For a combined 13 years, Alexandria Marcellus and Mason Miles lived lives defined by missions, military orders and serving something greater than themselves.

Then came a challenge unlike any either had faced before: college.

Stepping onto �鶹ӳ����ý’s campus meant trading uniforms for backpacks, military precision for unstructured schedules and familiar routines for classrooms filled with students years younger than themselves. After years of knowing exactly where they needed to be and when, they suddenly had to chart their own course.

That uncertainty became the beginning of an entirely new mission.

This summer, the two U.S. Army veterans — both first-generation college students — will cross the stage during �鶹ӳ����ý’s Summer 2026 Commencement with �����������ǰ�’s degrees and full-time jobs already secured. Their journeys represent far more than earning a degree. They show how resilience, adaptability and a willingness to embrace the unknown can transform possibility into opportunity.

Alexandria Marcellus: Finding Stability — and a Calling to Serve

Marcellus has spent much of her life opening doors no one in her family had opened before.

At 17, she became the first person in her family to enlist in the Army. While stationed in Germany, she earned an associate degree in business administration and began to see college as a realistic option for the first time.

“The military was an escape,” Marcellus says. “If I wanted a different life from the one I’d seen, this was the way.”

“Serving my soldiers put me in a position to always be in service of others because of the difference that I can make.” — Alexandria Marcellus

During seven years of military service, she quickly rose into a noncommissioned officer leadership role, discovering that her greatest fulfillment came from helping others succeed.

“Serving my soldiers put me in a position to always be in service of others because of the difference that I can make. That’s what stuck with me the most,” Marcellus says.

That mindset followed her to �鶹ӳ����ý.

Leaving the military and becoming a full-time student just two months later proved more difficult than she expected.

The campus felt enormous. The freedom she had long desired suddenly became intimidating. Unsure where she fit, she walked into (MVSS), where a veteran peer success coach assured her she wasn’t alone.

“That’s when, for the first time since I left the military, I felt like somebody understood me,” Marcellus says.

What began as a place to ask questions quickly became what she describes as her “duty station on campus.”

Inspired by the support she received, Marcellus returned as a peer success coach, helping veterans and students on academic probation regain confidence, navigate challenges and create plans for success. Often, she found that what students needed most was someone willing to listen.

She recalls several students telling her, “No one has ever asked me what’s going on in my life that’s affecting my grades.”

Marcellus became that person.

Wanting women veterans to experience the same sense of belonging she found in the military, Marcellus established the Women Veterans Association at �鶹ӳ����ý, creating a community where women veterans could build lifelong friendships and support one another throughout college.

“If I could create a space where women could come together and find someone who was going to be pivotal to them succeeding along their journey,” she says, “then I wanted to do it.”

Her own journey wasn’t without setbacks. After realizing the management major wasn’t the right academic fit, she discovered �鶹ӳ����ý’s integrated business program, where collaborative projects and interdisciplinary coursework aligned perfectly with her strengths.

“I want my future children, my nieces and nephews, my godchildren and anyone close to me to see what’s possible because when you watch someone you know accomplish something, it suddenly feels like something you can accomplish, too.” —Alexandria Marcellus

As graduation approached, she looked beyond the classroom for industry experience. After six unanswered applications to Lockheed Martin, persistence paid off when she landed a year-long position through the Lockheed Martin College Work Experience Program (CWEP), which provides undergraduate and graduate students with real-world work skills relevant to their academic and career goals. As an integrated program planner, she balanced full-time coursework while coordinating schedules, improving processes and building industry-ready skills.

The experience helped prepare her for her current position as an administrative assistant at CHA Consulting, a local engineering consulting firm, where she supports engineering teams across Central Florida.

Graduation isn’t the finish line. She plans to earn her project management professional certification before pursuing graduate studies focused on business psychology and organizational leadership.

For Marcellus, every achievement represents another opportunity for someone else.

“Every single challenge or opportunity in life is like a door,” she says. “When I can open one, it doesn’t just change my life. It creates a path for people coming after me. I want my future children, my nieces and nephews, my godchildren and anyone close to me to see what’s possible, because when you watch someone you know accomplish something, it suddenly feels like something you can accomplish, too.”

Mason Miles: Turning Curiosity into a Career

For many teenagers, an 18th birthday comes with cake and car keys. For Miles, it came with a decision to enlist in the Army.

College wasn’t financially realistic after high school, but military service offered opportunity, purpose and a way forward.

The son of a construction worker who had long been fascinated by engineering and aviation, Miles participated in JROTC throughout high school before spending six years in the Army, including deployments to Iraq and Afghanistan.

He began as an unmanned aircraft operator before advancing to aircraft commander, instructor and noncommissioned officer, eventually helping develop battlefield training doctrine alongside senior military leaders — responsibilities few people in their early twenties ever experience.

Yet during deployment, another passion quietly emerged.

“I saw that it was direct industry-relevant experience that was veteran-preferred. So I thought, ‘Why not try my hand at it?’ I ended up in a field that has a ton to do with my exact interest.” — Mason Miles

Between missions, he taught himself Python programming, built Arduino robotics kits and enrolled in online college courses.

“I knew engineering was something I was interested in,” Miles says. “I never thought I would do it. Once I got back from deployment, I saw I had plateaued [in my career]. My natural next step was in engineering.”

Returning to his hometown of Orlando, he enrolled at �鶹ӳ����ý to study computer engineering.

Determined to gain industry experience as early as possible, he applied to Lockheed Martin’s CWEP program during his first year as a Knight.

Having previously worked with Lockheed Martin while serving in the military, he recognized the program as an opportunity to combine classroom learning with real-world experience.

“I saw that it was direct industry-relevant experience that was veteran-preferred,” he says. “So I thought, ‘Why not try my hand at it?’ I ended up in a field that has a ton to do with my exact interest.”

Over the past three years, Miles has worked as a software engineer focused on cybersecurity for embedded systems, strengthening his knowledge of software and hardware development.

“Every class I took throughout my computer engineering degree either has a direct piece of software or skill or toolbox that I need for my job.” — Mason Miles

Classroom learning and professional experience quickly became inseparable.

