Photos: Joint Forces Staff College, Norfolk, VA. Admiral Michael S. Rogers, USN, Commander, USCYBERCOM and Director NSA. Retrieved from 

http://jfsc.ndu.edu/ on 11 August 2017.

National Defense 

University

Joint Forces Staff College

Relevancy to the Joint Force

September 2017
Institutional Research, Assessment, and Accreditation Division Relevancy to the Joint Force │ 2

Joint Forces Staff College

he Joint Forces Staff College (JFSC) is one 

of five colleges comprising the National 

Defense University system.

The mission of JFSC is to educate national 

security professionals to plan and execute 

operational-level joint, multinational, and 

interagency operations to instill a primary 

commitment to joint, multinational, and 

interagency teamwork, attitudes, and 

perspectives. Military operations increasingly 

require the Services to work jointly and JFSC 

provides students the tools necessary to operate 

in a joint environment. 

JFSC is composed of four schools, each with 

different student populations and purposes.

• Joint Advanced Warfighting School 

(JAWS) – 10.5 month in-residence 

program that produces graduates who 

can create campaign-quality concepts, 

plan for the employment of all elements 

of national power, accelerate 

transformation, succeed as joint force 

operational/strategic planners and be 

creative, conceptual, adaptive and 

innovative. JAWS is a 38 credit, Joint 

Professional Military Education Phase II 

(JPME II) degree program, culminating 

with a Master of Science in Joint 

Campaign Planning and Strategy.

• Joint and Combined Warfighting School 

(JCWS) – 10 week in-residence program 

that produces graduates capable of 

creatively and effectively planning 

operational level warfighting for joint 

and combined military forces while 

integrating the effects of the United 

States Government, non-governmental 

organizations, and international 

organizations to ensure the success of 

Combatant and Joint Task Force 

Commanders functioning within an 

uncertain operating environment. 

Graduates of the program earn 10 

graduate credits and JPME II 

certification. 

• Joint Continuing and Distance Education 

School (JCDES) offers Joint and 

Combined Warfighting School – Hybrid 

(JCWS-H) – 40 week blended distance 

learning/in-residence program similar to 

the in-residence JCWS but geared 

primarily toward preparing reserve 

component officers for joint duty 

assignments. Graduates of the program 

earn 9 graduate credits and JPME II 

certification. 

• Joint Command, Control, and 

Information Operations School (JC2IOS) 

– Designed to educate and train military 

officers and civilian equivalents in the 

concepts, applications, and procedures 

associated with C4I and Information 

Operations planning in joint and 

multinational environments. The school 

is comprised of five standalone courses.

o Joint Command, Control, 

Communications, Computers and 

Intelligence/Cyber Staff and 

Operations Course (JC4ICSOC) –

3 graduate credits

o Joint Information Operations 

Planners' Course (JIOPC) 

o Joint Military Deception Training 

Course (JMTC)

o Defense OPSEC Planners' Course 

(DOPC)

o Joint Information Operations 

Orientation Course (JIOOC)

Joint Forces Staff College

T
Institutional Research, Assessment, and Accreditation Division Relevancy to the Joint Force │ 3

Joint Forces Staff College

tudents graduating from the three JFSC 

JPME II programs comprise 57% of all 

Department of Defense JPME II

throughput1; this percentage increases to 74% 

when graduates across National Defense 

University are included. As the top producer of 

JPME II qualified officers, JFSC is in a unique 

position to impact the leaders of tomorrow.

Survey Feedback

Feedback from students across JFSC schools is 

overwhelmingly positive. Survey results 

suggest that schools are achieving their 

respective missions and students are finding 

their educational experiences worthwhile and 

valuable. Further, at program/course 

completion, a strong majority of students 

indicate that they would recommend 

enrollment to others and that the curriculum is 

up-to-date. The table below shows a 

breakdown of key summative data from 2016 

JFSC offerings. 

 1 Based on the 2016 Joint Officer Management Report

Analyses of follow-on survey data from JPME II 

graduates often find increased percentages of 

respondents who indicate their respective

program was worthwhile and valuable and that 

they would recommend it to others. As an 

example, while 72% of JAWS AY15-16 

respondents indicated they would recommend 

enrollment when surveyed at the end of the 

program, the percentage increased to 83% six 

months post-graduation. Further, at this time, 

all graduate respondents agreed the JAWS 

program improved their ability to design, 

coordinate, and execute military plans at the 

operational-strategic level of war, and 94% 

agreed JAWS improved their ability to be a 

creative, innovative, adaptive, and 

transformative leader.

