1
The Division of Military Science
Annual Assessment
2012-13
2
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.
Department of Military Science 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.
3
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)
4
• React to passing colors, National music, and approaching officers (MSL I)
• Describe basic heritage elements (salute, flags, rank structure, and uniforms) (MSL I)
• 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.
5
The enhancement and sharing of knowledge is exhibited is ongoing in the classroom and more so
during labs: as After Action Reviews (AAR) are conducted following each training event and
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.
6
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.
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.
7
Fostering personal responsibility for professional development will be continually reinforced
after entry into the Army (SLO 4.)
3. Provide an analysis of the student learning data from your unit. How is this data used as
evidence of learning?
Note: Student learning data specifically for UAM cadets is not available from the previous
academic year, because data from UAM cadet information is compiled with that of UAPB and it
is not readily extractible.
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.
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.
U.S. Army Cadet Command, on behalf of U.S. Army Training and Doctrine Command (the U.S.
Army Major Command responsible for all training) is responsible for the ROTC program
curriculum and teaching methodologies. They highly encourage and advocate the use of the
Experiential Learning Model to teach students. We find that the level of student participation
and success is directly correlated with that student’s level of performance and academic
progression. 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.
This is 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
8
do not finish the program – either by choice or for failing to meet qualification standards to
contract by their MS III year of study.
An increase in the amount of relevant training that prepares cadets for LDAC resulted in
improved scores as compared to previous years. During fall 2012 and spring 2013, the
UAM/UAPB ROTC program conducted several field training exercises that included land
navigation training at Camp Robinson, AR. This provided the cadets with additional training
outside the UAM training area and a chance to conduct training in unfamiliar terrain. All cadets
going to LDAC this year have passed land navigation and squad tactical exercises at training
events and are expected to excel at LDAC. During the summer of 2012, four UAM students
went to LDAC. Overall scores for LDAC that include land navigation and squad tactics testing
were higher than in previous years. All cadets that were sent to LDAC graduated. In addition,
all LDAC graduates have graduated or expected to graduate on schedule. Our current graduation
rate for contracted cadets during the previous three years is 91%. Information regarding cadet
evaluations at LDAC is not readily extractible from the cadet command information management
system as all scores are consolidated under the UAPB program and would not accurately reflect
the specific performance of UAM cadets.
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 do not grade on
technique or personal feelings, 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
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”
9
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. Considering the ultimate goal and mission of every ROTC Department is
to commission Second Lieutenants into the U.S. Army, the Division of Military Science at UAM
has met its mission. In fact, the UAM and UAPB ROTC partnership met their Army Cadet
Command contracting mission last spring of 2012. Additionally, the UAPB/UAM partnership
achieved its contracting mission in spring 2013. Since October 2005, UAM has successfully
commissioned nine officers into the U.S. Army. For the 2012/2013 academic year we
successfully commissioned three officers. This is the most for one academic year since the
partnership. We project commissioning one cadet during fall of 2013 and two cadets during
spring 2014.
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
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
10
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. Ideally an end of semester and/or end
of year AAR will be conducted and provided for this assessment, but none was either conducted,
or provided for this year’s assessment.
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
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
11
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.
(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.
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
