Modern Scholars: Sergeants Major in Higher Education

By Sgt. Maj. Noel DeJesus, Sgt. Maj. David A. Jarquin, Sgt. Maj. Jose L. Andrade, Sgt. Maj. Douglas A. Wilson, and Sgt. Maj. Janet Lopez

July 24, 2026

Sergeants Major Course Advanced Education Program

Download the PDF

Maj. Gen. George Owen Squier is among the most remarkable intellectual figures in American military history. More than a century ago, he was the first officer to earn a doctoral degree, a milestone that reflected both his intellectual discipline and his commitment to advancing the profession through scholarship.

Squier's research and writing in physics, wireless communication, and early aviation helped shape Army doctrine, accelerate modernization, and establish the written foundations of the Signal Corps (Taint, 2022). His career demonstrated that rigorous education and operational excellence mutually reinforce the qualities of military professionals.

Fast forward a century, and the Army education landscape looks very different. Today, numerous NCOs have earned doctoral degrees while serving at the highest levels of senior enlisted leadership. What was once unprecedented among officers has become increasingly possible across the senior NCO corps.

This shift reflects an Army deeply committed to lifelong learning, intellectual development, and the professionalization of its enlisted leaders. The modern NCO corps continues to evolve through tactical expertise, academic depth, and critical, research-informed thinking.

The Army Encourages and Rewards Higher Education

The Army has long recognized that education is broader than training and essential to developing well-rounded, adaptive leaders. Army doctrine explains that education prepares Soldiers to think critically, analyze complex problems, and apply principles, concepts, and values across a wide range of situations.

Unlike task-focused training, education expands intellectual capacity and supports cognitive skills Soldiers carry across formations, assignments, and leadership roles. This emphasis reflects the Army's commitment to developing leaders who not only execute missions but also understand them at a deeper conceptual level (Department of the Army, 2025a).

The Army does more than encourage education; it rewards it. The U.S. Army Noncommissioned Officer Professional Development Guide (2025) provides civilian-education expectations across all career fields, and the Armor (19 series) pathway offers one example of how the Army aligns academic progress with continuing professional development.

Armor sergeants are encouraged to complete 30 semester hours prior to reaching the staff sergeant rank; Armor staff sergeants should strive to complete 60 semester hours or earn an associate degree before promotion to sergeant first class; and Armor sergeants first class are encouraged to complete an associate degree or two years of college credit toward a bachelor's degree.

By the time they reach master sergeant or first sergeant, Armor NCOs should have a bachelor's degree, which serves as a meaningful discriminator for selection to the Sergeants Major Course. These guidelines illustrate the Army's belief that higher education enhances readiness, sharpens leader effectiveness, and increases competitiveness during selection and promotion processes (Department of the Army [DoD], 2025b).

Sergeants Major Course Advanced Education Program

The following stories reflect the educational journeys of five sergeants major, members of Sergeants Major Course (SMC) Advanced Education program (AEP) Cohort 11, studying at Syracuse and Penn State Universities. Their paths are diverse, but the pattern is unmistakable. When senior NCOs pursue higher education, they expand their ability to think critically, write persuasively, solve complex problems, and lead with strategic insight.

These journeys reflect the Army's Learning Concept 2030-2040, which emphasizes continuous learning and intellectual adaptability as essential readiness components (Department of the Army [DA], 2024).

The SMC AEP presents rigorous academic growth for senior enlisted leaders. Immersion in higher education environments deepens scholarly competence and prepares participants to shape the future of enlisted leader development.

Scholars influence the force as instructors and curriculum developers, creating an impact that extends well beyond the classroom. This full academic year is a transformative experience that equips sergeants major with the sharp minds, broad perspectives, and strategic confidence required for high-level leadership.

Sgt. Maj. Noel DeJesus' Educational Journey

I grew up in the South Bronx in the 1990s, and, like many students in my community, I struggled to stay engaged in school, as evidenced by my grades.

