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The Division of Military Science
Annual Assessment
2013-14
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ANNUAL ASSESSMENT PACKAGE
THE DIVISION OF MILITARY SCIENCE
RESERVE OFFICERS’ TRAINING CORPS PROGRAM
Foreword
UAM’s Department of Military Science is a partner with UAPB’s Senior Reserve Officer
Training Corps (SROTC) Program as outlined in the Memorandum of agreement between UAPB
and UAM (Dated: October 2005).
Mission Statement
To recruit, retain, and develop quality Cadets in order to commission the future Leaders of the
United States Army and to motivate young people to be better citizens for life-long service to
their community.
Vision Statement
The Division of Military Science produces Leaders of character - transforming Scholar – Athlete
– Leaders at UAM into commissioned officers prepared to lead small units in the U.S. Army,
U.S. Army Reserve, or Army National Guard. These leaders, commissioned in the Reserve
component, also apply their skills, knowledge, and experience towards civilian careers and local
organizations. We are role models, on campus and in our communities, for moral and ethical
conduct, professionalism, and selfless service.
Seven Army Values
 Loyalty: Bear true faith and allegiance to the U.S. Constitution, the Army, your unit, and
other soldiers.
 Duty: Fulfill your obligations.
 Respect: Treat people as they should be treated.
 Selfless-Service: Put the welfare of the nation, the Army, and your subordinates before
your own.
 Honor: Live up to the Army values.
 Integrity: Do what’s right, legally and morally.
 Personal Courage: Face fear, danger, or adversity (Physical or Moral).
Guiding Questions
1. What are the student learning outcomes (SLOs) for your unit? How do you inform the
public and other stakeholders (students, potential students, the community) about your
SLOs? If your unit is accredited by an outside source, please attach the letter verifying
your accreditation.
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Note: Outcomes are specified in the Military Science and Leadership (MSL) level of study in which
they are learned for MSLs I-II. MSLs III and IV are expected to exhibit mastery of all outcomes as
they demonstrate desired qualities and attributes of an Army officer when performing cadet
leadership duties within the battalion. Each MSL III and IV cadet are evaluated in multiple
leadership positions during the year.
1) Leadership
• Describe the relationship between leader character and competence (MSL I)
• Identify the leader attributes and core leader competencies of the Army Leadership Requirements
Model (MSL I)
• Distinguish between leadership attributes and core leader competencies (MSL I)
• Illustrate leader leading, developing, and achieving actions (MSL I)
• Describe the three stages of team development (MSL II)
• Illustrate significant traits and behaviors of historical military leaders (MSL II)
• Explain the situational, transformational, and adaptive leadership theories and their relationship to
the Army Leadership Requirements Model (MSL II)
• Illustrate dimensions of transformational and situational leadership (MSL II)
• Describe methods of assessing leadership styles (MSL II)
• Explain your personal approach to leadership (MSL II)
2) Personal Development
• Define standards for the Army Physical Fitness Test (APFT) (MSL I)
• Write short-term and long-term goals to prepare for APFT (MSL I)
• Define the basic elements of time and stress management (MSL I)
• Identify benefits of resiliency awareness in an overall personal fitness program (MSL I)
• Develop personal mission statement and goals (MSL I)
• Explain the basic elements of Army communication (MSL I)
• Deliver a formal information briefing (MSL II)
• List the types and elements of interpersonal communication (MSL II)
• Practice effective writing techniques in accordance with the Army standard for effective writing
(MSL II)
• Explain how to set goals and manage time at the team level (MSL II)
• Develop team mission statement and goals (MSL II)
• Explain ways to establish priorities and avoid distracters (MSL II)
3) Values and Ethics
• Explain the Warrior Ethos (MSL I)
• List and define the seven Army values (MSL I)
• Explain how values impact leadership (MSL I)
• Describe the importance of the Warrior Ethos for effective leadership (MSL I)
• Explain the historical basis of Army values (MSL II)
• Illustrate the four tenets of the Warrior Ethos (MSL II)
• Explain the relationship Army Values, leadership, and the Army’s Equal Opportunity program
(MSL II)
4) Officership
• Explain the importance of being a model citizen as an Army officer (MSL I)
• React to passing colors, National music, and approaching officers (MSL I)
• Describe basic heritage elements (salute, flags, rank structure, and uniforms) (MSL I)
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• Understand the impact of CULP on leader development (MSL I)
• Explain the importance of personal development for officership (MSL I)
• Describe rank, structure, duties, and traditions (MSL II)
• Explain the Principles of War and Operations (MSL II)
• Describe the Army Threat Awareness and Reporting Program, Threat Levels and Force Protection
Conditions, and the National Terrorism Advisory System (MSL II)
• Identify Army and government information resources regarding Terrorism (MSL II)
5) Tactics and Techniques
• Work effectively in teams with fellow Cadets (MSL I)
• Describe the components of a fire team and squad
• Describe the individual movement techniques
• Identify symbols and colors on a military map
• Practice land navigation techniques (MSL II)
• List the seven steps of problem solving (MSL II)
• List the eight troop leading procedures (MSL II)
• Distinguish between the different types of Army plans and orders (MSL II)
• Demonstrate terrain analysis and route planning skills (MSL II)
• Explain the five-paragraph format for an operations order (MSL II)
• Describe the characteristics and techniques of defensive operations (MSL II)
• Explain how squads and platoons plan for and conduct patrols (MSL II)
• List and describe the five aspects of military terrain using (OAKOC) (MSL II)
• Interpret an operation order (MSL II)
Students, potential students, and the community can readily review the SLOs by viewing the
ROTC Curriculum Map on the ROTC website at http://www.uamont.edu/ROTC/. Students will
also review the SLOs for their particular course during the course overview on the first day of
class.
2. Describe how your unit’s student learning outcomes fit into the mission of the
University.
The following excerpt from UAM's Mission is the core section that best describes how
ROTC's SLOs fit into it.
The University seeks to enhance and share knowledge to
preserve and promote the intellectual content of society, and to
educate people for critical thought. The University provides
learning experiences which enable students to synthesize
knowledge, communicate effectively, use knowledge and
technology with intelligence and responsibility, and act
creatively within their own and other cultures.
In reference to the excerpt from UAM’s mission, all five SLOs are exhibited during all four
years of instruction as cadets come to understand and apply military doctrine.
