By Dr. Michele Riley and Dr. Carolyn Stevenson

Effective communication with military-affiliated college learners requires clarity, respect, flexibility, and inclusivity. Faculty who recognize military experience as an asset can help promote learner success and motivation. Understanding how to communicate effectively with military learners provides an opportunity to leverage prior knowledge for academic success.

We have a large military population at Purdue Global. Specifically, the School of Multidisciplinary and Professional Studies offers undergraduate Professional Studies programs with an exceptionally high percentage of military-affiliated students. The Department of Professional Studies is proud to support our military learners in our programs: the Associate of Science in Professional Studies (ASPr), the Bachelor of Science in Professional Studies (BSPr), and the Master of Professional Studies (MPS). These programs actively help military learners design their own degree programs to fit their needs, whether that is continued service in the military or transitioning to a civilian career, while maximizing their military training for college credit. 

The Department of Professional Studies has some incredible faculty members who work with military learners daily. As we continue down this path of providing military learners with an opportunity to continue their educational journey, we have gathered a few tips to enhance their learning through faculty-student communication. These ideas are by no means an exhaustive list, but a start in the right direction to provide the best learning opportunities in the most supportive environment.  

How do we provide a supportive environment for our military-affiliated learners? 

First, effective communication with military-affiliated college learners is grounded in clarity, respect, flexibility, and inclusivity. Faculty should describe expectations and communicate clearly to support learners transitioning from highly structured military environments to more autonomous academic settings (Ohio State University, 2025). When faculty provide detailed syllabi, clear deadlines, and timely responses to learner questions, learner confidence improves.

Communication that recognizes military experience as an asset enhances online classroom engagement and belonging. Avoiding stereotypes and assumptions, while using inclusive language, helps create an online classroom climate where military-affiliated learners feel respected and valued (O’Brien, 2025).

Flexibility in communication is essential. Military-affiliated learners often balance coursework with service obligations, family responsibilities, and employment. Proactive, compassionate communication around absences and deadlines supports persistence and academic success (Center for Higher Education Policy and Practice [CHEPP], 2025; Mowreader, 2025).

Trauma-informed communication practices are also critical. Faculty should avoid singling out military learners during discussions of war or violence and provide content warnings when appropriate, allowing learners autonomy over disclosure (CHEPP, 2025; Ohio State University, 2025).

Institutions and faculty benefit from clear communication that connects learners to academic resources and peer networks. Referrals to veteran services, clear explanations of policies, and collaboration with military-support offices strengthen trust and improve outcomes (American Council on Education, 2025; Tontz & Long, 2026).

How can we promote effective communication?

The following tips can help faculty and administrators promote learner success and motivation when working with military-affiliated learners in online classrooms.

1. Use Clear, Structured, and Direct Communication

Faculty should provide explicit expectations, clear learning objectives, and detailed rubrics. Adult learners, particularly those with military backgrounds, benefit from structured communication aligned with task-oriented goals (Knowles et al., 2020).

2. Acknowledge Military Experience as Prior Learning

Military adult learners bring extensive experiential knowledge that should be respected and integrated when appropriate. Recognizing prior learning enhances motivation and engagement (Council for Adult and Experiential Learning, 2018).

3. Offer Flexible and Proactive Communication Channels

Providing multiple avenues for communication (email, LMS announcements, discussion boards) and encouraging early notification of conflicts supports persistence and retention among military learners (Vacchi, 2012).

4. Practice Trauma-Informed and Respectful Communication

Faculty should avoid singling out military learners and should use trauma-informed practices, especially when course content includes war, violence, or loss (Rumann & Hamrick, 2010).

5. Connect Learning to Purpose and Application

Military adult learners respond positively to applied learning, problem-based instruction, and real-world relevance (Persky & Oliver, 2010).

6. Encourage Professional, Adult-to-Adult Interaction

Faculty communication should reflect respect for autonomy and leadership experience. Treating military learners as peers fosters mutual respect and academic confidence (Knowles et al., 2020).

7. Be Knowledgeable About Military Policies and Campus Resources

Faculty awareness of deployment policies, GI Bill requirements, and veteran support services reduces institutional barriers and improves academic success (Ackerman et al., 2009).

8. Use Inclusive Language and Avoid Stereotypes

Inclusive communication that avoids deficit framing helps military learners feel respected and integrated into academic culture (DiRamio & Jarvis, 2011).

9. Foster Respectful Peer Interaction

Establishing norms for discussion and group work prevents marginalization and supports inclusive learning environments (Vacchi & Berger, 2014).

10. Seek Feedback and Adapt Communication

Inviting feedback aligns with adult learning principles and empowers military learners as partners in the learning process (Brookfield, 2017).

Key Takeaway

Research consistently shows that clear, respectful, flexible, and purpose-driven communication, grounded in adult learning theory and trauma-informed practice, significantly improves motivation and success for military-affiliated adult learners in higher education.

