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Commandant’s Message



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Table of Contents

Historical Perspective* ................................................................................................1The U.S. Army War College (USAWC) .......................................................................3

Mission ........................................................................................................................3

Vision ..........................................................................................................................4

Core Competencies ....................................................................................................4

Values .........................................................................................................................4

USAWC Institutional Learning Objectives ...................................................................5

Educational Philosophy ...............................................................................................5

Themes .......................................................................................................................6

Commandant’s Lecture Series (CLS) .........................................................................8

Professional Military Education (PME) ........................................................................9

JPME at the USAWC ..................................................................................................9Middle States Accreditation .......................................................................................10

Part II. Academic Policies and Procedures ................................................................11

Eligibility and Admissions ..........................................................................................11

Military .................................................................................................................11

International Fellows ............................................................................................12

Civilians ...............................................................................................................12

Senior Service College Fellowship Program .......................................................13

Service Obligation .....................................................................................................13

Master of Strategic Studies Degree (MSS) ...............................................................13

Acceptance of Transfer Credits .................................................................................14

Graduation Requirements .........................................................................................14

Expectations, Requirements, and Standards ............................................................15

Academic Organization and Methodology ................................................................17

Assessment Policies .................................................................................................18

Part III. Academic Program ..........................................................................................20

Resident Education Program ....................................................................................20

IF Orientation Course ..........................................................................................20

Strategic Thinking (ST) Course ...........................................................................20

Theory of War and Strategy (TWS) Course .........................................................21

Strategic Leadership (SL) Course .......................................................................21

National Security Policy and Strategy (NSPS) Course ........................................22Implementing National Military Strategy (INMS) Course .....................................23

Joint Processes and Land Power Development Course (JPLD) .........................23

International Fellow Unied Command Field Study.............................................23

Strategy Research Project (SRP) ........................................................................24

Strategic Decision Making Exercise (SDME).......................................................24

The National Security Seminar (NSS) .................................................................25

Elective Courses ..................................................................................................25

Regional Study Elective (RSE).......................................................................25



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Special or Complementary Programs .......................................................................28

Advanced Strategic Art Program (ASAP) ............................................................28

National Security Policy Program (NSPP) ...........................................................28

Communicative Arts .............................................................................................28

Information in Warfare Program ..........................................................................30

Noontime Lectures...............................................................................................30

IF Noontime Panel Program ................................................................................30

Military History Program ......................................................................................30

Eisenhower Series College Program ...................................................................31Executive Assessment and Development Programs ...........................................31

Graduate Assistance Program .............................................................................32

Wellness Programs ..............................................................................................32

Military Family Program .......................................................................................33

Curriculum Chart .......................................................................................................35

USAWC Departments, Centers and Institutes ..........................................................36

The College .........................................................................................................36

Department of Academic Affairs .....................................................................36

Department of Command, Leadership, and Management (DCLM)................36

Department of National Security and Strategy (DNSS)..................................37Department of Military Strategy, Planning, and Operations (DMSPO) ...........37

Department of Distance Education (DDE)......................................................38

Strategic Studies Institute (SSI) ...........................................................................38

Center for Strategic Leadership (CSL) ................................................................39

U.S. Army Peacekeeping and Stability Operations Institute (PKSOI)..................40

Army Heritage and Education Center (AHEC).....................................................40

U.S. Army Physical Fitness Research Institute (APFRI)......................................43

The Army and Lifelong Learning ...............................................................................44

Academic Programs for Students Prior to Eligibility for

Senior Service College ...................................................................................44

Senior Service College Academic Programs .......................................................44Academic Programs for Students After Senior Service College ..........................44

Part IV. Student Body and Student Life ......................................................................46

Student Prole...........................................................................................................46

Class Organization ....................................................................................................46

Seminar Duties..........................................................................................................47

What to Expect ..........................................................................................................48

Carlisle Barracks .......................................................................................................49

Support Facilities.......................................................................................................49

Part V. The U.S. Army War College Library ................................................................51

Part VI. Parameters, The U.S. Army’s Senior Professional Journal ........................54

Part VII. AWC Foundation and USAWC Alumni Association ....................................55

Part VIII. Organization and Governance of the USAWC............................................56

USAWC Senior Leadership .......................................................................................56

The USAWC Board of Visitors ..................................................................................56

USAWC Command Group ........................................................................................58

Special Staff ..............................................................................................................59

Academic Board ........................................................................................................60

Dean of Academics ...................................................................................................60



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Department of Academic Affairs ................................................................................60

Department of Command, Leadership, and Management ........................................61

Department of Military Strategy, Planning, and Operations ......................................62

Department of National Security and Strategy ..........................................................63

Department of Distance Education ...........................................................................65

USAWC Library .........................................................................................................67

Center for Strategic Leadership ................................................................................67

Strategic Studies Institute .........................................................................................69

The U.S. Army Heritage and Education Center ........................................................70U.S. Army Physical Fitness Research Institute .........................................................71



Part I: Introduction to the U.S. Army War College

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Historical Perspective*General Order 155 established the U.S. Army War College (USAWC) on 27 November 1901. The

Secretary of War, Elihu Root, laid the cornerstone for Roosevelt Hall, the War College building, at

Washington Barracks (now Fort McNair) on 21 February 1903. In his dedication speech, Root challenged

the USAWC “to preserve peace by intelligent and adequate preparation to repel aggression, through

studying and conferring on the great problems of national defense, military science and responsible

command.” These three topics have guided the USAWC throughout its history.

The “First” Army War College, which lasted until America’s entry into World War I, reected a tentative

search for identity expected of an institution in its formative stage. Founded to improve the professiona

preparation of senior ofcers (whose command and staff performance during the Spanish-AmericanWar had been notably poor), the Army War College became an element of the War Department Genera

Staff and performed war-planning duties.

Those duties immersed students in practical military problems of the period with an obvious short-

term training payoff. The program focused on the issues of national defense and military science and

essentially, was “learning by doing.” The curriculum emphasized high-level tactics, campaign planning

and war planning. Despite the experiences of the Spanish-American War, there was little attention paid

to preparing for and executing a national mobilization. The immediate aim was to qualify students for

service as General Staff ofcers in the War Department and major commands.

During these early years, there was no formal academic instruction and theoretical study and acquisition

of knowledge took hold only gradually. Because of the risk that day-to-day duties with the General Staff

would dilute essential academic and theoretical concerns, the faculty sought to balance learning and

doing by emphasizing map and command post exercises, staff rides and analyses of Civil War battles

and maneuvers.

The “Second” Army War College emerged in the years following World War I as the Nation evaluated

the lessons from its rst Industrial Age conict. The poor performance of the War Department Genera

Staff in planning and carrying out a national mobilization for World War I had been a painfully visible

weakness. Consequently, when the “Second” Army War College opened in 1919, after a two-year

interruption during World War I, the program of study emphasized preparing the Nation for war.

The “Second” Army War College expanded and consolidated its role as an educational institution in

which the presentation of formal instruction became paramount. Content began to include the political

economic, and social issues that create the context for decisions at the highest levels of government

Instruction in “responsible command," the third of Root’s dening imperatives, was ofcially incorporated

_______________ *Adapted from LTG Richard A. Chilcoat, “The “Fourth” Army War College: Preparing Strategic Leaders for the Next Century,

Parameters, Winter 1995-96, pp. 3-17 and Ruth Collins, William T. Johnsen, et al, “Educating Strategic Leaders in an Age

of Uncertainty: The Future of Military War Colleges,” Smith Richardson Study, January 2005.



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into the curriculum. The curriculum also paid increased attention to the study and analysis of history;

the Historical Section of the War Plans Division was transferred to the Army War College’s control in

1921. Additionally, although the Army War College had been severed from the General Staff in 1916,

vestiges of its original war planning function continued. The Army War College continued its goal of

preparing ofcers for General Staff duties in the War Department, as well as for command and staff

work at senior levels.

The Army War College shut its doors again in 1940. World War II marked the total mobilization of

warring powers and the emergence of the ultimate expressions of industrial warfare—massed armor,high-performance aircraft, carrier task forces, and the atomic bomb. Despite the distractions of war and

its turbulent aftermath, however, the Nation’s military leaders devoted a surprising degree of attention

to realigning intermediate and senior education in the armed forces. An Army and Navy Staff College

activated in 1943, became the National War College in 1946. The Army Industrial College (established

in 1924) became the Industrial College of the Armed Forces also in 1946, while the Armed Forces Staff

College was activated in 1947. The Army War College itself nally reopened in 1950 after a 10-year

hiatus, having been displaced to Fort Leavenworth from its prewar home at Fort McNair. It moved to

Carlisle Barracks, its present location, only a year later.

The “Third” Army War College was distinctly the product of World War II, but the shaping realitythroughout the 40 years of its existence was the Cold War. During the period of the “Third” Army War

College nearly all the institutional structures of today’s Army War College nally coalesced. For example

the three resident teaching departments—National Security and Strategy; Military Strategy, Planning

and Operations; and Command, Leadership, and Management (corresponding to Root’s nationa

defense, military science, and responsible command, respectively)—assumed their present form. The

Department of Corresponding Studies, precursor to today’s Department of Distance Education, also

came into being.

The “Third” Army War College’s curriculum mirrored the evolution of U.S. nuclear strategy, ranging from

Eisenhower’s massive retaliation in the early 1950s to the prevailing form of exible response when

the Berlin Wall fell in 1989. Even as it fought peripheral wars in Korea and Vietnam against Third Worldfoes, the Army always saw its overriding priority as Western Europe. The type of warfare that NATO and

the Warsaw Pact prepared to wage was the epitome of Industrial Age conict, featuring the phased,

sequential clash of huge armored and mechanized formations supported by air, artillery, and missiles

relatively close to the line of contact. The ever-present threat of escalation to nuclear war conditioned

all theater strategic designs.

Certainly, the immediate practical aim of the “Third” Army War College was preparing graduates to

assume high-level command and staff positions where they would plan and execute the type of warfare

envisaged above. But the Army War College went beyond preparing for the next war by broadening and

elevating the politico-military perspective of its graduates and by imparting a range of prociencies that

might more properly be thought of as purely educational. These advances were unique in the evolution

of the Army War College.

Since the Cold War showed every promise of indenite stalemate, the Army War College adopted a

longer view of the skills its graduates would need. New doctrine and the evolution of joint and alliance

warfare required the “Third” Army War College to move beyond tactics and the eld army to examine

operational art and theater strategy. But the Army War College also taught national military strategy,

grand strategy, and international security affairs; and introduced students to enlightened concepts for



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running large organizations. Time was made available in academic programs for students to develop

their research, writing, thinking, analytic, and speaking skills. Through personal assessment inventories

the Army War College encouraged students to engage in personal growth and maturation.

Clearly, much has changed in the strategic landscape since the collapse of communism. The dramatic

and sudden end of the Cold War, the dawning of the Information Age, the attacks on September 11, the

prosecution of the Global War on Terrorism and Operations Enduring Freedom and Iraqi Freedom has

added new challenges and competencies required of the strategic leaders. Now, Homeland Defense

and Homeland Security along with the need to be procient at peacekeeping operations, stability andsupport operations, nation building and military assistance to civil authorities operations in addition

to the need to maintain our prociency in classical war ghting has caused the Army War College to

reassess its mission and curriculum. To properly prepare the future strategic leaders to face these

future challenges, the Army War College is currently in the midst of its fourth incarnation.

The “Fourth” Army War College seeks to produce graduates who are effective practitioners of the

strategic art, dened as the skillful formulation, coordination, and application of ends (objectives), ways

(courses of action), and means (supporting resources) to promote and defend national interests in view

of the changing strategic landscape characterized by attacks on the homeland, non-state transnational

threats that use religion, ideology, economics and culture as a source of conict. Graduates must alsobe comfortable in operating in an environment where information is a major element of national power

and transparency of operations provides an environment where the word can witness ongoing military

operations in near real time.

The processes for Joint Accreditation and master of Strategic Studies Degree accreditation have placed

the USAWC curriculum under intense scrutiny over the past 15 years. These processes have also

validated the USAWC practices and outcomes. The USAWC curriculum is continually scrutinized to

ensure that it is current and relevant while also maintaining proper emphasis on enduring themes and

concepts. The AY08 curriculum is a continuation of the ongoing and continuous process of examination

and reexamination that has dened the Army War College and its mission. The Army War College,

with its special organizational culture and associated values, is a learning institution. It will prepare itsgraduates—fully qualied in service and joint matters, competent with technology, and able to cope

with the complexities of strategy at the highest levels of leadership—for their most productive years of

service to the nation.

The U.S. Army War College (USAWC)

The USAWC prepares students to assume strategic leadership responsibilities. Upon program

completion, many graduates begin operating in the national strategic or theater strategic environment—

either directly or as advisers to the senior leadership of the Armed Forces, the Department of Defense,other governmental agencies, or in foreign militaries. A select number of graduates eventually will

assume the most senior leadership positions within their organizations, leading them at the strategic

level.

Mission

To prepare selected military, civilian, and international leaders for the responsibilities of strategic

leadership; educate current and future leaders on the development and employment of landpower in a



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joint, interagency, intergovernmental, and multinational environment; research and publish on nationa

security and military strategy; and engage in activities that support the Army’s strategic communication

efforts.

Vision

The most prestigious institution for the education of strategic leaders and for the study of the

development and employment of landpower in a joint, interagency, intergovernmental, and multinationa

environment.

Core Competencies

• Educate the nation’s current and future leaders in strategic leadership and the development and

employment of landpower in a joint, multinational and interagency environment.

• Research and publish on national security issues of value to the Army, DoD, and the Nation.

• Support the Army’s strategic communications efforts by engaging the Nation and its leaders to

increase understanding of strategic leadership, the role of landpower in support of the NationaSecurity Strategy, the Army’s core competencies, and the Army’s Title 10 responsibilities.

Values

• Excellence. We are dedicated to providing the highest quality education and research. We

help our students achieve higher levels of critical thinking by actively seeking out, studying, and

selectively applying the latest concepts, theories, and technologies in order to maintain educationa

currency and ensure continuous improvement. We promote critical thinking, collaboration, and

innovation. We support the continuous technical and professional development of our people

We produce well reasoned, well investigated, and well written research projects.

• Integrity. Our organization is dened by the character of its people. We demonstrate honor

in all our endeavors. We promote openness in the exchange of ideas and, as an educational

institution, provide a forum for learning. We treat people with dignity and respect, regardless of

their position, race, creed, gender, age, background, or other personal characteristics as we

remain loyal to the Army, the USAWC and each other.

• Service. All that we do is underpinned by the understanding that our institution exists to serve

the nation. We strive to focus this institution’s work to provide relevant, quality products to the

Combatant Commanders, Army leaders, and national leaders to meet their needs. All that we do

underscores the fact that Soldiers, Sailors, Airmen, and Marines are required to execute policiesand orders developed from our work. We further recognize that our fellow citizens depend on us

to protect them and their resources with the greatest prudence. We work hard to foster the trust

and understanding of the nation.



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USAWC Institutional Learning Objectives

To accomplish its mission, the USAWC offers resident and distance education curricula based on

national defense, military science, and responsible command that prepare graduates for a broad range

of duties. The USAWC curriculum is designed to produce graduates who can:

• distinguish the uniqueness of strategic level leadership and apply competencies required by

strategic leaders;

• use strategic thought processes to evaluate the national security challenges and opportunities

facing the United States in the 21st Century;

• evaluate the theory of war and strategy;

• evaluate DoD, joint, interagency, intergovernmental, multinational, and NGO processes and

relationships, including Army contributions to the nation in peace and war;

• evaluate the role of landpower in joint, interagency, intergovernmental, and multinationa

operations;

• synthesize theater strategies, estimates, and campaign plans to employ military power in a

unied, joint, multinational and interagency environment;

• synthesize critical elements, enablers, and processes that dene the strategic environment in

peace and war; and

• study and confer on the American military profession and guide its future direction.

The USAWC's responsibility is to produce graduates who understand how to operate in strategic

security environments, who can deal effectively with complex, unstructured problems involving nationasecurity, and who are prepared to make sound decisions or render sound advice when the application

of military force is being considered as a policy option. The USAWC experience completes the forma

military education of those ofcers selected to attend the Resident Education Program or the Distance

Education Program.

Educational Philosophy

The USAWC educational practice is based on an inquiry-driven model of graduate study. The curriculum

centers on the examination of theory, concepts, and systems as applied to national security, strategy

decisionmaking, and conict analysis. The core curriculum offers a foundation of knowledge upon whichlater electives, exercises, and seminars build and emphasize the application of critical thinking skills

to course content. The intent is to focus on how and why one thinks, rather than on what one thinks

Complex, difcult issues that are not given to school solutions are discussed. USAWC does not seek

to achieve consensus, but encourages debate and exploration of opposing positions during seminar

discussions.

The central academic focus is on strategic leadership and national security. Graduates are expected to

understand the linkages between strategy and the other elements of power at the national level and the

planning and conduct of warfare at the theater level. To this end, the USAWC:



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• challenges students to study the dynamics of the global strategic environment and introduces

them to the critical thinking tools needed by strategic leaders. How to think will remain far more

important than what to think as students understand the systems and processes used to manage

change in the international strategic environment;

• helps students understand the key tenets of national security strategy and how the elements

of national power available to the President and Secretary of Defense – diplomatic, military,

economic, political, and informational – may be used to promote and protect U.S. nationa

interests. Students must also understand how to effectively wield the instruments of nationasecurity policy;

• reinforces that defense strategy is derived from, and supports, national level strategic guidance

Students must grasp the processes by which the defense strategy establishes strategic direction

and provides guidance for joint operations planning; and

• continues to focus on theater-level, unied action, joint and single service, functional component

commands, and multinational warghting across the full spectrum of military operations. The

critical link between the strategic and operational levels of war must be understood by al

graduates.

The USAWC experience, therefore, is designed to nurture the student’s growth intellectually, physically

and personally. Solid family, peer, and community relationships are essential to professional and

personal growth. A student’s educational experience is viewed holistically. The charge is to prepare

students for senior leadership in their service or agency and to meet the broad range of responsibilities

and challenges that lie ahead. The measure of our success is the contributions USAWC graduates will

make during the remainder of their careers.

Themes

A number of themes link the courses, lessons, and topics that constitute the USAWC curriculum. Theyprovide continuity of thought and meaning throughout the year.

Enduring Themes

The challenge Elihu Root posed to the Army at the founding of the USAWC: “to preserve peace by

intelligent and adequate preparation to repel aggression, through studying and conferring on the great

problems of national defense, military science and responsible command,” provides the underpinnings

for enduring themes within the USAWC curriculum. These themes—ethics, history, human dimensions

of strategic leadership, jointness, and strategic vision—give increased meaning to the study of strategy

and the national defense; military art and science; and command, leadership, and management. Theystimulate intellectual growth by providing continuity and perspective as we analyze contemporary

issues.

Ethics. Military leaders are entrusted with the special trust and condence of the American

people to provide for the national defense. We are responsible to those we defend and to those

we lead. Because of the power inherent in the military, the fundamental values of our Nation and

our profession must inuence all our decisions. History reminds us that senior military leaders

must understand and apply the highest ethical standards to the military profession.



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History. History provides the context that helps us understand the origins of modern military

institutions and doctrine. History also provides a broader perspective on the basic issues of

national security and military strategy, and can offer clearer insight into the human dimension of

war. Understanding of the past also affords insight and guidance for the future. At its best, the

study of history helps students develop understanding, a base of knowledge, and the condence

to render effective judgments. When combined with conceptual, critical, creative, and visionary

thinking, this sense of history culminates in highly effective strategic thinking. Instilling a sense

of historical mindedness in our students is a major goal of the USAWC.

Human Dimensions of Strategic Leadership. The Army has long recognized that regardless of

current doctrine and technology, wars are fought by men and women operating under conditions

of extreme stress and uncertainty. As such, it is critical that strategic leaders rst exhibit self-

awareness – a thorough understanding of themselves – their personality and style and how

those manifest themselves in terms of their leadership behavior. Secondly, strategic leaders

must have a deep understanding–derived from a study of history and behavioral sciences—

of the complexity of human behavior under the extreme conditions in which we currently nd

ourselves.. Equally important, strategic leaders must get the best ideas and viewpoints from all

stakeholders if they are to make high-quality decisions that achieve high acceptability among

the diverse groups that make up our changing Army and country. Lastly, strategic leaders mustthoroughly understand the culture of the organizations they lead, how to inuence that culture,

and how to build healthy, resilient, learning organizations that are equal to the challenges ahead

The successful strategic leader will be one who melds all aspects of the human dimension into

the practice of the strategic art.

Jointness. Jointness refers to the mutual support and doctrinal understanding that must exist

within all military services. Jointness is a state of mind as well as a statement of fact. It predisposes

those who share its goals to emphasize the unique capabilities of the Nation’s military services

in planning and operations that are by design, from beginning to end, synergistic, cooperative

and interdependent.

Strategic Vision. Strategic vision is an essential element of political, corporate, and

military leadership. It directs and shapes the forces and trends that affect us individually

and organizationally. By dening a desired end state and then communicating that vision to

subordinates, leaders at all levels can shape and manage change toward a desired end. Leaders

who have most successfully guided the destinies of people and organizations have understood

and communicated the power of strategic vision.

Special Themes

Derived from important contemporary issues, special themes represent the types of challenges that

await US Army War College graduates. Themes are integrated into seminar discussions to allow the

institution and students to explore challenges and objectives established for the United States armed

forces by the President, Chairman of the Joint Chiefs of Staff, the Joint Staff, the Army Chief of Staff, the

DA staff, TRADOC and other external sources. Special themes can also highlight emerging concepts

of doctrine, policy, and management, and they help to focus and strengthen seminar discussions of

current events and issues.



