new cohort.
Citation:
Coll, J.E. , Oh, H., Joyce, C., & Coll, L.C. (2009). Veteran in Higher Education: What Every Advisor May
Want to Know. The Mentor, Retrieved July 17, 2009, from http://www.psu.edu/dus/mentor/090429jc.htm.
No comments:
Post a Comment