The enhancement and sharing of knowledge is exhibited and ongoing in the classroom and more
so during labs: as After Action Reviews (AAR) are conducted following each training event and
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improved upon and as cadets at all leadership levels are required to disseminate plans prior to the
conduct of the lab and information for upcoming events.
SLO (enhancement and sharing of knowledge exhibited):
1-Leadership attributes and competencies are evaluated.
2-Cadets explain the elements of Army communication.
3-Cadets learn the Army Values and share examples of those values as observed in leaders.
4-Cadets learn of the impact Cultural Understanding and Language Program (CULP) has on
leader development and about the Threat Awareness and Reporting Program (TARP) and of the
requirement to share knowledge for it to be successful.
5-Learning and the attempt to master the many duties and responsibilities of each member of the
squad, sharing multiple land navigation techniques, describing the planning process and
analyzing the aspects of military terrain all pertain specifically to the enhancement and sharing of
knowledge.
The preservation and promotion of the intellectual content of society is mostly displayed during
the MSL III and IV years of study as cadets read and evaluate vignettes designed to encourage
the analysis of leaders’ tactical and ethical leadership decisions that had significant, strategic
impacts in history.
SLO (preserve and promote the intellectual content of society):
1-Cadets evaluate leaders in historical vignettes.
3-Cadets learn the impact one’s values have on leadership.
4-The discussion of cultural themes in history greatly shapes the cadets’ decision making
process.
5-The use of materials from the Army Chief of Staff’s professional reading list promotes and
lends to the preservation of society’s intellectual content.
Cadets are educated for critical thought as they learn the requirement to inculcate the Army
Values and Warrior Ethos and express this way of living in their cultural, ethical, and tactical
leadership decisions.
SLO (educate people for critical thought):
1-Their critical thought is expressed through development of cadets’ personal leadership style.
2-Cadets learn how to manage time, set goals, establish priorities and avoid distracters all for the
sake of accomplishing a mission.
3-The requirement to live the Army Values and make ethical decisions displays a cadets ability
to express critical thought.
4-A good officer will exhibit a good understanding of the implications of decisions made with
respect to a culture in a given area of operation.
5-The analysis of terrain, weather, and a given mission are some of the best ways of evaluating
one’s potential for critical thought.
The ROTC Curriculum, at a glance, encompasses training and education in areas depicted below
(Fig 1.). The following training areas of emphasis display a focus on each of the five SLOs.
Mastery in each training area will result in an officer capable of learning experiences desired, as
stated in the first paragraph of the university’s mission.
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Fig 1.
Additionally, the Seven Army Values, which serve as the cornerstone for our moral and ethical
conduct, are inculcated into Cadets. They facilitate the professional development of an officer
who is capable of operating in a variety of working environments and cultures (SLO 3.)
Army ROTC is a four year program, divided into two parts – a Basic Course and an Advanced
Course. The Basic Course is normally taken in a cadet’s freshman and sophomore years. The
Advanced Course is usually taken during a cadet’s final two years of college and includes a five
week Leader Development and Assessment Course that is attended in the summer, normally
between a cadet’s junior and senior years. The Leader Development and Assessment Course
provide cadets hands on training and the confidence that’s not learned in a classroom (SLOs 1 &
5.)
Pre-commissioning Training Philosophy. Leadership is the process of influencing an
individual or a team of people by providing them purpose, direction, and motivation to
accomplish assigned missions and to improve the team for the future. The fundamental purpose
of pre-commissioning training is officer leadership development; to teach cadets what an officer
should be, know and do. The ROTC program seeks to identify and recruit the best cadets we can
and then develop their values, attributes, skills and actions to meet standards for service as
officers. The assessment and subsequent development of leadership comprise the main effort.
Other skills and knowledge are important, but leadership development is our main effort (SLO
1.)
The Army expects each officer to be responsible for his or her own development.
Therefore, as they develop, cadets will be increasingly held responsible for actively seeking,
acquiring and applying the skills, knowledge, attitudes and abilities required for a commission.
Fostering personal responsibility for professional development will be continually reinforced
after entry into the Army (SLO 4.)
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3. Provide an analysis of the student learning data from your unit. How is this data used as
evidence of learning?
Note: Evaluations reflect blue card evaluations of cadets during lab leadership exercises, of
which we conduct a minimum of three evaluations per week for available positions of no less
than10 leadership exercises per semester. These evaluations are most importantly for the MS
IIIs as they prepare for LDAC, but can also be used for MS I and IIs as they step up into
leadership positions. Due to the small size of our program, MS I/IIs were able to be evaluated at
least one time per week and there was good participation of MS I/IIs at FTXs conducted off site.
It is notable that MS Is with less than one semester of experience in ROTC were evaluated
multiple times and received all satisfactory evaluations during the fall semester. Some of those
evaluations came from cadre at larger ROTC programs, further validating their leadership
abilities. During most of the year, leadership labs consisted of the conduct of a one-squad
mission allowing for the evaluation of one squad leader (MS III) who is in charge of two team
leaders (MS III/II/I.) Since MS IVs have completed LDAC the summer prior to the school year,
they are now cadet battalion leadership and take part in evaluating subordinate cadets along with
military cadre in addition to their other duties like planning and executing training. That is why
they are not evaluated as the others are.
Leadership Assessment Reports (Cadet Command Form 156-4A-R, Dated July 2009) (Appendix
C) are used to evaluate performance of MS III students usually during their junior year. During
their MS III year, cadets are afforded multiple opportunities to perform duties as a fire team
leader, squad leader, or a platoon leader. They are graded on their ability to lead their element in
accomplishing an assigned mission in a situational training exercise which is presented in the
form of a tactical problem. The evaluation report determines the cadet’s character through
exhibition of the seven Army Values, empathy, and the Warrior Ethos. The remainder of the
report is dedicated to the evaluation of a cadet’s presence, intellectual capacity, leadership,
development of others, and achievement through the use of seventeen leadership competencies
which are evaluated as (E, S, or N) excellent, satisfactory, or needs improvement in
performance/demonstration. To determine an overall rating of performance, a summary of the
observation is recorded, area(s) to sustain and improve are noted, and the cadet is given an
overall rating of E, S, or N.
Evaluation reports indicate that cadets are, overall, tactically proficient in leadership dimensions
evaluated according to the greatest number of evaluations reflecting a ‘satisfactory’ rating.
Those who received “needs improvement’ ratings were generally indicative of the cadet’s lack of
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participation and performance in classes and labs. Those ratings also correlated to some degree
with a lower course grade per the semester for those cadets.
