Supporting Veteran and Military-Connected Students
"The unique experiences of veteran and active-duty students mean they often have the skills, drive, and perspective to make them assets to any classroom setting, but to cultivate these students’ full potential, educators and administrators need to support them as they transition from military to academic life ...
"Transitioning from the military to academia can feel like stepping into an entirely different world. The military is a well-ordered setting in which most decisions about day-to-day life are already made. By contrast, academia allows students a lot of freedom—so much that it can feel overwhelming to those not accustomed to it (Jung et al., 2023)."
Ohio State educators play an essential role in shaping the college experience of the many veterans and other military-connected students who choose to learn on our campuses. To help military-connected students transition to the university, it's important that you’re prepared to support their learning and encourage their sense of belonging in your class. Additionally, you should know how to connect them to Ohio State offices and services that can bolster their academic success, encourage their wellbeing, and provide opportunities for social engagement and community.
This guide will help you better understand your military-connected students and provide effective strategies for teaching, supporting, and connecting with them.
Understanding Military-Connected Students
Like all college students, veterans and other military-connected students enroll in higher ed programs to develop new knowledge and skills, broaden their career opportunities, or enhance their quality of life. Many may hope to apply skills they learned in the military to civilian life, or in the case of ROTC students, they may be seeking a future career in the military.
Veterans and military-connected students:
May be older than traditional undergraduates.
Some student veterans may be close in age to traditional undergraduates, but most are older. For example, according to the U.S. Department of Veterans Affairs, only 15% of student veterans are the same age as their peers, with most being between the ages of 24 and 40 (U.S. Department of Veterans Affairs, 2025).
May have more responsibilities outside of class than traditional students.
Many veterans and other military-connected students face extra challenges when balancing academic responsibilities with the demands of their roles outside the classroom. Beyond potential involvement in continuing military duties, these roles can include spouse/partner, parent, and employee, like many adult learners. For example, 47.3% of student veterans are married, and 47% have children (U.S. Department of Veterans Affairs, 2025).
May (or may not) have seen combat or been overseas.
Some veterans and military-connected students have been deployed, been in combat, seen violence and death, or experienced shock, fear, and trauma. They could still be experiencing short- or long-term physical or mental after-effects of their deployment. However, this is not a shared experience for all veteran and military-connected students, so it’s important to avoid making assumptions about students’ experiences.
May (or may not) have a physical disability or mental health condition.
Some veteran and military-connected students have visible physical injuries or disabilities resulting from service, whether for the short- or long-term. Others may be coping with “hidden wounds” such as post-traumatic stress disorder (PTSD) and trauma, traumatic brain injury (TBI), or mood disorders including anxiety, depression, and more(National University, n.d.; U.S. Department of Veterans Affairs, 2025). It is a common misconception, however, that everyone deployed to combat develops PTSD; in fact, the vast majority of combat veterans recover from trauma (PsychArmor, 2019).
For students who are dealing with physical or mental health issues, the practical, social, and emotional challenges involved in transitioning to university and civilian life might exacerbate them (National University, n.d.)
Can face additional challenges in adapting to university life.
Beyond the potential that military and veteran students are juggling outside responsibilities or coping with health concerns, they may face additional challenges when transitioning to university life. Depending on the individual, these concerns can include:
Building effective study practices
Finding campus support services
Learning university policy and procedures
Adjusting to campus culture and modes of classroom discourse
Participating in unstructured learning environments or completing open-ended assignments
Becoming easily distracted during class
Being triggered by course content or class discussions
Feeling isolated, alienated, or misunderstood by peers
Can bring many and varied strengths to the classroom.
Despite the barriers veterans and other military-connected students face as they transition to college, they are frequently strong academic performers who are successful with their coursework.Consider the following strengths these students can bring to their classrooms and campus communities (U.S. Department of Veterans Affairs, 2025).
