Military Veterans

A Higher Calling: Hon. James E. Baker Reflects on Veterans Day

Veterans Day
Hon. James E. Baker salutes after graduating from the Marine Officer Candidates School.

The Hon. James E. Baker has always known that he was meant for a life of public service. Growing up in Cambridge, Massachusetts, he was raised—as his mother once told him—to be a teacher. But he had other plans.

“I always think about the people who served who didn’t come home. They hold a special place for all of us on Veterans Day.”

“I came to the conclusion at a young age that anybody who had the educational opportunities I was given had an obligation to perform public service,” says Judge Baker, a professor in Syracuse University’s College of Law and director of the Institute for Security Policy and Law. “Teaching is public service, but I embraced the concept of the citizen-soldier.”

Baker joined the U.S. Marine Corps at the age of 18 after spotting several recruitment brochures on the floor of the college post office. “I was looking for the hardest thing I could do and found it on the floor of the post office,” he says. He started his military career as an infantry officer in the Marine Corps and subsequently joined the staff of Sen. Daniel Patrick Moynihan. He was a judge on the U.S. Court of Appeals for the Armed Forces, a federal civilian court that hears military justice appeals, for 15 years before retiring in 2015.

It was Sen. Moynihan who urged him to go to law school, an idea that Baker initially wasn’t crazy about but eventually warmed to. “I do love the concept of rule of law. I want to live in a democracy and in a country that’s governed by law. Having the opportunity to support and defend the Constitution, I think, is as high a calling as you can have as a lawyer,” says Baker, who is partial to all corps such as the Peace Corps and AmeriCorps. “It is also the oath that service members take defining their ultimate duty: ‘to support and defend the Constitution.’”

Baker has taught at several law schools around the country and says Syracuse University’s commitment to veterans is one of the things that distinguishes the school. He says he encountered only a single veteran on the faculty of the other law schools where he taught. “College campuses tend not to be places where there’s a lot of military experience, and one of Syracuse’s strengths is that they value and embrace that experience,” he explains. “In academics, we recognize diversity as an educational value and a democratic principle. The military is the most diverse institution I have ever been associated with, which is likely one reason it puts so much emphasis on character, commitment and competence as virtues—not where you are from, your school or who your parents are.”

One of the ways the College of Law has been particularly helpful to active duty students is through its online law degree JDinteractive, Baker says. Many of the program’s students are active duty service members, veterans or military-connected. “Syracuse University and the College of Law provided the platform for these students, who otherwise wouldn’t have had the opportunity to attend law school.”

As the Orange community celebrates Veterans Day, Baker reflects on those who have served a greater good. “I always think about the people who served who didn’t come home. They hold a special place for all of us on Veterans Day.” Three years ago, Baker started a tradition of the law school holding its own Veterans Day commemoration. “I wanted to make sure that, even at a university like Syracuse that genuinely values military service, its law school also made that connection and celebrated this mission of supporting and defending the Constitution.”

Professor Corri Zoli Helps Empower Veterans at Virtual Academic Boot Camp

Professor Corri Zoli was among University faculty who, for the sixth year in a row, helped teach in the esteemed Warrior-Scholar Project (WSP), a no-cost academic boot camp for first-year student veterans. Normally held on campus to allow for a comprehensive campus experience, the program was moved online this year in light of the COVID-19 pandemic.

Hosted at 18 select institutions nationwide, WSP empowers enlisted military veterans by providing them with a skill bridge to enable a successful transition from the battlefield to the classroom, maximizes their education opportunities by making them informed consumers of education, and increases the confidence they will need to successfully complete a rigorous four-year undergraduate program.

This year’s cohort of nine included four active duty incoming students, four veterans and a reservist, all members of the US Army, US Navy or the US Marine Corps. Participants attended virtually from Hawaii, New York, North Carolina, Texas, Washington, Washington DC, Nevada, Ohio and Iowa.

The project at Syracuse University is a collaborative effort of the Office of Veteran and Military Affairs and the College of Arts and Sciences. Syracuse faculty who taught during this year’s program include, among others:

  • Corri Zoli, Associate Teaching Professor, College of Law and Maxwell School
  • Tessa Murphy, Assistant Professor, Maxwell School
  • David Bennett, Professor Emeritus, Maxwell School
  • Eileen Schell, Professor, College of Arts and Sciences
  • Genevieve García de Müeller, Assistant Professor, College of Arts and Sciences

Read the full story.


