Army ROTC
Annual Assessment Report Form, 2010
1. Program Information:
Program
Department
College
Timeframe
Report
Submitted by
Army Reserve Officer Training Corps
Military Science
Oregon State University
Report covers activities from 06/11/2010 to 08/15/2011
Commanding Officer
Lieutenant Colonel Paul V. Ashcraft
2. Program Outcomes
Provide the Student Learning Outcomes for your program.
The Army Reserve Officers’ Training Corps (AROTC) Unit at Oregon State University
has well-defined, established learning objectives. The curriculum is direct to us by U.S.
Army Cadet Command, and we have very little subjective latitude to change the training
objectives or material covered. The mission of our unit is to commission college
graduates in the United States Army, Army Reserve and the Army National Guard. We
accomplish this mission by imbuing and developing individual Cadets mentally, morally,
and physically with the highest ideals of duty, honor, and loyalty to country. Our mission
is accomplished by teaching and assessing the students in the following “five”
subcategories:
a. Leadership
- Leader Attributes from FM 6-22 are used throughout the curriculum as a graphic
organizer for developing a basic knowledge of leader dimensions. The implicit focus
throughout the curriculum is on the importance of personal discipline in becoming
a leader of character, a leader with presence, and a leader with intellectual capacity.
- Core Leader Competencies are centered around what an Army leader does. These
competencies are defined and illustrated as they apply to direct (tactical),
organizational (operational), and strategic levels of leader responsibility. The course
of study as a whole is designed to challenge and develop the leader’s ability to lead
(demonstrate competence, communicate, and motivate), develop self and others
(adapt, learn, and mentor), and achieve (prioritize, plan, and execute).
b. Personal Development
- Character Development is an implicit aspect of the ROTC curriculum. Cadets are
challenged throughout the course of study to recognize and model the Army Values
of loyalty, duty, respect, selfless service, honor, integrity, and personal courage; to
empathize with their peers, subordinates, and others; and to live the Warrior Ethos.
- Physical Presence is foundational for Army leader development. Every Cadet who
seeks to become an officer must be able to demonstrate an exceptional level of
physical fitness, composure, confidence, and resilience.
- Intellectual Capacity has always been and continues to be an imperative characteristic
for officers serving in the US Army. Those serving in the Contemporary Operating
Environments of Iraq and Afghanistan are learning firsthand the value of mental
agility and innovation to Army leadership. Vignettes and case studies from these
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environments are used to challenge Cadets to examine nonlinear situations, to hone
their judgment, and to increase their tactical, technical, cultural, and geopolitical
knowledge.
c. Values and Ethics
- Army Values. While it is important for Cadets to be able to articulate the seven Army
Values, it is even more imperative that they be able to demonstrate these values in
their daily interactions with others. Values form the foundation for Army leadership.
- Professional Ethics. In addition to the Army Values, military codes and regulations
govern ethical behavior and decision making. Cadets apply the ethical decision
making process during case studies and historical vignettes.
- Warrior Ethos is embedded in case studies and historical vignettes throughout the
curriculum. Cadre members discuss the four basic principles of the Warrior Ethos
whenever possible. Cadets apply the Warrior Ethos to increasingly complex
situations as they progress through the ROTC program.
d. Officership
- Military Heritage. Cadre members teach and model military heritage through daily
performance and contact, lab exercises, ceremonies, and interpersonal interactions
throughout the ROTC curriculum.
- Military History. Cadets review vignettes and case studies, which provide
opportunities for critical reasoning in evaluating tactics, leadership styles, problemsolving, and decision making.
- Management and Administration. Cadets learn Army programs, policies, and
procedures related to areas such as organization, human resources, management,
administration, training, and facilities in order to support Army operations.
e. Tactics and Techniques
- Tactical Operations. Cadets develop a practical understanding of the basics of map
reading, land navigation, and tactical maneuvering at the individual, team, squad , and
platoon levels.
3. Measurement- Provide a detailed narrative or schematic to articulate how the
outcomes you have measured during this cycle have been assessed by responding to a
through d for each measured outcome.
a) Identify the outcome(s) from above that you will be reporting on for this
assessment cycle.
The AROTC program has excellent reporting mechanisms in place to monitor and assess
Cadets progress and evidence of learning. The unit staff and advisors continually
monitor student performance and document both successes and failures.
Academic GPA:
-The AROTC Unit’s cumulative GPA (freshman, sophomore, junior, and senior Cadets)
as of Spring Term, 2011 was 3.03, versus the overall campus’ Undergraduate average of
2.92.
-The freshman Cadets’ Spring Term, 2011 average GPA was 3.08 versus the overall
campus freshman’s average term GPA of 2.72.