Work ethic
Organization
Leadership
Discipline
Follow-through
Teamwork
Self-motivation
Sense of duty
Problem solving
Resiliency
Experience
Veteran and military-connected students’ unique lived experiences bring diverse perspectives and ways of thinking to classroom discourse, enhancing the learning experience for all students. That said, some military-connected students will prefer privacy to recognition—defer to them on whether and how they will self-identify and participate in class discussions.
Military-Connected Students at Ohio State
There are more than 2,300 military-connected students in undergraduate, graduate, and professional programs across Ohio State. This student population includes veterans, National Guard and Reserves members, active duty, ROTC (Naval/Marine, Army, Air/Space Force), and military family members.
Veterans
Veterans have been discharged from the military. While most are similar to traditional students, some have families, and all are older than a typical college freshman. Of all the military-connected students in the Buckeye community, veterans account for the majority. However, the estimated number of veterans at Ohio State is approximate because not every veteran wants to be recognized as such.
Some veteran students might also be members of the Individual Ready Reserves (IRR), which can be activated in support of an under-staffed organization at any time. While veterans will not deploy, unless activated through the IRR, there are still many differences between them and traditional students. Veteran students can offer different perspectives and experiences that traditional students typically have not had. They may also experience different stressors and ailments that are important to recognize and respond to.
National Guard
The National Guard is a component of the U.S. military comprised of the Army National Guard and the Air National Guard. It operates under both state and federal control. The guard can be activated for state emergencies, such as natural disasters or civil unrest, as well as for federal missions, includingcombat deployments. These service members might also have to deploy to active duty installations or for disaster response all over the world.
Typically, National Guard members attend training, or "drill," for one weekend a month and for two weeks of the year. During training, guard members are actively learning, ensuring they are competent and up-to-date in their roles and prepared to serve at a moment’s notice. These trainings are mandatory and the dates are not flexible.
If a guard member is told they will deploy, it is mandatory.
The Reserves are a federal-only component of the military that supports all of the military branches—the Army, Navy, Marine Corps, Air Force, and Coast Guard. The Reserves are ready to provide trained personnel who can be activated during national emergencies, wars, or other federal military operations. Reservists can be called to duty for extended periods, domestically or internationally. Similar to the National Guard, reservists usually drill one weekend a month and attend two weeks of annual training each year, and these trainings are mandatory.
If a reservist is told they will deploy, it is mandatory.
Active duty is what people typically think of when they hear the word “military.” Active duty service members who are stationed at a major military installation are those who serve directly under the Department of Defense and work full-time, sometimes 10-12 hour days. They are contractually committed for a number of years and placed wherever the military has the most need.
There are also members of the National Guard and Reserves who are AGR, or “active guard and reserve.” They have active duty status and work full-time in support of their respective military organizations. AGR work at a specific guard or reserve installation throughout the week and attend the same drill as traditional guard members and reservists.
If an active duty service member is told they will deploy, it is mandatory.
ROTC
ROTC, or Reserve Officer Training Corps, is a competitive program that aims to shape participating individuals into military leaders upon their graduation from college. Through ROTC, students can gain a commission as an officer in the military branch of their choice. At this time, there are more than 400 ROTC cadets and midshipmen in the Ohio State ROTC program.
ROTC students differ from other military students in your courses because they are not able to be deployed. However, they may still be called upon to attend training off campus during the semester. Notification of such events will be provided by the student. Like athletes, ROTC students have various time requirements and mandatory events to attend including:
Branch specific leadership courses
Physical training sessions
Cadet/midshipmen jobs within their detachment
Cadets/midshipmen must earn their commission by demonstrating they are effective and sound leaders academically as well was militarily. If you are concerned that students are missing classes, falling behind in their coursework, or exhibiting behavior changes, reach out to the student or their respective branch’s instructors to let them know of your concerns. Like all Ohio State educators, ROTC instructors want the best for their cadets/midshipmen and value your insights and support.