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Strategic Communication. The global “Information Revolution” has presented 21st Century

strategic leaders with the challenge of a “Sea Change” in the information environment. This “Sea

Change” involves the way in which people interact with that environment and the subsequent

inuence it has on the way in which they view the world. This “Sea Change” has leveled the

playing eld for not only nation states, but also non-state actors, multinational corporations and

even individuals who can affect strategic outcomes with minimal infrastructure and little capital

expenditure. This new - and rapidly changing – information environment requires strategic leaders

who are able to understand and engage key audiences to advance US interests through the

effective employment of information as an element of national power. Strategic communicationprovides a “way” to advance those interests while countering adversarial challenges within that

environment. For this reason, it is essential that strategic communication be established as a

strategic leader strategic leader skill and be fully integrated into the national security policy and

strategy formulation process as well as the campaign planning process. Instilling a sense of the

importance of strategic communication, what it is, and how it can be used as a “way” of achieving

national objectives in the “ends, ways, and means” construct, is a goal of the USAWC.

Irregular Warfare. Irregular Warfare represents a unique approach to defeating an enemy. More

than the conventional force-on-force approach to success, it assumes a very different mind-set

to create victory. The enemy force is more often than not a non-state actor, technologicallyinferior, and is unimpeded by accepted principles of traditional warfare. He may be motivated

by politics, religion, or simple greed. Victory, in the eyes of the enemy, may be dened quite

differently than in past conicts between state actors. Weaving all elements of national power

equally in a seamless, integrated approach, military leaders approach the challenges of irregular

warfare through a variety of methods and techniques that require cultural, historical, and regiona

understanding of the problem. The USAWC seeks to create understanding of the similarities

and differences between conventional and irregular warfare at the strategic level.

Commandant’s Lecture Series (CLS)

The CLS presents prominent speakers of the highest quality, representing diverse backgrounds,expertise, and varied perspectives. A limited number of lecturers, invited by the Commandant, wil

explore a designated special theme or area of emphasis. Chairman, DAA, with the assistance of the

DCIA, will schedule these lectures throughout the academic year. Faculty will nominate speakers for

designated sub-topics and the Commandant will approve speakers and topics. Students will have

assigned readings to provide context and background information for the series and will have seminar

time to reect upon the lecture.

The CLS special theme for AY08 is: Interagency Transformation: Global Strategic Challenges and 21s

Century Security Requirements.

This year’s Commandant’s Lecture Series promises to provide fresh, meaningful and powerful insights

into important issues to our country, and our success in the global war on terrorism. As the Nation

has grappled with the challenges inherent in a “long war” against a determined and committed enemy,

the importance of interagency coordination and how Department of Defense personnel work with their

interagency partners has moved to the forefront of national security debate. Without this coordination we

cannot develop and sustain effective operations in the “long war” using all elements of national power

The AY08 CLS will highlight the growing debate over the requirement for interagency transformation

comparable to a Goldwater-Nichols Act for the Interagency by linking that debate to 21st Century



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global strategic challenges and their associated security requirements. The CLS will include speakers,

drawn individually from key interagency organizations, academe, and think tanks, who will examine

the historical background of the interagency, provide a diverse analysis of its current state and wel

considered and thought provoking visions for interagency transformation to better serve U.S. interests.

Throughout this series, students will have a rare opportunity to engage key interagency experts and

defense intellectuals on these important challenges that will impact them in future assignments.

Professional Military Education (PME)The U.S. Army places a high premium on the training and education of the ofcer corps. Ofcers are

expected to engage in life-long learning and professional development relying on a blend of institutiona

training and education, operational assignments, and self-development. Attendance at the USAWC—

whether by resident or distance education programs—represents the culmination of the formal education

for most ofcers. This experience will provide the formal educational foundation for the remainder of the

ofcer’s career. The USAWC addresses three educational imperatives: Joint Professional Education

Army Professional Military Education; and graduate level education leading to a Master of Strategic

Studies degree.

JPME at the USAWC

The focus of senior level professional military education (PME) is to prepare students for positions

of strategic leadership, senior education focuses on strategy, theater campaign planning, the art

and science of developing, integrating and applying the instruments of national power (diplomatic

informational, military and economic) during peace and war. Studies emphasize analysis, foster critica

examination, encourage creativity and provide a progressively broader educational experience.

Within the PME continuum, Joint Professional Military Education instills joint core competencies by

exposure to a Service mix of faculty, students, and concepts. This mix is designed to provide a broad

scope of the future joint force including interagency and multinational cultures and capabilities. Service

SLCs address theater- and national-level strategies and processes. The curriculum focus is on how

the unied commanders, Joint Staff and DOD use the instruments of national power to develop and

carry out national military strategy, develop joint operational expertise and perspectives and hone joint

warghting skills.

Although each Service SLC mission is unique, a fundamental objective of each is to prepare future military

and civilian leaders for high-level policy, command and staff responsibilities requiring joint and Service

operational expertise and warghting skills by educating them in the diplomatic, informational, military

and economic dimensions of the strategic security environment and the effect of those dimensions on

strategy formulation, implementation and campaigning. SLC subject matter is inherently joint; JPME

at this level focuses on the immersion of students in a joint, interagency, and multinational environmentand completes educational requirements for JSO nomination.

JPME Phase II --- Senior Level, consists of seven (7) JPME Learning Areas supported by thirty one

(31) Supporting Learning Objectives focused on the operational and strategic levels of war.

All learning areas and supporting learning objectives are met primarily during resident core courses

of FST, TWS, SL, NSPS, INMS, and JPLD, in the Regional Studies, Electives, and throughout the

Strategic Decision Making Exercise.



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The quality of teaching and instruction, academic rigor, and educational effectiveness of courses and

programs is maintained through faculty initiative and similar material, and evaluation and assessment

procedures. The sharing of teaching and coordination among faculty accomplishes the comparability

among courses and electives.

Successful completion of USAWC curriculum results in the awarding of a USAWC diploma and Master

of Strategic Studies degree. Also as a result of successful fulllment of the complete program of

instruction, Army ofcers have satised all requirements expected for a DoD Senior Service College

graduate. USAWC curriculum also partially fullls the requirements of the Defense Leadership andManagement Program (DLAMP).

The U.S. Army War College is accredited by the Chairman, Joint Chiefs of Staff as a program for joint

education (Phase I Senior Level) for both the Resident Education Program and the Distance Education

Program.

Middle States Accreditation

The U.S. Army War College is accredited by the Commission on Higher Education of the Middle States

Association of Colleges and Schools, 3624 Market Street, Philadelphia, PA 19104, (215) 662-5606The Commission on Higher Education is an institutional accrediting agency recognized by the U.S

Secretary of Education and the Council for Higher Education Accreditation.



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Eligibility and Admissions

Military

Military students are selected to attend the USAWC by their respective services. Selected students are

considered to hold considerable potential for promotion and future service in positions of increasing

responsibility. Ofcers are eligible for attendance after being promoted to O-5, through their 25th year of

service. Applicants must have completed the Command and General Staff College, or equivalent, and

should possess a baccalaureate degree. Students who do not have a baccalaureate degree will not be

eligible for the award of a Master of Strategic Studies degree. While each service has its own selection

process, the U.S. Army holds an annual selection board that chooses Army active duty ofcers to

attend the USAWC.

Within the U.S. Army Reserve, AR 350-1 governs selection for Senior Service College. The Chief, Army

Reserve (CAR) convenes a board annually in October that selects and ranks by competitive category

qualied ofcers in the Active Guard Reserve (AGR) program, Troop Program Unit (TPU) program, and

Individual Mobilization Augmentee (IMA) program. The board lists selected ofcers as either a primary

or an alternate in an Order of Merit List (OML) for either the resident program or distance education

program. The CAR is the approving authority for the board’s recommendation and the results are

usually announced in mid-December to early-January.

Approximately 35,000 eligible ofcers receive notication of their eligibility each year. Senior ServiceCollege is voluntary for all Troop Program Unit (TPU), Individual Ready Reserve (IRR), and Individua

Mobilization Augmentee (IMA) ofcers and mandatory for Active Guard Reserve (AGRs) ofcers. Al

eligible AGR ofcers are considered for selection. Eligible and interested non-AGRs must submit a

packet per the annually published “application instructions.” Application instructions also reside on the

Human Resources Command web page under the HRC St. Louis section at www.hrc.army.mil.

Within the U.S. Army National Guard, the annual selection process starts (April) with each state inviting

all eligible colonels and lieutenant colonels to apply and submit required documents. The application

and documents, along with the individual’s personnel 201 le, are reviewed by a state board of MEL-1

colonels with the Assistant Adjutant General presiding over the board (June). The board develops an

Order of Merit List (OML) that the Adjutant General approves.

Each Adjutant General provides the approved list to the National Guard Bureau where a national board

is held in August-September. This board is made up of MEL-1 colonels and presided over by the

Deputy Director of the Army National Guard. Two Order of Merit Lists are then developed: Resident

OML (with an alternate OML) and Distance Education OML (also with an alternate OML). The Director

of the Army National Guard nally approves these lists.

Part II: Academic Policies and Procedures



12

The Resident and the Distance Education OMLs (but not the alternate lists) are released to the states

in January. The State Joint Force Headquarters of each state noties the selected ofcers for both

programs in the January-February time period. The ofcer then must accept or decline, usually by the

end of February, enrollment for the following academic year. Final lists with names, addresses, and

phone numbers are released to the Senior Service Colleges in March for both programs.

International Fellows

The Chief of Staff of the Army invites International Fellows (IF) from select countries to attend the

USAWC each year. The program offers an opportunity for these select IFs to participate in seminar

groups; to study, research, and write on subjects of signicance to the security interests of their own

and other nations. The IFs establish mutual understanding and good working relationships with senior

U.S. ofcers and senior ofcers of other foreign countries and enrich the educational environment of

the USAWC. Since the IFs are immersed in the U.S. culture, they have an opportunity to improve their

rsthand knowledge of U.S. and its institutions through study and travel throughout the nation.

Civilians

Department of the Army Civilians

Student allocations are available in the resident and distance program each year for Department of the

Army Civilians. Civilians are selected through a centralized selection board similar to Army ofcers. To

attend the USAWC, Department of the Army Civilians must be at the grade of GS/GM-14 or higher. The

Ofce of the Assistant Secretary of the Army (Reserve and Manpower Affairs) handles applications.

Department of the Army Civilians also may compete within the Defense Leadership and Management

Program (DLAMP).

Defense Leadership and Management Program (DLAMP)

Applicants must submit their applications through their component DLAMP representative. Applicants

are nominated for selection by component DLAMP Boards and selected by the DLAMP Council.

Applicants are evaluated and selected based on the information they submit in their nomination package

Evaluation will be based on the applicant’s:

● depth and breadth of experience in one or more of the broad functional areas in which DoD

employs managers and leaders;

● evidence of ability or potential to complete the academic requirements of the program. Examples

of such evidence would include successful completion of a baccalaureate degree; substantia

undergraduate course work; military intermediate level schools, i.e., Naval, Army, and AirCommand and Staff Colleges; the Defense Systems Management College Program Manager’s

Course; or other executive programs that involve academic rigor; and

● meeting the DLAMP evaluation criteria that include the U.S. OPM Executive Core Qualications

and Department of Defense criterion.

To attend the USAWC, DLAMP applicants must be at the grade of GS/GM-14 or higher. Details may be

found at Defense Leadership and Management Program web site at www.cpms.osd.mil/jldd.





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All students at the USAWC are expected to read, write, and speak English uently. Therefore, to

participate in the MSS degree program, International Fellows must demonstrate a prociency in the

English language. Native speakers of English, dened as those individuals who have received all of their

primary and secondary education in the following countries: Antigua; Australia; Bahamas; Barbados

Belize; Brunei; English-speaking Canada; Dominica; Grenada; Guyana; India; Ireland; Jamaica; Malta

Mauritius; New Zealand; Singapore; St. Kitts; St. Lucia; St. Vincent; Trinidad; and the United Kingdom

Non-native speakers of English must demonstrate prociency by taking the Test of English as a Foreign

Language (TOEFL), which must be taken prior to arrival at the USAWC. Information on the TOEFL may

be obtained by writing to:

TOEFL

P.O. Box 6154

Princeton, NJ 90541-6154, USA

or www.toe.or g

A score of 600 on the paper-based test, 220 on the computer-based test, or 83 on the new Internet-

based test (iBT), is the minimum for enrollment in the Master of Strategic Studies degree program.

Acceptance of Transfer Credits

Due to the specialized nature of the curriculum, transfer of credits from other institutions will not be

accepted.

Graduation Requirements

All requirements for graduation must be completed by the last day of classes for a student to be eligible

to receive a USAWC diploma and/or an MSS degree. For U.S. students, the academic requirements

are the same for the USAWC diploma and the MSS degree. International Fellows may choose not to

apply for the MSS degree and only pursue the USAWC diploma.

All U.S. students possessing a baccalaureate degree are automatically enrolled in the MSS degree

program. International Fellow participation in the MSS degree is voluntary for those IFs who meet

admission requirements. Full requirements for graduation are maintained in Carlisle Barracks

Memorandum 350-1.

• A minimum assessment of “Pass” in all coursework totaling of 37 credit-hours.

• An Individual Learning Plan (ILP) established in concert with the student’s faculty adviser.

• All U.S. students are required to complete a Strategy Research Project (SRP) in accordancewith the guidelines published in the Communicative Arts Directive. International Fellows who

elect not to pursue the Master of Strategic Studies (MSS) degree or are otherwise ineligible

to pursue the degree may report the results of their research in an alternative format. See the

Communicative Arts Directive for additional information.

• All U.S. students are required to complete at least one public speaking engagement to a

civilian audience before graduation. Consult the Communicative Arts Directive for additiona

information.



15

• For Army personnel (Active, Reserve, and Guard) – current APFT on le.

Expectations, Requirements, and Standards

Academic Standards

A student’s primary duty is to meet all academic requirements to the best of her or his ability and to

participate actively in scheduled classes. Students must complete all individual and group academicassignments, and are expected to accomplish required readings, study, or research in advance of

classes as specied in course directives, syllabi, or as assigned by a faculty member. Assigned readings

for each lesson are found in selected reading volumes prepared by the USAWC, materials issued

separately, or in materials available on the Library’s Course Reserves shelves, in the Library’s genera

collection, or other designated locations. Additionally, students receive a number of books issued to

support the curriculum.

Instruction is presented at the graduate level. Students will be questioned on issues and challenged

to defend their positions. They are expected to conform to basic rules of courtesy and etiquette at all

times; however, special attention to this requirement is expected during guest lectures and seminar

discussions. Written work must be of graduate-level quality in substance and form. In general, paperswill stress analysis and synthesis, rather than description or opinion. Papers are expected to be concise

complete, logically organized, and, where appropriate, contain a clear and well-supported thesis

Individual knowledge and views should be presented and supported. While students are encouraged

to exchange views and solicit advice and opinions from others, written work must represent individua

analyses and conclusions.

Written requirements should reect the generally accepted rules of grammar and syntax appropriate

for senior military or civilian ofcials. All writing requirements must be typed for submission. The typing

and reproduction of individual and group research reports, seminar requirements, summaries, and na

course requirements are an individual or seminar group responsibility. Topic, format, and length will beas specied in the course directive, syllabus, or by the faculty members.

Plagiarism

Appropriating the literary composition of another in whole or in part, and representing them as the

product of one’s own mind is plagiarism. Plagiarism or extensive paraphrasing without crediting the

source violates standards of conduct expected of senior military ofcers and civilians. A violation of

this academic ethical standard is grounds for dismissal from the program. This admonition applies

to briengs and oral presentations, as well as written work. Substantiated charges of plagiarism wil

result in the award of a Fails to Meet Standards assessment and disenrollment from the USAWC, and

potentially other forms for administrative action.

Nonattribution

Full freedom of expression is encouraged in all academic endeavors. Outside speakers and lecturers

faculty, and students are encouraged to speak openly. To support the free exchange of ideas, the

USAWC adheres strictly to a longstanding policy of nonattribution of remarks. If referring to a previous

speaker or discussion, students and faculty should phrase their remarks in general terms to assure

protection of the original speaker’s identity.





17

when the USAWC is visited by four star ofcers, Secretaries of Services, and civilians such as the

Secretary of Defense, Deputy Secretary of Defense, or visitors of an equivalent grade.

Physical Fitness

A commitment to excellence appropriately includes a rigorous approach to the development of physica

stamina and strength, maintenance of optimal body fat composition, and leadership by example through

the setting of sound health and tness practices. Physical tness training and testing is an individua

responsibility for all members of the class and will be conducted in accordance with governing regulations

of each respective service or agency.

Weight, appearance, and a sustained program of physical tness continue to be a matter of specia

emphasis throughout the Army. All Army students must meet weight standards as described in AR 600-

9 at the time of their acceptance into the program. Students are weighed in upon arrival at USAWC

Where necessary, students will provide a copy of their DA Form 5500/5501, Body Fat Worksheet, or

DA Form 3349, Physical Prole. Students from other Services must comply with the guidelines of their

respective organizations. All students who do not pass the APFT before graduation will graduate, bu

Item 11.c. of their Form 1059 will be annotated “Marginally achieved course standards,” and Item 14 wil

be annotated “Failed to meet APFT standards.”

Academic Organization and Methodology

Seminar Learning Model

Individual reading, research, and study, as well as attendance at lectures and question periods, accomplish

learning at the USAWC. Direct participation in seminars and other formal or informal discussion groups

also contributes to a student’s education. Continual critical assessment of the educational process

and of all subject matter contained in the curriculum adds to the student’s intellectual and professiona

growth.

The seminar is the basic organizational and instructional unit at the USAWC. The resident class is

organized into seminars for the core courses and work under the direction of a faculty team.

Each seminar cohort normally consists of Active Component Army ofcers, Army Reserve Component

ofcers, a sea service ofcer (either Navy, Marine, or Coast Guard), an Air Force ofcer, 1-2 U.S.

Government civilians, and 2 International Fellows. The USAWC strives to provide maximum diversity

(Army component, functional area, branch, and experience) possible within seminars. A seminar

comprises an aggregate of over 300 years of diverse experience and knowledge. Each student

therefore, is an integral member of the seminar learning team. Faculty members will liberally draw upon

this experience in seminar discussions.

The faculty team consists of a member from each of the three resident teaching departments plus an

historian. Faculty from the Department of Academic Affairs, the Department of Distance Education,

Strategic Studies Institute, and Center for Strategic Leadership serve on faculty teaching teams when

necessary. Seminar historians may come from any of the organizations mentioned above or the Military

History Institute. Faculty team members serve as sources of knowledge, advise students, and facilitate

seminar discussions.



18

Seminar discussions will complement, reinforce, and stimulate student learning as they pursue the

broad problems of national and international affairs and the military as an art and science. Faculty

members often may divide a seminar into subgroups for more detailed discussions of complex issues

and requirements. Students face the challenge of submitting their ideas for critical seminar group

appraisal and discussion. In turn, students benet from the knowledge and experience of their peers.

Assessment Policies

Faculty Advising and Feedback

Performance feedback is detailed, personalized, and condential. Informal oral feedback on time-

sensitive information will be provided on a regular basis. Continuous dialogue between students

and faculty fosters rapport and mutual respect. Faculty instructors meet with students during core or

elective courses for informal feedback sessions if academic progress appears to be below acceptable

standards. Formal feedback sessions between students and their faculty advisers occur within the rst

60 days of school, prior to winter recess, prior to spring recess and during the last 30 days of school.

These sessions provide an opportunity for students to review their goals and objectives (learning plans)

and academic progress to date. Faculty advisers discuss Course Evaluation Reports provided by other

faculty members to assist in assessing students’ strengths and weaknesses. These reports, completedat the end of each course, are an essential element in the feedback process. They augment the faculty

adviser’s observations, and provide the basis for counseling and guidance.

At the end of the academic year, faculty advisers prepare an Academic Evaluation Report (or equivalent)

for each student. This is the only USAWC document that goes into a student’s ofcial personnel le

Advisers complete the Academic Evaluation Report in time for discussion at their last formal feedback

session with students.

Students have access to their academic les at any time. Electronic les are accessed through the

USAWC Intranet, in the Student Tracking System. To view the paper academic folder, a student should

request an appointment with the Registrar, who maintains all academic les.

Assessment

Faculty formally evaluate and record student learning against course-specic learning objectives

USAWC evaluation philosophy focuses on individual attainment of learning objectives, not on comparison

among students. The USAWC uses the following assessment system:

Outstanding (5) Incomplete (2)

Exceeds standards (4) Fails to meet standards (1)

Meets standards (3)

As a general rule, students must meet or exceed the standards for every evaluated requirement to

graduate. If a student receives an overall grade of “incomplete” for a course evaluation, the studen

will be put on probation and required to revise and improve the course work needing improvement, in

consultation with the appropriate faculty member, until standards are adequately met (at which time, the

student will be removed from probation) or continued effort is no longer feasible. Failure to complete a

requirement or to achieve an overall “meets standards” for a course may preclude graduation.



19

Elements considered in assessing student work include participation in the seminar (a mark of

preparation), contribution and written work. Specic outputs are determined by the nature of the course

and by standard expectations for work in graduate programs. As a graduate-level institution, the USAWC

places a premium on individual thought, analysis, synthesis, and assessment. Originality of thought

whether in contribution or written work, is expected of all students.

Written work is a widely accepted measure of learning in graduate education, and course authors and

faculty seek ways to incorporate writing assignments into each course. Regardless of the nature or

form of product(s) for a course, students are expected to conform to: (1) the nature of the material andthe learning objectives for the course; and (2) standard practices in graduate education. Details of the

evaluation and assessment system, philosophy, and methodology may be found in Carlisle Barracks

Memorandum 623-1.

Grievance Procedures

In the absence of compelling reasons, such as error or bad faith, the evaluation determined by the

instructor of record is to be considered nal. A student who believes an appropriate assessment has

not been made should follow the procedures set forth in Carlisle Barracks Memorandum 623-1. The

student must initiate the appeal within two weeks following the posting of the course evaluation.

