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Supportive Education for Returning Veterans (SERV): An Evidence-Based Curriculum |
| Sunday, May 28, 2017 |
| 10:00 AM–10:50 AM |
| Convention Center 401/402 |
| Area: TBA; Domain: Service Delivery |
| Instruction Level: Intermediate |
| CE Instructor: Michael Marks, Ph.D. |
| Chair: Gabrielle T. Lee (Michigan State University) |
| MICHAEL MARKS (University of Arizona) |
 Dr. Marks is currently a Professor of Practice in Psychology and Program Director of the Supportive Education for Returning Veterans at the University of Arizona. Previously, he served as Lead Psychologist at the Southern Arizona VA Health Care System. Dr. Marks was co-founder of Vietnam Veterans of Montana and has received the Disabled Americans Veterans Humanitarian Award. He was selected as the 2012 Outstanding Clinician of the Year by the American Psychological Association's Division 18, VA Section. He is also co-developer of the Supportive Education for Returning Veterans (SERV) program, which is a cohort-based curriculum designed to help veterans transition from military to academic life. The SERV curriculum has been cited by the Veteran's Administration (VAOIG) as a best practice and is part of the VA's "Strong Practices Project." Dr. Marks has been recognized by the VA Office of Academic Affiliations for his distinguished career as an educational leader in the VA and his field. |
| Abstract: The Supportive Education for Returning Veterans (SERV) curriculum has been able to retain and graduate ninety percent of the student veterans that complete the courses. The curriculum model includes credit-bearing resiliency orientation to full semester courses. Courses are cohort-based, learner-centered, and use a problem-based learning model that promotes a healthy support system as student veterans navigate their academic career. |
| Target Audience: Educators, practitioners, students |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) understand why the SERV curriculum increases the retention and graduation rates among student veterans; (2) understand how the SERV curriculum increases the retention and graduation rates among student veterans; (3) understand the unique qualities that student veterans bring to the classroom. |
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