Family Members
The category of "military-connected students" also includes learners who have a close family member in the U.S. Armed Forces, including those who are active duty, in the National Guard, or in the Reserves. These students may be the spouses, partners, children, or other close relatives of veterans and service members.
While these students may not require exactly the same accommodations, it's important to remember that they can still be impacted by a family members' absence and that they may identify as part of a military culture.
Military and Veterans Services at Ohio State
Military and Veterans Services (MVS) is theuniversity's single point-of-contact for all veteran and military-connected student-focused programs. Every student utilizing VA education benefits, Ohio National Guard scholarships, and other federal/state educational benefits must work with the MVS office as part of their registration, enrollment, and on-going benefit certification. MVS, and its three subordinate ROTC departments, are situated within the Office of Undergraduate Education.
MVSprovides a wide range of resources and support for military-connected students across all Ohio State campuses. The MVS office helps students navigate GI Bill and other educational benefits, in-state residency, the transition into higher education, healthcare and other university services, referrals to off-campus resources, connecting with academic advisors, engaging in on-campus activities, and more. MVS has a full-time academic advisor who is also listed as a co-advisor in Buckeye Link. In addition to student services, the MVS office serves as a hub of information and resources for Ohio State faculty, staff, and advisors who work with veteran and other military-connected students.
“Since being connected with the Military and Veteran Services office at Ohio State, I have been exposed to countless opportunities. As a peer sponsor, I connected with first-term military students. The VA work-study program provided me with the opportunity to advance my communication skills and professional development. The office has connected me to numerous campus partners and resources. I cannot fail to mention the network with other military-connected students. Before being exposed to this office, I lacked a sense of belonging on campus. Thanks to Military and Veterans Services, I have created friendships that will withstand the test of time and change.”
- Akasia Gazal, Undergraduate Student, Air Force Reserves
When Called to Duty
Students and instructors are expected to work together to determine how coursework will be handled when a student is called to military duty.
Student Responsibilities
At Ohio State,it is the responsibility of the student to inform their instructors as soon as possible after learning about short or long-term absences due to military requirements.If students are aware of drill or other mandatory military training dates at the start of the term, they should inform their instructors within the first week of classes.
Military-connected students are expected to work with their instructors to find reasonable accommodations that allow them to make up missed lecture content, assignments, quizzes, or exams prior to their departure or after their return. In limited cases, the student may be able to complete some coursework while absent.
It is strongly recommended that students work with their academic and military-connected advisors throughout this process. Students might also refer you to MVS staff for additional guidance.
Instructor Responsibilities
As an Ohio State instructor, you are expected to accommodate students’ deployment or temporary duty assignments in ways that support them to keep learning and complete your course. It is unlawful to take negative action against a student because of military obligations.
When a student notifies you of a deployment or other absence for military duty:
Confirm the student has been in contact with Military and Veteran Services. MVS staff are experienced in providing guidance to students based on their individual situations. See When Called to Duty on the MVS website for more information.
Make arrangements with the student to confirm the dates of the deployment or military duty. Note that the military reserves the right to change the effective dates of duty at a moment's notice and to withhold dates or locations for security reasons. Just because a student’s orders indicate return at a particular date does not mean you should hold the student accountable to that. To protect students' privacy, you should not ask them to share military orders or other official documentation by email. If you have any questions, consult with MVS.
Be ready and willing to offer accommodations and support, including but not limited to:
Recording lectures students can view while deployed
Creating online assignments that can be completed while deployed
Allowing an exam to be taken online
Being flexible with deadlines
Providing alternatives to collaborative assignments and group work
Discussing with students and MVS the potential to assign a grade of Incomplete (I) for the term and allow coursework to be made up upon return.
When students return from military duty, be sensitive and patient as they transition back to the academic environment. They may have been under a great deal of stress and might need time to reset and catch up on coursework. These and additional strategies for supporting all military-connected students (whether called to duty or not) are detailed in the following section.