Practical List of Commonly Used U.S. Military Acronyms

Here is a practical list of commonly used U.S. military acronyms that university faculty often encounter when teaching or communicating with military and veteran learners. These are especially helpful for understanding emails, discussions, accommodations, and service-related obligations.

General Military Terms

Student Status and Service Obligations

Education and Benefits

Medical and Support

Rank and Leadership (Commonly Referenced)

Administrative / Communication

Helpful Notes for Faculty

• Military learners may use acronyms without realizing they are not universal. For example, many military learners will end their communications with V/R (very respectfully). 
• Deadlines may be affected by TDY, drills, or deployment orders.
• Military communication tends to be direct and formal, which can sometimes come across as abrupt, even though it is not intended to be disrespectful.  

While this list is not all-inclusive, a basic understanding of military acronyms can help communicate more effectively with military-affiliated learners and promote success in the online classroom and beyond.

Conclusions

Effective communication with military-affiliated learners is not simply a teaching strategy. It is a commitment to meeting learners where they are while honoring the depth of experience they bring to the classroom. By prioritizing clarity, practicing flexibility, and promoting an inclusive and respectful environment, faculty can bridge the gap between military and academic cultures. When educators intentionally create space for these learners to apply their knowledge and feel understood, they not only enhance academic outcomes but also contribute to a more responsive learning community. As institutions like Purdue Global continue to serve those who serve, communication remains one of the most powerful tools for empowering military learners to achieve their educational and professional goals.

References  

Ackerman, R., DiRamio, D., & Mitchell, R. L. G. (2009). Transitions: Combat veterans as college learners. New Directions for Student Services, 2009(126), 5–14. https://doi.org/10.1002/ss.311

American Council on Education. (2025). Advancing military learner success webinar series. https://www.acenet.edu/News-Room/Pages/Military-Learner-Success-Series.aspx 

Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.

Center for Higher Education Policy and Practice [CHEPP]. (2025). Military-connected learners: Evidence-based strategies for supporting student success [White paper]. https://www.chepp.org/wp-content/uploads/2025/10/CHEPP_MILITARY-CONNECTED-LEARNERS-WHITE-PAPER.pdf

Council for Adult and Experiential Learning. (2018). Adult learner 2018: The national landscape. https://www.cael.org/

DiRamio, D., & Jarvis, K. (2011). Veterans in higher education: When Johnny and Jane come marching to campus. ASHE Higher Education Report, 37(3), 1–144. https://eric.ed.gov/?id=EJ940516

Knowles, M. S., Holton, E. F., Swanson, R. A., & Robinson, P.A. (2020). The adult learner: The definitive classic in adult education and human resource development (9th ed.). Routledge.

Mowreader, A. (2025, November 6). Listening to military-affiliated students. Inside Higher Ed. https://www.insidehighered.com/news/student-success/college-experience/2025/11/06/4-ways-support-military-students 

O’Brien, K. (2025). Higher education highlights for military-affiliated learners. https://www.military.com/feature/2025/12/23/higher-education-highlights-military-affiliated-students.html     

Ohio State University. (2025). Supporting veteran and military-connected learners. Teaching and Learning Resource Center. https://teaching.resources.osu.edu/teaching-topics/supporting-veteran-military

Persky, K. R., & Oliver, D. E. (2010). Veterans coming home to the community college: Linking research to practice. Community College Journal of Research and Practice, 35(1–2), 111–120. https://www.tandfonline.com/doi/full/10.1080/10668926.2011.525184     

Rumann, C. B., & Hamrick, F. A. (2010). Student veterans in transition: Re-enrolling after war zone deployments. The Journal of Higher Education, 81(4), 431–458. https://www.westga.edu/share/documents/pubs/027896_.pdf

Tontz, J., & Long, L. (2026). Supporting military-connected college learners: Applying theory to student affairs practice. Routledge. https://doi.org/10.4324/9781003517559

Vacchi, D. T. (2012). Considering student veterans on the twenty-first-century college campus. About Campus, 17(2), 15–21. https://eric.ed.gov/?id=EJ970001

Vacchi, D. T., & Berger, J. B. (2014). Student veterans in higher education. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (Vol. 29, pp. 93–151). Springer. https://link.springer.com/chapter/10.1007/978-94-017-8005-6_3

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About the Authors

Dr. Michele Riley serves as the Associate Dean for the School of Multidisciplinary and Professional Studies at Purdue Global. In this role, she oversees the Humanities, Social Sciences, Professional Studies, and Science departments. The academic programs under her leadership include the undergraduate and graduate Professional Studies and the Sustainability programs.

Dr. Carolyn Stevenson (she/her) is a full-time faculty member for the Professional Studies Department, Department of Multidisciplinary and Professional Studies (MaPS) at Purdue University Global. She has over 25 years of teaching and administrative experience in higher education at both the undergraduate and graduate levels.