4. Based on your analysis of student learning data in Question 3, include an explanation of
what seems to be improving student learning and what should be revised.
Note: A "contracted" cadet is one whom desires not to just take the ROTC course as a leadership
class, but has made a commitment to become an Army Officer upon graduation. A contracted
cadet takes on certain responsibilities not required of non-contracted cadets that are just taking
the class. For instance, a contracted cadet is required to attend Physical Training (PT) three
times a week and attend all Field Training Exercises (FTX) during the school year.
A student’s success (indicated by performance evaluations and course grade) is directly
correlated with that student’s level of participation and desire to contract/serve. Students who
are active in each week’s practical application laboratory, member of the Color Guard or Ranger
Challenge teams, attend physical fitness training three days per week, and are attentive in classes
tend to progress to the next level, contract, and do well at LDAC. Students are evaluated through
periodic assessments and evaluations using the Leader Development Program tools (leadership
assessment report (blue card), cadet self assessment report (yellow card), developmental
counseling), recurring physical fitness tests, land navigation, patrolling, and squad tactics
evaluations. Students who do not put forth the effort perform poorly and generally do not finish
the program – either by choice or for failing to meet qualification standards to contract during the
fall semester of their MS III year of study. In most cases, cadets who received an A or B and
satisfactory rating when evaluated, were those who attended PT at least once a week and rarely
missed a lab.
Since the cadets who participated, fared well in all training and course evaluations, there should
be no change to the method or the frequency in which they are conducted. Off-site FTXs
provided the cadets with training in unfamiliar terrain. The only cadet that went to LDAC did not
complete the course and was disenrolled. All MS IVs graduated with excellent academic
standing and performance as cadet battalion staff officers.
During Situational Training Exercises (STX), the mission of the faculty/cadre and senior cadets
is to teach students how to accomplish a mission they are given. Faculty/cadre and senior cadets
do this through instruction, coaching and mentoring. Tactical performance is evaluated on
doctrinal principles and leadership is evaluated on leadership principles. However, cadre must
assess the effects of external distracters on mission accomplishment. Cadre members do not
grade on technique, but strictly on the student application of what he has been taught and his
ability to motivate others and accomplish the mission.
Lessons are learned through detailed after action reviews and individual counseling of cadets on
the blue cards (Appendix C). The blue card provides information on how well a cadet scored
with regard to each of the seventeen Army leadership dimensions. In addition, the cadet receives
an overall score of excellent, satisfactory or needs improvement. The instructor details what the
cadet did well and needs to improve on. The instructor then counsels the cadet on his
performance and has the cadet sign the card. Typically, by the time a cadet is in their junior year
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they are able to pass STX with a minimum overall score of satisfactory. The junior year is
focused on improving their knowledge base and leadership skills in preparation for assessment at
LDAC.
Land Navigation is the process of locating unknown points using a map, protractor, compass,
and having been given grid coordinates to a starting point and the points to be located. It is
scored as pass or fail. In order to pass a cadet must locate 5 out of 8 points in the time frame
allocated based off the distance of the points. This can range from two to four hours. If a
student fails, the cadet is paired up with a senior cadet for remedial instruction and tested again
during another lab or FTX. Cadre ensures the cadet has passed land navigation multiple times
prior to sending them to LDAC. In between the cadet’s junior and senior year the cadet must
demonstrate that they can pass land navigation testing at LDAC. If the cadet fails land
navigation more than two times at LDAC, they will receive an overall needs improvement “N”
score. The cadet may be dismissed from ROTC or allowed to go to LDAC again the following
year. This decision is made by a LDAC board who reviews the cadet’s information and scores.
The chart below details the enrollment and participation in Military Science courses. Enrollment
and contracting numbers by course and class status have been on par with other universities
comparable to UAM. Additionally, the UAPB/UAM partnership achieved its contracting
mission in spring 2013. Since October 2005, UAM has successfully commissioned n12 officers
into the U.S. Army. For the 2013/2014 academic year we successfully commissioned three
officers.
MSI
MSII
MSIII
MSIV
Contracted
Total Cadets
Fall 2008
2
11
3
2
2
20
Spring 2009
6
9
3
1
2
21
Fall 2009
11
2
6
1
5
25
Spring 2010
9
2
4
1
4
20
Fall 2010
15
4
4
2
6
25
Spring 2011
11
4
3
1
6
25
Fall 2011
9
5
4
3
8
21
Spring 2012
11
5
5
3
6
24
Fall 2012
9
1
3
4
7
17
Spring 2013
12
2
2
4
7
20
Fall 2013
14
4
3
2
5
23
Spring 2014
17
2
1
2
3
22
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5. Other than course level/grades, describe/analyze other data and other sources of data
whose results assist your unit to improve student learning.
Note: Command Climate Surveys are typically for the commander (Professor of Military
Science) and the Sexual Harassment/Equal Opportunity Officer only. Surveys are strictly
confidential and are used to assess the moral and ethical climate of the unit and can help to raise
flags in the event of any serious ethical deficiency in the organization. After Action Reviews
(explained below) should be conducted following every training event. The compilation of all
AARs throughout a given year for analysis is improbable as there are at least four training events
per week; one for each PT session, and one for each lab. Since a goal of AARs is to improve
every training event immediately following the event reviewed, there is an ongoing learning
process of how to better plan, prepare, and execute training events throughout the year.
Although both are helpful in improving student learning, data from neither command climate
surveys, nor AARs are available or provided for analysis. An end of year AAR was conducted
and is provided below the explanation of an AAR.
The Army uses a variety of tools and methods to assess unit decisions. A primary tool of
Commanders is the Command Climate Survey. This provides a Commander with a tool for
reviewing the climate of a unit. Unit “climate” factors - such as leadership, cohesion, morale,
and the human relations environment - have a direct impact on the effectiveness of any military
organization. The Command Climate Survey briefly addresses 22 climate areas: officer
leadership, NCO leadership, immediate supervisor, leader accessibility, leader concern for
families, leader concern for single Soldiers, unit cohesion, counseling, training, racist materials,
sexually offensive materials, stress, training schedule, assistance for new members in units,
respect, dealing with adversity, unit readiness, morale, discrimination, sexual harassment, sexual
assault, and reporting discrimination and sexual harassment/assault incidents. Space is provided
for comments on unit strengths and areas most needing improvement.
