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CURRICULUM VITAE
Jorge A. Esparza
2005 Midshipman Drive
Stafford, VA 22554
540.538.5105
Email: DrJorgeAEsparza@gmail.com
LinkedIn: www.linkedin.com/in/esparza1987
Twitter: https://twitter.com/drjaesparza
Google+: https://plus.google.com/u/2/102005705329275692006/
Statement of Teaching Philosophy
I believe that the ultimate aspiration of a teacher is to stimulate in the hearts of their students a
burning desire to live a life of continuous learning. This desire is very important in any of the
technology, science or engineering disciplines because of the rapid changes exhibited in the
modern age. Living a life of continuous learning will help students when they enter the job
market, enabling them to be more competitive and successful in their chosen careers. Yet,
competition and success must be tempered with morality and ethics so that technology advances
the human condition while respecting human dignity.
In support of this aspiration, my goals for students completing any of my courses is to achieve
the learning objectives for the course, adhering to high academic standards; to be better prepared
to enter the workforce; and to understand the importance of practicing ethical and moral conduct
in their work and their interactions with other people. I achieve these goals on the foundation of
creating an inviting learning environment and by presenting a positive attitude and a personal
motivation to learn. This facilitates and nurtures a free exchange of ideas and discussion. I use a
variety of methods to create an inviting learning environment. I emphasize the importance of
knowing why something is, instead of blind memorization of facts. I use historical examples
from the disciplines I teach to show how the desire to learn has brought forth insights,
discoveries, and invention that promote civil society and human achievement. I validate
students’ curiosity by encouraging them when they share their questions, insights, or
explanations.
Stimulating students’ curiosity allows me to achieve the goal of preparing my students for their
careers after graduation. The key here is to show the connections of the course content to the
real world. I do this by presenting real life scenarios and examples from my own and others’
professional experiences in the workforce. I also show videos or discuss articles from experts in
the field that explains a particular topic.
Showing real world relevancy of the course content also helps in achieving the goal of students’
fully grasping the course learning objectives. Yet, I understand that students grasp knowledge in
different ways; so, I engage students through a variety of teaching methods corresponding to
different learning styles: multimedia presentations, hands-on demonstrations, group exercises

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and projects, and reading and writing assignments. I establish measureable and achievable goals,
objectives, and assessment standards for the course from the very beginning. This forms the
learning framework for the course. I facilitate, mentor, and coach students to adhere to this
framework. I encourage students when they are on the right path, guide those when they stray
from the path, and lend a hand when a student falls from the path. I take constructive feedback
from students, peers, or supervisors to heart and seek to improve the course based on that
feedback.
Learning, working, and achieving is for not if not done in an ethical and moral manner. To
facilitate this understanding, I conduct myself properly as a personal example to the class,
respecting the dignity of each student in the course and expecting the students to do the same. I
set clear expectations for the student to conduct themselves with high academic integrity. I
facilitate discussions of why ethics and moral courage is important not only as a student but also
in their chosen profession. I find that case studies are a good source for discussion on this
matter. One that I use is the Space Shuttle Challenger disaster, which illustrates how lack of
moral courage could have catastrophic consequences.
I bring a unique set of military, professional, and academic experiences that I interweave into my
teaching methods. I use this to meet my aspiration of instilling a love of learning to my students
and to achieve my specific goals for my students. That is to help them achieve to their highest
potential so that they have meaningful careers that seek to improve the human condition in an
ethical and moral manner.
Personal Attributes
 Strong desire and motivation to teach in order to facilitate students’ personal growth and improve
society as a whole.
 Twenty-nine years of diversified and extensive experience in IT systems and computing
engineering, requirements analysis, program and operational management, and training and
education. This broad experience enables me to integrate real world scenarios into student
centered learning.
 A keenaptitude for optimizing resources, organizing team building, and conducting strategic and
operational planning, utilizing analytical tools and techniques for successful and tangible results.
 Strong scientific/engineering educational background and talent for quickly mastering technical
subjects.
 Dedicated team player focused on achieving team and organizational goals and objectives.
Highly Competent Subject Area in which I can teach
 Information Technology Concepts and Practices
 Hardware and Operating Systems
 Introduction to Programming
 Ethics in Information Technology
 Web Systems and Technologies
 Information Technology Program Management

