College of Distance Education and Training (2024)

CDET ENLISTED SEMINAR SCHEDULES

Seminar Schedules

CDET's regional offices work with each student to determine a schedule that best fits their educational goals and the constraints of their personal time. At the end of a program's enrollment period, the regional office for each region creates a set of seminar schedules to accommodate the students as much as possible while meeting the requirements of the seminar. This ensures that each seminar has an appropriate class size and a variety of MOSs to encourage discussion and interaction.

Three types of seminar schedules are offered for the ECDEP seminar programs. These schedules deliver each seminar program's curriculum over a period of 15 weeks as per theAY25 Enlisted College DEP academic calendar. Classes run concurrently across all regions (i.e., on the same weeks for weekday and online seminars, and on the same months for weekend seminars).

ECDEP seminar programs are not self-paced courses. Students are graded on class contributions, weekly quizzes, writing assignments, presentations, and forum participation.

All students require access to a computer and the internet while participating in a seminar program. Online portions of seminars are done viaMarineNet Moodle.

Schedule Types

Weekday

Students meet on-site at an installation or virtually once per weekfor 15 weeks. Each session is approximately 3 hours in the evening. Students have weekly assignments—including quizzes, presentations, and pre-reads—requiring approximately 3–6 hours of study time.

Weekday seminars are scheduled three times a year, beginningin July, November, and March.

Reserve Marines may attend weekday seminars, but Marine Forces Reserve (MFR) will not provide funding.

Online

Student participate asynchronously online for a period of 15 weeks, interacting onMarineNet Moodle. Students have weekly assignments—including quizzes, presentations, and pre-reads—requiring approximately 3–6 hours of study time.

Online seminars are scheduled three times a year, beginning in July, November, and March.

Reserve Marines may attend online seminars, but MFR will not provide funding.

Weekend

Students meet on-site one weekend (Saturday and Sunday) per month for four months. Students have weekly assignments—including quizzes, presentations, and pre-reads—requiring approximately 3–6 hours of study time. During each weekend session, students discuss the four lessons that were studied.

Weekend seminars are scheduled two times a year, in fall and spring.

The weekend schedule is designed for reserve Marines, with funded seats available. Active duty Marines may also attend weekend seminars, but funding is not provided.

Course schedules for each schedule type are below. Schedules for individual seminars are provided byregion.

• Course Schedules

  1. Sergeants School Seminar Program

     • AY24 ECDEP SSSP Weekly

     • AY24 ECDEP SSSP Weekend

  2. Career School Seminar Program

     • AY24 ECDEP CSSP Weekly

     • AY24 ECDEP CSSP Weekend

  3. Advanced School Seminar Program

     • AY24 ECDEP ASSP Weekly

     • AY24 ECDEP ASSP Weekend

Seminar Registration

To enroll in an ECDEP seminar program, you must:

• Be grade appropriate or selectee,

• Meet the Marine Corps body composition standards perMCO 6110.3,

• Have completed the appropriate distance education program on MarineNet,

• Be nominated by their command,

• Have access to a personal computer with audio and video capability and the internet.

A limited number of seats are typically available for sister service members within each region, for each cycle of the seminar programs. Contact the nearestregional officefor more information.

Information for Your Unit

Seminars are not located in MCTIMS.

Weekday and Online Seminars

To enroll in a weekday or online seminar, you or your training manager must submit a request through MarineNet for the relevant course code (5500,6500, or7500). Make sure that your information is correct and that you've included the contact info for your SgtMaj or commanding officer. Click the button at the bottom to submit your enrollment request. The status of your request will be displayed under the notifications tab on theMarineNet home page.

Additionally, submit acommand screening checklistto your SgtMaj or CO. Their approval is required.

The registration deadline is 14 days prior to the convening week.

Weekend Seminars

Registration is considered continuous and will be processed on a first come, first served basis. Individual units will forward their nominations, to include a command endorsed application package (agreement of trainingandweekend seminar command screening checklist) and a copy of the Marine's respective MarineNet DEP completion certificate, to thereserve liaison office. The registration deadline is 45 days prior to the convening month to allow enough time for all MROWs and travel requests to be processed. Once the registration deadline has passed, students will be assigned regions and an acceptance letter will be sent detailing specific dates and coordinating instructions.

Weekend seminars are fully funded for reserve Marines by Marine Forces Reserve (MFR). SMCR, IMA, and IRR Marines accepted into the program will be placed on active duty for operational support (ADOS) orders and will be given per diem. Rental cars are authorized but will be limited to one per unit. Weekend seminars are not intended to replace inactive drill training (IDT) days. It will be up to the commander's discretion as to how to manage each Marine's schedule.

ECDEP Curriculums

Select your rank below to determine which CDET programs are required for PME completion, perMARADMIN 474/21.

• Active Duty / Active Reserve / SMCR / IMA

  • Lance Corporal

    1. First, complete theLeading Marines Distance Education Programcurriculum (EPME3000AA) onMarineNet.

    2. Then, attend a command-sponsoredLance Corporal Leadership and Ethicsseminar.

  • Corporal

    1. First, complete theCorporals Course Distance Education Programcurriculum (EPME4000AA) onMarineNet.

    2. Then, attend a command-sponsored Corporals course. (Not required forSMCRandIMAMarines.)

  • Sergeant

    1. First, complete theSergeants Course Distance Education Programcurriculum (EPME5000AA) onMarineNet.

    2. Then, attendoneof the following:

       • CDET'sSergeants School Seminar Program

       • theresident Sergeants School course

  • Staff Sergeant / Staff Sergeant Select

    1. First, complete theCareer Course Distance Education Programcurriculum (EPME6000AA) onMarineNet.

    2. Then, attendoneof the following:

       • CDET'sCareer School Seminar Program

       • theresident Career School course

  • Gunnery Sergeant / Gunnery Sergeant Select

    1. First, complete theAdvanced Course Distance Education Programcurriculum (EPME7000BA) onMarineNet.

    2. Then, attendoneof the following:

       • CDET'sAdvanced School Seminar Program

       • theresident Advanced School course

• Individual Ready Reserve

  • Lance Corporal

    Complete theLeading Marines Distance Education Programcurriculum (EPME3000AA) onMarineNet.

  • Corporal

    Complete theCorporals Course Distance Education Programcurriculum (EPME4000AA) onMarineNet.

  • Sergeant

    Complete theSergeants Course Distance Education Programcurriculum (EPME5000AA) onMarineNet.

  • Staff Sergeant / Staff Sergeant Select

    Complete theCareer Course Distance Education Programcurriculum (EPME6000AA) onMarineNet.

  • Gunnery Sergeant / Gunnery Sergeant Select

    Complete theAdvanced Course Distance Education Programcurriculum (EPME7000BA) onMarineNet.

Curricula Completion Reporting

Active and reserve Marines that complete ECDEP courses on MarineNet will have their course completions (course and school code) sent automatically to their official military record in the Marine Corps Total Force System (MCTFS). MMRP-20 will then pull the completions of the entire curricula from MCTFS, automatically generate a completion certificate, and post the certificate to each student's official military personnel file (OMPF). CDET will post copies of diplomas for distinguished graduates into their OMPF. Only a certificate is required; students are not required to input their diplomas into their OMPF records if a certificate already exists.

If the completion of the curriculum shows in MCTFS, but does not appear in OMPF, please contact CDET Student Support via theMarineNet help desk, option 2.

Resources

• NAVMC 11580,College of Enlisted Military Education (CEME) Command Screening Checklist

• Agreement of training for WSP

• Weekend Seminar Program Command Screening Checklist

Leading Marines Distance Education Program

The Leading Marines distance education program (DEP) serves as the foundation of the professional military education building block program and supports the development of the requisite leadership skills for our future leaders.

This DEP is a MarineNet self-paced curriculum (EPME3000AA) divided into four subcourses specific to enlisted professional military education.

Subcourses

• EPME3110AA, Administration and Communication

  This subcourse teaches about the United States Constitution, the organization of the United States government, and the purpose of the oath of enlistment; the promotion system with an emphasis on fundamentals of proficiency and conduct marks; the guidelines to follow when making unofficial posts on social media sites; and the guidelines for participating in political activities. It consists of three lessons: theUnited States Constitution,The Promotion System, andInteract with Social Media.

• EPME3210AA, Warfighting

  This subcourse enhances the student's understanding of the nature of war and important maneuver warfare concepts. Students will further expand their abilities to make tactically sound decisions, formulate plans, coherently communicate those plans, and turn decisions into action. Additionally, as an expeditionary force, this subcourse reinforces that Marines operate in foreign environments among foreign peoples, demanding skills in working with foreign military and security forces as well as in understanding local populations. It consists of three lessons:Warfighting,Troop Leading Steps, andOperational Culture.

• EPME3220AA, Command and Military Organization

  This subcourse familiarizes the student with unit command structure and responsibilities, provides the basic composition of the Marine Air Ground Task Force (MAGTF), and introduces the structure of the Department of Defense (DoD). It consists of three lessons:The Command,Organizational Structure of the Marine Corps, andOrganizational Structure of the Department of Defense.

• EPME3410AA, Developing Leaders

  This subcourse focuses on the practical application of the leadership topics taught in recruit training with an emphasis on values and ethics. It explores the student's individual values and how they relate to the Corps’ organizational values. Using values as a foundation for ethical leadership, this subcourse examines individual ethical decisions influenced by leadership traits and principles as well as Marine Corps core values. It consists of five lessons:Understanding Values,Marine Corps Core Values,Marine Corps Leadership Foundations,Ethical Leadership, andTeam Development.

