Edited By:

Yvonne Hunter-Johnson, Southern Illinois University Carbondale
Timothy J. Ros, McKendree University
Mary V. Alfred, Texas A&M University

For men and women who have served in the Armed Forces, transitioning from the “military world” to the “civilian world” is the ultimate journey. Hence, veterans encounter many challenges as they acclimate to civilian life, obtain academic and professional qualifications, secure employment, and much more. Many veterans transition from military service into higher education, but they are often met with unique challenges. The obstacles they encounter are not limited to Post Traumatic Stress Disorder (PTSD), as many factors can impact their academic success and overall learning experience. As veterans begin their educational journey, some may need to relearn how to learn, as transitioning from a behaviorism-based military training environment to a humanism-based educational setting can be daunting. Additionally, attempting to acclimate to a learning environment with civilians, in particular, traditional learners often create a culture shock. However, they can thrive in this new environment with the proper support and resources.

On this premise, navigational tools and support systems must be available to ensure their success in higher education and, by extension, the civilian workforce. The topic of veterans transitioning into the civilian workforce or higher education has sparked much research in recent years. However, we found exploring this topic from the perspectives of challenges encountered, the support systems and resources needed to navigate the terrain of both higher education and the civilian workforce is sparse. Limited research explores veterans utilizing higher education as a transitional tool in preparation for a new career in the civilian sector. Transitioning from military service to higher education and the civilian workforce poses unique challenges for veterans, requiring them to adapt their skills, knowledge, and experiences to a new professional context. This book sheds light on veterans’ journeys to higher education and the workplace, their challenges and opportunities, and the support systems and resources important for their success in their new lifeworld.


We invite chapter proposals that are grounded in research and equipped with practical applications that will serve as navigational tools for veterans and professionals who support them in their transition. Among these professionals are those who serve in higher education administration, adult education, academic and career support services, veteran-friendly organizations, workforce education, human resource development, and career development, commission with the responsibility of assisting veterans to successfully journey from active duty to higher education and the civilian workforce. This book will address the transition in four sections.

Section 1: Teaching, Learning, and Support Services for Veterans in Higher Education

Delving into the realm of adult learning, examining the unique challenges and opportunities encountered by student veterans in higher education, this section explores the distinct learning environments of the military and higher education, analyzing their contrasting characteristics and shedding light on student veteran’s adjustments when transitioning from one to the other.

Chapter 1: What is adult learning? – Proposal accepted
Chapter 2: An Analysis of Military versus Higher Education Learning Environment – Proposal accepted
Chapter 3: Defining the Student Veteran as a Non-Traditional Adult Learner – Proposal accepted Chapter 4: Experiences of Student Veterans in Higher Education – Seeking proposals
Chapter 5: Transitioning from a Direct to a Self-Directed Learner – Proposal accepted
Chapter 6: Best Practices on How to Utilize Higher Education as a Navigational Tool for Veterans – Proposal accepted

Section 2: Veterans in Higher Education

Highlights student veterans’ challenges when pursuing higher education, from adjusting to academic expectations and unfamiliar social environments to coping with post-traumatic stress disorder and managing family responsibilities that can hinder their educational journey. This
section explores strategies and resources that can assist student veterans in becoming effective self-directed learners, enabling them to thrive in the higher education landscape.

Chapter 7: Teaching and Learning in Higher Education with Implications for Student Veterans – Proposal accepted
Chapter 8: Incorporating Trauma-Informed Pedagogy as a Strategy to Promote Adult Learning – Proposal accepted
Chapter 9: Promoting a Veteran-Friendly Learning Environment – Proposal accepted
Chapter 10: The Value of Positive Dialogue Among Veteran Support Services in Higher Education – Seeking proposals
Chapter 11: Institutional Policies, Culture, and Best Practices that Support Veterans in Higher
Education – Proposal Accepted

Section 3: Veterans in the Civilian Workforce

This section explores resources, networks, and indicators that can help veterans make informed decisions and find supportive workplaces. Strategies will be discussed to help veterans navigate the shift from transitional authority and adapt to a more collaborative and decentralized work environment.

Chapter 12: Voice of Veterans Transitioning into the Civilian Workforce (Junior, Senior, Disabled, etc.) – Proposal accepted
Chapter 13: Identify a Veteran-Friendly Organization – Proposal accepted
Chapter 14: Acclimating to the Shift in the Transitional Authority within the Civilian Workforce – Proposal Accepted
Chapter 15: Identifying and Adapting to the Career of Choice – Seeking proposals
Chapter 16: Experiences of Veterans Employed in Higher Education – Proposal accepted

Section 4: Promoting a Veteran-Friendly Workforce
This section sheds light on the veterans’ immense value to the civilian workforce. By focusing on recruitment, engagement, retention, and job satisfaction, organizations can tap into the vast potential of veterans, harness their unique skills, and create an inclusive and high-performing workforce that benefits both veterans and society at large.

Chapter 17: The Value of Veterans within the Civilian Workforce from the Employer’s Perspective – Seeking proposals
Chapter 18: Promoting, Recruiting, and Retaining Veterans in the Civilian Workforce – Seeking proposals
Chapter 19: Deciphering the Veterans Resume – Seeking proposals Chapter 20: Promoting Transfer of Training – Proposal accepted.

Chapter proposals of no more than 500 words are welcome, indicating the section of the book where your proposal is most relevant. Please cite at least ten sources and include a reference page. The proposal cover page must contain the author’s complete contact information. List all authors’ contact information for multiple-authored proposals and indicate the corresponding author. Decisions will be made and communicated by January 2024, and guidance will be
provided to accepted corresponding authors. At all stages, manuscripts must conform to 7th edition APA conventions. Full chapters will range from 5,000 to 7,500 words in Times New Roman 12, double-spaced text, including title, abstract, manuscript, and references. We
welcome personal narratives (with literature support) from veterans or those who assist them in their transition to higher education and/or the civilian workforce.


Chapter Proposals: December 15, 2023
Notification of Invite to Submit Chapters: January 2024 Submission of Draft Chapters for Review: April 1, 2024 Return of Reviewed Chapters to Authors: June 1, 2024 Submission of Revised Chapters: August 1, 2024
Submission of Final Chapters to Publisher: October 2024

Anticipated Publication: Spring 2025

Please email chapter proposals as attachments in Microsoft Word format to Editor.MVT.AHEA@gmail.com. Inquiries are welcome.