The survey is designed as a self-contained, stand-alone tool for the commander. The unit will
administer the survey, score or tally the results, and conduct their own analysis to assess the
unit’s current climate. The survey results may provide indicators of strengths and issues in the
unit. As a commander, one should use additional methods to assess the unit climate, such as
observations, personal interviews, reports, and other unit data. A command climate survey for
the UAPB/UAM ROTC department has recently been conducted during the fall 2012 semester.
After Action Review. The most commonly used assessment tool the Army utilizes to gather,
assess, and analyze information is the After Action Review (AAR). AARs are conducted after
all collective training events and may be either formal or informal in their format and
presentation. After Action Reviews (AARs) provide feedback to cadets as a team about the team
performance and reinforces key teaching points. When properly facilitated, AARs allow
participants at all levels of leadership and service to review and discover for themselves what
happened during training and how to sustain good performance and improve poor performance.
The AAR process maximizes cadet involvement in the analysis of training and promotes cadet
leader development. Cadre use AARs on campus and train cadets to conduct them. In general,
cadre and cadets conduct AARs as a part of all training events on campus and at LDAC/LTC.
An AAR is not a critique. The facilitator does not simply recount his/her own assessment of the
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things the team did well or did poorly; instead, cadets who participated in the training event are
the active participants in the process. Each participant is a source of feedback information from
which to draw key lessons. The facilitator asks brief, open-ended questions to draw out this
information. The facilitator plans and leads the AAR to incorporate the following aspects:
A. Know the mission (training objectives) and the related doctrine. Training
objectives/desired outcomes are the basis for discussion.
B. Observe the event. The AAR facilitator is normally the Leadership Development Program
(LDP) assessor for the cadet leader. The assessor must observe the cadet leader. This process is
an active one, with an emphasis on monitoring the actions that distinguish the differences
between team and leader success and failure. The assessor must be present when orders or other
guidance are issued, and must be alert to observe the actions and outcomes of the exercise.
C. Maintain a written record of what happens. A sequential record of actions helps the AAR
facilitator guide participants in recalling their actions, and results in a better review of the event
by all concerned.
D. Select a suitable site for the discussion of the event. A sand table and/or a site that
overlooks the actual terrain are good visual aids. In tactical scenarios, the objective or the
position of the opposing force usually make good AAR sites.
E. If more than one assessor, the assessors should quickly discuss the exercise to improve their
understanding of the actions and outcomes prior to starting the AAR. One of the assessors
should take charge as the primary AAR facilitator.
F. Review actions/outcomes; put them in rank order based on importance to the
accomplishment of the training objectives or mission. The facilitator guides the team discussion
to cover key points in the time available for the AAR.
G. Conduct the AAR in steps. Gather and organize the cadet team (and the opposing force or
other supporting personnel, if any). Ask cadets to re-state the training objectives or mission, and
to discuss the plan and its execution. Prompt open, positive, candid discussion of team successes
and mistakes, but avoid singling out individuals. Lead cadets to focus on what they learned
rather than on whom or what to blame. Conclude with a summary of the main points.
H. The following checklist is a useful guide for an AAR:
- Organize the participants.
- (Cadets) state the mission.
- (Cadets) state the concept of the operation.
- (Cadets) discuss execution, usually in chronological order from the “friendly” and
“opposing force” perspectives.
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(1) What was the plan?
(2) What happened?
(3) Why did things happen?
(4) Did the plan work?
- Discuss alternatives for a better plan or execution for such a mission in the future.
- Summarize the main points.
2013-2014 AAR (conducted 22 April 2014)
Participating cadre: Master Sergeant (Retired) Henry Gadsden and Instructor Chris Church.
Comments all came from cadets in attendance.
Topics for review/comment: PT, class instruction, conduct of lab, FTXs, extracurricular activities
Items to Sustain
-PT intensity
-Class material was informative and appropriate for each MS level and prepared cadets for the training
to come as a lesson for each week was usually tied to the lab being conducted
-Instructors were knowledgeable and interested in the subjects they taught
-Labs more greatly involved lower classmen to a greater degree than in previous years providing for the
better learning and performance of common required tasks throughout the year
-Use of live uniformed Opposing Force (OPFOR) or enemy forces during situational training exercise
(STX) labs influenced squad members to take the scenario more serious
-FTXs allowed MS Is to be evaluated which is uncommon
-Land navigation is fun and allows our cadets to perform better than other ROTC programs during FTXs
-The Key Leader Engagement (KLE) or cultural understanding lab (conducted with Dr. Strong and
members of her German II class) was well resourced and allowed for cadets to struggle with the
challenge of accomplishing a non-lethal mission while overcoming a language barrier and having to
understand the intricacies of other cultures e.g.(how not to offend them in order to better accomplish
the mission for the greater good of both parties)
-The use of a sand table during STX allowed all squad members to better understand the lay of the land
during operations
-Good rotation of leadership for planning and executing PT
-Good involvement during student group events
Items to Improve
-Cadet participation in PT
-MS PowerPoint can be monotonous at times and alternate teaching methods are preferred for the
optimal delivery of certain types of information
-Some videos are difficult to see because of external light in the classroom
-Conduct more Ranger Challenge task training during labs
-Allow all cadets to get issued uniforms (not all received them this year)
-Put teams together for intramurals
-Spend more time/classes preparing students for cultural awareness exercises
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6. As a result of the review of your student learning data in previous questions, explain
what efforts your unit will make to improve student learning over the next assessment
period. Be specific indicating when, how often, how much and by whom these
improvements will take place.
Cadet Evaluations and Mentor Program. ROTC cadre will continue to use the rating scheme
and mentor program for MSIII and MSII cadets. The rating scheme provides an MSIV cadet to
rate an MSIII cadet and an MSIII will rate an MSII cadet. All rating evaluations will be
conducted on the cadet blue card (see Appendix C). Rating periods will be conducted every two
weeks or longer as necessary to observe the leadership role and then the rated cadet will change
leadership positions. Cadets will be rated during regular two week school periods, labs and field
training exercises. The rating system will allow cadets to gain some experience into the same
leadership rating structure that they will experience at LDAC. In addition, it will help cadets
focus on their leadership strengths and identify weaknesses. After the superior cadet counsels
the subordinate cadet in a leadership position the blue card will be sent to cadre for review. In
the absence of MS IV cadets, the cadre member will provide the primary evaluation of MS III
cadets. The blue card is critical in identifying strong and weak leadership traits for any evaluated
cadet. This information will help cadre identify which cadets need additional training.