• EPME3420AA, Leadership Tools

  This subcourse explores the fundamentals of coaching, counseling, and mentoring. The most important responsibility in the Corps is leading Marines. Because of engaged, compassionate, and caring leaders, serving in the Marine Corps is a defining experience for everyone who has worn its cloth. It is up to all Marines to carry on that legacy, and the proper use of these leadership tools will assist the students in developing their abilities—and those of their Marines—to carry on the Corps’ heritage. It consists of three lessons:Fundamentals of Coaching, Counseling, and Mentoring; Coaching; and Counseling.

Eligibility

The Leading Marines DEP is available to all Marines. It is aPME requirementfor promotion from lance corporal to corporal.

Completion Benefits

Higher Education

TheAmerican Council on Education(ACE)does not recommendcredit for this DEP alone, but itdoes recommend3 lower-division bachelor's or associate degree credits for the completion of both the Leading Marines DEP and theCorporals Course DEP.

Resources

Contact theMarineNet help deskfor any information or guidance about CDET's distance education programs for enlisted Marines.

Transcripts can be obtainedvia MarineNet.

Corporals Course Distance Education Program

The Corporals Course distance education program provides Marine Corps Corporals with the knowledge and skills necessary to assume leadership roles of greater responsibility as a non-commissioned officerof Marines. Instruction places emphasis on Leadership Development and Warfighting. It is designed to provide students with the basic knowledge and skills necessary to become successful small-unit leaders using authentic problem-based situations that a Marine corporal will encounter.

This DEP is a MarineNet self-paced curriculum (EPME4000) which consists of eight subcourses: Administration, Communications, Operations, Fire Team Operations, Tactical Planning, Tactical Tools, Leadership I, and Leadership II.

Subcourses

• EPME4110, Administration

  This course describes how to select proficiency and conducts marks that fall within the marking ranges described in the Individual Records Administration Manual. This course also explains the promotion system and the eligibility requirements for promotion to private first class through sergeant. Students will learn how to manually calculate a composite score. Additionally, this course outlines the nonpunitive and punitive measures of the military justice system. This course includes the following lessons: Proficiency and Conduct Marks, The Promotion System, and the Military Justice System.

• EPME4210, Communications

  This course reinforces the elements of the communication process and the factors to consider when making a presentation. This course provides the guidelines to use when making unofficial posts on social media sites. Additionally, this course describes the articles of the Uniform Code of Military Justice that apply to social media situations and the security measures to take when using social media sites. This course includes the following lessons: Introduction to Professional Communications and Interact with Social Media.

  See Also

  Wijkcentrum De Symfonie in Tilburg | ContourdeTwern

• EPME4210, Operations

  The Marine Corps is the nation's expeditionary force in readiness. Marines are constantly forward deployed, forward engaged, and prepared for crisis response—ready to respond in the event of a major contingency. The American people expect Marines to respond quickly and to win battles. This course includes the following lessons: Warfighting, Irregular Warfare, Operational Culture, and Marine Corps Organization.

• EPME4220, Fire Team Operations

  This course describes the organization, weapons, and capabilities of the Marine rifle squad and fire teams. It addresses the squad's role and responsibilities of the squad leader and fire team leaders. Emphasis is placed on offensive and defensive tactics and techniques, as well as different types of patrols. This course includes the following lessons: The Marine Rifle Squad/Team, Defensive Operations, and Patrolling.

• EPME4230, Tactical Planning

  This course reinforces the troop leading troop-leading steps, and the planning process for all small unit leaders throughout the Marine Corps. This course includes the following lessons: Troop Leading Steps and Combat Orders.

• EPME4240, Tactical Tools

  This course teaches the skills of land navigation and tactical communication. Regardless of MOS, as a team, squad, or section leader, these skills will be critical for success on the modern battlefield. This course includes the following lessons: Land Navigation and Tactical Communication.

• EPME4410, Leadership I

  In this course, students will learn about the rich history of enlisted leadership, the foundations of the Corps’ institutional leadership, and how to develop leadership fundamentals in individuals and the Marines entrusted to their care. Leadership I outlines Marine Corps traditions, customs, and courtesies that created the standout reputation and the impact of the NCO Corps. Students will learn what it takes to be a member of the NCO Corps and how the leadership philosophy is supported throughout each level in the chain of command. This course is made up of three sub-courses: Keepers of the Tradition, Foundations of Marine Corps Leadership, and Developing Leadership Fundamentals.

• EPME4420, Leadership II

  This course reinforces how to obtain the best effort from subordinate Marines, as well as how to correct their deficiencies. This course will help students develop leadership skills and gain a greater understanding of how coaching, counseling, and mentoring enable their Marines to assume progressively greater responsibilities. Additionally, this course outlines Combat Operational Stress Control and the Philosophy of Combat Conditioning to examine the strategies and knowledge necessary to develop professionally and cultivate professional relationships. This course includes the following lessons: Coaching, Counseling and Mentoring, Combat Operational Stress Control, and the Philosophy of Combat Conditioning.

Eligibility

The Corporals Course DEP is available to lance corporals and above who have completed theLeading Marines DEP. It is aPME requirementfor promotion from corporal to sergeant.

Completion Benefits

Higher Education

TheAmerican Council on Education(ACE)recommendsthree (3) lower-division bachelor's or associate degree credits for the completion of both the Leading Marines DEP and the Corporals Course DEP.

Resources

Contact theMarineNet help deskfor any information or guidance about CDET's distance education programs for enlisted Marines.

Transcripts can be obtainedvia MarineNet.

Sergeants School Distance Education Program

The Sergeants School Distance Education Program (DEP) provides sergeants with the knowledge and information necessary to assume leadership roles of greater responsibility.

The instruction places emphasis on leadership, warfighting, training, and administrative and communication skills that are necessary for a sergeant to function at the squad level, lead Marines in combat, and mentor junior Marines. This DEP focuses on providing sergeants with the knowledge that allows them to successfully perform the duties of a small unit leader with confidence and decisiveness. The Sergeants School curriculum consists of eight courses, all designed to enhance leadership capability and prepare Marines for additional education at the resident Sergeants School or the Sergeants School Seminar Program (SSSP).

This DEP is a MarineNet self-paced curriculum (EPME5000) divided into eight subcourses.

Subcourses

• EPME5110, Administration

  The Administration Course consists of three lessons: Military Justice System, Performance Evaluations, and Administrative Correspondence. The first lesson covers the purpose of the military justice system, nonpunitive measures, and punitive measures. This material describes how the student can help the commander maintain good order and discipline in the unit and make recommendations regardingrecommend discipline to the chain of command. The second lesson provides foundational information on the performance evaluations that reporting officials conduct while observing their Marines. The final lesson helps students become better communicators by describing how to write administrative correspondence that can be used, for example, to nominate an individual for Marine of the Quarter. In addition to describing standard letter format, the lesson offers useful techniques for proofreading correspondence.

• EPME5120, Communication

  TThe Communications course consists of three lessons: Effective Writing, Deliver an Oral Presentation, and Social Media Interactions. The course covers the fundamentals of communicating effectively across the written, verbal, and social media spheres. The course emphasizes the importance of preparation when organizing both written and oral remarks, and it examines the importance of leadership by example from sergeants utilizing social media. It explains the different types of writing a sergeant may experience while serving in the Marine Corps and covers different types of essays with explanations on of their characteristics. Finally, it covers the writing process and the process to develop and deliver an oral presentation.

• EPME5210, Warfighting

  Warfighting consists of three lessons: Warfighting, Joint Operations, and Operations in the Information Environment. In this course, the Marine Corps’ warfighting philosophy is defined and further explained by introducing and examining the contents in of the Marine Corps Doctrinal Publication 1 (MCDP1), Warfighting, which includes topics such as preparing for war and the nature, theory, and conduct of war. To better understand our nation’s security requirements, inter-Service collaboration— otherwise known as joint operations—is discussed and expanded upon, as are the aspects and guidelines of information operations and information related capabilities.

• EPME5220, Squad Operations

  Squad Operations consists of three lessons: Offensive Operations, Defensive Operations, and Patrolling. In this course, the learner will become familiar with offensive and defensive fundamentals and the conduct of patrols.

• EPME5230, Tactical Planning

  Tactical Planning consists of four lessons: Tactical Fundamentals, Troop Leading Steps, Combat Orders, and Introduction to the Marine Corps Planning Process (MCPP). In this course, the student will begin to hone their warfighting skills through the focused study of tactics. A framework for understanding and demonstrating how to make sound tactical decisions will be introduced as will the two concepts that are used to make and evaluate sound decisions: the nine principles of war and the five tactical tenets.

• EPME5300, Training

  The Training Course consists of three lessons: Introduction to Unit Readiness Planning, Marine Corps Physical Fitness Program and Nutrition, and Guided Discussion. In this course, the student will be introduced to the Unit Readiness Planning (URP) Process and the steps associated with it. The systems approach to training; operational risk management; and the planning, scheduling, and coordinating of unit training will also be discussed. The student will also become familiar with the importance of physical fitness, as it is an essential component of combat and individual readiness. Also, the purpose, components, and application of guided discussions will be introduced.

• EPME5410, Leadership I

  This Leadership course consists of four lessons: Marine Corps Organization, History of the Marine NCO, Foundations of Marine Corps Leadership, and Close Order Drill and Ceremonies. This course covers the service and operational chain of commands and an explanation of the organizational forces that comprise our institution. It provides a comprehensive history of the non-commissioned officers officer's development and the critical roles they have played in the reputation and success of the United States Marine Corps. It explains the purpose and conduct of close order drill;drill: it emphasizes the foundational elements of leadership, as well as the customs, courtesies, and traditions that have created our legacy as a character development organization.

