In my previous article, I discussed the power of asking the right questions when coaching military and veteran students who encounter academic challenges. In this article, I want to take a closer look at three common questions that veteran students ask upon transitioning to the college environment. Allow me to set the stage for these "why" questions.

As you know, most students pursuing degree programs are required to complete a core curriculum that traditionally consists of coursework in general subject area categories, such as arts and humanities, social and behavioral sciences, etc. While this coursework provides an excellent opportunity for students to broaden their scope of knowledge in a variety of academic fields, I have found that it also raises questions for veteran students who are used to much more specialized training methodologies.

Veterans can grow accustomed to a military education environment in which everything they are being taught is information and/or skills that can be directly applied to their current or future position and duties. So, when the veteran enters academia, they might be surprised to learn that they are required to take general coursework in addition to the courses in their direct field of study. This leads them to ask: "Why do I have to learn this?"

"Why do I have to learn this?"
When this question is asked in an academic advising setting, the adviser should be able to elaborate on the purpose behind this particular requirement category and explain what the student's options are for course selections. Sometimes there is a course that has a clear connection to their major. Other times it can become a more complicated conversation. If the veteran student can't find a course in the category that is offered in the modality, or schedule, that they desire they might be left with less appealing options to choose from. The veteran student can become disappointed but still willing to take the course to fulfill the category requirement.

If the veteran student enters the classroom setting with a less than enthusiastic opinion of the course content, then the question will undoubtedly resurface, this time it will be directed to the instructor. Unfortunately, because of the direct nature that some veteran students use when they communicate, instructors can sometimes misinterpret this question as a resistance to learning. While the veteran student may show a disinterest in the content of the course, it does not mean that they aren't willing to learn something new.

The most effective way to handle a conversation like this is to show how the content in the course can help the veteran student grow their understanding of other, more relatable contexts. For example, a music appreciation course might reveal the correlation to math, which could be a helpful perspective for a computer science major. The veteran student may learn much more than they expected if they keep an open mind!

"Why do I have to do this assignment?"
Another common question is "Why do I have to do this assignment?" Many students ask this question at least once in their academic experience, but the veteran student's perspective is worth a closer look. While the veteran student becomes more accustomed to higher education, they can still view their environment through the military lens. As I mentioned earlier, the military education structure is based on providing training that directly affects one's ability to do a task or duty. There is no "busy work"; everything has a purpose.

Higher education, on the other hand, can sometimes feel laden with extra tasks that don't necessarily seem like they are building skill sets or serving a specific purpose. Sometimes assignments are intangible, like thought exercises designed to help the student consider other perspectives, but this purpose can be buried within the nature of the assignment and not easily distinguishable. If the veteran student cannot discern the learning objectives of the assignment, they are more likely to question its relevance.

When an instructor encounters this particular "why" question, they need to be careful not to make assumptions about the veteran student. This question can be misinterpreted as an indication that the veteran student is trying to avoid the responsibility of completing the assignment. In most cases, this is the furthest from the truth. The veteran student asks this question because they are trying to decipher what they are supposed to learn from the assignment and how it fits into the overall outcome of the course. The instructor needs to clearly define the purpose of the assignment, the learning objectives, the placement of the assignment in the grading structure, and how it fits in the overall mission of the course. If the student is still questioning the assignment, perhaps there is another barrier that they are concerned with, so a few follow-up questions from the instructor should be able to reveal any underlying issues related to the assignment (my previous coaching article has some examples).

"Why does this policy exist?"
When conversing with a veteran student, college administrators can sometimes find themselves faced with the question "Why does this policy exist?" The veteran student is trying to understand the boundaries of this new educational landscape, after spending years in a highly regulated and regimented environment. Colleges, like the military, have standards and codes of conduct, but what is regulated can be vastly different. For example, many colleges have a very loose policy on general classroom attire, while military uniform violations can lead to serious repercussions. It's a great sign that the veteran student is asking a question like this, because they are attempting to understand higher education culture and norms.

The downside to a question like this is that it can be easily misunderstood. College officials can misinterpret this as the veteran student's attempt to question one's authority. The veteran student is not trying to undermine anyone's authority, whether it is an administrator or instructor, when asking this question. They are, on a more basic level, trying to interpret the values of the institution itself so they can better understand their role within it. In general, college policies exist to set a standard level of service for the students and broader community, create a safe environment for learning, and uphold institutional values. Once the veteran student has a clear understanding of the institution's values, they can decide if this environment is right for them and how they fit into it.

The Power of Questions and Answers
Here is a very simple truth when it comes to serving veteran students in higher education: If they are asking questions (even the hard ones), then they are open to learning and growth. As educators and administrators, we should anticipate these common questions from veterans transitioning to higher education. We should also be cognizant that the way in which we answer these questions has the power to shape the veteran student's understanding about their college experience. If we handle these "why" questions well, then we can help the veteran student build confidence in their role as a student and further empower them to overcome challenges.

Article Topics

Military Friendly Institutions Serving Military in HigherEd Veterans Academic Success Workplace Inclusion

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