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While conducting research for a dissertation focused on the resiliency traits of veterans in civilian workplaces, it became evident that many veterans carry the expectations formed during their service into other areas of their lives. This phenomenon can also be observed within educational settings.
As veteran students engage in their academic pursuits, they often encounter a cultural adjustment. Those who choose to pursue higher education generally seek an egalitarian atmosphere where diverse opinions are valued. However, the military experience typically emphasizes structure and hierarchy, which may contrast with the collaborative spirit expected in classroom environments. From my own experience as an Air Force veteran, I would not characterize my military tenure as one that was centered on open idea-sharing and collaboration.
High Expectations
A recurring theme among veterans transitioning to civilian roles, including academia, is the presence of high—often inflexible—expectations for themselves and their peers. A study conducted in 2015 highlighted how experiences during military service influence student veterans’ transitions into educational settings, pinpointing aspects such as task cohesion and social cohesion. Veterans are accustomed to working as cohesive teams, often placing less emphasis on individual contributions for the sake of group success, while also valuing cooperation among peers.
Quality of Relationships Between Class Members
Research indicates that the quality of relationships among classmates plays a critical role in fostering a constructive learning environment. As a veteran, doctoral candidate, and graduate instructor, I can affirm this finding through my experiences. Below, I present examples that illustrate key factors contributing to both positive and negative classroom atmospheres.
For Instructors
Instructors have a pivotal role in shaping a flourishing learning environment. Characteristics associated with such an environment include positive emotions, engagement, meaningful interactions, and a sense of achievement. Recognizing how these traits facilitate a productive classroom is essential.
It is incumbent upon instructors to establish a positive ambiance early in the course. They should embody qualities such as approachability and empathy. I have encountered instructors who project a cold demeanor and enforce strict class rules, publicly criticizing students instead of addressing issues privately. For instance, an instructor’s insistence on formal titles can create unnecessary divides; I recall one who reacted poorly to informality, leading to a tense classroom dynamic that stifled open communication.
Classroom Bonding
During my graduate studies, I participated in an exercise that fostered engagement and camaraderie among classmates. Each student selected a nickname that started with the same letter as their name, which initially aimed to assist with name recall but evolved into a valuable bonding experience.
For example, I chose “Merlot Mike,” drawing from my appreciation for wine as a means of relaxation. Other classmates creatively contributed, with a nurse becoming “Syringe Sarah” and a golfer adopting “Putter Paul.” This activity effectively lowered perceived social barriers and fostered a sense of unity, enhancing our overall classroom experience.
Barriers to Flourishing
A classroom that fosters a competitive and judgmental atmosphere can hinder a thriving learning environment. Such tensions may arise during group projects or class discussions. Instructors can play a crucial role in mitigating these challenges. Research suggests that educators must balance their approach, serving as both cheerleaders and guides for students.
In collaborative projects, unequal contributions can lead to frustration, particularly for veterans accustomed to teamwork. While rare, this issue necessitates vigilant supervision from instructors to maintain a constructive atmosphere for everyone involved.
Class discussions present another challenge to classroom cohesion. Instructors often commend students’ contributions, but they must also guide discussions back to a constructive and inclusive tone. It’s essential to manage off-topic comments and encourage students to contextualize their inputs, requiring diplomacy and understanding.
Learner Growth
The concept of growth, both personal and professional, is integral to the learning experience. For students to achieve this growth, they need a supportive and candid educational environment. This sometimes involves challenging the preconceptions they hold when they first enter the classroom. Instructors must adeptly discern when to act as enthusiastic supporters and when to take on a more directive role.
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