Mythbusting: INSCT, IVMF Veterans Research Reported by Military Times

(Military Times | Jan. 5, 2019) Here’s something everyone can agree on: The way the public views veterans isn’t always accurate.

Take the assumption that all veterans have served in combat and have post-traumatic stress disorder, for example. Or that people only go into the military because they can’t get into college.

Those are just a couple of the “persistent, recycled myths” about veterans that Syracuse University researchers addressed during a session at the Student Veterans of America National Conference Friday, using both federal data and an 8,600-person survey of the military community to debunk some of the most common misconceptions about the nation’s youngest generation of veterans.

On one hand, studies by Gallup, Pew Research and others have shown there is “enormous public support (for the military) but at the same time a tremendous gap in knowledge about who we’re supporting,” said Corri Zoli, director of research at Syracuse’s Institute for National Security and Counterterrorism. “They don’t have a lot of granular detail about who they’re supporting and why.”

Myth 1: Veterans are a small subset of the population

The number that’s often thrown out is 1 percent, but that applies to active duty troops, researchers said. As of 2017, federal data show veterans make up 8 percent of the U.S. population, with post-9/11 veterans the fastest growing group among them.

Myth 2: Veterans join the military because they could not get into college and are uneducated

According to federal data collected in the 2017 Current Population Survey, 35 percent of post-9/11 veterans have a bachelor’s degree or higher, compared to 31 percent of all veterans and 32 percent of the general U.S. population.

Rosalinda Maury, a researcher with the Syracuse Institute for Veterans and Military Families, said education benefits tend to be a top recruiting incentive, and the military promotes and prepares service members for post-secondary education …

Read the full article.


Corri Zoli Collaborates on IVMF’s “Women in the Military: From Service to Civilian Life” Infographic

Women_in_the_MilitaryThe Institute for Veterans and Military Families’ (IVMF) “Women in the Military: From Service to Civilian Life” infographic provides key highlights on women in service along with invaluable data on women veterans. 

The information and statistics in the document are taken from various data collection efforts by the IVMF centered on military life, transition, employment, entrepreneurship, and higher education. This data collection includes “Missing Perspectives,” an ambitious research program, supported by a Google Global Impact Award, aimed at cultivating a deeper understanding of the social, economic, and wellness concerns of post-9/11 transitioning service members and veterans, and particularly the role of higher education in the transition experience. INSCT Director of Research Corri Zoli collaborated with IVMF and other researchers on both the “Missing Perspectives” and “Women in the Military” efforts.  

On April 26, 2018, the “Women in the Military” infographic and research was the topic of conversation for the Transition Researcher’s Forum, a group of military servicemembers, veterans, medical professionals, researchers, and others convened monthly by the US Department of Defense’s Transition to Veterans Program Office. Zoli and IVMF’s Rosalinda Maury presented the research during this teleconference.

“Women in the Military” Data highlights include:

  • Population
    • There are over 2 million female veterans.
    • Female post-9/11 veterans are one of the fastest growing population.
    • They represent 17% of the post-9/11 veterans’ population.
  • Military Service
    • Top motivations for women entering the military include educational benefits; opportunity to pursue new experiences, adventures, or travel; desire to serve country; a sense of purpose; and career opportunities.
  • Most Significant Transition Challenges:
    • Navigating VA programs, benefits, and services
    • Finding a job
    • Financial struggles
    • Depression
  • Employment
    • Female veterans earn less than male veterans.

Download Women in the Military: From Service to Civilian Life infographic

Download Accessible Version

Hon. James E. Baker Joins Syracuse University College of Law as Professor, Director of INSCT

James E. BakerJurist, scholar, and law and policy practitioner the Hon. James E. Baker will join the faculty of Syracuse University College of Law, as well as the Maxwell School of Citizenship and Public Affairs, as a Professor in Fall 2018. Judge Baker will lead the Institute for National Security and Counterterrorism as Director, succeeding Professor William C. Banks, who founded the Institute in 2003.

One of the most highly regarded national security lawyers and policy advisors in the nation, Judge Baker’s career has evolved from an Infantry Officer in the US Marine Corps; to the staff of Sen. Daniel Patrick Moynihan; to the US Department of State, Foreign Intelligence Advisory Board, and National Security Council. Mostly notably, Judge Baker served on the US Court of Appeals for the Armed Forces for 15 years—the last four as Chief Judge.