When I graduated from Dewitt Clinton High School in 2001, I was ranked 555 out of 714 students, firmly in the bottom quarter of my class. I enrolled in college before joining the Army, but I was not fully prepared for the level of commitment required by higher education.

Everything changed when I enlisted in 2004. At my first duty station in Wiesbaden, Germany, my first NCO, Sgt. Ford, took the time to introduce me to tuition assistance and the idea that I could earn a degree while serving. As a young private first class, I still remember sitting in the basement of the education center after long days in the motor pool, attending night classes. Those early experiences reshaped the trajectory of my life.

A few years later, I completed my associate's degree while deployed to Iraq and earned my bachelor's degree during a deployment to Afghanistan. I eventually completed a master's degree from the University of Oklahoma while stationed in South Korea.

That progression, which took me nearly a decade, reinforced a simple truth: education is widely accessible in the Army for those willing to pursue it. What started as a personal effort to improve myself gradually became the foundation for a more thoughtful, informed, and effective approach to leadership.

Attaining a master's degree as a sergeant first class broadened my understanding of how organizations function and how people learn, work, and grow within them. It exposed me to new approaches in workforce management, evidence-based leadership, and the dynamics that shape team performance and organizational change.

I relied on these foundations while helping to stand up the Army's Regional Cyber Center in Korea, where developing an emerging IT workforce and building new technical systems demanded patience, adaptability, and a wide lens on organizational development.

The Master of Arts in Administrative Leadership also strengthened my effectiveness during 54 months as a first sergeant and later as the U.S. Army Network Enterprise Technology Command (NETCOM) G3 sergeant major. These experiences reinforced a simple truth: education sharpens confidence, enhances judgment, and improves leaders' ability to positively influence others.

Today, I'm a graduate student at Pennsylvania State University through the SMC Advanced Education Program, pursuing my second master's degree. After completing my Master of Education, I will begin teaching future sergeants major in the Department of Professional Arms. This has been my dream assignment since I was a sergeant first class.

Sgt. Maj. Douglas A. Wilson's Educational Journey

I was born in New Brunswick, New Jersey, the home of Rutgers University. I never attended Rutgers, but on my daily walk to elementary school, I would look up at the campus and dream of one day going to college. That seed was planted early, though my path initially took me elsewhere.

I began my undergraduate studies at Georgia State University in Atlanta, but it wasn't until I was a Soldier stationed in Friedberg, Germany, that I truly committed to my academic goals. While balancing the demands of duty, I completed my bachelor's degree in psychology through the University of Maryland University College.

Throughout my career in the medical field, my work didn't center on clinical treatment, but rather on managing medical assets and supporting the people behind the mission. I didn't naturally think of myself as an academic, but I had a strong desire to be well-rounded.

At one point, I aspired to become a medical officer. A mentor of mine, who was a medical officer himself, offered advice that changed the course of my career. He suggested I complete my master's degree before seeking a commission so I could fully focus on being an officer without the distraction of school.

Taking that advice to heart, I earned a Master of Science in Healthcare Management. The Army provided the resources, and I provided the discipline. This education did more than prepare me for a potential officer role; it made me a more effective leader in the NCO corps. It allowed me to understand the human and administrative complexities of Army medicine at a strategic level.

Today, I'm a graduate student at Syracuse University, where the Army is sponsoring my pursuit of a second master's degree. This journey has brought me full circle. By striving to be academically well-rounded, I'm able to help shape future Soldiers and officers, often working alongside counterparts who've not yet had the opportunity to pursue higher education.

My academic background, combined with my experience as a sergeant major, has given me a unique perspective to mentor the force and help manage the Army's most valuable asset: its people.

Sgt. Maj. David A. Jarquin's Educational Journey

I was born in Managua, Nicaragua, in November 1984. A few years later, my parents decided to chase the American dream and moved to the U.S.

