This study investigates the potential benefits associated with altering the flow in which the F-16 Division (WSF) of the USAF Weapons School executes their flying and academic syllabus. It analyzes the potential for increased instructional quality within the F-16 Division as a result of syllabus flow alterations. The F-16 Division of the USAF Weapons School currently executes two twelve-man student classes per calendar year. Their mission is to produce weapons instructors who possess the knowledge and skills necessary to provide weapons and weapons-related systems, and tactics expertise at the squadron, wing, and headquarters level. These graduates are highly trained in communications skills and effective instructional techniques both in the academic and flying environment. They are well versed in the structure and policies of the Combat Air Force and can interface with all elements to bring about effective combat ready forces. This study analyzes the current F-16 Division flying and academic syllabus flow for training and instructional shortfalls. It proposes a revised flying and academic syllabus flow designed to increase student learning, reduce student-based attrition, increase flying event continuity, and maximize student academic retention and application throughout its execution. These benefits are necessary given the comprehensive nature of the F-16 Division's mission, their finite training cycle allotment. and the ever-increasing repertoire of F-16 weapons systems and missions.

This study investigates the potential benefits associated with altering the flow in which the F-16 Division (WSF) of the USAF Weapons School executes their flying and academic syllabus. It analyzes the potential for increased instructional quality within the F-16 Division as a result of syllabus flow alterations. The F-16 Division of the USAF Weapons School currently executes two twelve-man student classes per calendar year. Their mission is to produce weapons instructors who possess the knowledge and skills necessary to provide weapons and weapons-related systems, and tactics expertise at the squadron, wing, and headquarters level. These graduates are highly trained in communications skills and effective instructional techniques both in the academic and flying environment. They are well versed in the structure and policies of the Combat Air Force and can interface with all elements to bring about effective combat ready forces. This study analyzes the current F-16 Division flying and academic syllabus flow for training and instructional shortfalls. It proposes a revised flying and academic syllabus flow designed to increase student learning, reduce student-based attrition, increase flying event continuity, and maximize student academic retention and application throughout its execution. These benefits are necessary given the comprehensive nature of the F-16 Division's mission, their finite training cycle allotment. and the ever-increasing repertoire of F-16 weapons systems and missions.

In February 1999, only a few weeks before the U.S. Air Force spearheaded NATO's Allied Force air campaign against Serbia, Col. C.R. Anderegg, USAF (Ret.), visited the commander of the U.S. Air Forces in Europe. Colonel Anderegg had known Gen. John Jumper since they had served together as jet forward air controllers in Southeast Asia nearly thirty years earlier. From the vantage point of 1999, they looked back to the day in February 1970, when they first controlled a laser-guided bomb strike. In this book Anderegg takes us from "glimmers of hope" like that one through other major improvements in the Air Force that came between the Vietnam War and the Gulf War. Always central in Anderegg's account of those changes are the people who made them. This is a very personal book by an officer who participated in the transformation he describes so vividly. Much of his story revolves around the Fighter Weapons School at Nellis Air Force Base (AFB), Nevada, where he served two tours as an instructor pilot specializing in guided munitions.