“He is a gifted teacher and an accomplished scholar, whose penetrating analyses of national security law problems are routinely cited as exemplars in the field.”—William C. Banks

Since 2015, Judge Baker has served as a Member of the Public Interest Declassification Board; as a Consultant for the Intelligence Advanced Research Projects Activity; and as Chair of the American Bar Association’s Standing Committee on Law and National Security. Judge Baker has taught at several universities, including his alma mater Yale Law School and the Georgetown University Law Center. From 2017-2018, he was a Robert E. Wilhelm Fellow at MIT’s Center for International Studies. Previous recipients of this prestigious fellowship include former UK Foreign Secretary David Miliband and Adm. William Fallon, former Commander of US Central Command.

“I am extremely pleased to welcome Judge Baker into our College of Law family and, given the interdisciplinary approach to national security at Syracuse, I look forward to introducing him to the University as a whole,” says College of Law Dean Craig M. Boise. “Not only will he strengthen the College’s reputation and reinforce INSCT’s leadership position in national security law and policy, he is positioned to transform how the topic is studied and taught and to respond with intellectual agility as new security challenges emerge. Under his guidance, I fully expect INSCT to continue its exceptional track record of graduate placement in this practice area.”

“I am very delighted that Judge Baker will be joining Syracuse University and leading INSCT,” says Maxwell School of Citizenship and Public Affairs Dean David M. Van Slyke. “His commitment to interdisciplinary research with policy implications and to working across the sectors and levels of government makes him an ideal leader and one that we in the Maxwell School are very excited to work with.”

“Judge Baker’s path to excellence spans appointments in the US military, in public service and on the bench, and in academia,” says Professor William C. Banks, Founding Director, INSCT. “He is a gifted teacher and an accomplished scholar, whose penetrating analyses of national security law problems are routinely cited as exemplars in the field. That he has compiled an impressive record of publications while engaged as a judge and legal adviser in government is a testament to his energy and drive to educate about national security.”

“I am excited and honored to be joining Syracuse University and the faculty of the College of Law and Maxwell School. It is also a privilege to take INSCT’s helm from Bill Banks. Bill is a friend, an educator, and a scholar whose vision created the Institute and whose leadership enriched it for more than 15 years,” says the Hon. James E. Baker. “INSCT’s excellent reputation for interdisciplinary scholarship and hands-on national security academics attracted me to this position. So did the University’s deep and sincere commitment to public service and to veterans. I look forward to continuing the Institute’s research, teaching, service, and legal and policy analysis initiatives; to expanding its portfolio of sponsored programs; and to working on critical, emerging challenges in national security law and policy with colleagues in the College of Law, Maxwell School, and across the University. I especially look forward to mentoring the next generation of national security practitioners and thought leaders.”

Judge Baker is the author of two books, In the Common Defense: National Security Law for Perilous Times (Cambridge University Press, 2007) and Regulating Covert Action (Yale University Press, 1992, with Michael Reisman) as well as numerous chapters and articles. Among his several awards, Judge Baker has been honored by the National Security Council, Central Intelligence Agency, and the US Army Command and General Staff College (Honorary Master of Military Arts and Science, 2009). He holds a B.A. from Yale University (1982) and a J.D. from Yale Law School (1990).

Supporting Post-9/11 Military Veterans in Higher Education

By Corri Zoli, Daniel Fay, Sidney Ellington, and David Segal

(Re-published from Military Times | July 27, 2017)  A question: “How many active and former service members are there in the United States today?” What’s your best guess? It may surprise that for an accurate answer, you won’t be able to turn to the Veterans Administration (VA), the US Department of Defense, nor the Department of Education or the Census Bureau — these agencies can’t reliably or consistently answer this question either.

“Why is there not a greater push to help student veterans seeking educational support?”

Likewise, despite the well-established role of the GI Bill in transitioning veterans to civilian life, we do not know how many veterans take advantage of this hard-earned benefit. Nor do we have a good handle on how well veterans do in school, which degree programs they choose, or whether they achieve success in post-service careers.

“Big data” — the tracking of our lives and habits — might be one of the buzzwords of the moment, but when it comes to keeping demographic track of service members and veterans, big data is still in its infancy.

Why should we care about such data?

Because without it, it is nearly impossible for Americans to ensure that veterans are getting a good return on taxpayers’ $14 billion-a-year investment in their education and whether they are successful transitioning out of service.

