UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN GENERAL EDUCATION BOARD Certification Procedures

Transcription

1 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN GENERAL EDUCATION BOARD Certification Procedures A course proposed for General Education credit goes through the following certification process: 1. Initiation. Courses proposed for General Education are sent by the department to the college for approval. The college then sends the course proposal, complete with cover sheet, to the Office of the Vice Chancellor for Academic Affairs and Provost (OVCAAP). 2. Transmittal. OVCAAP assigns the proposal to a subset of committee members for initial review. Upon completion of the review, the course is presented to the full Board for consideration. 3. Approvals. Once approved by the full Board, the OVCAAP issues an implementation letter notifying the college of the newly-approved course; the department head, and the chair of the General Education Board are copied on this letter. 4. Requests for Revision. Occasionally, the committee may require additional information or clarification pertaining to a course under review. The OVCAAP will contact the college and department with the inquiry and present the response to the full Board for further consideration. 5. Approved Course Lists. OVCAAP maintains cumulative lists of courses certified for General Education credit in the Course Explorer.

2 GENERAL EDUCATION PROPOSAL CHECKLIST Complete course information section (Section A) Select General Education category or categories (Section B) Include Attachments (Section C) New Course Outline Syllabus including complete outline of topics, texts and readings, and assignments Review Part I (Guidelines for All General Education Courses) and Part VIII (Perspectives on Women and Gender) of the Guidelines for General Education Courses. Address the General Information Questions (Section D) Address the Category-specific Questions (Section E) Include the College Approval and cover sheet

3 A. Course Information: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN GENERAL EDUCATION BOARD Proposal for General Education Certification Department: MILS Banner Subject/Number: 120 Course Title: Introduction to the US Armed Forces Credit Hours: 3 Cross-listings: AFAS 120, NS 120 Existing Course, No Revision New Course Revised Course Weekly Hours: Lecture: _3 Disc: Lab: Other (specify): Anticipated Semester Enrollment: _25-30 Section Sizes: Lecture: _25-30 Disc: Lab: Other: B. General Education Category: Check the category or categories for which certification is proposed. A course may be proposed for only one category, with the exception of those categories marked with an asterisk (*). See the Guidelines for General Education Courses, Part I, Section 1.8. However, courses approved for Advanced Composition, Cultural Studies and Quantitative Reasoning II may be certified for simultaneous certification in a distribution area (i.e., Natural Sciences & Technology, Humanities & the Arts, or Social & Behavioral Sciences). English Composition I Advanced Composition (formerly English Composition II)* Quantitative Reasoning I Quantitative Reasoning II* Cultural Studies Western/Comparative Culture(s)* Non-Western Culture(s)* U.S. Minority Culture(s)* Natural Science & Technology Physical Sciences Life Sciences Humanities & Arts Literature and the Arts Historical and Philosophical Perspectives Social & Behavioral Science Social Science Behavioral Science C. Attachments: For new courses, attach the proposed official University of Illinois at Urbana- Champaign New Course Outline and a current syllabus for this course. The syllabus should include a complete outline of topics, texts and readings, and assignments. D. General Information: For all proposals for certification, please attach a statement responding to the following (in numbered order): 1. Is the course required for a major concentration? If so, which ones (program or department)? No General Education Board Page 1

4 2. Is this course part of a sequence? If so, identify the other courses in the sequence, and indicate whether this course is complete in itself for students who may not take the entire sequence. No 3. What is the frequency with which the course will be offered (e.g., every semester, once a year)? Approval of this certification means that the proposing department is committed to offering the course on a continuing and regular basis for a minimum of three years after approval. Spring Terms (Once a year) 4. Briefly describe how the course fulfills these overall objectives of general education, including racial and gender diversity. This course will give a student a broad overview of the US military as an institution. This overview will address a range of topics that will identify some of the important theories and concepts that govern the way the military is run, how historical events have impacted the formation of the military seen today, and emerging issues that the US Military faces. Examples of such emerging issues include the repeal of the Don t Ask Don t Tell Policy and the expanding role of women in combat positions. 5. Describe the instructional format and provide special justification as necessary. The class will be lectured/discussion based. Depending on enrollment (anticipated enrollment is students, discussions will involve the whole class or the class will be divided into two or more discussion sections. The relatively small anticipated enrollment will also allow instructors to provide thorough feedback on written assignments (see below). 6. Courses approved for general education are expected to have as an integral part of their design means that promote the development of students' communication skills relevant to the area, its data, and methods. Briefly describe the means (e.g., written exams, papers, oral reports, projects) that address this goal. A significant portion of the course grade (~ 40%) is based upon written assignments. These assignments are based upon the different styles of writing characteristic of the different branches of the military. Students will also submit a term paper. In addition to writing skills, students will also develop oral communication skills through frequent in-class discussions that respect all points of view. 7. Indicate those who will teach the course and describe carefully the procedures for training and supervising teaching assistants. The course will be instructed by an assistant, associate, or full professor from each of the AFAS, MILS, and NS departments. The individual serving as overall course coordinator will rotate between the four branches. Faculty will give all lectures, lead all discussions, and grade all written assignments and exams. No teaching assistants will be employed for this course. 8. Briefly describe how evaluation and adherence to general education guidelines will be monitored. Please indicate the timeline for such evaluations. General Education Board Page 2

