My College Experience

In September, I had the opportunity to visit the Naval Academy for a “Candidate Visit Weekend.” During my two-night visit, I was paired with a current midshipman, whom I accompanied to classes, meals, and a sports practice. Personally experiencing daily life at the Academy and meeting current midshipmen has reinforced my desire to join their ranks. The most inspiring thing about the midshipmen I met was the effort that they put into succeeding. Being a part of this culture, even for two days, has shown me that I can work just a little harder, and that I can push myself just a little further. Since returning home, I have done just that in numerous ways.

While the Corps sets academics as their number on priority, it's easy for cadets to experience burnout, exhaustion, and a decreased desire to study when the opportunity arises. The first lesson that I learned in the Corps is how to study and devote myself to academics despite being tired. The Corps also gave me a new level of resilience that I never imagined myself developing. There were many points throughout my freshman year that I genuinely wanted to quit the Corps- the stress, exhaustion, and

While enrollment in the Corps of Cadets got to be deliberate in 1965, the Corps has in any case kept on assuming a key part in the college. The Corps is regularly alluded to as the "Attendants of the Spirit" and "Watchmen of Tradition." Texas A&M stays one of just six senior military universities, and the Corps of Cadets is the biggest formally dressed body outside the national administration foundations. In that capacity, it has truly delivered a greater number of officers than some other organization in the country other than the

As the bus entered the heavily guarded military instillation, I gazed upon the sign that read, "Be All that You Can Be." When the bus stopped, several angry Drill Instructors boarded and began introducing us to a very colorful vocabulary, usually reserved for drunken Sailors. They instructed us to gather our belongings, get off the bus and assemble in a circular formation. As I searched for the strength to get up, I found myself moving, while several Drill Instructors yelled at us for our clumsy attempt to dismount the bus and fall into formation. I wondered if I had made the right choice. However, I have come to realize that my military experiences have tremendously enhanced my self-worth. From those first eight

Making the transition from the disciplined routine of military life to the ambiguous routine of a college campus can be jarring for student veterans. These students face many challenges much different from those of a traditional college student. Many student veterans encounter emotional, mental, and physical repercussions from their service experience, which dramatically affect the manner in which they engage with other college peers, faculty, and staff. While physical injuries tend to be more pronounced; mental and emotional effects of military life will manifest through behavioral issues; such as fear of being in crowded hallways or needing a seat in the back of each classroom to feel more secure in their surroundings. The unseen vulnerabilities

As demographics of college and university students in the United States evolve, so too must the policies and procedures used to assist students in their pursuit of post-secondary education (Radford, 2009). By the passage of educational acts such as the Servicemen’s Readjustment Act of 1944 (Public Law 78-346), the 1985 Montgomery GI Bill (Public Law 110-252), and now the Post 9/11 GI Bill (Public Law 100-48), institutions of higher education have committed themselves not only to educate the recently discharged and deactivated, but to address a student population with unique needs. Student development practitioners must adapt strategies to assist the transition experience of their military students.

I did not know much about the military, but I knew that the Marine Corps was the most difficult and within it, Reconnaissance was the most demanding. I also knew that the harder the job the more rewarding it would be, my desire to seek the toughest challenges always paid off in the end. With the work ethic my parents instilled in me, I knew I would succeed. In my 24-year Marines Corps career as a Recon Marine, I have had the opportunity to learn, lead, and teach Marines of various caliber and rank. As a senior Staff Non-Commissioned Officer my days of performing at the team level are behind me, but I am always learning. I now rely on the young professionals I work with to teach me the latest technical and tactical procedures; this further allows me to establish confidence with our senior Commanders. My introduction to the highly educated Marine Officers in the Amphibious Reconnaissance profession has been an eye opening experience. By working with them on a daily basis, these extremely smart and academically proficient professional men and women have shown me that I too have what it takes to achieve success at an institution of higher learning. My experiences teaching and mentoring young Marines, my work developing a non-profit organization targeted at providing financial and moral support to veterans during their most critically vulnerable point:

The intended purpose of this study was to describe and understand the identity development of student veterans as they transitioned from active duty service members to students at a higher educational institution. This study was “phenomenological” in nature and focused on seven individual, veteran, full time students completing their first undergraduate degree at CU Denver. Despite the increased number of student veterans on campus, there remains a continued lack of understanding regarding this section of the student population at colleges across the United States and as I learned, here at CU Denver as well. It is important that campus administrators have a solid understanding of student veterans’ needs and experiences in order to better assist them while they are here at CU Denver. In my study I concentrated on the actual experiences of seven student veterans attending college full time. This method was chosen because of its in-depth interview nature and the focus on participants’ lived experiences and worldviews. Veterans have detailed life experiences that are often not understood by non-veterans so in explaining some of my findings we civilians could have problems relating or understanding. Because of the time limitations involved in this project, interviewing a larger number of participants was not feasible, especially considering the attention to detail required for personal, one-on-one discussions. Furthermore, since the study focused on student veteran identity

The obstacles that student service members/veterans confront while attending a higher educational institution are important to understand. There have been a multitude of studies focused on this growing population of college students. Prior research has revealed overlapping findings about student service members/veterans and their experiences in transitioning from a military environment to a college environment.

This article was a qualitative study that examined how combat veterans could acclimate and transition to campus life. In the research conducted, six women and nineteen men were interviewed; most of the students involved in the research were enrolled in a public research university with the exception of one who was enrolled in a community college. Other than examining how these students could acclimate, another major purpose of this study was to investigate how administrators can acknowledge and support them.

“We are more than a group of teenagers.We are more than just a program.We are a family, and we stick together” (-K.G). The Royal Canadian air cadets are a national program for both male and females of the age of 12-19. This program is administered by the Canadian forces and is funded through the department of national defense. The first squadron established was in 1941 to train young men for duties during world war lΙ.In this essay I will be talking about the three best things about air cadets, drill, band, and learning new skills. I believe that these three things are the best things in Air Cadets because they teach you very valuable lessons.

With this insight, I found that every participant to be likable on some level and was able to see that the program increased the cadets strength of their character and their resolve. The documentary covers the support the program supplies for its participants through the various exercises, counseling sessions, classes and work opportunities. The program offers each of these benefits at different phases. The documentary presents each participant in a way that it is difficult not to find some way to relate to each of them and to even care for them or their sense of purpose.

The Corps makes leaders, that’s the Mission Statement. However, the Corps falls short of that goal. The policies which maintain that this institution builds free thinking leaders, breeds vexatious micromanagers. Outfits are losing their own identity and a sense of pride, and Cadets are not given the opportunity to grow as leaders in a Senior Military College; a college that produces more officers than any other school besides the Academies.

We as human only have one life to live. Therefore, we should take advantage of opportunities in our lives and make the most of it and also learn from our past experiences. College years are important stage in one’s life in terms of building one’s identity and exploring new opportunities. The small student body size at Macalester provides a commune atmosphere which gives students the confidence and security of expressing and exploring their interests. Therefore, I strongly believe that the new experiences that I will gain and the positive risks that I will take at Macalester will help build my character and expand my perspectives on life. Besides my personal gains, I truly believe that I can give back to the Mac community. Macalester is a college

This course like my entire first semester of university have provided me with both many challenges as well as taught me many lessons not only for my university career, but for the rest of my life. As I reflect back on the semester, I recall telling myself at least once a week that I wanted to drop out of school, followed by many breakdowns, crying fits and calling defeat. The past few months, haven’t been at all easy for me, I have thought many times I wasn’t intelligent enough to be in university, I was disappointed with some of the grades I received and I was constantly engulfed in a swarm of stress. Despite all these tough times, I have had many good one’s as well, I have made new friends which are now integral to my everyday life and I have enhanced my knowledge to a new degree. Some of the many lessons that I’ve already learned in my short university experience include how to manage my time, the importance of meeting deadlines as well as the continuous struggle of balancing the various different facets of life.