Semester

Summer

Date of Graduation

2022

Document Type

Dissertation

Degree Type

EdD

College

College of Education and Human Services

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Johnna Bolyard

Committee Co-Chair

Patrick Browning

Committee Member

Patrick Browning

Committee Member

Reagan Curtis

Committee Member

Nathan Sorber

Abstract

Much research has been conducted on student veterans, in general; however, research on student veterans in engineering majors is very sparse. There is national recognition of the importance of student veterans in science, technology, engineering, and mathematics (STEM) fields as evidenced in the passage in 2020 of a bill investigating the lack of veteran students in these fields. This study adds to the literature by answering the following two research questions: What are the experiences of veteran engineering students? How has military service impacted those experiences? Twelve students and five professors from a Doctoral University: Very High Research Activity in the northeastern United States participated in the research. Graphic elicitation in the form of a timeline and semi-structured reflexive interviews were conducted with the students. A semi-structured reflexive interview was conducted with the professors. The timelines were used to conduct a narrative inquiry into the student veteran’s experiences in the military. Two types of students emerged in this study, one group of students appeared to be more aware of the competencies that they had gained through their military service and how to apply them to their studies, while others seemed less aware about how to use these competencies. This difference was determined by exploring whether students expressed themselves more as a student or a veteran using discourse analysis. Three different ecological systems were developed that applied to student veterans in this study Recommendations were made on how to use this information in the following areas: student orientations, academic advising, mentorship programs, staff and faculty training, and tutoring. A separate orientation for student veterans was recommended highlighting some of the assets they have that are typical in student veterans. In the area of academic advising a series of questions are recommend for advisors to address with student veterans. Mentorship programs are recommended with both student veteran and faculty members. Staff and faculty training is recommended to cover both the barriers and the facilitators that may be present for student veterans. Many of the student veterans in this study expressed an interest in teaching others, and an effort to recruit student veterans as tutors is recommended.

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