Supporting the Military-Affiliated Learner

Victoria McDermott is an instructor at the University of Maryland. Leandra H. Hernández is assistant professor in the Department of Communication at Utah Valley University. Amy May is assistant professor in the Department of Human Communication Studies at Shippensburg University.

Introduction: The Current Status of MALs in Higher Education, Victoria McDermott, Leandra Hinojosa Hernández, and Amy May

Part I: Exploring MAL Identities

Chapter 1: Setting the Stage: MALs in Higher Education, Victoria McDermott, Margaret Stewart, Carol Walker, Amy May, and Leandra Hernández

Chapter 2: Understanding Dual Identity Formation: Identifying Commonalities and Resolving “Differentness” For Military Affiliated Learners, Amy May and Victoria McDermott

Chapter 3: What is Impacting the Military-Affiliated Learner Experience in Higher Education, Nancy A. Chiara, Michael Chiara, and Mary Z. Ashlock

Chapter 4: Supporting Military Veterans in the Graduate Classroom: A Case Study of Political Beliefs And Discussion, William T. Howe Jr.

Chapter 5: Challenges for Military Partners Pursuing College and Resilience-Based Strategies to Support their Academic Success, Kelly R. Rossetto and Jennifer S. Owlett

Part II: Educators and Support Staff Experiences with MALs

Chapter 6: Speaking Chicana/o Secrets to Military Students: An Autoethnography of Teaching Senior Military Noncommissioned Officers, Frank G. Pérez

Chapter 7: Nepantla, Liminality, and Teaching and Learning in the Space Between: A Borderlands Approach to Military-Affiliated Learner Pedagogy, Leandra Hinojosa Hernández, Sarah De Los Santos Upton, and Arthur A. Aguirre

Chapter 8: Supporting the Military-Affiliated Learner’s Medical School Aspirations, Zea Moullet and Jennifer N. Belding

Chapter 9: Nuclear War!: Theorizing the Negative Impacts of Policy Debate’s Tropogical Mistreatment of War for Military-Affiliated Learners, Nick J. Sciullo

Chapter 10: The Hard Sell: Supporting MALs through Resource Centers, Meghan Velez, Victoria McDermott, and Kenneth W. Marlin

Part III: Building Inclusive Learning Communities Virtually and Beyond

Chapter 11: Best Practices in Supporting Military-Affiliated Learners: Suggestions from Communication and Psychological Sciences, Leandra Hinojosa Hernández and Jennifer N. Belding

Chapter 12: Two-Way Communication as a Constructivist Pedagogy Tool for Enhancing Meaning Making in Digital Learning Classrooms with Military Affiliated Learners, April Cobos

Chapter 13: “So We Hit It With a Hammer, and It Worked”: How Active-Duty Marines Communicate, Collaborate, and Forge their Own Learning Communities in Social Media, Bree McGregor

Chapter 14: Collaborative Apprenticeship Approaches to Writing Instruction in the Military, Ashley Ludewig

Chapter 15: Adapt and Overcome: Military-Affiliated Learners and Transfer of Learning, Catherine St. Pierre

Chapter 16: From Application to Graduation: Collective Recommendations for Serving those Who Serve, Amy May, Victoria McDermott, And Leandra Hinojosa Hernández