Furthermore, despite our own research and some important new efforts by the Student Veterans of America, lack of information can easily become a lack of concern for an important generation of Gulf War and Post-9/11 military veterans.

Making matters worse, colleges and universities are not asked whether they actually help veterans get the most out of the GI Bill on campus and beyond. For instance, the Obama administration’s 2012 executive order (establishing “Principles of Excellence” for schools) had no reporting metrics, and even though more 250 campuses registered for the “8 Keys to Veterans Success” (a 2013 Department of Education and VA initiative), this program also included no follow-up assessment or metrics. Some schools are exceptions, like Syracuse University, Columbia University, and perhaps new efforts at Wesleyan.

What we do know is that half of all veterans choose not to use their hard-earned GI Bill benefits, and that many veterans who do go to university face cultural and bureaucratic barriers, even discrimination. Yet our research also indicates that, given service members’ training and professionalization, many veterans are “pre-qualified” for science, technology, engineering, and mathematics (STEM) careers, among other professions. However — again with some exceptions — few pipelines exist inside the academy to match veterans’ skillsets to degrees and jobs.

Distressingly, elite universities that should be leading the way for others are falling down on the job. Most Americans don’t realize how few veterans are enrolled at top colleges. GI Bill recipients comprise nearly 5 percent of the national collegiate student population, yet less than 1 percent of top 20 universities. Moreover, Inside HigherEd’s Wick Sloane notes that among the Ivy League, only Columbia University stands out, with 375 student veterans in 2016. Other Ivies enrolled just 62 service members total in 2016, with just one veteran at Princeton and three at Harvard.

Yet we know that universities can rally quickly to serve populations they deem “underserved.” Nearly 50 campuses, including the entire Ivy League, signed a letter opposing President Trump’s Jan. 27, 2017, immigration order, which academic leaders claim undermines support for vulnerable foreign, immigrant, and undocumented students. Although most universities advocate for “diversity,” this concept rarely includes student veterans, despite the fact that the military is the most demographically diverse institution in American life.

So why is there not a greater push to help student veterans seeking educational support? How long will veterans on and off campus remain demographically “invisible,” thanks to federal data research priorities, or underserved in higher education, thanks to lack of oversight and a narrow understanding of “diversity”?

To read the full article, click here.

Photo: Senior Airman Jasmine Helm-Lucas working with data in June 2017 at Malmstrom Air Force Base in Montana. (Airman 1st Class Daniel Brosam/Air Force)

Post-9/11 Veterans & Engineering Careers: INSCT, IVMF Research Informs PRISM Article

Underwhelming Force

(Re-published from PRISM | November 2016) Post-9/11 veterans were seen as a natural fit for engineering, based on their training and experience. Yet just a small fraction of returnees have joined the field. Why?

Veterans generally emerge from service with “pretty extensive technical training,” says Zoli.

As a kid, John Filleau yearned to be a scientist, but the colleges he applied to from high school turned him down. So he went with Plan B: enlisting in the Air Force. “It was just good old-fashioned desperation,” he says. It also turned out to be a good career move. Enrolling in a community college while stationed in Florida, Filleau subsequently transferred to the University of West Florida. In between deployments to Iraq, a post-earthquake humanitarian mission in Haiti, and classified missions, he earned an electrical engineering degree, graduated debt-free with a 3.9 GPA, and now is pursuing a Ph.D. at Carnegie Mellon University. “The military beat a work ethic into me,” he explains.

Filleau’s late-blooming talent would stand out on any campus. But the pathway he followed into engineering is one that a number of educators hoped would be widely adopted by veterans under the Post-9/11 GI Bill. The combination of technical training, leadership experience, military discipline, and maturity gained from years of service seemed to make many veterans of the Afghan and Iraq wars a natural fit for engineering. The result would be an expanded engineering workforce that was also more diverse, reflecting the relatively large proportion of minorities in the enlisted ranks.

Such hopes remain well short of fulfillment. Although more than 3.5 million veterans or dependents have tapped GI Bill benefits since 2011—costing taxpayers $11.1 billion in fiscal 2015 alone—a 2015 Syracuse University study found “significant barriers to realizing the potential individual and societal gains from our country’s massive investment in veterans’ education.” Some 43 percent of service members and veterans reported having a military specialization, job, or training related to science, technology, engineering, or math (STEM). Yet just 10,153 have earned degrees in engineering or engineering-related fields since the Post-9/11 GI Bill took effect in 2009, according to the advocacy group Student Veterans of America. A 2015 SVA survey of 1,352 current students found that only 8.1 percent were pursuing engineering.

