Eggleston, A. G., & Rabb,, R. J., & Welch, R. W., & Mobley, C. (2023, June), The Veteran, the Myth, the Legend: Preparing for Engineering Curriculum and Career  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44495

\bibitem{asee_peer_44495}
  Eggleston, A. G., \& Rabb,, R. J., \& Welch, R. W., \& Mobley, C. (2023, June), \emph{The Veteran, the Myth, the Legend: Preparing for Engineering Curriculum and Career}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--44495

Alyson Grace Eggleston, Robert J. Rabb, P.E., Ronald W. Welch, and Catherine Mobley.  "The Veteran, the Myth, the Legend: Preparing for Engineering Curriculum and Career".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/44495 Internet.  11 Jul, 2024

\bibitem{asee_peer_44495}
  Alyson Grace Eggleston, Robert J. Rabb, P.E., Ronald W. Welch, and Catherine Mobley.
  "The Veteran, the Myth, the Legend: Preparing for Engineering Curriculum and Career".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44495 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_44495
author = "Alyson Grace Eggleston, Robert J. Rabb, P.E., Ronald W. Welch, and Catherine Mobley"
title = "The Veteran, the Myth, the Legend: Preparing for Engineering Curriculum and Career"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44495}
number = {10.18260/1-2--44495}
}

TY  - CPAPER
AB  - Despite historically high enrollments and curricular impacts, student veterans continue to be an understudied and under-resourced population on campus. Of concern, is the lack of research on stereotypes about student veterans and the impact of these stereotypes on student veterans themselves. Since the 1940s, GI Bill-supported student veteran enrollments have contributed to the diversity of students, perspectives, and ultimately, the kinds of programs offered at universities and colleges across the country. While student veteran populations have varied over time, the highest student veteran enrollments occurred in the decade following the Post 9/11 GI Bill. The US Department of Veteran Affairs estimates that over 1 million veterans and family members have used these benefits to attend college. 

Student veterans continue to face myths, stereotypes, and bias on campus and in employment despite their growing presence on college campuses and the value they contribute to the classroom and their post-graduation employers. Myths about student veterans are persistent among the public and while not intentionally malicious, can impact student veteran learning outcomes and transition experiences [1]. 

The research reported in this paper investigates stereotypes of student veterans by using a counter-balanced survey with two populations: student veterans and non-veteran student peers. Questions from this survey sought agreement or disagreement regarding nine known student veteran stereotypes. Preliminary results from mixed model logistic analyses indicate that some of these myths are believed by non-veteran students. Additionally, study results show that student veterans themselves have internalized some of these negative perceptions. This report concludes with recommendations to better support student veterans inside the classroom and during early-career experiences. 

AU  - Alyson Grace Eggleston
AU  - Robert J. Rabb, P.E.
AU  - Ronald W. Welch
AU  - Catherine Mobley
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - The Veteran, the Myth, the Legend: Preparing for Engineering Curriculum and Career
UR  - https://peer.asee.org/44495
DO  - 10.18260/1-2--44495
ER  -