Stories of Transition From G. I. Joe, G. I. Jane & Their Classmates: Using Critical Incident Narratives to Promote Social Integration in the Us First-Year Experience

• Authors: Shelbee R. Nguyenvoges
• Languages of publication: EN

Abstracts

EN

The purpose of this case study research aims to bridge gaps in the current research by exploring how both veteran and nonveteran adult and higher education (AHE) learners make sense of their educational journey and identity, in and out of the classroom, during their first-year experience (FYE) course at a community college (CC) in the Southwest region. Combining critical incident technique (CIT) and narrative inquiry, the researcher is able to investigate veteran and nonveteran AHE learners’ personal critical incident narrative testimonies to make sense of individual identity and values. Relevant literature on the topic of FYE’s and transition for veteran and nonveteran learners underscore potentially problematic issues in the current scholarship. The theoretical framework from which this research was undertaken, methodology, findings and discussion reveal how nonveteran and veteran AHE learners identify a ‘third side’ or common ground in 1) the fight to pursue AHE, 2) the negotiation of new roles and 3) the influence of family on identity. To conclude, implications for future research and conclusions to advance understandings about veteran AHE learners have been offered. Ultimately, participant responses reveal common or ‘third sides,’ and how these ‘third side’ spaces contribute towards a collaborative learning environment in an FYE. General experiences of transition into the higher education setting for veteran and nonveteran learners are also shared in the findings.

Keywords

EN

first-year experience; veteran; nonveteran; adult and higher education; transition; critical incident technique; narrative; identity; critical reflection

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2015
• Volume: 5
• Issue: 3
• Pages: 14-24

Dates

published

2015-08-01

online

2015-09-30

Contributors

author

Shelbee R. Nguyenvoges

• Kennesaw State University, USA Address: 430 Bartow Ave, Kennesaw, Georgia, 30144, USA

