Conference Session

Developing an Academic Framework Supportive of our Military Veterans

Collection

2016 ASEE Annual Conference & Exposition

Authors

George D. Ford, Western Carolina University; Janet C. Ford, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Constituent Committee

on transferability of STEM-related military training to post-secondaryeducation.Rank structureGenerally, the five primary US military organizations have the same rank structures. There areenlisted ranks E-1 through E-9, warrant officer ranks WO-1 through WO-4, and officer ranks O-1 through O-10, in addition to a few special ranks [1, 4, 5, 12]. The enlisted ranks are theprivates, seamen, or airmen through sergeant or petty officer. An E-1 is the lowest private,seaman, or airman for the Army and Marines, Navy, and Air Force, respectively. Corporals,sergeants, and petty officers are enlisted ranks, but are sometimes referred to asnoncommissioned officers (NCO) and start at E-4. The most senior NCOs are E-9s. In a verygeneral sense, enlisted

Conference Session

Developing an Academic Framework Supportive of our Military Veterans

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Blake Stringer, Kent State University, Kent; Maureen McFarland, Kent State University, Kent

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Constituent Committee

under 400,000 veterans receivededucational benefits from the VA. In 2012, that number had increased to just under 950,000, a238% increase [1].Since 2009, the National Science Foundation has funded efforts to attract veterans to engineeringprograms, determine appropriate academic credit for military-related training, and developpathways for veteran success[2]. Specifically, it is the veterans’ familiarity with high-techweapons, communication systems, and other equipment as users and maintainers that providesthe underlying technical base for success in engineering[3].While many institutions of higher learning are focused on the resources, avenues, and supportmechanisms necessary for transitioning veterans to the academic environment, it is

Conference Session

Understanding the Military Veteran's Human Resource Needs - Transition from Military Service to the Engineering Profession

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Constituent Committee

are interviewed in focus groups to gain insights on the following researchquestions: 1. Why do veterans pursue a Bachelor’s degree in engineering? 2. How do military experiences shape student veterans’ educational experiences? 3. What are the experiences of student veterans in engineering education?The thematic analysis indicates that military veterans pursue engineering based on (1) previousexperiences with engineering-related activities while in the military, (2) recommendations fromfamily and friends, (3) the challenging nature of the engineering discipline, and/or (4) thepositive job outlook (including prestige and salary) associated with the engineering profession.Other themes that emerged include: differences between

Conference Session

MVCC Technical Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Francis Rogers III, United States Military Academy; Michael A. Butkus P.E., U.S. Military Academy; Russell Barrett Thomas Sr, United States Army; Jeffrey A. Starke, U.S. Military Academy

Tagged Divisions

Military and Veterans Constituent Committee

specifically outlined in Strategic Goal 3 (DevelopExceptional Intellectual Capacity).1 This goal states that: • USMA [West Point] is consistently recognized as a top-tier institution of higher education in competitive national rankings. • USMA [West Point] is valued by the Army and the Nation as a trusted source of human intellectual capital used to address issues of significant importance.Within this strategic statement is the intent for each individual to demonstrate the competence toachieve and demonstrate excellence in both their chosen academic discipline and the professionof arms. The West Point Model can be understood as the balance of the goals of the West PointLeader Development System (WPLDS) across the Academic, Military

Conference Session

MVCC Technical Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keith A. Landry PE, Georgia Southern University; Mike Jackson, Georgia Southern University

Tagged Divisions

Military and Veterans Constituent Committee

efficacy they will conduct in the College of Engineering & InformationTechnology (CEIT) at Georgia Southern University (2016-2020) to assess the effectiveness of theSTEM mentoring effort.Major Issues Faced by Veteran StudentsThe most significant challenges faced by veteran students in their transition from military tocivilian life as well as those experienced in the transition to an academic environment are describedin three relatively recent and comprehensive surveys conducted between 2010 and 2015. The mostrecent study (2015), conducted by the Institute for Veterans & Military Families (IVMF), analyzedsurvey answers provided by over 4900 respondents (Active Duty, Reserves, National Guard,Veterans and Dependents)1. The IVMF survey noted

Conference Session

Developing an Academic Framework Supportive of our Military Veterans

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian J Novoselich P.E., Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Military and Veterans Constituent Committee

-Centric Capstone Design Teams: A comparison of military and civilian engineering programs.IntroductionThere is a continuing call for the development of engineers who can become leaders in helpingsolve the world’s grand challenges.1-3 Although many programs look toward the capstone designexperience to help build students’ professional skills,4-6 which includes leadership,7 studentpreparation for the leadership challenges associated with the capstone design team experience maywidely vary. Leadership scholars suggest that “shared leadership” may be a more effectiveleadership model than the hierarchical, individual leadership model that is typically used in team-based capstone design projects.8 The

Conference Session

MVCC Technical Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

George York, U.S. Air Force Academy; Jeffrey Butler, U.S. Air Force Academy; Timothy Hyer, US Air Force