12
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 and then the rated cadet will change leadership positions and rater. Cadets will be rated
during regular two week school periods, labs and field training exercises. The new 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. 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.
Cadets Leading Cadets:
For the Fall 2013 semester, we plan to continue emphasis on “cadets leading 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, 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 previous two 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. During the 201112 academic year there were only two UAM MSIV cadets available to help train MSIII cadets
for LDAC. During the 2012-13 academic year, we had three experienced MSIV cadets to help
train the MSIII cadets. This increased leadership presence had a positive impact on overall cadet
training for the new academic year. AARs will continue to improve cadet training for the 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.
13
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. Improving the
training during the 2013-14 academic year will have a positive impact on the number of
contracted cadets, and eventually the graduation/commissioning numbers for the ROTC
Department. 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.
Date
9/15/12 to 9/16/12
10/4/12 to 10/7/12
11/20/2012
11/17/12 to 11/18/12
11/29/2012
2/9/13 to 2/10/13
4/13/13 to 4/15/13
5/13/13 to 5/16/13
Training Chart for 2012-2013
Location
Type of Training
Approximate Hours of Training Number of UAM Cadets
Camp Robinson, AR
Field Training Exercise
28
10
Fort Sill , OK
Ranger Challenge Competition
36
4
Lake DeGray, AR
Field Training Exercise
12
8
Camp Robinson, AR
Field Training Exercise
28
10
UAPB
Combat Water Survival Training
3
4
Camp Robinson, AR
Field Training Exercise
28
9
Camp Robinson, AR
Field Training Exercise
36
8
Camp Robinson, AR
Mini-Camp
42
2
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
14
 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/faculty are 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. Below is
a spreadsheet of the fall and spring semester classes for the current academic year.
15
MLSC 399V-01
Military Science Fall 2012 Courses
Days & Times
Room
Arranged location
SPECIAL TOPIC (Lecture) TBA
Monticello
MLSC 479V-01
INDEPENDENT STUDY
(Lecture)
TBA
INDEPENDENT STUDY
(Lecture)
LEARN TO LEAD I
(Lecture)
LEARN TO LEAD I
(Laboratory)
TBA
Tu 11:10AM 12:00PM
Tu 1:10PM 3:00PM
MLSC 2113-51
APP LEAD & MGMT I
(Lecture)
APP LEAD & MGMT I
(Laboratory)
TuTh 9:40AM 10:30AM
Tu 1:10PM 3:00PM
BBC 316 Classroom Aug 22, 2012 to Dec 14, 2012
Arranged location
Monticello
Aug 22, 2012 to Dec 14, 2012
MLSC 2113-52
APP LEAD & MGMT I
(Laboratory)
TBA
Arranged location
Monticello
Aug 22, 2012 to Dec 14, 2012
MLSC 2206-01
LEADER TRAINING (LTC)
(Lecture)
TBA
Arranged location
Monticello
Aug 22, 2012 to Dec 14, 2012
ADV LEAD & MGMT I
(Lecture)
ADV LEAD & MGMT I
(Laboratory)
ADV LEAD & MGMT I
(Laboratory)
TuTh 8:10AM 9:30AM
Tu 1:10PM 3:10PM
MoWe 9:10AM 10:00AM
BBC 316 Classroom Aug 22, 2012 to Dec 14, 2012
BABIN BUSINESS
CENTER
Aug 22, 2012 to Dec 14, 2012
Arranged location
Monticello
Aug 22, 2012 to Dec 14, 2012
MLSC 4314-01
ADV LEAD & MGMT I
(Laboratory)
LEADERSHIP SEM I
(Lecture)
MoWe 9:10AM 10:00AM
TuTh 12:00AM 12:00AM
Arranged location
Monticello
Arranged location
Monticello
MLSC 4314-51
LEADERSHIP SEM I
(Laboratory)
TBA
Arranged location
Monticello
Class
MLSC 479V-02
MLSC 1012-01
MLSC 1012-51
MLSC 2113-01
MLSC 3214-01
MLSC 3214-51
MLSC 3214-52
MLSC 3214-53
Class Title
Class Dates
Aug 22, 2012 to Dec 14, 2012
Arranged location
Monticello
Aug 22, 2012 to Dec 14, 2012
Arranged location
Monticello
Aug 22, 2012 to Dec 14, 2012
BBC 316 Classroom Aug 22, 2012 to Dec 14, 2012
BBC 316 Classroom Aug 22, 2012 to Dec 14, 2012
Aug 22, 2012 to Dec 14, 2012
Aug 22, 2012 to Dec 14, 2012
Aug 22, 2012 to Dec 14, 2012
16
MLSC 399V-01
Military Science Spring 2013 Courses
Days & Times
Room
Arranged location
SPECIAL TOPIC (Lecture) TBA
Monticello
MLSC 479V-01
INDEPENDENT STUDY
(Lecture)
TBA
Arranged location
Monticello
MLSC 1022-01
LEARN TO LEAD II
(Lecture)
Tu 11:10AM 12:00PM
BBC 316 Classroom Jan 9, 2013 to May 7, 2013
MLSC 1022-51
LEARN TO LEAD II
(Laboratory)
Tu 1:10PM 3:00PM
Arranged location
Monticello
MLSC 2123-01
APP LEAD & MGMT II
(Lecture)
TuTh 9:40AM 11:00AM
BBC 316 Classroom Jan 9, 2013 to May 7, 2013
MLSC 2123-51
APP LEAD & MGMT II
(Laboratory)
Tu 1:10PM 3:00PM
Arranged location
Monticello
MLSC 3224-01
ADV LEAD & MGMT II
(Lecture)
TuTh 8:10AM 9:30AM
BBC 316 Classroom Jan 9, 2013 to May 7, 2013
MLSC 3224-51
ADV LEAD & MGMT II
(Laboratory)
Tu 1:10PM 3:00PM
Arranged location
Monticello
Jan 9, 2013 to May 7, 2013
MLSC 4324-01
LEADERSHIP SEM II
(Lecture)
TuTh 12:00AM 12:00AM
Arranged location
Monticello
Jan 9, 2013 to May 7, 2013