“Every class I took throughout my computer engineering degree either has a direct piece of software or skill or toolbox that I need for my job,” Miles says.

His proudest accomplishment came during Senior Design, a capstone course for engineering and computer science disciplines at �鶹ӳ����ý. He helped create a biometric sleep-tracking device that mimics a bedside lamp — an invention he hopes to patent while continuing his accelerated �����������ǰ�’s-to-master’s degree in computer engineering.

Miles has already accepted a full-time position as a cyber software engineer with Lockheed Martin Missiles and Fire Control in Orlando.

Where Their Stories Go From Here

For Marcellus, graduation represents another door opened for her and for the generations of family members and fellow veterans who’ll follow.

For Miles, it marks the moment when years of military service give way to a career solving tomorrow’s greatest cybersecurity challenges.

As they graduate with careers already underway, they embody what military service has always been about: using your skills to make a difference wherever you’re called next.

Natalie Otero ’26 may have missed her graduation ceremony this spring, but she had a good excuse. She’d just landed in Japan for a long-awaited vacation that was three years in the making. She says the trip — where she discovered new interests (sword-making), traversed a mountain and bonded with friends — symbolized her �鶹ӳ����ý experience.

“Building knowledge and strengthening friendships,” Otero says. “That’s my story at �鶹ӳ����ý.”

Those relationships led her to pivot from pre-med to accounting and opened her up to learn new skills like coding. Friends fueled her drive, brought her joy and encouraged internships, all of which she credits for her induction into the Order of Pegasus, the highest honor for �鶹ӳ����ý students.

“When I started at �鶹ӳ����ý, I didn’t know anyone,” says the Jacksonville, Florida, native. “Everything changed quickly.”

Discovering Her Own Calling

Otero didn’t really want to be a doctor. She just heard she was supposed to be a doctor.

“When you do well in high school, people say, ‘Oh, be a doctor and cure cancer.’ That’s where my mind was when I arrived as a freshman,” says Otero, who began her �鶹ӳ����ý journey studying biomedical sciences.

Then an elective class, Principles of Financial Accounting, intervened.

“The professor, Jeff Reinking ’13PhD, broke the mold of what it means to be an accountant,” she says. “The concepts made such perfect sense that I switched my major to accounting and saw a clear path ahead. For a freshman, that’s exciting.”

That same year, Otero’s friends introduced her to KnightHacks, a student organization that hosts �鶹ӳ����ý’s biggest software-building marathon annually for hundreds of students from throughout the nation.

“I said I’d go for fun. Only one girl in our group was a computer science major, but we were able to use basic coding theories to build a program from scratch in 36 hours,” she says. “We didn’t need to win. Learning and becoming closer, those were our awards.”

A Powerful Cycle for Success

Otero needed no push but says her friends at �鶹ӳ����ý became like iron sharpening iron. They’d talk about work experiences, which made Otero feel as if she needed to catch up. As a sophomore, she applied for the (CWEP), a year-long paid opportunity that enables undergraduate and graduate students to gain real-world work skills and abilities relevant to their academic and career goals.

“I guess they sensed something genuine because they offered the position to me,” she says.

A few months later, she was chosen for another internship, this one with Deloitte. By the time she started her junior year, she had experience with two corporations, had become a hackathon regular and developed a hunger for accounting coursework.

“It all comes full circle. The instructors bring business experiences to the lessons, and we take lessons into businesses,” she says. “I’d leave [Associate Professor] Sean Dennis’s class and think auditing must be the most exciting subject ever. All along, my friends and I kept encouraging each other.”

Her True Inspiration

Word about Otero’s accounting skills spread until people began asking her to help with their taxes. She routinely gives her time and skillset to the Volunteer Income Tax Assistance (VITA) program, where she serves people limited by income, language and disabilities.

“My dad walked me through financial knowledge, and with VITA I have the privilege of doing the same for others,” she says.

Otero has drawn more than financial knowledge from her family. Her paternal grandparents came to the U.S. from Cuba at young ages as part of Operaçion Pedro Pan, an agreement of cooperation between the U.S. State Department and Catholic Charities of Miami in the 1960s that saw more than 14,000 unaccompanied children sent by their parents to Miami, away from the growing communist regime in Cuba.

“This has been so much better than I imagined when I came to �鶹ӳ����ý and didn’t know anyone.” — Natalie Otero ’26

“It was hard, but my grandparents talk about how happy they were to be in the U.S., even with limited resources and not knowing when they’d see their parents again,” Otero says. “They’ve always been optimistic because they know the value of opportunities and they worked hard to make the most of them.”

Otero’s own optimism engages friends, and her work ethic has led to the Order of Pegasus award, another internship with Deloitte this summer and graduate school in the fall at UNC Chapel Hill.

“It’s hard to believe,” Otero says. “This has been so much better than I imagined when I came to �鶹ӳ����ý and didn’t know anyone. Everything is more rewarding, too, because of all the people who have made it possible.”

A future nurse adjusts their cap, preparing to enter a hospital where the need for care continues to grow.

An engineer looks out into the crowd, knowing the next step leads into an industry building what’s next.

At �鶹ӳ����ý, these moments don’t happen one by one. They happen all at once — thousands of stories, each with a different starting point, moving forward together.

Opportunity, Provided at Scale

At �鶹ӳ����ý, scale has always meant more than size.

It means access. It means opportunity. It means students who arrive with ambition and leave with proof.

More than 10,000 Knights make up the Spring Class of 2026.

Additionally, about 37% of �����������ǰ�’s degree recipients are eligible for Pell Grants, and about 22% are the first in their families to earn a college degree  — reflecting a university built to open doors and help students move through them.

This is scale with purpose.

Where Talent Meets Demand

�鶹ӳ����ý graduates move directly into high-demand fields — from hospitals and schools to tech firms, startups and public agencies.

This is a workforce built not just in classrooms, but for real-world impact.

Each year, the university awards nearly 19,000 degrees — more than any other institution in Florida — including leading the state in �����������ǰ�’s degrees in engineering and nursing. These two fields are essential to sustaining Florida’s economic growth and meeting the needs of an expanding population.