• EPME5420, Leadership II

  This Leadership course consists of four lessons: Advise Subordinates on Career Progression, Developing Resilience: A Foundational Perspective, Critical Reading and Listening, and Bias for Action. This course provides the student with counseling, coaching, and mentoring strategies to assist them in sustaining the development of young Marines and themselves. It explains how to better transition policies into action by critically consuming information that will assist the student in making well-informed decisions. This lesson emphasizes the importance of taking the initiative, acting boldly, and accepting risk while also providing them with a fundamental knowledge of strengthening and maintaining resilience toward the challenges of operational stress.

Eligibility

The Sergeants School DEP is available to sergeants and above. It is aPME requirementfor promotion from sergeant to staff sergeant.

Completion Benefits

Higher Education

TheAmerican Council on Education(ACE)recommends3 lower-division bachelor's or associate degree credits in Principles of Supervision.

Resources

Contact theMarineNet help deskfor any information or guidance about CDET's distance education programs for enlisted Marines.

Transcripts can be obtainedvia MarineNet.

Sergeants School Seminar Program

The Sergeants School Seminar Program (SSSP) curriculum is parallel to the resident Sergeants School curriculum with the same program outcomes—to prepare Marine sergeants to serve as:

• Sound decision makers - educated in diverse decision-making processes which promote and support organizational values and leadership philosophies within the profession of arms and who possess the communication skills necessary to guide subordinates in personal and professional development.

• Professional warfighters - educated in the nature and theory of war, who comprehend the warfighting functions and their impact on operations and can articulate the roles and functions of other services as they are organized within the Combatant Command structure.

• Ethical leaders - educated in the philosophies of Marine Corps leadership, the doctrinal publications which establish the basis for organizational values and ethics, who recognize how personal actions influence processes and stimulate change in the behavior and attitudes of subordinates.

Lessons

• Lesson 1, Seminar Introduction

  This lesson introduces the 15-week schedule, how the seminar sessions are conducted, how to prepare for Socratic discussions, best practice study habits, how students are assessed, the expectations of the instructor, and the weekly battle rhythm. The lesson required readings about Socratic dialogue, writing reflection journal entries, academic integrity, and keeping notes while reading. Students receive a demonstration on how to navigate within Moodle, which is the Learning Management System used for the seminar program. Students will conduct a Socratic dialogue on the issue for consideration.

• Lesson 2, Developing a Bias for Action

  This lesson discusses how sergeants represent the strength of the U.S. Marine Corps. Since the founding in the American Revolution, and the ensuing operations around the globe, Marine Corps NCOs have exhibited the sturdy leadership, calm professionalism, strong self-discipline, and inspiring courage that make the legacy one of a first-class organization. The continuation of warfighting excellence rides heavily on the success of sergeants, imbuing their units with the Corps' measure of honor, courage, and commitment. Furthermore, sergeants remain the sentinel of the unit, never allowing their subordinates to be caught unprepared for any task. By their every action, sergeants must set an unrelenting example of loyalty to Corps values, especially in the most difficult circ*mstances. Regardless of MOS, sergeants are expected to make rapid, well-reasoned, independent decisions and take action that supports their commander's intent while facing a bewildering array of challenges and threats.

• Lesson 3, Professional Communications

  Interpersonal communication skills are the cement that bonds conversations, relationships, and organizations together. The ability to communicate effectively is critical to personal growth and success. Leaders should have excellent oral communication skills to effectively inform their Marines and persuade their peers and seniors. One of the most common types of oral presentations is an informational brief or a training session with their Marines. This lesson provides the tools necessary to plan, prepare, and deliver an oral presentation. Ultimately, this lesson will provide leaders with an understanding of the basic skills necessary to communicate effectively.

• Lesson 4, Written Communications

  The Written Communications lesson provides students with an understanding of basic writing skills, such as writing a thesis statement for an essay that responds to a prompt. The lesson covers the basic steps of the writing process and the ECDEP Essay guidelines. In this lesson, student groups will collaborate to develop a thesis statement.

• Lesson 5, Performance Evaluation System

  Sergeants should understand the Performance Evaluation System to recognize how their performance is evaluated by reporting officials. The lesson will discuss the responsibilities of the evaluated Marine and reporting officials. To enhance personal career progression, this lesson describes how to interpret reporting senior and reviewing officer fitness report marks on the master brief sheet, as well as what makes a fitness report adverse. The lesson will examine how to prepare for selection boards and how to determine what Junior Enlisted Performance Evaluation System command input marks to recommend for subordinates.

• Lesson 6, Leadership Development Tools

  Every Marine possesses an innate drive to prepare their subordinate leaders to succeed and excel in all that they do. When facing an uncertain future, it is difficult for leaders to consider the developmental needs of their subordinate leaders. Essential to this responsibility is providing a credible personal example of seeking self-improvement for subordinate leaders to emulate. Leaders are accountable for taking advantage of all resources and opportunities, available and necessary, for developing subordinates in areas of professional competence and character. Critical to developing subordinate leaders is an understanding of how leadership skills and knowledge are learned and developed. During this lesson, students will become familiar with developmental activities and the importance of what feedback should do to bring out the best in their Marines. The lesson discusses the techniques for effective coaching and counseling.

• Lesson 7, Military Leadership Foundations

  The foundational elements of leadership are intrinsic to character. They are those intangible qualities that speak to others and compel them to follow Corps ideals and examples. Everyone lives according to their value system; this motivates their thinking and influences how they act. Therefore, to inspire the actions of others they must find value in their leaders and their mission. The spirit of this profession is born into the hearts of men and women drawn to the Corps by a common desire to serve. It is a sense of duty born from ideals like patriotism, valor, and fidelity. As it is said, there is nothing new under the sun and the Corps is no different. The secret to its success (in a warrior culture) lies within the Corps’ leadership foundations, which are as ancient as civilization itself. During this lesson, students will discuss how the leadership foundations apply to the profession of arms; how leadership traits and principles affect subordinates, peers, and seniors; and how the warrior spirit (ethos) is instilled among Marines today.

• Lesson 8, Leadership Responsibility

  Although our Corps has its share of heroic figures, in the minds of the American people, that fame is collective. While most Americans may easily conjure the name of a famous soldier or sailor, they draw a blank when tasked with recalling a famous Marine. Yet, the word Marine is synonymous with the highest standards of honor, courage, and commitment to our Nation. Every Marine must maintain that prestigious image that those before earned through their discipline and valor. When an individual fails to uphold those values and ignores the foundations of leadership, disaster is not far away. Trust, being the indelible aspect of leadership that propels others to follow leaders in the profession of arms, is hard won and easily lost today. For this reason, the words emblazoned on the promotionwarrant, “with special trust and confidence,” are reminders of the important role leaders play in this institution. It is no longer a choice at this level of leadership; individuals set the example in everything they do and speak. The only choice is to set a positive or negative example. Do not take lightly this responsibility. While death may not be the result, the life of others and the institution is surely affected by individual actions and decisions. During this lesson, students will discuss the aspects of institutional and organizational roles and responsibilities. The lesson discusses the outcomes of hazing, sexual assault, and fraternization on institutional and organizational effectiveness.

• Lesson 9, Leadership Strategies

  In the forming stages of team building, it is often easy to get tasks accomplished since team members are still assuming formal roles while getting to know each other and their responsibilities. Once the team enters the storming stage, the leader is confronted with personality issues that can make or break a good team. Success in the workplace is inextricably linked to collaboration with others. As a leader, one of the most valuable things that can be learned is to look with understanding into another person, find what motivates them, and guide them to happiness through their own success. This understanding goes beyond name, rank, date of birth, home of record, and marital status. To look out for another person’s welfare, a leader must know their subordinate’s personality. What motivates them? What do they value most? How do they learn best? What are their strengths and weaknesses? A leader who masterfully understands their team members in this manner can establish an environment that supports organizational or group values while at the same time fostering individual morale. Keep in mind that a Marine stripped of their dignity, individuality, and self-respect is destined for mediocrity and is a potential “problem.” However, a high state of morale and esprit, in turn, enhances unit cohesion and combat effectiveness. During this lesson, students will discuss motivations and how a person’s temperament plays into their personal and professional relations. The lesson discusses how individual morale applies to horizontal and vertical cohesion.

• Lesson 10, Developing Resiliency

  To win this Nation’s battles in austere environments, the Marine Corps demands a proactive approach to developing and maintaining the mind, body, and spirit of every Marine. It is an indisputable fact that every warrior culture has, as its underlying heartbeat, a resilient spirit. To maintain a ready and capable force now, and into the future, there must be a plan to develop Marines' individual resilience focusing on the mind, body, and spirit. Leaders should gain a holistic understanding of developing the critical elements of resiliency in their Marines. Additionally, leaders should develop their knowledge, skills, and abilities required to manage and maintain resilient Marines. During this lesson, students will become familiar with developmental activities and the importance of a resilient mind, body, and spirit.

• Lesson 11, Warfighting

  This foundational lesson is the first of the four warfighting lessons in the program. This lesson examines concepts important to warfighting, the nature and theory of war, and considers the relevance of these concepts as they pertain to all Marines, not just infantry. In this lesson, students analyze how the Marine Corps integrates these concepts into our leadership and decision-making. During this lesson, students will discuss the impact of friction, disorder, speed, surprise, boldness, three levels of war, and the characteristics of maneuver warfare.