MLSC 4324-51
LEADERSHIP SEM II
(Laboratory)
TBA
Arranged location
Monticello
Jan 9, 2013 to May 7, 2013
Class
Class Title
Class Dates
Jan 9, 2013 to May 7, 2013
Jan 9, 2013 to May 7, 2013
Jan 9, 2013 to May 7, 2013
Jan 9, 2013 to May 7, 2013
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
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. Below is the training chart for this academic year.
17
Date
9/15/12 to 9/16/12
10/4/12 to 10/7/12
11/20/2012
11/17/12 to 11/18/12
11/29/2012
2/9/13 to 2/10/13
4/13/13 to 4/15/13
5/13/13 to 5/16/13
Training Chart for 2012-2013
Location
Type of Training
Approximate Hours of Training Number of UAM Cadets
Camp Robinson, AR
Field Training Exercise
28
10
Fort Sill , OK
Ranger Challenge Competition
36
4
Lake DeGray, AR
Field Training Exercise
12
8
Camp Robinson, AR
Field Training Exercise
28
10
UAPB
Combat Water Survival Training
3
4
Camp Robinson, AR
Field Training Exercise
28
9
Camp Robinson, AR
Field Training Exercise
36
8
Camp Robinson, AR
Mini-Camp
42
2
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 2012-13 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:
Recruiting of qualified students to develop into cadets and Officers is essential for the success of
a Military Science Program. During the 2012 and 2013 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 2012 our department held recruiting
events at the following high schools: Warren, Monticello High and Drew Central High. Our full
time recruiter at UAPB held additional recruiting events at the high schools listed below.
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
18
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.
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 Leaders
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. Below is a timeline of recruiting operations for academic
year 2012 and 2013.
ACTIVITY
Mills High School
Star City college fair
Pine Bluff High School
White Hall High School
Arkadelphia High School
North Little Rock High School
Morrilton High School
Memphis High School
Little Rock School District college fair
Watson Chapel High School
Dallas High Schools
Memphis Jamboree
Watson Chapel High School
McGhee College Fair
Pulaski Tech College and Arkansas Baptist
College
Sylvan Hills High and North Little Rock
High School
Memphis High School
DATE
18-Sep-12 0900-1300
18-Sep-12
20-Sep-12
21-Sep-12
24-Sep-12
25-Sep-12
26-Sep-12
28-Sep-12
2-Oct-12
3-Oct-12
11-12 Oct 12
23-Oct-12
31-Oct-12
1500-1700
1000-1300
1000-1400
0930-1400
0900-1500
0600-1400
0600-1400
1800-2100
0900-1200
0900-1600
0900- 1500
0900-1600
8-Nov-12 0900-1600
0900-1600
13-Feb-13
0900-1600
14-Feb-13
18-Feb-13 0900-1600
Times
19
Youth Motivational Task Force (YMTF),
North Little Rock
Warren High School
Trezvant High School
South Delta High School
0900-1600
25-26 Feb 13
4-Apr-13 0900-1600
10-May-13 0900-1600
15-May-13 0900-1600
20
Appendix A Syllabus
TU & TH Class 8:10 AM to 9:30 AM / Lab TU 1:10 PM to 3:00 PM
Instructor
CPT Len E. Blaylock III
Assistant Professor of Military Science
870.460.1702 / blaylock@uamont.edu
Office Hours and Appointments
Office Hours are (Monday, Wednesday, and Friday from 9:30 AM to 12:00 PM)
I will meet with any of you to discuss assignments, issues, or concerns. My schedule is
generally flexible and I will schedule a specific time to meet with you beyond office
hours, if necessary.
Prerequisites: MS I Course
Course Description
This is an academically challenging course were you will study, practice, and apply the
fundamentals of Army leadership, Officership, Army values and ethics, personal
development, and small unit tactics at the team and squad level. At the conclusion of
this course, you will be capable of planning, coordinating, navigating, motivating and
leading a team or squad in the execution of a tactical mission during a classroom PE, a
Leadership Lab, or during a Situational Training Exercise (STX) in a field environment.
Successful completion of this course will help prepare you for success at the ROTC
Leader Development and Assessment Course (LDAC) which you will attend next
summer at Fort Lewis, WA. This course includes reading assignments, homework
assignments, small group assignments, briefings, case studies, and practical exercises,
a mid-term exam, and a final exam. You will receive systematic and specific feedback
on your leader attributes values and core leader competencies from your instructor and
other ROTC cadre and MS IV Cadets who will evaluate you using the ROTC Leader
Development Program (LDP) model.
Learning Objectives
The overall objective of this course is to integrate the principles and practices of
effective leadership, military operations and personal development in order to
adequately prepare you for the summer Leader Development and Assessment Course
(LDAC). This course has specific learning objectives for the five tracks listed below.
Leadership