From Torrent to Trickle

“Universities in general have not been proactive about service members,” concludes Corrinne Zoli, lead researcher on the Syracuse study and director of the university’s Institute for National Security and Counterterrorism. While describing the veterans’ experience overall as “largely positive,” she drew a stark contrast with the welcome extended to post-World War II veterans, whose university studies under the GI Bill underpinned the prosperity of the 1950s, produced 450,000 engineers, and expanded the American middle class.

“Not enough of them are going into STEM-related fields,” says Susan Lord, chair and professor of electrical engineering at the University of San Diego, who is conducting a four-year study of veterans in engineering. Some vets may leave the military seeking the quickest route possible into the workforce, she says. Others may not understand what engineers do or think that “you have to be a genius to be an engineer.”

Slightly less than half of all eligible vets even use their Post-9/11 GI Bill benefits, according to the SVA, which has 1,400 chapters on campuses nationwide. “Two thirds of student vets are first-generation college students. When people are transitioning out of the military, they may not have encouragement from relatives,” says SVA’s director of policy, Derek Fronabarger. Of those who do avail themselves of benefits, data show a wide gap between aspiration and achievement. Nearly a third of those surveyed by SVA in 2015 were pursuing a degree in science and engineering (25 percent when social sciences are excluded). Engineering was the third-most popular major behind business and health professions in the survey. But only 17.8 percent of completed degrees were in science and engineering fields, suggesting that student vets may start out in STEM programs but at some point change their major.

Vets are drawn to engineering for a number of reasons, including job prospects. “When [service members] are transitioning out, they’ll know they’ll have a skill that translates into the civilian workforce,” says Fronabarger. “For a four-year degree, engineering has great job opportunity, very good pay, and a lot of upward mobility.” Veterans with a security clearance are particularly sought after by defense contractors, says Joshua Pederson, who until recently was the program coordinator of Troops to Engineers at San Diego State University. He points to a freshman mechanical engineering major who was recently recruited by Northrop Grumman to work on the Air Force’s new bomber project in Melbourne, Florida.

Many expect their military training will give them a leg up. Veterans generally emerge from service with “pretty extensive technical training,” says Zoli. Depending on the service and occupational specialty, that could range from road-building to signals intelligence. The Air Force has particularly intensive training. Teamwork, often a necessary part of engineering practice, is essential to many military missions. A research team led by Laura Steinberg, then dean of engineering at Syracuse, noted in 2011 that many vets could be considered “pre-qualified” for taking engineering courses …

To read the full article, click below.

Underwhelming Force

Zoli Inspires Warrior Scholar Project “Academic Boot Camp”

Corri Corrinne Zoli Informals Teaching Class Warrior Scholars Veterans Program(At left) INSCT Director of Research Corri Zoli discusses Alexis de Tocqueville’s classic Democracy in America with a group of military veterans at the 2016 Warrior Scholar Project “academic boot camp,” held at Syracuse University from July 9-17, 2016.

“WSP recognizes the untapped talent of our professional ‘all-volunteer’ force.”

WSP holds camps such as this one on partner campuses throughout the summer. The purpose of the program is to re-orientate college-bound veterans toward academia, by introducing foundational texts, teaching college readiness skills, addressing misperceptions about college, and unlocking the academic potential of these former warriors, many of whom will have joined the forces directly from high school.

Zoli, who is chair of WSP’s Academic Advisory Board, notes that many of the more than three million US military veterans who have served in America’s longest wars to date have aspired to go to college after service. “The mission of the Warrior Scholar Project is to make sure that all enlisted veterans not only achieve this goal but thrive on college campuses,” she says. “There is no question that military servicemembers, including the women and men of the Gulf War and post-9/11 generation of war fighters, have much to offer America’s campuses, such as unprecedented military training, diverse jobs and professions from their deployments, and a spirit of teamwork, collaboration, and dedication to the greater community.”

