Outcomes Assessment for Naval Science
Learning Outcomes
The Department of Naval Science does not offer an academic degree and
is embedded within the College of Liberal Arts and Sciences as an inter-disciplinary
program. The mission of the department is derived directly from documents
governing Naval Reserve Officers Training Corps (NROTC), which are issued
by the Naval Education and Training Command (NETC) and are therefore not
modifiable at our level. Intended learning outcomes are derived from the
following mission statement:
"To develop midshipmen mentally, morally, and physically and to imbue
them with the highest ideals of duty and loyalty, and with the core values
of honor, courage, and commitment in order to commission college graduates
as naval officers who possess a basic professional background, are motivated
toward careers in the naval service, and have a potential for future development
in mind and character so as to assume the highest responsibilities of
command, citizenship, and government."
Also influencing intended learning outcomes are the primary objectives
of the NROTC program, which are to provide the students with:
- An understanding of the fundamental concepts and principles of naval
science.
- A basic understanding of associated professional knowledge.
- An appreciation of the requirements for national security.
- A strong sense of personal integrity, honor, and individual responsibility.
- An educational background which will allow the NROTC students to
perform successfully in later periods of their careers, advanced/continuing
education in a field of application, and interest to the naval service.
- A high state of physical fitness for the purpose of health and performance.
Specifically, the intended learning outcomes are addressed as Professional
Core Competencies (PCCs) and encompass seven broad categories. These areas
are further divided into subordinate elements that expand on major domains
of knowledge accumulation which a naval officer should acquire by the
time of graduation from the NROTC program. An inclusive summary of each
major competency follows:
- Academic Preparation
This area outlines the requirement for an accredited baccalaureate degree
which incorporates certain specified courses. The choice of academic
major is free except where governed otherwise by institutional requirements.
These course requirements, along with other competencies listed in parts
b through f, form the foundation of knowledge needed to assume the technical,
managerial, and leadership duties associated with an officer's commission.
- Leadership and Management
This competency area covers the specific basic levels of knowledge of
moral and ethical behavior, organizational design, goal-setting, decision-making,
and objective attainment needed to function as a leader and manager.
Theories of leadership, motivation, and group dynamics are prominently
featured.
- Orientation and Naval Science
This section covers a broad spectrum of competencies required of a newly
commissioned naval officer, including: customs and traditions, organization
of the Armed Forces and the Navy Department, missions of ships and aircraft,
capabilities of weapon systems, warfare doctrines, communications, division
officer administration, Uniform Code of Military Justice (UCMJ) and
legal aspects, and many other subjects.
- Sea Power and Maritime Strategy
This section addresses the newly commissioned officer’s requirement
for understanding the role of naval forces in national policy formulation
and strategies. Specific competency statements address historical evolution
of sea power, U.S. Navy and Marine Corps history, Naval missions and
the impact of third world development and terrorism. The current U.
S. maritime strategy is included. Additionally, the evolution of land
warfare and more specific coverage of amphibious warfare development
are included.
- Technical Foundations
Competencies in this section require the newly commissioned officer
to comprehend quantitative mathematical and scientific problem-solving
systems. Competency statements by implication require solution of basic
problems related to the principles and theories covered. Coverage includes:
Thermodynamic laws, propulsion systems, electrical power generation/distribution,
electromagnetic wave theory and application, sound in water, ship design/stability,
and fluid/aerodynamics
- Shipkeeping, Navigation, and Seamanship
The competency statements in this section address the traditional nautical
science base. Specific areas include: seamanship, small boats, damage
control, shiphandling, relative motion, formations, rules of the road,
laws of the sea and navigation.
- Personal and Personnel Excellence and Fitness
This section contains competency requirements for demonstration of physical
fitness and swimming readiness on the part of newly commissioned officers.
It also covers the officer leadership role in current Navy and Marine
Corps fitness and wellness programs such as tobacco use prevention/cessation,
weight control, stress management, suicide awareness, drug and alcohol
abuse and drug detection programs.
Assessment Program
Assessment of student performance, in terms of both academics and military
aptitude, includes numerous formal and informal modalities; highlighted
as follows:
- Peer counseling as to military aptitude performance. These counseling
sessions are conducted near the end of each semester, and are designed
to provide each student with a candid assessment of his performance
in a military leadership position within the student company during
the preceding 15-18 weeks. Military aptitude strengths and weaknesses
displayed are frankly discussed with each student by at least two of
his peers who have been observing him from senior leadership positions.
A formal report is then filed with the departmental faculty for their
use in subsequent counseling sessions.
- Formal faculty counseling sessions as to both academics and military
aptitude. These sessions are conducted by members of the departmental
faculty at the beginning and mid-term of each semester. Assessment tools
include the aforementioned peer performance assessments, to which the
faculty member appends his own comments, as well as student grade cards
and other official correspondence generated within the department and
received from external sources. These discussions cover the entire spectrum
of each student’s performance at ISU, and are designed to be a
positive learning experience for the student as well as an assessment
opportunity for his/her class advisor. Notes are taken and kept on these
sessions to allow outcome progress, or lack thereof, to be charted as
the student advances through the department enroute to graduation/commissioning.
- Performance review boards are convened as required for those students
assessed as in need of remediation. These boards consist of faculty
representation from both the Naval Science Department and other colleges
within the university, and are designed to be an intensive counseling
experience which will hopefully alter poor performance on the part of
selected students. Review boards are convened at the start of each semester,
and may discuss either academic or military aptitude deficiencies as
assessed by the departmental faculty.
- "Summer cruise" evaluations, submitted by host Navy/Marine
Corps agencies upon completion of military internships. The NROTC summer
training program involves the bulk of the students enrolled in the NROTC
program, and amounts to an internship in military leadership. Most students
will be evaluated during three separate summers, by three different
organizations, all of whom are tasked to submit formal assessments of
the performance of their charges. These assessments are shared with
the students shortly after completion of their training, and are used
as indicators as to the probability of successful service after graduation.
In addition to these formal assessments of student progress and outcomes,
there are numerous informal occasions in which assessment is conducted;
each student enrolled in the NROTC program has an extensive personnel
file which contains comments, assessment reports and other evaluative
documentation designed to provide an effective predictor of success.
Measures
- Student performance evaluations, to include:
- semester leadership evaluations
- summer cruise evaluations
- Academic performance reports, to include
- course grades
- term/cumulative grade point averages
- SAT/ACT scores
- Membership in national honoraries, to include
- ROTC honoraries
- general scholastic honoraries
- Student counseling/interview sessions, to include
- entry questionnaires
- Commanding Officer's interviews
- class advisor interviews
- Internal/external reviews, to include
- triennial NETC evaluation
- ISU academic program review
- instructor evaluations
- student feedback on course content
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