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The military services have been aware of the importance of advanced, formal education since the Korean War (1950-1953). During the past three decades, however, with the philosophy of the fortification of self - defense power; the modernization of the military equipment, and the development of defense - industry, there has been a great increase in the need for officers with education at the baccalaureate level and graduate level to prepare them for a extreme variety of roles beyond the traditional professional officer's combat mold. In this regard, this thesis is concerned with whether or not the needs for graduate education were inflated; whether officers so educated were used adequately in positions identified as requiring graduate education; and how we measure the value of graduate education in military officers.
Professional Military Education (PME) is broader and more rigorous than is widely understood in the United States. Improving educational programs within the military service branches is at the very center of ongoing force transformation efforts and advanced educational opportunities occur at various, set levels of military experience. Military education increasingly conforms to standards imposed by outside civilian accrediting bodies and is mandated and monitored, to an extent, by Congress. Military Educationexplores this often-overlooked area of education within the context of the modern military force structure. In this unique work, Watson chronicles the evolution of professional military education during the last sixty years. Careful to draw distinctions between training and education, she briefly traces the history of PME and examines some of the major personalities involved in shaping it, as well as the evolution of the curriculum stressed in PME programs. Her narrative, combined with key documents, a glossary, and a timeline of important events, dispels popular notions of an uneducated military force.
As part of its transformation to prepare the armed forces to meet current and future challenges, the Department of Defense (DOD) is expanding its use of advanced distributed learning (ADL) techniques in senior- and intermediate-level officer professional military education (PME).To determine whether DOD uses a systematic process for evaluating the results of ADL application, this study examined DOD?s metrics for assessing program effectiveness, compared DOD?s criteria for converting courses to ADL with those of private sector institutions, and identified challenges to ADL implementation. Researchers reviewed and assessed policies and guidance of several DOD offices responsible for overseeing PME activities, studied experience in the private education sector and other parts of the government in measuring the effectiveness of education programs, and surveyed 437 current students and graduates of senior- and intermediate-level PME programs regarding their PME experience. Overall, DOD does not have specific performance goals and metrics with which to assess ADL effectiveness in PME. Although there are established frameworks for assessing program effectiveness by focusing on metrics for learning outcomes, DOD?s oversight focuses on educational inputs such as facilities, student to faculty ratios, and student body composition. Criteria for converting PME courses and curricula to ADL vary by school and military service, are based on subjective choices as to which content is suited for online delivery, and are focused solely on nonresident programs. DOD?s implementation of ADL programs for PME compares favorably with private-sector institutions. Cultural, technological, and resource challenges affect ADL implementation. Five appendixes present study scope and methodology; methodology for the survey of nonresident PME students and graduates; survey responses; ADL applications and additional features of nonresident programs; and comments from DOD. Contains five appenhree tables.
Because the U.S. military's long-held advantage in physical capital and equipment is waning, cutting-edge human capital management is more critical than ever before. The authors of "Starting Strong" argue that by gathering detailed information on the unique talents possessed by each newly commissioned Army officer, as well as on the unique talent demands of each Army basic branch, the Army can create a "talent market" that identifies and liberates the strengths of every officer, aligning each with the career field where they are most likely to be engaged, productive, and satisfied leaders. Strong evidence demonstrates that this talent-based approach better aligns officer talent with occupational requirements while simultaneously increasing individual branch satisfaction.
Some vols. include supplemental journals of "such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House".
Co-published with “While assessment may feel to constituents like an activity of accountability simply for accreditors, it is most appropriate to approach assessment as an activity of accountability for students. Assessment results that improve institutional effectiveness, heighten student learning, and better align resources serve to make institutions stronger for the benefit of their students, and those results also serve the institution or program well during the holistic evaluation required through accreditation.” – from the foreword by Heather Perfetti, President of the Middle States Commission on Higher EducationColleges and universities struggle to understand precisely what is being asked for by accreditors, and this book answers that question by sharing examples of success reported by schools specifically recommended by accreditors. This compendium gathers examples of assessment practice in twenty-four higher education institutions: twenty-three in the U.S. and one in Australia. All institutions represented in this book were suggested by their accreditor as having an effective assessment approach in one or more of the following assessment focused areas: assessment in the disciplines, co-curricular, course/program/institutional assessment, equity and inclusion, general education, online learning, program review, scholarship of teaching and learning, student learning, or technology. These examples recommended by accrediting agencies makes this a unique contribution to the assessment literature.The book is organized in four parts. Part One is focused on student learning and assessment and includes ten chapters. The primary focus for Part Two is student learning assessment from a disciplinary perspective and includes four chapters. Part Three has a faculty engagement and assessment focus, and Part Four includes four chapters on institutional effectiveness and assessment, with a focus on strategic planning.This book is a publication of the Association for the Assessment of Learning in Higher Education (AALHE), an organization of practitioners interested in using effective assessment practice to document and improve student learning.
Leadership development in the military is a multifaceted process that takes place over an officer's entire career. At its most basic level, this development occurs through professional experiences and a progressive series of professional military education, of which joint professional military education (JPME) is a subset. In May 2020, the Joint Chiefs of Staff (JCS) issued a vision statement with guidance and objectives for leadership development in the armed services. This vision calls for an outcomes-based approach that emphasizes ingenuity, intellectual application, and military professionalism. The new approach focuses on what students must accomplish rather than traditional metrics, such as curriculum content or the amount of time spent learning specific material. The JCS also emphasized the need to integrate officer talent management (TM) and JPME because these functions are so closely connected. To support the implementation of this vision, the authors reviewed foundational, policy, and implementation documents; conducted semistructured interviews with senior representatives of relevant joint and service offices; and analyzed officer personnel data. They used these methods to (1) describe joint educational institutions' transitions to an outcomes-based approach, (2) examine performance expectations and the qualities needed in effective joint officers, (3) explore how joint performance is measured, and (4) see how challenges in TM systems and processes affect the implementation of JPME, Phase II. They also provide recommendations for how joint stakeholders and the military services can best integrate the TM and JPME processes to support the outcomes-based approach.