Mark Blaauw-Hara is assistant professor, teaching stream, at the University of Toronto–Mississauga. He has served as president of the Council of Writing Program Administrators, and his writing has appeared in Composition Forum, Composition Studies, Kairos, Teaching English in the Two-Year College, The Journal of Teaching Writing, and The Community College Journal of Research and Practice, among other journals. He has also written for several edited collections, including (Re)Considering What We Know and WPAs in Transition, and he has been anthologized in collections such as Teaching Composition at the Two-Year College. Additionally, he serves on the editorial board of the Journal of Veterans Studies.

“This work provides a structure and format for the college professor seeking strategies to support the veteran student in their classroom and on their campus. Particularly for the writing professor, Blaauw-Hara provides clear parallels between writing instruction and the experiences of military students.”—Teachers College Record“Blaauw-Hara does a flawless job of focusing on what student-veterans bring to the table, enabling professors to shift focus away from alleged shortcomings. The book also presents a unique and invaluable perspective for current military members, those separating or retiring soon, and those already facing the aforementioned obstacles.”—DODReads

Mark Blaauw-Hara is assistant professor, teaching stream, at the University of Toronto–Mississauga. He has served as president of the Council of Writing Program Administrators, and his writing has appeared in Composition Forum, Composition Studies, Kairos, Teaching English in the Two-Year College, The Journal of Teaching Writing, and The Community College Journal of Research and Practice, among other journals. He has also written for several edited collections, including (Re)Considering What We Know and WPAs in Transition, and he has been anthologized in collections such as Teaching Composition at the Two-Year College. Additionally, he serves on the editorial board of the Journal of Veterans Studies.

“This work provides a structure and format for the college professor seeking strategies to support the veteran student in their classroom and on their campus. Particularly for the writing professor, Blaauw-Hara provides clear parallels between writing instruction and the experiences of military students.”—Teachers College Record“Blaauw-Hara does a flawless job of focusing on what student-veterans bring to the table, enabling professors to shift focus away from alleged shortcomings. The book also presents a unique and invaluable perspective for current military members, those separating or retiring soon, and those already facing the aforementioned obstacles.”—DODReads

Mark Blaauw-Hara is assistant professor, teaching stream, at the University of Toronto–Mississauga. He has served as president of the Council of Writing Program Administrators, and his writing has appeared in Composition Forum, Composition Studies, Kairos, Teaching English in the Two-Year College, The Journal of Teaching Writing, and The Community College Journal of Research and Practice, among other journals. He has also written for several edited collections, including (Re)Considering What We Know and WPAs in Transition, and he has been anthologized in collections such as Teaching Composition at the Two-Year College. Additionally, he serves on the editorial board of the Journal of Veterans Studies.

“This work provides a structure and format for the college professor seeking strategies to support the veteran student in their classroom and on their campus. Particularly for the writing professor, Blaauw-Hara provides clear parallels between writing instruction and the experiences of military students.”—Teachers College Record“Blaauw-Hara does a flawless job of focusing on what student-veterans bring to the table, enabling professors to shift focus away from alleged shortcomings. The book also presents a unique and invaluable perspective for current military members, those separating or retiring soon, and those already facing the aforementioned obstacles.”—DODReads