Strategies for Supporting Military and Veteran Students
Many of the best practices we use to support all learners, such as scaffolding assignments or providing rubrics, will also support our military-connected students. But understanding the specific concerns of this student population can help us create an even more positive and productive learning environment that provides the encouragement they need to fully engage and succeed in our courses.
View this informative and engaging video to expand your awareness and understanding of military culture.
Strategy #1: Intercultural Competence
The U.S. military contains a strong and unique culture. As such, veteran and military-connected students may share common beliefs, ideals, and traditions. For some, military service will be central to their identities. For others, it may be less so. As educators, we can be thoughtful about how these students’ values and lived experiences interact with our classrooms, course content, and learning activities, and create an environment where they are welcomed and respected.
One step you can take to support your military-connected students is to educate yourself about military culture. See this insightful video, 15 Things Veterans Want You to Know, created by nonprofit PsychArmor,
While military-connected students have a common culture, they are also as diverse as any other cultural group. Be thoughtful about how to support your students while recognizing that one learner’s motivations, needs, and preferences will not necessarily be another’s.Some ideas are outlined below.
Know your veteran and military-connected students.
Encourage (but don't expect) students to share their veteran or other military status with you. It is okay to ask directly whether they served and what they’d like you to know, but this should be done in an unobtrusive way. The communication should be private, and responding should be optional (Rohdieck & Johnson, 2012).
For example, you could include veteran and military status (among other items) on a survey during the first week of class. Add space for students to indicate whether they would like to share more with you or their peers during the term, or whether they know of any upcoming orders or military training dates. This method allows students to choose what to share with you.
As noted above, it is the student's responsibility to inform you of any military orders or training dates that will require them to miss class, within a week of learning about them. If they know at the start of term, they ideally should share the dates with you then.
Include a syllabus statement for military-connected students.
Include a syllabus statement like the below, and mention it when presenting your syllabus on the first day of class.
Military-Connected Students
The Military and Veterans Services (MVS) office offers a wide range of resources for military-connected students. Whether using benefits or not, all military-connected students are encouraged to stop by the office to learn more about how MVS can be of support (e.g., information about tutoring, transition services, access to the veteran's lounge). For service members, should you receive orders during the semester or know of classes that will be missed due to service commitments, please speak with me as soon as possible so that we can make any necessary arrangements. MVS contact information: milvets@osu.edu; 614-247-VETS; veterans.osu.edu; 185 Student Academic Services Building, 281 W. Lane Avenue
Think about your course content, materials, and activities in advance.
Review your syllabus and course schedule.
Identify any materials, discussion topics, or activities that may be sensitive or triggering for veteran and military students and consider adding content warnings to your syllabus or Carmen Module overviews. Learn about Using Content Warnings in Your Course.
Think ahead to the accommodations you will be able to provide for specific assignments and assessments if students need to miss class. For example, can you extend deadlines, create online assignments, offer individual alternatives to group projects, or make alternate exam arrangements? For more guidance, see Strategy #2: Flexibility below.
Accommodate requests to help students be more comfortable in the classroom.
At the start of the term, be ready to accommodate special requests from veteran or military students in terms of their seating and participation preferences. In a study of veterans in the college classroom, Clark and Walker (2020) examined how elements of the physical classroom impacted veterans, particularly those coping with PTSD. They encourage instructors to allow flexibility in seating arrangements and to consider providing quiet or less crowded spaces for learners to work or take breaks. Other accommodations may include, but not be limited to, letting students sit away from windows or in the last row of the classroom so their backs are not exposed (Northern Illinois University Center for Innovative Teaching and Learning, 2012).
Be mindful that various other aspects of the classroom setting can be difficult for students. Classroom chatter, doors opening and closing, backpacks, and even other students texting or being inattentive during class could be distracting or disturbing to some individuals (Rohdieck & Johnson, 2012).
Create a positive and welcoming learning environment for all students.
Establishing a warm and welcoming classroom community in the first weeks of class will promote a sense of belonging for all students, regardless of their backgrounds. Get to know students and provide opportunities for them to get to know each other, while allowing space for differing participation.
