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2019-20YEAR IN REVIEW

Student Success Programs

Disclaimer: Photos in this report were taken throughout 2020 -- some before Purdue instituted remote learning in March 2020 and before the requirement for face masks and social distancing.

A Message From Executive Director Dan Carpenter

Thank you for taking the time to read the Student Success Programs 2019-20 Year-in-Review, which summarizes our work, in collaboration with all of you, to enable the success of Purdue students over the past year. I am immensely proud of the team behind this work. I almost began that last sentence with "it goes without saying," but it deserves saying that this team has done exceptional work in the midst of a global pandemic. They rose to the challenge of continuing and improving their work of supporting Purdue students while, like those students, under tremendous stress. I am proud to share this summary and salute all of you for the similarly extraordinary work happening in your areas.

Watch the video below to meet the Student Success Programs team!

Video by Blerton Ferati, member of the 2020 Student Orientation Commitee - Senior in Aeronautical & Astronautical Engineering

Notable Collaborations

Below are a few of the accomplishments we are most proud of as a department; continue reading for a summary of each individual program and its highlighted achievements.

First-Generation Students

In partnership with the Division of Diversity and Inclusion and the College of Liberal Arts, we hosted Purdue's inaugural First-Generation Student Symposium. We subsequently launched a website intended to celebrate these students and campus efforts to better serve them, as well as to share general information about this work. As a department, we continue to seek opportunities to help first-gen students at Purdue maximize their potential.

Academic Case Managers

In support of Purdue students in quarantine or isolation during the COVID-19 pandemic, Student Success Programs has been pleased to have several of its team members help to lead this effort and serve as Academic Case Managers (ACMs). Read more about this initiative on the Student Success Programs website.

Mapping the Customer Journey

We partnered with Enrollment Management Communications and Information Technology at Purdue to gain visibility of how we communicate with incoming undergraduate students as an institution. That effort helped us dramatically improve our communication strategy when orienting new students, and helps us collaborate with partners on synchronizing communications. We are happy to share the results of this project.

Orientation Programs

2019-20 Program Overview

While many barriers existed in programming during the 2019-20 academic year because of COVID-19, this was the first full academic year where five full-time professionals staffed the Orientation Programs team. This provided many opportunities to create, grow, and pivot elements of Orientation Programs experiences throughout the academic year.

Changes Due to COVID-19

In March 2020, Purdue made the decision to shift all instruction and assessment to be online in response to the COVID-19 pandemic. This caused Orientation Programs staff to change their work in the following ways:

  • VSTAR For All: In the days leading up to the university announcement, plans were being put in place to pivot the summer STAR program. On April 6, 2020, Purdue University announced that all new students would participate in VSTAR because of the COVID-19 pandemic, forcing cancellation of 2,427 registrations for the on-campus STAR program.
  • Training Student Staff: While staff training dates remained (aside from a cancelled Team Leader Retreat), all content shifted into a virtual format. Tuesday, March 24 was the first of four online Team Supervisor trainings for BGR and BGRi staff members in March and April. Newly selected Team Leaders received notification on Friday, March 6, but did not meet in person with other BGR staff until training in August. They completed three virtual trainings in April.
  • Launched VSTAR Live: “VSTAR Live” launched. This series of live webinars were hosted with the intent of having conversations with faculty, staff, and students for incoming students and their families. Fourteen sessions were held live from May 5 to Aug. 4 on three different platforms (Orientation Programs website, Facebook page, and YouTube channel) yielding over 6,000 concurrent live viewers, and over 42,000 views overall (15,000+ views on YouTube and 27,000+ on Facebook).

BGR & BGRi

Despite the challenges presented by the ongoing pandemic, the Orientation team was still able to put on Boiler Gold Rush (BGR) and Boiler Gold Rush International (BGRi) as it had for many years - with modifications.

BGRi programming shifted to the week of Boiler Gold Rush as a “track” instead of its own supplemental pre-BGR program. Adhering to the revised university guest policy, no programming was offered on-campus for guests of BGRi participants.

Students at BGR learning the Common Bond Dance

Pictured: Students at BGR learning the Common Bond Dance

Additionally, a fully online option for BGR and BGRi was added. Over 700 new students were supported by more than 50 student volunteers, all who were enrolled in online courses for Fall 2020. This option was at no cost to the student and interactions were held in WebEx. All BGR and BGRi participants, both residential and online, were added to one BGR Brightspace course.

