Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment
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University of Akron / OhioLINK
2018
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=akron1529689150088527 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-akron15296891500885272021-08-03T07:07:20Z Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment Milliken, Barbara E. Educational Leadership andragogy asynchronous nontraditional student higher education educational leadership military veteran student veteran faculty development online professional development Adult Learning Model for Faculty Development Veterans are enrolling in higher education in increasing numbers. Many institutions are positioning themselves to receive these students by providing support services and personnel. Despite these efforts, the success rates of this student population have been called into question, and they report poor goodness of fit within the classroom. Professional development initiatives which specifically explore the needs of student veterans within the classroom environment have been limited, or not readily accessible to faculty. This study took place at a community college in the Midwest United States. The purpose of this qualitative study was to invite feedback from both student veterans and faculty who are veterans by asking them to provide context for, and direct input into, a proposed faculty professional development product. An interpretivist epistemology was used so as to capture the social reality of these stakeholders. This feedback served to validate and enhance critical content for three online training modules entitled The VET RESPECT CHECK. Each word within The VET RESPECT CHECK is an acronym for the content of three topic areas: first module: the veteran as student; second module: the classroom environment; and third module: resources. The development of these three modules was guided by Lawler and King’s Adult Learning Model for Faculty Development, as well as Allen’s CCAF best practice model for online learning. Both groups independently voted and agreed that content regarding the physical, emotional, and behavioral environment was the most important information for faculty to understand. Despite the fact that the topic of suicide was not directly brought forth within the program outline, both groups expressed clear concerns for the safety of veteran students. Furthermore, these groups believe that there is a need for faculty to be sensitive to the issue of veteran suicide and understand their role in facilitating access to resources. 2018 English text University of Akron / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=akron1529689150088527 http://rave.ohiolink.edu/etdc/view?acc_num=akron1529689150088527 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
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NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Educational Leadership andragogy asynchronous nontraditional student higher education educational leadership military veteran student veteran faculty development online professional development Adult Learning Model for Faculty Development |
| spellingShingle |
Educational Leadership andragogy asynchronous nontraditional student higher education educational leadership military veteran student veteran faculty development online professional development Adult Learning Model for Faculty Development Milliken, Barbara E. Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment |
| author |
Milliken, Barbara E. |
| author_facet |
Milliken, Barbara E. |
| author_sort |
Milliken, Barbara E. |
| title |
Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment |
| title_short |
Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment |
| title_full |
Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment |
| title_fullStr |
Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment |
| title_full_unstemmed |
Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment |
| title_sort |
determining critical content for online faculty professional development focused on serving veterans in the classroom environment |
| publisher |
University of Akron / OhioLINK |
| publishDate |
2018 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=akron1529689150088527 |
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AT millikenbarbarae determiningcriticalcontentforonlinefacultyprofessionaldevelopmentfocusedonservingveteransintheclassroomenvironment |
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