7. What new tactics to improve student learning has your unit considered, experimented
with, researched, reviewed or put into practice over the past year?
During the next assessment period, the UAM ROTC Cadre will focus on cadets leading cadets
and training.
Cadre Training:
As part of Cadet Command’s Bold Transformation initiative, cadre members have been trained at
Fort Knox’s Instructor Training Course to properly institute the Experiential Learning Model. The
steps of the ELM properly applied are:
1) Create a concrete experience (CE) for learners by presenting information in the form of an
event.
2) Publish and Process (P&P) the information received by identifying what happened and what
are the results likely to be.
3) Generalize New Information (GNI) which is usually instructor centric and can be best
exhibited through proposing questions to be answered.
4) Develop-requires the student to recognize the importance of learning/retaining the
information presented.
5) Apply-allows for evaluation of the students in the form of a test or practical application.
Cadets Leading Cadets:
During the Fall 2014 semester, cadets will continue to develop leadership competencies by
leading subordinate cadets. While a Cadet Chain of Command, or hierarchy of responsibility,
has always been in place, it has not always been utilized to its full capability to enhance student
learning. Our intent is to continue to place more responsibility on cadets as they progress
through the program; making them responsible for teaching junior cadets what they have already
learned. By the time a student is a senior in the program, they will be mirroring what their duties
will be as a newly commissioned 2LT and platoon leader – but in a controlled, academic,
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learning environment where mistakes are part of the development process and not tied to
potential mission failure or loss of life. This model of cadets leading cadets is integrated into the
daily activities and operations of the department. Cadre/faculty provide teaching, coaching,
mentoring to the seniors and juniors as they exercise their leadership over others. Cadre/faculty
remain the technical experts and primary classroom instructors. They provide the checks and
balances for the cadet leadership.
Training:
The quality of training continues to improve at UAPB and UAM. This was attributed to lessons
learned from the training of contracted cadets who participated in previous years and the cadre
training that was received from LDAC. Several training exercises were conducted at the Camp
Robinson Maneuver Training Center in North Little Rock, having a significant impact on cadet
readiness for LDAC. AARs will continue to provide necessary feedback to improve cadet
training for land navigation and Situational Training Exercises (STX). The addition of new land
navigation points at our UAM land navigation site, greatly improved land navigation training
during labs. Quality, realistic training that is properly planned, resourced, and evaluated will
always improve the readiness, morale, and unit cohesion of a military organization. The
improvement in preparation will be achieved by competent MS IV cadets receiving mentorship
from cadre as to how to better conduct future training. More specifically, this is achieved
through weekly cadet battalion leadership and staff teleconference training meetings during
which all MS IVs in the program (UAPB and UAM) provide and review a PowerPoint slideshow
detailing training events usually two weeks in the future and AAR comments from events
complete. Training for next year will closely match the training that was conducted this year.
Cadre are considering transporting cadets from UAM to UAPB labs and vice versa during their
labs to get more involvement with fellow cadets and participate in more training. UAMs labs are
conducted on Tuesday afternoons from 1:10-3:00 p.m. and UAPB labs are from 2:00-4:00 p.m.
on Thursday afternoons which allows for cadets from either school to the other to provide
mentorship or participate in lab activities. Below is a list of training that was conducted during
the year. Participating cadets are all contracted cadets, and non-contracted MS Is and MS IIs
who desire to participate.
15
Staff and Department Meetings. During the academic year the combined ROTC staff at UAM
and the staff of its host school UAPB, meet twice a semester at UAPB. These meetings are held
to synchronize recruiting, training, administrative, and logistics functions. Personnel issues of
cadets are addressed in order to monitor the status of identified problems and best courses of
action to resolve known issues. Past, current, and future training events are reviewed in order to
best allocate resources and ensure training is properly planned. Training requirements for cadets
scheduled for either LTC or LDAC are reviewed individually to insure each cadet is prepared
prior to attending. Logistic issues are addressed to include cadet supply issues, course materials,
transportation needs, and additional cadre requests. Recruiting and scholarship information is
updated and briefed to all personnel.
8. How do you ensure shared responsibility for student learning and assessment among
students, faculty and other stakeholders?
Stakeholders are:
 ROTC alumni and veteran officers that understand the importance of a university that has
the power to commission officers and desire to see the program sustained and strong
 Local National Guard and Reserve units that will receive a number of those we
commission as platoon leaders and staff officers
 UAPB cadre and staff
 Higher Headquarters leadership and staff (5th ROTC Brigade and Cadet Command)
Students, faculty, and leadership within the higher chain of command all receive grades in one
aspect or another. The students receive individual grades during each semester and upon the
completion of LDAC, their total performance is combined for an individual ranking among every
ROTC cadet in the nation following LDAC. Faculty whether active military, DA civilian, or
contractor receive an individual evaluation report, which in part, is determined by the success of
the program. Reserve component units receive some of our officers and are somewhat
concerned with the level of support they provide as it correlates, to some degree, with the quality
of officer they will receive. Alumni and veteran officers desire to perpetuate a positive
reputation of ROTC commissioned officers and more specifically ones from their respective
alma mater and visit the program, check on the level of support received and assess the level of
discipline of cadets in the program.
Cadre is available before and after hours to advise and help cadets that are enrolled in the
program. Several of the UAM training exercises are conducted on the weekend. Physical
training is conducted in the morning before classes. Students that have a course conflict with
their mandatory military science classes are allowed to do an independent study with the
instructor. This allows the student to maintain their contract and degree requirements.
9. Describe and provide evidence of efforts your unit is making to recruit/retain/graduate
students in your unit/at the University.
Training. The most significant action that the ROTC Cadre are taking to retain students is to
improve the quality of training and increase the amount of time cadets train and interact with the
instructors. Many ROTC programs conduct two to four Field Training Exercises per year. The
UAM/UAPB program conducted a total of five FTXs during the school year, and we also
16
provided a final training opportunity geared toward the preparation of MS IIIs going to LDAC,
called Mini-Camp. This camp is conducted immediately following completion of the spring
semester. Mini-Camp is not required training, it is strictly voluntary but it allows our cadets to
take advantage of training in an immersed military setting for five continuous days that better
prepares them for LDAC. This training has had a positive impact on cadet readiness and LDAC
success.