“JAWS was one of the most demanding 

academic programs, civilian or military, I 

have completed. I continue to benefit from 

the knowledge, skills and perspectives I 

gained from the course, and from the 

faculty's mentorship.”

Although more than 90% of JPME II 

respondents indicate the curriculum is 

up-to-date, some graduate respondents

Program/ 

Course

Agreement Percentages

Achieved 

mission

Worthwhile & 

valuable

Recommend to 

others

Curriculum is 

up-to-date

JAWS — 88%

(94%)

72% 

(83%) 97%

JCWS 93% 93% 92% 91%

JCDES/ JCWS-H 96% 98% 95% 96%

JC4ICSOC 100% 100% 100% —

JIOPC 96% 97% 94% —

JMTC 100% 100% 100% —

DOPC 94% 94% 94% —

S

Relevancy 

Note: Numbers in parentheses represent data from the cohort’s Graduate Survey.
Institutional Research, Assessment, and Accreditation Division Relevancy to the Joint Force │ 4

Joint Forces Staff College

have identified select Officer Professional 

Military Education Policy (OPMEP) learning 

areas/objectives that are not applicable to their 

follow-on job duties. Despite not using all skill 

sets, nearly all respondents report that their 

respective programs adequately prepared them 

to perform duties related to each of the OPMEP

areas. Supervisor ratings confirm that graduates

adequately perform in each of the respective

OPMEP learning areas. Qualitative feedback

from supervisors further confirms that JFSC 

attendance is relevant and value-added.

“Knowing JOPP is a key aspect of our mission. 

Graduate's in-depth knowledge of JOPP (that 

he gained at JCWS) is enabling him to be more 

successful in his job.”

“The graduate's in-depth understanding of 

interagency and geo-political relationships 

proved critical to partnership building and 

helped provide strategic options to 

warfighters and senior decision makers.”

“I depend on the graduate every day to 

analyze complex products and then prioritize 

tasks for a 45 person joint directorate. His 

attendance at JCWS increased his abilities and 

confidence in this task set.”

“JCWS has enabled him to translate guidance 

from the strategic level into operational plans 

in a joint and multinational environment.”

“Graduate is responsible for developing the 

Whole-of-Government Space Control 

Enterprise Architecture. Understanding the 

‘Big Picture’ regarding how all the Services,

Departments, Agencies and others must come 

together is key. JPME II was key to setting that 

stage.” 

Further, JAWS supervisors typically rate JAWS 

graduates above average in comparison to other 

war college graduates across all assessed skill 

categories: knowledge/use of joint doctrine, 

critical thinking skills, strategic thinking skills, 

verbal communication skills, written 

communication skills, and overall effectiveness. 

Open-ended responses support that there are 

qualitative differences between graduates of

JAWS and other war colleges.

“The amount of work is significantly more 

than the other War Colleges but in the end 

you will be light years ahead of your peers by 

the exposure, critical thinking and creative 

aspects of the curriculum.”

–JAWS Graduate

“Strategic thinking and drawing the 

connections between Grand Strategy (or lack 

thereof) and the operational level of war - i.e. 

referencing/ applying the operational art of 

war to the strategic challenges at the Joint 

Staff level.”

–JAWS Supervisor

Combatant Command Feedback

In 2016, the JFSC Commandant requested 

feedback from the Combatant Commands

(CCMDs) to ensure JAWS graduates were 

effectively supporting the CCMDs’ needs. 

Responses were received from USCENTCOM, 

USEUCOM, USPACOM, and USTRANSCOM 

and indicated great satisfaction with the quality 

of JAWS graduates. Multiple CCMDs identified 

quality differences between JAWS and nonJAWS graduates, with requests for additional 

JAWS graduates to be assigned to the CCMDs.

Excerpts from the response letters are provided

on the following page for reference.
Institutional Research, Assessment, and Accreditation Division Relevancy to the Joint Force │ 5

Joint Forces Staff College

USCENTCOM: “The education received from 

the JAWS program gives them the ability and 

confidence to lead operations and planning 

teams faced with extremely challenging 

problems. Each of our JAWS graduates has 

shown strengths in the following areas: verbal 

& written communication, thoughtful 

decisiveness, time & resource management, 

endurance & perseverance, strategic 

perspective, historical perspective.”

