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Engineering Veteran Pathways

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees

Page Count

9

Page Numbers

22.607.1 - 22.607.9

DOI

10.18260/1-2--17888

Permanent URL

https://peer.asee.org/17888

Download Count

142

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Paper Authors

biography

Ingrid St. Omer University of Kentucky

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Dr. Ingrid St. Omer is an Assistant Professor at the University of Kentucky in the department of Electrical & Computer Engineering. She was the Co-Principal Investigator for the ten institution Kentucky – West Virginia Alliance for Minority Participation. Prior to earning her doctorate, she worked in industry at Rosemount Inc., attaining the rank of Senior Engineer and Engineering Supervisor. Upon completion of her Ph.D. at the University of Missouri-Columbia (MU), she served as a Visiting Assistant Professor in the MU Department of Electrical Engineering, a Research Associate and President’s Postdoctoral Fellow at the University of Minnesota, and as an Assistant Professor and Director of the Advanced Microelectronics Laboratory at Northern Arizona University. Dr. St. Omer is an active member of IEEE, MRS, ASEE, and NSBE AE. She has also held several leadership positions at the national level during her academic career.

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Abstract

Engineering Veteran PathwaysThe University of _______ is extremely proud of its long standing relationship with the men andwomen in uniform that bravely serve this country. The state of _______ is ranked 9th in theNation for numbers of active duty military personnel. It is home to two major U.S. Armyinstallations, _______and _______. It is also home to a very strong National Guard presencebringing the state’s total figures to over 60,000 military/military civilian employees. In addition,_______ services over 300,000 military veterans. The __ College of Engineering (COE) ispartnering with the recently established Veterans Resource Center (VRC), and_______Community & Technical College (_______) to develop clear programmatic guides foreducating veterans in engineering and computer science in a manner that recognizes the uniquecharacteristics of veterans as a community of interest. Our approach is grounded in the adultlearning theories of Knowles and Lawler, the experiential learning theory of Kolb, therecommendations of the Veterans’ Education for Engineering and Science workshop report, andthe recommendations developed from a case study completed by the University of _______Military Veterans of America. The three focus areas of our approach are: 1) Recruitment andSupport Constructs, 2) Transition, and 3) Integration of Technical Experience. Recruitment andRetention strategies include development of “dummy proof” advertising and structuredcurriculum plans which incorporate _______, a transfer/dual enrollment program between_______ and ___ that includes advising, guaranteed admission, ___ courses at _______ tuitionrates, and more. This program offers pathways for _______ students to COE baccalaureatedegree programs to help address the time to graduation constraint. Institutional supportconstructs are continuously evolving through the VRC, and both the COE and _______ willleverage VRC knowledge to create discipline specific efforts. Transitional strategies compriseveteran orientation workshops, faculty training workshops, and on-campus community buildingactivities. Integration strategies focus on the Engineering Cooperative Education Program andthe development of guidelines for evaluating Army/ACE Registry Transcript Service (AARTS)and Sailor/Marine/ACE Registry Transcript (SMART) transcripts.

Omer, I. S. (2011, June), Engineering Veteran Pathways Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17888

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