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Military-Connected Students and Factors for Graduation Success

Authors

Dr. Susan E. Neimic Walden University https://orcid.org/0009-0001-1693-0865

DOI:

https://doi.org/10.58593/cjar.v2i1.26

Abstract

Federal GI Bills and funding have allowed military service members to attend institutions of higher learning since 1944. However, military-connected students tend to have lower graduation rates than other similarly situated nontraditional students despite this support. This study used secondary data from an associate-degree granting community college in New England that tracked degree completion rates for military-connected students to examine whether factors such as age, gender, race/ethnicity, or funding source could predict student success. No significant predictors were found. Future research ideas, such as quantitative studies using data from other colleges or universities or adding additional factors, were recommended. A policy paper was an outcome of the study.

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Author Biography

Dr. Susan E. Neimic, Walden University

Susan E. Neimic, EdD, is a higher education educator with research interests in adult learner diversity and inclusion, military-connected students’ academic success, and online teaching strategies and curriculum design targeting adult learners. Dr. Neimic retired from radiology healthcare management and has experience teaching college students in healthcare programs; she is a visiting instructor and mentor who presents statistics learning experiences to doctoral students at an online university. As an SME in higher education and adult learning, she excels at creating safe and inclusive learning environments for adult learners in higher education. sneimic8@gmail.com

References

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Association of Public & Land-Grant Universities. (2023). How does a college degree improve graduates’ employment and earnings potential? https://www.aplu.org/our-work/4-policy-and-advocacy/publicuvalues/employment-earnings/#11

Bailey, A. K., Drury, M. B., & Grandy, H. (2017). Student veterans’ academic performance before and after the Post–9/11 GI Bill. Armed Forces & Society, 45(1), 101–121. https://doi.org/10.1177/0095327x17737283

Baston, M. A. (2019). Elevating student affairs practice in community college redesign. Community College Journal of Research and Practice, 42(11), 812-817. https://doi.org/10.1080/10668926.2018.1446057

Bergman, M., & Herd, A. (2017). Proven leadership = college credit: Enhancing employability of transitioning military members through prior learning assessment. Advances in Developing Human Resources, 19(1), 78–87. https://doi.org/10.1177/1523422316682949

Borsari, B., Yurasek, A., Miller, M. B., Murphy, J. G., McDevitt-Murphy, M. E., Martens, M. P., Darcy, M. G., & Carey, K. B. (2017). Student service members/veterans on campus: Challenges for reintegration. American Journal of Orthopsychiatry, 87(2), 166. https://doi.org/10.1037/ort0000199

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Published

01/03/2024

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01/03/2024 (2)
01/03/2024 (1)

How to Cite

Neimic, S. (2024). Military-Connected Students and Factors for Graduation Success. CORALS’ Journal of Applied Research, 2(1). https://doi.org/10.58593/cjar.v2i1.26