USEUCOM: “We have found that because 

graduates are generally more competent in the 

joint arena than staff officers without JAWs 

experience, they tend to view problems through 

a joint lens more effectively. This is critically 

important in 06 level staff officers that we 

routinely rely on to synchronize staff inputs 

and arrive at a comprehensive joint solution to 

COCOM level problems. This joint perspective 

also allows more effective communication with 

flag level leaders regardless of service... It is 

clear that attendance at JAWs makes staff 

officers more competent/capable in the joint 

environment.”

USPACOM: “USPACOM could not be more 

pleased with the high level of competency we 

see with JAWS graduates assigned to this 

headquarters. Their output is always of the 

highest quality and this command relies on 

their ability to effectively plan, communicate, 

and synchronize at the 4-Star level. Their efforts 

facilitate the ability of our Commander to make 

the correct decisions and making them quickly. 

Our thanks to you and your institution for the 

high quality graduates you are producing.”

USTRANSCOM: “The abilities demonstrated 

by Col Amrhein were truly superior. He was 

quickly integrated into our Operations and 

Plans Directorate (TCJ3). The knowledge and 

skill set he possessed were utilized working 

OPLANS for the CENTCOM and EUCOM

AORs. He quickly became the Subject Matter 

Expert within our East Division and the

Command. His ability to think through 

complex problems meant he was the obvious 

choice to represent USTRANSCOM in 

Afghanistan to assist US Forces - Afghanistan to 

prepare for the retrograde of thousands of 

pieces of equipment and material in 

preparation for the Presidential directed 

drawdown in 2014 and 2015. Additionally, Col 

Amrhein provided pivotal leadership in the 

most diverse and high operations tempo 

Division within the Directorate during multiple

Division Chief turnovers as a result of 

retirements and PCS requirements.”

USTRANSCOM – Joint Enabling Capabilities 

Command: “The JAWS graduates received over 

the past several years were quickly integrated 

into the JECC baffle rhythm and staff processes. 

All of them have been able to contribute in 

meaningful ways almost immediately upon 

arrival, with several being sent on operational 

missions within weeks. By far, the curriculum 

JAWS provides these officers gives them a leg 

up on their peers.... I rely on my JAWS 

graduates to take over the heavy-lifting jobs at 

the JECC on arrival, and all of them eventually 

assume leadership roles within the 

command.... Their ability to tie the political, 

strategic, and historical backgrounds into 

operational planning and execution is 

unmatched. I believe the education they 

received at JAWS is a direct contributor to their 

ability to do that. The credibility of the JECC as 

a center of excellence for joint operational 

planning rests in no small part on the

credentials of our JAWS graduates.”
Institutional Research, Assessment, and Accreditation Division Relevancy to the Joint Force │ 6

Joint Forces Staff College

External Feedback2

In addition to each of JFSC’s three JPME II 

programs having successfully gone through the 

Chairman of the Joint Chiefs of Staff’s Process

for Accreditation of Joint Education (PAJE), an 

additional external review of JFSC found:

The curriculum at JFSC is relevant and 

appropriate for the goals and missions of the 

institution. The JCWS curriculum is more 

relevant to those enroute to their first joint 

assignment and less relevant to more-senior 

officers. (pg. 4)

A more in-depth analysis of JCWS, including 

feedback from over 700 JCWS graduates on an

Alumni Survey conducted by National Defense 

University’s Academic Affairs, found: 

1. JCWS program content, curriculum, and 

course materials are sound and welldocumented

2. Sequencing of attendance is linked to the 

value of JCWS; officers attending earlier in 

their careers and before their first Joint 

assignment experience the highest valueadded; Army officers report higher value 

from their JCWS education than officers 

from other Services

3. In general, the character of in-residence 

education, academic flexibility, academic 

freedom, and the length of the JCWS 

program are favorably assessed by 

graduates; graduates describe 

opportunities for increased efficiencies

4. Post-JCWS assignment patterns effect 

program value; placing graduates into 

Joint assignments immediately following 

program completion increases the valueadded

 2 “Review of JFSC – May 2013” - J7 FY13 Annual Guidance

Overall the largest contributing factor in 

determining the value of the JCWS program is

the timing of an individual’s assignment both 

to the schoolhouse and afterward. JCWS

graduate feedback indicates that the program 

is sufficiently preparing officers for Joint 

assignments. In order to properly apply these 

lessons, JCWS graduates would, ideally,

attend JCWS before serving in a Joint 

assignment and upon graduation would be 

assigned to a Joint billet. (pg. 17)

Acculturation and Contribution to a 

Joint Team

Initial assessment of the Joint Acculturation 

Survey data from all 2016 JCWS and JCWS-H

classes indicates that students graduate from 

their respective programs with a more common 

or joint perspective compared to when they 

entered. Students across years, programs, and 

Services routinely identify the acculturation 

process and interaction with other Services, 

interagency, and multinational partners as one 

of the most beneficial aspects of their JFSC 

experience.

