It's estimated that, in the coming decade, as many as 2 millionstudents with military experience will take advantage of theireducation benefits and attend institutions in all sectors of highereducation. This monograph provides useful information aboutstudents with military experience who attending college by blendingthe theoretical, practical and empirical.The authors assemble some of the best-known theories andresearch in the literature of the field to provide starting pointsfrom which to investigate the phenomenon of today's veteranattending college. Other frameworks and theories, particularly fromthe literature on college student development, from recognizablenames such as Baxter Magolda, Braxton, Chickering, Schlossberg, andTinto, are used--sometimes directly in their own words. New issuesto our generation, such as the unique subpopulation of womenveterans and the challenges they face, are explored.This volume equips higher education professional with afundamental understanding of the issues faced by the studentveteran population and aims to enable them in their roles ofproviding sorely needed assistance in the transition to college,persistence at the institution, and degree attainment.This is the third issue in the 37th volume of the Jossey-Bassseries ASHE Higher Education Report. Each monographin the series is the definitive analysis of a tough highereducation problem, based on thorough research of pertinentliterature and institutional experiences. Topics are identified bya national survey. Noted practitioners and scholars are thencommissioned to write the reports, with experts providing criticalreviews of each manuscript before publication.

Executive Summary ixForeword xiiiAcknowledgments xviiOld Friends and New Faces 1Home Alone? Applying Theories of Transition to SupportStudent Veterans' Success 7A Model for Supporting Student Veterans' Transition 11Conclusion 17Commentary from Nancy K. Schlossberg 18What Matters to Veterans? Peer Influences and the CampusEnvironment 21The Military Bond 21Inputs, Environment, and Outcomes 22Inputs, Environment, and Outcomes for Veterans 25Peer Group Supports and Influences 27Summary and Recommendations 29Commentary from Alexander W. Astin 32Transition 2.0: Using Tinto's Model to Understand StudentVeterans' Persistence 35Transition and Preentry Attributes 36Goals and Commitments 40Initial Institutional Experiences 41Transition 2.0: Academic and Social Integration 44Transition 2.0: Academic and Social Integration with the CampusCommunity 46Career Services and the Student Veteran 47New Goals and Intent to Persist 48Critics of Academic and Social Integration 48Conclusion 50Commentary from John M. Braxton 51Crisis of Identity? Veteran, Civilian, Student 53Identity Development and Knowledge of Self 54Self and Others 55Multiple Roles and Intersecting Identities 56Crisis, Exploration, and Commitment 59Multiple Dimensions of Identity 59Typologies 61Conclusion 65Commentary from Linda Reisser 66Women Warriors: Supporting Female Student Veterans 69Enduring Effects of Male Turf: Gender and Assumptions 72Mothers and Warriors: Care and Justice 73Into a College Environment: Developing a Voice 75Help Seeking: Learning to Cope 77Marching Together: Summary 78Commentary from Margaret Baechtold 79Ideas for a Self-Authorship Curriculum for Students withMilitary Experience 81Classes for Veterans 84Meaning Making and Self-Authorship 86Concept Mapping for Curriculum Planning 86Conclusion 90Commentary from Marcia B. Baxter Magolda 91Institutional Response to an Emerging Population of Veterans95EFA Factor One--Financial Matters 101EFA Factor Two--Administrative and Strategic Planning105EFA Factor Three--Advising and Career Services 106EFA Factor Four--Psychological Counseling Services 107EFA Factor Five--Veterans Office on Campus 111Conclusion 112Concluding Thoughts 113Appendix A: A Veteran's Essay 117Appendix B: Example Syllabus 119References 121Name Index 135Subject Index 139About the Authors 143