Call for Submissions: CCCC 2013 Workshop: Serving Our Veterans: Pedagogical Strategies for Student-Veteran Success. May 7, 2012
CCCC 2013 Workshop: Serving Our Veterans:
Pedagogical Strategies for Student-Veteran Success
As a series of recent articles in The Chronicle of Higher Education points out, veterans of the global War on Terror are returning to civilian life via the college classroom in record numbers: over half a million in 2011, up from thirty-four thousand in 2009. This population is expected to double by 2015. These student-veterans often encounter both post-service civilian life and academic life in first-year composition courses as they transition from the military. While some publications, like the Chronicle and the 2009 special issue of TETYC on student veterans, have called faculty attention to this student population, much work remains to be done to ensure that compositionists understand the attitudes, expectations, and abilities student-veterans bring not only to our classrooms and campuses but also to civic life.
Student-veterans comprise a complex cohort, one often stultified by stereotypes of the heroic warrior or the ticking time bomb drawn by civilians--students and faculty alike--from media outlets. But research by compositionists has begun to break down those stereotypes, showing that many student-veterans arrive on campus with highly-developed work ethics, sophisticated rhetorical and genre knowledge, and maturity and leadership skills well beyond those of traditional students, among other strengths.
[Version 2] However, student-veterans often mistrust academics or expect little more than instruction in grammar from their writing courses. In light of the expanding student-veteran population, we are in a position now to counter these expectations by developing and implementing pedagogical strategies for this population of students who have served us and now expect, quite reasonably, to be served by us. Lest we balk at the notion that student-veterans need special treatment, let us point out that many of these pedagogical strategies benefit other student populations as well, from adult learners to traditional students to basic writers. Our workshop appeals to almost everyone who attends this conference: from WPAs, to writing center staff, to instructors of all stripes at two- and four-year institutions.
Hence, we propose an all-day workshop devoted to developing pedagogical strategies for student-veteran success. Because we support the mission of public work, we will hear not just from academics but also from public stakeholders, including the Student Veteran Association of Las Vegas, Nevada. Participatory engagement will be strongly nurtured through the activities in the following schedule:
9:00-9:15 - Introductions
9:15 -10:20 - Research Presentations
10:20-10:30 - Break
10:30-11:30 - Breakout Sessions
11:30-12:00 - Whole Group Discussion
12:00-1:15 - Lunch
1:15-2:50 - Student Veteran Association of Las Vegas, Nevada
2:50-3:00 - Break
3:00-3:45 - Breakout Sessions
3:45-5:00 - Whole Group Presentation, Discussion, and Synthesis
We invite your contributions to this all-day workshop. Because many people who attended this year's workshop expressed a desire for more collaborative work, we have limited the number of research presentations and added more whole group presentation and discussion.
We are soliciting presenters for the following roles:
Three-four people to present research (10 minute limit)
Eight people to lead breakout sessions (Leaders will offer a 10-minute presentation of pedagogical/research information, followed by a series of questions for participants to discuss.
Three-four people to present a five-minute version of research for whole group discussion (5 minute limit)
Please provide the role in which you would like to participate, a title for your work, and the name of your institution or community organization, as there will be no need at this time for anything other than your role and a title.
Please send your submissions to email@example.com with the subject line "4C13 Student-Veteran Workshop" by May 4, 2012.
Bowling Green State University