“Although my experience serving on Joint 

Staff was superb...the JFSC experience 

provided even GREATER acculturation 

because of the intensive 10 weeks of working 

8-12 hours days plus off hours spent with 

Officers from all Services...the difference 

being we were immersed (collectively) in 

studying/analyzing Joint Pubs and applied 

knowledge (JOPP) and debated (assumptions) 

real world problems. You cannot get this type 

of experience anywhere else...including on a 

JTF. Well done JFSC!!”

- JCWS Graduate (USN)
Institutional Research, Assessment, and Accreditation Division Relevancy to the Joint Force │ 7

Joint Forces Staff College

“JCWS is an absolutely outstanding course. 

The opportunity to interact with officers from 

other services and countries over 

international problem solving is absolutely 

essential to preparing today's officer for 

tomorrow's challenges.”

- JCWS Graduate (USA)

“Understanding the mindsets and cultures of 

the various services provided me with a 

greater appreciation as to how each service

approaches and/or tackles different problem 

sets. It also allowed me to gain a better 

appreciation of looking at problems from 

various angles and/or different points of 

view.”

- JCWS Graduate (USMC)

“I was truly humbled by the quality and 

quantity of brainpower that existed in our 

class. And, the design of the course allowed a 

great deal of interaction, open discussion, and 

crosstalk which increased my strategic 

thought, improved my cross-service 

perception, and made me proud to know that 

the caliber of our DoD officers is beyond 

impressive.”

–JCWS Graduate (USAF)

“A terrific course. I learned a lot, I benefited 

from the close friendships I have made with 

those classmates from other services, and I 

feel more qualified to fill my joint position at 

PACOM. All in all, well done to you all.” 

–JCWS-H (formerly AJPME) Graduate 

“Excellent course overall – well worth the 

time/effort. Faculty was great; opportunity to 

interact with other services was outstanding.”

–JCWS-H (formerly AJPME) Graduate 

In addition to developing more joint 

perspectives, 57% of JCWS and 69% of JCWS-H 

students report an increase in their ability to 

substantially and effectively contribute to a 

joint team upon completion of their programs.

Compared to JCWS-H respondents, who serve

an average of 9 months in a joint assignment

prior to arriving at JFSC (defined as time served 

in Title 10 active duty status at a unified or subunified command, Joint Task Force, or other 

joint operational headquarters), JCWS

respondents enter with an average of 17

months. Further breakdown of the 825 JCWS 

respondents by average months in a joint 

assignment and change in ability to contribute 

to a joint team are provided in the table below.

Students who report larger gains in their ability 

to contribute to a joint team (2 or more points 

on a 7-point scale), typically have less prior 

time in joint assignments. For the 42% (n = 345) 

of JCWS students who report no change in their 

ability to contribute to a joint team upon 

program completion, the average length of time 

0 10 20 30 40 50

(n = 1) -3

(n = 0) -2

(n = 5) -1

(n = 345) 0

(n = 256) 1

(n = 158) 2

(n = 49) 3

(n = 10) 4

(n = 0) 5

(n = 1) 6

Average Months in Joint Assignment

Change in Ability to Contribute to a Joint Team

JCWS: Months Served in a Joint 

Assignment by Change in Ability to 

Contribute to a Joint Team
Institutional Research, Assessment, and Accreditation Division Relevancy to the Joint Force │ 8

Joint Forces Staff College

in a joint assignment is 18 months. Of those 

individuals with no change, 49% (n =168) were 

at full performance capacity upon arrival (i.e., 

their ability to contribute to a joint team was a 7 

on both the pre and post); this group has an 

average of 19 months in joint assignments. For 

the six students who show decreases in their 

ability, average time in a joint assignment 

increases to 28 months. It is important to note, 

other background characteristics (e.g., age [41 

years], total time in Title 10 active duty status 

[17 years]) are consistent for both respondents 

who do and do not report gains. Therefore, 

students who arrive at JFSC with less joint 

experience typically make the largest gains in 

their ability to effectively and substantially

contribute to a joint team.

