Wings Over the Rockies is a Colorado-based, nonprofit organization that supports educational programming at the Wings Over the Rockies Air & Space Museum.

This year’s scholarship winners will receive $12,000 for the pursuit of a private pilot certificate in either a single-engine airplane or a glider. The awards are made possible by the Ray Foundation, an organization that “provides grants for programs and educational organizations primarily in aviation that develop life skills such as honesty, worth ethic, self-confidence, and self-discipline.”

Scholarship applicants were subjected to a rigorous evaluation and interview process conducted by representatives from Wings Over the Rockies, the Captain Jeppesen Foundation, and other partner organizations, including Daedalian Flight 18, the Colorado Pilots Association, and the Colorado Aviation Business Association (CABA).

This year 119 students applied, and more than 50 made it to the interview process. Each scholarship recipient was assigned a mentor to guide them through the training process, which included both flight time and a thorough study regime to help them reach certification.

“Our future is bright with the up and coming students who want to pursue a career in aviation,” said retired U.S. Air Force Major General John Barry, president and CEO of Wings Over the Rockies. “We hope to continue to expand this scholarship program in the future and are incredibly grateful to the Ray Foundation for making this scholarship program available to Colorado’s future pilots.”

Since the program was launched in 2019, 150 high school students in Colorado ages 15 to 19 have received more than $1.3 million in scholarship awards. 

The post 26 Colorado High School Students Awarded Flight Training Scholarships appeared first on FLYING Magazine.

Two flight instructors, Samantha Bowyer and James “Steve” Rutland, were recognized by the National Association of Flight Instructors (NAFI) for their contributions to aviation education. The awards were presented during the annual NAFI breakfast at Oshkosh.

Jack J. Eggspuehler Award

Bowyer, an assistant professor at Embry-Riddle Aeronautical University, was named as the winner of the Jack J. Eggspuehler Award for her role in organizing and executing the first NAFI Summit in Lakeland, Florida, in October 2023.

• READ MORE: NAFI Unveils Newest Flight Instructor Hall of Fame Inductees

Bowyer holds degrees in business and project management and was instrumental in organizing the inaugural event.

Eggspuehler was the founder of NAFI and led the organization for some 30 years. The award that carries his name is the association’s highest honor. Bestowed by the board of directors, it recognizes the member, organization, or industry leader that has gone above and beyond in service to NAFI for the benefits of its members.

Greg J. Laslo Excellence in Writing Award

Rutland, a lifelong fixed- and rotor-wing instructor and author, received the 2024 Laslo award for his contributions to NAFI publications, including its Mentor magazine.

Rutland’s career spans military and civilian aviation. He holds instructor certificates for both fixed-wing and rotor-wing flying and has logged approximately 18,000 hours dual given. His writing contributions to NAFI’s Mentor are seen on a monthly basis.

• READ MORE: King Schools, NAFI Team Up to Offer CFI Training Scholarship

“Steve is one of the most impressive individuals I have ever met,” said Beth Stanton, NAFI’s director of publications and editor in chief of Mentor. “Steve shares his vast experience and knowledge in multiple ways—in the cockpit, classroom, flight simulator, and in writing.”

About NAFI

The National Association of Flight Instructors was created more than 50 years ago to raise and maintain the professional standards of aviation educators. The organization has more than 8,000 members made up of aviation training professionals who abide by a code of ethics.

The organization reaches the aviation community through its monthly magazine, weekly newsletters, podcasts, and MentorLIVE streamed events.

For more information: nafinet.org.

The post NAFI Honors 2 Deserving Flight Instructors appeared first on FLYING Magazine.

Regardless of the program of study, Central Missouri students are exposed to all aspects of the aviation industry. 

Matthew Furedy, a 1999 graduate from university, returned to the school in fall 2015 as an assistant professor. Furedy presently teaches a variety of courses, with a focus on those  that are a part of the department’s airport management degree. 

Courses in the program range from airport planning and design to corporate aviation management, all of which prepare students to sit for the American Association of Airport Executives (AAAE) Certified Member (CM) exam. 

“I think that preparing our students and having them take this exam is a good thing,” Furedy said. “I know some other programs have that as an option, rather than a requirement, and I’m not sure how many actively make it part of the degree. [One of the other benefits of our structure] is we also require that students complete an internship. The more hands-on experience you can get, the better off you’ll be. So, I tell students that, if they can, to do an internship every summer that they’re here.” 