• Lesson 12, Troop Leading Steps

  Success in combat is reflective of a leader’s ability to make tactically sound decisions in a time-constrained and ever-changing environment. The decision-making process can be very complicated for a leader without the right tools. The right tools represent formats that are broad enough to assess options and make and communicate effective decisions. The troop leading steps are a tool used to aid leaders in making tactically sound decisions, formulating plans, coherently communicating those plans, and turning those decisions into action. The acronym BAMCIS is the recognized format for the troop leading steps used throughout the Marine Corps. Each unit and its Marines rely on its leader’s skills to analyze complex information and make critical, ethical, and tactically-sound decisions in chaotic and uncertain situations. The troop leading steps are used at all levels of command by Marines to accomplish a mission regardless of MOS or the type of unit tasked to accomplish a mission. This lesson will address the troop leading steps as they apply to a small unit leader. During this lesson, students will discuss the use of the troop leading steps and the tactical thought process and how they factor in the development of plans and orders. Given a scenario, student groups will collaborate to complete a METT-T Analysis worksheet.

• Lesson 13, Estimate of the Situation

  During the Troop Leading Steps (TLS) lesson, individuals were educated on how to use some of the various tools needed to assess difficult situations presented to them and their Marines, as well as how to weigh some of those options to make and communicate clear and confident decisions. In this lesson, students will continue to hone those skills learned during Troop Leading Steps by applying their understanding of the tools given to them to make those decisions. As a sergeant, each individual should be able to comprehend warfighting concepts and act decisively on them. As a squad leader or small unit leader, they must understand the nature and theory of war as it will be evident in their planning, preparation, communication, and execution of the mission regardless of their MOS or the type of unit tasked to accomplish the mission. Their unit and their Marines rely on their skills to analyze complex information and make critical, ethical, and tactically sound decisions in chaotic and uncertain situations. During this lesson, students will discuss types of orders and the role they play. Whereas during Troop Leading Steps students worked in groups to collaborate on a METT-T Analysis worksheet, in this lesson, students are given a FRAGO and complete the worksheet on their own.

• Lesson 14, Naval Expeditionary Operations

  This lesson examines Marine Corps doctrine for the conduct of military operations in an expeditionary environment. The defining characteristic of expeditionary operations is the projection of force into a foreign setting. The Marine Corps is valued as a highly cost-effective military option in a wide range of situations where versatility and adaptability are critical for success. In his Commandant’s Planning Guidance, General Berger clarifies that “The Marine Corps has been and remains the Nation’s premier naval expeditionary force-in-readiness.” While Marines stand by to perform “such other duties asthe President may direct,” foreign humanitarian assistance, disaster relief, and noncombatant evacuations do not define them – they are not our identity. Rather, they are the day-to-day consequence of being the force-in-readiness. During this lesson, students will discuss the Marine Corps' strategic concept and priorities for expeditionary operations and how the structure of the MAGTF support expeditionary operations.

• Lesson 15, Role of the SNCO

  The goal of Marine Corps leadership is to develop the leadership qualities of all Marines to enable them to assume progressively greater responsibilities to the Marine Corps and society. As a Marine Non-commissioned Officer (NCO), individuals hold a special position in the Marine Corps. They represent the institutional values of this prestigious warfighting organization and are responsible for the lives of the Marines placed in their charge. Their ability to do both determines our the success both on and off the battlefield. The lesson explores what makes NCOs the “backbone” of the Marine Corps. Students will discuss their roles within the United States Marine Corps and connect them to the 14 leadership traits and 11 leadership principles. Students will discuss their institutional and organizational roles as they transition to the staff non-commissioned officer ranks including their relationship as trusted advisors to junior officers and the impacts of this responsibility.

Eligibility and Enrollment

The Sergeants School Seminar Program is available to sergeants who have completed theSergeants School DEPon MarineNet (EPME5000BA). SSSP (or theresident Sergeants School course) is a PME requirement for promotion from sergeant to staff sergeant. Read about theenrollment process.

Schedules

All students will be assigned an instructor and will attend the seminar at a specified location. SSSP consists of a 15-week program, students meeting one night per week or one weekend per month. The following are SSSP course schedules for eachschedule type. Schedules for individual seminars are provided byregion.

MARADMIN 191/22,Academic Year 2023 Class Dates for the Enlisted College Distance Education Seminar Programs, announces the AY23 class dates and course prerequisites for the Sergeants School Seminar Program.

Completion Benefits

Higher Education

TheAmerican Council on Education(ACE)recommendsthree (3) lower-division bachelor's degree credits in Leadership.

Resources

Contact usfor any information or guidance about CDET's seminar-based distance education programs for enlisted Marines.

Read about theMoodlelearning management system or log into theMarineNet Moodle portal.

Severalexternal resourcesare available to assist in your research or school work.

Transcripts can be obtainedvia MarineNet.

Career Course

The Career Course distance education program (DEP) provides students with the knowledge and skills necessary to assume leadership roles of greater responsibility.

The instruction provides the skills necessary to act as a problem solver, lead at the platoon level, influence company-grade officers, and to lead and develop subordinate leaders in the areas of warfighting, core values, and preserving time-honored traditions. It emphasizes the leadership, warfighting, training, administration, and communication skills necessary for the student to lead and mentor Marines.

This DEP is a MarineNet curriculum (EPME6000AA) divided into eight subcourses.

SUBCOURSES

• EPME6110AA, Administration and Communication I

  This subcourse teaches how to conduct a preliminary inquiry and make a proper recommendation to the convening authority. The student will gain a better understanding of how to plan, prepare, and deliver a military briefing. Additionally, they will learn about the total force structure process, including how to review a unit's table of organization and equipment (T/O&E) report and make T/O or T/E change recommendations, via the chain of command, to improve the unit's ability to accomplish its mission. It consists of three lessons:Preliminary Inquiry,Conduct a Military Briefing, andReview T/O&E.

• EPME6120AA, Administration and Communication II

  This subcourse teaches how to prepare military correspondence such as a standard letter and business letter. The student will gain a better understanding of staff action papers and, in particular, how to develop a position paper. They will gain an enhanced knowledge of award requirements and learn how to draft an award recommendation that can be forwarded through the chain of command. Additionally, the student will gain a better understanding of the media, including some effective techniques to use when participating in a media interview. It consists of four lessons:Prepare Military Correspondence,Develop a Position Paper,Write an Award Recommendation, andInteract with the Media.

• EPME6210AA, Warfighting

  This subcourse enhances the student's knowledge of the theory and nature of war, and how we, as Marines, prepare for and conduct war. It teaches the foundation of joint operations and joint force organization. Additionally, the student will become familiar with the history of irregular warfare—activities and operations—and the key elements of irregular warfare. It consists of three lessons:Warfighting,Joint Operations, andIrregular Warfare.

• EPME6220AA, Command and Control

  This subcourse describes the difference between command and control, and the basic sequence of the command and control process. It teaches about the four classes of information and the purpose of intelligence. The student will also study the functions and types of combat operations centers and the responsibilities of key personnel within the combat operations center. It consists of two lessons:Command and ControlandCombat Operations Center.

• EPME6230AA, Tactical Planning

  This subcourse teaches about the aspects of tactics and the forms of offensive maneuver. It describes the purpose of tactics, techniques, and procedures (TTPs), and teaches about the principles of war and the tactical tenets. It focuses on the six troop-leading steps and the tactical thought process used to identify and analyze all elements of the situation to develop a scheme of maneuver used in executing a mission. It teaches the fundamentals and foundations of combat orders and the role they play in converting decisions into communication and action, and describes the types of orders: warning orders, operation orders, and fragmentary orders. It also teaches about the tenets and steps of the Marine Corps Planning Process. It consists of four lessons: Tactical Fundamentals, Troop Leading Steps, Combat Orders, and Marine Corps Planning Process.

• EPME6300AA, Training

  This subcourse introduces the unit readiness planning (URP) process and the steps associated with it; the systems approach to training; operational risk management; and the planning, scheduling, and coordinating of unit training. The student will become familiar with training and readiness (T&R) manuals. Additionally, it teaches how to conduct a training assessment of a unit and how to evaluate training events. It consists of two lessons:Unit Readiness PlanningandManage Training.

• EPME6410AA, Leadership I

  This subcourse teaches how personal and professional values affect the profession of arms, including how values affect professional ethics, how Marine Corps and personal ethos affect values, what it means to be a military professional, and how values affect professional relations. It describes how to lead Marines through their career progression and the benefits of an effective mentoring program. It teaches about the traditional duties and responsibilities of the staff noncommissioned officer at official Marine Corps events. Additionally, the student will gain a better understanding of the transformation process within the Marine Corps, obstacles to sustaining the transformation, obstacle reduction, and the methods used for sustaining the transformation. It consists of four lessons: Values Based Leadership, Career Progression Advisor, Company Drill and Ceremonies, and Leadership Challenges.

• EPME6420AA, Leadership II

  This subcourse teaches about the Body Composition and Military Appearance program, provides enhanced knowledge of how to construct combat conditioning sessions, and details combat and operational stress control so that leaders can recognize and mitigate stress and eliminate the stigma associated with getting needed help. It consists of three lessons:Body Composition and Military Appearance,Combat and Operational Stress Control, andConstructing Combat Conditioning Sessions.

ELIGIBILITY

The Career Course DEP is available to staff sergeant selects and above. It is aPME requirementfor promotion from staff sergeant to gunnery sergeant.

COMPLETION BENEFITS

HIGHER EDUCATION

TheAmerican Council on Education(ACE)recommends3 lower-division bachelor's or associate degree credits in Introduction to Management.

RESOURCES

Contact theMarineNet help deskfor any information or guidance about CDET's distance education programs for enlisted Marines.

Transcripts can be obtainedvia MarineNet.

Career School Seminar Program

The Career School Seminar Program (CSSP) curriculum is parallel to the resident Sergeants School curriculum with the same program outcomes—to prepare Marine staff sergeants to serve as:

• Sound decision-makers -educated in diverse decision-making processes—who can solve complex problems in dynamic environments in support of the commander’s intent and organizational values.

• Professional warfighters -educated in the Marine Corps warfighting doctrine with an emphasis on preparing for and the conduct of war—who is knowledgeable of the National Strategic Overview, concepts of Joint Operations, and foundations of operational planning.