Turning Studies Into Real Skills

Before they graduate, Knights are already building career-ready experience.

That same hands-on approach extends into high-impact research across fields from computer vision to biotechnology to pediatric prosthetics.

Career Prep From the Start

Support starts early, and it’s designed to carry students all the way through.

From day one, students connect with career counselors who help them build resumes, practice interviewing, find internships and connect with employers.

And when it’s time to take the next step, campus-wide career fairs open the door. They’re a gateway for students to explore a wide range of career paths, get real insight from industry professionals and stay ahead in a fast-moving job market.

Retaining Talent Across Florida

The impact of a �鶹ӳ����ý education doesn’t leave with its graduates. In many cases, it stays — and grows.

But where graduates go next tells an even bigger story.In and around Orlando — the No. 2 Best City to Start a Career in America (WalletHub) and one of the fastest-growing hubs for innovation — that talent doesn’t just fill jobs.

It builds industries. It strengthens economies. It accelerates growth.

More Than a Milestone

Commencement is what everyone sees.

The walk. The tassel. The celebration.

But at �鶹ӳ����ý, it’s also something more.

Before students cross the stage, they’ve already built experience. By the time they graduate, they’re aligned with real-world demand. After they leave, they power the industries shaping Florida’s future and beyond.

Each commencement adds thousands more to that momentum. Each graduate strengthens the pipeline.

And across the state — and far beyond it — you can already see what they’re building.

For 25 years, members of have shared a powerful belief: investing in �鶹ӳ����ý is ultimately an investment in students and the lives they’ll lead.

Through planned gifts such as bequests, estate plans and retirement assets, society members extend opportunity far beyond a single generation. Their support fuels scholarships, research and academic programs that prepare students to meet the evolving needs of industry and community.

In 2025 alone, planned gifts accounted for nearly one-third of all charitable support to �鶹ӳ����ý.

The society is named for �鶹ӳ����ý’s founding president, Charles Millican, a visionary who built the university with the future firmly in mind. During his tenure, Millican transformed 1,227 acres of Central Florida scrubland into an institution designed to support the space race and prepare students for careers in engineering and computer science. He championed what would become the Central Florida Research Park and helped shape �鶹ӳ����ý’s enduring ambition to reach for the stars.

Today, that vision lives on through more than 500 members of The Charles Millican Legacy Society — and through the students whose futures are shaped by their generosity.

A World of Possibility

Thiago Maillo’s path to a �����������ǰ�’s degree wasn’t linear — but it was driven by something unwavering: the pursuit of greater opportunity.

After his first year studying medicine at the Universidad Nacional del Litoral, Maillo realized he wanted a different future. He saw higher education in the United States as the place to build it. Just three months after applying to Valencia College, he moved to Florida and later .

“Scholarships have made all the difference. They’ve made it possible for me to achieve my dreams.” — Thiago Maillo, biomedical sciences major

Today, he’s a Burnett Honors Scholar and biomedical sciences major on the neuroscience track, with a minor in psychology. He’s conducted research at the Applied Cognition and Technology Lab, completed an internship with ThinkNeuro and serves as an undergraduate teaching assistant in Genetics and Embryology. He’s also found community as president of the Argentinian Student Association.

“Being at �鶹ӳ����ý was my goal from the start,” says Maillo, who plans to pursue a doctoral degree in cognitive neuroscience. “I love being a Knight. Scholarships have made all the difference. They’ve made it possible for me to achieve my dreams — and pave the way for my two siblings to follow in my footsteps.”

Reimagining What’s Possible

Shannon Hankinson didn’t follow the traditional path to �鶹ӳ����ý — she created her own.

A Tampa native and single mother of two, Hankinson spent years leading teams at Target before realizing that success and fulfillment aren’t always the same. Determined to change course, she saved money, left her job, earned an associate degree at Eastern Florida State College and transferred to �鶹ӳ����ý, becoming the first in her family to pursue a four-year degree.

“Donors made it possible for me to build a future that reflects my values and supports my family.” — Shannon Hankinson, electrical engineering major

Now a senior electrical engineering major, she has seized several opportunities at �鶹ӳ����ý. She completed two semesters in the , joined the Society of Women Engineers and works as a research assistant in �鶹ӳ����ý’s Radiation Effects Exploration Laboratory. There, she studies semiconductor reliability, hardware design and embedded systems under Assistant Professor Enxia Zhang. Through the Scalable Asymmetric Lifecycle Engagement program, she also gained hands-on experience with the U.S. defense sector.

This spring, Hankinson will graduate debt-free — supported by scholarships, research funding and a fellowship that’ll carry her directly into a �鶹ӳ����ý master’s program. A doctorate is next.

“One of my goals was to show my children that it’s never too late to do what you want to do with your life,” Hankinson says. “Donors made it possible for me to build a future that reflects my values and supports my family.”

A Lasting Legacy

On May 2, �鶹ӳ����ý celebrated the 25th anniversary of The Charles Millican Legacy Society. The milestone coincides with , which builds on the university’s commitment to accelerating student success, advancing research and driving societal impact.

On May 2, �鶹ӳ����ý celebrated the 25th anniversary of the Charles Millican Legacy Society. .

“This university was founded to serve the next great frontier — America’s space race — and it’s support from dedicated individuals like our Charles Millican Legacy Society members that continue to power our innovators, educators and researchers as they move that mission forward,” says Rod Grabowski, senior vice president of Advancement and Partnerships and CEO of the �鶹ӳ����ý Foundation. “From driving the latest advances in AI to creating next-level immersive experiences and sparking breakthrough medical research, �鶹ӳ����ý is building a future others have only imagined — one that this society’s namesake would be proud to see.”

Maillo is forging new frontiers for his family. Hankinson is showing her children what’s possible when you start again.

They aren’t outliers. They’re what happens when students with extraordinary drive meet extraordinary support.

This is the true legacy of �鶹ӳ����ý, of Millican and of the society members: students with the confidence to go further, supported by those who believe they can.

Here are the highlights that shaped an unforgettable year.