Counseling. All contracted cadets are counseled at least once a semester on a developmental
counseling form (see Appendix B). Semester counseling includes the following components:
attendance, G.P.A., contracting paperwork, Army Physical Fitness Test, military bearing and
overall semester grade. In addition, cadets are counseled during the semester if they fail or come
close to failing any of the above components. This process provides immediate feedback to the
cadets on any deficiencies and ensures they are prepared as a cadet and student.
Mentoring. A key ingredient in any successful military organization and especially training
units like ROTC is an effective mentoring program. The ROTC structure facilitates mentorship.
Advanced course cadets MS IIIs and especially MS IVs work extensively with basic course MS
Is and MS IIs. These experienced cadets share knowledge of military tactics and techniques, and
offer guidance and assistance to the underclassmen. The mentoring helps not only in adjusting to
college life, but also in adjusting to military culture. During the 2013-14 academic year the
senior cadets were in charge of several training events and urged to step up and lead the
underclassmen. MS IIIs and MS IVs shared their experiences during prior training at field
training exercises, LTC, and LDAC. The implementation of an effective mentoring program for
underclassmen (MS Is and MS IIs) utilizing senior cadets and ROTC cadre improved retention in
the ROTC program as more cadets were enrolled in the course each semester. Lastly, freshmen
are encouraged by ROTC faculty and senior cadets to attend tutoring for any course they need
help in.
Recruiting:
The recruitment of qualified students to become Officers is essential for the success of a Military
Science Program. During the 2013-2014 academic year, UAM and UAPB ROTC cadre
recruited from the following areas: local high schools, on campus, local National Guard Units
and Reserve Units. During the spring semester of 2013 our department held recruiting events at
the following high schools: Warren, Hamburg, and Monticello. Our full time recruiter at UAPB
held additional recruiting events at other high schools throughout the year. Recruiting efforts at
UAM will continue to focus primarily in three areas; recruiting of quality high school students,
prior military service members (National Guard/Reservists) who are already attending college,
and current UAM students who may develop an interest in Military Science while on campus.
Our recruiting efforts with local high schools will focus on the benefits of the ROTC four year
scholarships and the benefits of the Army in general. High school presentations will increase
awareness of the ROTC Program and raise student interests. In fall of 2013, the UAM ROTC
Military Science department partnered with the UAM Business department to create a minor in
leadership. This minor consists of the first two years of military science classes and the last two
years are a combination of management and/or communications classes. This minor creates a
new opportunity to recruit students with and desiring to develop leadership skills into the ROTC
program.
17
ROTC Cadre will recruit qualified Soldiers in local National Guard Units and Reserve Units who
are attending college and seeking a degree. The increased financial incentives for the
guardsman/reservists to participate in ROTC including the GI Bill Kicker of $350 per month,
cadet pay during drills, and the Guaranteed Reserve Forces Duty Scholarship are key recruiting
tools our staff will communicate to National Guard units in the UAM area of influence. Also,
we will encourage our cadets to participate in the Simultaneous Membership Program (SMP) at
local National Guard and Reserve units. The SMP allow cadets to drill with National Guard or
Reserve units and receive on the job training as an officer, while still participating in ROTC.
This program is a win-win for the cadet and the Guard/Reserve units. The cadet receives cadet
pay at drill, mentorship by an experienced officer, and on the job training. The guard/reserve
unit gains a Soldier, and potentially a future leader. Lastly, our staff will actively recruit students
already on campus who may wish to enter the ROTC program through attendance of the Leader
Training Course conducted at Fort Knox Kentucky each summer. This 28 day course allows
sophomores and juniors the chance to enter directly into the Advanced Course of ROTC skipping
the first two years of Basic Course.
18
UNIVERSITY OF ARKANSAS AT MONTICELLO
MILITARY SCIENCE DEPARTMENT
RESERVE OFFICER TRAINING CORPS (ROTC)
COURSE SYLLABUS
Spring 2014 – Tuesday 11:10 a.m.
Instructor
Captain Len Blaylock III
Office Hours: Monday (09:00-15:00), Wednesday
(09:00-14:00), and Friday (10:00-1500)
E-mail: blaylock@uamont.edu Office: 870.460.1702
Course Description
MSL 102 overviews leadership fundamentals such as setting direction, problem-solving,
listening, presenting briefs, providing feedback, and using effective writing skills. You
will explore dimensions of leadership attributes and core leader competencies in the
context of practical, hands-on, and interactive exercises. As you become further
acquainted with MSL 102, you will learn the structure of the ROTC Basic Course
program consisting of MSL 101, 102, 201, 202, Fall and Spring Leadership Labs, and
LTC.
The key objective this semester is to explore (in more detail) the Army’s leadership
philosophy and learn fundamental military concepts. Emphasis on Army leadership will
provide the learner a better understanding of the ROTC program, its purpose in the
Army, and its advantages for the student.
Course Objectives
19
Lesson Objectives
L01, ROTC and Course Overview (Course Introduction)
 Describe MSL 102 course objectives
 Describe MSL 102 requirements & standards
 Describe class format & student expectations
 Provide MSL 102 syllabus of assignments
L02, Map Reading II (Tactics & Techniques Track)
 Apply map reading skills using aspects taken from marginal information on a military
map
 Interpret different terrain features based on a map’s changing topographic contour
intervals
 Differentiate symbols, colors, and surrounding natural/man-made objects on a
military map
 Determine hill/hilltop elevations based on index, intermediate, and supplementary
contour lines
 Plot four and six-digit grid coordinates
L03, Introduction to Land Navigation (Tactics & Techniques Track)
 Determine different types of azimuths
 Determine the grid/magnetic (G/M) angle
 Convert magnetic azimuth to a grid azimuth
 Convert grid azimuth to a magnet azimuth
 Determine elevation
20


Measure straight line distance on a map
Measure curved line distance on a map
L04, Introduction to Army Leadership (Leadership Track)
 Define leadership according to FM 6-22
 Identify attributes and core leader competencies as the pillars of the Army
Leadership Requirements Model
 Define “Be, Know, and Do” within the context of Army Leadership Doctrine
 Relate “Be, Know, and Do” to the Cadet Command Leadership Development Program
 Identify the three levels of Army leadership: direct, organizational, and strategic
 Distinguish between leadership and management attributes
L05, Army Leadership - Character and Presence (Leadership Track)
 Define a leader of character
 Define a leader with presence
 Define a leader with intellect
 Recognize what makes a good leader of character, with presence, and intellect
 Analyze the role of Army Values in leadership
 Recognize that Warrior Ethos is embedded in all aspects of Army leadership
 Discuss examples of leaders who exhibit the qualities of a leader of character,
presence, and intellect
L06, Army Leadership - Leader Intelligence (Leadership Track)
Instructors use MSL 102 L06 Army Leadership - Leader Intelligence to help combine
the teachings of both L05 & L06 curriculum materials.