Growing up in California for most of my adolescent years, my goals were never set on succeeding academically. College was never a means to an end in my life. I saw myself as a person who could never succeed in a college setting. My high school academic performance was never good enough to feel proud. My passion lay elsewhere, and honestly, it was a miracle I graduated from Sherman E. Burroughs High School in 2003.

My perception of education was that it was boring and a waste of time, something to be endured, not embraced; that's why I joined the military in late 2003. My educational journey is what I consider a late-blooming phenomenon. I earned my undergraduate degree in my late thirties, a milestone that marked a profound shift in my mindset.

Today, as I pursue a graduate degree in my forties, I see education not as a burden but as a gateway to growth, leadership, and personal fulfillment.

A pivotal moment came four years into my military service when I met Sgt. 1st Class Delapena. His mentorship and unwavering belief in the power of education challenged me to push beyond what I imagined I could do. His influence sparked a passion for learning and teaching, which continues to drive me forward.

Little by little, I completed one course after another, often battling self-doubt along the way. Whenever I reached a point where quitting seemed possible, Delapena's words of encouragement reignited my determination. Even though the process was long and tedious, I earned my undergraduate degree and felt extremely proud and grateful to one individual who saw potential in me when I couldn't see it myself.

As a proud member of the Sergeants Major Course Advanced Education Program and a graduate student at Pennsylvania State University, I've gained invaluable experiences that go far beyond academics. My journey has equipped me with knowledge and a new perspective to inspire and mentor future leaders.

My goal is to pass along the importance of education, not just for career advancement, but as a lifelong commitment for growth, just as Delapena once did for me.

Sgt. Maj. Jose L. Andrade's Educational Journey

I was born in Puruándiro, Michoacán, Mexico, in 1982. In 1994, at the age of 12, my father made a life-changing decision to pursue the American dream, a choice that profoundly shaped our family's future.

We settled in California, where my educational journey began. Learning the English alphabet at that age was not simple! My teacher, Ms. Boggle, was remarkably patient as I navigated the fear of being an "outsider" with no friends and a limited understanding of the language.

My resilience was tested daily, but the welcoming environment at Woodville Warriors Elementary and its educators' dedication helped me persevere and adapt to the rigorous environment.

After graduating from eighth grade, I advanced to Monache High School, home of the Marauders. By then, I built confidence and overcame my early fears of reading and public speaking.

However, after graduation, financial limitations made college seem out of reach. Determined to find a path forward, I enlisted in the U.S. Army on Nov. 12, 2001, and leveraged the Montgomery GI Bill to pursue my hopes and dreams.

My first duty station was Fort Hood, Texas, followed by multiple deployments to Iraq. During those years, education remained in the background, a dream visible only in the rearview mirror.

That changed in May 2015 when I arrived at the Night Vision and Electronic Sensors Directorate (NVESD) at Fort Belvoir, Virginia. Surrounded by highly educated professionals such as Dr. Richard Nabors and John Moore, who helped ignite my academic aspirations.

Although I was initially unsure about "how" to begin (honestly, I was just scared), with the guidance of Sgt. 1st Class Simmons and SSG Valentin, I started my journey toward higher education. Through discipline, persistence, and dedication, I earned my undergraduate degree from Trident University International in 2020.

Today, as a proud member of the Sergeants Major Course Advanced Education Program, Cohort 11, at Fort Bliss, Texas, I am pursuing a master's degree in Instructional Design, Development, and Evaluation through Syracuse University.

This U.S. Army sponsored opportunity represents not only personal growth but also a commitment to giving back.

My goal is to become an exceptional instructor who inspires and equips future sergeants major to embrace lifelong learning. I aim to motivate others to overcome fear and uncertainty, just as those who believed in me did when I faced the unknown.

