New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Military and Veterans Constituent Committee
The capstone course sequence in an engineering or engineering technology program brings together all elements of the curriculum into a comprehensive learning experience. A team of students works together, combining the topics learned during their matriculation to complete a substantial design project. In an aeronautics curriculum, the capstone often takes the form of an aircraft or spacecraft design, whereby the students develop a design concept to meet customer or stakeholder requirements. These courses can be uncomfortable for many students because of the open-ended nature of the requirement, leading to many questions such as “Are we on the right track? Do I have the right answer? Are we approaching this the right way?”
The author has extensive experience with design capstones at both the graduate and undergraduate levels. As such, the author is familiar with some of the challenges of the traditional design course structure. These include but are not limited to (1) lack of guidance for establishing and keeping a design schedule while proceeding through lecture material, (2) a lack of student comfort with the “open-endedness” of a design project, and (3) and inherent reluctance or hesitation of students to begin as soon as possible, due to their unfamiliarity with the material.
Due to their unique perspective and work/leadership experience, veterans are uniquely positioned to better enable their cohorts to overcome some of these challenges. The military education experience teaches veterans to become problem-solvers. Military experience in harsh operating conditions such as desert, mountainous, and combat environments further enhances this critical skill. These environments have also provided them with opportunities to engineer their own solutions to enhance capabilities.
This paper briefly discusses some of the skills attributed to veterans. It then provides examples of some of the prowess of veterans in the field, engineering solutions to technical problems. It then follows the course of one veteran through the aircraft design capstone course of an engineering technology program, and how this veteran’s experience enabled the group of students to achieve several “firsts” for a capstone team in the program. Based upon the input from several peers, this veteran’s experience played a significant role in the team’s success and accomplishments.
Stringer, D. B., & McFarland, M. (2016, June), Veterans' Contributions to Enhancing the Capstone Learning Experience of Engineering Cohorts Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27180
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