In "Veterans in the College Classroom: Guidelines for Instructional Practices," López, Springer, and Nelson suggest developing rules of conduct for classroom discourse. "Such rules promote a learning environment where everyone can freely express opinions, thoughts, and comments without the stress of feeling threatened or alienated by others"(2016, p. 4). Rather than being punitive or limiting, a classroom agreement or set of community norms can make students feel supported and comfortable participating in class. You can even co-create it with your students.
Approach discussion topics related to war or military personnel with care and sensitivity.
When discussing topics related to war or the military in class, cultivate an environment of respect for students’ varied values, experiences, and perspectives. Additionally, be mindful of how your own beliefs or political views might influence your treatment of these topics.
As an instructor, you should know:
Discussions related to war, the military, and politics can be challenging for students.
Many student veterans prefer privacy or are uncomfortable being singled out or recognized for their service.
Veterans and other military-connected students do not all have the same perspectives or political views.
(Rohdieck & Johnson, 2012)
During class discussions, you can:
Defer to students on whether they wish to disclose their veteran or military status – never call on a student to speak to their experience.
Avoid comments that could alienate or target military-connected students.
Distinguish governmental war strategies and policies from the individuals in service who may carry them out.
Intervene immediately if other students ask inappropriate, intrusive, or offensive questions.
Do not be alarmed if a student chooses to leave class during a difficult discussion.
(Rohdieck & Johnson, 2012)
"Involve veteran students, at their own comfort level, in course-related discussions where they can share their service experiences and enrich the learning experience of all students."
- Center for Innovative Teaching and Learning, Northern Illinois University
As noted at the beginning of this guide, military-connected students may have duties and responsibilities that require them to miss class, including training and active orders. For example, those in the Guard or Reserves could be called away unexpectedly during the academic term.
Given this, an essential strategy for supporting military students is rather simple—be flexible about attendance and coursework. Provide appropriate accommodations so that students can achieve your learning outcomes, even when they cannot attend class.
Excuse absences related to military service and obligations.
Consider missed class time due to military service as an excused absence and do not count any missed points for participation. If so much class time will be missed during the term that a student is unable to benefit from instruction or meet learning outcomes, discuss the potential for assigning a grade of Incomplete (I), and allowing the work to be made up after they return.
Record and share your lectures.
Record lectures so that students can view them asynchronously if they miss class. You could post these videos, along with any accompanying slides, in your Carmen course and then share out the links in an email or Carmen announcement. This will be beneficial not only for military-connected students, but for any learners who may need to miss class. Additionally, all students can benefit from having the lectures available for review and study purposes.
Adjust or extend deadlines for assignments as needed.
One of the easiest ways you can make accommodations for coursework is to adjust assignment deadlines for students. Discuss the option of turning in assignments early, after they return from a service obligation, or even at the end of the term.
Provide options to complete assignments online and offer “makeup” opportunities if alternatives are not available.
Ensure all graded assignments can be completed independently online and out-of-class if students are absent. In particular, consider any group projects or lab work and how you can provide alternative means for students to meet the same learning outcomes on their own.
If you cannot provide online alternatives for an assignment, offer a “makeup” opportunity for which students can receive equal credit. Substitute a different assignment that enables students to demonstrate achievement of the same outcomes.
If no alternative or makeup opportunity can be provided, do not count a missing assignment toward a student’s final grade.
Allow exams to be taken online (with or without proctoring).
It goes without saying that students who are deployed or away for other military duties will not be able to take in-class exams. Consider how you can provide online exam sessions that accommodate a student's schedule, with or without proctoring.
As noted above, veterans and other military-connected students can face unique challenges as they transition into civilian life and their higher ed classrooms and communities. You can show support and help them be successful in your course by maintaining frequent, clear, and consistent communication throughout the semester.
Have an open-door policy and encourage 1-1 dialogue.