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 Program Management
 Information Technology Security Fundamentals
 Introduction to Database Systems
 Computer Applications and Concepts
 IT Network Concepts
 Mathematics: College Mathematics, Algebra, and Pre-Calculus
 General College Physic
 Logic Design and Microprocessors
 Fundamentals of Linear Circuit
 Introduction to Electrical and Electronic Engineering
Teaching Experience
Adjunct Instructor October2004 – March2005
Park University, Quantico Campus, Quantico, VA
MA 105 – Introduction to College Mathematics
The course objective is to improve basic mathematical skills through a systematic application of
these skills to contemporary problems. Topics considered include: various applications from
consumer mathematics, tables and graphs, and systems of measure.
MA 131 College Algebra
This course is an overview of the fundamentals of basic algebra. Topics include: the real number
system basic operations of algebra, linear and quadratic equations, inequalities and functions and
graphs. Additional topics include exponents and logarithms fundamental techniques of counting.
MasterInstructor December1993 – May 1997
US NavalAcademy, Annapolis, MD
EE 301 - ElectricalFundamentals and Applications
This course provides an introduction to AC and DC circuit theory appropriate to model
shipboard systems. Circuits of resistors, capacitors, inductors, and power sources are analyzed to
predict steady state and first-order transient voltage, current, and power. Impedance matching,
filters, transformers, motors/generators and three-phase power distribution systems are
introduced in the context of shipboard application. Laboratory exercises use tools and equipment
found in the fleet and allow for a comparison of theoretical and actual circuit performance.
EE 302 – Electronic Communications Systems and Digital Communications
This course is a follow-on to EE301, Electrical Engineering Fundamentals. This course begins
with the basic principles of digital logic circuitry followed by an introduction to computer
architecture. The principles of Analog and Digital Communications are presented to include the
most common techniques and a study of Amplitude Modulation. Radio Wave propagation and
the fundamentals of Antennas are also presented.

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EE 313 – Logic Designand Microprocessors
This is an introductory level project course in digital electronics for non-electrical engineering
majors. It begins with the design, analysis and minimization of both combinatorial and sequential
circuits and their realization in both discrete components and programmable logic devices. The
course then progresses into the uses of MSI devices and digital arithmetic. Finally, an
introduction to assembly level programming and microprocessor/microcontroller based systems
design is also provided.
EE 331 – ElectricalEngineering I
A study of DC and AC electrical elements and circuits, including Thevenin equivalence, natural
and forced responses of first-order systems, AC power, and AC three-phase systems. Amplifiers,
diodes and transistors are introduced and drive discussion of applications in power regulation
and machine control. AC and DC machines are investigated and discussed in the context of a
shipboard environment.
Formal Education
PhD, Information Technology 2016
Capella University, Minneapolis, MN
MS, Electrical Engineering 1993
Naval Postgraduate School, Monterey, CA
BS, Physics 1987
U.S. Naval Academy, Annapolis, MD
Training
 Certified System Engineering Professional (CSEP) from the International Council on Systems
Engineering.
 Department of Defense (DoD) Acquisition Workforce Improvement Act (DAWIA) Certification
in Program Management, Level-II and Systems Engineering, Level-III. Completed training
requirements for Level-II certification in Information Technology.
 Certificate of Program Management - Florida Institute of Technology.
 Certificates in Software Lifecycle Development, Software Engineering Management, and
Advance Software Development within the Software Professional Development Program of
the Air Force Institute Technology.
 Graduate School courses in business statistics, accounting, and federal procurement policy and
practices from the University of Mary Washington.
 Certified Marine Corps Safety Office Ground Mishap Investigator
 Certified Marine Corps Systems Command Environment, Safety, and Occupational Health
Level 1/B
 Currently hold a Secret security clearance. Previously held a Top Secret clearance
terminated on 29 Jun 2014 due to reclassification of position.