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b) Describe the methods you will use/have used to assess each outcome.
AROTC course performance and grades earned by Cadets are determined by the
Assistant Professors of Military Science assigned to teach and instruct their assigned
classes. The freshman are MS-Is, the sophomores are MS-IIs, the Juniors are MS-IIIs
and the senior are MS-IVs. Each class has one to two primary instructors that are
responsible for assessing knowledge learned and issuing a letter grade based on the three
major components of the National Order of Merit List (OML) in the following categories:
Academics, Military Science, and Physical Fitness. In addition, Cadets are also assessed
through quizzes, writing assignments, and oral presentations. Enrolled Cadets also
receive quarterly counseling sessions with their Military Science Academic Advisors.
During which, the Cadets receive feedback concerning their academic progress and
leadership performance.
1. Junior Cadets (MS-I and IIs), are assessed on a 20/80 split between Academics and
Military Science.
-20% of the Cadet’s letter grade is related to attendance and adhering to and exhibiting
the 17 Army Leadership Dimensions while studying Military Science.
-The following are the Leadership Dimensions each Cadet is expected to exhibit, and
their performances are evaluations through written leadership assessments cards.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Military Bearing- Projecting a commanding presence and professional image of authority.
Physically Fit – Having sound health, strength, and endurance that supports one’s emotional health
and conceptual abilities under stress.
Confident – Projects self-confidence and certainty; demonstrates composure and poise; calm and
collected; possesses self control of emotions.
Resilient – Showing a tendency to recover quickly from setbacks, shock, adversity, stress or injury
while maintaining a mission and organizational focus.
Mental Agility – Flexibility of mind; a tendency to anticipate or adapt to ever-changing conditions;
improvising.
Sound Judgment – Assesses situations and draws feasible conclusions; makes sound and timely
decisions.
Innovation – Ability to introduce something new; is original in thoughts and ideas; creative.
Interpersonal Tact – Effectively interacts with others; possesses the capacity to understand personal
interactions with others; awareness of how others see you.
Domain Knowledge – Possessing facts, beliefs, and logical assumptions in relevant areas;
technical, tactical, cultural and geopolitical knowledge.
Leads Others – Motivates, inspires, and influences others to take initiative to work towards a
common purpose, to accomplish critical tasks and to achieve unit objectives.
Extends Influence beyond Chain of Command – Uses indirect means to influence others outside
normal chain of command involves diplomacy, negotiation, conflict resolution and mediation.
Leads by Example – Provides the example to others; serves as a role model; maintains high
standards in all aspects of behavior and character.
Communicates – Clearly expresses ideas to ensure understanding, actively listens to others; and
practices effective communications techniques.
Creates a Positive Environment - Creates a positive cultural and ethical environment.
Prepares Self – Self-study, self development and becoming multi-skilled; ensures they are prepared
to lead.
Develops Others – Encourages and supports others to grow as individuals and teams; prepares
others for success; makes the organization more versatile.
Gets Results – Structuring what needs to be done so results are consistently produced; developing
and executing plans while providing direction, guidance and clear priorities toward mission
accomplishment; manages the resources required for mission accomplishment.
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-80% of the Cadet’s letter grade is related to academics and how well they test on the
Mid-Term and Final Exam per term. Both are worth 40 Points each for a total of 80
Points.
-100 Points total for the academic Term.
2. Senior Cadets (MS-III and IVs), are assessed on a 40/60 split between Academics and
Military Science.
-40% of the Cadet’s letter grade is related to attendance and adhering to and exhibiting
the 17 Army Leadership Dimensions while studying Military Science.
-60% of the Cadet’s letter grade is based on quizzes, homework, and exam grades.
-100 Points total for the academic Term.
3. All Cadets are also assessed in the third component of performance, the Physical
Fitness Category.
-In addition to assessing Cadets on Leadership and Academics, our Army ROTC program
also focuses on Physical Fitness Training.
- Basic Course Cadets (MS-I and IIs) are encouraged to attend while the Advanced
Course Cadets (MS-III and IVs) are required to attend.
-Our Physical Fitness Training class is MS-130; and it is a one credit class. It is opened
to any and all OSU students seeking to improve their physical strength and conditioning.
Classes are held on Monday, Wednesday and Fridays, between the hours of 0600-0730.
-Students and Cadets are assessment on a 300 point scale. There are three gradable areas:
Push-ups, Sit-ups, and a 2 Mile Run.
-Students and Cadets must achieve a minimum score of 60 Points or 60% in each event,
(Depending on the age and gender of the Student or Cadet; there is a sliding scale per
Army Regulations).