A positive instructor-student relationship can be instrumental in helping military-connected students be successful in your course and in their transition to university life. From the first day of class, emphasize that you are available to answer questions or provide guidance. You can invite students to speak to you before or after class, to reach out via Carmen or email, or to visit during in-person or virtual office hours.
Encourage students to reach out if they:
need accommodations to participate in your course
have questions about material or assignments
feel uncomfortable with particular course topics
have difficulty engaging in the classroom environment
"A relationship with a faculty member or adviser can be the single thing that helps a Veteran remain in school. Your relationship with a Veteran may help him or her feel more connected to the campus, navigate this new system, or feel support from an authority figure.”
- U.S. Department of Veterans Affairs, VA College Toolkit
Maintain frequent and regular communication about course activities.
Communicate frequently and explicitly about upcoming course activities and assignments. Sending a weekly Carmen Announcement to remind students of upcoming activities and deadlines is a great way to support all learners, not just veteran and military-connected students.
Provide clear instructions and expectations for all assignments and activities.
Veterans and other military-connected students have been trained to communicate in a clear and straightforward manner, and, like all students, will appreciate explicit messaging and expectations (Rohdieck & Johnson, 2012).
Ensure that all assignment and activity instructions are transparent and that expectations are explicitly stated.
Provide a well-organized rubric that lays out the criteria to succeed for each key assignment.
Consider providing genre models or examples of successful assignments, to bring assignment criteria to life.
Scaffold major assignments and projects to guide students through each task or step.
Reach out if you observe students struggling to learn or complete coursework.
According to López, Springer, and Nelson (2016), it's important to closely monitor veteran students' learning activities and assignments. Late submissions, incomplete or off-task assignments, and inconsistent quality in coursework may necessitate immediate intervention to address academic or personal issues.
If you notice that a veteran or military-connected student is unusually disengaged or having difficulty with coursework, take time to talk one-on-one with them. "In many situations, expressing your concern and discussing the requirements of your course [...] will be enough to resolve any problems. In other situations, additional help may be needed"(U.S. Department of Veterans Affairs, 2025).
You will likely be able to provide useful support with course content and activities, or if necessary, refer the student to other university supports. See Strategy #4: Sharing Resources for more on the latter.
Provide and collect feedback.
Receiving clear, actionable feedback (and being given the opportunity to share their own concerns) will also benefit your veteran and military-connected students.
Regular feedback helps all students monitor their understanding of content and track their progress in your course. Give informal feedback during in-class practice activities and timely feedback after major assignments. These tips for effective feedback in online settings can apply to any course.
Collecting feedback on your teaching, early in the term and at mid-semester, offers students the opportunity to anonymously voice concerns they have about the course and highlight areas they may be struggling. This will be beneficial for students who may be hesitant to approach you with questions or concerns. Learn more in Beyond the SEI: Collecting Student Feedback on Your Teaching.
Strategy #4: Sharing Resources
All students benefit when we provide resources for learning and help them navigate the sometimes-confusing student support network at Ohio State. In terms of our own courses, we can provide additional materials to help students effectively complete assignments and meet learning outcomes. In broader terms, we can highlight a range of available campus supports for academics, wellness, mental health, and more—and guide our students to use those services when they need help.
Provide additional resources for learning and completing coursework.
Providing extra support for major assignments and assessments can help veterans and military-connected students navigate unfamiliar academic processes and conventions.
Provide resources to help students review and study course material, retain key knowledge, or practice important skills. Some simple examples are study guides for exams and guided lecture notes, or "skeleton slides," that allow students to fill in key concepts as they follow along with lecture.
Think about the "parallel skills" students need to be successful on their coursework, beyond your learning goals and outcomes. For example, students may need to develop their information literacy, writing, research, or technology skills. Share ancillary resources, such as "how-to" guides, to help them understand assignments and develop these skills.
Link to university resources that help students with academics, such as University Libraries and the Dennis Learning Center. The next item lists a range of Ohio State offices and support contacts you can include in your syllabus or highlight in your Carmen course.