• Ethical leaders- educated in methods to overcome obstacles that affect Marine cohesion and compliance with institutional values and ethics—who mentor and advise subordinates, peers, and junior officers.

LESSONS

• Lesson 1, Critical Thinking

  Effective communicators express themselves in a clear and well-reasoned manner that is the product of rigorous and disciplined thought. The quality of communication is dependent upon the quality of the communicator's thoughts; consequently, the CSSP will approach reading, writing, and speaking assignments as functional applications of critical thinking: self-directed, self-disciplined, self-monitored, and self-corrected thinking. During this lesson, students will be introduced to the elements of reasoning, universal intellectual standards associated with critical thinking, and the domains of thinking. The overall purpose is to drive students to enthusiastically conduct critical analysis throughout the course.

  Furthermore, military historian and theorist Martin Van Creveld contends that military leaders, in their search for certainty, must "distinguish between the relevant and irrelevant, the important and the unimportant, the reliable and the unreliable, the true and the false." Such discernment is the product of a disciplined mind. Only a practiced and disciplined thinker can achieve the "superior understanding" Napoleon called upon to balance intuitive judgment and rational calculation. It is superior understanding/critical thinking that enables the leader to balance deductive reasoning with inductive reasoning and "to cope with uncertainty through centralization and decentralization." Indeed, as the critical thinker develops their intellectual traits, they are able to avoid egocentrism and technocentrism and to combat uncertainty.

• Lesson 2, Professional Military Ethics

  Human behavior is a complex and intricate area of study. It is affected by individual perceptions of the world around them, their social environment, and their value system. The Corps reflects the attitudes and behaviors exhibited by Marines. To understand the factors influencing attitudes and behavior, Marines should explore the Corps’ ethos and values. They guide individual thinking and that of subordinates.

• Lesson 3, Establishing an Ethical Environment

  A large body of evidence in social psychology supports the concept that situational power triumphs over individual power in given contexts. A full understanding of the dynamics of human behavior requires that we recognize the extent and limits of personal power, situational power, and systemic power. Changing or preventing undesirable behavior of individuals or groups requires an understanding of what strengths, virtues, and vulnerabilities they bring into a given situation. Then we must fully recognize the complexity of situational forces that exist in a given setting. Modifying them, or learning to avoid them, can have a greater impact on reducing undesirable individual reactions than remedial actions directed only at changing the people in the situation. While situational and systemic forces may lend to an individual's behavior, they do not excuse the person or absolve them from responsibility for engaging in immoral, illegal, or evil deeds.

• Lesson 4, Effective Communication

  Oral communication affords the speaker an immediate opportunity to influence an individual or group; however, the speaker must apply certain strategies to achieve the desired effect. This lesson will cover effective communication techniques to use while delivering a brief or a speech and the benefits of rehearsing. Further, written communication can also influence an individual or an entire command. This lesson will also discuss how to develop a strong thesis statement and it will touch on basic principles of effective argumentation. Having a strong thesis and soundly supporting it with an effective argument is key in both oral and written communication, especially when offering advice to seniors. This lesson introduces the ECDEP Essay, which is due during the 6715 lesson.

• Lesson 5, Military Correspondence

  Leaders’ need to write effectively increases with their rank. Billet assignments dictate the type of work necessary, but generally, senior Marines have a greater need to write well. The more senior staff sergeants should possess the ability to communicate effectively via written documents, letters, and reports in standard English and using standard letter format. This lesson covers the types of military correspondence and their uses, applying the standard letter format, and applying techniques of proofreading military correspondence. Students will demonstrate their ability to communicate in writing by developing an Information Paper.

• Lesson 6, Maintaining Your Official Records

  Staff sergeants must know how to evaluate the performance of their Marines. Moreover, the Marine Corps depends on staff sergeants to train their replacements while preparing themselves for future increased responsibility. This lesson will discuss how leaders determine what command input and fitness report markings to recommend to reporting officials. Leaders must be able to assist subordinates who receive an adverse fitness report, so the lesson covers writing a rebuttal statement. Having accurate and complete official records is essential to increase the leader’s chances for promotion, but it is also critical that leaders educate subordinates on how to audit and correct their records. Finally, the lesson will discuss the selection board process, so leaders can mentor Marines ensuring they are promoted and can replace themselves.

• Lesson 7, Warfighting

  To understand the Marine Corps' philosophy of warfighting, one must first understand the nature and theory of war as well as the tenets of maneuver warfare, the Marine Corps' philosophy of how we fight and win our nation's battles, and how to integrate these concepts into leadership and decision-making in both combat and garrison environments.

• Lesson 8, Tactical Planning

  The Marine Corps doctrinal philosophy of maneuver warfare describes planning as an essential element of the broader field of command and control. The maneuver is not mutually exclusive to offensive operations. The offense and the defense cannot exist separately. The offense cannot exist indefinitely. At some point, a unit will reach their culminating point, or be ordered into the defense to facilitate decisive action elsewhere. Conversely, an effective defense must have offensive characteristics, striking when the enemy is most vulnerable. An effective unit can leverage the advantages of the defense, which is the more efficient form of combat, and the offense, which is the more decisive form of combat. Planning, at the platoon level, pertains equally to all Marines whether their duties entail combat service support (CSS), combat support, or combat arms. All Marines face tactical decisions in battle regardless of their MOS.

• Lesson 9, Command and Control

  Without command and control, campaigns, battles, and organized engagements are impossible, and military units degenerate into mobs. The Marine Corps' view of command and control is based on our common understanding of the nature of war and on our warfighting philosophy as described inMCDP1,Warfighting.

  MCDP 6 contains the Marine Corps' philosophy of command and control and theorizes how commanders can make decisions and execute plans and orders faster than an adversary. This doctrinal publication provides a conceptual framework for all Marines at all levels for the development and exercise of effective command and control in peace, in crisis, or in war. The purpose of this lesson is to begin a dialogue on the Marine Corpscommand and control philosophy.

• Lesson 10, Irregular Warfare

  The shift to renewed great power competition was acknowledged alongside other considerations in the 2015 National Military Strategy and was placed at the center of the Trump Administration’s December 2017 National Security Strategy (NSS) and January 2018 National Defense Strategy (NDS). The December 2017 NSS and January 2018 NDS formally reoriented the U.S. national security strategy and U.S. defense strategy toward an explicit primary focus on great power competition with China and Russia. The NDS cites Georgia, Crimea, and eastern Ukraine as places of particular concern, but Russia is increasingly engaged in many other countries. China’s national strategy is focused on Indo-Pacific domination in the near term and displacing the United States as the leading global power in the long term. China is moving aggressively to lock up natural resources and control global transportation routes.

  These strategies represent a departure from those that underpinned much of America’s post-9/11 wars—with their heavy components of irregular warfare—but that does not mean a departure from irregular warfare itself. Instead, the summary of the Irregular Warfare Annex to the National Defense Strategy explains that irregular warfare is to be institutionalized as a core competency with sufficient, enduring capabilities to advance national security objectives across the spectrum of competition and conflict, in alignment with the National Defense Strategy (NDS).

  State adversaries and their proxies increasingly seek to prevail through their own use of irregular warfare, pursuing national objectives in the competitive space deliberately below the threshold likely to provoke a U.S. conventional response. China, Russia, and Iran are willing practitioners of campaigns of disinformation, deception, sabotage, and economic coercion, as well as proxy, guerrilla, and covert operations. This increasingly complex security environment suggests the need for a revised understanding of IW to account for its role as a component of great power competition.

  The Pentagon’s 2010 Joint Operating Concept for IW explains that, in addition to unconventional warfare (UW), stability operations (SO), counterterrorism, foreign internal defense (FID), and counterinsurgency, IW encompasses “a host of key related activities including strategic communications, information operations of all kinds, psychological operations, civil-military operations, and support to law enforcement, intelligence, and counterintelligence operations.” In the coming years, these once-underemphasized activities will personify a greater deal of IW employment in the competitive space. It is in this competitive space that the Department must innovate. It must creatively mix traditional combat power with proactive, dynamic, and unorthodox approaches to IW that can shape, prevent, and prevail against our nation’s adversaries and maintain favorable regional balances of power alongside our key partners and allies.

• Lesson 11, Naval and Joint Operations

  Over the last five years, the U.S. defense establishment has begun to grapple with the implications of the advent of a radically more complex and challenging strategic environment. The return of great-power competition and the continuing threats of regional rogue states and violent nonstate actors challenge our Nation’s interests amid an ongoing “revolution in technology that poses both peril and promise.” Considering the challenging future these changes are likely to produce has sparked an energetic focus on developing new operating concepts, technologies, and force structures in all military services. The U.S. Marine Corps is no exception. In close partnership with the U.S. Navy, the thought in recent years has converged around the concepts oflittoral operations in contested environmentsandexpeditionary advanced base operations, and their implications for the full range of Title 10 service functions in organizing, training, and equipping the forces necessary to execute them. The ability of the naval and joint force to retain the initiative and ultimately to conduct effective offensive action to reverse adversary aggression will depend critically on the ability to win the “hider-finder” competition.

• Lesson 12, The Art of Coaching

  Any Marine who has responsibility for another Marine or Sailor is a leader and is responsible for developing those under their charge, primarily, through personal example. Leaders are responsible for taking advantage of all available training and resources necessary for developing their subordinates in areas of professional competence and Marine Corps values. Critical to developing subordinate leaders is an understanding of how leadership skills and knowledge are learned and developed. During this lesson, students will become familiar with coaching and feedback to bring out the best in their Marines and to strengthen their relationships with their leaders.

