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Educating Veterans in the 21st Century

 
 
Educating Veterans in the 21st Century
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Educating Veterans in the 21st Century

The citizenry of America supports our veterans. On return from the service, many Iraq and Afghanistan veterans are attending college. Some of these veterans encounter difficulties that interfere with their efforts to obtain a degree. Recent examination of this situation indicates that higher education is largely unaware of these problems. This book reviews knowledge that can help college administrators and professors to update practices at their school to properly serve the needs of veterans concerning: financial aid, transfer credits, educational programs, classroom climate, and the health care of veterans. Most of the problems discussed here originate in higher education’s lack of knowledge about the unique needs of veterans. America’s educators want as many veterans as possible to attend and complete a college education. If American higher education adjusts its practices to be helpful to veterans, veterans will obtain the education that they pursue.

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Product Details:
Author: Douglas Herrmann
Paperback: 262 pages
Publisher: BookSurge Publishing
Publication Date: September 18, 2009
Language: English
ISBN: 1439237824
Product Width: 225.5 centimeters
Product Height: 150.0 centimeters
Product Weight: 0.78 pounds
Package Length: 8.8 inches
Package Width: 6.0 inches
Package Height: 0.6 inches
Package Weight: 0.95 pounds
Average Customer Rating: based on 1 reviews
 
 

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5An important resource for college educators and veterans!!  Mar 17, 2010
By D. Gennaro
This book is a much needed and valuable resource for veterans as well as college administrators and professors. As a university professor (Univ. of Southern Indiana), I try to be alert to the somewhat unique needs of veterans -- this book is very helpful in that regard. Faculty not only have veterans in their classes but also serve as department advisors for veterans majoring in a particular discipline. Sadly, my sense is that far too few administrators and professors are properly informed about or sensitive to returning veterans, despite passage of the recent 2008 GI Bill. This book covers such key topics as financial aid, transfer credits, educational programs, classroom climate, and the health care of veterans. There is also some valuable historical information in this book, such as how veterans have fared upon returning from previous wars and/or military service (e.g. Vietnam, World War II). The authors do a wonderful job of combining anecdotal evidence of the problems that veterans encounter with very detailed survey results. Most college professors and administrators are not veterans, but they need to be informed about the particular challenges facing veterans. There is also the need for some professors to recognize how some veterans might feel upon hearing anti-war and anti-military sentiment expressed both in and out of the classroom. Veterans encounter some problems not encountered by non-veterans, which contributes to the fact that fewer veterans obtain a college education than ideally should (which is surely undesirable result). Much of this book is thus devoted to one chapter each on nine different problems facing veterans and how each problem might be eliminated.

This book also contains various useful tables (such as "A Bill of Educational Rights for Veterans" and "Veterans Organizations") and interesting questionnaires which can be used at any college institution (such as in the appendices). There is much practical material in this book for those willing and able to address this issue on any college campus. This book is packed with valuable statistical data. Finally, there is also an excellent list of references at the end of the book.

This is a must read for anyone in academia interested in veterans' issues and in providing support for our veterans.

 
 
 
 
 
 
 
 
 
 
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