Daring to Boldly Invent the Future: Florida’s Next-Generation Preeminent University

�鶹ӳ����ý met the 12 metrics required to earn the Preeminent State Research University designation from the Florida Board of Governors, the highest designation for state research universities. This landmark achievement highlights sustained progress in student success, research and more, affirming �鶹ӳ����ý’s leadership in advancing opportunity and impact in Florida and beyond.

�鶹ӳ����ý Opens Dr. Phillips Nursing Pavilion in Lake Nona, Fueling a Talent Pipeline and Healthcare Innovation

�鶹ӳ����ý opened the Dr. Phillips Nursing Pavilion on the Academic Health Sciences Campus at Lake Nona — a 90,000-square-foot state-of-the-art facility dedicated to preparing the next generation of healthcare professionals. The pavilion expands immersive simulation technology and interdisciplinary learning spaces, enabling �鶹ӳ����ý to graduate more nurses ready to serve communities across the region.

Pegasus Partners Expand with BNY and Lockheed Martin

This year saw strategic growth in �鶹ӳ����ý’s Pegasus Partners program, with major collaborations forged with the global financial services company BNY and the aerospace and defense leader Lockheed Martin. The BNY co-located educational innovation hub on �鶹ӳ����ý’s main campus — the first of its kind in Florida — brings experiential learning and cybersecurity education directly to students. Additionally, the expanded Lockheed Martin partnership will grow the highly successful College Work Experience Program and expand research in vital areas such as artificial intelligence, robotics and hypersonic technologies.

Elevating Impact Across Space

As America’s Space University, �鶹ӳ����ý deepened its influence across the space sector this year, highlighted by the inaugural �鶹ӳ����ý Space Week that took place Nov. 3-7. The university-wide celebration showcased all the ways Knight Nation is advancing space research, supporting Florida’s fast-growing space economy, and preparing the next generation of explorers, engineers, and entrepreneurs. The observance also marked the debut of the SpaceU Awards, which celebrated eight honorees — two students, three faculty, two organizations and a record-setting astronaut — for pushing the boundaries of what’s possible in space development, discovery and exploration.

�鶹ӳ����ý’s impact also extended into human health in space. Two internationally known  experts — William Powers and Jennifer Fogarty — joined the College of Medicine’s faculty as part of �鶹ӳ����ý’s new Center for Aerospace and Extreme Environments Medicine that will lead research and technology development for improving health in extreme environments such as space.

As the top talent provider to the nation’s aerospace and defense industries, �鶹ӳ����ý also launched a new online space MBA program to meet the expanding needs of the booming space industry on Florida’s Space Coast and around the world. The 24-month part-time graduate business program focuses on space commercialization, business strategy and innovation, preparing graduates to lead in high-impact roles across the commercial space, aerospace, government, startups and emerging tech industries.

�鶹ӳ����ý Launches Institute of Artificial Intelligence to Advance Research, Talent Development Across Disciplines

�鶹ӳ����ý launched the Institute of Artificial Intelligence, a new university-wide initiative that brings together top faculty, industry partnerships and cross-campus collaboration to position the university as a national leader in AI. The institute will also support �鶹ӳ����ý’s AI for All Initiative, which integrates AI into teaching and learning across disciplines, ensuring students graduate with the ability to use AI effectively in their careers.

Honoring Excellence on Founders’ Day

�鶹ӳ����ý’s annual Founders’ Day honored the outstanding achievements of the university’s employees, faculty and students. Hundreds of Knights were recognized for their excellence and impact — among them Pegasus Professors Roger Azevedo, Fevzi Okumus and Yan Solihin; Medal of Societal Impact honoree Mohamed Abdel-Aty; Reach for the Stars honorees Amrita Ghosh, Leland Nordin, Yogesh Rawat and Kelly Stevens; and 37 Order of Pegasus inductees — the university’s highest student honor.

Epic Universe Launch Provides Immersive Learning Opportunities at �鶹ӳ����ý

Universal Orlando Resort’s highly anticipated new theme park, Epic Universe, opened its gates this spring, and Knights played a role in bringing it to life. Located less than a mile away, �鶹ӳ����ý’s — ranked No. 1 in the world for hospitality education (CEOWORLD magazine) — turned Epic Universe into a living case study for hands-on learning in hospitality, themed experience, engineering and beyond. While the park attracts millions of guests with its immersive worlds and attractions, it’s also transforming hospitality education for Rosen College students, building a direct talent pipeline into the park and developing a workforce ready to lead the industry.

Introducing John Buckwalter, �鶹ӳ����ý’s Next Provost 

Following a competitive national search, John Buckwalter was appointed �鶹ӳ����ý’s next provost and executive vice president for academic affairs. He and his wife, Amalia, officially joined Knight Nation on Aug. 1. Buckwalter brings more than 20 years of experience in academia to �鶹ӳ����ý. He most recently served as provost at Boise State University, where he led transformative interdisciplinary initiatives and championed student achievement. He succeeds Provost Michael D. Johnson, who retired this summer following 35 years of service to �鶹ӳ����ý.

Knights Shine in Athletics

�鶹ӳ����ý Athletics delivered unforgettable moments this year — from the rowing team claiming its first Big 12 Championship in program history, to men’s soccer’s conference title, to men’s tennis clinching its , to 82-78 victory over Hofstra at Additional Financial Arena that sparked the best start (8-1) in head coach Johnny Dawkins’ tenure.

Together, We Unleashed Impact: Thank You, Knight Nation, for a Transformational Day of Giving 2025

Knights made a collective impact for another record-breaking celebration of all things Black & Gold. raised more than $14.8 million — a 63% increase from last year and the most in university history. With 10,472 gifts, inspired donors across the globe rallied together for the community-driven effort — fueling �鶹ӳ����ý’s academic programs, life-changing scholarships, groundbreaking research and more. These contributions were made across all 50 U.S. states, as well as globally, including Australia, France, Panama and the United Kingdom.

Through the �鶹ӳ����ý Lockheed Martin College Work Experience Program (CWEP), undergraduate and graduate students gain real-world skills related to their field of study. This year-round, paid opportunity offers hands-on learning experience while building a strong foundation in Lockheed Martin’s general operations and the daily routines of assigned programs. For many, CWEP sets the stage for a seamless transition into a full-time role at Lockheed Martin, allowing students to contribute immediately thanks to their prior CWEP experience.The program is mutually beneficial, providing Lockheed Martin with fresh perspectives and creative solutions to daily challenges from talented students.

