Conference Session

Military and Veterans Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vukica M. Jovanovic, Old Dominion University; Michael Anthony Crespo, Granby High School, Norfolk Public Schools, Norfolk, VA; Drew E. Brown, Old Dominion University; Deborah Marshall, Norfolk Public Schools Career & Technical Ed. Dept.; Otilia Popescu, Old Dominion University; Murat Kuzlu, Old Dominion University; Petros J. Katsioloudis, Old Dominion University; Linda Vahala, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

graduates to fill these new jobs.There is currently a large gap in the number of K-12 level teachers available in the area of careerand technical education. One possible solution to this problem may come from a specificsegment of the workforce, veterans. This paper will provide an overview of different challengesthat many veterans are facing after joining career switcher programs for future teachers.IntroductionDigital transformation is leading to a shift in many current jobs. Cybersecurity has become partof any virtual job [1], which became quite clear during the Covid-19 pandemic. The pandemicalso led to more openings for cybersecurity professionals, as well as a huge growth of thatspecific industry sector since there was a large rise in the

Conference Session

Military and Veterans Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jae Hoon Lim, University of North Carolina at Charlotte; Peter Thomas Tkacik, University of North Carolina at Charlotte; Jerry Lynn Dahlberg Jr, University of North Carolina at Charlotte; Arna Erega, The University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

frameworks, social constructivist andfeminist theories.Preliminary ResultsGendered Motivation for Learning Military Technology: (Im)possibility of Caring Male and female students shared several pre-dispositions that motivated them to enroll inthe course as an elective. Among them were personal interest in military-related topics and adesire to expand their understanding of future employment opportunities. Some students had apersonal connection to the military either through their own service or prior/current service of afamily member or significant individual, which prompted their curiosity and motivation to takethe class. It is worthy to note that male students’ motivations exhibited “an individual focus”(Severiens, Dam, &