References:

1. Carlisle Barracks Pamphlet 10-1, “Administrative Policies and Procedures for Students, Faculty and

Staff”

2. Carlisle Barracks Memorandum 350-1, “USAWC Student Admission Policy and Procedure, Graduation

Requirements, Resident and Distance Education Programs”

3. Carlisle Barracks Memorandum 350-7, “Disenrollment from the U.S. Army War College”

4. Carlisle Barracks Memorandum 351-9, “Academic Freedom”5. Carlisle Barracks Memorandum 623-1, “USAWC Student Academic Assessmentand Evaluation -

Resident and Distance Education Programs”

6. Army Regulation 350-1, “Army Training and Leader Development”

7. TRADOC Regulation 10-5-6, “United States Army War College”

8. Communicative Arts Directive



20

Resident Education Program

The academic year consists of approximately 190 academic days. Six core courses, the Strategic

Decision Making Exercise (SDME), the Strategy Research Project, and the National Security Seminar

together constitute the “core” curriculum. All USAWC resident students participate in the carefully

sequenced and functionally related courses in the core curriculum, each of which builds on and integrates

material from earlier work. Following completion of SDME students take ve electives (one of which is

a Regional Studies elective), giving them a total of 37 credit hours for the program.

The National Security Seminar Week takes place during the nal academic week of the year. There is

some unscheduled time during the academic year which students can ll with Special and Complementary

Programs.

IF Orientation Course

International Fellows attend a six-week Orientation Course prior to the start of the AWC Academic Year

This course is designed to facilitate the transition of the International Fellow and his family to the United

States and prepare the ofcer for the academic year ahead. The course allows the International Fellow

time to establish residence in the Carlisle area and provides familiarization to the area by a variety of

orientation trips. The Fellows receive computer skills instruction, introduction to the academic year, and

begin initial readings and familiarization.

Strategic Thinking (ST) Course

The ST Course is an interdisciplinary course that takes place in the rst ten days of the academic year.

The course focuses on the cognitive domain of strategic leadership, and reorients participants to good

habits of graduate level scholarship appropriate for stewards of a profession. The course emphasizes

lifelong learning through increased self, organizational, and environmental awareness. It also provides

a foundation for self-directed learning throughout the year and for future assignments. By the end of the

course students are expected to:

• comprehend selected cognitive and interpersonal competencies required by strategic leaders

operating in a joint, interagency, intergovernmental, and multinational environment.

• apply strategic thinking processes necessary to sustain innovative agile and ethical organizations

in a joint, interagency, intergovernmental, and multinational environment.

Based on the observation of over thirty hours of seminar dialogue and discussion, faculty advisers

provide evaluation and feedback on student interpersonal competence, cognitive abilities, and ora

communication skills. A course paper gauges written communication abilities and reasoning. The

Part III: Academic Program



21

paper also provides a foundation for learning plan development and is used by the Communicative Arts

program to identify those who would benet from participation in the effective writing program. (2 credit

hours)

Theory of War and Strategy (TWS) Course

The TWS Course prepares students for service at the strategic level through the study of war and

strategy. The course emphasizes the theoretical approach to war and strategy and sets the intellectua

framework for all subsequent courses.

Theory of War and Strategy has four major blocks of instruction:

Block I: “Strategy, War, and the International System” exposes students to the basic internationa

relations and political science theory necessary to evaluate the contemporary international system. It

introduces some general tools like realism and idealism and levels of analysis, and goes into depth

on major concepts including interests, power, war, and strategy. The block introduces the concep

of strategy and provides both a paradigm for formulating strategy and tests for its evaluation. It then

examines the state and the concepts of national purpose, values, and interests, with the emphasis on

national interests—what they are and how to determine their intensity. We move from the state to theinternational system and provide ways to think about international relations. The course next examines

the role of war in the international system—what war is and why wars occur. At the end of the block the

student will have a basic familiarity with strategic theory and international relations theory.

Block II: “The Nature of War and Strategy” examines the nature and characteristics of war in genera

and provides a more detailed examination of topics and concepts that might modify or constrain war

and strategy. Specically, it considers how ethical and legal considerations, domestic and internationa

politics, the need for legitimacy, coalitions and alliances, and the concept of limited war both modulate

the nature of war and constrain strategy. It uses historical examples to illustrate concepts. At the

end of the block the student will understand the nature of war and factors that impact the execution of

strategy.

Block III: “Theories of War and Strategy” examines some high-operational level theories about how

to ght wars and specic strategic issues about the conduct of war. It introduces concepts of land, sea

air, nuclear, insurgency and counterinsurgency warfare. The block uses military history to illustrate the

strategic issues examined. At the end of the block, students will be familiar with specic warghting

concepts and issues and be able to apply, analyze, and evaluate those concepts and issues with regard

to past, current, and future military operations.

Block IV: “Conict Termination, Aftermath, and the Future” examines the complex issues of turning

battleeld victory into political success. We examine what constitutes winning and some variouspotential degrees of winning. We evaluate theoretical approaches and the effectiveness of recen

examples of post-war (phase IV) planning. The course concludes with an examination of the future o

war and strategy. (5 credit hours)

Strategic Leadership (SL) Course

The Strategic Leadership Course develops in the students an appreciation of the uniqueness of the

strategic leadership environment and the accompanying required knowledge, skills, and abilities



22

necessary to lead in a volatile, uncertain, complex, and ambiguous environment. It builds on the

Strategic Thinking Course by applying strategic thinking skills to assess and creatively address the host

of challenges strategic leaders must face to include scanning the future for trends and issues, managing

and changing the organizational culture, leading the profession, establishing a positive command climate

within the senior leader team, and making strategic and ethical decisions. The course culminates with

Anton Myrer Army Leader Day in which Army generals and senior executives from the Pentagon spend

a day with the students relating their perceptions of strategic leadership. (3 credit hours)

National Security Policy and Strategy (NSPS) Course

NSPS emphasizes strategic art and grand strategy and prepares students for service at the strategic

level through the study of national security policy and the national security and national defense and

military strategies. The course also examines the international and domestic security environments

the U.S. national security system; the strategy formulation process; the elements of national power;

and contemporary international, transnational, and regional issues and corresponding U.S. interests

and policies.

NSPS has two major blocks of instruction:

Block I: “The Contemporary Security Environment and National Security Processes” seeks to broaden

students’ understanding of national policy and strategy, the environment within which policy and strategy

decisions are made, and the U.S. system for making such decisions. This block examines the concepts

of grand strategy and strategic vision and their relationship to national policy, and introduces a model

designed to enhance student understanding of the policy and strategy formulation process. It also

analyzes the international and domestic security environments and the players and processes that

shape the formulation of national security policy and strategies. Additionally, it explores the interaction

of the executive, legislative and judicial branches of government; the interagency process; the elements

of national power; and the role that military leaders should play in the process of developing and

implementing national security policy and strategy decisions. The block culminates with a case study

of Cold War grand strategy.

Block II: “Contemporary Security Issues and National Security Strategies” focuses on current and

future security issues and corresponding U.S. national security policy and strategies. It evaluates

the major national strategy documents that have emerged in the George W. Bush administration: the

National Security Strategy, National Defense Strategy, Quadrennial Defense Review, National Military

Strategy, National Strategy for Combating Terrorism, National Strategy to Combat Weapons of Mass

Destruction, and National Strategy for Homeland Security. This block also evaluates key international

transnational and regional issues and the U.S. policy guidance and strategies designed to address

them from both a regional perspective as well as a U.S. perspective. Additionally, it examines cultura

factors associated with these issues and the intensity of U.S. interests at stake. This block culminatesin a strategy formulation exercise.

Integrated into Block II is a four-day strategic-leaders eld trip to New York City. The purpose of this trip

is to provide the opportunity for students to increase their awareness and understanding of the nexus

between public policy and the private sector and national security policy and strategy. New York City

as a large, complex and dynamic urban environment, is an excellent laboratory for this trip not only for

its status as one of America’s premier cities but also as a premier global nancial, marketing, political



23

and media center. Since September 11, 2001, it has also become both a symbol and focus of the

strategic requirements and challenges of Homeland Security. (6 credit hours)

Implementing National Military Strategy (INMS) Course

The INMS Course focuses on theater strategic warfare and the Combatant Commands. Students

are required to apply strategic leader skills as they participate in a very active learning environment

designed to enable them to develop and/or evaluate near- and long-term plans and programs. The

course is supported by a robust futuristic scenario in which both conventional and irregular warfare

is prevalent. Vexing and complex problems associated with war, operations other than war, unied

and multinational operations, and theater organization are addressed throughout the six modules of

the course. The six modules are sequenced to provide a logical development of thought and practice.

Module I, Theater Strategy, provides an examination of guidance and procedures which initiate planning

actions by the Combatant Commanders. Module II, Mission Analysis, focuses on the fundamentals of

theater warfare and design of a theater campaign plan. It provides the doctrinal basis for employment of

national military capabilities and provides expansion of planning tenants and a foundation for developing

theater Courses of Action. Module III, Service Capabilities and Employment, examines the capabilities

and limitations of the various services in their support of geographical Commanders. Much of the

basic information for this module has been migrated to an interactive learning model on the collegeweb site. Students are required to review the web site and familiarize themselves with the material

contained in the self-paced modules. Module IV, Course of Action Development, provides insights and

exploration into organizing a theater for combat operations. It includes an examination of interagency

and Information Operations in the Combatant Commander’s theater. This module culminates with an

experiential learning exercise in developing courses of action against a complex scenario. Module

V, Wargaming and Rening the Plan, replicates the process of examining, in detail, selected options

and eventual selection of a singular course of action. This module emphasizes evaluation, synthesis

and analysis. Module VI, Developing the Concept of Operations (CONOP). Current operations are

examined and lessons learned are integrated throughout this module. Students are caused to develop

a detailed Concept of the Operation for a Combatant Commander. Given a realistic future scenario and

a coalition force structure, students apply the previous lessons and provide detailed briengs to theCombatant Commander or the SecDef. Throughout the course students are caused to reect, analyze,

and arrive at consensus during several mini-exercises, all of which provide a rudimentary concept plan

for the nal CONOP. (7 credit hours)

Joint Processes and Land Power Development (JPLD) Course

The JPLD Course provides the students the tools necessary to understand how strategic guidance is

used to develop trained and ready combat forces for the Combatant Commanders. It addresses the

systems and processes used by Defense, Military Departments, and the Joint Staff in terms of the

underlying purposes for the systems and processes and the specics of how they operate today. Itincludes the ability to assess current systems and make improvements. (4 credit hours)

International Fellows Unied Command Field Study

International Fellows participate in the Unied Command Field Study in lieu of the Joint Processes and

Land Power Development course. This is a distinct course specically for the International Fellows and

involves travel to various Combatant Commands in the U.S. Through presentations and discussions

at each command, the International Fellows address the following learning objectives: analyze the



24

roles of the President and Secretary of Defense, the Department of Defense, military departments, the

armed services, the Joint Staff, and the combatant commanders in implementing the National Military

Strategy; compare the activities of the combatant commands; assess senior leaders’ perspectives

concerning the application of the elements of national power; and analyze how the combatant commands

implement the National Military Strategy into their regional or functional security strategies. Additionally

the International Fellows are exposed to various, private, governmental, and educational institutions

and activities in support of the U.S. Field Studies Program. Another part of this course is the CSL-led

Negotiating Exercise. This scenario-driven two-day exercise, designed specically for the Internationa

Fellows, teaches strategic negotiation and decision-making techniques, strategic coalition building, andserves as an introduction to the Strategic Decision Making Exercise methodology. (4 credit hours)

Strategy Research Project (SRP)

All students attending the USAWC are required to complete an individual research project called a

Strategy Research Project (SRP). International Fellows who are not degree candidates (for whatever

reason) may report the results of their independent research in an alternative format as detailed in the

USAWC Style Guide and Communicative Arts Directive.

The SRP is an opportunity to springboard from the core curriculum into the world of independentthinking, research inquiry and writing. The project is to be initiated by the student and guided by

a Subject Matter Expert (SME) known as the Project Adviser (PA). The SRP must be strategic in

character, i.e., designed to answer a question of strategic importance. The annual Key Strategic Issues

List (KSIL), published by the Strategic Studies Institute, is a helpful starting point for many. In the

nal analysis, the SRP is an individually authored research manuscript which meets contemporary

standards for professional scholarship. Most SRPs are entered into the Defense Technical Information

Center (DTIC) and, thereby, are made available to assorted agencies and publics. Increasingly, SRPs

are being accepted for publication in refereed outlets concerned with strategic issues, national security

and international affairs. (0 credit hours)

Strategic Decision Making Exercise (SDME)

The Strategic Decision Making Exercise is an experiential learning vehicle for Army War College students

to apply the concepts, processes, methodologies, and knowledge gained earlier in the core curriculum

The exercise is designed to build on the core courses and provide the students with the opportunity

to distinguish the uniqueness of strategic level leadership and apply skills and competencies required

of strategic leaders. It creates a credible virtual environment of sufcient complexity for students to

experience the challenges of strategic level leadership and apply and evaluate several interrelated

strategic processes: the Interagency policy-making process, the Crisis Action Planning (CAP) process

the Multinational Coordination process, and the Resourcing process. The SDME is set in the future,

and includes multiple crises to stress these integrated strategic processes. These crises range inscope from major combat operations to humanitarian assistance and stability operations, to domestic

response to terrorism and natural disasters. Students will develop position papers to facilitate Policy

Coordination Committee meetings and Deputies Committee meetings to develop strategic policy options

that apply the elements of national power within the context of the National Security and Nationa

Military Strategies; use the Crisis Action Planning process to develop military options and advise the

policy-making community; prioritize use of scarce resources; and apply diplomacy as they coordinate

with our international partners to build and maintain coalitions and implement policy. Students will

explore all elements of DIME (Diplomatic, Informational, Military, and Economic) as they compare,



25

evaluate, integrate, and assess the elements of national power in response to varied threats to nationa

security interests. Specic Exercise Learning Objectives are derived from and directly support JPME

Joint Learning Areas and USAWC Institutional Learning Objectives.

The National Security Seminar (NSS)

NSS, the capstone event of the academic year, is an outreach to civilian leaders across America,

providing an opportunity for them to become better acquainted with the U.S. Army War College and

prospective future leaders of our Armed Forces. The Seminar brings in 160 guests, all American citizens

who have little or no knowledge of the military, but have achieved success in various elds of endeavor

Each guest is nominated by an individual with close knowledge of the USAWC program, including

former Seminar guests, USAWC alumni, students, staff or faculty. During this week-long event students

are challenged to synthesize the academic year of study through close examination of current nationa

security issues. Nationally known guest speakers provide a different focus topic for each day. As a

capstone, the Seminar allows students to analyze current issues from the broadest perspectives, while

also better understanding the views of the society they serve.

Elective Courses

Students are required to take ve elective courses, one of which is a Regional Study elective. Electives

provide students with instruction in a specialized subject which will build on the knowledge gained

during the year and which will be either of personal or professional interest to the student. Electives are

designed to provide the opportunity for greater depth of study with an expert in a specic area of study

Below are examples of courses that are traditionally offered. (2 credit hours/course)

Regional Study Elective (RSE)

The College, through DNSS, offers six Regional Studies Electives covering Africa (sub-Saharan), the

Americas (North and Latin America), Asia (East and South Asia), Europe (Western and Eastern Europe)Eurasia (Russia, Caspian/Black Sea and Inner Asia), and the Middle East (including North Africa)

Each student except those in the Advanced Strategic Arts Program (ASAP) and the National Security

Policy Program (NSPP) must take one RSE during the elective period. ASAP and NSPP students wil

undertake regional study tailored for their special programs. The RSEs represent the culmination of the

students’ year-long engagement with regional and cultural study. These courses provide the chance

to explore one region in greater depth to examine how culture can affect policy & strategy formulation

and outcome.

The intent of the Regional Study Electives is to provide an understanding, through cultural awareness,

of how other regions, nations, and societies view themselves and others. The focus is on the cultural

because how a person, a society or a nation “views” is based on perception, values, and meanings.The implication for strategic leaders is the necessity for appreciating the cultural dimension of policy/

strategy formulation and outcome. The RSEs will consider its region through the six dimensions of the

Analytical Cultural Framework (ACF) that provide the intellectual foundation and a systematic approach

leading to such an understanding. These dimensions are: national identity; political culture; regiona

identity; political system; strategic culture; and globalization and culture.



26

Department of Command, Leadership and Management

Executive Overview of Research, Development, and Acquisition Management

RDA Management for Acquisition Professionals

Industrial Preparedness

Defense Resource Management

Joint Issues and Processes

Military Personnel Management

Reserve Components: Organization, Roles, and Current Issues

Force ManagementHuman Resources Management for Strategic Leaders

Military Medical Services: Sustaining Warrior Healthcare on the Battleeld and Beyond

Defense Support to Civil Authorities

Managing Organizational Change

Strategic Planning and Management

The Strategic Environment and World Religions

Applying Senior-Leader Thinking Competencies

Creative Thinking

Critical Thinking

Military Leaders and the Media

Joint Systems and Processes for International Fellows

Health & Fitness Challenges of Future Military Ops

Organizational Behavior Readings on Strategic Leadership

Systems Leadership: Organizational Theory & Change

Ethics and Warfare

Emerging Technologies for Strategic Leaders

Research and Development for Transformation

Omar Bradley Chair of Strategic Leadership

Department of National Security and Strategy

Strategic Decision-making

The Nature of Grand Strategy

National Level Intelligence ActivitiesEconomics of National Security

Law for Senior Commanders

Policy Making and Implementation

National Security and Public Policy

Civil-Military Relations in Comparative Perspective

Congress and National Security Policy

The Interagency Process and National Security

Modernity and Failed and Emerging States

Homeland Security Policy and Strategy

Militant Islam

The Military in Politics: Global Perspectives on Civil-Military Relations

Post Conict Strategy

Strategy and Military Operations in Failed StatesDirty Politics: Drug Lords, Terrorists and Non-state Security Threats

Terrorism in the 21st Century: Religious and Ideological Violence

U.S. Foreign and National Security Policy in Historical Perspective

War in the Ancient World

Grand Strategy and the Strategic Art; 431 BC – 1815

Classical Military Strategy: Thucydides’ History of the Peloponnesian Wars

Men in Battle: The Human Dimensions of Warfare



27

Department of Military Strategy, Planning, and Operations

Information Operations Fundamentals

Campaign for Commanders

Theater Intelligence Operations

Non-Lethal Weapons

Theater Logistics

Sea Power: Naval Strategy and Operations

Special Operations

Air Power and Modern WarfareJoint Warghting Advanced Studies Program

Expeditionary Warfare

Case Studies in Center of Gravity Determination

American Involvement in Vietnam

International Hot Spots and the Military Implications

Campaign Analysis Course

Department of Academic Affairs

Public Speaking for Strategic Leaders

Writing for Publication

Personal Experience Monograph (PEM)Directed Study (Reading)

Directed Study (Writing)

Center for Strategic Leadership

Strategic Crisis Action Planning

Joint Land, Aerospace, and Sea Simulation (JLASS) War Game

Environmental Security

Strategic Communication

Peace and Stability Operations Issues: Concepts, Planning and Execution

Strategic Fundamentals of Asymmetric Cultural War: American Indian Wars

Rule of Law: Establishing, Re-establishing & DefendingInternational Development: The Third Leg of the National Security Triad

OPERGISTICS (The Future of Operational Logistics)

Implications of Network Centric Operational Environment

Joint Military Robotics

Weapons of Mass Destruction

The Army Industrial Base

Modeling, Simulation and Gaming in the Department of Defense

Strategic Planning: Practical Applications

Geography and National Security

Just War Analysis of U.S. Military Intervention

Decision Analysis for Senior Leaders

Military Applications of Articial Intelligence: Intelligence Analysis

Joint Crisis Action Planning and Execution Across the Spectrum of ConictModern Aids to the Military Decision Making Process (MDMP) and Crisis Action Planning (CAP)

Urban Operations in the 21st Century

Digital Game-Based Learning

U.S. Defense Policy: Strategy and Issues

Military History Institute

Oral History Program



28

Special or Complementary Programs

The USAWC offers a variety of programs throughout the year to broaden individual development and

to allow students to choose subjects that best suit their personal needs. “Special Programs” enhance

academic advancement and students may receive elective credit for these programs. “Complementary

Programs” enhance individual skills and awareness and both students and spouses may elect to attend

any program event of interest to them.

Advanced Strategic Art Program (ASAP)

ASAP offers selected military students an opportunity to immerse themselves in a concentrated study

of warghting. The program produces highly skilled and procient theater strategists and joint campaign

planners. This unique program provides the students with a solid intellectual foundation by using history

theory, and strategy to develop a rich professional perspective on joint theater operations. Exercises

and simulations reinforce instruction to enhance students’ skills in theater planning. Students also

participate in several staff rides to gain a better appreciation of the challenges of campaign planning

Participating students are carefully screened and chosen by the Commandant.

National Security Policy Program (NSPP)

NSPP is designed to provide selected students with a detailed understanding of the contemporary

United States Government national security policy-making environment, a thorough foundation in the

theoretical framework of national security public policy decision making, and the fundamentals for the

actual craft of national security policy-making and implementation. Focus is on providing the student with

practical application tools for the national/theater level policy planner. Maximum exposure is provided

to actual case studies, guest speakers who have been policy practitioners, student participation in

policy-based exercises, and travel to relevant agencies, to include 5-7 days with the Washington, DC

interagency and a 4-day trip to selected combatant commands as well as a 5 day internship within the

Washington Interagency. The culminating research project is the student crafting of a policy proposafor a real world issue for the Joint Staff J5. Program graduates will be prepared for success in the critica

policy planner positions in the Washington-based interagency, with any of the combatant command

staffs, and in American billets in international organizations such as NATO and the United Nations. This

is a voluntary program.