• Lesson 13, Developing Your NCOs

  It is a basic leadership responsibility to develop people to their highest potential. During this seminar, students will be introduced to developing a philosophy of leadership; the benefits of effective counseling and mentoring; the need for, and how to prepare for, conductand monitor the progress of counseling; and the qualities and skills of a mentor. Counseling and mentoring are leadership tools involving two-way communication between a leader and a Marine that can be insightful, useful, and motivational in assisting the junior Marine in achieving or maintaining the highest possible level of performance. The overall purpose of this seminar is to present learners with an understanding of how to develop their philosophy of leadership, how to mentor, what to look for in a mentor, and how counseling develops professional growth.

• Lesson 14, Resiliency

  As our nation's force in readiness, the Marine Corps is repeatedly called upon to perform tough and challenging missions around the world. Frequent deployments to remote locations have historically been the norm for the United States Marine Corps. However, when warriors are pushed to such extremes, there is the risk of combat and operational stress injuries. Marine Corps leadership is responsible for maintaining the resiliency of its fighting force. It is imperative that Marine leaders recognize circ*mstances that place their Marines at risk for stress injuries, and that they quickly take appropriate action to prevent such injuries; additionally, they should provide care to those suffering from combat and operational stress.

• Lesson 15, Role of the Gunnery Sergeant

  As a gunnery sergeant, individuals are no longer the junior ranking Staff Non-Commissioned Officer. Their experience is instrumental to the success of their organization. That trust and respect are given based on rank but must be maintained by conduct or it is easily lost. The Marine Corps showed trust and confidence in their ability to lead; only they can prove the institution right. A goal of Marine Corps leadership is to develop the leadership qualities of all Marines enabling them to assume greater responsibilities to the Marine Corps and society. To better facilitate this goal, they should know their Marines’ motivations and aspirations to look toward their well-being and success. Their experience will assist them but know too that it may be outdated. To represent and advise effectively, their perspectives must be updated. Sound decision-making and problem-solving will place them in the confidence of their leadership, peers, and subordinates. Building and maintaining this confidence will create a trusting environment and assist in the success of the unit. Failure to execute their duties as a gunnery sergeant will not only jeopardize the success of individual Marines in their charge, but the entire unit will lack cohesion and esprit de corps.

ELIGIBILITY AND ENROLLMENT

The Career School Seminar Program is available to staff sergeants and staff sergeant selects who have completed theCareer Course DEPon MarineNet (EPME6000). CSSP (or theresident Career School course) is a PME requirement for promotion from staff sergeant to gunnery sergeant. Read about theenrollment process.

SCHEDULES

All students will be assigned an instructor and will attend the seminar at a specified location or asynchronously online. CSSP consists of a 15-week program, students meeting one night per week or one weekend per month. The following are CSSP course schedules for eachschedule type. Schedules for individual seminars are provided byregion.

COMPLETION BENEFITS

HIGHER EDUCATION

TheAmerican Council on Education(ACE)recommendsthree (3) upper-division bachelor's degree credits in Business Communications and three (3) in Leadership and Ethics.

RESOURCES

Contact usfor any information or guidance about CDET's seminar-based distance education programs for enlisted Marines.

Read about theMoodlelearning management system or log into theMarineNet Moodle portal.

Severalexternal resourcesare available to assist in your research or school work.

Transcripts can be obtainedvia MarineNet.

Advanced School

The Advanced School Distant Education Program (DEP) emphasizes warfighting and leadership skills necessary for a gunnery sergeant of Marines to function in a wide variety of combat and non-combat roles. This course of instruction is designed to be a precursor to the resident School and Seminar Program experience to place the student on a common level of understanding regardless of military occupational specialty. It contains seven courses divided into 20 lessons. The Advanced School DEP will enhance the students' knowledge of the United States Marine Corps and the strategy behind how Marines train, fight, and win.

Upon completion of this course of instruction, the student will be able to better support the organizational values of the Marine Corps and their unit, increase their ability to influence the command climate, properly adhere to administrative and legal procedures within the organization, and conduct a variety of combat operational roles such as watch officer or company gunnery sergeant in a MAGTF or joint operating environment.

This DEP is a MarineNet self-paced curriculum (EPME7000BA) divided into seven sub courses.

SUBCOURSES

• EPME7410, Advanced School Critical Thinking

  The future security environment is characterized by dynamic, complex situations that require adaptive leaders who can thrive under conditions of uncertainty. There are few prescribed solutions for the countless complex situations that will arise on a fluid battlefield. The Marine Corps must produce leaders who can think critically and capitalize on complexity and chaos. Becoming a critical thinker, reader, and listener requires a committed effort to learn the concepts and practice the elements. The primary objective of this course is to provide students the opportunity to focus on themselves as thinkers, examine personal strengths and weaknesses, develop new competencies, and enhance their ability to self-assess, think critically, and lead in complex environments.

• EPME7110, Advanced School-Administration

  TheAdministrationcourse consists of three lessons:Military Justice System, Lawful Search and Seizure, andManual of the Judge Advocate General Investigations. The course covers the fundamentals of the military justice system to include the bodies of law, non-punitive measures, an individual’s Article 31 rights, and non-judicial punishment. The course emphasizes the importance of conducting a search and seizure of property in accordance with laws and regulations. It explains the different types of searches, limitations, and the proper procedures to conduct a search and seize property, so the items will be admissible at court proceedings. The course describes the various types of Manual of the Judge Advocate General investigations to include how to conduct a command investigation.

• EPME7120, Advanced School-Communication

  The Communication course consists of three lessons:Military Correspondence, Effective Communications, andsocial media. The course uses the Department of the Navy Correspondence Manual to describe how to prepare military correspondence. It also provides proofreading techniques used to identity the format, content, spelling, and grammatical errors within correspondence. The course describes effective communication practices for conveying a message via electronic mail, in writing, and orally. It examines the prevalence of social media’s prevalence in today’s society and the Marine Corps. The course provides senior leaders with ways to influence the command climate of an organization using social media. Finally, the course provides a list of concerns individuals must consider when using social media.

• EPME7210, Advanced School- Warfighting I

  TheWarfighting Icourse contains the upper-level intricacies of strategy and concept in relation to military organization and operations. It familiarizes the student with the Marine Corps Planning Process for developing a wide range of service, joint, combined, and interagency operations. The emphasis of this course is on the role of the Marine Corps within the Department of Defense and the use of the military to meet the national strategy.

• EPME7220, Advanced School-Warfighting II

  TheWarfighting IIcourse will provide a complete understanding of the functionality of a combat operations center. Its focus is on the tactical level of warfare providing a holistic understanding of offensive and defensive operational strategies. The course provides the student the opportunity to look inside a Combat Operations Center to gain an understanding of the various aspects of Command and Control. This course also defines operations in the information environment and provides examples of tactics employed by adversaries.

• EPME7420, Advanced School-Leadership

  TheLeadershipcourse consists of three lessons that analyze institutional and organizational concepts that broaden the student’s understanding of the Marine Corps warfighting organization as well as the expectations associated with being a senior enlisted leader. The strategies and philosophies contained within these lessons will aid the students in developing cohesion within their units and sustaining the transformation of the most important asset: the individual Marine. With this institutional guidance on assessing the command climate, relating daily activities to the bigger picture, and developing the moral compass of Marines, students will be in a better position to influence positive and effective decision-making throughout their organization.

ELIGIBILITY

The Advanced School DEP is available to gunnery sergeant selects and above. It is aPME requirementfor promotion from gunnery sergeant to master sergeant or first sergeant.

COMPLETION BENEFITS

HIGHER EDUCATION

TheAmerican Council on Education(ACE)recommendsthree (3) upper-division bachelor's degree credits in Operational Management.

TheAmerican Council on Education(ACE)recommendsthree (3) lower-division bachelor's degree credits in Leadership.

RESOURCES

Contact theMarineNet Help Deskfor any information or guidance about CDET's distance education programs for enlisted Marines.

Contact us for any information or guidance about CDET's seminar-based distance education programs for enlisted Marines.

Transcripts can be obtainedvia MarineNet.

Advanced School Seminar Program

The Advanced School Seminar Program is a career level fifteen-week course for Marine gunnery sergeants that enhances the practical application of knowledge and skills gained from the distance education program. The focus of this course is to increase the students' ability to translate policy into action while positively influencing the command climate. Advanced School Seminar Program students will also sharpen their communication and decision-making skills while being immersed in the organizational planning process of the Marine Corps.

LESSONS

• Lesson 1, Critical Thinking

  This lesson will reinforce each Marine's understanding of the elements of reasoning, universal intellectual standards associated with critical thinking, and the domains of thinking. The overall purpose of this lesson is to prepare students to conduct critical analysis and to express themselves in a clear and well-reasoned manner that is the product of rigorous and disciplined thought. The quality of communication is dependent upon the quality of the communicator's thought. Consequently, ASSP will approach reading, writing, and speaking assignments as functional applications of critical thinking: self-directed, self-disciplined, self-monitored, and self-corrected thinking.

• Lesson 2, Effective Communication and Social Media

  This lesson covers the formal and informal presentation skills needed to communicate effectively in garrison and operating environments. It will equip the student with the various verbal and non-verbal communication techniques that are used in presenting an effective speech or brief. Lastly, the lesson will analyze the role of social media with Marines today and how leaders can engage and lead while avoiding social media pitfalls.

• Lesson 3, Military Correspondence

  This lesson describes the specifics of standard letter format and other document formats such as endorsem*nts, information papers, and position/decision papers that are key elements of staff non-commissioned officer’s duties. The purpose of this lesson is to increase the student’s ability to communicate in writing through military correspondence. Through practical application and discussion students will compose standard letters and determine when to use various types of documents to achieve specific means.