Presently, around 70 students are enrolled in Central Missouri’s undergraduate airport management program —which is the second largest in the department of aviation. While many students pursue careers as airport managers following graduation, alumni are employed in many different aviation disciplines.

“We have students that go through this program in order to go on and be an air traffic controller,” Furedy said. “Then we have those that work in airport ops or in management, at FBOs, working for the government, or as consultants. We even have some that go on to work at [OEMs]. There’s a very wide variety of jobs that students go off and do.”

Andy Multer began instructing at Central Missouri in spring 2020. During this semester, Multer passed the CM exam. This was an inspiration for a new program that he helped to create at the school, the airport management MBA. 

This online program was first offered in fall 2021 and currently has about 15 students. GMAT scores are not required for entrance into the MBA program, which costs less than $20,000 on average to complete. Most courses are eight weeks long, meaning that there are five start dates throughout the year. 

“The program is designed for junior- to mid-level airport employees that are looking to advance in their career,” Multer said. “You get well rounded airport management training with this degree, which is the only (AACSB accredited) airport management MBA in the world. We anticipate students to take two years to complete the MBA program because we really try to push it towards people that are working at an airport. We want this because experience is the most important part, and this program is to help you grow.

“Earning this graduate degree [in conjunction with three years of work experience] will ensure you meet all the requirements to take the AAAE’s AAE [Accredited Airport Executive] exam. Plus, students get their CM and two ACE [airport certified employee] certificates.” 

Both undergraduate and graduate students at Central Missouri are encouraged to be involved in a number of organizations to further their education. Some popular aviation groups include the school’s AAAE chapter, the Missouri Airport Managers Association, Women in Aviation International, and Alpha Eta Rho. Additionally, the department of aviation has an emphasis toward connecting students with opportunities to apply their coursework in the real world. 

“We own and operate our airport [Skyhaven Airport, (KRCM)] here,” Furedy said. “So, students have the ability to work at the airport, mainly in-line service, and we do offer internships, where they can shadow the airport manager at. That’s something that’s unique about the program, to be able to get out of the book and see the airport.

“In our airport certification class, we do go visit an airport and do an actual Part 139 inspection. We try to make it as real as possible and have been to a lot of different commercial services airports doing that. We’ve been to O’Hare [International Airport (KORD)] up in Chicago, Omaha [Airport (KOMA) in] Nebraska, Memphis [International Airport (KMEM) in Tennessee], Springfield-Branson National Airport (KSGF) south of us [in Missouri], and St. Louis Lambert International (KSTL).

“The big saying for the airport world is ‘if you’ve seen one airport, you’ve seen one airport,’ because even though there are standards on how to do things, each one does things a little bit differently.”  

The post University of Central Missouri Offers Multiple Aviation Career Destinations appeared first on FLYING Magazine.

Within the vintage community, a number of simple aircraft designs from Taylorcraft, Luscombe, and Aeronca haven’t surged quite like much of the market and remain a value for folks looking to get into aviation.

Walking through the Vintage parking area at EAA AirVenture, Vintage Aircraft Association (VAA) director Ray Johnson motioned to a taildragger parked nearby.

“A young guy or gal could buy something like this Taylorcraft, or a Champ, then fly it a ton to build their hours up and sell it without taking a big hit on the resale value,” Johnson said.

But as any vintage aircraft owner can attest, purchase price is one thing. Upkeep is another. To that end, on Monday morning VAA leaders conducted a ribbon cutting at the Charles W. Harris Youth Aviation Center.

The center, a hangar behind the flight line in the vintage aircraft parking area, aims to attract area youth for hands-on experience learning how to use basic and equipment to maintain and repair aircraft, while introducing them to pilots and mechanics. At the same time, they can learn about types of aircraft that can become an affordable entry purchase into aviation for learning to fly and building time.

VAA president Susan Dusenberry said building the youth hangar took a bit longer than her initial five-year plan. But the well-finished exterior and interior certainly gives hints as to the thought put into its construction while also managing rising construction costs over those years. Dusenberry said that while education is important, so is building a community.

“In addition to the things we want to teach, we really want to foster a sense of belonging to the participating youth,” Dusenberry said.

Given the significant generation gaps involved, it could seem to be a daunting task. But Dusenberry and the VAA leaders have tapped a cadre of advisers in their 20s to help develop the program’s curriculum to ensure that it can gain traction without the generational challenges a teenager might have while considering a program that’s headed up by folks who are, shall we say, considerably older?