Communicative Arts

Communicative Arts are concerned with the creation, exchange and impact of messages on human

beings operating within specic circumstances constrained by powerful social, political and cultura

inuences. Because communicative competence underlies both knowledge acquisition and effectiveleadership, communication is integrated and nurtured across the core curriculum by the entire faculty,

and also through independent research projects and elective credit opportunities. Strategic leaders

have to be able “to read” assorted texts and information sources, “to listen” effectively and efciently

to people and to voluminous information ows, “to speak” with substance, clarity and condence to

multiple audiences accessed through diverse mediums, and “to write” economically, articulately and

persuasively with compelling arguments built on solid evidence. In addition to the SRP and severa

Elective Course offerings, Communicative Arts sponsors two complimentary programs: (1) The Writing

Enhancement Program, and (2) The Student Awards Program.



29

Writing Enhancement Program

Facility with the written word is probably the most fundamental and enduring competency of any strategic

leader. It is also among the most difcult to acquire. Consequently, Communicative Arts provides

several progressively developmental opportunities for students to maximize facility with the written

word. The Writing Enhancement Program consists of two non-credit sequentially offered courses that

are followed by access to writing assistance on an individual basis. This tripartite program begins with

a modest testing protocol (administered by Communicative Arts early in the academic year), and faculty

evaluation of the required paper for Strategic Thinking , the rst core course.

The Effective Writing Lab (EWL), entails eight hours of classroom instruction with a writing expert and is

required for selected individuals and open to others on a space available basis. The second non-credit

course, Introduction to Strategic Writing and Discourse, is an extension of the initial course with attention

to writing course papers, initiating research and starting the SRP. The course entails ten contact hours

of instruction. Enrollment is open to all students on a space available basis, although EWL students

have the right of rst refusal. Students who complete the non-credit courses have priority access to the

writing expert on an “as needed/as requested” basis for the balance of the academic year.

Student Awards Program

The Student Awards Program recognizes excellence in research, writing, and public speaking. The

program encourages students to conduct research, to write, and to speak about appropriate strategic

subjects. All SRPs are eligible to be nominated for a research or a writing award. Personal Experience

Monographs (PEM) are eligible for a special writing award. PAs recommend papers for award

consideration. Award winners are recognized at graduation and most awards carry special recognitions

and/or cash prizes.

Distinction in Research. The Commandant’s Award for Distinction in Research may be bestowed on

up to six papers in each graduating class. Papers submitted by students in the resident program and

the Senior Service College Fellows Program are eligible. Papers must reect exceptionally thoroughresearch and innovative analysis with clear relevance to contemporary strategic challenges facing

the nation and the military.

Excellence in Writing . Papers receiving writing awards are selected for their strategic relevance,

innovative content and insights, readability and, generally, the quality of the writing. Several writing

awards are reserved for papers that address specic topics such as logistics, air power, strategic

leadership, ethics, military history, and communication and technology, among others.

Excellence in Public Speaking . The award for Excellence in Public Speaking is open to any student

taking the Public Speaking for Strategic Leaders. In the Spring of the year each course section

selects a “best speaker” to participate in a speech contest hosted at an appropriate gathering which

is open to all residents of Carlisle Barracks and the larger Carlisle community. The award winner

and all the nalists receive cash prizes provided by the sponsors of the contest.

See the USAWC Style Guide and Communicative Arts Directive for complete details.



30

Information in Warfare Program

The Information in Warfare Program provides recognition of student excellence, mentorship of studen

research efforts, enhancements of current curriculum offerings, and marketing of offerings regarding the

information element of power. The program is monitored and administered by the Information in Warfare

Working Group, whose members represent information subject matter experts from all departments

centers and institutes at USAWC. Students with information in warfare experience are identied early

in the academic year and are notied of the availability of subject matter experts to assist them on their

SRPs or on other information related research efforts. An “Information in Warfare” electives brochureis produced both electronically and in hard-copy format and is provided to students. The electronic

version links to the information related electives in the USAWC Electives Directive allowing easy

access to the course synopses. Outstanding student papers (from core and electives requirements

as well as SRPs) are identied during the course of the academic year and nominated for inclusion

in an annual “Information as Power” student anthology published electronically and in limited hard

copy. Additionally, applicable student papers are reviewed and submitted by the faculty for the Armed

Forces Communication and Electronics Association writing award. Noon time lecturers are solicited to

correspond to and supplement core curriculum lessons on the information element of power. CSL and

SSI workshops with themes focused on the information element of power and information in warfare

are advertised to students and faculty for either attendance or participation as appropriate. Finallysynergies are exploited by coordinating information in warfare related activities and events with the

academic calendar (e.g. “Robotics Day” incorporation into Science and Technology Day as part of the

core curriculum).

Noontime Lectures

Voluntary noontime lectures on a variety of national and international topics occur periodically throughout

the year. These lectures are department-sponsored and unless classied are generally open to anyone

in the Carlisle Barracks community.

IF Noontime Panel Program

International Fellows will make a short presentation on their nation’s security interests and issues in

a noontime panel. The purpose of the Panels is to provide the Fellows with the opportunity to discuss

their nation’s security interests and issues to an audience wider than their own seminar thus raising the

College’s academic community’s awareness of the global security situation. The Panels are also an

integral part of the College’s Regional Study program that culminates in the mandatory Regional Study

Elective. The program is sponsored by the IF Ofce and administered by the Department of Nationa

Security & Strategy. Each panel is moderated by a Regional Study faculty and will generally consist of

no more than three Fellows organized by sub-region or theme. There are generally between 13 and 16

Panels each year scheduled between late August and November. Audience attendance is voluntaryThe presentations are followed by IF interaction with the audience. The session is broadcast on the

College’s closed circuit cable system and later made available in DVD format in the library as well as in

streaming video format on the College intranet portal.

Military History Program

The USAWC has a challenging history program that is fully integrated into the curriculum. The core

curriculum explores the historical dimensions of national security, strategy, operations, and leadership



31

through readings, case studies, and seminar discussion. History faculty instructors come from nearly

every department and institute at Carlisle Barracks and are experienced teachers.

A variety of voluntary activities supplement the history program. One of these programs is the “Staff

Ride.” In August, students tour the Gettysburg battleeld with the individual seminar history instructors

serving as guides. Another is the “Perspectives in Military History” series of evening lectures, sponsored

by the Military History Institute, brings distinguished historians to the Carlisle Barracks community

throughout the academic year.

Students interested in pursuing an independent study project will nd many opportunities in the eld

of military history. For example, the Oral History Program, which allows students to conduct interviews

with senior ofcers, has long been a popular study project.

Eisenhower Series College Program

The Eisenhower Series College Program is a USAWC special program administered by the Department

of National Security and Strategy. The program was established in 1969 as an academic outreach

program and consists of a panel of 7-10 students and a faculty moderator. This group visits public and

private colleges and universities throughout the United States and its mission is to interact with diverseaudiences to discuss national security and public policy issues. The group’s experienced professiona

military ofcers and senior civilian employees provide both a practical and an academic approach to

discussion of current issues. Members grow professionally from the candid, constructive exchange o

views typical of each visit. The group members are selected from student and faculty volunteers based

upon their professional experience, education, understanding of national security issues, academic

issues, and their ability to communicate with the American public. This program is supportive of USAWC

strategic communication efforts.

Executive Assessment and Development Programs

Leadership Feedback Program

Since the 1970s, the USAWC has offered an executive assessment and development as a component of

the Leadership Feedback Program (LFP) to help each student identify personal preferences, strengths

and areas for improvement. The LFP consists of a battery of instruments, all selected for a single

purpose: increase the self-awareness of the USAWC student. Research has consistently shown tha

self-awareness is a critical component for strategic leadership success. A key part of the LFP battery is an

instrument, the Strategic Leader Development Instrument (SLDI), which measures strategic leadership

competencies using a multi-source or “360 degree” approach. The resultant analysis enables students

to compare their self perception with those of recent peers, subordinates and superiors.

In addition, students also complete assessments of their personality resources and team roles to enhance

their self-awareness about the interplay of leadership, personality, and interpersonal effectiveness as

a member of a team. This package provides an integrated and holistic approach to assessment. The

instruments used in the assessment battery are designed to create a more complete picture of the

individual to help identify strengths and areas of development. The results of this battery are reviewed

and discussed with either a senior operational psychologist or certied faculty member. During feedback

the student also benets from the integration of their Executive Health and Wellness Program feedback



32

with their LFP feedback to ensure they understand the interplay of leadership, health, and tness in

senior leaders. Once those areas are identied, students develop an action plan to both maintain

strengths as well as to enhance their leadership competencies and attributes in the areas identied for

development.

The LFP also offers scenario-based, strategic leader assessment and development tool to complement

the leadership assessment portfolio. This web based, interactive tool is designed to increase senior

leader self-awareness about the interplay of their leadership competencies and attributes, personality

and the situational-demands in rapidly changing, ambiguous, and culturally relevant challenges. Thistool offers a powerful, scenario-based leadership development environment where senior leaders can

engage in leadership scenarios that demand selected competencies previously assessed as needing

enhancement in their leadership feedback portfolio. These tests are not designed to assess academic

or professional technical knowledge. It is strictly for leadership development and will not be used for

evaluation, selection or promotion purposes. The results are strictly condential.

Graduate Assistance Program

The USAWC Graduate Assistance Program (GAP) provides an opportunity for resident students to

earn a civilian master’s degree in a variety of disciplines from several academic institutions during theirresident year at the USAWC:

• Master of Public Administration offered by Pennsylvania State University (taught at Harrisburg

Campus);

• Master of Public Administration offered by Shippensburg University (taught at Carlisle

Barracks);

• Master of Arts in International Relations, Master of Arts in Human Development, and Master o

Science in Management offered as a distance education program by Salve Regina University

(can take up to 2 ½ years to complete);

• Master of Science in Business Administration offered by Strayer College;

• Master of Arts in Diplomacy and Military Studies offered as a distance education program by

Norwich University.

The courses of study for Penn State and Shippensburg start in June, July, or August and conclude the

following June or July. The GAP is a rigorous program when combined with the USAWC curriculum and

incurs an increased academic load. Individuals interested in participating in this program should contac

the Education Center at 717-245-3943 at their earliest convenience.

Wellness Programs

Health and Fitness. The physical, psychological, and spiritual well-being of students, staff, faculty,

and families is an important concern at the USAWC. Students will have opportunities to assess and

enhance their overall health and tness through a comprehensive health and tness assessment

program provided by APFRI. APFRI’s multi-disciplinary, professional staff coordinates research and

interventions aimed at reducing cardiovascular disease and injuries while improving and sustaining the



33

health and tness of the over-40 population. APFRI also provides a senior leader Telehealth Program for

Distance Education students. This program provides case management and interventions via telehealth

technologies using Army War College web based portals. Through an annual APFRI Health Day and a

variety of aerobic, strength, exibility, nutrition, injury prevention, stress management, and other health

classes, students may improve their health and tness as part of their individual learning plan. Spouses

are encouraged to take advantage of many of the health and tness classes offered, as well as APFRI’s

annual Women’s Health Symposium and Spouse Health Assessment Program.

Sports activities and athletics are an integral part of the USAWC experience. A healthy atmosphereencourages vigorous individual exercise, as well as organized sports and games. APFRI provides

a Sports Injury Prevention Program in coordination with each seminar group sports representative,

Dunham Army Health Clinic, game ofcials and the USAWC command. This program maximizes sports

participation and minimizes the risk of sports injury. Each student seminar organizes itself for seminar

level competition in softball, basketball, and volleyball. Student teams also may compete in post leagues

and a USAWC student team in each of these sports also competes in the Jim Thorpe Sports Day

usually held in April. Additionally, students and faculty participate regularly in locally sponsored athletic

activities. This is a exibly designed program to meet the varied needs of USAWC students and their

families. Activities are managed in a cheerful, positive manner by a small, but professional, staff.

Fitness Facilities. Two tness facilities are available for students and their families: Thorpe Hal

Gymnasium (Building 23) and the Jim Thorpe Fitness Center (Building 210). These facilities offer a

variety of tness equipment, tness classes, activities, APFRI tness interventions, and operating hours

designed to support the Carlisle Barracks community. Fitness equipment is also available at the Youth

Services Center (Building 637). APFRI offers USAWC students health and tness assessments at the

APFRI Assessment and Wellness Center (Building 315) and teaches group tness classes at the Jim

Thorpe Fitness Center.

Military Family Program

The activities of the Military Family Program are structured into four distinct categories: Personal Growthand Fitness, Family Growth and Fitness, Personal Financial Management, and Strategic Leadership

and Readiness. They encompass a series of lectures for students and spouses dealing with important

family issues. The purpose of these lectures is to increase awareness of the individual's own family

situation and to better prepare both the future senior leader and spouse for counseling of subordinates

and their families. Many of the workshops target the personal growth and well being of the student

and the student spouse during the academic year. They provide information and training in nance,

wellness, interpersonal skills, and much more. These workshops and lectures are designed to help

both students and their spouses now and to equip them for future endeavors.

The Military Family Program at the U.S. Army War College has three major objectives:

• develop the physical, emotional, social, spiritual, and intellectual well being of the individual as a

member of the family;

• reinforce relationships between military family issues and readiness; and

• prepare students and spouses for roles as senior leaders in developing and implementing

personal, unit, and community family programs.



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For further information on the Military Family Program seminars and workshops presented each

academic year, please go to: www.carlisle.army.mil/usawc/dclm/milfam.htm.



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RESIDENT CURRICULUM - ACADEMIC YEAR 2008

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CORE COURSES

STRATEGY RESEARCH PROJECT

ST TWS SL NSPS INMS JPLD

ELECTIVES*

Commandant’s Lecture Series

Eisenhower College Program

National Security Policy Program

Advanced Strategic Art Program

APFRI Executive Health Program

Military History Program

Military Family Program

Student Social Activities

Nontime Lectures

Student Athletic Program

ST - Strategic Thinking

TWS - Theory of War and Strategy

SL - Strategic Leadership

NSPS - National Security Policy and Strategy

INMS - Implementing National Military Strategy

JPLD - Joint Processes and Landpower Development

SDME - Strategic Decision Making Exercise

SPECIAL

PROGRAMS

COMPLEMENTARY

PROGRAMS

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* One elective must be aRegional Studies Elective



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USAWC Departments, Centers and Institutes

The College

The College constitutes the primary educational faculty and is responsible for the educational functions

of USAWC. The College has ve departments.

Department of Academic Affairs (DAA)

DAA is responsible for coordinating curriculum development, academic policy, and the planning

coordination, execution, and assessment of all USAWC academic courses and programs. Key

functions include general ofcer continuing education; internal and external coordination of strategic

and operational-level concepts and doctrine; Registrar’s Ofce; Ofce of Institutional Assessment; Joint

Professional Education; the Faculty Development Program; Senior Service College Fellows Program

administrative support to the USAWC Board of Visitors; the Electives Program; the Commandant’s

Lecture Series Program; faculty and student writing awards; Parameters; the academic master events

calendar and curriculum scheduling; Communicative Arts, including the student Strategy Research

Program and the Effective Writing Program; Educational Technology development; and coordination of

student athletic programs. Department of Academic Affairs’ faculty also may teach elective courses and

serve as members of a seminar teaching team, as appropriate.

Department of Command, Leadership, and Management (DCLM)

DCLM provides seminar teaching in three of the six core curriculum courses of the resident program and

offers electives in the areas of responsible command, leadership, and management. The department

is also responsible for the National Capital Region/Washington D.C. Field Trip, the Omar Bradley

Chair of Strategic Leadership and the Omar Bradley Chair Elective, the Military Family Program, and

the Transformation Chair and its associated electives. DCLM also publishes the reference text: “How

the Army Runs: A Senior Leader Reference Handbook” and the “Strategic Leadership Primer.” Bothpublications are posted on the department home page on the Internet.

The rst core area is a foundational course that focuses largely on the cognitive domain of strategic

leadership. Students clarify personal and professional goals through a reassessment of preferences,

values, strengths, and an understanding of adult learning. Individual skills taught include group

dynamics, creative and critical thinking, system dynamics, and thinking in time. Students also receive

an introduction to the philosophy and practice of the U.S. Army War College and begin the process of

creating a seminar environment appropriate for a graduate level professional school.

In the second area of core instruction, students examine Army leadership doctrine and competencies

necessary for success at the strategic level. Students study the complexities of the strategic leadershipenvironment, to include the assessment of climate and culture, their alignment with the organization's

goals, and the challenges and opportunities associated with changing an organization. The course

also emphasizes the strategic leader requirement to serve as a steward of the profession along with

the importance of ethical decisionmaking at the strategic level. The focus of this course is on senior

leadership at the strategic level.

The third area of core instruction focuses on the decision and resourcing systems of the Department of

Defense, the Joint Chiefs of Staff, and the Department of the Army. This course requires a mastery of



37

defense, joint, and Army processes and systems in order to properly develop the landpower component

of the National Military Strategy in both current and future settings. This course builds on earlier

material and requires students to analyze, evaluate, and formulate landpower resourcing and force

structure issues and responses. The course provides students the opportunity to learn in depth how

landpower units are designed, resourced, and provided to the Combatant Commanders. The course

also examines how the Department of Defense allocates its resources and participates in the federa

budgetary processes.

Department of National Security and Strategy (DNSS)

DNSS facilitates seminar learning in two of the six core curriculum courses of the resident program

and offers electives in areas of theories of war and strategy, national security policy and strategy and

regional studies. The department is also responsible for the Military History Program, Regional Studies

National Security Seminar Week, and the New York City Trip. Additionally, DNSS conducts two specia

academic programs, the Eisenhower Series College Program and the National Security Policy Program

(NSPP).

The rst core course that DNSS teaches is Theory of War and Strategy (TWS). It is a foundationa

course that focuses on a theoretical approach to war and strategy. In this manner it establishes anintellectual foundation for the students to approach subsequent core courses and related electives

Key topics include the nature and characteristics of war, strategic constraints, theories of land, sea and

air power, counterinsurgency, conict termination and post conict operations.

The second core course that DNSS teaches is National Security Policy and Strategy (NSPS). This

course focuses on national security and defense policy and strategy. It emphasizes the concepts

of strategic art and grand strategy and the process and principles by which strategy is formulated.

Key topics include the international and domestic security environments, strategic culture, the nationa

security system and the elements of national power. Additionally, it explores the components, processes

and primary actors in U.S. national security policy; the strategic thought process; the components of

the U.S. National Security Strategy and National Defense and Military Strategies; regional studies; andU.S. foreign policy.

Department of Military Strategy, Planning, and Operations (DMSPO)

DMSPO provides education within the core curriculum, electives, and special programs. The primary

focus of the Department is on implementing national military strategy. Its core program focuses on the

theater strategic aspects of campaign planning. It addresses the role that the National Security Strategy

the National Defense Strategy, and the National Military Strategy play in developing theater security

cooperation plans, determining theater strategies, and developing campaign plans. The core course

integrates many of the key learning objectives from the previous core courses. It develops the studentsabilities to analyze the strategic art, develop joint theater strategic plans and programs, evaluate the

capabilities of the services in the context of theater strategy, and synthesize the role of the combatant

commander and staff in developing various theater strategies, plans, and programs. The Department does

this through a variety of learning techniques that include classroom seminar discussions, presentations

by regional combatant command experts as well as service chiefs and combatant commanders, and

signicant practical exercises, all of which allow the students to demonstrate their understanding of

core learning objectives. The Department is responsible for a variety of theater strategic programs,



38

including the Advanced Strategic Art Program, the Joint Advanced Warghting Studies Program, the

Joint Flag Ofcer Warghting Course, the Joint Force Land Component Commander Course, the Joint

Force Air Component Commander Course, and the Basic Strategic Art Program.

Department of Distance Education (DDE)

DDE provides instruction through nonresident and resident models that, like the resident course,

prepares its graduates for strategic leadership positions in respective agencies. The distance education

curriculum parallels the resident curriculum. The distance education faculty is organized into two

teams—one under a First Year Studies Director, the other under the Second Year Studies Director.

More than 500 students representing active and reserve military components, international fellows, and

civilians enroll in the program each April. These students participate in a 2-year Distance Education

Program, which includes two 2-week summer resident phases at the USAWC.

Strategic Studies Institute (SSI)

SSI constitutes the principal Research faculty and is responsible for the Research, Publication, and

Academic Outreach functions of the U.S. Army War College. SSI is a versatile, dynamic organization

that:

• identies international security issues likely to affect the United States, its friends, and potentia

adversaries;

• analyzes national security issues and, through the timely publication of studies and conduct of

conferences, informs the U.S. Army as well as national leadership of policy options;

• provides the U.S. Army with a source of ideas, criticism, innovative approaches, and independent

analyses;

• exposes external audiences to the U.S. Army's contributions to the Nation;

• provides studies and analyses to support and supplement the U.S. Army War College curriculum

and

• provides support to the Army’s Strategic Communications mission through its Academic Outreach

program.

SSI prepares studies and analyses which consider:

• the nature of land warfare;

• strategy, planning and policy for joint and combined employment of military forces;

• the concepts, philosophy and theory of strategy;

• matters affecting the Army's future; and

• other issues of importance to the leadership of the U.S. Army.



39

In fullling this mission, Institute research is concentrated in several functional areas:

• land power;

• the strategic environment (threats/interests/regional security issues);

• national security strategy and national military strategy;

• strategic planning; and

• futures - concentrating on the role of the U.S. Army in the world's strategic environment 10 to

30 years hence.

In addition, the SSI is responsible for conducting research and for teaching electives reecting

researcher’s expertise, and supporting other teaching departments classes and electives with tha

expertise as needed.

While the work of the Institute is conducted independently of the curriculum of the USAWC, there is

considerable overlap in teaching and research between the two organizations. Military ofcers andcivilian professionals assigned to the Strategic Studies Institute constitute a signicant source of exper

knowledge as part of the USAWC faculty.

