Search

Begin New Search Author David Chu Publication Year within 5 Years

1. U.S. Coast Guard Academy Admissions Process Assessment

Author:
David Chu, Erik Bergrud, Jennifer Brinkerhoff, Michael Dominguez, and Kyle Farmbry
Publication Date:
03-2023
Content Type:
Special Report
Institution:
The National Academy of Public Administration (NAPA)
Abstract:
The U.S. Coast Guard Academy (USCGA), located in New London, CT, is a four-year, tuition-free federal service academy that prepares its cadets physically, intellectually, and ethically for careers in the U.S. Coast Guard (USCG). Graduates earn a commission as an Ensign and are obligated to serve five years in the service. Cadets can earn a Bachelor of Science degree in one of nine engineering and professional majors while also participating in intercollegiate and club athletics, music, community service, and other extracurricular activities. Section 8272 and Section 8274 of the Coast Guard Academy Improvement Act, part of the National Defense Authorization Act for FY 2021, required the Secretary of Homeland Security to contract with the National Academy of Public Administration (NAPA) to conduct two discrete one-year studies focusing on the USCGA. The first study, completed in February 2022, assessed the USCGA’s cultural competency. This study assessed USCGA’s admission processes and concluded in May 2023. The admissions assessment included: A study of the process USCGA uses to identify candidates for recruitment, recruit applicants, assist applicants in the application process, evaluate applicants, and make admissions decisions. A discussion of the consideration during the admissions process of diversity, including race, ethnicity, gender, religion, sexual orientation, socioeconomic background, and geographic origin. An overview of the admissions processes at other Federal service academies, including a discussion of diversity and analysis of how the congressional nominations requirement impacts those processes and overall student demographics. A determination regarding how a congressional nomination requirement for CGA admissions could impact diversity among the student body and the ability of the USCG to effectively carry out the Service’s primary duties.​ Recommendations for improving USCGA admissions processes, including whether a congressional nominations process should be integrated, and for restructuring the admissions office to be headed by a civilian with significant relevant higher education recruitment experience.
Topic:
Armed Forces, Higher Education, Coast Guard, and Admissions
Political Geography:
North America and United States of America

2. U.S. Coast Guard Academy Cultural Competence Assessment

Author:
David Chu
Publication Date:
03-2022
Content Type:
Working Paper
Institution:
The National Academy of Public Administration (NAPA)
Abstract:
The United States Coast Guard (USCG) is widely recognized for its six major operational missions: maritime law enforcement, maritime response, maritime prevention, marine transportation system management, maritime security operations, and defense operations. Since 1876, the U.S. Coast Guard Academy (the Academy) has served as the one location where USCG officers receive their training. The Academy is an accredited military college granting Bachelor of Science degrees in one of nine engineering or professional majors. Graduates earn a commission as an Ensign in the Coast Guard. The impetus for this report is found in the Coast Guard Academy Improvement Act, part of the National Defense Authorization Act of the fiscal year 2021. This legislation called for the National Academy of Public Administration (NAPA) to assess the current state of cultural competence (including diversity, equity, and inclusion) of the Coast Guard Academy’s cadets, faculty, and staff. Cultural competence is defined as the ability to understand, appreciate, and interact with people from cultures and belief systems different from one’s own. It encourages the acknowledgment and acceptance of differences in appearance, behavior, and culture. This assessment by a Panel of NAPA Fellows provides actionable recommendations that, when implemented as an integrated whole, will serve to further develop a healthy environment of cultural competence at this critical institution. As a congressionally chartered, independent, non-partisan, and non-profit organization with over 950 distinguished Fellows, NAPA has a unique ability to bring nationally recognized public administration experts together to help government agencies address challenges. I am deeply appreciative of the work of the five NAPA Fellows who served on this Panel and commend the Study Team that contributed valuable insights and expertise throughout the project. We are grateful for the constructive engagement of many USCG and Academy personnel and cadets who provided important observations and context to inform this report. We also thank representatives of the other federal military service academies for their active contributions to this research. Finally, this report has benefited substantially from input offered by many researchers and practitioners in the field of cultural competence, diversity, equity, and inclusion. I trust that this report will be regarded as an encouragement to leaders at the Coast Guard Academy, as it commends many good practices that are already in practice. It should also serve as an actionable guide to putting necessary policy, procedural, and structural elements in place to further develop cultural competence for all. Doing so will further advance the USCG’s compelling mission.
Topic:
Security, Defense Policy, Military Strategy, and Maritime
Political Geography:
North America and United States of America