Orientation Data 2019-20

The charts below indicate the number of students who participated in BGR/STAR and the number of students who did not attend. These populations, then, are followed throughout their Purdue experience to see at what rate they persist to graduation.

Orientation Programs Website View Full Report

Academic Success Center

2019-20 Program Overview

Through partnership with the Purdue community, the Academic Success Center (ASC) provides undergraduate students with both credit and noncredit opportunities to develop students’ transferable academic skills, enhance learning, increase retention, and improve overall student success at multiple stages of their academic journey.

Summer SI

Supplemental Instruction (SI) sessions were offered in seven courses for summer 2020. This is the first summer semester with a formal and planned offering of SI. Due to the need to begin online sessions in the spring, the summer SI sessions were able to implement some lessons learned from the spring rather than being a pilot. Additionally, summer online SI sessions allowed for the program to shift to the new LMS before the fall semester.

ASC Student Leader Summit

The ASC hosted the Inaugural ASC Student Leader Summit in January 2020. The Summit was a two-day, conference-style training for all ASC student leaders with sessions that focused on the student leader competencies. Sessions were presented by campus partners and 18 student leaders. The summit feedback showed it met the goals of increasing interaction among student leaders in different positions.

COVID-19 Changes

Academic consultations, Peer Success Coaching (PSC) meetings, and student leader events (trainings, celebrations, supervision meetings, etc.) shifted to a virtual format utilizing WebEx, Zoom, GoBoard.com, and remote connection options. Additionally, the online SI pilot planned for summer 2020 was modified to begin online SI implementation across all SI courses and sessions

ASC Data 2019-20

The five main programs that the Academic Success Center offers are Supplemental Instruction (SI), Academic Consultations, Peer Success Coaching (PSC), Test Drive, and GS 29001, a study strategies course. A total of 4,596 students utilized the Academic Success Center’s services in the 2019-2020 academic year.

In the chart below, you will find data about grade distributions for all students who attended SI sessions during the spring 2020 semester. In this chart,  "C" represents students who attended SI in person and Continued to attend online. "D" represents student attended SI in person but Did Not Continue to attend online. "N" represents New participants who did not attend SI in person but attended when sessions moved online.

Data showing grade distributions for SI attendees in the spring 2020 semester, where about 90-95% of students earned A's, B's or Passing grades

Pictured: Grade distributions for SI attendees in the spring 2020 semester

The ASC strives to serve students of all populations, and takes special pride in being able to serve a great number of first-generation Purdue students, as well as students who identify as an underrepresented minorty (URM). Data for these two groups can be seen in the charts below. 

Data depicting the percentage of SI students who identified as First-Generation or URM during the spring 2020 semester. About 15% identified as first-gen, and 15% as URMs

Pictured: Data depicting the percentage of SI students who identified as First-Generation or URM during the spring 2020 semester

ASC Website View Full Report

Disability Resource Center

2019-20 Program Overview

The Disability Resource Center (DRC) provides leadership, guidance, and facilitation of equal access for disabled students resulting in their full participation in curricular and co-curricular offerings. The DRC contributes to the design of inclusive environments for all campus participants through education and collaboration with students, faculty, staff, and community partners.

DRC staff gather for a group photo 2019

Pictured: DRC Staff Picture 2019 (Note: some staff may have changed since this picture was taken)

Changes Due To COVID-19

When Purdue moved to remote instruction in March of 2020, Purdue’s Disability Resource Center (DRC) responded accordingly. Staff redesigned the DRC website to provide students and instructors with information about how accommodations and accessibility would be implemented within a shifting, mostly virtual environment. The DRC staff worked closely with the Innovative Learning team to provide guidance on accessibility and participated in a series of faculty facing seminars on accessibility and teaching in a remote environment.

Nationally, Purdue’s DRC was an early adopter of a system to manage a “COVID-19 Adjustment” request process in anticipation of students with heightened health risks seeking adjustments for fall enrollment. DRC staff responded to 100 individual student COVID-19 adjustment requests.

As a result of shifts to online instruction and exam delivery, the DRC Testing Center experienced a 60% decrease in exams proctored from fall 2019 to spring 2020. Several DRC staff members contributed to Purdue’s Talent Share program, working as academic case managers to support Purdue students in isolation/quarantine due to the COVID-19 pandemic, or working shifts for Purdue’s COVID-19 call center.