L07, Army Leadership - Core Leader Competencies (Leadership Track)
 Define what is meant by a "Pentathlete" leader
 Define competency-based leadership
 Provide examples of how to use competencies to lead
 Define how to extend influence beyond the chain of command
 Define why adaptability is important to competency-based leadership
 Define how to assess a leadership climate
 Discuss ways to conduct effective counseling
 Give examples of competency-based leadership
L08, Mid-Term Exam (Leadership, and Tactics & Techniques Tracks)
 No specific lesson objectives are assigned to this block of instruction.
L09, Introduction to Effective Army Communication (Personal Development Track)
 Explain the communication process model
 Identify barriers to effective communication
 Describe steps to improve written and oral communication
L10, Introduction to Tactics I (Tactics & Techniques Track)
 Describe the components of a fire team
 Describe the components of a squad
 Define the roles and responsibilities of each member of a fire team and squad
L11, Introduction to Tactics II (Tactics & Techniques Track)
 Describe the three Individual Movement Techniques (IMT) utilized while moving
under direct fire
 Select the appropriate technique to use given different environmental factors
21



Employ the correct IMT while moving as a member of a two-person buddy team
Describe the different Fire Team movement formations
Move as member of a Fire Team
L12, Final Exam (Leadership, Personal Development, and Tactics & Techniques Tracks)
 No specific lesson objectives are assigned to this block of instruction.
Requirements
Readings
Students are responsible for all assigned and/or optional reading assignments.
Students are expected to spend adequate time reading and reflecting on all
written materials prior to class.
Class Participation
Students are expected to participate actively in learning through critical reflection,
inquiry, dialogue, and group interactions. This includes participating in class discussion,
sharing personal perspectives and experiences related to principles discussed in class or
reading, and working with fellow students to engage in class and lab exercises.
Quizzes
The class is interactive and uses homework and in-class assignments to evaluate
learning. Quizzes are used at the Instructor’s discretion.
Mid-Term Exam
A mid-term exam will be given to test the levels of learning achieved by students in the
first half of the course.
Homework/Project Assignments
In addition to your homework and reading assignments, you will be required to
complete three key graded homework assignments: 1) Seven Army Values Essay, 2)
Leadership Actions Presentation, and 3) Effective Army Writing assignment. The
homework/project assignments, centering on the core leadership competencies, require
reading, research, written materials, as well as participatory in-class (team)
presentations. Further information concerning these assignment as well as other
mandatory requirements is listed herein:
1) Nformd.net Training - To introduce Cadet’s to the Army Sexual Harassment /
Assault Response and Prevention (SHARP) program, HQDA G1 has mandated that
all ROTC Cadets must complete the nformd.net training modules prior to
commissioning. The training (which consists of a pre-test, training modules, and
post test) must be completed NLT the next class session. Cadet progress through
the training modules will be the only information that can be tracked by cadre. The
modules are a series of scenario based video vignettes that allow each Cadet to
analyze situations, make decisions, and see the outcome(s) of those decisions
(based on each Cadet’s personal responses) to the training. The aim is to familiarize
each Cadet with the attributes found in the Army’s SHARP program.
http://srotc.nformd.net/sexualassault/ulogin/
2) Seven Army Values Essay - Write an essay (2 to 3 pages) describing a time when
you
demonstrated or experienced someone else demonstrating one of the seven
core Army values.
What was the situation? How was the value demonstrated?
22
What was the result? Describe how
the demonstration of values link to the Army
attributes (i.e. emotional, physical, and mental)
3) Leadership Actions Presentation - Present to the class (in a team) one of the
leader
actions from FM 6-22. Presentation must have supporting documentation and
meet the lesson objectives.
4) Effective Army Writing - Have the students demonstrate their knowledge about
effective
Army writing by having them (write an essay). The essay must be in the Army
writing style;
you may have the students pick their own topics or you may provide
one for them (instructor’s
discretion). The intent of this assignment is to assess
each student’s writing ability as it
pertains to the Army writing style. Remember to
have the students use sound composition
principles in their work so it is clear and
concise. As the students write their short (two page)
essay, they must
incorporate the principle factors discussed in this lesson that pertain to
effective
Army communication. Instructors should develop their own grading rubric; this
assignment counts for 10% of the student overall grade for the class.
Final Exam
A cumulative final exam will be given to test the levels of learning achieved by students
throughout the course of the semester.
Evaluation and Grading
Class Participation
30%
Values Essay
10%
Leadership Actions Presentation
10%
Mid-Term Exam
15%
Effective Army Writing Essay
10%
Final Exam
15%
Physical Fitness
10%
The following grading scale will be used based on 100 points possible:
90-100
A
80-89
B
70-79
C
60-69
D
All late papers and assignments will receive a 10% reduction in grade.
Course Design and Format
This class will be conducted in an interactive manner. Everyone will be responsible for
contributing to the success of the learning experience. Students will be expected to
participate in a professional, respectful, courteous, and constructive manner. Lectures
will be brief and interactive. You will have opportunity for extensive small group
23
discussions and exercises throughout class to apply learning and provide reflection. Time
will be given in class to discuss and work on projects and papers.
Collaboration
You are encouraged to work together with the instructor in modifying assignments,
suggesting agenda, and raising questions for discussion.
Special Needs
Students with Disabilities:
It is the policy of the University of AR at Monticello to accommodate individuals with
disabilities pursuant to federal law and the University’s commitment to equal educational
opportunities. It is the responsibility of the student to inform the instructor of any
necessary accommodations at the beginning of the course. Any student requiring
accommodations should contact the Office of Special Student Services located in Harris
Hall Room 120; phone 870 460-1026; TDD 870 460-1626; Fax 870 460-1926.
Office Hours and Appointments
Office Hours are: Monday (09:00-15:00), Wednesday (09:00-14:00), and Friday
(10:00-1500)
I will meet with any student(s) during office hours to discuss assignments, issues, or
concerns. I will also make adjustments to my schedule (to meet with you) beyond office
hours, if necessary.