Selected USAWC students with particular expertise sometimes cooperate with SSI researchers in the

wide variety of studies and analyses undertaken by the Institute. Accordingly, students may become

involved in supporting SSI research and analytical work on issues of high priority to the Department o

the Army.

Center for Strategic Leadership (CSL)

The Center for Strategic Leadership, located in Collins Hall, serves as an experiential education center

focused on strategic decision making, strategic communications, research and the experiential education

of strategic leaders. It works at the interagency, strategic, and operational level in support of the Army’s

Senior Leadership, the USAWC, Combatant Commanders, Joint Staff, and Interagency participants

The Center is responsible to the Army War College for the conduct of the Strategic Decision Making

Exercise, an International Fellows Negotiations exercise, provides general support to the curriculum

and prepares and teaches elective courses. The Center for Strategic Leadership conducts wargaming

at the strategic and operational levels for senior Army leaders, Combatant Commanders, and other U.S

Government agencies. It uses wargaming to help explore alternatives, provide insights, identify issues fo

research and analysis, generate discussions of national security matters, and practice decisionmaking

under a variety of situations. The Center operates a Global Command and Control System (GCCS)facility in support of the USAWC. The Center for Strategic Leadership is comprised of ve divisions: the

Operations and Gaming Division; the Science and Technology Division; the Peacekeeping and Stability

Operations Institute; the Strategic Experiential Education Group; and the Management and Logistics

Division.



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U.S. Army Peacekeeping and Stability Operations Institute (PKSOI)

In 1993, the Chief of Staff of the Army established the U.S. Army Peacekeeping Institute in the Center

for Strategic Leadership at the U.S. Army War College, in response to the growing number of complex

emergencies that arose in the aftermath of the Cold War. In 2003, the mission of the Institute was

expanded to include all stability operations, and the name was changed to the U.S. Army Peacekeeping

and Stability Operations Institute. The Institute’s mission is to “serve as the U.S. military’s center of

excellence in mastering peace, stability and reconstruction operations at the strategic and operationa

levels” by:

• shaping military and interagency policy, concept and doctrine development;

• conducting senior leader education;

• facilitating the integration of effort among the U.S. military, the interagency, internationa

organizations, coalition partners and non-governmental organizations; and

• supporting planning and execution of peace, stability and reconstruction operations.

PKSOI is building a joint, interagency and multinational organization that supports combatant

commanders, joint force commanders and the U.S. government. In fullling its mission, PKSOI:

• sustains close connections with key international organizations, non-governmental organizations

academia and the private sector;

• educates future leaders in peace, stability and reconstruction operations;

• reviews and assesses joint capabilities for stability operation;

• develops emerging doctrinal concepts with the proponent writers across the Joint Force; and

• works with the Department of State’s Ofce of the Coordinator for Reconstruction and Stabilization

as the interagency focal point for stability and reconstruction.

Army Heritage and Education Center (AHEC)

As part of the National Museum of the U.S. Army, the U.S. Army Heritage and Education Center (AHEC)

is the Nation’s premier facility for interpretation, research and preservation of the Army’s history. In order

to tell the Army’s history through the eyes of its Soldiers, the AHEC combines the famed U.S. Army

Military History Institute (USAMHI), the future Army Heritage Museum, a state of the art ConservationCenter, the Visitor and Education Center, and the Army Heritage Trail. The AHEC Campus rests on a 55-

acre tract of land located adjacent to Carlisle Barracks. The 67,000 square foot Ridgway Hall provides

enhanced protection for the USAMHI collection and improved facilities for patrons and staff. While the

Heritage Trail nears completion, the AHEC breaks ground in late 2007 for the Visitor and Education

Center. The Museum is in the design phase while the Conservation Center design is complete and

scheduled on the FYDP for FY09.



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The AHEC embraces its public history mission and over the past year the AHEC launched its Living

History program with interactive, public, weekend events on the Army Heritage Trail. Bi-annual living

history events at the AHEC draw over 1500 visitors to the Trail and include artillery and soldier cultura

food ways demonstrations, educational workshops, lectures in Ridgway Hall and historical sports events

on Traditions Field. The Army Heritage Museum initiated a current operations project by developing

relationships with units serving in the eld, tracking them and gathering soldier stories and artifacts in

a real time collection effort. USAMHI completed declassication of the General William Westmoreland

collection. Most recently, the AHEC acquired General Omar Bradley’s estate, personal papers from

MAJ Dick Winters who was made famous in the Band of Brothers series, and 1983 Grenada les fromGeneral Norman Schwarzkopf, along with a large accretion to the General Frederick Franks Collection

from his tenure as TRADOC Commander and VII Corps Commander during Desert Storm. In the

materials preservation department, the AHEC boasts two of the Army’s three conservators; both are

fully engaged in their respective specializations of paper and object conservation.

AHEC’s facilities are fully open to the public and staffed with professional historians, research librarians

and curators who see to patron needs. The AHEC boasts a new website at www.USAHEC.org with up

to-the-minute information on public programs, hours of operation, research aids and contact information

the website receives over 100,000 visitors a month.

U.S. Army Military History Institute (USAMHI)

The U.S. Army Military History Institute (USAMHI) acquires, preserves, and makes available to a broad

audience, historical records and materials on the heritage of the U.S. Army. It serves as the Army's

central repository for unofcial materials relating to the history of the Army and related ground forces

USAMHI’s vision is to provide unequalled access to the world’s premiere collection of historical records

and materials on the heritage of the U.S. Army.

USAMHI responds to ofcial and public inquiries; supports the USAWC Military History Program

conducts the Senior Ofcer Oral History Program (SOOHP) and the Division Command Lessons

Learned Programs (DCLL); surveys and documents the experiences of veterans; hosts a coordinating

lecture series on military history; and develops and maintains the Army Heritage Collection Online

(www.ahco.army.mil).

Most important is the service USAMHI provides to patrons—both on and off-site. Over the past year the

research room staff, alone, answered over 20,000 inquiries via interlibrary loan, email, phone and fax

while other MHI divisions accommodated nearly 6,000 more off-site patrons. During scal year 2006

patrons made over 3,700 research visits to study in the MHI Reading Room.

USAMHI also has secure storage facilities to hold recently donated collections of General Ofcer

papers and others. The Security manager is available to answer questions about declassication andrelated activities, and often performs declassication on documents for other organizations as well as

in-house actions. In addition to the Westmoreland declassication project, USAMHI declassied 90,000

pages of After Action Reports (AARs) from 1966-1972, constituting the largest concentration of Vietnam

era combat AAR’s held in one collection. These previously unseen documents, and many others, are

available for public research by patrons.



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U.S. Army Heritage Museum

The U.S. Army Heritage Museum (AHM) is designed to highlight an extensive collection of military

artifacts related to the service of individual Soldiers throughout the history of the Army. The museum’s

mission is to acquire, preserve and interpret artifacts of the American Soldier in order to educate a

broad audience about the U.S. Army’s heritage through exhibits and research. Objects speak mos

eloquently of the soldier’s service to his country long after the Soldier can no longer speak for himself.

The wealth of individual Soldiers’ stories depicted in the 50,000 square feet of exhibit galleries wil

illustrate the history of the Army and bring it to life.

Over the past year the AHM engaged in a massive cataloging effort which resulted in 8000 artifacts

entered into the Universal Site Artifact Management System (USAMS) database over the past six

months. The museum added members to the exhibit staff whose efforts include expansion of the Army

Heritage Trail, traveling exhibits and enhancement of displays in Ridgway Hall. The curatorial staff is

also spearheading a Current Operations project to achieve real-time material collection of Soldiers

returning from Operation Iraqi Freedom and Operation Enduring Freedom. In this manner, the Army

will avoid paying for total collections in the future by identifying items for the museum and holistically

collecting now.

Conservation Center

The AHEC embodies the highest standards of quality for conservation and preservation of photographs

manuscripts and the artifacts of the Army. The Conservation Center will serve to build on this mission

with a 35,000 square foot, state-of-the-art Museum Support Facility scheduled for construction in FY09

The multi-functional structure is slated to house conservation and analytical laboratories as well as

provide artifact storage for the Army Heritage Museum. The Conservation Center will take a holistic

approach to its mission consisting of individual object treatment and whole collections care, cutting

edge conservation science research to benet the collection, and educational opportunities for the

public dealing with proper stewardship and care of cultural and historical heritage materials.

U.S. Army Heritage Trail

The Army Heritage Trail rings the grounds of the AHEC, covering about a mile, and highlights many

of the Army’s major campaigns with exhibits and periodic vignettes. As of September 2006 the Trail

proves to be the AHEC’s greatest public draw, averaging 600 visitors per week and rising.

Thirteen individual settings include a full scale reconstruction of Redoubt Number 10 from the

Revolutionary War, a section of the Antietam battleeld, a Civil War winter encampment complete

with cabins, a WWI trench system, a WWII company area, a replicated Omaha beachhead scene

from D-Day and an interpretation of the Viet Nam helicopter air assault at Ia-Drang. Designed as astage for living history presentations by living historians serving as interpreters, the Trail hosts historic

personages every weekend during the summer and fall months.

Visitor and Education Services

The Visitor and Education Center is the “front door” for the AHEC providing overall visitor services

and chartered to educate a broad audience on the heritage of the U.S. Army through programs and

interpretation. The building is scheduled to open in 2008, but the Visitor and Education Services (VES)



43

directorate is in full operation and currently uses Ridgway Hall to conduct tours and programs. Serving

as the contact station for the entire campus, the Visitor Center is staffed to quickly direct guests to

facilities or programs throughout the AHEC campus. When complete, the Visitor’s Center will have

extensive gallery space for topical exhibits, a 125 seat auditorium and a 600 seat multi-purpose room

used to host conferences, historical programs and events. These features, coupled with a museum

store and cafe, make the Visitors and Education Center the perfect venue to begin a day long visit to

the site.

The VES hosts AHEC’s on-site educational programs including our nationally-known military historylecture series, “Perspectives in Military History,” the Brooks E. Kleber Memorial Readings, and our

“Hands-On History” programs for school-aged children. New to the program this year is the VES Soldier

Oral History program which interviews and records the experiences of our veterans and returning

current operational soldiers. The program is run in conjunction with Dickinson College, Shippensburg

University, and East Stroudsburg University.

U.S. Army Physical Fitness Research Institute (APFRI)

APFRI, a resident facility of the U.S. Army Center for Health Promotion and Preventive Medicine

conducts applied research and intervention aimed at reducing the risk for cardiovascular disease whilealso improving and sustaining the total tness of the Joint Military Services population over age 40

Emphasis is placed on the senior leaders’ physical and mental well-being. APFRI’s multidisciplinary staff

includes a clinical psychologist, a dietitian, two exercise physiologists, a nurse practitioner, a physica

therapist and assistant, a registered nurse and a research psychologist, all of whom are committed

to promoting the health and tness of senior leaders to optimize their professional and operational

readiness.

To that end, the APFRI Executive Wellness Program provides health and tness assessments for

USAWC personnel using state-of-the-art techniques in the areas of aerobic capacity and improvement

strength training, injury prevention, nutrition, weight reduction, hypertension, cholesterol, and stress

management. Through one of the four pillars of APFRI’s Executive Wellness Program which focuses on

Senior Leader Health, Nutrition, Fitness and Enhancement, each student will receive a comprehensive

health and tness assessment. Following this assessment early in the academic year, APFRI then

arranges for and offers timely case management into one or more of the Senior Leader Programs

involving exercise prescription, health education, and intervention to either address areas in need of

improvement or enhance areas of tness and health. APFRI also offers a Senior Leader Tele-Health

Program that will capitalize on the advantages of information technology to extend APFRI’s various

programs to USAWC Distance Education Program students.

APFRI’s noon-time lecture series, elective course, and other educational venues provide students an

educational foundation to engage and effect needed changes to conquer health and tness issuesof importance to strategic leaders. These educational opportunities emphasize strategic leadership

responsibilities inherent in sustaining the physical and mental readiness of the force as a leadership

imperative.

In collaboration with other scientists and health care professionals, APFRI generates publications

presentations, and other products based on its own research and the latest scientic ndings in the

elds of health and tness. APFRI also maintains a variety of programs for spouses and USAWC staff

and faculty members.



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The Army and Lifelong Learning

Academic programs for students prior to eligibility for Senior Service College

Basic Strategic Art Program (BSAP)

The purpose of this course is to provide ofcers newly designated into the Strategic Plans and Policy

Functional Area 59 (FA59) an introduction to strategy and to the unique skills, knowledge, and attributesneeded as a foundation for their progressive development as Army strategists. This program provides

the basic qualication course for FA59 and form part of the intermediate level education for these

ofcers. The Department of Military Strategy, Planning, and Operations has the lead for BSAP, but

the Department of National Security Strategy, and the Department of Command, Leadership and

Management will contribute faculty and program support. The program takes advantage of additiona

academic opportunities available during the college year as appropriate.

Reserve Component National Security Issues Seminar (RCNSIS)

The Director, Reserve Component Integration/U.S. Army Reserve Adviser in concert with the Department

of Distance Education is responsible for conducting RCNSIS annually in Washington, D.C. for eldgrade ofcers from the National Guard and Army Reserve. The seminar acquaints up to 50 Reserve

Component eld grade ofcers with contemporary national security issues, current military strategy,

and the process of national security decisionmaking.

Defense Strategy Course (DSC)

The Defense Strategy Course is a six-month on line distance education course that is offered twice

each year. Fifty active duty, twenty-ve U.S. Army Reserve and twenty-ve Army National Guard ofcers

may participate in each course. The course focuses on improving student understanding of the Nationa

Security Strategy of the United States in a complex and changing environment.

Senior Service College Academic Programs

Students attend Senior Service Colleges only after extensive and highly successful performance at the

direct and organizational levels of leadership. A small number may have worked within the strategic

arena, but most will not have extensively practiced leadership at the strategic level. For most of our

students, therefore, the strategic level of leadership will be a new, unfamiliar environment that is much

less structured and certain than the conditions they have previously experienced. Students, however

will have demonstrated the potential for successful future service within the strategic arena.

Academic programs for students after Senior Service College

Adjutants General National Security Seminar (AGNSS)

The National Guard Adviser is responsible for the Adjutants General National Security Seminar, an

opportunity for the 54 state Adjutants General and Deputy Adjutants General to come to Carlisle

Barracks annually for one week during the resident academic year. In addition to updates on nationa

security issues, participants exchange ideas with the resident class on issues affecting the Army and



45

provide USAWC students with insights regarding issues confronting the senior leadership of the Nationa

Guard.

Senior Reserve Component Ofcer Course (SRCOC)

The Director, Reserve Component Integration/U.S. Army Reserve Adviser is responsible for the Senior

Reserve Component Ofcer Course which brings 40 general and ag ofcers of the seven Reserve

Components to Carlisle Barracks for one week during the resident program. Fully integrated with the

resident class, these ofcers have ample opportunities to exchange ideas with the resident class on

issues affecting the Army. In return, attendees provide valuable insights to all resident course students

concerning the challenges and capabilities of the Reserve Components.

Joint Flag Ofcers Warghting Course (JFOWC)

The Department of Military Strategy, Planning, and Operations is responsible for the Joint Flag Ofcers

Warghting Course; a 2-week senior ofcer course taught at Maxwell AFB, Alabama. It is designed

to educate future Division, Battle Group, Marine Expeditionary Force, and Wing commanders on joint

warghting. Established by the four Service Chiefs, its focus is at the theater strategic and Joint Task

Force levels of operations. The course familiarizes students with theater campaign planning, joint crisisaction planning, Interagency processes and DoD interface, theater command and control architecture

joint intelligence and information systems, space operations, strategic deployment, and joint logistics

Included in the course is a campaign planning exercise in which the students, as part of a planning

group, develop plans and brief them to senior general and ag ofcers.

Joint Forces Land Component Commander Course (JFLCC)

The Department of Military Strategy, Planning, and Operations is responsible for the Joint Forces Land

Component Commander Course which focuses on preparing ag-level ofcers to function effectively as

Land Component Commanders. Under the direction of a senior mentor team (three GENs or LTGs (retired

who have served as a Combined Joint Forces Land Component Commander), this seminar-based

course challenges senior ofcers to examine the key elements of forming and executing functional land

component commands at the theater/operational levels in support of the Joint Force Commander, and in

conjunction with Combined Joint Forces Air Component Commander, Combined Joint Forces Maritime

Component Commander, and Combined Joint Forces Special Operations Commander component

commands. The course will also explore the challenges of conducting sustained land dominance

operations in an interagency and multinational (non-governmental and international organizational)

environment. Included is a rigorous exercise, which will challenge the attendees to develop solutions

and issue guidance essential to deploying, forming, controlling, protecting, sustaining, and operating a

combined and/or joint land command at the theater/operational level of war.



46

Student Prole

The USAWC is a multi-disciplinary program designed for U.S. Army, U.S. Air Force, and U.S. Marine

Corps ofcers in the grade of lieutenant colonel or colonel, and U.S. Navy and U.S. Coast Guard

ofcers in the grade commander or captain. International Fellows of similar grade (and occasionally

holders of ag rank) will attend, as well as civilian personnel with equivalent seniority from a number of

federal agencies.

The prole of a typical resident class includes:

Army

Army Competitive Category 165

U.S. Army National Guard 17

U.S. Army Reserve 17

Other services

Air Force 27

U.S. Air Force Reserve 4

U.S. Air National Guard 3

Marines 14

Navy 16

U.S. Navy Reserve 2

Coast Guard 1

International Fellows 41

Civilian

DLAMP 15

Department of the Army 10

Other government agencies 6

The average military student is 44 years old and has completed roughly 21 years of service. Al

military ofcers possessed a college degree, 77 percent hold a graduate degree, and 22 percent have

commanded at the battalion equivalent or higher level.

Class Organization

Class ofcers perform duties for the entire academic year. The class president is nominated from the

active Army colonel population by the department chairs and appointed by the Commandant. The

president performs the following student related functions:

Part IV. Student Body and Student Life



47

• represents the class with the College leadership and appropriate external agencies. Calls

and conducts class meetings. Appoints committees for class activities (i.e., sports, social, gift

community activities, etc.);

• supervises the operation of the class fund;

• keeps the College leadership informed of all class activities; and

• prepares recommendations for guidance to the next class president.

The class vice president is nominated by the Reserve Component (RC) advisers from the list of incoming

RC ofcers. The vice president for civilian students is nominated by the Civilian Liaison Representative

from among the incoming civilian students. These vice presidents serve as spokespersons for their

respective student groups and support the class president in selected activities mutually agreed upon.

The Air Force Senior Service Representative is responsible for the secretary’s position and the Navy

or Marine Corps Senior Service Representative for the treasurer’s position. They perform functions

appropriate to those ofces and as assigned by the class president. International Fellows select a

president, vice president, and treasurer to represent them at various meetings, functions, and eld

study trips.

Seminar Duties

The faculty teaching team selects a student to serve as seminar group chairperson. This individual

serves as the key information link between the seminar group and the class president. The chair is

responsible for administrative matters concerning the seminar group. Specic responsibilities include

but are not limited to, the following:

• accountability of seminar group members at mandatory functions and other academic or

administrative activities where seminar group representation is required;

• maintaining appropriate decorum by seminar members during lectures and in seminar;

• maintaining appropriate seminar group rosters, as required;

• appointing committee members from the seminar group for class activities;

• representing the seminar group at meetings chaired by the class president; and

• serving as the seminar group point of contact for USAWC administrative matters as

appropriate.

While the seminar group chairperson’s responsibilities generally are nonacademic in nature, chairs

may assist the faculty team by coordinating seminar group accomplishment of tasks for which the group

as a whole is responsible. The faculty instructor and the seminar group chair will agree upon specic

details and responsibilities.

The assistant chairperson assists the seminar group chairperson in the accomplishment of assigned

duties. The faculty teaching team also selects the assistant.



48

The chairperson, in concert with the faculty team and the seminar, determines internal organization of

the seminar group at large. Various subgroups and assistants may be appointed to support academic,

administrative, and social functions. Details may be found in the USAWC Faculty, Staff and Student

Manual.

What to Expect

Students face a variety of challenges during the academic year. This year marks a signicant careertransition for most students. The fundamental challenge is to use the year to prepare and equip students

to deal with national and international problems that have a number of characteristics in common.

These problems by nature are complex and ambiguous; they lack precedent, seldom appear in the

form of problems students have previously encountered, demand immediate attention, and generally

lack a clearly-dened end point. Often there is scant reward for success; failure can affect the security

or prosperity of the country.

To help students make the transition, the curriculum is designed to be provocative, demanding, and

rigorous. Students work hard throughout the course at the conceptual level, researching, analyzing

and evaluating issues in depth to bring informed, critical judgment to every task they encounter. The

USAWC experience helps students evolve from a world of tactical orientation and close supervisionto one characterized by volatility, uncertainty, complexity, and ambiguity in which they must rely on

cooperation and consensus to achieve success. Joint and multinational organizations, issues, and

operations are paramount in this “new” world.

The curriculum is designed to help students cultivate the art of critical questioning. There are at least

two sides to every issue and there are no “approved or school solutions.” Unexamined acceptance of

assumptions and the status quo is neither expected nor desired. High quality conceptual thinking can

only result from close, detailed, reective study of a wide range of military disciplines, and it can only

be done by imaginative people who have trained themselves to think logically about tough problems

Logical thinking about complex and ambiguous issues should be a goal during the academic year.

During seminar sessions, students will face the challenge of submitting their ideas to the critical analysis

of their faculty instructors and their peers. Both groups possess an exceptional range of expertise

Similarly, students will nd ample opportunity to exercise the ne art of dialogue by engaging daily in

logical, tactful, and persuasive reasoning about ambiguous topics.

Academic programs are scheduled so that each activity contributes to a student’s development as a

vigorous, informed, thoughtful, and effective individual. The curriculum will keep students busy and

involved, but also will allow time for the reection, individual study, and research essential for genuine

intellectual growth.