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Professional Experience
Marine Corps Systems Command, Quantico, VA Dec. 2010 – Present
Lead Project Systems Engineer
 Provide systems engineering expertise and knowledge of DoD acquisition policies, processes, and
products to supervise developing, integrating, producing, testing, and deploying software-
intensive systems.
 Lead the technical effort of two Acquisition Category (ACAT)-IV-level programs, Joint Tactical
Common Operational Picture (JTCW), which includes Command and Control Personal Computer
(C2PC) software application, and Global Command and Control System Tactical Combat
Operations (GCCS-TCO), which is a member of the Joint Staff sponsored and Defense
Information Agency (DISA)–led GCCS-Joint Family of Systems. This encompassed leading and
managing the technical effort of over 46 government support and contractor personnel from
geographically dispersed government organizations and commercial developers throughout the
lifecycle of software-intensive systems.
 Supervise the development of acquisition and engineering documentation.
 Provide system engineering assessments and evaluation at program reviews and technical
reviews and information exchange forums.
 Oversee testing of software-intensive systems and ensured that the testing agencies had the
proper personnel, equipment, and tools to conduct testing.
 Continually assess the information assurance/cyber security of software-intensive projects,
JTCW and GCCS-TCO, under the Department of Defense Information Assurance
Certification and Accreditation Process (DIACAP).
 Periodically host and participate in technical exchange meetings with various program
offices both within and external to Product Manager (PdM) MAGTF Command and Control
Systems (MC2S). These include Program Manager (PM) AFSS for matters concerning
Advance Field Artillery Tactical Data Systems (AFATDS) and Effects Management Tool
(EMT); PdM Radars for the SMaCT Project; PM 110 concerning Joint Force Requirements
Generator (JFRG) and MAGTF Deployment Support Systems (MDSII) project; DC SIAT
concerning DoD interoperability and shipboard Quality of Service (QoS): US Army Mission
Command regarding the Data Distribution System (DDS); DISA concerning interoperability
with GCCS-J; the US Navy concerning deployment of C2PC in the Navy/Marine Corps
Internet (NMCI) environment; the US Coast Guard and the US Air Force concerning
deployment of C2PC.
 Developed and established a streamlined software release process in order to provide
software security updates to the end users from a 120-day to a 30-day release cycle.
 Accomplished the complete migration of over 1,000 Windows-based software-intensive
systems from Windows XP to Windows 7 prior to the mandated cutover date.
 Developed and implemented a common operations client between three programs, JTCW,
Combat Operations Center (COC), and Network on the Move (NOTM) systems. This effort
reduced duplicative software integration and testing tasks that each program was previously
conducting separately, which affected over 7,000 laptops across the operational forces.
 Implemented and coordinated a joint effort with the Navy PMW-150 Program Office to
develop a solution for enhancing C2PC to work in a Web-based environment within the
Navy’s Consolidated Afloat Networks and Enterprise Services (CANES) enclave.

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 Oversaw the technical refresh of over 1400 Windows-based laptops and over 300 Solaris-
based servers.
 Participate in the Program Manager, Marine Air/Ground Task Force Command, Control, and
Communications (PM MC3) working group on process improvement.
 Participate as a mentor in the Command Mentorship Program.
QinetiQ-North America (now Vencore), Stafford, VA Apr. 2007 – Dec. 2010
Systems Engineer
 Provided systems engineering expertise and knowledge of DoD acquisition policies,
processes, and products to assist the customer in successfully developing, producing, and
deploying software-intensive systems.
 Supported development of acquisition and engineering documentation.
 Provided system engineering assessments and evaluation at Program Reviews and Technical
Forums/Reviews.
 Supported testing of software-intensive systems.
 Assisted the corporation in sustaining and expanding a business presence in the area Marine
Air Ground Task Force Command and Control both now and in future endeavors.
 Supported the Joint Tactical Common Operational Picture Workstation (JTCW) and Global
Combat Support System-Marine Corps (GCSS-MC) programs.
Park University, Quantico Campus, VA Oct. 2004 – Mar.2005
Adjunct Instructor
 Taught one quarter of College Mathematics to over 20 students.
 Taught one quarter of College Algebra to over 20 students.
Military Experience
United States Marine Corps, Quantico, VA Apr. 2006 – Apr. 2007
Logistics Doctrine and Capabilities Integration Officer
 Developed and publish enterprise level capabilities and requirements documents for new
transportation, materiel handling, construction, refueling, and water purification equipment.
 Developed and publish Marine Corps enterprise level logistics policy documentation and
publications.
 Produced and prioritize Program of Memorandum (POM) submissions in support of the Marine
Corps Planning, Programming, Budgeting, and Execution (PPBE) process.
 Conducted and participated in Integrated Product Teams (IPT) involving analysis of present and
future logistics requirements.
 Coordinate and validated authorized acquisition objectives (AAO) of Marine Corps equipment in
support of Marine Corps logistics capabilities.
United States Marine Corps, Camp Fallujah, Iraq Aug. 2005 – Apr. 2006
Operations Officer of Combat Logistics Battalion (CLB)-8
 Led, supervised, and managed operational logistics support to Regimental Combat Team (RCT) –
8 in the area in and around Camp Fallujah, Iraq as part of Operation Iraqi Freedom.
 Developed, published, and supervised the execution of training plans.
 Supervised the overall planning and execution of the unit’s logistics operations.

