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Introduction Military-connected students and student veterans attend 96% of all institutions of higher education (Queen & Lewis, 2014) and comprise more than 5% of students nationally (Radford, Bentz, Dekker, & Paslov, 2016). As this population increases, so too do contributions to the body of scholarship. Researchers, both those in their graduate studies and those with extensive experience, have furthered literature on student veterans in higher education. Over the past year, about two dozen studies have been published, almost half in scholarly journals and half in support of educational pursuits. Several authors explored student veterans through a strengths lens focused on student success. Others focused on nontraditional aspects of student veterans. Even if articles did not solely focus on student learning and development, the authors made practical recommendations that affect this competency. This review includes 13 recent studies and concludes with actionable recommendations for practitioners.

This article serves two purposes. It is an account of field testing two instructional units in the APSA text series "Citizenship and Change: Women and American Politics" and it is a report of original research findings produced by students who used the units. In the course of reading about the changing place of American women in the political System and then researching questions raised by their reading, students surprised themselves. They learned to evaluate their own attitudes and the socialization processes leading to them, while they found that they could tackle practical research problems successfully.GINT 202, Policies and Functions of American Government, is a course which I have treated as an "introductory seminar" on important policy questions and the political system's response to them.

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Group work can be very fruitful and engaging but there can be conflicts, disagreements and disengagement. Roskilde University students have to write six group projects during their BA degree, and will most likely experience group conflicts. It is, therefore, important to give the students the tools to manage group work. It can be difficult for […]
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The article is devoted to the problem of developing the research potential (RP) of university students. Basing on the results of empirical study, the authors analyze the correlation between indicators of research potential and university students' personality characteristics as predictors of its development. Methodologically the study was based on the structural-functional approach and the model of the research potential of students' personality proposed by N.V. Bordovskaya, S.N. Kostromina, S.I. Rozum, N.L. Moskvicheva. The study employed the survey method (a questionnaire developed by the authors was used) and the psychodiagnostic method using a set of techniques: the questionnaire of N.V. Bordovskaya and co-authors «Methodology for assessing research potential», «Test of meaningful life orientations» adapted by D.A. Leontiev, «Assessment of the level of claims» by V.K. Gerbachevsky, and «Determination of the level of self-esteem» by S.V. Kovalev. A correlation analysis of the obtained empirical data was carried out with the calculation of the Pearson coefficient. The questionnaire survey revealed that outside of academic tasks university students demonstrate little interest and involvement in research activities. The correlation study shows the interconnection between the components of the research potential and the level of aspirations, self-esteem and meaningful life orientations of the university students' personality. The identified personal characteristics of university students act as predictors of the development of research potential, which provides a basis for the development of psychological and pedagogical technologies considering the correlation between RP components and meaningful life orientations and indicators of the locus of control of the Self, the core of the motivational structure of the personality, predictive assessments of activity.

Abstract: A structured research team experience can add a great deal to a graduate student's academic and professional training, and it also can support a positive research culture within a department. In this study, we discuss how one department developed and implemented collaborative learning research teams to enhance students' research experiences. We discuss the advantages of cooperative learning and share student and faculty reflections that further support the use of collaborative learning research teams.