Suzane Bricker's book, "An Instructor's Guide to Teaching Military Students" addresses simple steps to integrate military learners into the higher ed classroom. In this segment, Suzane shares some insights from her book that deal specifically with on-campus competence and green zone trainings.

Monika Sziron: In your book, you mention that basic military competence/green zone training
is not enough, can you elaborate?

Suzane Bricker: Imagine you have suddenly been placed in an environment where everyone spoke Chinese and you speak English. Even though you have tried your hardest to fit in; you know deep down in your heart that you are lacking skills which will allow you to adapt to
this new environment.

Now, apply this situation to the military learner. They are in an environment where two of the highest commodities valued are teamwork and survival. And their lives are largely dictated by these directives, so that when they correspond, it is often to communicate a sense of comradery, to reduce or minimize conflict, or to carry out orders they can't question.

Translating those skills into a civilian learning environment can be overwhelming. What many military students express is a deep sense of loneliness, loss of structure, and connection to people who really "have their back." Even a sense that anyone in that setting really cares about them and their future.

That is what many military students experience. Why? Consider that all the military training in the world cannot turn a college instructor into a veteran. So, regardless of whether it is the military transition assistance trainer, with no corporate experience, trying to teach the retiring service members how to fit into the civilian business world, or the college instructor, attempting to facilitate the learning needs of this student; something is missing in both equations.

Many military students have no undergraduate education, nor do they know what will be expected of them in a college classroom environment. And they - like their instructors and peers - may have some unconscious biases they carry into the classroom, which interfere with their ability to accept the attitudes and behaviors of those around them. Oftentimes, they even look physically different than their peers, which can be off-putting to many of their younger classmates. But these students don't need to change their looks or the values they have ascribed to during their military training. What they do need to do is identify the resources at the educational institution, where they plan to attend, that can begin to introduce them to their new environment.

In other words, they have to learn they are safe enough to willingly give up the cultural mandates of the military environment in favor of the traits which define the educational environment where they are likely to spend the next four years. And, in order to do so, there must be instructors with empathy, orientation services, as well as ongoing tutoring options that reinforce the military learner's perception that this institution does indeed care about their future and is focused on helping them to meet their goals.

Sziron: How can instructors effectively go beyond what they learn from on campus trainings? You mention that instructors must reflect on their own perceptions and to avoid the anti-war/national hero duality that can present itself in classroom discussions.

Bricker: The instructor walks a fine line when they enter the classroom. Their role is to remain objective, and not to play favorites. But it is also to get to know the student's interests and needs, so they can motivate that individual to succeed. But many instructors who have their students' best interests at heart, still have literally no idea what qualities their military students possess and rely upon preconceived and often unproven assumptions of how these learners are supposed to, and/or are going to behave.

If an instructor tries to act upon their assumptions about people who enlist in the service, they will fail. Moreover, if they try to adopt the "buddy role," of empathizing with someone they share no common experiences with, they will fail as well.

The skills that help the instructor get to know their military learners' needs and expectations of what they hope to achieve in the classroom, are those of an objective observer. I can tell you from first-hand experience, the more open you remain to who these people are; the more surprises are in store for you about what they can and will achieve.

Let me share some of my impressions with you that can act like a "cheat sheet" to help engage with military students.

• They are respectful of you, and your authoritative role in the classroom.

• Many are extremely sensitive, and very capable of expressing their ideas with thought, ambition, and empathy, if they feel comfortable doing so.
• They will probably bond faster with other military students, with whom they share an affinity. However, if during group discussions, they can detect that their civilian peers are trying to reach out to them, they will - most likely - respond in kind. In other words, while a civilian student or instructor may callously ask: "Did you kill anyone in combat?"; I would suggest that no military learner will ask the civilian student if they were too unpatriotic to serve their country.

In fact, the vast majority of military students that I have encountered are articulate, extremely goal-oriented, and looking for assistance in understanding and interpreting their new environment. Most will go the extra mile if they feel engaged by the course material or supported by an instructor who lets them know they have their best interests at heart.

On the other hand, their confidence can easily be shattered by negative feedback, or feelings that they don't belong. Judging a military student can have multiple impacts on various levels, since many of these learners have seen life experiences that have altered their perceptions on life. Some have come back either physically or emotionally injured, and see only that the respect they earned, which was honored in their role as skilled soldiers, now may contribute to them being treated as outcasts.

These tips should be printed out and used by instructors who are learning how to incorporate military students into their classes. If instructors emphasize the amazing qualities of military students, and practice replacing unrealistic assumptions with more realistic observations; they will experience the warmth and receptiveness that define these students.

Article Topics

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

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