Share Ohio State services and support contacts.
Important university resources like those belowshould be shared in your syllabus and highlighted on the first day of class. You can also organize a list of student supports where it will be highly visible, such as on a dedicated page in your Carmen course.
Military and Veterans Services (MVS)
Counseling and Consultation Services (CCS)
Younkin Success Center (4th Floor) 1640 Neil Avenue email: sl-ccs@osu.edu phone: 614-292-5766
Center for the Study and Teaching of Writing
108 Bricker Hall 190 North Oval Mall Columbus, OH 43210 email: cstw@osu.edu
Office of Technology and Digital Innovation 100 Mount Hall 1050 Carmack Road email: ServiceDesk@osu.edu phone: 614-688-4357 (HELP)
Disability Services, Office of Student Life
098 Baker Hall 113 W. 12th Avenue email: slds@osu.edu phone: 614-292-3307
Student Advocacy Center
001 Drackett Tower 191 W. Lane Avenue email: advocacy@osu.edu phone: 614-292-1111
Recognize signs that a student may need help.
If you notice that a student is struggling or stressed, or exhibits changes in behavior during the term, reach out—as their instructor, you are in a position "to be a source of help in times of need" (U.S. Department of Veterans Affairs, 2025). You can also connect with MVS directly if you need guidance on how to best assist veterans or other military-connected students who need support.
The U.S. Department of Veterans Affairs (2025) suggests intervening if you notice the following changes in a student's behavior:
"Withdrawal or isolation from other students
"Extreme emotions or tearfulness
"Confusion or irrational thinking
"High anxiety, unhappiness, or disgust
"Outbursts of negative behavior
"Marked differences in appearance or poor hygiene
"Excessive sleepiness
"Written or oral mention of harming themselves or others"
“Faculty members are the most consistent points of contact for student Veterans and are in the best position to notice if a Veteran is facing challenges."
- U.S. Department of Veterans Affairs, VA College Toolkit
More Teaching Strategies
The additional approaches below will help you foster a more supportive learning environment for military and veteran students, as well as all learners in your course.
Plan your course with Universal Design for Learning in mind.
Plan your course with attention to the varying needs and preferences of the wide range of students you may have in class. Universal Design for Learning (UDL) is a framework for course design that promotes inclusive and flexible learning environments for all students.
The three core principles of UDL are:
Multiple Means of Engagement, which fosters motivation through varied teaching strategies and learning activities
Multiple Means of Representation, which presents course material in range of accessible formats
Multiple Means of Action and Expression, which allows students to demonstrate their knowledge and skills in a variety of mediums
Active learning shifts students from passive recipients of information to active participants in their education. Activities can be independent or completed in pairs, in small groups, or as a whole class. They can be brief exercises (for example, think-pair-shares, quickwrites, or polling questions), or longer and more complex (jigsaws, gallery walks, peer teaching). Some instructors design whole courses around active learning strategies like project- and problem-based learning.
Like many adult learners, veteran and military-connected students may thrive with hands-on engagement in course activities that connect to the real world, such as service-learning, case studies, simulations, and field research (Rohdieck & Johnson, 2012).
Support reflection, critical thinking, and metacognition.
Veterans and other military-connected students may be accustomed to settings where decisions are made by superiors, orders are followed, and questioning is not encouraged. Modes of classroom discourse in which students are expected to formulate opinions, engage with multiple perspectives, and challenge others' viewpoints can feel unfamiliar, and possibly even uncomfortable (Rohdieck & Johnson, 2012).
Like many learners, military-connected students can benefit from additional guidance on critical thinking, reflection, and metacognition. Additionally, as they may be used to brief and direct communication, explicit instruction on academic communication styles is also helpful.
Mentor students on discipline-specific language and expectations for academic discourse (Rohdieck and Johnson, 2012).
Emphasize the reflective quality of academic work. Consider providing guided questions for reflection activities and examples of what a thorough reflection looks like (Rohdieck and Johnson, 2012).