References

• 1.АСЕ. (2010). Veteran Success Jam: Ensuring Success for Returning Veterans. Retrieved 12.08.2015 from: <http://www.acenct.edu/Contcnt/NavigationMcnu/ProgramsServ> ices/MilitaryPrograms/serving/index.htm.
• 2. ACE. (2011). Accommodating Student Veterans with Traumatic Brain Injury and Post-traumatic Stress Disorder: Tips for Campus Faculty and Staff. Retrieved 11.08.2015 from : <http://www.acenet.edu/Content/NavigationMenu/ProgramsServices/MilitaryProgram> s/serving/Accommod atingStudentVeterans_06222011 .pdf.
• 3. Ackerman, R., DiRamio, R., & Mitchell, G. (2009). Transitions: Combat veterans as college students. New Directions for Students Services, No 126, pp. 5-14.
• 4. ASHE. (2011). Veterans in Higher Education: When Johnny and Jane Come Marching to Campus: ASHE Higher Education Report, Volume 37, No 3, 152 p.
• 5. Astin. W. (1999). What Matters in College: Four Critical Years Revisited. San Francisco : Jossey-Bass, 512 p.
• 6. Baumgartner, L. (2001). An Update on Transformational Learning Theory. In Merriam, S. B. (Ed.). The New Update on Adult Learning Theory San Francisco, CA : Jossey-Bass, pp. 15-24.
• 7. Bell, J. (2002). Narrative inquiry: More than just telling stories. TESOL Quarterly, No 36 (2), pp. 207-213.[Crossref]
• 8. Bialkowski, B. (2012). Called to serve: A handbook on student veterans on higher education. Higher Education, 2012, pp. 18-22.[WoS]
• 9. Biggs, S., Torres, S. & Washington, N. (1998). “Minority student retention: A framework for discussion and decision making”. Negro Educational Review, No 49, pp. 71-82.
• 10. Bliss, C., Webb, J. & Andre, M. (2012). The inpact of the University of Utah’s LEAP Program on student performance. Journal of General Education, No 61 (l),pp. 39-58.
• 11. Brenner, L. (2008). A qualitative study of potential suicide risk factors in returning combat veterans. Jour ml of Mental Health Counseling, No 30(3), pp. 211-225.
• 12. Clark, C. & Rossitcr, M. (2008). Narrative learning in adulthood. New Directions for Adult and Continuing Education, No 119, pp. 61-70.
• 13. Corbin, J., & Strauss, A. (2008). Basics of Qualitative research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks: Sage, 456 p.
• 14. Flanagan, J. (1954). The critical incident technique. The Psychological Bulletin, No 51 (4), pp. 327-358.[Crossref]
• 15. Gray, D. (2007). Facilitating management learning: Developing critical reflection through reflective tools. Management Learning, No 38 (5), pp. 495-516.[Crossref]
• 16. Griffin, K, Gilbert, C. (2012). Easing the Transition from Combat to Classroom. Preserving America’s Investment in Higlier Education for Military Veterans Through Institutional Assessment. Center for American Progress- Retrieved 1.08.2015 from : <http://wwvv.amcricanprogrcss.org/vvpcontcnt/uploadsrissucs/2012/04/pdf/student_vct> erans.pdf.
• 17. Hoge, C. (2010). Once a Warrior, Always a Warrior: Navigating the Transition from Combat to Home. Guilford : Globe Pcquot Press, 328 p.
• 18. Hughes, H., Williamson, K., Lloyd, A. (2007). Critical Incident Technique. In: Lipu, S. (Ed) Exploring Methods in Information Literacy Research. Wagga Wagga : Centre for Information Studies, pp. 353-385.
• 19. Jones, K. (2013). Understanding student veterans in transitioa The Qualitative Report, No 18(74), pp. 1-14.
• 20. Kim, Y., Cole, J. (2013). Student Veterans/Service Members' Engagement in College and University Life and Education. ACE. Retrieved 2.08.2015 from : <http://www.accneLedu/hcws-roonvPagcs/Studcnt-> Veterans Service Members EngagcmcnLaspx.
• 21. Lave, J., Wenger, W. (1991). Situated Learning: Legitimate Peripheral Participation. New York, Cambridge University Press, 138 p.
• 22. Mezirow, J. (1990). How Critical Reflection Triggers Transformative Learning. In : Mczirow, J. (Ed). Fostering Critical Refection in Achdthood. San Francisco : Josscy- Bass Publishers, pp. 1-20.
• 23. Mullet, J., Akcrson, N., Turman, A. (2013). Healing the Past Through Story. Adult Learning, 24 (2), pp. 72-78.
• 24. Nelson Goff, B., Irwin, L., Cox, M., Devine, S., Summers, K., Schmitz, A. (2014). A qualitative study of single-trauma and dual-trauma military couples. Psychological Trauma: Theory, Research, Practice, and Policy, No 6 (3),pp. 216-223.
• 25. Pascarella, E., Terenzini, P. (2005). How College Affects Students: A Third Decade of Research. San Francisco : Wiley, 842 p.
• 26. Patton, M. (2002). Qualitative Research and Evaluation Methods (3rd ed.). Thousand. Oaks, CA : Sage, 832 p.
• 27. Radford, A., & Wun, J. (2009). Issue Tables: A Profile of Military Service- members and Veterans in Postsecondary Education in 2007-08 (NCES 2009-182). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved 10.08.2015 from : <http://nccs.cd.gov/pubs2011/> 2011163.pdf.
• 28. Raybeck, D. (2010). Clash of cultures: Veterans in academe. In Inproving College Education of Veterans, pp. 179-196. Create Space Independent Publishing Platform.
• 29. Reissman, С. (2008). Narrative Methods for the Human Sciences. London : Sage, 264 p.
• 30. Simmons, D., Trenor, J. (2010). Use of the critical incident technique for qualitative research in engineering education: An example from a grounded theory study. Proceedings of the 2010 American Society for Engineering Education Annual Conference and Exhibition, Louisville : AS EE, 13 p.
• 31. Schlossberg, N. (1981). A model for analyzing human adaptation to transition. Counseling Psychologist, No 9, pp. 2-18.[Crossref]
• 32. Schlossberg, N. (1984). Counseling Adults in Transition: Linking Practice with Theory. New York : Springer, 299 p.
• 33. Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition. 2nd ed. Chicago : University of Chicago Press, 296 p.
• 34. Torenbeek, M., Jansen, E. Hofman, W. (2011). Predicting first-year achievement by pedagogy and skills development in the first weeks at university. Teaching in Higher Education, No 16 (6), pp. 655-688.[WoS]
• 35. Ury, W. (2000). The Third Side: Why We Fight and How We Can Stop. Boston : Penguin, 251 p.

Identifiers

DOI

10.1515/rpp-2015-0049