Military Science

What is the program’s mission statement or statement of purpose? Why does the program exist?

Mission

The Reserve Officers’ Training Corps mission is to train and commission lieutenants for the Army of tomorrow. Army ROTC is a challenging, and exciting program of instruction that focuses on leadership development, not only in theory, but in practice. ROTC students learn practical leadership through actual experience and are campus and community leaders at many different levels. Army ROTC provides students the opportunity to learn about themselves and their potential, and challenges them to achieve ever greater heights of personal and professional leadership.

Commander’s Intent (aka Vision)

Purpose

To train and develop ROTC cadets using, tough, realistic training, while fostering adaptability and critical thinking skills, as they progress towards the goal of commissioning as lieutenants who are fully prepared to attend BOLC-B and subsequently lead Soldiers in combat.

Key Tasks

-Commission quality MS IV’s each year to achieve or exceed the assigned “mission” quota.

-Prepare all MS IIIs and EOCC MS IVs to achieve E or S ratings at LDAC while maximizing scores in graded/scored events.

-Contract only quality cadets using the mindset of achievement (GPA, APFT, etc…) plus time (to evaluate) equals contractibility.

-Demand excellence by enforcing high (but achievable) standards.

-Retain quality cadets from SY to SY while recruiting additional quality to make up for losses.

Endstate

The EIU ROTC battalion achieves excellence by commissioning lieutenants prepared to lead troops in combat, and making the assigned mission quota in the process; having MS III cadets exceed all battalion and brigade goals while being assessed and developed at LDAC; and having an overall stronger program due to the enforcement of standards and the expectation of achieving excellence… which ultimately will breed additional excellence in recruiting and retention.

How does the program mission align with the university mission?

Although the Department of Military Science and Army ROTC program is not like the typical academic programs on campus, we are still aligned and nested with the EIU mission. The EIU mission describes how the university, “…fosters… applied learning experiences…” The Department of Military Science and ROTC program is no different, and fully embraces the university tenant of applied learning. ROTC cadets are placed in multiple leadership positions throughout their time in the program. These students form a cadet chain of command, which plans and executes all military related training, as well as leads and mentors the junior cadets in the program. This unique aspect of ROTC essentially allows students to experience an internship to the Army, as well as leadership in general, while maintaining their normal course load at the university. The portion of the EIU mission which states, “Throughout their education, students refine their abilities to reason and to communicate clearly so as to become responsible citizens and leaders.” reflects one of the primary reasons the ROTC department exists. Our own mission statement reads, “The Reserve Officers’ Training Corps mission is to train and commission lieutenants for the Army of tomorrow. Army ROTC is a challenging, and exciting program of instruction that focuses on leadership development, not only in theory, but in practice. ROTC students learn practical leadership through actual experience and are campus and community leaders at many different levels. Army ROTC provides students the opportunity to learn about themselves and their potential, and challenges them to achieve ever greater heights of personal and professional leadership.” EIU ROTC Cadets personify both of these missions every day during classroom instruction, during practical exercises at labs, at field training exercises, and as members of the university community.

Whom does the program serve?

The Department of Military Science serves the entire university community, both directly and indirectly. Primarily the department exists to facilitate the United States Army Reserve Officer Training Corps (ROTC) program on campus. This program provides leadership and military instruction to any interested university students. The program extends Army contract offers to qualified students with the eventual goal of commissioning them as Second Lieutenants in the US Army. The indirect service of the program is in the form of university and community service. ROTC students provide leadership training to numerous academic, athletic, and club activities on campus. Additionally, ROTC cadets volunteer time to support athletic teams (e.g. cannon and color guard for football games) and numerous ceremonies (e.g. Veteran's Day).

What are the services provided? How do these services align with the university mission and program mission?

The Department of Military Science and ROTC program fully embraces the university tenant of applied learning. ROTC cadets are placed in multiple leadership positions throughout their time in the program. These students form a cadet chain of command, which plans and executes all military related training, as well as leads and mentors the junior cadets in the program. This unique aspect of ROTC essentially allows students to experience an internship to the Army, as well as leadership in general, while maintaining their normal course load at the university.

Describe the program’s origins (e.g. year established, purpose, expectations).

The Department of Military Science began in 1980 as an extension center of the University of Illinois with one instructor and 45 students. In 1981, Eastern was granted host status and authorized a full contingent of military cadre. By 1987, Eastern had the number one ROTC graduate in the nation, Cadet Robert Haycock. The department was merged into the Lumpkin College of Business and Applied Sciences in 1993 and has provided excellent leadership and teamwork challenges over the years to faculty, staff, and student groups at the University.

How has the unit changed or adapted over time?

