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Understanding the Acculturation Experiences of Post-9/11 Student Veterans in the Higher Education Culture Of Civilian Postsecondary Educational Institutions
Get PDFThe purpose of this study was to describe the essence of the acculturation experiences of post-9/11 student veterans as they navigated within the dominant higher education culture of civilian postsecondary educational institutions (PEIs). Specifically, this study aimed to conceptualize the acculturation experiences of post-9/11 student veterans by simultaneously identifying the components of their military cultural identity that they decided to maintain or abandon in PEI settings as well as which components of the dominant higher education culture that they decided to adopt or reject. This study answered the following research questions: Q1 What are the acculturation experiences of post-9/11 student veterans as they navigate within the dominant higher education culture of civilian postsecondary educational institutions? Q1a Which, if any, aspects of their military cultural identities do post-9/11 student veterans choose to maintain or abandon during their acculturation processes within the dominant higher education culture of civilian postsecondary educational institutions? Q1b Which, if any, aspects of the dominant higher education culture do post-9/11 student veterans choose to adopt or reject during their acculturation processes within civilian postsecondary educational institutions? Individual virtual interviews were conducted with 11 post-9/11 student veteran participants to better understand their PEI acculturation experiences. Findings revealed PEI acculturation stress related to a loss of stability, loss of identity, and the navigation of new higher educational cultural norms. The predominant acculturation strategy used by these participants was separation as stabilization, followed by marginalization and integration. Military cultural values tended to be retained subconsciously until they conflicted with higher educational cultural values. Military values that were perceived as inhibitive to educational goals were abandoned, while few higher education values were adopted due to their perceived limited broader utility. This study affirmed the appropriateness of conceptualizing student veteran experiences through an acculturation framework and contrasted with assumptions of reintegration difficulties stemming solely from military identity. Findings also suggest a reconceptualization is needed regarding how university communities understand this minority population\u27s distinct cultural transition into the higher education culture of PEIs
Echoes of Controversy: Podcasting US Sports History\u27s Defining Moments
No full textThe vision for this resource is to provide a comprehensive and engaging educational experience in which students view narrative lectures supported by multimedia content before creating and sharing a podcast to promote learning from diverse perspectives on popular events
1948 Dinosaur National Monument Tourist Pamphlet
Get PDFA National Park Service pamphlet for Dinosaur National Monument which contains general information intended for visitors. A brief history of ancient Native American, flora and fauna, as well as a boundary map are included.
Housed in National Archives at Denver: Record Group 79, Box 339, Folder: 500 Publications & Statistic
1938 Proclamation From President Franklin Delano Roosevelt Designating 203,965 Acres of Land to Dinosaur National Monument
Get PDFA memorandum for the press containing a brief overview of the land recently added to the Dinosaur National Monument boundary by order of the President. Additionally there is a brief overview of the current land\u27s history, recreational uses, flora & fauna.
Housed in National Archives at Denver: Record Group 79, Box 339, Folder: 501-03 Newspaper Article
The Colorado Center for Rural Education: Mitigating the Teacher Shortage in Colorado
Get PDFColorado’s rural communities face challenges recruiting and retaining qualified teachers, leaders, and special service providers. The Colorado Center for Rural Education (CCRE) has created and implemented a comprehensive system for professional development of effective educators for rural school districts. The CCRE has expanded educator pathway programs, supported teacher preparation students who commit to student teaching in rural Colorado, facilitated a rural teacher leaders program that prepares teachers for expanded professional roles, developed a coordinated professional development network for rural educators, and cultivated rural education advocacy, scholarship, and grant writing. The CCRE’s outcomes include more student teachers, alternative teacher licensure candidates, and advanced credential educators in rural Colorado. Importantly, the CCRE’s stipends are correlated with significantly higher educator retention in the field
Two Year Study Sheds Light on Fort
Get PDFReport on 170,000 artifacts from the 1830s and 1840s following a two year excavation by the National Park Servic
100 Stirring Years of Santa Fe Trail
Get PDFA brief history of the Santa Fe Trail and its role in the Development of the Southwes
Bent\u27s Old Fort will become Historic Site
Get PDFPress coverage of Bent\u27s Fort becoming a National Historic Sit