Teaching Veterans Studies: Bridging the Gap Between U.S. Civilians and Veterans through the College Classroom
Abstract: This paper discusses the development and instruction of an undergraduate class focused on increasing understanding of military veterans in American society. Since the institution of the all-volunteer force in 1974, the number of U.S. citizens with military service has been steadily decreasing. This reduction in military experience has led to a lack of understanding between American civilians and veterans. The literature suggests that many reintegration challenges faced by veterans (employment, health, education) are exacerbated by this knowledge gap. The intent of the course was to educate undergraduate students, mostly civilian, on what it is like to be a veteran in America, with the hopes that increasing awareness would aid veterans in their transition. Given that goal, the course also contained a significant service-learning component. Service-learning, when well-executed, has been found to impact learners in ways other forms of teaching may not. Relevant to the outcomes of this course, the pedagogy has been found to improve cultural competence (Einfield and Collins, 2008) and lead to stereotype reduction (Conner, 2010). In addition to improving learning outcomes, service-learning also provides a tangible benefit to the community. In this paper, I will discuss considerations for designing college classes focused on military veterans and service-learning projects that involve veterans.
Abstract: Objectives: Increasing numbers of older adults are reentering community following incarceration (i.e., reentry), yet risk of incident neurodegenerative disorders associated with reentry is unknown. Our objective was to determine association between reentry status (reentry vs never-incarcerated) and mild cognitive impairment (MCI) and/or dementia. Methods: This nationwide, longitudinal cohort study used linked Centers for Medicare & Medicaid Services and Veterans Health Administration data. Participants were aged 65 years or older who experienced reentry between October 1, 2012, and December 31, 2018, with no preincarceration MCI/dementia, compared with age-matched/sex-matched never-incarcerated veterans. MCI/dementia was defined by diagnostic codes. Fine-Gray proportional hazards models were used to examine association. Results: This study included 35,520 veterans, mean age of 70 years, and approximately 1% women. The reentry group (N = 5,920) had higher incidence of MCI/dementia compared with the never-incarcerated group (N = 29,600; 10.2% vs 7.2%; fully adjusted hazard ratio [aHR] 1.12; 95% CI 1.00-1.25). On further investigation, reentry was associated with increased risk of dementia with or without prior MCI diagnosis (aHR 1.21; 95% CI 1.06-1.39) but not MCI only. Discussion: Transition from incarceration to community increased risk of neurocognitive diagnosis. Findings indicate health/social services to identify and address significant cognitive deficits on late-life reentry. Limitations include generalizability to nonveterans.