While the general concept of ROTC training has remained the same since its inception, the curriculum has changed to stay current with US Army doctrine. The current ROTC curriculum is leadership focused and uses the Outcomes Based Training and Evaluation (OBT&E) approach in the delivery of content. This has moved the program to a student centered approach rather than the instructor centered methods in past years.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

The Department of Military Science and US Army ROTC program serves university students with any academic major, minor, or other concentration, including both undergraduate and graduate students. The program does not offer any majors itself, but does offer students an opportunity to earn the Military Science minor.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

The ROTC program provides an opportunity for all qualified students to attain a commission as a US Army Second Lieutenant upon graduation. The Department of Military Science had 58% of graduates selected for Active Duty in 2013, 42% for Army National Guard, and a 92% branch and component satisfaction rate (branch satisfaction is determined by the graduates being selected for one of their first three branch choices out of a possible 16 branches. Component satisfaction is if the cadet was selected for their choice of Active Duty, National Guard, or Army Reserve.)

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The Department of Military Science uses a curriculum designed by United States Army Cadet Command, which standardizes the programs at 273 host institutions across the country. Oversight is provided by the entire US Army and Department of Defense leadership, but specifically is administered by the Commanding General of US Army Cadet Command and his designated subordinate leaders.

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

The Reserve Officers Training Corps (ROTC) program is governed primarily by Title 10 US Code, Chapter 103, as well as other applicable Department of Defense and US Army regulations, state laws, and other local university policies and procedures.

What are the most important outreach or public service activities supported by the program?

The primary public service provided by ROTC is in the training and development of US Army officers commissioned to serve in the defense of the United States of America.

How do the local community and the region benefit from the program?

ROTC cadets generally live by the values espoused by the US Army, which include: Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage. These values, coupled with additional training, such as ethics, provides students as positive role models and contributing members of the community. Cadets often volunteer for various activities on campus and in the community. They are valued members of clubs, athletic teams, student government, and other organizations.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

The Military Science Department is not required to produce a Major Assessment Profile, but does report annually for the EIU Student Learning Assessment Program. The 2013 Military Science Student Learning Assessment can be found here: http://www.eiu.edu/assess/Military%20Sci%20minor%2013.docx. The Military Science Department achieved a level 3 rating in all categories for 2013 (http://www.eiu.edu/assess/Military%20Science%2013resp.docx).

One of the biggest external quality indicators is a cadet's positioning on the National Order of Merit List (OML). This list ranks all 4th year cadets nationally using a formula that incorporates academic, physical, and leadership scores, both on campus and during attendance at the Leadership Development and Assessment Course (LDAC). In 2013, EIU ROTC produced one cadet ranked in the top 1% of the nation (#55); one in the top 10% (#515); and two in the top 15% (#607 & #676) out of the 5,592 senior cadets across the country.

Another external indicator is the evaluated performance during the numerous summer programs and opportunities for cadets. These programs, such as the Leadership Development and Assessment Course (LDAC) at Fort Lewis, Washington, evaluates cadet performance relative to their peers in a stressful and challenging environment. EIU students generally perform in an above average manner, and in recent years, statistically outperforming cadets at over and estimated 65% of other programs.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

The Eastern Illinois University ROTC program receives funding and support provided by the United States Army. This includes personnel, equipment, and budget.

Personnel:

The US Army provides the following personnel grades and annual salary (2013 figures) to the EIU ROTC program:

- (1) Lieutenant Colonel/O-5 -- $123,902

- (1) Captain/0-3 -- $87,934

- (1) Master Sergeant/E-8 -- $70,670

- (1) DA Civilian/GS-11 -- $57,408

- (2) DA Civilian/GS-7 -- $43,964 each

Total government salaries -- $427,842

Equipment:

The US Army provides all cadet uniforms and related individual equipment, unit level military equipment, and all computer and automation equipment (with the exception of the university provided office manager computer and printer).

Budget:

The US Army provides the EIU ROTC program with the following annual budget for equipment, uniforms, and marketing/advertising:  $14,132.52

The Department of Military Science is also allocated an annual budget for Illinois State Tuition Waivers, which is a merit based scholarship program awarded to ROTC cadets. The ISTW budget for the last three years is below:

FY12 -- $347,499

FY13 -- $360,357

FY14 -- $303,000

The EIU ROTC program regularly applies (and is often approved) for Redden Grant funds for training/events which are not supported by government funds. The program was awarded three Redden Grants for FY14 totalling, $3,108.

The Department of Military Science regularly receives gifts from donors provided through various fund raising drives and/or planned giving. Total gift monies donated to the program in FY13 was $2,954.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The Department of Military Science and ROTC program relies on donor gifts, grants, and other fundraising activities to supplement the university and government annual operating budgets. Specifically, the program relies on these external funding sources to train and send cadets to the annual Ranger Challenge competition; German Armed Forces Proficiency Badge training; and annual military ball funding.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

Local Junior ROTC programs

EIU ROTC maintains ongoing relationships with the JROTC programs of Mattoon High School and East Richland High School. These relationships are mutually beneficial in that they provide training and mentorship from the senior level cadets to their junior counterparts as well as draw students from the junior programs into the senior program upon graduation and acceptance to EIU.