Between the youth advisers and a very friendly atmosphere, the Harris Aviation Center should readily handle those challenges.

The center was half financed from the estate of Charles Harris and half through EAA member donations. Their plans borrow partly on the Youth Aviation Program (YAP) that the late Ron Alexander, former VAA director, formed at Peach State Aerodrome south of Atlanta.

The YAP, operating completely independently of any school, draws high school students from the surrounding community to help in restoring and repairing vintage aircraft. Their labor at the shop is paid out in the form of flight instruction with the flying club on the field. Several students have earned their private pilot certificate, and at least one received their airframe and powerplant (A&P) mechanic certificate.

More information may be found here.

Editor’s Note: This article first appeared on Plane & Pilot.

The post VAA Opens Youth Hangar on EAA AirVenture Campus appeared first on FLYING Magazine.

The Salinas, California-based aviation nonprofit focuses on inspiring at-risk youth to  engage in STEM education. The program has a Cessna 152 and Redbird Flight Simulations FMX AATD, which allow students to pursue a private pilot certificate. 

• READ MORE: Paying It Forward

The program also offers students an opportunity at completing ground school utilizing the Aircraft Owners and Pilots Association (AOPA) high school curriculum.

The foundation’s $1.5 million donation, which was funded by Tom Siebel, Craig McCaw, and David Leushchen, also includes operational support for the aircraft and guaranteed job interviews for program graduates with industry partners Cirrus, CubCrafters, and Game Composites.

• READ MORE: Bob Hoover Academy Gets Redbird Simulator

“This donation is about providing hope and tangible opportunities for a better future,” Siebel said in a statement. “Salinas is a city where many young people face daunting challenges daily. We are honored to support the Bob Hoover Academy led by impassioned aviator Sean D. Tucker. They are changing lives through the magic of aviation combined with a solid education.” 

The post Donation to Expand Bob Hoover Academy Fleet appeared first on FLYING Magazine.

Questar III is a Board of Cooperative Educational Services (BOCES) agency that provides instructional and support services to 22 public school districts in New York’s Rensselaer, Columbia, and Greene counties. Questar’s aviation program includes classroom curriculum and flight training to 11th and 12th grade students.

• READ MORE: Purdue Global, Pilotsmith Form Flight Training Partnership

Purdue Global is Purdue University’s online program for working adults who are seeking flexible paths to a range of university degrees.

The aviation program has partnered with authorized flight schools in the Albany, New York, area where students can begin their flight training. While enrolled, they can work toward earning their private pilot certificate and instrument rating. The program reduces training costs and gives students the advantage of experience when they graduate.

The program is offered at no cost to families and is one of only a few available to high school students across New York state. Nearby Purdue Global alliance partner Hewison Aviation will provide opportunities for students to continue their education after high school.

• READ MORE: Epic Flight Academy Partners with Purdue

Through the partnership, Questar graduates who are admitted and pursue a Purdue Global degree in professional flight or aviation management will receive eight college transfer credits for earning their private pilot certificate. Students who earn instrument ratings will receive an additional 15.5 transfer credits when they enroll.

Students who continue flight training while enrolled with Purdue Global will have the opportunity to receive up to 45 additional transfer credits with the completion of the FAA certificates and ratings, including private, instrument, commercial, multiengine, and CFI.

“We are thrilled to partner with Purdue Global on this initiative,” said Questar III BOCES district superintendent Gladys Cruz. “It provides a new pathway for our aviation graduates to continue their education with one of the most mature and prestigious collegiate aviation programs in the country—and accelerate towards their careers as professional pilots.”

Purdue Global’s professional flight degree program is a collaboration between Purdue Global and Purdue University’s School of Aviation and Transportation Technology in West Lafayette, Indiana. It combines the quality of the university’s well-known aviation program with Purdue Global’s flexibility and affordability.

“We are pleased to join forces with Questar III BOCES through recognition of prior learning in both the professional flight and aviation management program,” said Sara Sander, Purdue Global vice president, dean of the College of Social and Behavioral Sciences, and interim dean of the School of Aviation.

The post Purdue Global and Questar III BOCES form Aviation Education Partnership appeared first on FLYING Magazine.

Florida-based pilots Joseph Hurtuk, Ian Goldbaum, and Richard Golightly collaborated in the design of a specialty plate with the theme, “Support General Aviation.” Among their goals was highlighting the economic impact of aviation in the state, which ranks third in the U.S. for the total number of pilots, aircraft, and airports.  

