The CCCC position statement on student veterans (2015) reminds writing program administrators (WPAs) of their responsibility to prepare faculty to understand not only the challenges these returning students may face but also the assets they bring with them. This essay argues that writing programs must develop faculty education programs that go beyond solo workshops to articulate what it means to be veteran friendly. Specifically, this essay identifies and describes a special-interest-group (or SIG) model for instructor education.
A Journal of Community-Engaged Writing and Rhetoric