Explain the Leadership Development Program (LDP) evaluation cycle

Write a self evaluation of leader actions taken during Leadership Labs
21
Values and Ethics

Observe the Warrior Ethos in fellow Cadets/cadre or when presented with a
current or historical vignette or case study

Embody the Warrior Ethos in Leadership Labs and cadet interactions
Personal Development

Define standards for the Army Physical Fitness Test (APFT)

Write short-term and long-term goals to prepare for APFT

Describe the factors of Suicide Prevention

Deliver on or more of the four types of Military briefings
Officership

Apply the Composite Risk Management process to the orders process

Apply the fundamentals of Drill and Ceremony to squad formations
Tactics and Techniques

Apply troop leading procedures to accomplish team and squad operations

Apply map reading, land navigation and terrain analysis to team and squad
operations

Apply military decision making to solve problems

Apply fundamentals of Army Operations to small unit operations

Pass the CWST
MSL 301 Course Requirements
Reading

Student Text: MSL 301, Tactical Leadership, Pearson Custom Publishing, 2008

Selected readings available online at: http://www.usapa.army.mil
o Leadership Development Program Handbook, Jul 2008
o Field Manual 6-22, Army Leadership, Oct 06
o Field Manual 3-21.8, The Infantry Rifle Platoon and Squad, Mar 07
o Field Manual 3-0, Operations, Feb 08
o Field Manual 21-20, Physical Fitness Training, Oct 98
o ARTEP 7-1, Warrior Battle Drills, Jul 06
o ARTEP 7-8, Battle Drills for the Infantry Platoon and Squad, Feb 02
o Student Handout (SH) 21-76, Ranger Handbook, Jul 06
o Selected books and articles as determined by professor
22
Class participation
You 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, working with fellow students to engage in class exercises, and leading lab
exercises.
Quizzes
Quizzes will be given throughout the semester to assess your progress in learning the
principles and practices related to the course material.
Mid-Term Exam
A mid-term exam will be given to assess your knowledge achieved during the first half
of the semester.
Final Exam
A cumulative final exam will be given to assess your knowledge achieved throughout
the course of the semester.
APFT
As a future officer, you are expected to set the example for physical fitness according to
Army regulations. You will be required to take a diagnostic APFT at the beginning of
the fall semester and a for-record APFT at the end of the semester. The higher of the
two APFTs will be used for 10% of your final grade.
Contracted Cadets are required to participate in all ROTC activities as stated in their
contract. Students auditing this class or not yet contracted are encouraged but not
required to participate in ROTC activities outside of the classroom.
Combat Water Survival Test
This is a requirement to commission. Failure to pass will result in you being enrolled in
an ROTC-funded swimming improvement class until you can successfully complete the
CWST.
Final Paper
1. Reflecting on your own experiences during this course, write a three to five page
essay (typed and double-spaced) on your personal leadership growth using three or
more of the Attributes, and Core Leader Competencies from the Leadership
Requirements Model.
2. Reflecting on your own experiences during this course, write a three to five page
essay, (typed and double-spaced) describing the relationship between the Orders
Process the Troop Leading Procedures.
3. Reflecting on your own experiences during this course, write a three to five page
essay, (typed and double-spaced) comparing and contrasting the offense with the
defense using at least two characteristics from each.
23
4. Reflecting on the feedback you received from your blue card evaluations, write a
three to five page personal development plan that you can implement during your spring
semester, MSL 302 course. Your paper will outline your plan to sustain your excellent
ratings and what actions you will take or implement to improve your satisfactory and
needs improvement ratings you received.
5. Write a 5-paragraph OPORD given an OPORD from higher.
Skills Presentation
