This study sought to understand the perception and engagement of student veterans with specified techniques and designs for teaching that have proven beneficial for student engagement (HIP). Semi-structured interviews were conducted with 14 student veterans. Data from the interviews identified Three themes: mission-orientation, competing priorities, and marketing to student veteran populations. The study concludes with implications and recommendations.
This qualitative study explores student veteran engagement in educational practices the Association of American Colleges & Universities (AACU) identifies as High-Impact Practices (HIPs). This is a result of a university-wide systematic study on how to enhance equitably HIPs for all students at the authors’ institution, later broadening to encompass three institutions in North Carolina of varying size and mission: (a) Mid-sized Regional University (MRU), a comprehensive regional university; (b) State Community College (SCC), a two-year public institution located within 10 miles of USS; and (c) Salisbury College, a small, private liberal arts college. Fourteen student veterans were interviewed about their perceptions of and participation in HIPs. Three themes emerged: mission-orientation, competing priorities, and marketing to student veteran populations. Although contextualized within the state of North Carolina, implications and recommendations from the current study provide meaningful insights for both practice and research on student veteran populations.
Kappell, J. (2017). Student Veterans’ Participation in High-Impact Practices: Veterans’ Experiences at Three Institutions of Higher Education in Southeastern North Carolina. Journal of Veterans Studies, 2(1), 29–49. DOI: http://doi.org/10.21061/jvs.v2i1.27