-Also, physical conditioning is assessed by the Cadre twice during a term. Students and
Cadets are given a diagnostic APFT (Army Physical Fitness Test) at the beginning of the
term and a Record APFT at the end of the term.
-The final letter grade for the term is dependent on a Student or Cadet’s attendance, and
whether they pass the APFT with a minimum score of 180, or their overall improvement
between their diagnostic and record APFT scores.
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-The academic letter grade issued to our Cadets are in accordance with Oregon State
University’s grading scale:
4.00
3.70
3.33
3.00
2.75
2.30
2.00
1.70
1.30
1.00
.070
Points= A
Points= APoints= B+
Points= B
Points= BPoints= C+
Points= C
Points= CPoints= D+
Points= D
Points= D-
*Special Note: Of all Contracted Cadets within AROTC, no Cadet earned any lower than
a letter grade of “B” in any Military Science Class through Spring Term, 2011 at OSU.
c) Describe any measurement tools used (surveys, rubrics).
-Weekly professional training in a classroom and a weekly lab is provided to each Cadet
over a Term.
-All classes assess leadership potential through conducting Quizzes, Mid-Terms and
Final Exams.
-Individual performance counseling is conducted by Cadre on each Cadet each term.
Cadre will evaluate and assess the Cadets academic progress in school and their progress
in the ROTC program. This helps keep the Cadets on track for graduation and
commissioning.
-All MS-IIIs (Juniors) are evaluated with 5 Leadership Assessment Reports that
contribute to their placements in the Professor of Military Science’s Campus Evaluation
Report. This is where all Junior Cadets receive their individual order or “ranking”
amongst their peers within the OSU Army ROTC program. In addition, all MS-III
Cadets are centrally evaluated at Joint Base Lewis McCord (every summer) during
Leadership Development and Assessment Course (LDAC).
-Every Term, (Fall, Winter, and Spring), Cadets participate in a FTX, (Field Training
Exercise). This training is mandatory for all Contracted Cadets who have Army
Scholarships, and optional for all Cadets that are non-Scholarship but enrolled in the
program. Military skills are trained and evaluated throughout the FTX.
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1. Participating Students can only take MS-100 and MS-200 level courses.
2. Enrolled Cadets must meet enrollment eligibility standards as defined by Army
Regulations in Cadet Command PAM 145-4.
3. Basic Course Cadets- The First two years.
4. Advanced Course Cadets- Second two years.
4. Results, Conclusions, and Decisions-Describe the results, conclusions, or
discoveries made during the measurement activities listed above by responding to the
following:
a) Present a summary of the outcome data collected during this reporting cycle
The following are the grade results and accumulative GPAs earned by the Battalion and
its Cadets from all four MS-Classes from Fall Term, 2010 through Spring Term, 2011.
-MS-Is: 3.08 GPA
-MS-IIs: 3.02 GPA
-MS-IIIs: 3.00 GPA
-MS-IVs: 2.93 GPA
b) Include any additional information needed to provide appropriate context
including unintended outcomes, measurement difficulties that may have led to
ambiguous results, etc.
Within AROTC US Army Cadet Command there are two categories of Students that take
part in our program.
1. Enrolled Cadets
2. Participating Students
The Participating Student can be slightly more difficult to assess and measure
performance. These students participate in our program solely for an “Elective” credit
and may/may not have any intent to commission into the Army, Army Reserve or
National Guard. Our grading scheme is generally the same; however they do not attend
any labs or Field Training Exercise or wear uniforms. Although this is limitation is
difficult, it does not adversely affect their grade; they are still graded on the 20/80
grading paradigm for the academic Term.
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c) What conclusions have you drawn from your assessment data?
The conclusion drawn from this assessment can be summed-up by the following:
The grading scheme for the Scholarship/Contracted Cadets, Non-scholarship/Contracted
Cadets, and Enrolled Cadets is sound and proved equitable. All these Cadets, whether
they be MS-Is through MS-IVs, are all graded exactly the same across the board.
The grading scheme for Participating Students is also sound and equitable. Although
leadership is proven difficult to assess, due to them not being able to participate in labs
and Field Training Exercises. It continues to be equitable, because they are still graded
on the 20/80% grading paradigm, and only the Freshman and Sophomore Military
Science courses can be taken for an elective credit by students not seeking a commission.
d) Have you made any decisions that will be used in your planning process?
No new decisions have been made for our program or its grading paradigm.
e) Has the process of assessment either validated your current process or called for
modifications in your planning?
This process has validated our current assessment process.
(1) Army ROTC at OSU had a commission mission of 23 for fiscal year 2011. We
successfully exceeded our mission and commissioned 25 Lieutenants into the U.S. Army
(Active Duty, Oregon Army National Guard, and U.S. Army Reserve).
