While much research has analyzed the role of military veterans’ centers on campus, faculty can also purposefully support veterans, a diverse group that may benefit from some accommodations. Intentional pedagogy that keeps the needs of veterans in mind can help us better support diverse populations regardless of military status. Specific issues professor may better engage include student alienation and connection, anxiety, language and clarity of directions. Professors can address issues of alienation and connection by working to create a welcoming classroom without singling veterans out. Professors should take communication anxiety among veterans very seriously as communication anxiety may be linked to post-traumatic stress disorder (PTSD) and avoidance of stressful situations is a common symptom of PTSD. Faculty should be aware of language retrieval difficulties that PTSD and Traumatic Brain Injury (TBI) can cause. Furthermore, military language focuses on succinct, clear messages that are different from academic rhetoric. Finally faculty may find that very specific directions support veterans as they transition to a less-structured civilian environment. Ultimately, faculty should listen to veterans’ concerns.
"Connecting to Veterans in Public Speaking Courses,"
Basic Communication Course Annual: Vol. 27
, Article 14.
Available at: http://ecommons.udayton.edu/bcca/vol27/iss1/14