DRC students/staff explore West Lafayette's Exploration Acres

Pictured: DRC students/staff explore West Lafayette's "Exploration Acres"

While the COVID-19 pandemic affected the number of students seeking DRC services to take exams, the DRC reached a new plateau this year with over 3,000 students registered. This represents a 16% increase over AY 18-19. Growth has been a constant trend since AY 2014-15. Comparing AY 2014-15 to AY 2019-20, the percentage of growth is 153%. Overall, the percentage of students registered with the DRC in relation to the total student body has risen from 3% in AY 2014-15 to 6.6% in AY 2019-20.

In AY 2014-15, the DRC proctored 4,729 individual exams for 847 students. During AY 2019-20, the DRC proctored 9,232 individual exams. This represents a 95% percent increase during this 5-year span, despite impacts from COVID-19. In fall 2019, the DRC proctored a total of 7,176 for AY-19-20.

DRC Moves Locations

In July 2020, the DRC completed its renovation of existing spaces to address the growing physical needs of the department. This resulted in a new DRC Testing Center in the basement level of Stewart Building. The DRC gained 8 private rooms and 42 distraction-reduced seats. We also repurposed some inherited computers to add 25 seats with computer-based exam capability. The DRC now has 33-seats to manage both paper and pencil or computer-based exams. Our Young Hall space was limited to 22 distraction-reduced seats.

DRC office space main entrance DRC office space showing entrance to test rooms DRC office Kelsey's office DRC office testing spaces

The new DRC Testing Center is next door to Instructional Data Processing (IDP), which will allow for completed ScanTron answer sheets to be delivered directly to IDP, resulting in less burden for faculty and instructors. Young Hall renovations resulted in re-purposing the testing space into five new professional offices and improved workspace for Alternate Formats. Additionally, DRC gained space for a Disability Cultural Center.

DRC Website View Full Report

Feature Story

9/25/2020 - Don't Make These "Faux Paws" When Approaching a Service Dog

Hunter Deiglmeier’s guide dog attracts attention. Linnea, a 9-year-old black lab, has a calm and cuddly demeanor, not to mention melt-your-heart chocolate brown eyes that strangers fawn over. Sometimes passers-by take notice of Linnea’s harness and stop to ask Deiglmeier questions about her dog, which she welcomes.

DRC's Hunter Deiglmeier with her service dog, Linne

PIctured: DRC's Hunter Deiglmeier with her service dog, Linnea

“When you have a guide dog, people are more likely to approach you and start a conversation versus if you’re walking with a cane or a sighted guide,” Deiglmeier says. “I like having Linnea because I like opportunities to expand disability awareness, and if people are asking me about my dog, I view that as an opportunity to educate others about an important part of my identity and experience.”

Staff in Purdue’s Disability Resource Center (DRC) recently showcased their service dogs on social media to celebrate National Service Dog month, which took place in September. The social media campaign introduces service dogs and the jobs they perform. For example, the video above provides a few highlights about service dog history, and reminders about service dog etiquette.

Read the whole story

Horizons

2019-20 Program Overview

Horizons assists students in developing academic, social, personal and leadership skills through holistic services including tutoring, faculty mentoring, peer mentoring, career development, academic support, cultural enrichment, and access to global experiences. These initiatives coupled with a sense of belonging will contribute to a well-rounded and successful Purdue University experience.

Horizons office space with de-densified tables Horizons staff Ronnell DuBose accepts award Horizons staff with Indiana Representative Sheila Klinker Horizons office space with de-densified tables

Notable 2019-20 Accomplishments

In addition to their standard responsibilities, Horizons made a great deal of headlines with their extraordinary accomplishments.

  • Horizons (TRIO) program secures 2.1M grant: Horizons Student Support Services: A TRIO Program was awarded more than $2.1 million in grant funding from the U.S. Department of Education to continue operation through the 2024-2025 academic year.
  • Horizons recognized at Indiana House of Representatives on National TRIO Day: Horizons program staff and students visited the Indiana House of Representatives on Monday, March 9, as invited guests of Rep. Sheila Klinker and Rep. Chris Campbell in recognition of 42 years of advocacy and service to first-generation and low-income college students.
  • 39th Policy Seminar (Virtual): Horizons staff and students spoke with congress representatives to advocate for continued support for Horizons TRIO program.
  • The 2016 Horizons cohort 4-year graduation rate has slightly exceeded the 4-year graduation rate for the entire class of the same cohort. Graduation rates for the fall 2016 cohort of first-generation Horizons students also exceeded those of Purdue’s overall 4-year graduation rates.

