An Instructor's Guide to Teaching Military Students is a resource for online and on-ground educators in private and public learning institutions around the world. The content applies to faculty members in liberal arts and research-oriented institutions, and vocational trainers. Topics are related to the creation of lecture material and delivery of course content in computer and information science, engineering, and engineering technology, healthcare, business and finance, marketing communications and general education courses in the arts and social sciences. Suggestions on providing feedback that is sensitive to the unique culture and experiences of military students are provided as well. The last chapter includes the opinions of academic and military experts on what progress has been made in meeting the needs of this particular student population, as well as predictions about future changes that will facilitate the transition from service member to scholar.

The term, "military learners" has been adapted for this text to include active-duty service members and their families, veterans, members of the U.S. National Guard, and reservists, as well as U.S. Department of Defense (DOD) contractors. Language used that can be easily understood and applied by the novice instructor, or the seasoned professional. This handbook also provides useful suggestions on helping students translate their military training and experience into more active classroom participation.

Autorentext

Suzane L. Bricker is an Associate Adjunct Online Professor at the University of Maryland University College (UMUC), and a peer editor for the Journal of Business and Technical Communication (JBTC).

Zusammenfassung
An Instructor's Guide to Teaching Military Students is a resource for online and on-ground educators in private and public learning institutions around the world. The content applies to faculty members in liberal arts and research-oriented institutions, and vocational trainers. Topics are related to the creation of lecture material and delivery of course content in computer and information science, engineering, and engineering technology, healthcare, business and finance, marketing communications and general education courses in the arts and social sciences. Suggestions on providing feedback that is sensitive to the unique culture and experiences of military students are provided as well. The last chapter includes the opinions of academic and military experts on what progress has been made in meeting the needs of this particular student population, as well as predictions about future changes that will facilitate the transition from service member to scholar.

The term, military learners has been adapted for this text to include active-duty service members and their families, veterans, members of the U.S. National Guard, and reservists, as well as U.S. Department of Defense (DOD) contractors. Language used that can be easily understood and applied by the novice instructor, or the seasoned professional. This handbook also provides useful suggestions on helping students translate their military training and experience into more active classroom participation.

Inhalt

Foreword
Preface

CHAPTER 1 - A Brief Introduction and Saluteto the Military Student
CHAPTER 2 - Why Should I Gear My Curriculum to Military Students?
CHAPTER 3 - Constructing Syllabus Content
CHAPTER 4 - A Military Learner's Introduction to a College Campus: Directions on Resource Access
CHAPTER 5 - Defining the Needs of the Online Military Student
CHAPTER 6 - Who is the Army Learner?
CHAPTER 7 - Who is the Marine Learner?
CHAPTER 8 - Who is the Navy Learner?
CHAPTER 9 - Who is the Air Force Learner?
CHAPTER 10 - Who is the Coast Guard Learner?
CHAPTER 11 - Who is the Veteran Learner?
CHAPTER 12 - Who are the Reservists, Government Contractors, and Military Family
Members Learners?
CHAPTER 13 - Defining Basic Types of Medical, Physical, and Psychological Conditions
Chapter 14 - The Past, Present, and Future of Military Students' Education: What the Experts Have to Say
References