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

Tagged Topics

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 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

Tagged Topics

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