How can higher education better serve its veterans once their

service is done?J. Goosby Smith, Ph.D.Pepperdine University

Malibu, CA

DEOMI 40th Anniversary and 8th Biennial Research SymposiumDecember 6-8, 2011

Diversity in Higher Education

• Race• Gender• Nationality• Physical/Mental

Ability• Socioeconomic Status• Veteran Status

Student Demographic Trends

• Two major war efforts• More service members• More veterans• Poor Job Market• Better GI Bill• More veterans pursuing

higher education

Transitioning to the Classroom

• Key differences impact veterans’ transitions to college+More maturity+More life stressors+Structure to freedom+Hierarchy to egalitarianism+Low to high ambiguity+Combat-related stress issues+Concrete to abstract learning

decreased sense of belonging Belonging Success

The Gap• Four-year colleges

traditionally educate 18-22 year-olds

• Veterans enter older and with particular needs

• Veterans choose community colleges and for-profits more than the general population

• Four-year colleges must adjust to serve veterans more effectively

Best Practices

1. Think before you speak.2. Be there.3. Seek to understand.4. Be supportive5. Be Flexible.6. Vary pedagogy.7. Value contributions.8. Know your limits.9. Supplement the curriculum.

1.Think before you speak.

• Put your personal politics aside.

• Be student-focused.• Consider your comment’s

impact upon the service member and your class.

• Manage any anxiety you may have.

2. Be there.

• Hold regular office hours.

• Return telephone calls.• Be electronically

accessible (e-mail, IM).• Develop a strong

working relationship.• Listen.

3. Seek to understand.

• Don’t assume.• Observe.• Engage.• Ask.• Listen.• Learn.

4. Be supportive.

• Create a supportive learning environment.

• Reach out to student veterans’ office or club.

• Attend campus functions for veterans.

• Educate colleagues.• Give assistance when

needed.• Be a campus advocate.

5. Be flexible.

• Reconsider professor-determined seating charts.

• Adjust to drill schedules.• Allow make-up work

when equitable.• Make reasonable

accommodations.

6. Vary pedagogy.

• Use experiential learning.

• Allow independent breaks.

• In long classes, schedule a break.

• Use a variety of teaching methods.

• Use team learning.• Smaller classes.

7. Value contributions.

• Team experience.• Leadership experience.• Ask for real-life

examples to support class material.

• Thank students for sharing.

8. Know your limits

• Understand…– “ Typical” classroom issues– Severe symptoms– Situation assessment– Defusing tense moments

• Know…– How to quickly access

campus resources– When to intervene – Your comfort zone– Your blindspots

9. Supplement the curriculum.

• Transition workshops• Skills workshops– Time management– Study skills– Resume building

• Remedial classes• First-year seminars• Tailor existing course

content

Conclusions• Higher education must adjust for more student

service members.• Faculty members are integral to adjustment.• Best practices can serve as a start.• Stronger links are needed between faculty and

student veterans office.• More systemic intervention needs to occur.• More research is needed (most focuses on staff).

Thank you for your time

Contact Information:

J. Goosby Smith, Ph.D.Associate Professor of Organizational Behavior and

ManagementPepperdine University

24255 Pacific Coast HighwayMalibu, CA 90263-4237

Jaye.Smith@Pepperdine.edu(310)506-7237 voice

(310)506-4696 fax