For this we will defend: Military connected competency training and faculty experiences teaching student veterans

Abstract

<p>This two-article dissertation presents findings for two related studies regarding military connected competency training and faculty perspectives teaching student veterans. Data sources included observations, two Q-sort administrations, conversational interviews, and the research journal. Building on Veteran Critical Theory (VCT), best practices for training adult learners, and constructionism, the research questions guiding the dissertation include:</p> <ol> <li>How are MCC trainings being designed and offered to university faculty?</li> <li>What are the current characteristics of MCC trainings available to university faculty?</li> <li>What are the best practices designing and delivering MCC training to university faculty?</li> <li>What are university faculty perspectives teaching student veterans?</li> <li>What are university faculty experiences in light of participating in an MCC training?</li> </ol> <p>Findings for two independent but related qualitative studies are presented in chapters 2 and 3. <i>Chapter 2</i> describes a multilayer case study examining four nationally recognized military connected competency trainings for university faculty. The goal was to identify best practices and prevalent characteristics of MCC trainings. <i>Chapter 3</i> is an instrumental case study conducted with 10 faculty participants from four different universities across the nation. This chapter examines faculty experiences and perspectives teaching student veterans. This study is a first of its kind examining national MCC trainings and diving into faculty perspectives in light of veteran critical theory.</p>