Horizons Data 2019-20

New data, based on the latest university census and preliminary data from the Division of Financial Aid, reveals that Horizons’ latest first-generation student graduates now have a higher graduation rate than their first-generation Purdue peers unaffiliated with Horizons.

Students using the newly spaced out Horizons space for studying

Pictured: Students using the newly spaced out Horizons space for studying.

Out of 86 Horizons first-generation students who started in the fall of 2016, 62.3 graduated in four years compared with just under 57 percent of Purdue’s first-generation students from the same cohort who are unaffiliated with Horizons. The graduation rate of the overall 2016 Horizons student cohort also slightly exceeded the graduation rate of the overall 2016 Purdue student cohort.

Horizons Website View Full Report

Feature Story

9/14/2020 - Federal TRIO Program Renews Grant for Purdue’s Horizons Student Support Services Another Five Years

It was nearly the end of July 2020, and Baraka Corley was still waiting to hear the outcome of his grant proposal to renew federal funding for Purdue’s Horizon’s program.

Baraka Corley, director of the Horizons program since 2017

Pictured: Baraka Corley, director of the Horizons program since 2017

He had submitted the grant proposal nearly six months earlier. The grant cycle for the federal TRIO program occurs every five years, and decisions typically come in April. However, the 2020 grant announcements were delayed, for unstated but obvious reasons. With financial uncertainty mounting at local and national levels – not to mention countless other troubles related to the COVID-19 pandemic – Corley was starting to feel uneasy...

After all, the stakes were high. Five full-time jobs depended on the grant’s renewal, including his own. But most of all, Corley worried about the 340 students associated with his program. He kept his worries to himself, but silently wondered where students would find support if their “home away from home” at Purdue ceased to be.

Read the whole story

Purdue Promise

2019-20 Program Overview

Purdue Promise aspires to be a nationally recognized model for supporting low-income students, including those who identify as first-generation students and students of color. Purdue Promise is both a scholarship and a support program. The “Once Purdue Promise, Always Purdue Promise” policy is a commitment that students will receive support through graduation.

Purdue Promise staff dress up for one of their monthly theme days

Pictured: Purdue Promise staff dress up for one of their monthly theme days

Changes Due To COVID-19

As with many other programs, Purdue Promise made the switch to all-online work in March. This caused the program to have to change in many ways, including:

  • Online Coaching: All Purdue Promise coaching meetings for spring and summer 2020 were conducted virtually via WebEx.
  • Cancelled Trips: The annual Maymester study abroad program to Spain was cancelled, as well as the inaugural Maymester study abroad program to Scotland.
  • Staying Connected: Staff connected daily for half-hour COVID-19 check-in meetings to review policy updates and implications, address questions and concerns, and stay connected.
  • Increased Workload: Purdue Promise leadership prepared to work short-staffed (by three staff members) for fall 2020 due to the institution’s staff hiring freeze. This led to (a) increased caseloads for all coaches, (b) a caseload for the director, (b) increased GS 197 sections for coaches, (d) four sections of GS 405 for the director, and (d) supervision of all coaches by the assistant director.

Closing the Opportunity Gap to Increase Degree Attainment

When the university created Purdue Promise, 21st Century Scholars were graduating approximately 10% behind the Purdue all-undergraduate four-year graduation rate. Since then, the goal has been to reduce educational debt and close the opportunity gap for the students served by Purdue Promise. That happened with the 2014 cohort. Their four-year graduation rate was 62.67% and exceeded the Purdue rate of 60.25%.

It is important to note that the 2014 cohort was the first to receive the current Purdue Promise coaching model all four years. The model was piloted in spring 2013 with the then junior cohort (students who enrolled in fall 2010) and piloted with all cohorts in 2013-14 (students who enrolled in 2011 and 2012 only received coaching for part of their Purdue experience).

