Transitioning into engineering education: Diverse pathways of military veterans

Abstract Background In the United States, there is increased demand to expand the engineering workforce. Many military veterans have received technical training that can be leveraged in engineering. Their pursuit of engineering degrees has great potential to expand and diversify the engineering workforce. Purpose This study examines the pathways of US military veterans from high school graduation through undergraduate engineering education and explores the resources they use to navigate their transition into engineering study. Methods Applying Schlossberg's transition model, this multimethod study uses semi‐structured interviews of 28 student veterans in engineering (SVEs) across four universities. Illustrative examples integrate thematic analyses of interview data and path analysis of key event timeline data. Results Path diagrams illustrate that SVEs embark on diverse pathways and engage in multiple transitions across high school graduation, military training, and undergraduate engineering education. Military experiences, especially engineering‐related work, and encouragement from military supervisors, other veterans, and family contribute to SVEs' pursuit of engineering degrees. SVEs also leverage a combination of supports and strategies in their transition to engineering education. Conclusions Findings highlight that educational pathways into engineering can be complex and that serving in the military can be a pathway to engineering success, challenging the idea that engineering students must follow a linear path. Key stakeholders (administrators, faculty, and student services professionals) can apply these findings to recruit and retain SVEs, and other students with complex pathways, in engineering. Research findings reveal areas for promoting student veterans' participation in engineering and developing strategies to support SVE success.