While the average gains for JCWS and 

JCWS-H are .9 and 1.3, respectively, on average, 

JAWS students report a 2 point improvement 

(on the 7-point scale) in their ability to 

substantially and effectively contribute to a 

joint team upon program completion. Further,

100% of JAWS graduate respondents rate their 

ability to contribute in the top two response 

categories. Supervisor ratings validate these 

positive findings. Qualitative feedback across 

programs supports that JFSC graduates, both 

domestic and foreign, are making a difference 

in the joint force.

“Just yesterday I was in a meeting talking 

about JSCP, GEF, and COA development. 

There was a JPME II classmate leading the 

effort; I remember thinking I would be 

clueless in this meeting if it weren’t for this 

course.”

–JCWS Graduate

“As a senior Canadian Officer this course was 

invaluable to me in understanding how the 

US military and key agencies work together. 

In my present job at Chief Defence 

Intelligence, Canadian equivalent to the US 

DIA, what I have learned and contacts from 

the course have already paid dividends.”

–JCWS Graduate

“I have been pleasantly surprised at the 

immediate impact of the course upon my 

assignment at HQ CENTCOM and also in my 

current deployment to Afghanistan. I have 

become engaged with the majority of topics 

covered in the course in a way that was not 

apparent in previous assignments. I would 

have to say my timing in attending the course 

was perfect, and the relevance of the skills, 

concepts, and documents covered in the 

course to my job is invaluable.”

–JCWS Graduate

“Upon returning to Kenya, I was appointed 

the Ops Officer of my Bn which is due to 

deploy in Somalia in a joint operation under 

the AU. This was to take advantage of what I 

had learned in this course despite being the 

junior Major in the Battalion.”

–JCWS Graduate

“Outstanding content, structure, instructors, 

and support staff – really pleased and I know 

it will help me day-to-day in the field and in 

the Pentagon.”

–JCWS-H (formerly AJPME) Graduate 

“Both the lessons and my experiences from 

the course will greatly influence the 

remainder of my military career.”

–JCWS-H (formerly AJPME) Graduate 

“A few weeks ago I was asked to review a 

policy document before its release. After 

reading the draft it was obvious the writer 
Institutional Research, Assessment, and Accreditation Division Relevancy to the Joint Force │ 9

Joint Forces Staff College

was not familiar with the subject or how to 

find applicable guidance. I took the time to 

organize the material in a way that a technical 

or nontechnical reader could follow its 

intended purpose and guidance it was meant 

to provide. I included numerous examples of 

the current policy and added these as 

references (listing them in a Ref block). This 

morning the new policy was released with 

most of my suggestions.”

–JAWS Graduate

 

“As an international student I feel that I have 

left JAWS as a far more rounded officer which 

has enabled me to be far more effective in my 

new role. I am incredibly appreciative to all of 

the faculty and students who helped to 

educate me and provide insight into the 

future of our national and military 

endeavors.”

–JAWS Graduate

“JAWS was the hardest academic challenge 

that I ever faced but was truly one of the most 

rewarding experiences of my military career. 

The quality of the students and the instructors 

was amazing and I learned just as much from 

my peers as I did from the courses of 

instruction. I would highly recommend the 

course to anyone who is looking for a real 

academic challenge.”

–JAWS Graduate

Timing of Attendance

Data and findings from external reviews 

support that JFSC programs and courses are 

relevant to the joint force; however, timing of 

attendance during an individual’s career may 

have a direct impact on the relevancy for that 

individual. Each Service maintains

responsibility for selecting and sending 

students to JFSC. In order to maximize return 

on educational investment and ensure students 

are prepared to serve in a joint capacity, 

students should attend their respective 

programs enroute to or early in their 

assignments, and not at the end. For JCWS, the 

largest producer of JPME II qualified officers, 

students would ideally attend enroute to their 

first joint duty assignment or at least within 

their first year. Roughly 35% of JCWS US 

military students meet this criteria, with the 

percentage increasing to approximately 50% 

during the summer session. 

Consistent with findings from external reviews, 

student/graduate and supervisor feedback 

routinely identifies that timing of attendance is 

critical. Feedback from graduates who attend

JFSC enroute to their first joint assignment often 

cite the value of having JPME II prior to arrival

at the assignment. Despite the majority of JFSC 

students finding their respective programs 

worthwhile and valuable, officers attending 

JFSC later in their careers frequently express a 

desire to have taken the course prior to their 

first joint assignment. 