There is high variability in the Purdue Promise cohorts in terms of size, demographics (see charts for students who identify as first-generation or underrepresented minorities below), and experiences. That variability contributes to shifts in retention and graduation rates year-to-year.

Purdue Promise staff members discuss the department's work with outside faculty

Pictured: Purdue Promise staff members discuss the department's work with outside faculty

However, despite that variability, there is steady progress, and students in Purdue Promise continue to graduate at higher rates compared to the rates preceding implementation of the program. The growth in four-year graduation rates for Purdue Promise since 2009 currently represents a 22.66 percentage point increase (2009-2016) compared to a 15.44 percentage point increase for all Purdue over the same period.

Purdue Promise Data 2019-20

First Generation: 21st Century Scholars across the state are more likely than their Indiana peers to be first-generation college students. Similarly, Purdue Promise students are more likely than their Purdue peers to be first-generation students. The first chart below demonstrates the percentage of first-generation students in Purdue Promise cohorts compared to other Indiana residents at Purdue and all Purdue undergraduates. The second chart represents a comparison of four-year graduation rates for first-generation students in Purdue Promise compared to Indiana residents at Purdue and all Purdue undergraduates.

Underrepresented Minorities: Purdue Promise students are also more likely than their Purdue peers to identify as underrepresented minorities (URM). The third chart below demonstrates the percentage of URM students in Purdue Promise cohorts compared to other Indiana residents at Purdue. The fourth chart represents a comparison of four-year graduation rates for URM students in Purdue Promise compared to Indiana residents at Purdue and all Purdue undergraduates.

Purdue Promise Website View Full Report

Purdue Testing Center

2019-20 Program Overview

Purdue Testing Center offers a variety of exams that may be of interest to students, as well as members of the campus community and beyond. The center administers National Paper/Pencil Exams, such as Graduate Record Subject Exams and Law School Admission Test (LSAT), Advanced Credit, College Level Examination Program tests, and several Pearson exams.

Below are a few important changes that the Purdue Testing Center made over the past year.

Work From Home

All in-person testing stopped at the end of the day Monday, March 16, due to the mandatory shutdown. Staff started working from home immediately on March 17. Pearson VUE clients were contacted and notified of the closure. Students who were scheduled for Advance Credit or CLEP exams the week of March 16-20 were notified of the closure.

New Procedures

All Vendor procedures had to be reviewed and aligned with COVID-19 protection measures, which included some internal adjustments and reprocessing of staging and seating clients. Additional procedures were necessary for off-campus clients to conform to the Protect Purdue Pledge. This resulted in the creation of a “Purdue Testing Center COVID-19 Compliance” form that all vendor clients are now required to complete.

Chemistry Exams

Chemistry Advanced Credit exams shifted from in-person to online delivery with the help of the Chemistry Department and ITAP. This was a quick response to provide Chemistry exams to special groups of students who needed specific credit to CODO (major change), for a graduate program, or for graduation. The primary focus was to provide exams to seniors needing graduation credit.

Purdue Testing Center Data 2019-20

In March 2020, Purdue made the decision to shift all instruction and assessment to be online in response to the COVID-19 pandemic. This caused the PTC to temporarily close. In May, the PTC assisted a limited number of Purdue students with online chemistry exams for graduation credit.

Graph showing Purdue Testing Center Activity by Month, 2015-2020

Pictured: Purdue Testing Center Activity by Month, 2015-2020

The overall activity at the Purdue Testing Center naturally decreased during the 2020 Spring semester as students became virtual, and many tests became impossible to administer. With many students back on campus for the Fall 2020 and Spring 2021 semesters, the PTC was able to restart many of their usual operations.

Graph showing PTC total number of tests administered, grouped by type, 2015-2020

Pictured: PTC total number of tests administered, grouped by type, 2015-2020

Purdue Testing Center Website View Full Report

Span Plan

2019-20 Program Overview

Span Plan is dedicated to fostering an environment that empowers undergraduate nontraditional students to navigate their unique educational path by providing access to financial and academic resources, specialized guidance, and engagement opportunities that develop confidence beyond the classroom.

Span Plan works to ensure nontraditional students are valued as a dynamic asset in the classroom. They also ensure students’ needs are addressed through the services and programs they provide to assist with degree completion.

Changes & Accomplishments in 2019-20

Span Plan will ensure nontraditional students are valued as a dynamic asset in the classroom. Span Plan will also ensure students’ needs are addressed through the services and programs we provide to assist with degree completion.

