Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Military and Veterans
Rates of veteran enrollment in colleges and universities are approaching levels not seen since the fifties, due in part to the Post 9/11 GI Bill, an educational assistance plan for eligible veterans. Connecting veteran students with the support skills they need is crucial to their continuing success, in the classroom and beyond. Studies suggest that veteran students perform to their academic best when given clear objectives and product exemplars, with a focus on best-practice—a result that runs contrary to received wisdom in composition pedagogy research, which tends to give primacy to individualistic, process-focused approaches to student writing. Arguing for the incorporation of longitudinal research regarding veteran writing pedagogical praxis and an informed Technical Writing and Communication (TWC) classroom anchored Project-based Learning (PBL), this paper presents a brief overview of TWC as a discipline, its institution-specific implementation at The [Institution], and current veteran academic success markers. By recommending the implementation of a qualitative survey tool, this paper also seeks to identify the range of veteran TWC experiences that can be leveraged in the classroom, outlining the diversity of veteran experience, training, and confidence regarding TWC-driven tasks. Finally, by eliciting veteran students’ previous TWC training in a military context, the recommended survey apparatus can be used as a meaningful tool for teaching TWC educators how to facilitate opportunities for veteran students to demonstrate in-classroom leadership and contribute experiential insight, for the collective benefit of veteran students and their traditional student counterparts.
Eggleston, A. G., & Rabb, R. J. (2018, June), Reaching and Including Veteran Students in the Technical Communication Classroom Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30916
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