Benedict, Helen. The Lonely Soldier: The Private War of Women Serving in Iraq. Boston: Beacon. 2009.
Through unforgettable stories, "The Lonely Soldier" explains the shocking frequency of sexual assault and what can be done--Army Reserve Colonel Ann Wright.
Bond, Gilbert L. “A Postwar Program for the Remedial English Student.” College English 7.8 (1946): 466-70.
Bond, Gilbert L. “A Postwar Program for the Remedial English Student.” College English 7.8 (1946): 466-70.
Brophy Marcus, Mary. “Caregiving Strains Families of Veterans with Severe Injuries.” USATODAY.com. USA TODAY. 26 Jan 2010. Web. 12 Apr. 2011.
Bowden, Lisa and Shannon Cain, eds. Powder: Writing by Women in the Ranks, from Vietnam to Iraq. Kore Press, 2009.
Bowden, Lisa and Shannon Cain, eds. Powder: Writing by Women in the Ranks, from Vietnam to Iraq. Kore Press, 2009.
Clark, Daniel A. "The Two Joes Meet. Joe College, Joe Veteran": The G. I. Bill, College Education, and Postwar American Culture." History of Education Quarterly. Vol. 38, No. 2 (Summer, 1998), pp. 165-189
DiRamio, David, Robert Ackerman, Regina L. Mitchell. “From Combat to Campus: Voices of Student-Veterans” journals.naspa.org. Journal of Student Affairs Research and Practice. Vol. 25 2008 Iss 1. Web. 16 April 2011
Abstract: What needs do veterans bring to campus? Little is known about this emerging student population. The researchers interviewed 25 students who served in the current Iraq and Afghan conflicts. This was a multicampus study, with the sample derived from three geographically diverse universities representing northern, southern, and western regions of the United States. Using a model of adult transition by Schlossberg as a guiding theory, a grounded theory epistemology was used to generate a conceptual framework for understanding students who are making the transition from wartime service to college. Findings and implications will help institutions organize a holistic approach for assisting veterans and improving their chances for success.
Fairbanks, Amanda M. "Military Veterans At Private Universities Fear Being Robbed Of G.I. Bill Dollars." Huffingtonpost.com. Huffington Post. 19 Apr 2011. Web. 20 April. 2011.
Herrmann, Douglas, et. al. Educating Veterans in the 21st Century. Book Surge: Lexington, KY. 2010.
Herrmann, Douglas, et. al. Educating Veterans in the 21st Century. Book Surge: Lexington, KY. 2010.
Abstract: The citizenry of America supports our veterans. On return from the service, many Iraq and Afghanistan veterans are attending college. Some of these veterans encounter difficulties that interfere with their efforts to obtain a degree. Recent examination of this situation indicates that higher education is largely unaware of these problems. This book reviews knowledge that can help college administrators and professors to update practices at their school to properly serve the needs of veterans concerning: financial aid, transfer credits, educational programs, classroom climate, and the health care of veterans. Most of the problems discussed here originate in higher education’s lack of knowledge about the unique needs of veterans. America’s educators want as many veterans as possible to attend and complete a college education. If American higher education adjusts its practices to be helpful to veterans, veterans will obtain the education that they pursue.
Hopkins, Charles, et. al. Improving College Education of Veterans. CreateSpace: Charleston, SC. 2010
Abstract: This book consists of a prologue and 25 chapters based on a series of presentations made at a conference in October, 2009 developed by the College Educators for Veterans Higher Education and held at the Servicemembers Opportunity Colleges (SOC), Washington, DC 20005 The speakers addressed the difficulties that veterans sometimes encounter while seeking a college degree. The speakers are distinguished in higher education, higher education of veterans, or research in education. The book considers four broad topics, giving readers an: introduction to some higher education problems of veterans; broad perspectives on veterans education problems; specific kinds of veterans education problems; and proposals to help create a better future for veterans in higher education. If the difficulties of veterans in college are corrected, their success in obtaining a degree will be greatly enhanced. Anyone interested in the higher education of veterans will benefit by reading this book.
Mansfield, Alyssa. “Deployment and the Use of Mental Health Services among U.S. Army Wives.” Nejm.org. The New England Journal of Medicine. 14 Jan 2010. Web. 16 Apr 2011.
Martin, Maggie. “There’s No Quick Fix for Veterans.” Huffingtonpost.com. Huffington Post. 13 Apr 2011. Web. 16 April. 2011
Maxwell, Tim. “PTSD Difficult to Treat, Harder to Accept.” washingtontimes.com. The Washington Times. 11 April 2011. Web. 12 Apr. 2011.
Prois, Jessica. “Homeless Women Veterans Need More Clinical Resources, Open Ears.” huffingtonpost.com. Huffinton Post. 12 Apr 2011.
Rose, Mike. “Soldiers in the Classroom.” Why School? Reclaiming Education for All of Us. New York: The New Press, 2009.
Rose, Mike. “Soldiers in the Classroom.” Why School? Reclaiming Education for All of Us. New York: The New Press, 2009.