  • Social Media Outreach: Span Plan created three new social media student groups as an informal way for students to encourage, share, and build their peer network, especially because of social challenges posed by the COVID-19 pandemic.
  • On-campus Lactation Spaces: Span Plan continues to advocate for student parents’ access to clean and safe lactation spaces across campus. In the past academic year, Span Plan advocated for additional cleaning processes for these spaces and provided a draft of a new policy to the University Senate.
  • Graduation Cords: In 2019, Span Plan awarded the first Nontraditional Student cords and pins for graduation to celebrate and acknowledge the unique journey our students’ experience.
  • Nontraditional Student Week: Span Plan also spearheaded efforts to celebrate Purdue’s inaugural National Nontraditional Student Week in November 2019. The week of activities included the opportunity to thank those who have greatly helped our students, build community and build awareness for all nontraditional students.

Span Plan Data 2019-20

Due to their efforts to cohort code our students during the 2019-2020 school year, Span Plan can now provide a meaningful picture that demonstrates key factors about the students they serve and if there are changes to the population over time.

Span Plan Website View Full Report

Veterans Success Center

2019-20 Program Overview

Purdue’s Veterans Success Center (VSC) provides programming and services for Purdue University students who are veterans, currently serving members of the military, or benefit using family members—known collectively as VMF. Their primary aim is to improve access, retention, and graduation rates as well as employment opportunities for VMF students, as well as to increase Purdue’s national recognition as a leader for supporting VMF students.

Military students stand with flags at Memorial Day ceremony Veteran students and families gather at Purdue football tailgate VSC offering student headshots at on-campus event VSC students and family take group photo by Neil Armstrong statue on campus

Changes Due to COVID-19

In March 2020, Purdue made the decision to shift all instruction and assessment to be online in response to the COVID-19 pandemic. This caused the staff at the VSC to change their work in the following ways:

  • All office staff made the shift to remote work in order to help achieve Purdue’s goal of de-densifying campus
  • The VSC developed more digitally portable paperwork to request access to military-connected education benefits.
  • The Big Ten Academic Alliance Peer Group started hosting regular phone calls to talk about shared responses and provide institutional peer support.
  • When returning to on-campus work, staff de-densified office space, installed physical barriers, and implemented personal protection plan for staff to return to work on a rotational basis.
  • In addition, all office staff completed newly implemented School Certifying Official Training required by the Department of Veterans Affairs.

Veterans Success Center Data 2019-20

The VSC has continually tracked the growth in their student population, including veterans, active military students, and their families. Below are a few snapshots of those data points.

VSC data on total number of undergraduate, graduate and professional students

Pictured: VSC data on total number of undergraduate, graduate and professional students.

The following is an isolated breakout of Purdue Online's (POL) population changes. These numbers are included in our overall population charts as well as our demographics, but because they have been a growth point for the VSC, it is helpful to track this separately.

VSC data on total number of undergraduate, graduate and professional students

Pictured: Total VSC Purdue Online population by year, 2011-2020

Veterans Success Center Website View Full Report

Feature Story

May 2020 - Double Duty: Ryann Laky Juggles ROTC, Academics

When the early morning light just began to peek through the windows of Lambert Fieldhouse, Ryann Laky stood at attention in her crisply ironed Army ROTC fatigues, thinking, This is my duty station; this is where I’m supposed to be.

Pictured: Ryann Laky, Purdue ROTC student

Laky wakes up every morning at 0430, goes to ROTC physical training workouts until 0730, sits through four to five hours of classes, and then works at one of her two jobs until 2000.

The proven queen of time management, she is never late, only early. Most full-time Purdue students keep plenty busy by taking 15 credits each semester. Laky clocked a rigorous schedule of 18 credits this semester and 21 last semester.

“In my calendar, I keep everything super strict,” says Laky, a junior food science major from Toledo, Ohio. “So, if it ends at this time, it ends at this time. That’s just it.”

Laky developed this reliable and rigid time-management mindset when she enlisted in the Indiana Army National Guard. She’s now contracted into Purdue ROTC, or Reserve Officer Training Corps, a program offered at more than 1,500 U.S. universities to prepare college students for military careers.

Read the whole story

2019-20 Annual Report

Thanks for reading!

 

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