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 Guaranteed the submission of subordinate departments’ operational and training reports.
 Advised the CLB-8 Commanding Officer on issues concerning operational and training policy.
 Supervised a staff of 10 Marine Corps officer and enlisted personnel, which included setting
performance objectives and conducting formal and informal counseling and mentoring.
United States Marine Corps, Quantico, VA Aug. 2003 – Aug. 2005
Project Manager
 Managed $40 million worth of government contracts for a radio communications project
(Enterprise-Land Mobile Radio [E-LMR]) at Marine Corps Systems Command.
 Developed budget requirements.
 Coordinated life cycle management of hundreds of radio communications equipment.
United States Marine Corps, Quantico, VA Jul. 2000 – Aug. 2003
Graduate Education Program Manager
 Managed Marine Corps-wide post-baccalaureate educationprograms.
 Administered officer placement to institution of higher learning and to payback tours of duty.
 Coordinated human resource issues and policies at the Marine Corps Headquarters level.
 Supervised a staff of two civilian personnel, which included setting performance objectives and
conducting formal and informal counseling and mentoring.
United States Marine Corps, Okinawa, Japan Jun. 1997 – Jun. 2000
Operations Officer and Operational Planner
 Developed, published, and supervised the execution of training plans.
 Supervised the overall planning and execution of the unit’s logistics operations.
 Guaranteed the submission of subordinate departments’ operational and training reports.
 Advised the Commanding Officer on issues concerning operational and training policy.
 Updated and coordinated the logistics portion of a major regional operational war plan.
 Supervised a staff of eight Marine Corps enlisted personnel, which included setting performance
objectives and conducting formal and informal counseling and mentoring.
United States Naval Academy, Annapolis, MD Dec. 1993 – May 1997
Electrical Engineering Instructor
 Taught electrical engineering core courses to undergraduate students.
 Coordinated and taught independent course in digital design.
 Maintained department’s computer resources and local area network.
 Mentored undergraduate students with capstone senior projects focused on Very Large Scale
Integrated (VLSI) circuit digital design with sponsorship from the National Science Foundation.
United States Marine Corps, Various Locations May 1987 – Dec 1993
Various Operational/Staff positions of increasing responsibility
 One of a few Marine Officers selected to attend the Naval Postgraduate School program.
 Transportation Company Executive Officer responsible for assisting the Commanding Officer
with the command and control of three transportations platoon of over 100 transportation
specialist and developing, implementing, and supervising an integrated, comprehensive training
plan.

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 Transportation Platoon Commander responsible for leading and managing a staff of over 30
transportation specialist and for the operations and maintenance of over 30 motor transport assets
in Okinawa, Japan, and during field exercises throughout the Far East. Supervision of staff
included setting performance objectives and conducting formal and informal counseling and
mentoring.
Professional Affiliations
 Life Member, US Naval Academy Alumni Association
 Member, Association of Computing Machinery
 Member, Military Officers Association of America
 Member, Armed Forces Communications & Electronics Association
 Member, Department of Defense Acquisition Corps
References
Dr. Kris Jamsa
Capella University
(928) 899-9101
KrisJamsa@class-files.com