(2) OSU Army ROTC Cadets achieved above average Army Physical Fitness Test
(APFT) scores during the 2010-2011 academic school year. The Battalion’s total
strength was 134 Cadets. The seniors average APFT score was a 219 out of a possible
300 points. 14 out of 25 achieved a score of 250 or higher with four 300s. The junior
average APFT score was a 261 out of a possible 300 points. 23 out of 29 achieved a
score of 250 or higher with three 300s. The sophomore average APFT score was a 243
out of a possible 300 points. 18 out of 36 achieved a score of 250 or higher with three
300s. The freshmen average APFT score was a 257 out of a possible 300 points. 25 out
of 39 achieved a score of 250 or higher with four 300s.
5. Please provide a skeletal assessment plan for your program:
Provide a skeleton plan describing at least one activity and how it might occur for
each outcome that has not yet been measured. This information serves identify
common areas of interest within the University and potential areas for future
programming.
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GRADING SCHEME FOR MS-Is
Proposed: 10 SEP 10
I.
Grading for MS-Is and MS-IIs: Junior Cadets
80% Academics
20% Participation/Attendance
II.
Applicability:
Military Bearing:
MS-I and MS-II
Confidence:
MS-I and MS-II
Resilience:
MS-I and MS-II
Mental Agility:
MS-II *When they are in a leadership position.
Innovation:
MS-II *When they are in a leadership position.
Interpersonal Tact:
MS-I and MS-II
Domain Knowledge:
MS-II *When they are in a leadership position.
Leads Others:
MS-I * When in a Team and MS-II
Influences Others:
MS-I and MS-II * Volunteering for community service.
Leads by Example:
MS-I and MS-II
Communicates:
MS-I and MS-II
Creates a Positive Envir,: MS-I and MS-II
Develops Others:
MS-II Only
Gets Results:
MS-II * When in a leadership position.
III.
Grading for MS-IIIs and MS-IVs: Senior Cadets
40% Academics
60% Participation/Attendance
IV.
Applicability:
Military Bearing:
MS-IIIs and MS-IVs
Confidence:
MS-IIIs and MS-IVs
Resilience:
MS-III and MS-IVs
Mental Agility:
MS-III and MS-IVs
Innovation:
MS-III and MS-IVs
Interpersonal Tact:
MS-III and MS-IVs
Domain Knowledge:
MS-III and MS-IVs
Leads Others:
MS-III and MS-IVs
Influences Others:
MS-IIIs and MS-IVs * Volunteering for community service.
Leads by Example:
MS-III and MS-IVs
Communicates:
MS-III and MS-IVs
Creates a Positive Envir. MS-III and MS-IVs
Develops Others:
MS-III and MS-IVs
Gets Results:
MS-III and MS-IVs
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6. Other activities that have informed decision making:
Please report on any other activities that you feel fall under assessment that were
not captured above. This may include general satisfaction surveys, employer input,
or other initiatives that contribute to student learning or program improvement.
At the end of their junior year, Cadets attend a 29 day Leader Development and
Assessment Course (LDAC) at Joint Base Lewis-McChord, Washington. All cadets
from all 273 Army ROTC programs are evaluated at this one location. This centralized
evaluation of their performance contributed to their overall national order of merit. Our
cadets’ performances were assessed to be far above the national average in all areas
including physical fitness, land navigation, and other leadership areas during the summer
2011. Out of 21 OSU Cadets sent to LDAC, all passed. Three Cadets received Overall
“Excellent” ratings. One received a “Needs Improvement” rating, and all others
received “Satisfactory” ratings. Conclusion is that our program is meeting or exceeding
the expectations of the U.S. Army in all areas.
Last year we changed our battalion structure to more closely resemble the structure of the
U.S. Army. Specifically, this meant integrating all freshmen through seniors in the samesized units. The previous structure focused on preparing the juniors independent from
the other three classes. We accepted some risk this past year, because our cadet juniors
have historically done well at LDAC. However, the new structure did achieve what we
intended. The interaction among all classes created a more complete “team” atmosphere
that better facilitated leadership development. The results this summer at LDAC showed
no negative consequences of this restructuring effort.
7. Planning for the upcoming cycle
Briefly describe what you plan to work on for the upcoming cycle.
This year we plan to cross-train instructors to better prepare for the significant faculty
turnover that will occur next summer. Our program will continue to consolidate at OSU
main campus with up to 30 Cadets at Western Oregon University. The number of Cadets
at Willamette and Corban Universities will continue to approach zero over the next two
years. The Number of ROTC scholarships will continue to decrease making OSU and
WOU the more affordable option for students that desire to become Army Officers.
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