Institutions of higher education are experiencing the largest influx of enrolled veterans since World War II and these student veterans are transforming postsecondary classroom dynamics. While many campus divisions like admissions and student services are actively moving to accommodate the rise in this demographic little research about this population and their educational needs is available and academic departments have been slower to adjust. In Generation Vet fifteen chapters offer wellresearched pedagogically savvy recommendations for curricular and programmatic responses to student veterans for English and writing studies departments. In work with veterans in writingintensive courses and community contexts questions of citizenship disability activism communitycampus relationships and retention come to the fore. Moreover writingintensive courses can be sites of significant cultural exchangeseven clashesas veterans bring military values rhetorical traditions and communication styles that may challenge the values beliefs and assumptions of traditional college students and faculty. This classroomoriented text addresses a wide range of issues concerning veterans pedagogy rhetoric and writing program administration. Written by diverse scholarteachers and written in diverse genres the essays in this collection promise to enhance our understanding of student veterans composition pedagogy and administration and the post911 university.