Academic journal article Best Practices in Mental Health

Supporting Veterans in Higher Education: A Primer for Administrators, Faculty, and Advisors

Academic journal article Best Practices in Mental Health

Supporting Veterans in Higher Education: A Primer for Administrators, Faculty, and Advisors

Article excerpt

Supporting Veterans in Higher Education: A Primer for Administrators, Faculty, and Advisors

J. E. Coll & E. L. Weiss (Eds.)

Chicago: Lyceum Books, Inc.

372 pages (paperback), $69.95, ISBN 978-1-935871-64-4

Reviewed by: Josephine Pryce

The book Supporting Veterans in Higher Education: A Primer for Administrators, Faculty, and Advisors is a major contribution to the administration and education of student veterans and service members in colleges and universities. Coll and Weiss have developed and delivered a well-organized and comprehensive text. The text is divided into five parts that address the military and veteran student, diversity and multiculturalism, innovations that support student veterans' transitions to higher education, mental health considerations, and a needs assessment model.

The book begins by providing the reader with a description of these students and how they differ from traditional students. Student veterans' distinct needs for support in the transition from the military to the academic environment are identified. The challenges of reintegration are enumerated as are the issues of cognitive development and gender differences. The first part of the book highlights the educational benefits and challenges experienced by student veterans and the need for interventions by higher education, faculty, and staff.

The second part of the book advances understanding of the complexities of being lesbian, gay, or bisexual while in military service despite the changes in Department of Defense regulations regarding these service members. It also identifies the difficulties of transition to the more open college environment. The next section identifies the cultural differences between student veterans and traditional college students that present challenges to educators in the classroom. The authors make thoughtful recommendations for making the academic environment collaborative, safe, and inclusive while respecting the differences among students. They soundly argue that educators can capitalize on the challenges student veterans bring to the classroom.

In the third section of the book the authors identify and explain innovations that have been shown to positively affect this group of students. …

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