Local Illinois Army National Guard and US Army Reserve Units

Numerous Cadets from the EIU ROTC program serve in the ILARNG and USAR as part of the US Army Simultaneous Membership Program (SMP). The cadets gain valuable military experience while supporting the military forces of Illinois and the Army reserve. The relationships with these units also provides opportunities for equipment on loan for various training events which cannot be supported using organic unit equipment.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

Average class size numbers are low due to the structure of the ROTC program. Only one ROTC class is required each academic year and semester. Multiple sections of these single classes are offered to maximize participation and scheduling, resulting in lower students per class.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

2013 commodities amount of $11,066 is significantly higher than previous years figures due to end-of-year allocation of $10,481.61 to the program by LCBAS Dean.

How does the program seek to distinguish itself from similar programs at other institutions?

Although the Department of Military Science uses a curriculum designed by United States Army Cadet Command, which standardizes the programs at 273 host institutions across the country, there are numerous ways EIU ROTC seeks to distinguish itself as the premier ROTC program in the nation. Three specific initiatives, among others, were instituted in 2013. These were the Study Hall Program, Excellence in Fitness, and a revitalized focus on overall attendance.

Study Hall Program

The EIU ROTC Study Hall Program governs academic performance for all ROTC cadets and is designed to assist cadets in achieving excellence in academics. The U.S Army only requires a cadet to achieve a 2.5 cumulative GPA to contract, and a 2.0 GPA to remain contracted and commission as a Second Lieutenant. Cadets are not competitive for scholarships, selection to Active Duty, selection for high-demand career fields, and nomination for additional training opportunities without a GPA over 3.0. Due to this, Cadets with a 2.99 or below cumulative GPA are required to participate in the Study Hall Program. Any cadet receiving a “D” or “F” grade in any course at mid-semester will also participate in the program for the remainder of the semester. Cadets may volunteer to use the services available at the EIU Student Success Center, the EIU Writing Center, and EIU Writing Center, to fulfill Study Hall requirements.

Excellence in Fitness

Physical Training (PT) was changed from three days per week (only for contracted cadets) to five days per week for all cadets when academic classes are in session during the academic year. Cadets who fail to meet EIU ROTC Battalion APFT standards and/or do not meet Army height/weight standards will attend Remedial PT. Remedial PT is conducted in the afternoons with the specific schedule published each semester. Contracted cadets who fail to meet Army APFT standards and/or fail to meet the Army height/weight standards will be placed into a probation or suspension status for that semester. A disenrollment packet will be initiated if the contracted cadet fails a second time.

Revitalized Attendance Policy

Officers in the United States Army perform their duties without absence based on their professionalism, the Army Values, and the Warrior Ethos. As future officers, the same level of attendance and duty is expected of all cadets. All cadets, contracted and non-contracted, will attend all ROTC classes, labs, and PT sessions. All cadets are expected to attend all planned Field Training Exercises and other battalion functions, such as Military Balls, in accordance with the training calendar. Cadets who fail to adhere to this attendance policy will either be recommended for disenrollment (if contracted) or not recommended to be contracted (if non contracted).

Note any unique and/or essential contributions that the program makes to the university.

The Department of Military Science and ROTC program seeks to be considered the "Leadership Center of Excellence" for the university and surrounding community. As such, the program cadre and cadets provide leadership related training to organizations and activities such as Boys State, Girls State, the EIU Baseball Team, the School of Technology, and the Coles County Probation Officers. The leadership expertise of the cadre and cadets is also used for presentations, panel discussions, and conferences throughout the university and community.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

United States Army Cadet Command has initiated a strategic plan titled, “Bold Transformation”. This plan overhauls the ROTC program, which has changed little in the last 30 years.

The ROTC curriculum is increasing from 240 hours to 312 hours, with more of a focus on adult education that involves student interaction. The focus is on teaching cadets "how to think," not just "what to think." Increasing the "rigor" of the curriculum also means more training in the summers between school years.

Cadet Initial Entry Training (CIET) will take place between every cadet's freshman and sophomore year. Only prior-service Soldiers who have already gone through basic combat training will be exempt from CIET.

Then, for cadets entering their junior year, a Cadet Leader Course is being developed. The seven weeks during summer will consist of four weeks of tactical training for all cadets. Then some will branch off for three weeks of special training, such as Cultural Understanding and Language Proficiency (CULP).

Between their junior and senior year, cadets will still attend the Leader Development and Assessment Course (LDAC), which will now take place at Fort Knox, Kentucky.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

No additional opportunities beyond the current construct of the US Army implemented ROTC program. Advancement of the university's academic mission can be obtained through continued strengthening of the quality of individual cadets and the overall program.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.