Double aerospace engineering alum Tiana’s journey reflects the power of experience. She started as a CWEP intern before becoming a sustainment engineer associate at Lockheed Martin. While in the program she helped automate and streamline job processes, reducing process times and labor hours. In one project, Tiana worked on integrating a manually intensive daily operation into Lockheed Martin’s asset management system, allowing it to be fully automated and freeing up over 250 hours annually that could be redirected to other assignments.

“�鶹ӳ����ý’s partnership with Lockheed Martin is very much a pathway to success,” Tiana says. “The CWEP program gave me the experience I needed to become successful in gaining knowledge and expertise in engineering. It is very important these days to have experience in order to apply for any job. The CWEP program led me to gain a summer internship with Lockheed Martin, which then led to them offering me a full-time position at the end of my internship.”

Learn more about Tiana’s experience at �鶹ӳ����ý and as a CWEP intern.

What first sparked your interest in aerospace engineering?
In my high school physics, class we had an assignment to watch Interstellar and write a paper on what was real physics versus fictional components of the movie. It inspired me to learn more about aerospace engineering and sparked my passion for the industry. Interstellar has been my favorite movie ever since.

Why did you choose �鶹ӳ����ý to pursue a �����������ǰ�’s and then a master’s in aerospace engineering?
�鶹ӳ����ý is known as SpaceU and has the best resources for me to pursue my career aspirations and goals. I knew that �鶹ӳ����ý would cater to my needs and lead me to have the most successful career. I was accepted into about eight or nine different universities and looked into every aerospace program. I saw that �鶹ӳ����ý offered anaccelerated B.S. to M.S. program in aerospace engineering, and I realized I could earn three degrees in five years, including my double major.

Can you talk about a defining moment or project during your time at �鶹ӳ����ý that shaped your career path?
In your senior year at �鶹ӳ����ý, you take a yearlong senior design class. I chose to do the Return to Launch Site Rocket Project, which helped me define what I wanted to research for my master’s program. Our project focused on creating a rocket that could reach an apogee of 2,200 feet, transmit first-person views and hit a target during its descent. I was able to create my own rocket and get my level one certification to help build our final rocket. I had such a great time building the rocket, as well as designing and painting it. Our first attempt was a success. I have the rocket in my room as decoration today! This led me to my master’s research topic of propulsion systems, where I worked to increase the efficiency of turbofan engines using ammonia cracking.

What resources at �鶹ӳ����ý contributed to your success?
�鶹ӳ����ý has many resources that can help contribute to any student’s success. The engineering building has a lab where you can laser print and 3D print objects, which was helpful in many different engineering projects over the years. I also utilized study rooms in the �鶹ӳ����ý Library frequently to help me stay focused.

Why do you think programs like CWEP are so important for students entering STEM fields?
Programs like CWEP are crucial for students entering any STEM field. It offers real experience in the corporate world and helps prepare students for what life will be like after graduation.

What skills or experiences from CWEP were most valuable to you in securing your full-time role at Lockheed Martin?
Everything I did as a CWEP intern prepared me for my full-time role at Lockheed Martin and taught me how to be successful in my career. I learned how to effectively manage my time while working 25 hours a week and taking five classes a semester.

How did your �鶹ӳ����ý coursework help you succeed in your sustainment engineer associate role at Lockheed Martin?
�鶹ӳ����ý helped prepare me for my role as a sustainment engineer associate through the skills I learned in my classes. Through my different labs and projects I conducted, I learned the ins and outs of Excel, which prepared me to sort through data on a daily basis in my current role. As an engineering student I learned how to read and write code, which has been valuable in my career.

Joined by Gov. Ron DeSantis, �鶹ӳ����ý President Alexander N. Cartwright and Lockheed Martin Chief Operating Officer Frank St. John ’87 ’91MS signed the Pegasus Partnership agreement in June at the Paris Air Show, the global aerospace industry’s premier meeting — and a fitting venue for two organizations that are leaders in Florida’s robust and rapidly growing aerospace industry.

As part of the agreement:

• Lockheed Martin will expand investments in the highly successful , which since 1981 has provided unrivaled work experiences for more than 10,000 students in engineering, business and many other disciplines – and led to many of those students earning full-time employment with Lockheed Martin.
• Lockheed Martin will significantly grow research with �鶹ӳ����ý’s world-class faculty in key areas such as autonomous systems, artificial intelligence (AI) and machine learning, augmented and virtual reality, robotics, advanced manufacturing and hypersonic technologies.
• �鶹ӳ����ý will develop a new executive education program that would provide an opportunity for Lockheed Martin to upskill and train their leaders for the future.
• Both organizations will work together to pursue joint federal funding opportunities that will further strengthen their roles as leaders in cutting-edge research and development.

What This Means for Florida’s Future

The Pegasus Partnership supports many of Gov. Ron DeSantis’ goals, including maintaining Florida’s role as setting the national standard for economic growth, workforce development and innovation.

“This partnership between �鶹ӳ����ý and Lockheed Martin is an example of how Florida leads in workforce education,” DeSantis says. “Our state is proud to prioritize educational opportunities that produce practical knowledge and immediate job opportunities.”

�鶹ӳ����ý has provided much of the talent that has fueled Lockheed Martin’s growth and success. The university is the nation’s top provider of graduates to the aerospace and defense industry, according to Aviation Week Network.

“Lockheed Martin’s unwavering partnership empowers our students with real-world opportunities, drives innovation, and strengthens our shared commitment to building a brighter future,” Cartwright says. “Together, we will work even more closely to shape the next generation of leaders and advance industries and technologies that benefit Florida and the world.”

The agreement builds on �鶹ӳ����ý and Lockheed Martin’s longstanding partnership and designates �鶹ӳ����ý as Lockheed Martin’s first university strategic partner in Florida. �鶹ӳ����ý joins 11 other prestigious universities in this designation, committed to supporting Lockheed Martin as the world’s largest Aerospace and Defense corporation.

