2026 ASEE Annual Conference & Exposition

This work-in-progress paper aligns with the 2026 ASEE Annual Conference theme of Bridging Technology, Humanity, and Innovation and directly supports the mission of the Military and Veterans Division (MVD) by exploring how simulation-based online nuclear engineering technology courses can facilitate academic and professional advancement for veterans, service members, and adult learners. The asynchronous course model is intentionally designed to support learners transitioning from military service to civilian and academic roles, offering flexibility and relevance to their lived experiences.

Excelsior University has long served the military-affiliated student population by recognizing military and commercial nuclear experience for academic credit through rigorous prior learning assessment. This approach honors the technical expertise of veterans while accelerating their progress toward engineering credentials.

The paper highlights the integration of an HTML-based pressurized water reactor simulator that enables learners to engage with key engineering principles—such as heat transfer, fluid dynamics, reactor kinetics, and radiation control—via guided, interactive virtual labs. These labs replicate hands-on experiences and promote applied learning, supporting competency-based education for nontraditional students.

In the capstone course, students collaborate to diagnose simulated power plant events, propose system improvements, and present their findings to a mock senior management team. This experience fosters leadership development, systems thinking, and real-world problem-solving—skills highly valued in both military and civilian engineering contexts.

Grounded in adult learning theory, the course design incorporates modular content, embedded formative assessments, and asynchronous peer-to-peer engagement strategies. Faculty development initiatives have been essential to sustaining instructional quality and confidence in simulation-enhanced pedagogy.

Student reflections indicate increased engagement and workplace relevance, suggesting that simulation-based asynchronous courses can achieve learning outcomes comparable to traditional laboratory formats. The paper concludes with recommendations for institutional scaling, including sustainable faculty training, modular simulation repositories, and continuous improvement strategies.

This work contributes to the broader conversation on academic access, adaptation, and reintegration for veterans and service members, offering a replicable model for inclusive, flexible, and ABET-aligned engineering education that supports military-affiliated learners.