Successful performance in this new realm will require students to break some old habits, hone existing

critical skills, and develop new competencies. To succeed in the strategic environment will require

these future senior leaders to think differently than they have in the past. To that end, the USAWC

curriculum is rooted in the theory and application of strategy. Grounded in Elihu Root’s great problems

of responsible command -- national defense, and military art and science -- the curriculum emphasizes

the process by which the United States formulates National Military Strategy and the factors essentia

to develop and rene military strategy in an increasingly volatile, uncertain, complex, ambiguous, and

interdependent post-Cold War world.



49

The nal challenge is personal, but no less important than the professional one. Students and thei

families will have many opportunities for renewal and growth through a variety of programs at Carlisle

Barracks. Spouses are invited to attend selected academic activities, which are identied by notations

in weekly pocket schedules. Children will enjoy opportunities ranging from sports to children and youth

services. This challenge has to do with setting priorities and managing time to get the most from the many

academic, social and family programs offered by the USAWC and the surrounding communities.

Carlisle BarracksAs one of the oldest active military posts in the United States, Carlisle Barracks is among the most

historic of American military installations. During more than two centuries of distinguished service to

the Nation, Carlisle Barracks has been home to many military schools and has supported a variety of

operations and civilian activities.

In the 1700s, the Barracks supported operations to protect settlers in central Pennsylvania and

deployments during the French and Indian Wars; it also served as a key installation during the War of

Independence. The Hessian Powder Magazine Museum, built in 1777 by Hessian prisoners, survives

today as a reminder of the Barracks’ role in that seminal period of American history. Carlisle Barracks

later served as a base of operations for President Washington during the Whiskey Rebellion of 1794.

In the 1800s, the Barracks served as a recruiting and basic training center and subsequently became

the home to the Cavalry School. During the Civil War, Confederate General J.E.B. Stuart shelled and

burned Carlisle Barracks during the Gettysburg Campaign.

During the latter half of the 19th century, the Barracks served as the home of the Carlisle Indian School

This social experiment was designed to “educate rather than subjugate” Native Americans. The highligh

of the period was the unparalleled athletic achievements of Jim Thorpe and Coach “Pop” Warner. The

Indian School closed in 1917 when the post was turned back to the Army for use during World War I

From that time until 1951, the Barracks served as the home to many Army service schools including the

Adjutant General, Chaplains, Information, Security, Military Police, and Medical Field Service Schools

Since 1951, Carlisle Barracks has been the home of the USAWC.

Adjacent to the post, the city of Carlisle with an estimated population of 20,000, offers additional shopping

and restaurant facilities for USAWC students. Harrisburg, with an estimated population of 500,000 is

20 minutes away and offers a full range of facilities and services. The major metropolitan areas of

Washington, DC, Baltimore, and Philadelphia are approximately two hours away, and New York City is

roughly four hours away.

Support Facilities

Student Housing

Housing for students is satised through a combination of on- and off-post resources. On-post

housing consists of 138 three- and four-bedroom single-family dwellings and two- and three-bedroom

apartments. There are also 12 units for bonade bachelors only. Each unit provides computer links

to the campus local area network. Ample off-post housing can be found within the local area, and an

off-post housing referral service is available through the post Housing Ofce. On-post housing is not

provided to International Fellows.



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On Post Shopping and Restaurant Facilities

Carlisle Barracks has a commercial complex consisting of a laundry/dry cleaner, Class VI (retai

beverage) store, Commissary, and Post Exchange that provide military students the ability to conduct

some of their shopping within walking distance of their homes. This complex also includes a food court

barber shop, and optical center. In addition, a Credit Union for banking needs is available for use by

all students and employees. The Letort View Community Center, while not in the shopping area, offers

dining opportunities for the USAWC community.

Medical Support

Dunham U.S. Army Health Clinic provides medical care for resident military students (and Distance

Education students when attending summer sessions), the uniformed faculty, and retired military

personnel. Dunham is capable of providing primary medical care and is equipped for routine outpatient

medical conditions. Family Practice is the primary clinical service available, including limited pediatric

and gynecological care. The clinic does not have an emergency room or inpatient capability, but

emergency medical services are available in the local community. Students requiring hospitalization

or medical care from specialists are referred to military treatment facilities at Fort Meade (Maryland),

the Bethesda Naval Hospital, or Walter Reed Army Hospital (Washington, DC), or to local or regionalmedical facilities. Dunham also provides comprehensive dental care to all active duty personnel and

has optometry services as a part of its health care offerings.

Religious Services

Since the inception of the American military forces, the military’s leadership has felt a responsibility

to attend to the religious needs of its personnel. Beginning with the Revolutionary War, chaplains and

chapels have been a part of the American military scene. The USAWC continues this tradition. Carlisle

Barracks has a Memorial Chapel that serves the religious needs of the students, staff, and faculty. The

Chapel has in residence Protestant and Catholic Chaplains. The Chapel offers religious educationprograms, activities for youth, and a number of activities for young and mature adults. In addition,

the Chapel can offer information on the locations of Jewish services. Though no special services are

offered for followers of the Islamic faith, a small prayer room is provided in the USAWC Library (Root

Hall) for Muslim students.

Child Care

The Moore Child Development Center (Building 455) provides full day, part day and hourly care programs

for children from six weeks through ve years of age. The center is open 6:30 a.m. to 5:30 p.m.

Monday through Friday. Hourly care is by reservation on a space available basis. Fees are determined

according to total family income. Children must be registered with Child Development Services beforecare is provided at the center.

Morale, Welfare, and Recreation Activities

Carlisle Barracks offers a full range of Morale, Welfare, and Recreation activities. These include

Information, Ticketing, and Registration; Letort View Community Center; Army Community Service

Golf Course; Youth Services; Sports Programs; Strike Zone Bowling Center; Barracks Crossing Studios

(offers framing and engraving, auto care, and special arts and crafts on a seasonal basis).



51

As the award-winning library for the Army’s senior educational institution, the U.S. Army War CollegeLibrary is an integral and strong component of the USAWC’s Program for Joint Professional Military

Education and plays a key role in the development of military, civilian, and international strategic

leaders. Noted for sustained, high-quality services, and extensive research resources, the Library is

a graduate-level special academic library supporting the College’s educational, research, strategic

communications, and well-being missions. It also serves as a primary research and information resource

for organizations and individuals outside of Carlisle Barracks and the Army, including Congress

the Department of Defense, Federal agencies, universities and colleges, the media, and individua

researchers and writers.

The highly expert and customer-friendly library staff, including nine librarians, ensures the efcient

retrieval and delivery of research and information services. All nine librarians hold a minimum of abaccalaureate degree in an academic subject and a master’s degree in library and information

science. All have varied and extensive professional and managerial experience of progressively higher

responsibility. The Director is active on DoD-level committees, and librarians support membership in

professional organizations. Through formal and informal liaison with the faculty, the staff keeps abreast

of all curriculum requirements. The Library also receives feedback from other USAWC boards, as wel

as from individual faculty, students, and staff members.

List of library or learning resources available to students and faculty and provide examples of types

of materials directly supporting JPME curriculum requirements. (Include a list of library or learning

resources available to students and faculty and provide examples of types of materials directly supporting

JPME curriculum requirements).

The Library offers its customers a variety of services: research and reference assistance; “Ask a

Librarian” electronic reference service; information literacy programs and tutorials for individuals

and groups; library tours and briengs; current awareness and bibliography compilations; copyright

support service; hard copy and electronic course reserves; paper and micrographic copying and

scanning services; acquisition and distribution of curriculum texts; inter-library loan and documen

delivery. Supporting the curriculum and research, the Library regularly produces course-related

special bibliographies. Major bibliographies include: Jointness; Ethics; Terrorism; Homeland Security

Mentorship; Multinational Operations and Post-Conict Reconstruction; Transformation; Warfare in the

21st Century; Peace-keeping; Strategic Vision; International Perspectives of U.S. Policy; U.S. NationalSecurity and Strategy; Human Dimensions of Strategic Leadership; The Military Profession; Women in

the Military; and Communicative Arts. Bibliographies also receive worldwide dissemination. Monthly

the Library’s current awareness program produces and widely distributes listings of pertinent current

journal articles. The Library sponsors an active materials display program, coordinating with academic

and community ofces to support special events and programs and to highlight special library services

and publications.

Part V. The U.S. Army War College Library



52

The availability and access to joint publications, Joint Electronic Library and other resources that

support JPME (Comment on availability and access to joint publications, Joint Electronic Library and

other resources that support JPME).

The Library provides its customers a rich and varied collection of print, electronic, and other nonprint

materials. Subjects covered in depth include military strategy and operations, area studies, internationa

relations, foreign policy, management, and economics. Supplementing a book and document collection

of 165,400 volumes are subscriptions to 951 current periodicals in these and other subject areas,

providing current information and opinion for reading and research. Library holdings include a broadcross section of domestic and foreign newspapers, Army, Department of Defense, and other ofcia

military publications, and a classied documents collection. The Library’s collection also includes a

large selection of audio-visual materials, extensive microform holdings, and the equipment needed to

access these special formats.

Current electronic research and information resources include commercial and DoD online services and

Internet resources, including standard research databases such as ProQuest, Nexis, Jane’s Geopolitica

Library, and military specic databases such as JDEIS, AULIMP, SCAMPI, STINET, Periscope, and

Inside Defense. The Library’s online catalog provides quick and concise information on publications

held in the Library or at any department or ofce on Carlisle Barracks. The catalog is available tocustomers on the Library’s website on both the Internet and the Intranet. At the Library’s public web site

http://www.carlisle.army.mil/library, customers can access general resource information, the Library’s

authoritative bibliographies, links to other military and academic databases, and online catalogs. By

using Intranet access, authorized customers can use all of the resources on the public site plus many

specialized fee-based databases supporting the academic and research needs of the USAWC students

and faculty.

The Library also offers its customers access to other library resources through its afliation with severa

cooperative ventures. These include the Military Education Research Library Network (MERLN), which

electronically provides ready access to the holdings of major Department of Defense and other military

libraries. Membership in the Associated College Libraries of Central Pennsylvania (ACLCP) allowsLibrary customers direct access and borrowing privileges to 22 other academic and special libraries

within an easy drive of Carlisle. The Online Computer Library Center (OCLC) database includes records

for over 50 million publications available through inter-library loan from libraries all over the world.

Housed on two levels in Root Hall, with about 27,500 square feet of space, the Library is conveniently

located for students and faculty. It is handicap accessible, and authorized customers have access to

it 24/7. The main level holds the Library’s primary collection, its online catalog and other manual and

automated information retrieval tools. It comfortably seats over 76 customers in the Reading Room

and provides ve Breakout Areas, four with computer-access, for study groups and meetings. There

are eight DSL computers in addition to wireless service for students, DoD and other visitors needing

access to the Internet. It provides 92 unassigned carrels for general use by students and faculty, and

three small conference rooms for individual DVD or video viewing and for private consultations. The

lower level houses the restricted and classied documents, maps, and other library holdings.

All students, staff, and faculty have remote access to the Library’s resources and services, including

access to the subscription databases and other library research resources. The Library informs

offsite library users of new services and resources through e-mail or DDE’s Education Online system

Students, staff, and faculty can request research assistance and borrow publications by contacting the



53

Library by e-mail, fax, mail, or telephone. The Library will respond to requests quickly and will work with

the requestors to identify research resources and facilitate the most convenient method of access, to

include direct borrowing from the USAWC Library, interlibrary loan, and use of their local libraries.



54

Parameters, the U.S. Army War College Quarterly, complements the USAWC curriculum, continuesthe professional education of its graduates, and reinforces the USAWC's role in this country and

around the world as a leading center for contemporary military thought. The journal focuses on

international security affairs, national defense policy, joint and combined matters, military strategy

and the intersection of strategy and the operational art, and all aspects of senior military leadership

and command. USAWC graduates of all services and components receive gratis subscript ions to

Parameters until retirement as an integral part of their continuing education.

The journal is also distributed to Army general ofcers; to key ofcials in the Pentagon, the State

Department, and the National Security Council; to interested members of Congress and their

staffs; to defense-minded members of academe, business, and the media; and to military units

including ROTC detachments. U.S. senior service colleges, staff colleges, and branch schoolsreceive 580 copies of each issue; more than 600 libraries and more than 80 U.S. and foreign

military journals receive subscriptions, as do many U.S. and allied embassies. Copies also go to the

military educational establishments of allied and other nations. The Marshall Center subscribes for

its international faculty and student body and also uses its copies in its English language training

program.

Parameters' printed circulation is approximately 13,000 copies per issue. Significant secondary

distribution occurs through military educational institutions in this country and overseas which

reproduce articles used by thousands of students every year. On average, more than 120,000

copies of Parameters articles are reprinted annually for use by military and civilian educationa

institutions, military organizations, and private citizens. The journal is also available to the public

through subscriptions from the Superintendent of Documents.

Parameters is located at carlisle-www.army.mil/usawc/Parameter s on the internet. There you'll find

selected articles, review essays, a complete index of Parameters articles, subscription information

guidance on submitting manuscripts for publication, and links to many other research sites of

interest to defense professionals.

Part VI. Parameters,The U.S. Army's Senior Professional Journal



55

AWC Foundation

Army War College Foundation, Inc., established in 1977, is proud to provide the “margin of excellence” to

the academic experience at the U.S. Army War College. A not for prot, tax-exempt, publicly supported

organization under Sections 501(c)(3) and 509(a)(3) of the IRS code, the Foundation enhances and

enriches academic programs and research activities by providing nancial support where government

funds are not available.

For over 30 years, Foundation funding has directly supported student and faculty events such as

National Security Seminar Week, honorariums for distinguished guest lecturers, writing awards for

students and faculty, texts for the College’s professional library, projects of the International Fellows

Program, nancial assistance for high-level conferences and exercises and the USAWC’s StrategicLeader Education Program. In 2002, the Army War College Foundation, together with Dickinson

College, jointly funded the College’s rst chair—the General Omar N. Bradley Chair of Strategic

Leadership. The Foundation's rst fully endowed chair, the Francis W. De Serio Chair of Strategic

and Theater Intelligence, will start in 2009.

Individual, foundation and corporate constituents are steadfast in their contribution to our national defense

through stewardship of academic excellence and traditions at the Army War College. Contributions are

tax-deductible. For additional information, please call (717) 243-1756, email: [email protected] or write

the Army War College Foundation, Inc., 122 Forbes Avenue, Carlisle, Pennsylvania 17013-5248. The

Foundation web site can be found at: www.awcfoundation.org.

USAWC Alumni Association

The U.S. Army War College Alumni Association was established in 1967 as a non-prot association

to foster, maintain, and strengthen a sense of fraternity among the alumni and to promote continued

interest in and support of the USAWC. Membership is limited to students, graduates of any USAWC

course, and present or former staff and faculty.

To support its members and the USAWC, the Association publishes a newsletter, maintains and publishes

a Directory of all graduates and present and former staff and faculty, makes available the book, “Of

Responsible Command: A History of the U.S. Army War College,” maintains an Alumni memorial on

the grounds of the USAWC, sponsors an annual birthday and celebration of the USAWC’s founding,

holds an annual meeting and provides support to class reunions and seminars. The Association also

operates a gift shop featuring USAWC mementos. The Alumni Ofce is in Room B122, Root Hall.

For details of our program, see our web site at www.usawc.org.

Part VII.AWC Foundation and USAWC Alumni Association



56

USAWC Senior Leadership

The USAWC is an organization of TRADOC. The Commandant, USAWC is a major general who

concurrently serves as Commandant, USAWC and Commanding General, Carlisle Barracks. The

Commandant directs the performance of the USAWC mission and functions in accordance with

TRADOC Regulation. The Commandant has several key advisers and advisory bodies. The senior

leadership of the USAWC includes:

DAVID H. HUNTOON, JR., Major General; Commandant; B.S., U.S. Military Academy; M.A., Georgetown University;

M.M.A.S., Command General Staff College Advanced Military Studies Program.

CYNTHIA G. EFIRD, Ambassador; Deputy Commandant for International Affairs; B.S., F.S., Georgetown University; M.S.Duke University; and M.S., National Defense University.

THOMAS G. TORRANCE, Deputy Commandant; B.B.A., M.S., Georgia College and State University; M.S.S., U.S. Army

War College.

LOUIS G. YUENGERT, Colonel; Chief of Staff; M.S., Georgia Institute of Technology; M.S.S., U.S. Army War College.

RAYMOND P. HOUSTON, Command Sergeant Major, Post Command Sergeant Major; A .A., Elizabethtown College.

The USAWC Board of Visitors

In 1995, plans to transform the USAWC, a preeminent military learning center, and to redene itseducational goals were already in progress. A critical institutional self-study was conducted and a full

report was produced for the Department of Education. The Self-Appraisal for Federal Educationa

Institutions Applying for Evaluation by the U.S. Department of Education (submitted June 1997 to the

Department of Education National Advisory Committee on Institutional Quality and Integrity) became

the underpinning and sustaining document that would chart a new course for the college and the

required processes for accreditation of a Masters of Arts Degree Program.

In 1996, under the command of Major General Richard Chilcoat, the USAWC formed an educationa

advisory board as an expert source of graduate-level knowledge and public input into the processes

required to transform a senior military education center into a degree-granting and fully accredited

graduate institution. The advisory board would be established as a Subcommittee of the Army

Education Advisory Committee, named the USAWC Board of Visitors (BOV), and comprised [initially]

of ten successful and prominent citizens from private sector categories external to the College staff and

faculty. The USAWC BOV would be the Commandant's exclusive educational advisory body.

In 1997, the USAWC BOV assembled and conducted its rst business meeting under the Chairmanship

of Dr. James Whalen and emerged as a major thrust behind our ambitious graduate degree plans and

accreditation aspirations. The BOV's initial impact is no less than “historic,” and in 1999, under the

Part VIII.Organization and Governance of the USAWC



57

command of Major General Robert Scales, the USAWC was authorized by Congress to confer a Master

of Strategic Studies to its qualifying graduates. The USAWC BOV was largely responsible and credited

for this signicant achievement and for numerous assessment and accreditation successes that have

followed.

Today, under the command of Major General David H. Huntoon, Jr., and Chairmanship of Mr. Mark

Mykityshyn, the USAWC BOV continues its momentum of success and remains committed and united

in its efforts to ensure USAWC compliance with accreditation standards and institutional growth. The

USAWC BOV is critical to the success of our graduate status and its plans for transformation. We areproud to provide a short informational brieng and electronic history of the USAWC BOV's formation

and accomplishments, as well as introduce the distinguished and dedicated citizen advisers who have

graciously accepted membership obligations on the USAWC BOV.

The USAWC BOV was established in accordance with Army Regulation 15-1, Committee Management

It is the only continuing Federal Advisory Committee to the Commandant for advice on educational and

institutional issues, such as policy and philosophy, curriculum development, instruction and methodology

graduate degree and accreditation issues, and a range of aspects concerning management, organization

progressive advancement, and transformation.

The USAWC BOV is authorized twelve membership positions; per Department of the Army Charter

assigning it is a Subcommittee of the Army Education Advisory Committee. USAWC BOV members

are nominated by the Commandant and recommended for ofcial appointment by the United States

Secretaries of the Army and Defense. The total nomination and appointment processes can take six

or more months. Board members are considered employees of the U.S. Government, hired as expert

Intermittent Consultants, and eligible for pay under the General Schedule, Grade 15. Traditionally,

USAWC BOV members have agreed to serve the USAWC without monetary compensation. At the

present time, all appointed and serving members have waived entitlement to pay for their consulting

services and USAWC BOV committee membership.

The USAWC BOV elects an executive committee and names a presiding chair and vice chair. It alsorecognizes the Designated Federal Ofcial and Executive Secretary as a member of its Executive

Committee. The USAWC BOV Executive Committee appoints smaller committees as working groups

to review, consider, and advise separately on membership and academic policy issues. Each working

group also elects a presiding chair to serve as the respective committee spokesperson.

Typically, and since its rst meeting in 1997, the USAWC BOV meets annually each April to consider an

agenda of key issues and initiatives. The committee may also meet intermittently in whole or in part at

the call of the presiding chair.

At present, there are ten fully appointed members on the USAWC BOV. Each serving member is

named below.

MICHAEL ARNN, Ph.D. Member since February 2007. Dr. Arnn is the twelfth president of Hillsdale College.

ANGELO M. CODEVILLA, Ph.D. Presiding Vice Chair. Member since March 2007. Dr. Codevilla is the Professor of

International Relations, Boston University. He currently serves as Consultant for Defense Systems and Strategies, and he

is a Senior Fellow, The Claremont Institute, Claremont, California.



58

JOANN P. DIGENNARO, J.D. Member since November 15, 2004. President of the Center for Excellence in Education

Established the Center with the late Admiral H.G. Rickover in 1983 to assure U.S. competitiveness among nations and to

promote international understanding among future scientic leaders.

L. EDWARD EISELE. Member since June 1, 2005. Mr. Eisele is President and owner of Holsum Bakery, Inc., an Arizona

based corporation now in its 123rd year in the Eisele family.

HONORABLE MICHELLE GUILLERMIN. Member since November 1, 2005. Ms. Guillermin is the Chief Financial Ofcer o

Dutko Worldwide, a multidisciplinary government affairs strategy and management rm.

DR. GEORGE J. MARTIN is the Assistant Dean for Undergraduate Studies, Assistant Professor of Architecture at The

Catholic University of America, School of Architecture & Planning in Washington, D.C. Dr. Martin is responsible for the

planning, administration and pedagogical direction of the BS program in Architecture with a student body of approximately

300 students.

GENERAL (RET) RICHARD MYERS. Member since March 31, 2007. GEN(R) Myers became the fteenth Chairman of the

Joint Chiefs of Staff on October 1, 2001. In this capacity, he serves as the principal military advisor to the President, the

Secretary of Defense, and the National Security Council. Prior to becoming Chairman, he served as Vice Chairman of the

Joint Chiefs of Staff for nineteen months.