“This agreement is a celebration of more than four decades of partnership between Lockheed Martin and �鶹ӳ����ý, built on innovation, shared values, and a commitment to developing the next generation of STEM talent,” says St. John, who earned �����������ǰ�’s and master’s degrees in electrical engineering from �鶹ӳ����ý and began at Lockheed Martin through the CWEP. “As an alum, I’m incredibly proud of the role �鶹ӳ����ý plays in shaping the future of aerospace and defense.”

About �鶹ӳ����ý’s Partnership with Lockheed Martin
Thanks to �鶹ӳ����ý’s partnership with Lockheed Martin, �鶹ӳ����ý students for decades have gained invaluable hands-on experience through internships and cooperative education programs, which strongly enhance their practical skills and employability. Lockheed Martin also provides scholarships and mentorship opportunities that help students excel in fields such as engineering, cybersecurity and technology.

The two organizations have worked closely on cybersecurity initiatives — including the Cyber Innovation Lab, where �鶹ӳ����ý’s national champion collegiate cyber defense team trains — and educating K-12 STEM teachers who are inspiring Florida’s future workforce to become interested in science, math and engineering fields.

About the Pegasus Partners Program
�鶹ӳ����ý’s Pegasus Partners program offers opportunities for select partners to engage across the university in ways that create meaningful value for both organizations. That engagement includes talent development and recruitment, shared research projects, joint ventures and collaborations, strategic philanthropy and co-location at �鶹ӳ����ý. The university is proud to also include Addition Financial, AdventHealth, Nemours Children’s Health, Orlando Health and Siemens Energy among its Pegasus Partners.

“�鶹ӳ����ý’s rise in prominence as one of the nation’s most innovative universities is a reflection of the collective boldness, creativity and excellence of our people.” — Alexander N. Cartwright, �鶹ӳ����ý president

�鶹ӳ����ý is also recognized as the most innovative university in Florida for the seventh consecutive year, according to the 2025 Best Colleges rankings released today by U.S. News & World Report.

“Together, our students, faculty, staff, and partners are making an incredible impact as we transform lives, solve societal challenges, elevate our community and state, and invent the future,” says �鶹ӳ����ý President Alexander N. Cartwright.

�鶹ӳ����ý stands tall alongside other top public schools in innovation, including the Georgia Institute of Technology, MIT and Purdue University​ — and ahead of UC Berkley, Harvard and Virginia Tech.​

�鶹ӳ����ý continues to advance toward becoming a top 50 public research university overall and earned recognitions in several other categories:

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  Top 20 public university nationally for best undergraduate teaching.

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  Top 25 public university nationally for student outcome measures, including graduation and retention rates.

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  Top 30 public university nationally for social mobility, best value and nursing.

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  Top 50 public university nationally for engineering and computer science.

Last year, �鶹ӳ����ý students completed over 28,000 internships, co-ops and service-learning experiences, while the university produced nearly 18,000 graduates, fueling Florida’s talent pipeline in key industries such as engineering and computer science, digital media, aerospace and defense, business and healthcare.

In all of those industries, students at America’s Partnership University benefit from the strong connections the university and its talented faculty have developed with leading innovative companies such as Lockheed Martin, Siemens, Northrop Grumman, L3 Harris, Duke Energy and NASA in engineering and computer science; AdventHealth, Orlando Health and Nemours Children’s Health in healthcare; Electronic Arts in digital media; and many others.

Elevating Student Success and Well-being

�鶹ӳ����ý is deeply committed to helping all students unleash their potential and succeed at �鶹ӳ����ý and beyond — and Student Success and Well-Being division staff are always seeking new and innovative approaches to accomplish that goal.

One of �鶹ӳ����ý’s newest initiatives is known as BEAM — Belonging, Engaging, Achieving and Meaning. It provides a framework to transform student aspirations into achievements and empower every student to thrive.

BEAM encourages students to explore opportunities to connect intentionally, actively and meaningfully with others, both inside and outside of the classroom; discover and utilize campus resources to support them on their journey to success; and develop, nurture, deploy and hone passions and interests to catapult their career preparation and success into the future.

�鶹ӳ����ý is also transforming student success in other ways. Every undergraduate student can connect with an academic success coach to ensure they have the support to succeed throughout their journey.​ The university’s academic success coaching blends traditional academic advising with coaching and innovative technologies to set goals, create realistic success strategies, and monitor success over the course of a student’s �鶹ӳ����ý career.

“All of the things that �鶹ӳ����ý provides for me, through Career Services, academic success coaches, even my peers and professors, have fully prepared me to go into my career.” — Daniel Bogle, �鶹ӳ����ý student

In addition, academic advocates provide targeted outreach and problem-solving to students to remove challenges adversely affecting their persistence and timely degree completion. Advocates and support students facing academic challenges and those assisted by high-touch support.

“When I met with my academic success coach, she guided me through my freshman, sophomore, junior and senior year,” says Daniel Bogle, a �鶹ӳ����ý engineering student interning at Lockheed Martin. “We decided when I want to take internships and when I want to take extracurriculars, and how I could do all of those things and still graduate on time.”

The university has developed multiple pathways for students to succeed, including DirectConnect to �鶹ӳ����ý, a partnership program with six state colleges that graduates more than 4,400 transfer students annually.

For student-athletes, Vice President and Director of Athletics Terry Mohajir has achieved his bold goal of a 100% full-time job or graduate school placement rate for all graduating student-athletes.

40-Year Success: How Lockheed Martin Helps Students

Orlando — a national hub of aerospace and defense innovation — provides �鶹ӳ����ý students with opportunities to get real-world experience with many top industry partners.

The Lockheed Martin College Work Experience Program (CWEP) provides one of the world’s leading global security and aerospace companies with a vast talent pool of undergraduate and graduate students studying engineering, business, finance, communications, mathematics, computer science and other disciplines.

For more than 40 years, Lockheed Martin has helped thousands of �鶹ӳ����ý students build their careers. Many get full-time job offers from Lockheed Martin and other companies after participating.

