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Translating United States Military Occupational Specialties Training into College Credit at a Regional, Comprehensive University

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Developing an Academic Framework Supportive of our Military Veterans

Tagged Division

Military and Veterans Constituent Committee

Tagged Topic

Diversity

Page Count

10

DOI

10.18260/p.27081

Permanent URL

https://peer.asee.org/27081

Download Count

117

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Paper Authors

biography

George D. Ford Western Carolina University

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Dr. George Ford P.E. is an associate professor in the Construction Management Department at Western Carolina University.

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biography

Janet C. Ford Western Carolina University

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Janet Ford, Juris Doctor, is an Assistant Professor in the College of Business at Western Carolina University and teaches in the area of business law.

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Abstract

Abstract

The primary federal military organizations in the United States (US) are the Army, Marines, Navy, Air Force, and Coast Guard. The occupational training programs provided by these five organizations have reputations of excellence, and service veterans are often sought out by American employers due to the excellent training they receive, along with their service experience. The current momentum of re-enlistments in the services is declining [7, 11], and large numbers of service members will be seeking academic credentials to combine with their military experiences for professional advancement in civilian occupations after they leave the military. These veterans will be supported in their academic endeavors by funding from the Post-9/11 Veterans Educational Assistance Act of 2008 [14], popularly referred to as the Post-9/11GI Bill. Concurrently, governmental support for and encouragement of science, technology, engineering, and math (STEM) education and innovation continues to drive recruitment of promising students into post-secondary STEM programs. Since a number of military training programs cover STEM subjects, administrators of STEM-based programs may be able to increase enrollment in their programs by targeting recruiting activities at service members trained in STEM-containing occupational programs. To facilitate recruiting activities, administrators should be familiar with options for awarding college credit to veterans who have both training and experience in subjects covered by STEM programs. Also, with the success of post-secondary programs being increasingly measured by retention and graduation rates, those programs will benefit by recruiting students who are well-positioned to succeed.

This paper is a primer which will assist administrators of STEM programs in providing support for veterans seeking to further their education. While both active duty service members and veterans may wish to leverage their military training into college credit, this article focuses on veterans. Active duty personnel present issues, such as deployment and relocation, that generally do not affect veterans, and they are likely to be participating in ongoing training programs.

Ford, G. D., & Ford, J. C. (2016, June), Translating United States Military Occupational Specialties Training into College Credit at a Regional, Comprehensive University Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27081

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015