The three pilots worked with Stacey Heaton, AOPA’s southern regional manager, to seek help from elected officials to promote the plate. State Representative Doug Bankson (R-District 39) and State Senator Gayle Harrell (R-District 83) played major roles in legislative efforts to gain House and Senate approval. The next stop for the plate is the governor’s desk, where it is expected to receive approval by the end of March, AOPA said.

“Special thanks go to representative Bankson and senator Harrell,” said Heaton. “The representative’s own passion for aviation and the senator’s recognition of our members’ passion for aviation made this effort possible.” 

After receiving the governor’s signature, the plate still has to go through a process to coordinate its distribution. Presales are set to begin October 1 with a requirement of 3,000 purchases before the state can begin turning out the plates for drivers. Proceeds from the sale of the specialty plates will go toward funding aviation education scholarships for Floridians, which will be managed through the Aerospace Center for Excellence in Lakeland, Florida.

The post Sales of Aviation License Plates to Begin in Florida Later This Year appeared first on FLYING Magazine.

There are many opportunities for applicants interested in experience in non-flight, aviation-related disciplines, from history research to communications and media. 

Some key details:

• Duration: 10 weeks, early June to early August
• Work format: Full-time, with on-site or hybrid options in the D.C. area
• Stipend: $7,000
• Application deadline: February 29

To qualify for an internship, applicants must be high school graduates enrolled in, or recently graduated from, a degree program at an accredited college or university. Strong academic records are expected, and international applications are welcome.

• READ MORE: Museum Spotlight: Smithsonian National Air & Space Museum

Some of the aviation-related internship projects include:

• Archival research: Military aviation
• Center for Earth and Planetary Studies: Distribution of geologic structures on Europa
• Center for Earth and Planetary Studies: Titan’s tectonic history
• Communications: Communications and social media
• Communications: Digital content and accessibility
• Education: Astronomy
• Education: S.H.E. Can STEAM Aviation Camp
• Education: Soar Together family programs
• Graphic design: Publications and marketing

For detailed project descriptions and application information, visit the museum’s website.

The post National Air and Space Museum’s Internship Program Accepting Applications appeared first on FLYING Magazine.

Sometimes middle school teachers reach out to the local aviation community looking for pilots who would be willing to visit their class to do a short, age-appropriate presentation about flying.

You don’t have to be a fighter pilot or hold a type rating to do this—but you do have to be engaging. As this school year picks up again, FLYING reached out to educators across the country for tips for a successful outcome for a middle school talk. Although the teachers asked us not to use their names because their schools have specific guidelines about appearing on social media, they had a plethora of knowledge to share.

• READ MORE: Oklahoma Schools Celebrate Aviation-Focused STEM Curriculum

Step 1: Meet the teacher in advance and speak their language.

Before you say yes, ask the teacher what the class has been studying, and then determine how aviation can be applied to enhance their understanding of the topic. Often the teacher will offer a specific topic they would like you to discuss, like aerodynamics or weather, but many are open to suggestions. Your presentation needs to dovetail with what has already been taught.

“Keep in mind that most teachers are probably not pilots,” said Elizabeth Tennyson, chief operating officer for the Aircraft Owners and Pilots Association, which does extensive outreach work with STEM education that includes helping teachers develop a curriculum that is age-appropriate.

“Pilot guest speakers need to avoid the jargon and acronyms we use so often in aviation. Taking a moment to explain terms and providing a cheat sheet with acronyms or key concepts is helpful.”

One way to engage the teachers is to take them for a short flight in advance of the presentation. They may want to record the event and share the video with their class.

Step 2: Manage expectations.

On the day of the talk, give the teacher a short bio so they can introduce you to the class. Every teacher interviewed for this piece warned us that maturity runs the gamut at this age, so you need to expect short attention spans, lots of energy, students who are easily distracted and have low impulse control, and those who will crack jokes in an attempt to get attention. This can throw off the room, so be prepared. The teacher will probably have suggestions and methods for getting the class back on track.

Begin the talk with a short oral quiz—no more than three to five questions to establish the class interest level and determine its energy. Some examples: “Who here has flown in a small airplane?” “Can anyone tell me what the four forces of flight are?” “What generates lift?”

I am a big fan of the last question followed by a short demonstration of lift by blowing on a piece of paper (like you are blowing out candles on a birthday cake) and having the paper rise as your breath—the accelerated air molecules going over the paper not unlike the relative wind over an airfoil—creates lift.