• Lesson 4, Legal Processes

  This lesson introduces the student to the military justice system, lawful search and seizure, and Manual of Judge Advocate General (JAGMAN) investigations. The overall purpose of this lesson is to facilitate discussions of basic legal concepts so students can provide assistance to subordinates and advice to the commanders and officers in charge. Given a scenario with simulated evidence, students will make a line of duty/misconduct determination and prepare the corresponding JAGMAN command investigation report.

• Lesson 5, Supporting the Command Philosophy

  Upon assuming command of a unit, the commander must lay the foundation for successful execution of the unit's role in the mission of the Marine Corps. Without the commander's vision and expectations, the unit is subject to results by trial and error. The purpose of this lesson is to orient the student on the elements of the Command Philosophy that will allow them to work toward and promote a common vision for the command in dispersed operating environments. Students are encouraged to bring their current Command Philosophy to analyze and determine how they can best support the commander’s vision, priorities, and expectations.

• Lesson 6, Influencing Command Climate

  This lesson develops the student’s ability to analyze atmospheric conditions within their organizations and provide measures to appropriately influence those conditions in a positive manner. This lesson is the foundation for the culminating reading requirementBlack Hearts: One Platoon’s Descent Into Madness in Iraq’s Triangle of Deathwhich must be purchased, or otherwise acquired through the base or local library upon enrollment confirmation.

• Lesson 7, Information Management/Command and Control (C2)

  This lesson introduces the students to information management and how it supports the command and control process, building on doctrinal foundations provided by MCDP 6. It provides a variety of techniques and guidelines to manage information for those who plan, decide, execute, and assess.

• Lesson 8, Operations in the Information Environment

  This lesson provides students with a heightened sense of awareness of our adversaries' capabilities and efforts in the information environment. They will also learn about the ways in which the Marine Corps disrupts and prevents attacks from our adversaries, while promoting our narrative and influencing the world's relevant actors.

• Lesson 9, Overview of the Marine Corps Planning Process

  Marine SNCOs have either directly participated in, or indirectly influenced through their advisory role, the staff-level planning process known as the Marine Corps Planning Process (MCPP). This lesson provides an awareness of the Marine Corps Planning Process with an emphasis on identifying and understanding the problem and developing various courses of action to assist the commander in the decision-making process.

• Lesson 10, Problem Framing

  This lesson is designed to help students effectively frame problems so they can be sure they are engaging the true problem since no amount of subsequent planning can solve a problem insufficiently understood. Effective decision-making requires both the situational understanding to recognize the essence of a given problem and the creative ability to devise a practical solution. In this lesson, the students will participate in a practical exercise that is designed to develop the students' collaborative staff planning skills, preparation of MCPP planning products, and deliver a problem framing brief.

• Lesson 11, Course of Action Development

  Once the problem has been properly framed, the next step in MCPP is course of action development. This lesson addresses the purpose, considerations, and criteria for developing courses of action culminating in a student presentation of a COA brief.

• Lesson 12, National Security Strategy

  This lesson provides a broad strategic context for employing military capabilities in a complex joint environment in concert with other instruments of national power. The overall purpose is to prepare students to operate in a joint, inter-agency, and multinational environment and bring a joint perspective to bear while performing in tactical, operational, and strategic environments.

• Lesson 13, Unit Readiness Planning

  This lesson reinforces the unit readiness planning constructs that provide units with the means to achieve a high state of mission readiness. This lesson considers and discusses the Marine Corps training philosophy and training principles as they relate to the various MOSs, and unit experiences reflected through the individual lesson homework.

• Lesson 14, Strategic Leadership

  This lesson distinguishes institutional and organizational obstacles between reality and perception-based challenges and discusses strategic methods to overcome these daily obstacles in both garrison and combat. Students will learn and utilize the SWOT Analysis process to identify solutions and set goals for overcoming organizational shortfalls. The purpose of this course is to explore those daily situations and possible solutions that fit within our institutional values to positively influence your unit.

• Lesson 15, Role of the Senior Enlisted Leader

  This lesson discusses why we do what we do as senior enlisted leaders and the consequences of failure. It synthesizes each of the leadership lessons within this curriculum to provide the student with a holistic understanding of their institutional roles and expectations.

ELIGIBILITY AND ENROLLMENT

The Advanced School Seminar Program is available to gunnery sergeants and gunnery sergeant selects who have completed theAdvanced Course DEPon MarineNet (EPME7000BA). ASSP (or theresident Advanced School course) is a PME requirement for promotion from gunnery sergeant to master sergeant or first sergeant. Read about theenrollment process.

SCHEDULES

MARADMIN 191/22,Academic Year 2023 Class Dates for the Enlisted College Distance Education Seminar Programs, announces the AY23 class dates and course prerequisites for the Advanced School Seminar Program.

All students will be assigned an instructor and will attend the seminar at a specified location or asynchronously online. ASSP consists of a 15-week program, students meeting one night per week or one weekend per month. The following are ASSP course schedules for eachschedule type. Schedules for individual seminars are provided byregion.

COMPLETION BENEFITS

HIGHER EDUCATION

TheAmerican Council on Education(ACE) has not yet reviewed the ASSP curriculum for recommended college degree credits.

RESOURCES

• Marine Forces Reserve DMO ticketing procedures policy

• MCWP5-10,Marine Corps Planning Process

Contact usfor any information or guidance about CDET's seminar-based distance education programs for enlisted Marines.

Read about theMoodlelearning management system or log into theMarineNet Moodle portal.

Severalexternal resourcesare available to assist in your research or school work.

Transcripts can be obtainedvia MarineNet.

Senior Enlisted Blended Seminar Program

The SEBSP combines nonresident and resident education at designated MCU campuses in order to foster the intellectual edge required of our senior enlisted leaders for success in increasingly complex, distributed, and fluid operating environments.

The SEBSP delivers a rigorous curriculum in a blended format focused on the following core areas: Leadership and Ethics, Communication Studies, and Warfighting. SEBSP will be accessible by all first sergeants and master sergeants and is a PME requirement. Once SEBSP is at full operational capability (FOC), the current First Sergeant and Master Sergeant Regional Seminar will be phased out as an option to meet the PME requirement.

SEBSP is designed for delivery in two stages: Stage one is an eight-week nonresident period, and stage two is a two-week resident period.

• Stage one, the nonresident seminar (NRS) period, will be accomplished as onsite or synchronous online (via Adobe Connect) seminars that meet one night per week during off-duty hours at home station.

• Stage two, the final resident seminar (FRS) period, will occur over two weeks during duty hours at the following MCU regional campuses: Quantico, VA; Camp Lejeune, NC; Camp Pendleton, CA; Okinawa, Japan; and MCB Hawaii..

NRS LESSONS

• Student Orientation

  Student Orientationprovides an introduction and overview of the NRS synchronous online platform, course requirements, attendance policy, and assessment tools used during the course.

• Lesson 1, Critical and Systems Thinking

  This lesson will explore the different aspects of critical thinking with an introduction to systems theory/thinking. It further examines the cognitive aspects of thinking, and how people make decisions with an awareness of biases and how they affect decision-making..

• Lesson 2, Communications I

  This lesson provides the tools necessary to build, sustain, persuade, and defend an argument both orally and in writing; additionally, it will introduce persuasive reasoning and how it can aid students when leading diverse groups of Marines. This lesson will help develop students’ communication techniques to inspire confidence in their Marines.

• Lesson 3, Ethical Leadership

  In this lesson, Marines will learn to align their decision-making with Marine Corps core values, fostering trust, a positive command climate, and unit cohesion. This lesson explores the influence of personal values on leadership choices, provides strategies to recognize and mitigate biases, and guides Marines in assessing the ethical integrity of their leadership within various contexts. By the end of the lesson, Marines will be better equipped to lead with integrity and make ethical decisions that strengthen their units and uphold Marine Corps principles.

• Lesson 4, Leadership Challenges

  This lesson will explore six common programs or behaviors that often pose leadership challenges within many units. By studying relevant policies and orders, students will gain a solid understanding of the issues. Engaging in group reflections and discussions will provide diverse perspectives on these challenges, while sharing best practices will equip students with practical strategies. By the end of this lesson, senior enlisted leaders will be well-prepared to positively influence their units if confronted with these challenges, fostering unit cohesion and success.

• Lesson 5, Addressing Grievances

  This lesson will discuss how the Marine Corps handles complaints and grievances. The lesson covers roles and responsibilities in the request mast program and the Inspector General of Marine Corps Inspections Program. The lesson will examine alternative methods to surface complaints or grievances besides request mast. The lesson studies how to use the prohibited activities and conduct (PAC) complaint resolution processes, both informal and formal. The lesson also interprets the two sexual assault reporting options (unrestricted and restricted).

• Lesson 6, Nurturing a Warfighting Mindset

  This lesson will review the origins of the elements of maneuver warfare. From this, seminar students will work in small groups to develop ideas on cultivating a warfighting mindset in their current and future commands.

• Lesson 7, MAGTF Operations

  This lesson will review the uniqueness and the expeditionary capabilities the MAGTF can provide to the joint force. More importantly, senior SNCOs will explore ideas on how to facilitate an expeditionary mindset in their command that is essential for the success of the MAGTF.

• Lesson 8, Joint Operations

  This lesson will allow students to refamiliarize themselves with the latest development, organization, and capabilities of the different military services. Students will also learn how other services are organized and commanded to be an effective joint force.

• Lesson 9, FRS Prep

  This lesson provides students with the tools necessary to prepare for the final resident seminar. After students complete the nonresident portion of the Senior Enlisted Blended Seminar Program, they will head into the final resident seminar (FRS). However, before students attend the resident portion of the blended seminar, there is independent study to be completed. This lesson covers the FRS communication, warfighting, and leadership assignments that should be completed or viewed before you arrive at the FRS. The lesson card explains in detail each of the functional area’s FRS prep requirements, and the lesson provides all the necessary documents to complete the requirements.