Schoomaker, Lt. Gen. Eric B. “The Wounded Platoon: Interview Lt. Gen. Eric B Schoomaker.” Pbs.org.Frontline World. N.d. Web. 15 March 2010.
Sherman, Nancy. “The Untold Stories of War.” The Chronicle Review. 16 Apr 2010: B7-9.
Slocock, Caroline. "Winning Hearts and Minds: The 1st Casualty Press." American Studies 16.1 (1982): 107-18.
Walker, Childs. “War Veteran Barred from CCBC Campus for Frank Words on Killing.” The Baltimore Sun 20 Nov 2010.
Weir, Clara B. “Should the Veteran Read War Books?” College English 9.2 (1947): 104-5.
Sherman, Nancy. “The Untold Stories of War.” The Chronicle Review. 16 Apr 2010: B7-9.
Slocock, Caroline. "Winning Hearts and Minds: The 1st Casualty Press." American Studies 16.1 (1982): 107-18.
Walker, Childs. “War Veteran Barred from CCBC Campus for Frank Words on Killing.” The Baltimore Sun 20 Nov 2010.
Weir, Clara B. “Should the Veteran Read War Books?” College English 9.2 (1947): 104-5.
Bond, Gilbert L. “A Postwar Program for the Remedial English Student.” College English 7.8 (1946): 466-70.
ReplyDeleteBowden, Lisa and Shannon Cain, eds. Powder: Writing by Women in the Ranks, from Vietnam to Iraq. Kore Press, 2009.
Rose, Mike. “Soldiers in the Classroom.” Why School? Reclaiming Education for All of Us. New York: The New Press, 2009.
Sherman, Nancy. “The Untold Stories of War.” The Chronicle Review. 16 Apr 2010: B7-9.
Slocock, Caroline. "Winning Hearts and Minds: The 1st Casualty Press." American Studies 16.1 (1982): 107-18.
Walker, Childs. “War Veteran Barred from CCBC Campus for Frank Words on Killing.” The Baltimore Sun 20 Nov 2010.
Weir, Clara B. “Should the Veteran Read War Books?” College English 9.2 (1947): 104-5.
All of these articles/chapters are about World War II--I prepared an annotated bib about composition classes during the war for a class. I'm trying to share only the most relevant sources:
ReplyDeleteBerlin, James A. Rhetoric and Reality: Writing Instruction in American Colleges, 1900-1985. Carbondale: Southern Illinois University Press, 1987. Print.
“The Communications Emphasis” chapter explains how composition was integrated into communications courses, largely in response to World War II.
Buckley, Jerome H., and Paul L. Wiley. “The Technique of the Round Table in College Composition.” College English 6.7 (1945): 411-412. Print.
Buckley and Wiley discuss University of Wisconsin’s response to the ASTP, a classroom practice they call the roundtable. The article begins with a summary of the ideology—the authors contend that the roundtable not only allows students to express “our American faith in the free exchange of ideas,” but it also encourages student soldiers (and civilians) to use writing and oral expression to more fully participate as “responsible citizens in a democratic society.” Buckley and Wiley argue that the roundtable effectively synthesizes reading, writing, and speaking.
Malmstrom, Jean. “The Communication Course.” College Composition and Communication 7.1 (1956): 21-24. Print.
Malmstrom’s 1956 article reflects on the communications course, covering its genesis, interdisciplinary influences, role as a skills course, and problems in administering and staffing it.
"Veterans History Project (Library of Congress)." Library of Congress Home. 27 May 2010. Web. 10 June 2010. .
Digital Collections & Interviews available online
Willis, Margaret. “The University School Veterans' Project.” Educational Research Bulletin 24.6 (1945): 145-151. Print.
Willis observed: “The work in English and in the social sciences was on a more mature and purposeful level than is usually possible in a high-school class. The rich backgrounds of experience and mature interests of the veterans led to a definite shift in content. In English, the men read widely at their own level, worked to make their writing express their ideas effectively, and discussed the big questions with which they were concerned” (148). She explains researcher collaboration with the students “the faculty made it clear to the men that the veterans’ project was experimental in the sense that we had an obligation to learn from them and to make what we learned available to other teachers” (148). The two conclusions Willis wanted to share were 1) success of the program depended on guidance offered and 2) veterans should be in class with veterans or adults, not regular high school students.
Wykoff, George. “Army English Experiences Applicable to Civilian, Postwar English.” College English 6.6 (1945): 338-342. JSTOR. Web. 23 June 2010.
Wykoff’s article describes how Purdue University responded to the Army Specialized Training Program and its mandates for teaching language arts. The Army did not want a conventional English course—grammar was not to be taught as its own end, and reading and listening were lumped in with speaking and writing. At Purdue, speech teachers taught the oral parts and composition instructors taught writing, which Wykoff characterizes as a happy division of labor. He discusses the time involved (84 class meetings), the place of reading and listening, and the comprehensive exam. He declared: “we learned…that while class instruction may be excellent, it may show up badly on a test through lack of skill on the part of the test-makers.” (341) Here, Wykoff’s concerns sound eerily similar to contemporary instructors. Wykoff concludes that “adequate composition teaching could very easily lead to a considerable revival of interest in literature and the humanities” (342).