“CWEP cemented my desire to work in engineering as a career, and it also gave me a perspective while I was getting an education of how that was going to be used in the future.” — Frank St. John ’87 ’91MS, Lockheed Martin COO

Among �鶹ӳ����ý’s CWEP alumni is Lockheed Martin Chief Operating Officer Frank St. John ’87 ’91MS, who holds two electrical engineering degrees from �鶹ӳ����ý. His CWEP journey illustrates how transformational CWEP can be for students.

“CWEP cemented my desire to work in engineering as a career, and it also gave me a perspective while I was getting an education of how that was going to be used in the future,” St. John says. “It was also beneficial for the company because they got to try me out as a part-time employee.”

Dean of �鶹ӳ����ý’s College of Engineering and Computer Science Michael Georgiopoulos says over time, CWEP students become stronger in the classroom and exhibit more enthusiasm for their area of study when they begin to see how their academic learnings are applied in an industry setting.

“By spending time with Lockheed Martin, they get to understand a little better what their profession is all about. They become more confident, more mature, more talkative about their discipline,” says Georgiopoulos. “They are able to understand why they are learning these important fundamentals in their coursework.”

For almost all of the program’s 40-year history, �鶹ӳ����ý was the only university in the nation with such a partnership with Lockheed Martin.

World-class Faculty as Leading Innovators

Many of �鶹ӳ����ý’s world-class faculty members are leaders and top innovators in their fields, and their expertise and passion for helping students learn give students an edge as they graduate and pursue their careers.

A longtime innovator, Carolina Cruz-Neira is a member of the National Academy of Engineering and recent inductee into the Augmented World Expo XR Hall of Fame. She is a pioneer in the areas of virtual reality, interactive visualization and digital twins. Her work has translated to standard tools in industry, government and academia.

She is known world-wide for being the creator of the CAVE virtual reality (VR) system and for transferring research into practice by spearheading several open-source initiatives, such as VR Juggler, and by leading entrepreneurial initiatives to commercialize research. She has over 100 publications and has been awarded over $250 million in grants, contracts, and donations.

“It is not well known that �鶹ӳ����ý has one of the, if not the, largest concentration of VR researchers in the U.S. There is a strong ecosystem that generates many demands for VR, as well as use cases.” — Carolina Cruz-Neira, professor

Cruz-Neira joined �鶹ӳ����ý in 2020, drawn to the university for its strong programs and extensive network of partners and collaborators across a number of sectors, including space, defense, energy, entertainment and healthcare.

“Of course, the strong reputation of �鶹ӳ����ý as a leader in modeling and simulation ties very well with the ecosystem,” she says. “At this point in my career, the opportunity to have daily interactions, idea exchanges, and stimulating conversations with colleagues and students is the best environment for me to be in.”

Many of her former students are now doing leading work in VR at places such as Unity Labs, Intel, Microsoft Research, Google, DreamWorks, EA, Deere & Company, Boeing, Sony Pictures Imageworks, and Argonne National Laboratory.

A National Leader in Preparing Nurses for Practice

�鶹ӳ����ý’s College of Nursing and the Dr. Phillips Nursing Pavilion under construction at Lake Nona are ideal examples of both student success and an innovative portfolio of industry partnerships.

Through innovative technology and educational excellence both in and out of the classroom, �鶹ӳ����ý continues to lead in educating future nurses to build a talent pipeline and address the nursing shortage. �鶹ӳ����ý is ranked No. 39 among the nation’s Best Undergraduate Nursing Programs — second in Florida and among a top 30 among public universities.

Beyond the classroom, �鶹ӳ����ý’s undergraduate nursing students receive valuable hands-on and real-world experiences to foster learning and skills development in order to graduate ready for clinical practice. Those student experiences includes innovative simulation-based experiences in �鶹ӳ����ý’s STIM Center, a global leader in healthcare simulation education, providing vital health education and screenings through service learning in economically disadvantaged Central Florida communities, and training alongside professional nurses in clinical experiences at area healthcare partners.

The amount of simulation space available for �鶹ӳ����ý nursing faculty and students will triple in the new .

“To be ranked, once again, among the nation’s best undergraduate nursing programs demonstrates �鶹ӳ����ý’s excellence in preparing future nurses for clinical practice and is a testament to our faculty and staff’s commitment to student success.” — Mary Lou Sole, College of Nursing dean

With multiple �����������ǰ�’s in nursing degree tracks across three Central Florida campuses, �鶹ӳ����ý has educated more than 16,000 Knight nursing alumni to date — 85% of whom live and work in Florida. Each year, �鶹ӳ����ý graduates more than 260 newly licensed nurses and its graduates continually exceed both state and national averages on the national licensing exam.

With the Dr. Phillips Nursing Pavilion on �鶹ӳ����ý’s Academic Health Sciences Campus in Lake Nona expected to open in Fall 2025, �鶹ӳ����ý also will be able to graduate an additional 150 new Knight nurses annually.

This effort would not come to fruition if not for �鶹ӳ����ý’s partnerships with many generous philanthropic donors who continue to invest in the success of �鶹ӳ����ý’ s nursing students: the Florida Legislature, Dr. Phillips Charities, AdventHealth, Orlando Health, Nemours Children’s Health, Martin Andersen-Gracia Andersen Foundation, the Helene Fuld Health Trust, the Elizabeth Morse Genius Foundation, Addition Financial Credit Union, Roslyn and Jody Burttram, Parrish Medical Center and VNA Foundation.

“�鶹ӳ����ý will build upon these strengths to unleash potential in the new Dr. Phillips Nursing Pavilion, addressing the nursing shortage and providing increased access to a high-quality nursing education for more future Knight nurses,” says Mary Lou Sole, dean of �鶹ӳ����ý’s College of Nursing.

Social Mobility and Economic Progress

A college degree from �鶹ӳ����ý brings innovative solutions to empower social mobility, paving the way to career and financial stability for students, their families and the generations that follow them. Ensuring that every student has an opportunity to earn a high-quality, affordable education is a top priority at �鶹ӳ����ý. Higher education makes a positive impact by helping break the cycle of intergenerational hardship.

