Designed for Every Learner

For many enlisted veterans, stepping into a college classroom for the first time after years spent in service can prompt a quiet set of questions: Will I be able to keep up? What do I do if I need support? Will this be tailored to my own unique needs? 

At Warrior-Scholar Project (WSP), those concerns are not only expected but part of the program’s structure. As Dr. Cassie Sanchez, WSP’s director of education, explains, “I am consistently reviewing our learning objectives and thinking about ways of meeting our students where they are and supporting them as they reach toward whatever goal they come into the boot camp with.” 

That ideology shapes everything from how classes are taught to how support is provided behind the scenes. Rather than assuming a standard path to success, WSP creates an environment that recognizes variation in how people learn from the outset.

A common misconception about learning is that people fall neatly into four styles: visual learners (those who prefer images and graphs), auditory learners (those who learn by listening), kinesthetic learners (those who learn by doing), and those who learn by reading or writing. 

In practice, though, it’s rarely that simple. What works in one subject or setting may not work in another, and WSP intentionally avoids boxing participants into fixed styles. “It actually depends on the subject that you’re learning and the context within which you’re learning,” Sanchez says. 

To address these differences, WSP leans into a principle known as universal design, which embraces the variability in how people learn by building flexibility into the curriculum. In a WSP classroom, that means instruction takes many different forms. For example, an academic boot camp session might begin with a short lecture, move into an individual activity, shift to a small-group discussion, and then expand into a hands-on activity. Instructors are encouraged to change formats frequently, sometimes every 20 minutes, to keep participants engaged and create multiple points of connection to the material. This approach increases the likelihood that each participant will encounter moments when the content “clicks,” whether through writing, discussion, movement, or application. Just as importantly, it reinforces the idea that there is no single “correct” way to learn. 

That philosophy extends to how WSP trains its instructional team. WSP fellows, who are program alumni rather than professional educators, lead several boot camp sessions and receive targeted training not just in what to teach, but how to teach it. Sanchez describes this as “teaching the teacher,” with a focus on using multiple instructional methods and anticipating a range of learning styles. College professors and faculty from the host institution are also provided guidance on working with student veterans, ensuring the classroom experience remains rigorous while remaining responsive. 

Participants are also encouraged to bring their own experiences into the process through daily reflective work. “We really try to have students find a way to use their lived experience and connect it to the material that they’re learning,” says Sanchez. This not only deepens understanding of coursework but also helps veterans see their military backgrounds as assets in the classroom rather than separate from it. 

While instruction design is one part of accessibility, formal accessibility accommodations are another. 

Participants have the opportunity to share accommodation needs during the application process, allowing the team to plan ahead and coordinate support early. From there, WSP works internally and with host institutions to ensure those needs are met as effectively as possible. 

Because each campus has different levels of accessibility, coordination can be complex and involves several factors. By tracking what each institution can realistically support—from housing logistics to walkability—WSP can plan early and place participants in environments that align with their needs. Once placements are set, the team continues working directly with campus partners to ensure everyone is prepared before participants arrive.

While WSP does its best to proactively ensure that accessibility accommodations are met, the process intentionally mirrors aspects of the college application process. The WSP syllabus includes accommodation statements similar to what students will encounter at a university, and participants are expected to communicate their needs in ways that reflect real-world expectations. 

“One of the primary objectives of our boot camps is to expose students to what they might encounter at college, and I do think that we do a good job of that. Students need to take the initiative to disclose their need for accommodations to us ahead of time. And this is something that they would have to do when they go to college; they need to provide us with accurate information so that we can best support them,” says Sanchez. 

Taken together, these systems are designed to create a more supportive learning experience where every participant feels equipped to reach their full potential. 

For veterans who may be unsure whether they will fit into an academic environment — or whether their needs will not only be met but understood — WSP offers intentional support to meet them where they are. “We are well-equipped to support students with all kinds of needs, whether that’s physical limitations, learning disabilities, or learning differences,” Sanchez says.  

Sanchez’s advice to anyone contemplating whether attending a WSP boot camp is right for them is direct. “Don’t hesitate. We would be happy to have you and are prepared to support you through your journey,” she says. 

For those ready to take the next step, WSP offers a safe space to build confidence in the classroom. Submit an interest form here to get started or contact admissions@warrior-scholar.org to learn more about our programs.