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

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Diversity

Tagged Divisions

Military and Veterans

disciplines, including engineering, reflects a procedural,individualistic, and separated way of knowing, which poses a significant challenge to youngwomen’s intellectual pursuit in these disciplines [18].Research Design Our study is an ethnographic study, a qualitative research approach that explores thesubtle yet important cultural aspects and processes in society. In an ethnographic study, theresearcher typically investigates a culture-sharing group in a natural setting over a prolongedperiod of time by collecting primarily observational and interview data” [19]. Ethnography is anaturalistic and holistic inquiry based on multiple data collection methods, using inductiveanalysis, and drawing cultural interpretations as final outcomes

Conference Session

Military and Veterans Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

Tagged Divisions

Military and Veterans

learner actively engages in the process of sense-making and knowledgeconstruction [4]. Carefully selected content knowledge [5] and reciprocal interactions with others(i.e., instructor, peers)[6, 7] will mediate and facilitate learning. This perspective challenges thetraditional view of teaching and learning that portrays a learner as a passive individual simplyreceiving the knowledge provided by an authority figure. Experiential learning, a concept andpedagogical practice inspired by Constructivist learning theory also upholds the learner’s activerole and focuses on “learning through reflection on doing” [8]. Experiential learning isrepresented as a cycle of four stages, a) Concrete experience, b) Reflective observation of the newexperience, c

Conference Session

Military and Veterans Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Thomas E. Mertz, Kansas State University - Polytechnic Campus; William E. Genereux, Kansas State University - Polytechnic Campus; Troy Harding, Kansas State University - Polytechnic Campus; Tim Bower, Kansas State University - Polytechnic Campus; Katrina M Lewis; Michael Lee Oetken, Kansas State University

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Diversity

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Military and Veterans

capstone courses. • To provide a mechanism that requires students to work on keeping their portfolios up-to- date.The second innovation of the new curriculum is the portfolio requirement, in which the studentdemonstrates that he or she has attained the student learning outcomes (SLOs) of the program.For their portfolios, students are required to: ● Showcase their strongest work from a variety of classes, both in and outside of their major. ● Discuss the thought and effort that went into creating the work shown. ● Include written reflections that discuss the challenges faced, strengths and weaknesses, and what was learned from creating the work.Pedagogical advantages of portfolios have been discussed in the literature. The

Conference Session

Military and Veterans Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Greg Rulifson P.E., Colorado School of Mines; Nathan E. Canney, CYS Structural Engineers Inc.

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Diversity

Tagged Divisions

Military and Veterans

alumnus who was a veteran also shared his story during an interview. These veteranssaw military service as a strong reflection of social responsibility and a sacrifice to the greatergood. Some veterans pushed back on the notion of social responsibility as an obligation ingeneral. One student veteran shared a story of being disparaged for his military association. Theresults help engineering faculty understand the perspectives of students with militarybackgrounds and/or aspirations. Faculty should consider these perspectives in their teaching,particularly when facilitating discussions and debates around ethics and societal impacts in theircourses.IntroductionA key attribute of professionalism is a “normative orientation toward the service of

Conference Session

Military and Veterans Division Technical Session 1: Academic Transition

Collection

2018 ASEE Annual Conference & Exposition

Authors

Aldo A. Ferri, Georgia Institute of Technology; Wayne E. Whiteman, Georgia Institute of Technology

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Diversity

Tagged Divisions

Military and Veterans

published start and end dates and “hard”deadlines. Since 2014, the MOOC format has changed to “on-demand.” Students are allowed toenroll and start at any time. New class “cohorts” start about every month for every class. Thesecourses are self-paced with “soft” deadlines. The deadlines are suggested, but if the student fallsbehind they may join up with the next month’s “cohort” and continue to proceed in the classuntil completion.In-video knowledge checks are included in the module videos to stimulate learner interaction.The video pauses at various locations to allow students to reflect and answer questions on theirown about the material. An example of this type of interaction is included in Figure 1. Figure 1. Typical In

Conference Session

Military and Veterans Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey Chase Hood MA, Kansas State University; Stacey E. Kulesza P.E., Kansas State University; Jia G. Liang, Kansas State University; Eric J. Fitzsimmons, Kansas State University; Jeff Zacharakis, Kansas State University

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Diversity

Tagged Divisions

Military and Veterans

engineering were recruitedto participate in this study, however, the unforeseeable decrease of the newly admitted Veteranengineering students reduced the size of the population from which the sample could be drawn.The second limitation related to the unequal representation of majors and genders, particularlyfor Veteran students as shown in Table 2. As such, the degree to which the data might beexamined is limited. For example, it was believed that, relative to other majors, civil engineeringstudents tend to demonstrate higher social responsibility; the current data did not allow suchacross-major examination as no Civil Engineering Veteran students participated. Nevertheless,the gender and major representation in the sample was a close reflection of

Conference Session

Military and Veterans Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University

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Diversity

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Military and Veterans

rather thatmany are still serving. Cooper’s part time service in the Air Forces Reserves provided him acontinuing source of support— social, emotional, and financial— upon being discharged fromactive duty and entering college. The fact that he turned to re-activation and deployment whenthings got too stressful at home and school suggests that the transition from active duty (i.e., full-time military) to full-time student may be emotionally stressful and disorienting. Cooper’smilitary experience did not reflect the stereotypical veteran experience of combat and trauma.Rather his service, focused in a technical specialty related to aviation and space, reinforced hislong-term interests in pursuing an aerospace engineering career. It also provided

Conference Session

Military and Veterans Constituent Committee Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego

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Diversity

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Military and Veterans

) determine whether and how the militaryinfluences student veterans’ decisions to major in engineering. Our work provides insightsinto the timing of the decision as well as the extent to which military training and experiencesprovide a direct, or indirect, pathway into engineering.We highlight student experiences to advance knowledge about SVEs’ educational pathways onseveral fronts. Methodologically, our in-depth analysis allows us to capture the nuanced natureof SVE narratives that often remains hidden when using other approaches to studyingengineering education. Theoretically, we draw from Cognitive Information Processing theory tomore accurately reflect SVE decision making about majoring in engineering. Practically, theresults can inform military

Conference Session

Military and Veterans Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Catherine Mobley, Clemson University; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering); Michelle M. Camacho, University of San Diego

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Diversity

Tagged Divisions

Military and Veterans

that was the first thing that tipped me off because I love to fix things [andthought] You know what? We can do something better.LimitationsAll five researchers in this study are women and none of us served in the military. Qualitativeresearch, by its nature, is designed to explore in depth the experiences of a relatively few people.Therefore, the opinions and experiences of these students may not reflect those of all Marinesand sailors. In addition, we were limited to studying only publicly available recruiting documentsand more current or non-public ones may reflect different priorities.Discussion and ConclusionThe reasons that people join the military and choose to major in engineering are multi-facetedand interwoven into their life

Conference Session

Military and Veterans Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph Peter Kosteczko, Old Dominion University; Katherine Smith, Old Dominion University; Jessica Johnson; Rafael Diaz

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Diversity

Tagged Divisions

Military and Veterans

Engineering Education, 2020Virginia Digital Shipbuilding Program (VDSP) – Building an agile modern workforce to improveperformance in the shipbuilding and ship repair industryAuthors: Joseph Kosteczko; Katherine Smith; Jessica Johnson; Rafael Diaz, Ph. DSubmitted to: MILITARY AND VETERANS DIVISION (MVD)AbstractIndustry 4.0 is the latest stage in the Industrial Revolution and is reflected in the digitaltransformation and use of emergent technologies including the Internet of Things, Big Data,Robotic automation of processes, 3D printing and additive manufacturing, drones and ArtificialIntelligence (AI) in the manufacturing industry [15]. The implementation of these technologiesin the Shipbuilding and Ship Repair Industry is currently in a nascent stage

Conference Session

Military and Veterans Constituent Committee Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian J Novoselich P.E., U.S. Military Academy; Janice Leshay Hall, Virginia Polytechnic Institute and State University; Keith A. Landry, Georgia Southern University; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Anthony W Dean, Old Dominion University

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Diversity

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Military and Veterans

? The audio recordings and subsequent transcript of the panel session were analyzed toidentify themes based on the duration and depth of conversation that occurred around a particularpoint. Detailed qualitative coding was not used in this work given the nature of the paneldiscussion and role of the panel moderator in shaping the conversation and moving the sessionforward. This work did not conform to a systematic process of qualitative inquiry and the resultsreported here may be considered anecdotal accounts provided by panel participants. This paneldiscussion focused largely on supporting SVSMs through their undergraduate education and intoETETE careers. Because some of the panel members also had graduate educational experiencesto reflect upon

Conference Session

Military and Veterans Division Technical Session 2: Veteran Identity & Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca C. Atkinson, Clemson University; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Joyce B. Main, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Military and Veterans

salient for ourparticipants. Participants completed an Identity Circle and reflected upon the interaction betweentheir identities and their engineering education pursuits. They selected from a list of roles andidentities that we provided, and were encouraged to add additional ones, if desired (see Figure 1).They then placed the identities on the three rings of the Identity Circle diagram (Levels 1 through3) to illustrate the centrality of a particular identity to their current experiences; respondentscould also place a particular label just outside the diagram (Level 4). For example, if the mostimportant part of her identity was being a woman, the participant would place the “gender” labelin the inner concentric circle. Participants limited their

Conference Session

Military and Veterans Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, U.S. Military Academy; Jakob C. Bruhl, U.S. Military Academy; Matthew Scheidt, Purdue University-Main Campus, West Lafayette (College of Engineering); Christina Nicole Willis, University of Utah; Michael Scott Sheppard Jr., Arizona State University

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Diversity

Tagged Divisions

Military and Veterans

(SVE)experiences. The attendees self-organized into two tables. They were asked to “identify anddiscuss common challenges veteran and military students face” to address the followingquestions: • How can ASEE build early awareness of engineering technology, engineering technologist, and engineering pathways? • How can ASEE ensure academic recognition for prior military work experience? • How can ASEE provide seamless support from government agencies, academic institutions, and industry?Each participant silently reflected and wrote their ideas as they related to the prompts on stickynotes. At the end of the session, the session leaders reorganized the notes into initiativecategories, as applicable. As

Conference Session

Military and Veterans Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering); Susan M. Lord, University of San Diego; Catherine E. Brawner, Research Triangle Educational Consultants; Michelle M. Camacho, University of San Diego

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Diversity

Tagged Divisions

Military and Veterans

, this individual goes on to say that they could not be as lenient for programs that “havethose absolute course requirements,” such as engineering.As a result, much effort is directed toward ensuring student veterans are aware of transferpolicies and receive course credit, if possible, for work completed elsewhere. Some universitystaff spend a great deal of time negotiating and advocating for student veterans to receivetransfer credit. However, several interviewees indicated that the transfer evaluation process hasmany shortcomings. The IAs expressed that the process is “tricky” “frustrating” and “somethingthat could be improved across the board.” This was particularly the case for engineering.In reflecting on challenges that student veterans