Many students face challenges and hurdles on their path to realizing their dream of a college education. Students of all backgrounds, including those who are first-generation or from disadvantaged families, must have access to the resources and tools needed to succeed. Eliminating achievement gaps and reducing barriers for students of all backgrounds and incomes has been a decade-long focus for �鶹ӳ����ý. This transforms the future for generations to come and creates a powerful ripple effect.

�鶹ӳ����ý is frequently praised for its social mobility efforts. Every year, the university graduates more than 3,200 first-generation students and 7,000 Pell Grant students. �鶹ӳ����ý produces the most Pell Grant graduates among public schools and the second most among all schools nationally. The university is also among the top 8% most affordable universities for families below $75,000 in income.

“�鶹ӳ����ý really does want you to succeed, and they set you up for success. You just have to have the courage to take the first step to reach out. From there, everything else will fall into place.”  — Aliyah Gonzalez ’21 ’23, �鶹ӳ����ý alum

There’s a positive relationship between a student earning their degree and making social and economic progress. Higher education provides a path to achieving the life-changing benefits of upward mobility.

When Aliyah Gonzalez ’21 ’23, a first-generation student, began her freshman year at �鶹ӳ����ý, it was a big change. She struggled to learn study skills and where to turn to for guidance.

“I literally remember getting lost every day my first week,” says the two-time alumna. “As a first-generation student, I didn’t have anyone to lean on for questions and to get that guidance. Navigating �鶹ӳ����ý, learning study skills, and learning how to be an efficient college student was a big learning curve.”

“Once I graduated with my first degree with �鶹ӳ����ý, I couldn’t imagine myself anywhere else truthfully,” says Gonzalez, who earned her �����������ǰ�’s degree in health sciences and immediately returned to �鶹ӳ����ý in the accelerated second degree nursing program. “I had found my people, my comfort and so many opportunities.”

For 40 years, Lockheed Martin has partnered with �鶹ӳ����ý to provide students with paid internship opportunities through CWEP. The part-time program has grown exponentially, with approximately 650 students participating each year. On average, 60% of them are offered full-time jobs.

By utilizing hybrid work schedules, Lockheed Martin provides flexibility for students to complete the program’s requirement of 15-25 hour of work weekly while they maintain other responsibilities. In the video above Hernandez shares what it’s like interning with Lockheed Martin through CWEP and below he shares advice for other students interested in the program.

Where are you from and why did you choose to attend �鶹ӳ����ý?
I am from Oswego, Illinois (a suburb of Chicago). I chose to attend �鶹ӳ����ý because �鶹ӳ����ý had everything I was looking for in a graduate school. I was drawn to the university because of its prestige and recognition in several areas. The research conducted in the Department of Industrial Engineering and Management Systems also closely aligns with my research interests.  In addition to all that, I was definitely drawn to the warmer weather.

How did you become interested in industrial engineering and what do you want to pursue in this field?
When I began applying for college as a high school senior, I was unsure of a major; however, I was certain about wanting a career that somehow focused on the human body. Undecided, I enrolled at Iowa State University as an “undecided engineer.” I was fortunate to start college early as I was accepted into Iowa State’s summer bridge program, Academic Program for Excellence, and that is where I had the opportunity to tour Dr. Richard Stone’s Augmentation and Training of Humans with Engineering in North America (ATHENA) Lab, a lab in the Industrial and Manufacturing Systems Engineering department. I immediately fell in love with the research and decided to study industrial engineering with an emphasis on human factors and ergonomics.

My passion for this field has grown ever since enrolling and finishing my �����������ǰ�’s degree in industrial engineering (IE) at Iowa State. It has grown enough for me to continue onto graduate school at �鶹ӳ����ý in industrial engineering. Here at �鶹ӳ����ý, I have now obtained my master’s degree in IE, and I am on the road to obtaining a Ph.D. in IE. After obtaining my Ph.D., I would like to help work toward improving safety and enhancing human performance with engineering.

What advice would you give to another student who is applying to the program or starting the program?
I would say to take full advantage of this opportunity and make the most of it. As �鶹ӳ����ý students, we are very fortunate to have the opportunity to gain industry experience at a widely known and respected company while working to obtain a degree. Also, don’t be afraid to ask questions when you are stuck. We aren’t expected to know everything, and it is OK to ask questions when they arise.

What skills have you gained from being involved in CWEP?
This program has been a rewarding experience thus far. From the work I have completed to the incredible people I have met, this is an experience I am so glad I decided to be a part of. As a student that aspires to work in industry after finishing my degree, it is important to have these internships and work experiences to gain real-world experience before applying to full-time jobs. I have developed and further enhanced various skills such as my analytical skills, interpersonal skills, and presentation skills. Thus, being a part of this program will help develop the skills I will need to be ready for full-time work in industry.

How does CWEP help you connect with other students and network with industry professionals?
We develop many different personal and professional connections by working with professionals daily. In addition, CWEP has also created opportunities for CWEPs to meet each other. The past few events have been virtual because of the pandemic.

Students successfully complete this program while attending �鶹ӳ����ý full-time and can work up to 25 hours a week at one of Lockheed Martin’s two facilities in Orlando. The CWEP Program employs over 500 students annually and is recognized as the #1 Millionaire in the �鶹ӳ����ý Office of Research and Commercialization’s Millionaire’s club and generates over $8 million annually.

Students must be enrolled full-time, have a GPA of 3.0 or higher and two full semesters left prior to graduation to be eligible for CWEP. Salaries range from $10.25 an hour to $21.88 an hour based on the technical nature of the positions and student’s class standing.

“This program is a remarkable opportunity that provides students with professional experience working with one of the leading engineering companies in the world,” said Mark Greenwood, assistant director for �鶹ӳ����ý Career Services who oversees the CWEP Program. “Students that participate in the program graduate with a competitive professional edge over their peers.”

Lockheed Martin looks for a range of majors to complete this program including engineering, business and more. Within the last 10 years, student participation in the program has doubled and in 2014, 62.1 percent of students that graduated from the CWEP Program received full time employment offers from Lockheed Martin.

For more information, visit: career.ucf.edu/lockheed-martin.