Displaying all 4 results
- Conference Session
- Military and Veterans Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rahul Verma P.E., United States Military Academy
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- Diversity
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- Military and Veterans
analysis included showing the participants a water and wastewater system and having them classify the various stages according to the Component Model elements.• Infrastructure Assessment Model- this model was developed at USMA to supplement the engineering education curriculum on infrastructure prior to being written into TR-14-14 and has been used in several Army officer education courses. The Assessment Model focuses on the following six prompts to rapidly assess and describe the status of infrastructure components and systems. 1. REQUIRED – What’s needed? 2. READY – What’s present? 3. ORGANIZED – How is the system coordinated? 4. REDUNDANT – Is there a spare? 5. PREPARED – Is there a plan for
- Conference Session
- Military and Veterans Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Zachary Jordan Bunn, United States Military Academy; Julia Lyn Wyatt, United States Military Academy; Joshua N. Burns, United States Military Academy; Brian Riser, United States Military Academy; Kevin P. Arnett P.E., United States Military Academy; Michael Gerhardt Oesterle, Naval Facilities Engineering and Expeditionary Warfare Center
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Persis- tent Operations (HIPPO) II program and for the development of the DoD’s automated site planning tool, Explosives Safety Siting Software. Dr. Oesterle received his Ph.D. in Structural Engineering from the University of California, San Diego in 2009. American c Society for Engineering Education, 2021 Leveraging DOD Relationships and Interests to Improve Undergraduate Education and Enhance the Structural Engineering Profession1. Abstract Department of Defense (DOD) organizations such as the Naval Facilities EngineeringCommand (NAVFAC), the Air Force Civil Engineering Center, and the US Army Corps
- 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
that are required to complete this program:1) Registration; 2) Meeting with the counselor and action plan creation; 3) Pass Praxis exams orstate exams for teacher credentials; 4) Pass background check and screening; 5) Completestudent teaching hours; 6) Apply for state certification; 7) Create a resume, cover letter, and listof references; 8) Search for jobs by state; 9) Attend job fairs or TASC events; and 10) Startworking as a licensed teacher [17]. The program is scheduled to phase out by October 2021 [18].Veterans to Teachers in Commonwealth in VirginiaThe Commonwealth of Virginia requires 18 credit hours of courses related to the teachercertification [19]. There are eight broad career and technical education (CTE) areas
- 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
consented with theinterviewer that the course content would apply to their career goals, Stephanie declared, “Notfor me.” Interviewer: So does this (the course curriculum) apply at all to your career goals? Kirk: Yes. (Other two male students also nodded in approval). Stephanie: Not for me. Interviewer: No? How come? Stephanie: I think I’m going on into manufacturing. Unless I’m manufacturing some military technology which I don’t plan on it. Because I couldn’t live with myself if I manufactured guns or something like that. Kirk may think differently. But unless I go into some military class, it wouldn’t really apply to me. It was very interesting though. Selena, a female student in 2017