Overview of Sessions
Session 1
Note: The order of scheduled classes is subject to change
ROTC and Course Overview
Establish nformd.net
Map Reading II
Finish nformd.net training
account
Session 2
modules
Use Tenino Map Sheet &
Protractor
Session 3
Introduction to Land Navigation
Use Lensatic
Compass/Map/Protractor
Session 4
Introduction to Army Leadership
Define Army Leadership
Army Leadership - Character and Presence
Discuss
Be/Know/Do
Session 5
Character/Presence/Intellect
24
Assign Leader Action Presentations
Assign Seven Army Values Essay
Session 6
Army Leadership - Leader Intelligence
Use L06 to combine
teaching L05&L06
Conduct Leader Action
Presentations
Session 7
Army Leadership - Core Leader Competencies Seven Army Values Written
Essay Due
Session 8
Mid-Term Exam
Session 9
Introduction to Effective Army Communication Assign Effective Army
Writing Essay
Session 10
Introduction to Tactics I
Give Tactics I quiz to check
Introduction to Tactics II
Practice movement
learning
Session 11
techniques PE
Effective Army Writing Essay Due
Session 12
Final Exam
ROTC Course Labs
Labs are mandatory for all cadets.
LAB 13
Commander’s Time
LAB 14
First Aid
LAB 15
Leader Reaction Course
LAB 16
Squad Tactics IV (Practical Exercises)
LAB 17
Platoon Movement
LAB 18
Platoon Tactics - Patrolling I
LAB 19
Platoon Tactics - Patrolling II
LAB 20
Land Navigation III
LAB 21
Land Navigation IV
LAB 22
Weapons - Pre-Marksmanship Instruction
LAB 23
Tactical Communications, Reporting, & Call for Fire
LAB 24
First Aid - Casualty Evacuation (CASEVAC)
Course References




Student Text: MSL I, Introduction to Leadership, Pearson Custom Publishing,
2008
Course Syllabus (see https://rotc.blackboard.com)
MSL 102 Course Map “Pony Blanket” (see https://rotc.blackboard.com MSL I)
Bb Handouts (https://rotc.blackboard.com in each lesson plan)
25


See AKO site (https://www.us.army.mil/suite/files/33587940 for MSL
videos)
Tenino Map Sheet & Protractor
Publications
o
AR 25-50: Preparing and Managing Correspondence (Jun 02)
o
AR 600-9: Army Weight Control Program (Nov 06)
o
AR 600-25: Salutes, Honors and Visits of Courtesy (Sep 04)
o
AR 600-100: Army Leadership (Mar 07)
o
AR 670-1: Wear and Appearance of Uniforms and Insignia (Feb 05) RAR 001
May 12
o
DA PAM 600-67: Effective Writing for Army Leaders (Jun 86)
o
CC PAM 145-3: Army SROTC Basic Officer Leader Course-A (BOLC-A) On Campus
Training and Leadership Development (Sep 11)
o
CC PAM 145-3-1: ROTC Pre-Commissioning Training and Leadership
Development, Off Campus Training (Jan 06)
o
ADP 1-0: The Army (Sep 12) w/Chg 1 Nov 12
o
ADP 1-02: Operational Terms and Military Symbols (Aug 12) w/Chg 1 Sep 12
o
ADP 3-0: Unified Land Operations (Oct 11)
o
ADP 5-0: The Operations Process (May 12)
o
ADP 6-22: Army Leadership (Aug 12) w/Chg 1 Sep 12
o
ADP 7-0: Training Units and Developing Leaders (Aug 12)
o
ADRP 1-02: Operational Terms and Military Symbols (Aug 12) w/Chg 1 Sep
12
o
ADRP 3-0: Unified Land Operations (May 12)
o
ADRP 5-0: The Operations Process (May 12)
o
ADRP 6-22: Army Leadership (Aug 12) w/Chg 1 Sep 12
o
ADRP 7-0: Training Units and Developing Leaders (Aug 12)
o
ATTP 5-0.1: Commander and Staff Officer Guide (Sep 11)
o
FM 1-02: Operational Terms and Graphics (Sep 04) w/Chg 1, Feb 10
o
FM 3-21.8: The Infantry Rifle Platoon and Squad (Mar 07)
o
FM 3-22.9: Rifle Marksmanship, M16/M4 Series Weapons (Jan 05) w/Chg 1
Feb 11
o
FM 3-22.68: Crew Served Weapons (Jul 06)
o
FM 3-25.26: Map Reading and Land Navigation (Jan 05) w/Ch1, Aug 06
o
FM 5-19: Composite Risk Management (Aug 06)
o
FM 6-22: Army Leadership (Oct 06)
o
FM 7-21.13: The Soldiers Guide (Sep 11) w/Chg 1 Sep 11
o
FM 7-22: Army Physical Readiness Training (Oct 12)
26
o
TC 3-21.5: Drill and Ceremony (Jan 12)
o
STP 21-1-SMCT (May 11) Task #071-326-0501 Move as a Member of a Fire Team
(May 11)
o
LDP HB USACC: Leadership Development Handbook, USACC (Apr 11)
o
ROTC Faculty Handbook (Jun 10)
Web Sites Cadets and Instructors must immediately establish the entire list of website
accounts:
o
https://rotc.blackboard.com
o
http://srotc.nformd.net/sexualassault/ulogin/
o
http://armypubs.army.mil/doctrine/active_fm.html
o
http://www.goarmy.com/about/ranks_and_insignia.jsp
o
http://www.army.mil/values/warrior.html
o
http://www.changingminds.org
o
http://www.cia.gov/cia/publications/factbook
o
http://PL.army.mil & http://CC.army.mil
NOTE: The MSL100 educational videos listed throughout MSL 101/102 are located
on Bb within the instructor lesson folders. Supplemental instructional materials,
such as other related educational videos, may also come from http://PL.army.mil &
http://CC.army.mil. These (milspace websites) require an account set-up prior to
accessing any training materials. Please refer to the
Milspace_Website_Video_Access document for instructions on membership request.
27
Appendix B, DA Form 4856 Developmental Counseling Form (Front)
28
Appendix B, DA Form 4856 Developmental Counseling Form
(Reverse)
29
Appendix C, LDP Forms
(Blue Card Front)
(Blue Card Back)
30
(Yellow Card Front)
(Yellow Card Back)
31
32
33
Cadet Evaluation Report (Front)
34
Cadet Evaluation Report (Reverse)