For nearly two decades, the Partnership for Peace Consortium and the North Atlantic Treaty Organization have led efforts to modernize Professional Military Education instruction in NATO partner countries through the Defense Education Enhancement Program (DEEP). In this article, the authors examine the evolution of these faculty development initiatives by focusing on three key factors: program structure and content, the expertise of the training teams, and the expectations of participating institutions. Using Phillips and Ochs' educational transfer model as an analytical framework, the article traces how these factors have influenced the adoption of student-centered learning approaches across the model’s four stages. The analysis reveals a progression from post-Soviet states seeking fundamental military education reforms to a more diverse group of partner nations with established institutions looking for modern teaching approaches. The development of structured programs, such as the Foundational Faculty Development Program and the Master Instructor Program, reflects an evolution toward more systematic and sustainable faculty development efforts. The authors emphasize the need for continuous program adaptation, clear institutional expectations, and diverse recruitment to sustain DEEP’s relevance in modernizing professional military education.
BT - Connections: The Quarterly Journal DA - 2025 DO - https://doi.org/10.11610/Connections.24.1.09 IS - 1 LA - eng M3 - Journal Article N2 -For nearly two decades, the Partnership for Peace Consortium and the North Atlantic Treaty Organization have led efforts to modernize Professional Military Education instruction in NATO partner countries through the Defense Education Enhancement Program (DEEP). In this article, the authors examine the evolution of these faculty development initiatives by focusing on three key factors: program structure and content, the expertise of the training teams, and the expectations of participating institutions. Using Phillips and Ochs' educational transfer model as an analytical framework, the article traces how these factors have influenced the adoption of student-centered learning approaches across the model’s four stages. The analysis reveals a progression from post-Soviet states seeking fundamental military education reforms to a more diverse group of partner nations with established institutions looking for modern teaching approaches. The development of structured programs, such as the Foundational Faculty Development Program and the Master Instructor Program, reflects an evolution toward more systematic and sustainable faculty development efforts. The authors emphasize the need for continuous program adaptation, clear institutional expectations, and diverse recruitment to sustain DEEP’s relevance in modernizing professional military education.
PY - 2025 SE - 129 SP - 129 EP - 147 T2 - Connections: The Quarterly Journal TI - The Evolution of DEEP Faculty Development under the Partnership for Peace Consortium VL - 24 ER -