As a scholar and social scientist, Zoli says there are three reasons why she thinks the WSP mission is so important. “Firstly, the project teaches veterans returning to school the core fundamental critical analytical skills needed for success and excellence in higher education and beyond.” WSP does this by enlisting inspiring professors and mentors to spend time with veterans in “academic boot camps” on many college campuses. There, student veterans discuss the “brass tacks” of some of the great books and great ideas that animate history, and they pitch in with their own interpretations of these texts, thus making their own contribution to timeless debates. “In this way, WSP makes veterans part of the academic conversation.”

“Secondly, WSP recognizes the untapped talent of our professional ‘all-volunteer’ force,” Zoli continues, “something the military has known for years and something the American public realizes, as reflected in longstanding public polls showing the military is one of the most trusted public institutions. It’s time for universities to see and leverage the talent of the all-volunteer force, and WSP helps us do that.” WSP’s mission, in other words, is to help veterans transition to college by tapping into and expand upon skills they learned in the military, such as discipline, motivation, persistence, and resilience. “In the process, academics and students learn a great deal more about military servicemembers and veterans.”

“Thirdly, so often in our public discourse we talk about ‘supporting veterans’ without really thinking about what that means,” Zoli notes. “Surprisingly enough, despite all of this talk of support, we know very little about the veterans in our midst. This is especially true on college campuses—with some exceptions.” One of WSP’s core strengths is that it helps student veterans become leaders on college campuses, leadership being a role many veterans are already quite skilled at given their military training and experiences. “In the process,” Zoli concludes, “college communities are enriched by such knowledge and leadership.”

For more information on the Warrior Scholar Project, visit

INSCT Secures Maxwell Grant for Military Service & Citizenship Project

A team led by INSCT Director of Research/Research Assistant Professor Corri Zoli and INSCT Faculty Member, SU Maxwell School Distinguished Professor of Anthropology, and Professor of International Relations Robert Rubinstein has secured a grant from the Maxwell Citizenship Initiative to support the project “Citizenship, Military Service, and Perspectivism.”

The team—which also will be led by Department of Anthropology Chair John Burdick and Anthroplogy Professor Susan Snow Wadley (invited)—will organize an interdisciplinary summer reading session for interested faculty and graduate students. It will discuss research questions in the context of a recent, significant anthropological contribution on the subject of military service and citizenship: Ken MacLeish’s Making War at Fort Hood: Life and Uncertainty in a Military Community (Princeton UP, 2013).

“Ken MacLeish was a recent visitor to the SU Maxwell School, during which he discussed his new work,” says Zoli. “His volume is proving useful to military-related research discussions because it provides a foundation on which to debate qualitative methodologies, culture and citizenship, and perspectivism.”

Zoli says the discussion group will examine the following research questions that arise from MacLeish’s visit and scholarship:

1. Why are contemporary US military servicemembers often considered exemplars of American citizenship?
2. Where do such citizenship assumptions come from? Are they based in norms, ideals (“service to country”), practice, history, institutions, bureaucratic politics, and/or other areas? Are they distinctive to the US?
3. Which social science fields have investigated this link between military service and citizenship, and how do qualitative and ethnographic data collection methods figure into this research? What role do especially recent servicemembers’ perspectives play in this research?

Among the goals that Zoli describes for the project are the strengthening of social science faculty networks for a topic of increasing interdisciplinary interest at SU; networking opportunities for graduate students beyond their immediate disciplines; and a co-authored written report on the research discussion parameters, which will form the basis of a workshop slated for spring 2017.

Corri Zoli Joins Board of the Warrior-Scholar Project

INSCT Director of Research/Research Assistant Professor Corri Zoli—whose most recent work examines the perception of military veterans toward post-service education and employment—has been invited by Warrior-Scholar Project Executive Director Sidney T. Ellington to join the WSP Academic Board of Directors.

Enlisted veterans often entered the military directly from high school, resulting in a long absence from the classroom and a concomitant lack of confidence when considering academia. WSP seeks to unlock veterans’ potential to succeed in higher education by addressing their misperceptions with immersive one- to two-week long academic boot camps (including college readiness classes) hosted at universities throughout the US during summer break.

Zoli—who presented to the 2015 WSP academic boot camp held at SU in July 2015—joins other distinguished members of WSP’s academic board, including Gen. David H. Petraeus (Ret.) and Ambassador Paul Russo.

INSCT Director of Research Corri Zoli address a Warrior-Scholar Project academic boot camp at SU, July 2015.
INSCT Director of Research Corri Zoli addresses a Warrior-Scholar Project academic boot camp at SU, July 2015.