Weather is a popular topic for presentation as it impacts everything—they have seen fog, rain, and ice (most likely), and you can share with them how weather forms and how pilots adapt to it.

Step 3: Present your talk.

Expect to talk for 10 to 15 minutes tops, and if you can, make it an illustrated lecture such as a PowerPoint or have props like sectionals, airfoils, models, or an E6-B flight computer to show and hold the students’ interest. 

“Don’t be afraid to use whatever tools you’ve got—pictures, simulations, simple experiments, or demonstrations and personal stories—to bring ideas to life,” said Tennyson. “Teachers are just like the rest of us—they learn better when they’re engaged—so make room for discussion and give-and-take rather than lecturing. 

Step 4: Do an activity.

Hands-on projects can be helpful for learning to take place, but they can also take a lot longer than anticipated, especially when the class is large. Keep it simple, teachers say, and always make sure you have cleared the activity with them, as some may not be appropriate. Several teachers warned us that making paper airplanes can lead to unplanned air-to-air combat.

Pro tip: It is often a good idea to have another pilot (or two depending on the size of the class) with you to assist in the project—for example, if you teach the class to use mechanical E6-Bs to answer time, speed, and distance questions as part of a VFR navigation log. I am particularly fond of this exercise, as I love the look on the kids’ faces when I unveil the giant E6-B and hand out a stack of the smaller ones for use. “If you hate story problems, you’ll love the E6-B,” I tell them, as when I was in middle school I thought story problems were cruel and unusual punishment. Having the directions for how to solve time, speed, and distance printed right on the instrument makes it so much easier.

Step 5: Answer questions.

The kids will have questions but also want to share their stories. Be prepared to tell them how to pursue specific careers in aviation, especially how much education they will need.

Step 6: Offer giveaways—maybe.

These can be tricky. Posters are cool, unless the student has housing insecurity. Balsa gliders or jacket fobs are often a better choice as they are portable. Often businesses have them as giveaways at trade shows. 

Step 7: What do you do after the presentation?

End the presentation by letting the kids know of age-appropriate aviation activities outside the school. For example, if there is a chapter of the Experimental Aircraft Association around, let the students know about Young Eagles flights, or perhaps there is an Aviation Explorer Scout program in your area. For all you know, one of those kids may be so inspired by your talk that in a few years you run into them at the airport (where they work) or maybe even see them on the NASA TV channel. It could happen.

The post Bring Aviation to Middle Schools appeared first on FLYING Magazine.

How DonorsChoose.org Works

DonorsChoose.org, founded by a public high school teacher in New York in 2000, is a 501(c) 3 nonprofit. Since 2000, it has seen contributions of more than $1 billion to support some 2 million teacher requests for classroom resources and experiences. The teachers post a wish list of sorts on the website.

DonorsChoose ensures the integrity of funding by vetting all requests, purchasing each item, and shipping materials directly to verified teachers. The items needed range from book bins and cleaning supplies for classrooms to three-dimensional models and funding for field trips to STEM-appropriate locations.

According to United, the donations will focus on classrooms in the airline’s seven hub markets: Hawaii, San Francisco, Los Angeles, Phoenix, Denver, Houston, Chicago, Washington, D.C., and New York.

The remaining funds will be used over the next few months during a matching campaign to finance more aviation and STEM-focused projects. If teachers in the selected cities are interested in submitting a project to be considered for funding, they can visit donorschoose.org/teachers.

“United Airlines is helping classrooms launch into the new school year, with resources that will help aviation and STEM students thrive,” said Alix Guerrier, CEO of DonorsChoose. “Through this campaign, United Airlines is empowering youth who are tomorrow’s scientists, aviators, and engineers. This partnership will foster the beginnings of future careers.”

• READ MORE: Oklahoma Schools Celebrate Aviation-Focused STEM Curriculum

The hope is that the recipients of United Airlines’ support of STEM programs may grow up to work in the aerospace industry as engineers, pilots, maintenance technicians, or logistics personnel.

“Whether it’s using model planes to teach middle schoolers the dynamics of flight or taking a field trip to see how a simulator works, we’re proud to help teachers get the resources to inspire the next generation of aviators,” said Josh Earnest, United’s senior vice president and chief communications officer. “We’re proud to team up with DonorsChoose to support teachers who are doing incredible work and changing the lives of students around the country.”

The post United Donates $1.25 Million for School STEM Projects appeared first on FLYING Magazine.