1. Briefing Skills: Present a five minute information brief on a topic selected by the
student and approved by the instructor.
2. Critical Thinking and Adaptability Skills: Given a sand table, a short STX OPORD by
the instructor, and ten minutes preparation time, develop and brief a five-minute oral
OPORD using the sand table.
Term Project
1. Maintain a weekly Reflective Journal to turn in at the end of the semester for review
and grading by the instructor. Entries should reflect on the good or bad leader attributes
and core competencies that you have observed of others each week. Your reflections
can be on anyone on or off campus and for any team, class, event or activity that you
participated in that week. Comparing and contrasting leader attributes and core
competencies of different people, events and organizations are encouraged.
2. Write a term paper, ten pages or more, (typed and double-spaced) where you
compare and contrast the organizational leadership between two or more clubs, sport
teams, organizations or extracurricular activity you actively participated throughout the
semester, of which one must be your Cadet or Cadre ROTC Battalion that.
Evaluation and Grading
APFT
10%
Class Participation*
30%
Quiz Grades
10%
Mid-Term Exam
10%
Leadership Essay
5%
Skills Presentation
5%
Term Project
10%
Final Exam (LDAC Readiness Assessment)20%
NOTE: *Contracted Cadets are expected to participate in all ROTC activities in and
outside the classroom.
The following grading scale will be used based on 100 points possible.
90-100
A
24
80-89
B
70-79
C
60-69
D
< 59
F
Every attempt will be made to offer adequate written assessments in explaining
evaluations. All late papers and assignments will receive a 10% reduction in
grade.
Course Design
This course was designed to be student-centric with the onus of learning on the student,
but facilitated by the instructor. Army Officers are expected to be life-long learners who
take responsibility and personal initiative for their learning. You must properly conduct
your pre-class assignments in order to come to class with a foundation of knowledge on
the subject to be taught by your instructor. Doing so will allow your instructor to spend
the majority of the class time on specific areas that are least understood from the preclass assignment rather than your instructor re-teaching the subject from scratch. Your
instructor has a wealth of experience and knowledge to share in the classroom—do
your homework so your instructor can spend more time sharing his personal knowledge
and experiences with your class. Class will be conducted in an interactive manner with
ample opportunities for small group discussions and practical exercises. Everyone will
be responsible for contributing to the success of the learning experience.
Uniforms and Appearance
You are expected to wear ACUs (Army Combat Uniform) to all classes and adhere to
Army Regulation 670-1 with regard to uniforms and appearance.
Upon entrance of the ROTC building being a Government operated facility no Cadet is
authorized to wear a tongue ring. No male Cadet is authorized to wear any type of ear
piercing. While in ACU’s no male or female are authorized to wear earrings at all. You
being a Senior Cadet will make on the spot corrections at all times to your peers and
subordinates.
Collaboration
You are encouraged to work together with your fellow MS III Cadets and seek guidance
and help from your instructor, MS IV Cadets and other ROTC cadre.
Students with disabilities
It is the policy of the University of Arkansas 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
25
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.
Further Reading
Bennis, W. G., & Nanus, B. (1985). Leaders: The strategies for taking charge. New
York: Harper & Row Publishers.
Bennis, W. G. (2003). On becoming a leader. New York: Basic Books.
Bennis, W. G., & Thomas, R. J. (2002). Geeks & Geezers: How era, values, and
defining moments shape leaders. Boston: Harvard Business School Press.
Burns, J. M. (1978). Leadership. New York: Harper & Row Publishers.
Gardner, J. W. (1990). On leadership. New York: The Free Press.
Headquarters, Department of the Army, Field Manual 1 (2005). The Army.
