While these students bring positive attributes to the online classroom, there are also known challenges that may impact student success. A theoretical framework for these challenges can be described using Schossberg’s theory of marginality and mattering (Schlossberg, 1989). Knowledge of the issues involved in military-to-academic transitioning is important for educators, including the possibility of both visible and invisible service-connected disabilities (Tinoco, 2014/2015).
Implications for educators include reflective teaching practices that focus on personal attitudes towards the military and war, female servicemembers, combat experience, and war trauma (Department of Veterans Affairs, 2009). Specific teaching practices and knowledge can support these students, including “welcoming in” behaviors, familiarity with campus resources, utilizing referrals, managing frustrating classroom scenarios, and recognizing the unique obligations of those in the military (Maryland Veterans Resilience Initiative, 2014). Androgogical approaches to teaching and learning involve strategies in course design and online instruction, as well as possible modifications in individual teaching behaviors; these are useful in all disciplines (Smucny & Glover, 2013), validating the importance of professional development in this area.
Claire DeCristofaro, Ashford University, California, USAClaire DeCristofaro, MD, is a graduate of Hunter College of CUNY and Albert Einstein Medical School in New York City; her family practice has been in urban (inner city) New York City, rural Tennessee and both rural and urban South Carolina, including the free clinic setting. Her academic faculty appointments have been as a traditional and distance educator in healthcare and psychology programs, and she has served as a clinical preceptor for graduate healthcare students. She regularly authors Continuing Education for nurses/APRNs, PAs and pharmacists, in both the live conference setting and online, is a SAMHSA federal grant reviewer, and has published on various clinical topics as well as the scholarship of teaching and learning.
Cole McFarren, Ashford University, Iowa, USAMr. Cole McFarren received his bachelor’s degree from Illinois College where he double majored in Communication and Rhetorical Studies in addition to Theatre. Shortly after graduation, he began working for Ashford University in 2010 as a writing instructional specialist and teaching assistant, where he also received his master’s degree in organizational management. He was later promoted to manager of this department and worked in that capacity until the dissolution of the roles in 2013. Cole worked on Ashford’s former campus in Iowa as an academic technology administrator. He then transitioned to a role in the Academic Integrity department investigating student appeals and plagiarism issues. After a year in that role, Cole moved to the role of manager in the Center for Excellence in Teaching and Learning. Currently, Cole manages a team of six faculty support and development associates in Clinton, Iowa. He has specifically supported initiatives like the faculty classroom experience, Civitas Inspire for Faculty, Military and Veteran Student Task Force, and advocating faculty video presence in the classroom. Additionally, he has been an associate faculty member with Ashford University since 2015 teaching entry-point courses.
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