Tagged Divisions

Military and Veterans Constituent Committee

-years for UPT graduates. Following URT, RPA Pilots proceed toHolloman AFB, NM or Beale AFB, CA for MQ-1/9 or RQ-4 training, respectively. Afterreceiving 2-6 months of specific aircraft training, pilots proceed to their operational base formission qualification training and to begin operational flying.By their junior year at the Academy, cadets that are medically qualified must decide between atraditional pilot career and the new RPA career field. To help motivate cadets toward the RPAcareer field, we have developed a comprehensive RPA/UAS program.3. Airmanship ProgramThe RPA Airmanship program’s mission is to build future combat Airpower leadership for theUSAF leveraging UAS technology to create a realistic integrated air warfare

Conference Session

Understanding the Military Veteran's Human Resource Needs - Transition from Military Service to the Engineering Profession

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony W Dean, Old Dominion University; Connor Schwalm, Old Dominion University; Patrick Sean Heaney, Old Dominion University; Linda Vahala, Old Dominion University; Yuzhong Shen, Old Dominion University; Jennifer Grimsley Michaeli P.E., Old Dominion University

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Diversity

Tagged Divisions

Military and Veterans Constituent Committee

skilled technical areas, both in the classroom and “on-the-job”, todevelop system level expertise in their respective technical disciplines. Key components of theprogram include: (1) establishing a mechanism for outreach and recruitment; (2) providingleveling, tutoring, mentoring, and support for students; (3) teaching and learning through provenpedagogical practices and through sound academic advising; (4) partnering with the DoDcommunity to facilitate student career placement in the DoD STEM workforce; (5) providingworkforce development for DoD STEM professionals. This paper will discuss the academicchallenges that student veterans face while in higher education and the current STEM pipelinesas students move through their college to

Conference Session

Understanding the Military Veteran's Human Resource Needs - Transition from Military Service to the Engineering Profession

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte; Claudia G Interiano, University of North Carolina, Charlotte; Jerry Lynn Dahlberg Jr, University of North Carolina, Charlotte; Caroline Elizabeth Nowell, University of North Carolina, Charlotte

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Military and Veterans Constituent Committee

bluff body shapes.Ms. Caroline Elizabeth Nowell, University of North Carolina, Charlotte c American Society for Engineering Education, 2016 Engineering as a Pathway to Reintegration: Student Veterans’ Transition Experience into Higher Education and Civilian Society Introduction In 2009, the Veterans Educational Assistance Act of 2008, also known as the Post 9/11GI Bill, became the most significant educational benefit for military personnel.1 Highereducation has become an attractive and feasible option for a substantial number of militaryveterans interested in gaining professional training to help

Conference Session

MVCC Technical Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jakob C Bruhl, U.S. Military Academy; Joseph P Hanus, U.S. Military Academy; Paul M Moody P.E., U.S. Military Academy; James Ledlie Klosky P.E., U.S. Military Academy

Tagged Divisions

Military and Veterans Constituent Committee

affectivedevelopmental domains is considered with respect to educating and inspiring our future civilengineers. Assessment data demonstrated that the students achieved the program outcomes byengaging a challenging engineering problem which was influenced by a variety of non-technicalissues. As a result of this educational experience, the students were confident with their abilitiesto deal with problems they will likely face in the future. 1 IntroductionThe mission of the United States Military Academy (USMA) has evolved since the institution’sinception in 1802:1 To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty

Conference Session

Understanding the Military Veteran's Human Resource Needs - Transition from Military Service to the Engineering Profession

Collection

2016 ASEE Annual Conference & Exposition

Authors

B. Grant Crawford, Quinnipiac University; Jason B Burke, Quinnipiac University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Constituent Committee

usually exited the military prior to September 11, 2001 and are not eligible for Post 9/11GI Bill benefits. The Post 9/11 GI Bill (Chapter 33) awards veterans serving in the Armed Forces on orafter September 11, 2001, a maximum of 36 months of education benefits. This benefit pays apercentage of tuition, a Basic Allowance for Housing (BAH), and a book stipend based on theamount of active duty time served by the veteran. Table 1 is a summary of the award percentageearned based on the active duty time served. This information is useful for understanding atwhat level a specific student veteran’s education is funded. In speaking with a student veteran,two useful questions to ask them are, “How long did you serve on active duty?” and “Are

Conference Session

Developing an Academic Framework Supportive of our Military Veterans

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Anthony W Dean, Old Dominion University; Carol L Considine, Old Dominion University; Karina Arcaute, Old Dominion University; Petros J Katsioloudis, Old Dominion University; Mileta Tomovic, Old Dominion University; Thomas B. Stout, Tidewater Community College; Connor Schwalm, Old Dominion University; Jennifer Grimsley Michaeli P.E., Old Dominion University; Yuzhong Shen, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Constituent Committee

predictors for later academic success and retention (Durdella & Kim, 2012). A statistical analysis based on data retrieved from U.S department of Education and theNational Center for Education Statistics, year 2011-12 is shown in Figure 1 (Molina, 2015). Amajority of veterans are currently enrolled in associate degree or certificate programs (54 %),and only 19 % are enrolled in public 4-year colleges. Their average age is 25, the majority ofthem have dependents (52%), are U.S. born (94%), white (63%), and male (79%). Only 20 % ofveterans are enrolled in STEM fields. Figure 1: Undergraduate student veterans by numbers (Molina, 2015) Strategies recommended for institutions to serve as a veteran friendly include: a