Washington, D.C.: U.S. Government Printing Office.
Headquarters, Department of the Army, Field Manual 6-22 (2006). Army leadership.
Washington, D.C.: U.S. Government Printing Office.
Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press.
Wong, L. (2004). Developing adaptive leaders: The crucible experience of Operation
Iraqi Freedom. Carlisle Barracks, PA: Strategic Studies Institute.
Wong, L. (2002). Stifling innovation: Developing tomorrow’s leaders today. Carlisle
Barracks, PA: Strategic Studies Institute.
This is a very general list. Cadre members are encouraged to contribute references
they believe to be beneficial. For a more complete listing of leadership references see
Human Dimensions of Strategic Leadership, published by the U.S. Army War College
Library (December, 2002) or The U. S. Army Chief of Staff’s Professional Reading List,
United States Army Center for Military History (CMH Pub 105-5-1).
Overview of Class Sessions
Session 301-1a
ROTC & Course Overview
Session 301-1b
Team Dynamics
Session 301-1c
ROTC Leadership Development Program
Session 301-2a
Army Briefing Techniques
26
Session 301-2b
Warrior Ethos overview
Session 301-2c
Intro to Composite Risk Assessment (CRM)
Session 301-3a
Map Reading I:
Session 301-3b
Map Reading II:
Session 301-3c
Terrain Analysis
Session 301-4a
Introduction to Army Problem Solving
Session 301-4b
Troop Leading Procedure Overview
Session 301-4c
Combat Orders
Session 301-5a
Application of Troop Leading Procedures
Session 301-5b
Squad Tactical Movement
Session 301-5c
Squad Tactics: Patrolling
Session 301-6a
Battle Drills
Session 301-6b
Squad Tactics: Offensive Operations
Session 301-6c
Squad Tactics: Offensive Operations PE
Session 301-7a
Mid-Term Exam
Session 301-7b
Squad Tactics: Reconnaissance
Session 301-7c
Squad Tactics: Reconnaissance PE
Session 301-8a
Squad Tactics: Ambush
Session 301-8b
Squad Tactics: Ambush PE
Session 301-8c
Squad Tactics: Attack
Session 301-9a
Squad Tactics: Attack PE
Session 301-9b
Squad Tasks in the Defense
Session 301-9c
Squad Tactics: Defense PE
Session 301-10a
Squad Tactics: Capstone Practical Application (PE I)
Session 301-10b
Squad Tactics: Capstone Practical Application (PE II)
Session 301-10c
The Army Leader
Session 301-11a
Leadership Peer Evaluations
Session 301-11b
Leadership & Culture
Session 301-11c
Leadership PE
Session 301-12a
Suicide Prevention
Session 301-12b
Course Review
Session 301-12c
Final Exam
27
General Lab Schedule
LAB 1
Drill and Ceremony
LAB 2
Land Navigation I
LAB 3
Individual & Squad Movement Techniques
LAB 4
Land Navigation II
LAB 5
Employ Hand Grenades
LAB 6
Battle Drills
LAB 7
Squad Tactics I
LAB 8
Squad Tactics II
LAB 9
Squad Tactics III
LAB 10
Combat Water Survival Training (CWST)
LAB 11
Conduct Inspections (PCCs, PCI, & Field Craft)
LAB 12
Commander’s Time
Other ROTC Events
(27 AUG)
Last Day to register or add classes
(2 SEP)
Labor Day Holiday
(14 SEP)
UAM vs. Southeastern Oklahoma State University @ 1800 (Color Guard) /
Parent Appreciation Day (Recruiting Event)
(21 SEP)
UAM vs. Northwestern Oklahoma State University @ 1800 (Color Guard)
(21-22 SEP)
Lake Degray FTX with focus on Land Navigation Training
(24 SEP)
Suicide Prevention Safety Stand Down (Monticello, AR)
(5 OCT)
(11-12 OCT)
UAM vs. Arkansas Tech University @ 1500 (Color Guard)
Ranger Challenge @ Camp Robinson, AR
(19 OCT)
UAM vs. Lindenwood University @ 1500 (Color Guard)
(26 OCT)
UAM vs. Southern Nazarene University @ 1500 (Color Guard Homecoming)
(30 OCT)
Last day to drop class with a “W”
(2 NOV)
UAM vs. Henderson State University @ 1500 (Color Guard)
(4-15 NOV)
Pre-registration for Spring 2014 classes
(11 NOV)
Veterans Day Ceremony (All contracted cadets mandatory)
(16-17 NOV)
Camp Robinson FTX and Land Navigation Training
(21 NOV)
CWST
28
(27 NOV-1 DEC) Thanksgiving Break
(6 DEC)
Last day of classes
(9-13 DEC)
Final Exams
Appendix B, DA Form 4856 Developmental Counseling Form (Front)
29
30
Appendix B, DA Form 4856 Developmental Counseling Form
(Reverse)
31
Appendix C, LDP Forms
(Blue Card Front)
(Blue Card Back)
32
(Yellow Card Front)
(Yellow Card Back)
33
34
35
Cadet Evaluation Report (Front)
36
Cadet Evaluation Report (Reverse)