Colleges and universities in the United States are enrolling a growing number of veterans returning home from military service. Many of these veterans struggle in their transition from military to collegiate and civilian life. To augment college resources provided to assist veterans in their transition, this study offered and assessed the effects of a curriculum intervention associated with expressive writing activities over the course of a semester and within a classroom setting consisting of veterans. Designed as practitioner action research within a constructivist epistemology, the study took place at a community college in California within a for-credit, college-level English composition course designed for veterans. The study’s research question was: What are the perceived effects on the well-being of student veterans who write expressively about their military experiences? The study’s findings suggest that student veterans who engage in expressive writing activities within a classroom setting are likely to experience improvement in their self-reported well-being relative to their self-efficacy in terms of college, life in general, social support, their future, and gaining perspective to make meaning of their military experiences as they transition from military to civilian life. Key insights are offered for educators interested in offering expressive writing for veterans on college campuses.
|Commitee:||Joseph, David, Kramer, Tereza J.|
|School:||Saint Mary's College of California|
|School Location:||United States -- California|
|Source:||DAI-A 78/01(E), Dissertation Abstracts International|
|Subjects:||Community college education, Rhetoric, Curriculum development, Military studies|
|Keywords:||Expressive writing, Student veterans, Therapeutic writing, Veteran transitions, Veteran writing in college, Veterans writing groups|
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