Sgt. Maj. Janet Lopez's Educational Journey

My family's history and my military journey are closely intertwined with my academic path. Being a first-generation American, I was taught the value of sacrifice before I ever knew what it was. With just hope and determination, my parents traveled across the Mexican desert to provide our family a chance at the American dream. My identity, work ethic, and conviction that education is a step forward for a whole family that made sacrifices for the chance were all influenced by their journey.

My choice to enlist in the military was practical and motivated by need. The cost to attending college was unaffordable, and the military's $50,000 scholarship seemed the only practical option.

At first, I thought that my time in the Army would last long enough for me to receive my benefits and leave. I had no idea how much the military would shape me. I served considerably longer than I anticipated because of the structure, the feeling of purpose, and the community I discovered.

As time went on, I came to see that my military service was more than simply a responsibility; it was a means of personal development, transformation, and long-term potential.

Financial assistance for schooling is one of the most significant military service benefits. In addition, I still have a $50,000 scholarship that I can use when I retire.

I feel a sense of achievement and security that I never could've imagined as a child, knowing my efforts ensure not just my education but also future chances.

I've earned the ability to transfer my GI Bill to my kids, so they can start school with fewer challenges than I faced. That alone feels like the most meaningful legacy I can offer them.

During my time in the military, I pursued my education with determination despite the demanding tempo: field exercises, long duty days, and deployments. I completed my associate degree in general studies before earning a bachelor's degree in psychology with a minor in science. I earned a Master of Science in Management with a focus on Organizational Leadership while at the Sergeants Major Course, building on what I had already learned.

I was able to combine military professional growth with academic studies by finishing that program. I graduated with both a master's degree and a bachelor's degree in leadership and workforce growth.

These accomplishments strengthened the connection between my real-world leadership experiences and the academic theories addressing team dynamics, organizational culture, and decision-making.

I'm continuing my education now by working on a second master's degree in adult education at Penn State University. I'm making connections between military leadership, education, and how individuals learn in challenging, real-world situations thanks to this training. It helps me shape my goals for mentoring, teaching, and serving others.

In retrospect, my education encompasses much more than just courses and degrees. It embodies tenacity, opportunity, and the conviction that every generation can surpass its predecessor. My path serves as a reminder that change is always possible with perseverance and support, acknowledges the sacrifices made by my parents, and fortifies the futures of my children.

A Challenge to the NCO Corps

The pursuit of higher education is more than a personal milestone; it is a strategic imperative that equips NCOs to lead with greater clarity, adaptability, and impact. By embracing lifelong learning, we strengthen the profession of arms and ensure the NCO corps remains relevant in an increasingly complex operational environment.

The Army has provided resources and established clear pathways, but it's incumbent upon leaders to act by investing in their development and encouraging others to do the same. We challenge every NCO to seize this opportunity and help shape the future of the force

References

Department of the Army. (2024). Army learning concept for training and education 2030 to 2040 (TP 525-8-2). U.S. Department of the Army. https://adminpubs.tradoc.army.mil/pamphlets/TP525-8-2.pdf

Department of the Army. (2025a). TC 7-22.7: The noncommissioned officer guide. U.S. Department of the Army. https://www.ncolcoe.army.mil/Portals/71/ARN44634-TC_7-22_7-000-WEB-2_1.pdf

Department of the Army. (2025b). U.S. Army noncommissioned officer professional development guide (DA PAM 600-25). U.S. Department of the Army. https://api.army.mil/e2/c/downloads/2025/08/21/3257eb2c/cmf-19-da-pam-600-25-21-aug-25.pdf

Taint, M. (2022). Major General George Owen Squier, father of American airpower and military technocracy. Proceedings of the Ohio Academy of History. https://www.ohioacademyofhistory.org/wp-content/uploads/2022/10/OhAH-Proceedings-2020_2022-Taint_-Major-General-George-Owen-Squier-Father-of-American-Airpower.pdf

Bio

Disclaimer: The views expressed in this article are those of the authors and do not necessarily reflect the opinions of the NCO Journal, the U.S. Army, or the U.S. Department of War.

Back to Top