MARK G. MYKITYSHYN. Presiding Chair. Member since March 14, 2005. Mr. Mykityshyn is a co-founding Partner of White

Oak and currently serves as Vice Chairman of Strategy and Technology for DataPath, Inc.

MICHAEL PILLSBURY, Ph.D. Member since December 1, 2007. Dr. Michael Pillsbury was appointed the Senior Research

Adviser to the US-China Economic and Security Review Commission in November 2001 to the present. The Commission is

a Congressional advisory body created and funded by the US Congress in the Defense Authorization Act of 2001.

EARL H. TILFORD, Ph.D. Member since November 1, 2005. Dr. Tilford is the Professor of History at Grove City College. He

has taught courses in Humanities, World History and Russian History as well as U.S. Military History, National Security, the

Vietnam War, World War (WW) I, and WWII.

USAWC Command Group

The USAWC Command Group consists of the Commandant; Deputy Commandant for International

Affairs; Deputy Commandant; Chief of Staff; and Command Sergeant Major.

The Deputy Commandant for International Affairs is a U.S. State Department Senior Foreign

Service Ofcer. While not a member of the USAWC chain of command, the Deputy Commandant

for International Affairs represents the USAWC and directly participates in national security oriented

symposia and related professional forums worldwide. She provides advice on curriculum planning with

respect to U.S. foreign policy and regional studies. She provides guidance and participates directly in

the International Fellows Program, student eld trips, and the Strategic Decision Making Exercise. The

Deputy Commandant for International Affairs supports the academic program as a lecturer, consultant

resource person, and research adviser.

CLIFF D. CROFFORD, JR.; Colonel; Director, International Fellows Program; B.S., U.S. Military Academy; M.A., M.S.

Stanford University; M.S.S., U.S. Army War College.

KEVIN D. BREMER; DAC, Deputy Director, International Fellows Program.

The Deputy Commandant is second in command to the Commandant. He assumes command in the

Commandant’s absence. He is responsible for providing guidance and direction to the USAWC staff,

faculty, and student body to implement the Commandant’s decisions. He also exercises staff supervision



59

over the Senior Service Representatives, Reserve Component Advisers, U.S. Army Physical Fitness

Research Institute, U.S. Army Military History Institute, Directorate of Resource Management, and the

Carlisle Barracks Garrison.

The Chief of Staff is responsible for all internal staff coordination for the Commandant. The Chief of

Staff coordinates all internal actions with the various staff elements and separate institutes to provide

an integrated and coordinated stafng procedure for all issues and actions affecting the command.

Direct responsibilities include oversight of personnel management; foreign disclosure program and

information, personnel, industrial, and technical security; public affairs ofce; executive services; andplans and operations. The ofce of the Chief of Staff includes:

LOUIS G. YUENGERT, Colonel; Chief of Staff; B.S., U.S. Military Academy; M.S., Georgia Institute of Technology; M.S.S.,

U.S. Army War College.

PATTON KEITH PICKENS, Colonel; Director, Plans and Operations; B.S., University of Alabama; M.P.A., University of

West Florida.

ELLA JEAN NICHOLS, Security Manager, Security Ofce; B.S, State University of New York at Brockport; M.P.A.,

Shippensburg University.

LYNN RAMSEY, Chief, Civilian Personnel Advisory Center; B.A., Shippensburg University.

MARK VINEY, Major; Director, Human Resources Directorate; B.S., U.S. Military Academy; M.A., Webster University..

ALLISON R. REINWALD, Lieutenant Colonel (P); Director, Executive Services; M.A., Central Michigan University.

ROBERT A. WHETSTONE, Lieutenant Colonel; Public Affairs Ofcer; B.S., Cameron University; M.A., University of

Oklahoma.

Special Staff

The Commandant also has several individual advisers. The Senior Service Representatives from the

U.S. Air Force, U.S. Navy, and U.S. Marine Corps; Army National Guard Adviser, and Director, ReserveComponent Integration/U.S. Army Reserve Adviser assist the Commandant in his responsibilities for

the overall direction of the USAWC. Each individual is the designated representative of the chief of their

service or head of their organization. In addition to acting as special staff ofcers to the Commandant

they serve as members of the USAWC faculty.

DAVID M. ARMITAGE, Captain, USN Senior Service Representative; B.S., U.S. Naval Academy, M.E., Cornell University.

JOE F. CHARSAGUA, Colonel; Director, Reserve Component Integration/USAR Adviser; B.S., U.S. Military Academy; MBA

University of Phoenix.

CHRISTINE A. STARK, Colonel; Senior Guard Advisor to the Commandant; B.A, Fitchburg State College; M.S.S., U.S.

Army War College.

JOHN A. TERRELL, Colonel, USMC Senior Service Representative; B.S., Oregon State University; M.A., Webster University


RODERICK C. ZASTROW, Colonel, USAF Senior Service Representative; B.S., University of Arizona; M.B.A., Embry

Riddle Aero University; M.S., Air University.



60

Academic Board

Chaired by the Dean of Academics, the Academic Board consists of the Deputy Dean; Chair, Department of

Academic Affairs; Chair, Department of Command, Leadership, and Management; Chair, Department of

Distance Education; Chair, Department of Military Strategy, Planning, and Operations; Chair, Department

of National Security and Strategy; Director, Center for Strategic Leadership; Director, Strategic Studies

Institute; Director, U.S. Army Military History Institute; Director, U.S. Army Physical Fitness Research

Institute; the Senior Service Representatives for the Air Force, Marine Corps, and Navy; the Director,

Reserve Component Integration/U.S. Army Reserve Adviser; and the National Guard Adviser.

The Academic Board provides the forum for continuous planning, coordination, evaluation, and review

of the College’s educational philosophy, instructional methodology, curriculum design, academic

programs and policies, and related issues. It reviews the work of the Curriculum Committee prior to

the submission of its recommendations through the Command Group to the Commandant for na

approval. The Academic Board also oversees all accreditation issues and provides recommendations

to the Commandant for nal approval.

Dean of Academics

The Dean of Academics is responsible for academic policy, planning, programs and procedures

curriculum development and the planning, coordination, execution, and evaluation of all resident and

distance education programs. The Dean of Academics supervises the academic teaching departments

the Department of Academic Affairs, and the USAWC Library. The Dean develops, coordinates, and

establishes the educational philosophy and objectives necessary to guide the USAWC academic

program.

The Dean also chairs the Title 10 Board. The Dean is responsible for recruitment and retention and

faculty development in concert with the department chairs, Chief of Staff, and other Title 10 Board

members. The Dean further serves as a member of the Executive Programming and Budget Advisory

Committee and has supervisory responsibility for budgetary matters affecting the USAWC. He maintains

liaison with the other Senior Service Colleges; the Combined Arms Center, U.S. Army Command and

General Staff College; Headquarters, Department of the Army; the Joint Staff; the Military Education

Coordinating Conference; and the civilian academic community.

WILLIAM T. JOHNSEN, Professor; Dean of Academics; B.S., U.S. Military Academy; M.A., Ph.D., Duke University; U.S

Army War College.

GEORGE E. TEAGUE, Colonel; Deputy Dean; B.S., M.A., Tennessee Technical University; M.S.S., U.S. Army War

College.

Department of Academic Affairs

CHARLES W. HIGBEE, Colonel; Chairman, Department of Academic Affairs; B.A., Ft Lewis College; M.S.S., U.S. Army War

College.

JOHN A. BONIN, Associate Professor, Concepts and Doctrine; B.S., U.S. Military Academy; M.A., Duke University; Ph.D.

Temple University, U.S. Army War College.

SONJA BORDER, Senior Instructional Systems Specialist, Ofce of Educational Methodology and Technology; B.A.

University of Montana; M.Ed, Lesley University.



61

KEVIN T. CONNELLY, Colonel; Director, Joint Education; B.S., University of Connecticut; M.S., Florida Institute of Technology


AMY F. KNAPP, Registrar, Ofce of the Registrar; B.A., Vassar College.

JEANNE M. MAINES, Administrative Ofcer, B.A., Millersville State College.

GREGORY M. MCGUIRE, Lieutenant Colonel; Director, Joint and Army Concepts and Doctrine; B.A., Oral Roberts University

M.S.A., Central Michigan University.

THOMAS F. MCMANUS, Associate Professor, Director, Ofce of Educational Methodology and Technology; B.S., MEd.,

Ph.D., University of Texas at Austin.

LARRY D. MILLER, Associate Professor; Director, Communicative Arts; B.S., M.A., Kent State University; Ph.D., University

of Michigan.

JENNI PRITCHETT, Program Analyst, Institutional Assessment; B.S., Park University.

MARY ROBERDS, Instructional Systems Specialist, Ofce of Educational Methodology and Technology; B.A., California

State University, Fullerton; MEd., University of Phoenix.

CHRIS SMART, Instructional Systems Specialist, Ofce of Educational Methodology and Technology; A.A.S., Heald

College; B.S., University of Phoenix; MEd., American InterContinental University.

ROBERT TAYLOR, Editor, Parameters; B.A., M.A., Western Kentucky University; National War College.

ANNA T. WAGGENER, Associate Professor; Director, Institutional Assessment; B.S., M.S., Troy State University; Ph.D.

University of Southern Mississippi; U.S. Naval War College.

Department of Command, Leadership, and Management

JAMES R. OMAN, Colonel; Chair, Department of Command, Leadership, and Management; B.S., Bowling Green State

University; M.A., Webster University; M.S.S., U.S. Army War College.

CHARLES D. ALLEN, Colonel; Director, Leader Development; B.S., U.S. Military Academy; M.S., George Institute ofTechnology; M.M.A.S., School of Advanced Military Studies; M.S.S., U.S. Army War College.

RICK ATKINSON, Historian, Adjunct Faculty; B.A., East Carolina University; M.A., University of Chicago

LEE E. DEREMER, Colonel, USAF; Director, Strategic Leadership; B.A., East Stroudsburg University; M.S.A., Centra

Michigan University; M.A., U.S. Naval War College; National Defense University.

DIANE F. DICLEMENTE, Adjunct Faculty; B.A., Shippensburg University; M.A., Immaculata College; Ph.D., Temple

University.

ROBERT S. DRISCOLL, Colonel; Director, Medical Services Management; B.S., American International College; M.B.A.

Western New England College; M.A., American Military University; National War College.

MARK J. ESHELMAN, Colonel; Director, Defense Support to Civil Authorities; B.S., U.S. Military Academy; M.S.S.I., Defense

Intelligence College; M.M.A.S., U.S. Army Command and General Staff College; M.M.A.S., School of Advanced Military

Studies, CGSC; M.S.S., U.S. Army War College.

EDWARD J. FILIBERTI, Professor; Force Management Studies; B.S., U.S. Military Academy; M.S.A., Central Michigan

University; M.M.A.S., School of Advanced Military Studies, U.S. Army Command and General Staff College; M.U.R.P.

University of Hawaii; U.S. Army War College.



62

STEPHEN J. GERRAS, Professor of Behavioral Sciences; B.S., U.S. Military Academy; M.S., Ph.D., Pennsylvania State

University; M.S.S., U.S. Army War College.

DALLAS C. HACK, Colonel; Director, Medical Service Systems; B.A., Andrews University; M.D., Loma Linda University;

M.P.H., Johns Hopkins University; M.S.S., U.S. Army War College.

L. DON HOLDER, Lieutenant General (retired), U.S. Army, Adjunct Faculty, B.S., Texas A&M; M.A., Harvard University; U.S

Army War College.

HAROLD W. LORD, JR., Professor of Resource Management; B.S., Alfred University; M.S., Florida Institute of TechnologyU.S. Army War College.

JULIE T. MANTA, Colonel; Director, Personnel Management Systems; B.A. La Salle University; M.P.A. Pennsylvania State


RICHARD M. MEINHART, Professor of Defense and Joint Processes; B.S., Lehigh University; M.A., Central Michigan

University; Ed.D., George Washington University; U.S. Naval War College.

SARA L. MORGAN, Director, Senior Civilian Representative; B.A., Dillard University; M.A., University of Oklahoma; Ph.D.,

University of Oklahoma.

ROBERT K. NYE, Colonel, Director, Command and Leadership Studies; B.S., University of Arizona; M.P.A., Cornel


MICHAEL A. PEARSON, Colonel, U.S. Army, Retired; Adjunct Faculty; B.S., United States Military Academy; M.S., Salve

Regina University; U.S. Army War College.

DAVID L. PERRY, Professor of Ethics; B.A., Pacic Lutheran University; A.M. Div. and Ph.D., University of Chicago Divinity

School.

JOHN M. TISSON, Colonel, Director, Leadership & Command Instruction; B.S., University of Oregon; M.E., University o

Texas; M.S.S., U.S. Army War College.

STEPHEN P. WEILER, Colonel, USAF; Director, Strategic Management Studies; B.A., Virginia Poly Institute; M.A., Troy

State University; M.S.S., U.S. Army War College.

GEORGE J. WOODS III, Colonel; Director, Public Administration Studies; B.S., U. S. Military Academy; M.A., Columbia

University; M.M.A.S., School of Advanced Military Studies; M.S.S., U.S. Army War College.

Department of Military Strategy, Planning, and Operations

PAUL C. JUSSEL, Colonel; Chairman, Department of Military Strategy, Planning, and Operations; B.A., Virginia Military

Institute; M.M.A., U.S. Army Command and General Staff College; M.M.S., U.S. Army War College; Ph.D., Ohio State

University.

KENT E. BOLSTER, Colonel; USA; Director, Special Forces; B.S., University of Rhode Island; M.A., Naval War College

M.S.S., U.S. Army War College.

DAVID W. BROWN, Colonel; USA; Director, Theater Strategy; B.S., U.S. Military Academy; M.S., Georgia Institute o

Technology; Armed Forces Staff College; M.S.S., U.S. Army War College.

PATRICK O. CARPENTER, Colonel; USA; Director, Army Planning; B.B.A., University of Maine; Armed Forces Staff College

M.P.A., Webster University; M.S.S., U.S. Naval War College.

JEROME J. COMELLO, Professor of Military Studies; B.S., U.S. Military Academy; M.S., George Washington University

Ph.D., Temple University; National War College.



63

ROBERT C. COON, Professor, Strategic and Operational Planning; B.A., St. Martin’s College; M.A., Pepperdine University


GLENN K. CUNNINGHAM, Professor, Joint Land Operations & Doctrine; B.A., Penn State University; CERT, Foreign

Service Institute; M.A., DuQuesne University.

JAMES H. EMBREY, Colonel; Director, Army Planning; B.S., U.S. Military Academy; M.A. University of Kentucky; M.S.S.,

U.S. Army War College; Ph.D., University of Kentucky.

KEITH B. FERRELL, Colonel; USMC; Director Expeditionary Maneuver Warfare; B.A., Cal Poly SLO, San Luis Obisp, CACal Poly SLO, San Luis Obisp, CA.

JOHN M. GEORGE, Lieutenant Colonel; USA; Director, Basic Strategic Art Program; B.S., U.S. Military Academy; M.A.,

University of Oxford; A.B.D., Massachusetts Institute of Technology; U.S. Army Command and General Staff College.

CLAIR M. GILK, Colonel; USAF; Director, Aerospace Concepts and Doctrine; B.S., University of Idaho; M.S., Chapman

University.

JAMES E. GORDON, Professor, Military Studies; B.S., Central State University; M.S., Golden Gate University; U.S. Army

War College; Ph.D., George Washington University.

DAVID A. KELLEY, Colonel; USMC; Director, Joint Integration and Planning; B.S., St. Anselm College; Army Forces Staff

College; M.S.S., U.S. Army War College.

STEPHEN W. KNOTT, Captain; USN; Director, Maritime Concepts and Doctrine; B.A., Hampden-Sydney College; M.S.S.


JOSEPH H. LEDLOW, Colonel; USA; Director, Strategic Studies, RC; B.S., Texas A&M, M.A., Midwestern University


ALBERT F. LORD, JR., Captain; USN; Director, Maritime Operations; B.S., Penn State University; M.S.S., U.S. Army War

College; MPA, Penn State.

MICHAEL A. MARRA, Colonel; USAF; Director, Force Projection Operations; B.S., American University; M.P.A., Troy State

University; Air Command and Staff College; M.S.S., U.S. Army War College

MICHAEL R. MATHENY, Associate Professor, Military Strategy and Operations; B.A., University of Dayton; M.A., Wrigh

State University; M.M.S., U.S. Army Command and General Staff College; M.A., Naval War College.

WILLIAM G. PIERCE, Director, Advanced Strategic Art Program; B.S., U.S. Military Academy; M.S., RPI, Troy, NY; U.S

Army War College; Ph.D., RPI, Troy, NY.

THOMAS P. REILLY, Colonel; USA; Director, Joint Flag Ofcer Warghting Course; B.A., Wright State University; M.P.A.

Western Kentucky University; M.M.S., School for Advanced Military Studies; Command and General Staff College; M.S.S.

U.S. Army War College; A.B.D., Penn State University.

DAVID J. SMITH, Colonel; Director C4, Space and Information Operations; B.S., U.S. Military Academy; M.S., Stanford


MARK A. STROH, Commander; USN; Director, Strategic Intelligence; B.A., Siena Heights University; Air Command and

Staff College.

Department of National Security and Strategy

JAMES A. HELIS, Colonel; Chairman, Department of National Security and Strategy; B.S., U.S. Military Academy; M.A.,

University of Pennsylvania; M.M.A.S., School of Advanced Military Studies; Ph.D., The Fletcher School of Law and Diplomacy

Tufts University; Senior Service College Fellow.



64

WILLIAM R. APPLEGATE, Colonel; Director of European Studies; B.A., Florida International University; M.A., Indiana

University.

JAMES B. BARTHOLOMEES, JR., Professor of Military History and Strategy; B.S., U.S. Military Academy; M.A., Ph.D.

Duke University; National War College.

TAMI D. BIDDLE, Professor of National Security and Strategy; George C. Marshall Chair of Military Studies; B.A., Lehigh

University; M.Phil., Cambridge University; M.A., M.Phil., Ph.D. Yale University.

JAMES L. BOLING, Director of Military Strategy; B.S., Oregon State University; M.A., University of Louisville; M.A., U.S.Naval War College; M.M.A.S., School of Advanced Military Studies; M.S.S, U.S. Army War College.

JOHN R. DEFREYTAS, Central Intelligence Representative; General Walter Bedell Smith Chair of National Intelligence

Studies; B.A., Villanova University; M.S., Defense Intelligence College; M.A., University of Hawaii; M.S., Salve Regina

Newport College.

TERRY K. DEROUCHEY, Colonel, Director of Americas Studies; B.S., U.S. Military Academy; M.A., University of Texas;

M.A., National Defense School, Buenos Aires, Argentina.

LEONARD J. FULLENKAMP, Professor of Military History and Strategy; B.S., University of Dayton; M.A., Rice University


LARRY P. GOODSON, Professor of Middle East Studies; Dwight D. Eisenhower Chair of National Security Studies; B.A.M.A., Ph.D., University of North Carolina.

JAMES R. GREENBURG, Commander; U.S. Navy; Director of Strategic Studies; B.A., University of South Carolina; M.A.

Naval Postgraduate School; M.S.S., U.S. Army War College.

MICHAEL W. HOADLEY, Colonel; Director of National Security Legal Studies; B.S., North Carolina State; M.S.S., U.S. Army

War College; J.D., University of Tulsa; L.L.M., The JAG School.

PAUL R. KAN, Professor of National Security Studies; B.A., Loyola Marymount University; M.A., University of California—

Santa Barbara; Ph.D., University of Denver.

JIYUL KIM, Colonel; Director of Asian Studies; B.A., University of Pennsylvania; M.A., Harvard University; U.S. Army

Command and General Staff College; Senior Service College Fellow.

JANEEN KLINGER, Professor of Political Science; B.A., Northern Illinois University; M.A., University of South Carolina;

Ph.D., University of California—Berkeley.

WALTER H. LEACH, Colonel; USAF, Director of Aerospace Studies; B.S., U.S. Air Force Academy; M.S., Johns Hopkins


GUY J. MAILLET, Colonel; Canadian Army, Director of Coalition Strategy; B.S., M.A., Royal Military College; M.S.S., U.S

Army War College.

R. CRAIG NATION, Professor of Russian Studies; B.A., Villanova University; M.A., Ph.D., Duke University.

SUE ANN SANDUSKY, Colonel; Director of African Studies; B.A., Texas Christian University; M.A., University of London;


RICHARD SMYTH, Department of State, Professor of International Relations; B.S., University of Washington, M.S.S,

National War College.

ALAN G. STOLBERG, Professor of National Security Studies; B.A., St. John’s University; M.A., University of Southern

California; M.A., Naval War College; M.A., Temple University.

MARYBETH P. ULRICH, Professor of Government; B.S., U.S. Air Force Academy; M.A., Ph.D., University of Illinois.



65

CHARLES W. VANBEBBER, Colonel; Director of Military History and Strategy; B.A., M.A., University of Washington; M.S.S.


HARRY R. YARGER, Professor of National Security Policy; Elihu Root Chair of Military Studies; B.A., Cameron University;

M.S., University of Oklahoma; Ph.D., Temple University; U.S. Army War College.

Department of Distance Education

CLAYTON K.S. CHUN, Professor; Chairman, Department of Distance Education; B.S., M.A., University of California; M.S.

University of Southern California; Ph.D., RAND Graduate School; Air War College.

JOE ANDREATTI, Commander; Director, Theater Strategic Studies; B.S. Norwich University; M.A., Naval War College.

