When service members receive deployment orders, the gravity and nature of their professions loom large. As they prepare to head into a hostile combat zone, several family and work-related considerations ranging from how spouses and children will handle their absence to the intensity of upcoming deployment training occupy most of their time. While many choose to continue their academic journeys after they arrive in theater, these individuals endure various obstacles in meeting the demands of distance learning. Many of these hurdles can be eliminated through a shared understanding and consistent communication between the student, their counselor/advisor, and the instructor. Additionally, institutions of higher learning must make a concerted effort to comprehend the challenges deployed service members face, be proactive in heading off any anticipated issues, and resolve any unforeseen problems.

Living Conditions
Due to widespread media coverage of Iraq’s International Zone of Baghdad, commonly called the Green Zone, during Operation Iraqi Freedom, many believe that service members have access to the somewhat “cushy” accommodations afforded to those who occupied the space following the invasion. Large Forward Operating Bases (FOBs) offer some “luxuries” such as running water, hot chow in dining facilities, electricity, and internet access that are not available at smaller combat outposts (COPs). The film "Restrepo" delivers a glimpse into the austere environment, and daily responsibilities of soldiers tasked to engage the populace of the Korangal Valley. While it would not be wise for soldiers in such Spartan conditions to attempt to further their education, some can keep pace with the workload but may have an instance during their program where mission-related circumstances may require some leniency from their institution. If instructors are aware of the settings in which military members operate, they may be able to develop novel ideas to assist their students in overcoming difficulties associated with their deployment.

Emotional and Mental Factors
Service members cycle through a range of emotions throughout the duration of their deployments. Initially, individuals may experience feelings of uncertainty, especially if it is their first deployment. Establishing a routine is essential for assisting service members in adapting to their new environments. Creating a schedule to incorporate activities such as working out, meeting their counterparts for midnight chow, or getting a haircut on a specific day helps service members to create a sense of “normalcy.” Being away from their families and the simple comforts of home contributes to increased stress levels. Additionally, it heavily influences their mental state, affecting social interactions, motivation levels, concentration, and dedication to academic coursework. Education professionals should anticipate that deployed service members may exhibit actions contrary to their previous unblemished performance and be prepared to assist their students in tackling the challenges associated with their course assignments, as well as encourage them in their service to the nation.

Coursework and Communication
While instructors should not provide special treatment to deployed students, some accommodations should be made to ensure that they are not disadvantaged in completing the requirements of the course/program. One consideration is the difference in time zones between the institution and the deployed location; on average (not including daylight savings time), service members operate at least seven and a half hours ahead of their instructors. Professors may assist and support deployed students by adjusting their office hours specifically to meet the service member’s needs.

Additionally, a well-defined syllabus allows the student to forecast the time obligations needed to complete assignments, although in many cases, the service member may be faced with ever-changing mission requirements that can cause them to miss deadlines. Encourage your deployed students to raise any issues or matters of significance as early as possible to permit time to implement solutions. Education professionals should also work to develop innovative resolutions to barriers, such as using collaborative tools for assignments, peer mentoring, and virtual meeting platforms.

Deployments are an integral element of military service. Those that choose to serve make a conscious decision to enter a profession to safeguard the nation and all of its freedoms. Placements in hostile locations should not impede their educational aspirations. If these service members choose to continue their studies in the face of danger, then instructors should support them to the best of their abilities. That is why it is essential that academic institutions employ programs to assist all organizational personnel in comprehending potential challenges this specific student population faces.

Not only should professors be sensitive to the needs of deployed service members, but counselors, admissions staff, the registrar, and billing personnel should be considerate of the conditions faced by deployed personnel and their operating environment that can cause difficulties in meeting their educational goals.

Article Topics

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

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