COMBINING VETERANS AND TEACHERS IN A UNIQUE SERVICE LEARNING EXPERIENCE

Abstract

This paper describes the design-based service learning model utilized to provide an engaging STEM experience to local K-12 science and math teachers and U.S. military veterans returning from service and transitioning to secondary education. A critical factor that can contribute to increased student outcomes from a service-learning program is the level of preparation a teacher has as a mediator of knowledge and an active partner. Professional development activities directed towards in-service teachers could potentially alleviate this issue. Furthermore, such activities, when combined with well-developed inquiry-based learning pedagogy, could provide for increased engagement and understanding of STEM of students. Recent evidence shows that veterans may be more likely than the general population to be interested and well suited for a career in engineering. With more than two million veterans returning from service in the near future, the shortage in undergraduate engineering enrollment could be assuaged. The REVT format at Pitt has the potential to provide veterans with the support to experience STEM without the fear of failure, while allowing teachers to benefit from the field experience and leadership skills of veterans in the program. The juxtaposition of these two populations allows for co-mentoring opportunities, with each group benefiting from contrasting experiences.