Encourage students to argue ideas and explore concepts from different perspectives. Asynchronous communication on online discussion boards can build in time for students to reflect and consider their responses(Rohdieck and Johnson, 2012).
Explicitly teach and model strategies for critical thinking and metacognition. You can help students practice these skills with activities like decision diagrams, branching activities, quickwrites, the "muddiest point" exercise, and so on (Rivas et al., 2022).
Effective collaboration is among the strengths many veterans and military-connected students bring to the classroom. Structured peer interactions can help military-connected students become more familiar with academic norms and discourse, while their civilian peers can benefit from their experience with teamwork and leadership.
In your course, provide transparent expectations for all group discussions, activities, and projects.
Set guidelines, or "community norms," for productive and respectful discussion.
Help students see the value of multiple perspectives and voices contributing to discussion and shared work.
Leverage online activities, such as discussion boards, to offer hesitant students more time to contribute ideas to the group.
Provideclear instructions for group projects and outline criteria for success using a rubric.
If roles are assigned for group work, put military-connected students in roles that leverage their strengths and experience.
Remember to provide alternatives for completing group assignments independently if a student is deployed.
Beyond your course, connect students to Ohio State offices and services that help them engage with student activities, make social connections, and feel part of the campus community. Military and Veterans Services provides opportunities in this area and you can also refer students to Support and Well-being in the Office of Student Life.
Image
Summary
TheOhio State University is home to over 2,300 veteran and other military-connected students. These learners bring unique strengths, perspectives, and experiences to the classroom, but they can also face unique challenges with transitioning to university life.
Ohio State instructors play a critical role in helping military-connected students adapt to campus, navigate academic expectations, and succeed in their college careers.
Key teaching strategies for supporting your military-connected students include:
Intercultural Competence. Recognize the potential impact of military culture on students' identities while respecting individual differences. Develop course content, activities, and learning environments that make military-connected students feel included and safe.
Flexibility. Accommodate absences related to military training and deployment by extending deadlines, recording lectures, and offering alternative assignment and assessment formats.
Open and Clear Communication. Engage with students 1-1, maintain regular communication about course activities, provide transparent expectations and tangible feedback, and check in with students who seem to be struggling.
Sharing Resources. Offer additional learning materials for succeeding in your course. Connect students to university services for academic, wellness, social, and mental health support.
If you are seeking additional information or guidance around supporting military-connected students at Ohio State, reach out to Military and Veterans Services.
References
Blackwell-Starnes, K. (2018). At ease: Developing veterans’ sense of belonging in the college classroom. Journal of Veterans Studies, 3(1), 18-36.
Burnett, S. E., & Segoria, J. (2009). Collaboration for military transition students from combat to college: It takes a community. Journal of Postsecondary Education and Disability, 22(1), 53-58.
Clark, D. A., & Walker, K. (2020). Veterans in classrooms: Post traumatic stress, seating preferences, and achievement. Journal of Veterans Studies, 6(1), 259-270.
Dillard, R. J., & Yu, H. H. (2016). Best practices in student veteran education: Making a “veteran-friendly” institution. The Journal of Continuing Higher Education, 64(3), 181-186.
Kirchner, M. J. (2015). Supporting student veteran transition to college and academic success. Adult Learning, 26(3), 116-123.
López, O. S., Springer, S. B., & Nelson, J. B. (2016). Veterans in the College Classroom: Guidelines for Instructional Practices. Adult Learning, 27(4), 143–151. https://doi.org/10.1177/1045159515601825
Rivas S.F., Saiz, C. and Ossa C. (2022). Metacognitive Strategies and Development of Critical Thinking in Higher Education. Frontiers in Psychology,13(9). doi.org/10.3389/fpsyg.2022.913219
Rohdieck, S. & Johnson, T. (2012, March 5). Teaching student-veterans [Conference session]. Serving Student Veterans Conference, The Ohio State University, Columbus, OH.