FRS LESSONS

COMMUNICATIONS LESSONS

• SE8620, Communication II

  This lesson focuses on the relationship between communication and leadership and how improving your communication skills allows you to better advise your commander and lead your Marines.

• SE8625, Interpersonal Communication

  Interpersonal communication is an essential skill for a leader of Marines as it outlines the critical components of communication necessary for a successful leader: how to communicate and interact with those around you. This lesson will introduce you to interpersonal communication and how it can be used to advise and assist your command and lead, motivate, and inspire your Marines.

• SE8630, Oral Presentation

  You will give an in-person oral presentation to your instructor and peers for this lesson. It will allow you to prepare and practice your presentation skills in front of an audience. Additionally, your instructor and peers will provide meaningful feedback to further improve your public speaking.

WARFIGHTING LESSONS

• SE8740, The Law of War and the Profession of Arms

  This lesson will go over the aspects of the Law of War and the Profession of Arms. As a Marine leader, you are responsible for ensuring your unit adheres to the law of war and reporting any discovered infractions. Doing this allows leaders to comply with the profession of arms. The profession of arms is every leader’s North Star. These guiding principles, along with USMC ethos, provide a leader’s operating parameters to execute assigned duties and provide an example to subordinates.

• SE8750, Marine Corps Planning Process Overview

  The Marine Corps Planning Process (MCPP) introduces the concepts of planning, maneuver warfare philosophy, mission command, design, the tenets of Marine Corps planning, the six steps of MCPP, and the operational planning team (OPT).

• SE8755, Design and Intelligence Preparation of the Battlespace

  This lesson explores the critical aspects of design in planning, emphasizing the significance of a thorough comprehension of the operational problem, environmental factors, adversary assessment, and purpose before proceeding further in the planning process. It provides a comprehensive breakdown of the four-step Intelligence Preparation of the Battlespace (IPB) process, offering insight into Marine Corps design methodology, essential intelligence products, and the array of decision support tools generated within the IPB process.

• SE8760, Problem Framing

  This lesson begins the in-depth review of the steps of the Marine Corps Planning Process. It covers the injects, activities, and results of problem framing.

• SE8765, Problem Framing Practical Application

  This lesson is the first of three practical exercises that enhance the learners’ knowledge of the MCPP. It uses a joint and multinational operational scenario to begin the planning for MEF-level dominate phase conventional operations on a linear battlefield. During this planning session, operational design, task, and center of gravity analyses are performed to develop a problem set and mission statement as well as refine the commander’s intent.

• SE8770, Course of Action Development and War Game

  This continues the in-depth education of the planning process steps. It covers the injects, activities, and results of both the COA development and COA wargame steps. Specifically, it introduces the development and wargame analysis of the course of action, task organization, supporting concepts, synchronization matrix, and other planning process tools.

• SE8775, COA Development Practical Application

  This lesson presents the second of three practical applications that enhance the warfighting skills of senior enlisted leaders by developing a common, in-depth understanding of COA development. It allows learners to demonstrate an understanding of the purpose, considerations, and criteria for developing COAs and how to articulate COAs in graphic and written formats.

• SE8780, COA War Game Practical Application

  This is the third and final practical application and demonstrates how wargaming helps (1) visualize the COA flow of battle; (2) foresee friendly actions, enemy reactions, civilian reactions, and friendly counteractions during the fight; and (3) help identify COA critical events, tasks, requirements, problems, and solutions. It allows learners to experience the wargaming process and appreciate the value of the red and green cells. The war game worksheet and decision support template and matrix will be developed during this lesson, while the synchronization matrix will be further fleshed out to better define actions performed by the warfighting functions.

• SE8785, COA Comparison and Decision, Orders Development, and Transition

  This lesson completes the in-depth review of the Marine Corps Planning Process steps. It covers the injects, activities, and results of the COA comparison and decision step, the orders development step, and the transition step.

• SE8790, Force Design 2030

  This lesson will examine the doctrinal concepts and force structuring of the United States Marine Corps, focusing on their integration into naval operations. This lesson addresses the evolving challenges posed by near-peer competitors in littoral areas of operations.

LEADERSHIP LESSONS

• SE8925, Command Climate and Unit Cohesion

  This lesson investigates command climate, its key indicators, and the responsibilities associated with shaping and preserving a unit's culture. Additionally, this lesson delves into the crucial concept of unit cohesion, examining the role of senior enlisted leaders in fostering it. Unit cohesion represents the unbreakable bond that sustains a group of Marines even in the most challenging circ*mstances, driving them towards victory. This lesson discusses various types and indicators of cohesion, along with strategies for enhancing a command's overall cohesion. Students will gain essential insights into leadership, command culture, and building strong, resilient units.

• SE8950, Assessing Performance

  This lesson discusses how Marines are evaluated, providing leaders with insights to effectively educate their subordinates on how performance is assessed. The lesson includes a guide on interpreting a Master Brief Sheet, enabling leaders to support Marines in reviewing their performance records and and assist reporting officials with assignments and retention of excellent Marines. In particular, the lesson surveys what is adverse material and the fitness report appeal process. To ensure accurate recognition of individual performance, the lesson also outlines the role of senior enlisted Marines in overseeing and assisting with the awards process.

• SE8960, Mentoring and Counseling

  During the Mentoring and Counseling lesson, students will become more familiar with the Marine Leader Development Order and its resources, the counseling requirements for both positive and negative circ*mstances, and the competency review board process. The senior enlisted leader’s roles in teaching, coaching, counseling, and mentoring as well as how these actions relate to assessing performance and correcting deficiencies are also examined.

• SE8965, Manpower

  The Manpower lesson will discuss the various roles senior enlisted leaders fulfill in ensuring our force is shaped to meet and defeat our adversaries. It will cover retention, enlisted career force controls, and separations—three ways the Marine Corps remains optimally configured to fight our Nation’s battles..

• SE8970, Societal Issues

  Societal Issues will cover many of the toughest challenges to true cohesion and performance facing Marine Corps units today. Among the topics to be discussed are extremist activities, inclusion and diversity, equal opportunity, sexual assault prevention and response, and suicide. This lesson is designed to merely start conversations among you, the Corps’ senior leaders, that can and should continue after this course.

• SE8975, Career Development

  Career Development examines how senior enlisted leaders play a crucial part in ensuring the right Marines continue to wear the cloth of our Nation and remain determined to defend the Constitution. This includes mentoring and counseling subordinates effectively on planning their careers, including special duty assignments, assignments, the attendance of PME and MOS training courses, special programs (to include commissioning), and actions taken for personal development. As the Marine Corps continues to transform itself to meet the threats in an ever increasingly complex world with adversaries ranging from near-peers to non-state actors, managing and retaining the right talent and experience in the force—and getting it to the right place—is even more important than ever before.

• SE8980, Military Justice and Rehabilitation

  This lesson equips students with essential knowledge and responsibilities related to maintaining Marine Corps discipline and standards while advising commanders on effective correction methods. Beyond correction, the lesson underscores the paramount importance of rehabilitation, a critical process that fosters personal and professional growth in Marines. When executed correctly, rehabilitation ensures Marines learn from their mistakes, enhancing their overall capabilities and commitment to both the Corps and the nation. The lesson culminates in discussions on rehabilitation strategies and the obligations to Marines preparing to transition out of the Marine Corps.

• SE8985, Administrative Obligations

  Throughout the blended seminar, the senior enlisted leader’s role or the institutional intent for many processes have been discussed. The Administrative Obligations lesson will look more closely at the specific roles and obligations to ensure administrative completion of those processes to support a leader’s Marines most effectively.

• SE8990, Colonel Panel

  During the two-hour Colonel Panel, students will have the opportunity to discuss the expectations of commanders for their senior enlisted at an informal social event. Examples of topics to be covered are “How do different commanders use their senior enlisted during the planning process?” and “What are some of the best, or most effective, practices the commanders have seen used by their senior enlisted in the past to engage the command and affect command climate?”

ELIGIBILITY AND ENROLLMENT

The SEBSP is a total force program. Commanders must ensure that students selected to attend the SEBSP are available for the FRS and the associated NRS.

Marine Corps Commands may nominate First Sergeants and Master Sergeants (including those selected for promotion to either) who have not previously completed the SEPME course to attend the SEBSP per assigned allocations in the Marine Corps Training Information Management System (MCTIMS).

Units must submit their nominations through their respective MARFOR representative for registration in MCTIMS. All nominations, regardless of location, must be enrolled in MCTIMS no later than 30 days prior to the class NRS orientation date. Student information required by the MARFOR representatives for processing is last name, first, MI, EDIPI and Military Occupational Specialty. SMCR units must submit their nominations through their respective MSC representative for registration in MCTIMS.

The FRS will be considered local travel or Training and Education Command (TECOM) funded Temporary Additional Duty (TAD), depending upon the primary duty station location. Marines who complete the SEBSP will meet the PME requirement for master sergeants; first sergeants must also complete the First Sergeants Course to meet their PME requirements

SCHEDULES

AY'24 SEBSP Schedule

AY'24 SEBSP Weekly Schedule

AY'25 SEBSP Schedule

COMPLETION BENEFITS

HIGHER EDUCATION

TheAmerican Council on Education(ACE) has not yet reviewed the SEBSP curriculum for recommended college degree credits.

RESOURCES

• CG, TECOM Memo, TRAVEL SUPPORT FOR STUDENTS ATTENDING FORMAL SCHOOLS

• MARADMIN 553/23SEBSP AY 2024 SEAT ALLOCATIONS