Using Veterans' Technical Skills in an Engineering Laboratory

Abstract

where he is a member of the Electrical and Computer Engineering Department and IDoTeach, a pre-service STEM teacher preparation program. His work focuses on the transition from pre-college to university engineering programs, how exposure to engineering prior to matriculation affects the experiences of engineering students, and engineering in the K-12 classroom. He has worked as a high school science, mathematics, and engineering and technology teacher, as well as several years of electrical and mechanical engineering design experience as a practicing engineer. He received his Bachelor of Science degree in Engineering from Swarthmore College, his Master's of Education degree from the University of Massachusetts, and a Master's of Science in Mechanical Engineering and Doctorate in Engineering Education from Purdue University.

U.S. Military Students in Civilian Undergraduate Engineering Programs: A Narrative Review of the Student Veteran and Servicemember Literature

“…As noted previously, five studies included in this review engaged with non-military participants [16], [21], [24], [29] or participants whose family members have served [11]. In developing a mechanical engineering course that introduces military technology to engineering students, Dalhberg and colleagues [29] found that both military and non-military students found the course to be beneficial to developing an understanding of mechanical engineering topics.…”

“…This study suggests that introducing military technology in engineering courses can have a positive impact on military and non-military students and may be an effective way of creating inclusive environments for military students in engineering. Likewise, Salzman and colleagues [21] and Stringer and McFarland [16] found that when an undergraduate veteran with technical engineering expertise was placed in a leadership position in a lab-based class, both the veteran and the non-veteran students benefited from the veterans's knowledge and participation.…”

“…[1], [12], [14], [15], [16], [17], [18], [20], [21], [22], [23], [25], [11], [26], [27], [28], [30], [31] Quantitative (2) [13], [24] Mixed Methods (2) [19], [29] Qualitative Eighteen of the 21 papers in this review used qualitative data generation methods. Almost all of these qualitative studies used in-depth or semi-structured interviews [1], [11], [18], [21]- [23], [25]- [28], [30], [31], focus groups [12], [15], [17], or a combination of both [14], [20]. One study used written participant observations [16].…”

“…No Theoretical Framework defined Grounded Theory Methodology [47] [20], [11] None [19], [21], [30] Identity Theories Under the umbrella of identity theories, current literature focuses on identity formation [14], identity salience [18], and multi-dimensional identity theory [22], [26], [27]. In the broad study conducted by Brawner and colleagues, an identity activity called a "Student Veteran Identity Circle" was developed and used in conjunction with semi-structured, in-depth interviews to better understand the identity salience of engineering status, veteran status, and other identities.…”

The Methodological Promise of Narrative Inquiry for Exploring Student Veteran and Service Member Experience as "People in Relation"

“…Initial work has focused primarily on issues of practical importance for SVSM and for engineering programs seeking SVSM participation, including programmatic needs to identify military veterans, to develop faculty understandings of SVSM characteristics, to provide transitioning SVSM information about engineering careers, to establish processes for awarding academic credit for military training and experience, and to create veteran friendly campus climates [5]. Subsequent work has (1) explored specific ways in which the SVSM talents can be used in existing engineering courses [e.g., [41][42][43][44][45] and (2) disseminated information and assessments of innovative programs currently underway to support SVSM along ETETE career pathways [e.g. [46][47][48][49][50][51].…”