Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Diversity and NSF Grantees Poster Session
This NSF Research in Engineering Education (REE)-funded project explores the experiences of student veterans in engineering (SVE) through a comparative case study across four institutions in the USA. Our research plan incorporates interviews with key informants on each campus, focus group interviews with SVEs, and in-depth SVE interviews. The theoretical framework expands Tinto’s student integration model and Schlossberg’s adult transition theory. This study has potential for broad systemic impact by diversifying pathways to and through engineering programs.
During the first three years of the grant, we interviewed 23 key informants including professionals in student veteran success centers, financial aid, advising offices, and other student support services, conducted five focus groups with a total of 21 SVEs, and conducted individual interviews with 60 SVEs. In Year 4, we focused on analyzing the interview and focus group data to provide a richer description of the experiences of military veterans who have chosen to pursue a bachelor’s degree in engineering. Salient themes include leadership skills learned in military as they relate to persistence in engineering education; tensions with transitions to higher education; the intersections of student veteran roles with other facets of their identities such as first-generation status; differentiation by military branch; and preparation for engineering education. We are focusing on disseminating results through journal papers and conference proceedings and presentations.
Lord, S. M., & Mobley, C., & Brawner, C. E., & Main, J. B., & Camacho, M. M. (2018, June), Board 89: Military Veteran Students’ Pathways in Engineering Education (Year 4) Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30130
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