FRANK E. BLAKELY, Colonel; Director, Irregular Operations and Homeland Security; B.S. University of Texas; M.S. Montana

State University; M.B.A. Embry-Riddle University; M.S.S., U.S. Army War College

WILLIAM J. BLANKMEYER, Contract Instructor; B.S., U.S. Military Academy; M.E., Pennsylvania State University; M.E

University of Virginia; U.S. Army War College.

CHRISTOPHER BOLAN, Colonel; Director National Security Policy and Strategy; B.S., U.S. Military Academy; M.A.,

Georgetown University; War College as a Senior Service College Fellow at Georgetown University.

R. CHRISTION BREWER, Colonel; Director, Second Resident Course; B.A., Arkansas Tech University; M.S. University of

Central Arkansas; U.S. Army War College.

MARLAND J. BURCKHARDT, Contract Instructor; B.A., B.S., University of Minnesota; M.S., University of Utah; U.S. Army

War College.

PATRICK J. CASSIDY, Colonel; Director, Defense Organization Planning and Strategy; B.A. Providence College; M.S.S.


RUTH B. COLLINS, Contract Instructor; B.S., University of Kentucky; M.A., Pepperdine University; U.S. Army War

College.

THOMAS DOMBROWSKY, Contract Instructor; B.A., University of Rhode Island; M.A., Morgan State University; U.S. ArmyWar College.

KEVIN P. DOWLING, Contract Instructor; B.S. Washington State University; M.A. Naval War College.

MARK T. FETTER, Lieutenant Colonel; Director, Defense Strategy Course; B.S. Shippensburg University; M.A., Touro

College.

JOHN P. FOREMAN, Colonel; Course Evaluator; B.A., University of Maryland; M.A. Johns Hopkins University; M.S.S., U.S.

Army War College.

DALE P. FOSTER, Colonel; Course Evaluator; B.A., Georgia Southern College; M.P.A., Georgia College; M.S.S., U.S. Army

War College.

JEFFREY GROH, Professor, Information and Technology in Warfare; B.S., U.S. Military Academy; M.A., Naval Post Graduate

School; D.Sc., Robert Morris University; U.S. Army War College.

JOEL R. HILLISON, Colonel; Faculty Instructor; B.A. Monmouth College; M.A., University of Oklahoma; M.S.S., U.S. Army

War College.

JAMES HOLCOMB, Contract Instructor; B.S., United States Military Academy; M.A. Georgetown University; U.S. Army Wa

College.



66

DENNIS KELLER, Contract Instructor; B.A., Pennsylvania State University; MSFS, Georgetown University; Inter-American

Defense College.

CHARLES KRUPNICK, Professor of National Security Studies; B.S., U.S. Naval Academy; M.A., Ph.D, University o

Virginia.

STEVEN M. LEMONS, Colonel; Director, Second Year Studies; B.A., University of Wisconsin; M.A., Ph.D., Catholic University

of America; M.S.S.I., Joint Military Intelligence College; M.P.S., Auburn University; M.S.S, U.S. Army War College.

CHERYL D. MCAULEY, Lieutenant Colonel; Deputy Director, Defense Strategy Course; B.M., West Chester UniversityM.P.A., George Mason University; M.S.S., U.S. Army War College.

SUSAN MYERS, Colonel; Director of First Year Studies; B.S., Pennsylvania State University; M.S., National University

M.S.S., U.S. Army War College; Ph.D. Pennsylvania State University.

ALLAN M. PHANEUF, Colonel; Director Campaign Planning and Operational Art; B.A., University of New Hampshire; M.S.

Adam Smith University; M.S.S. ,U.S. Army War College.

A. DWIGHT RAYMOND, Colonel; B.S., U.S. Military Academy; M.P.M, University of Maryland; M.M.A.S., School of Advanced

Military Studies; M.S.S., U.S. Army War College.

KEVIN P. REYNOLDS, Contract Instructor; B.A., University of Illinois; M.A., St. Mary’s University; Ph.D., Temple University;


ROBERT E. SMITH, Contract Instructor; B.S., U.S. Military Academy; U.S. Army War College.

DEAN STODTER, Colonel; Director, Regional Issues and Interests; B.S., U.S. Military Academy; M.A., Johns Hopkins

University, M.S.S., U.S. Army War College.

RICK STREIGHT, Colonel; Course Evaluator, B.S., Central State University (Oklahoma); M.S., West Coast University;

Ph.D, University of Oklahoma; M.S.S., U.S. Army War College.

PHILLIP E. THOMPSON, Contract Instructor; B.A., College of Wooster; M.A., University of Maryland; U.S. Army War

College.

TERRENCE M. WALLACE, Contract Instructor; B.S., Niagara University; M.B.A., Fairleigh-Dickinson University; ArmedForces Staff College; U.S. Army War College.

KEVIN J. WEDDLE, Professor of Military Theory and Strategy, B.S. U.S. Military Academy; M.S.C.E, University of Minnesota

M.A., University of Minnesota; U.S. Army War College; Ph.D., Princeton University.

THOMAS E. WERNER, Contract Instructor; B.S., M.S., Indiana University; U.S. Army War College.

DAVID W. WILLMANN, Contract Instructor; Professor-U.S. Naval War College; B.S., U.S. Naval Academy; M.S., U.S. Nava

Postgraduate School, U.S. Army War College.

LISA M. WINDSOR, Colonel; Director of Leader Management Studies; B.A. University of Texas; M.S.S., U.S. Army Wa

College; J.D., University of Houston

KENNETH WOMACK, Contract Instructor, B.S., U.S. Air Force Academy; M.S., University of Southern California; U.S. Army

War College.

WALTER J. WOOD, Contract Instructor; B.A., University of Dayton; M.A., Salve Regina University; U.S. Army War

College.



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USAWC Library

BOHDAN I. KOHUTIAK, Director; B.S., Georgetown University; M.S.L.S., University of North Carolina at Chapel Hill.

JACQUELINE S. BEY, Chief, Research and Information Services; B.A., M.L.S., University of Pittsburgh.

LISA M. BRINER, Collection Management Librarian; B.S., M.S.L.S., Shippensburg University.

MARK R. COSTA, Research Librarian; B.A., M.L.S., University at Buffalo, SUNY.

JEANETTE M. MOYER, Research Librarian; B.A., University of Pittsburgh at Johnstown; M.L.I.S., University of Pittsburgh

WILLIAM J. ROTELLA, Chief, Collection Management and Systems; B.A., M.L.I.S., University of Wisconsin (Milwaukee).

LORI M. SEKELA, Collection Management Librarian; B.A., Indiana University of Pennsylvania; M.L.I.S., University o

Pittsburgh.

VIRGINIA C. SHOPE, Research Librarian; B.A., Shippensburg University; M.S.L.S., Clarion University.

NANCY P. SNEED, Acquisitions Librarian; B.A., DePauw University; M.L.I.S., University of South Carolina.

Centers and Institutes

Center for Strategic Leadership

DOUGLAS B. CAMPBELL, Director, Center for Strategic Leadership; B.S., Rutgers University; M.P.A., Shippensburg

University; U.S. Army War College.

JOHN F. AGOGLIA, Colonel; Director, U.S. Army Peacekeeping and Stability Operations Institute; B.S., U.S. Military

Academy; M.M.S.A, U.S. Army Command General Staff College.

ERIC L. ASHWORTH, Colonel, Operations and Gaming Division, B.A. Siena College; M.S. Texas A & M University; M.S.S


CYNTHIA E. AYERS, NSA Visiting Professor, Information Superiority; B.S., M.P.A., Troy State University.

LAWRENCE M. BLOTZER, Operations Resident Analyst; B.A., University of Maryland; MAS, Johns Hopkins University.

KEVIN S. BROWN, Lieutenant Colonel; Director, Joint and Combined Operations; B.A., Edinboro University of Pennsylvania

M.A., University of Oklahoma.

KENT H. BUTTS, Professor, Political and Military Strategy; B.S., U.S. Military Academy; M.B.A., Boston University; M.A.

Ph.D., University of Washington; U.S. Army War College, John M. Olin Fellow, Center for International Affairs, Harvard

University.

ROBERT G. CHICCHI, Operations Research Analyst; B.S., Pennsylvania State University; U.S. Army War College.

WILLIAM H. CLECKNER IV; Operations Research Analyst; B.S., U.S. Military Academy; M.S., Naval Postgraduate

School.

TIMOTHY R. CORNETT, Colonel; Director, Deputy Director Stability Operations; B.S., St. Anselm College; M.S., Troy State


MICHAEL H. CRUTCHER, Associate Professor, Strategic Intelligence; B.A., M.A., University of California-Davis; U.S. Army

War College.



68

RAYMOND G. DELUCIO, Signal Ofcer/Executive Ofcer, Science and Technology Division; B.S., Ball State University.

DALE C. EIKMEIER, Colonel, Joint and Multinational Initiatives Group; B.S., San Jose State University, M.S., Webster

University, M.M.A.S., Ft. Leavenworth, SSCF.

PHILIP M. EVANS, Colonel; Director, Operations and Gaming Division; B.A., University of Michigan; M.S., Central Michigan

University; M.A., National War College.

SCOTT T. FORSTER, Operations Research Analyst; B.S., US Military Academy; M.S., Boston University; M.S., Rensselae

Polytech Inst.; U.S. Army War College.

WILLIAM J. FLAVIN, Professor, Peace Operations Doctrine; B.A., Virginia Military Institute; M.A., Emory University.

CHRISTOPHER W. FOWLER, Colonel; Director, Science and Technology Division; B.S., U.S. Military Academy; M.S.,

Rensselaer Polytechnic Institute; M.S., Georgia Institute of Technology; Ph.D., Georgia Institute of Technology; M.S.S., U.S

Army War College.

MICHAEL G. GOULD, Colonel; Director, Joint and Multi-National Initiatives; B.S., U.S. Military Academy; M.A., U.S. Military

Academy; M.S.S., U.S. Army War College.

BERNARD F. GRIFFARD, Professor, Strategic Military Logistics; B.S., Loyola University; M.A., University of Miami; U.S

Army War College.

DANA C. HARE, Simulations Analyst, Strategic Experiential Education Group; B.S., Saint Leo University; M.S., University

of Phoenix.

ROY D. HARLAN, Colonel (USMCR); Director, Marine Operations; B. S., The Ohio State University.

ROBERT S. HUME, Lieutenant Colonel(P); Director, Operations Research Group; B.S., US Military Academy; M.S., Nava

Postgraduate School.

DONALD E. JACKSON, Colonel; Director, Civil Affairs and Civil-Military Operations, U.S. Army Peacekeeping and Stability

Operations Institute; B.A. Northwestern State; M.E. University of South Carolina.

JAMES O. KIEVIT, Professor, National Security Leadership; B.S., U.S. Military Academy; M.M.S., CGSC-SAMS; M.A., M.S.

University of Michigan.

DENNIS A. KONKEL, Operations Research Analyst; B.S., Florida State University-Tallahassee; M.A., University of

California-Berkeley.

THOMAS A. KRUEGLER, Colonel; Director, Strategic Experiential Education Group; B.A., Siena College; M.Ed, University

of South Carolina; M.S.S., U.S. Army War College.

ARTUR M. LOUREIRO, Lieutenant Colonel; Operations and Gaming Division; B.A., University of Connecticut; M.A., Nava

Post Graduate School.

MARK D. McKAMEY, Operations Research Analyst, B.S., St. Ambrose University; B.S., Marycrest University.

MICHAEL J. MCMAHON, Colonel, Operations and Gaming Division, B.S., U.S. Military Academy; M.S., Naval Post Graduate

School; M.M.A.S. U.S. Army Command General Staff College; M.S.S., U.S. Army War College.

GEORGE J. MILLAN, Colonel; Deputy Director, Homeland Defense & Security Issues Group, Operations and Gaming

Division; B.S., Eastern Kentucky University; M.S.S.M., University of Southern California; M.S.S., U.S. Army War College.

DENNIS M. MURPHY, Professor, Information Operations and Information in Warfare; B.S., U.S. Military Academy; M.S.,

Pennsylvania State University; U.S. Army War College.



69

MICHAEL J. PASQUARETT, Associate Professor, Strategic Military Operations and Planning; B.A., M.A., University of

Dayton; M.A., Furman University; National War College.

DARLENE K. PITTENGER, Operations Research Analyst; B.A., Mt. Vernon Nazarene College; U.S. Army War College.

JONATHAN D. RODDEN, Lieutenant Colonel; Operations Research Analyst; B.S., U.S. Military Academy; M.S., Centra

Michigan University.

JAMES F. ROTH, Colonel; Director, National Guard Affairs, Homeland Defense & Security Issues Group, Operations and

Gaming Division; B.S., University of Wisconsin; M.E., University of Wisconsin; M.S.S., U.S. Army War College.

ALAN SEISE, Lieutenant Colonel; Chief, Operations Research Analyst; B.S., U.S. Military Academy; M.S., Naval Postgraduate

School.

JAMES W. SHUFELT, JR., Colonel; Operations and Gaming Division; M.M.A.S., Command and General Staff College

M.M.A.S., School of Advanced Military Studies; M.S.S.T., U.S. Army War College.

JOHN F. TROXELL, Professor, Strategic Military Logistics Operations and Planning; B.S., U.S. Military Academy; M.P.A.,

Princeton University; U.S. Army War College.

BERT B. TUSSING, Director, Homeland Defense and Security Issues; B.A., The Citadel; National Security and Strategic

Studies, M.A., U.S. Naval War College; M.S.S., U.S. Army War College.

RANDAL R. VASQUEZ, Major; Intelligence Ofcer; B.A. Eastern Michigan University.

WILLIAM O. WADDELL, Director, Command and Control Group; B.A., University of Wisconsin-LaCrosse; M.A., U.S. Nava

War College; M.A., Salve Regina University.

BRAD M. WARD, Colonel; Operations and Gaming Division; B.S., University of Southern Florida; M.S.S., U.S. Army Wa

College.

HOWARD R. WILLIAMS, Professor, Civil-Military Affairs, U.S. Army Peacekeeping and Stability Operations Institute; B.S.

Columbia University.

RICHARD L. WINSLOW, Professor, Political and Military Affairs; B.S., Michigan State University; M.S., Naval Post Graduate

School; Ph.D., Georgetown University.

Strategic Studies Institute

DOUGLAS C. LOVELACE, JR., Director; B.S., M.S., Embry Riddle Aeronautical University; J.D., Widener University Schoo

of Law; National War College.

STEPHEN J. BLANK, Research Professor of National Security Affairs; B.A., University of Pennsylvania; M.A., Ph.D.,

University of Chicago.

WILLIAM G. BRAUN, III, Colonel, Deputy Director, B.A., Alfred University; M.A., Webster University; M.M.S., CGSC-SAMS

Ft Leavenworth; M.S.S., U.S. Army War College.

MARIANNE P. COWLING, Director of Publications; B.A., Duquesne University; M.S., Shippensburg University.

GLENN A. CROWTHER, Colonel, Research Professor, National Security Studies; B.A., Tufts University; M.S., Troy State

University; Ph.D., Tulane University.

GREG W. CUSIMANO, Director, Academic Engagement; B.S., University of Maryland; M.S. LaSalle University; U.S. Army

War College.



70

ANTULIO J. ECHEVARRIA, II, Director of Research; B.S., U.S. Military Academy; M.A., Ph.D., Princeton University; M.S.S.


NATHAN P. FREIER, Lieutenant Colonel, Director of National Security Affairs, M.A., Catholic University; M.S., Troy State

University; B.A., St. John University ; U.S. Army Command and General Staff College.

SHEILA M. JAGER, Visiting Professor; B.A., Bennington College; M.A., Middlebury College; Ph.D., University of Chicago.

DOUGLAS V. JOHNSON II, Research Professor of National Security Affairs; B.S., U.S. Military Academy; M.A., University

of Michigan; Ph.D., Temple University; U.S. Army War College.

MAX G. MANWARING, Research Professor of Military Strategy; B.S., University of Utah, M.S., Ph.D., University of Illinois


STEVEN METZ, Chairman, Regional, Strategy and Planning Department; B.A., M.A., University of South Carolina; Ph.D.

Johns Hopkins University.

RAYMOND MILLEN, Lieutenant Colonel; Director of Regional Security Affairs; B.S., United States Military Academy; M.A.

Georgetown University.

DALLAS D. OWENS, Director, Art of War Department; B.A., University of North Carolina; M.S., Utah State University; Ph.D.,

University of Tennessee.

ANDREW SCOBELL, Associate Research Professor of National Security Affairs; B.A., Whitman College; M.A., University

of Washington; Ph.D., Columbia University.

WALLACE TERRILL, JR., Research Professor of National Security Affairs; B.A., California State Polytechnic University;

M.A., University of California; Ph.D., Claremont Graduate University.

LEONARD WONG, Associate Research Professor Human & Organizational Dimensions ; B.S., U.S. Military Academy

M.S., Ph.D., Texas Tech University.

CHARLES H. WILSON, Director, Regional Security Affairs; B.A., Florida State University; M.A., Indiana University; Belgian

Command and Staff College.

SHERIFA ZUHUR, Research Professor of National Security Affairs; B.A. M.A., Ph.D., University of California Los Angeles.

The U.S. Army Heritage and Education Center

ROBERT J. DALESSANDRO, Colonel, Director, U.S. Army Heritage and Education Center (AHEC), B.A., Virginia Military

Institute; M.S., U.S. Army Command and General Staff College; M.S.S., U.S. Army War College.

VICTOR C. ELLIOTT, Facility/Project Manager, AHEC, B.S. Penn State University; M.S., Central Michigan University.

JOHN GIBLIN, Director, Visitors and Education Center, AHEC, B.A., Juniata College.

MICHAEL KNAPP, Director, Collections Management, AHEC, B.A., Virginia Military Institute, M.A., George Mason

University.

MICHAEL LYNCH, Chief, Visitors Services, Visitors and Education Center, AHEC, B.A., Virginia Commonwealth

University; M.A., East Tennessee State University.

TERRY L. MYERS, Information Systems Specialist, AHEC.

JAN M. SHAFER, Information Systems Specialist, AHEC.



71

JANE S. STEWART, Paper Conservator, Collection Management, AHEC, M.A., George Washington University and

Queen’s University, Canada.

AMBER L. TARNOWSKI, Object Conservator, Collection Management, AHEC, B.A., Augsburg College; M.A., Queen’s

University, Canada.

GERALD TORRENCE, Lieutenant Colonel, Director of Operations, U.S. Army Heritage and Education Center, B.S.,

Hampton University; M.S., Howard University.

U.S. Army Military History Institute

CONRAD C. CRANE, Director, U.S. Army Military History Institute (MHI); General Douglas MacArthur Chair of Research;

B.S., U.S. Military Academy; M.A., Ph.D., Stanford University.

LOUISE ARNOLD-FRIEND, Librarian; MHI, B.A., Edinboro University; M.A., Shippensburg University; M.L.S.,

Shippensburg University.

ARTHUR BERGERON, Archivist, B.A., M.A., Ph.D. Louisiana State University.

THOMAS HENDRIX, Chief, Historical Services, MHI, B.S., U.S. Military Academy; M.A. Stanford University.

DAVID A. KEOUGH, Archivist; MHI, B.A., St. Michael’s College; M.A., Duke University.

JOHN KURASH, Audiovisual Curator, MHI, M.A., University of South Dakota.

RANDALL F. RAKERS, Chief Classied Holdings, U.S. Army Military History Institute.

RICHARD J. SOMMERS, Chief, Patron Services, MHI, B.A. Carleton College; Ph.D. Rice University.

NORMA J. UMBRELL, Chief, Technical Services; MHI, B.S., M.L.S., Shippensburg University.

PAMELA S. WIWEL, Librarian; Technical Services, MHI, B.S. Slippery Rock State College; M.E., Duquesne University;

M.L.S., University of Pittsburgh.

The U.S. Army Heritage Museum

ROGER S. DURHAM, Director, Army Heritage Museum, AHEC, B.S., University of Wisconsin; M.A. Georgia Southern

University.

STANLEY BYERS, Chief of Exhibits, Army Heritage Museum, AHEC, B.S., Central State University, Oklahoma; M.S.,

University of Central Oklahoma.

JAY GRAYBEAL, Chief Curator, Army Heritage Museum, AHEC, B.A., Juniata College; M.A., State University of New York.

JAMES McNALLY, Curator of Art, Army Heritage Museum, AHEC, B.F.A., Kutztown University; M.F.A., Pratt Institute.

CHRIS SEMANCIK, Arms and Ordnance Curator, Army Heritage Museum, AHEC, B.F.A., Kutztown University; M.E.,

Lehigh University.

U.S. Army Physical Fitness Research Institute

THOMAS J. WILLIAMS, Colonel; Director; B.S., Lincoln University; M.A., Truman State; M.S.S., U.S. Army War College;

Ph.D., Saint Louis University.

CRAIG BULLIS, Professor, Behavior Sciences; B.A., Stephen F. Austin St. University; M.S./Ph.D., Texas Tech University.



PATRICIA COBURN, Major; Nurse Practitioner; B.S.N., University of Kansas; M.A., Webster University; M.S.N., Uniformed

Services University of the Health Sciences.

M. DENISE CONNELLY, Registered Nurse; B.S.N., University of Connecticut.

DAVE COTTING, Captain; Chief, Research; B.S., University of Geneva; M.A., Hunter College; Ph.D./M.Phil., City University

of New York Graduate School and University Center.

GAIL A. DREITZLER, Major; Physical Therapist; B.A., Ohio University; M.P.T., Baylor University.

HEIDI C. N. KAUFMAN, Major; Clinical Dietitian; B.S., Jacksonville State University; M.S., University of Alabama in

Birmingham.

CHRISTOPHER J. KUSMIESZ, Exercise Physiologist; B.S., Rowan University; M.S., East Stroudsburg University.

MELANIE T. RICHARDSON, Exercise Physiologist; B.S., Barrington College; M.S., Kansas State University.

ANNE WAGGONER, Major; Registered Nurse; B.S.N., Niagara University; M.S.N., Villanova University.