“Working with other Services in a classroom 

learning environment and in a classroom 

planning environment was exactly the 

preparation needed to proceed to my Joint 

assignment at a CCMD.” 

–JCWS Graduate

“The exposure to the processes and structure 

of a joint command were extremely helpful. I 

attended enroute with no prior joint 

experience, so my ‘a-ha’ moments continue to 

come as I match my learning with my current 

experiences.”

–JCWS Graduate
Institutional Research, Assessment, and Accreditation Division Relevancy to the Joint Force │ 10

Joint Forces Staff College

“It helped a lot with expectations when I got 

to my job. If I had come to my job without 

JPME 2 experience, my learning curve would 

have been even steeper than it already is.”

–JCWS Graduate

“JCWS is a phenomenal course and remains

a must for all prospective joint officers prior 

to arriving at their joint assignment...the 

benefits of having a JCWS graduate 

significantly outweighs the loss of an officer 

for two months while attending the course.

It has been my experience that JCWS grads 

are qualitatively better performers at the joint 

level than non-JCWS officers.”

–JCWS Supervisor

“Good course! I wish I had completed it 

before I got into my current military job. It 

would have made me better at it.” 

–JCWS-H (formerly AJPME) Graduate 

“This entire course is extremely valuable to 

my military career and should be taken at the 

beginning of a Joint assignment. I have been 

in a Joint Command for three years and will 

serve much longer. The DL portion of this 

course is excellent in that it spaces the 

assignments out appropriately in 

consideration to our full time job.”

–JCWS-H (formerly AJPME) Graduate 

Informal Feedback

In addition to feedback collected via formal 

mechanisms, JFSC often receives unsolicited 

feedback from graduates providing personal 

updates and identifying the applicability of 

their JFSC experiences to their current 

assignments.

“I finally made it to Korea and am getting 

settled into my new job, as planner on the J4 

staff. It’s amazing how much stuff we talked 

about in class we are actually doing here 

(coordinating with our interagency and 

international partners - I work right next to a 

ROK LTC). I am definitely glad I went to 

JPME II prior to beginning work.”

“My leadership is already utilizing the skills 

you taught me in JPME-II... Seems I've been 

tagged as the ‘go-to’ guy for joint related 

matters by my leadership.”

“Day 1 of my assignment here my boss was

introducing me as ‘the expert planner’

because I was the only one in the office with 

JPME 2.”

“I have already used what I learned regarding

Operational Design and producing Planning 

Guidance for the permanent infrastructure 

effort here in Afghanistan over the next 32 

months... I have also been coaching my CPTs 

and MAJs about understanding the 

operational environment. All that stuff we 

learned/talked about is incredibly relevant 

here, and has helped me be a better leader/

coach for them. Anyway, all is well and we 

are making an impact. Just wanted to let you 

know that you made an impact on me and, by 

extension, are making a positive difference in 

this theater.”

“Just wanted to let you know how well JCWS 

prepared me for this job. I am way ahead of 

the majority of my counterparts that don't 

have JPME II – and there are a lot of them. 

You don't truly realize the value of what you

learned until you have to apply it in your next 

job.”
Institutional Research, Assessment, and Accreditation Division Relevancy to the Joint Force │ 11

Joint Forces Staff College

verall, findings suggest JFSC programs 

and courses meet their intended 

missions and are relevant to the joint 

force. While JFSC strives to maintain relevancy 

through its continuous curriculum 

development process, maximum relevancy will 

not be reached until students attend their 

respective programs at the most appropriate 

and beneficial times in their careers. Further, 

although nearly all students recognize the 

immediate benefit of their education, as 

evidenced by their overwhelmingly positive 

feedback at program/course completion, 

additional evidence gathered through followup graduate surveys and informal feedback 

suggests that students often do not recognize 

the full value of their JFSC experience until they 

have the opportunity to apply their knowledge 

and skills at their follow-on assignments.

I R A A D

Institutional Research,

Assessment, and 

Accreditation Division

Conclusion 

7800 Hampton Blvd

Norfolk, VA 23511

www.jfsc.ndu.edu

Director: Bethany L. Fidermutz, Ph.D.

Email: Bethany.L.Fidermutz.civ@ndu.edu

Phone: 757-443-6194

O