5 Prior to each semester the instructors from the three departments will meet to discuss teaching responsibilities and ensure that any changes to the course format fall within the University general education guidelines. This will allow material to be updated and also ensure that the course is compliant with any changes to the general education course requirements. E. Category-specific Information: Please review the Guidelines for General Education Courses and respond to the questions corresponding to the General Education category or categories for which this course is proposed. Indicate succinctly (2-3 pages maximum) how the course is designed to meet the guidelines for the specific area (or areas) of general education for which it is proposed. Humanities and the Arts 1. Describe the reading requirements in this course. Selected Readings from the following: ACSC/DEOP. The Tongue and Quill: AFH United States Air Force. 1 August 2004 Boot, Max. War Made New: Technology, Warfare, and the Course of History, 1500 to Today. Penguin Press, Coram, Robert. Boyd: The Fighter Pilot Who Changed the Art of War. New York: Back Bay /Little, Brown, Print. Curriculum Division. Air and Space Studies 100: The Foundation of the United States Air Force. Jeanne M. Holm Center for Officer Accessions and Citizen Development Air Force Reserve Officer Training Corps. United States Air Force Edition Curriculum Division. Air and Space Studies 200: A Concise History of the United States Air Force. Jeanne M. Holm Center for Officer Accessions and Citizen Development Air Force Reserve Officer Training Corps. United States Air Force Edition Curriculum Division. Air and Space Studies 300: Leadership Studies. Jeanne M. Holm Center for Officer Accessions and Citizen Development Air Force Reserve Officer Training Corps. United States Air Force Edition Curriculum Division. Air and Space Studies 400: National Security Affairs/Preparation for Active Duty. Jeanne M. Holm Center for Officer Accessions and Citizen Development Air Force Reserve Officer Training Corps. United States Air Force Edition Department of the Army, Training and Doctrine Command (TRADOC). The Profession of Arms. White Paper, Center for the Army Profession and Ethic (CAPE), Combined Arms Center, TRADOC, Department of the Army, Training and Doctrine Command (TRADOC). The Army Profession. White Paper, Center for the Army Profession and Ethic (CAPE), Combined Arms Center, TRADOC, Department of Defense. "Directive " Washington DC: Department of Defense, August 1, Douhet, Giulio, Joseph P. Harahan, Richard H. Kohn, and Dino Ferrari. The Command of the Air. Tuscaloosa, AL: University of Alabama, Print. Glines, Carroll V. The Doolittle Raid: America's Daring First Strike against Japan. West Chester, PA: Schiffer Military History, Print. General Education Board Page 3

6 Hagan, Kenneth, ed., In Peace and War: Interpretations of American Naval History. London/Westport, CT: Greenwood Press, Harvey, Francis J., and Peter J. Schoomaker. "A Statement on the Posture of the United States Army." Washington DC: United States Army, February 14, Joint Publication 1, Doctrine of the Armed Forces of the United States, Jones, Archer. The Art of War in the Western World. Urbana: University of Illinois Press, Lambeth, Benjamin S. The Unseen War: Allied Air Power and the Takedown of Saddam Hussein. Print. Makos, Adam, and Larry Alexander. A Higher Call. New York: Berkley, Print. Powel, Colin Report on the Roles, Missions and Functions of the Armed Forces. News Briefing Transcript, Office of the Assistant Secretary of Defense (Public Affairs), Stewart, Richard W. American Military History Volume 1- The United States Army and the Forging of a Nation, Washington DC: Center of Military History, United States Army, Stewart, Richard W. American Military History Volume II, The United States Army in a Global Era, Washington DC: Center of Military History, United States Army, 2003 The Bluejacket s Manual, The Commander s Handbook on the Law of Armed Conflict, The National Defense Strategy, The National Military Strategy of the United States of America, The Naval Officers Guide, 2011 The Uniform Code of Military Justice, retrieved from: The United States National Security Strategy, United Nations Convention on the Law of the Sea, retrieved from: Yarmolinsky, Adam. The Military Establishment; Its Impacts on American Society. New York: Harper & Row, Print. 2. Describe the writing requirements in this course. A significant portion of the course grade (~ 40%) is based upon written assignments. These assignments are based upon the different styles of writing characteristic of the different branches of the military. This portion of the grade also includes a term paper on a more broadly defined topic. The majority of the grade will be based on content, focusing on the students ability to analyze, understand, and form an opinion on a military topic, with the specific formatting required being a secondary focus. 3. How does the course introduce students to the typical critical approaches and methods of the discipline, and to past accomplishments in the field? General Education Board Page 4

7 This course will provide a historical background on each of the branches of the military. Additionally writing assignments will be based upon the different ways in which the U.S. military communicates within each individual branch and among the different branches. Emphasis will be placed on the ways in which the military critically assesses a situation and ultimately decides on a course of action. 4. How does the course foster the goals of humanistic study, including: skill in communication; discriminating judgment and appreciation of ideas; understanding of cultural traditions; awareness of cultural ethnic and national diversity; and reflection on the human condition? The course is geared toward students who have little to no prior knowledge of the U.S. Military. The goal by the end of the course is to introduce these types of students to the U.S. Military, its structure, culture, values, how it is governed, and the ways in which it communicates. In the end this course should inform the students about the U.S. military and its traditions, history, and customs. Importantly, the course will also address emerging issues that the US Military faces including those concerning gender and sexual orientation. These issues intersect deep seated military traditions and evolving social norms, and the conflicts that arise reflect the human condition as acutely as any in our time. Through lecture and discussion, students will be encouraged to see these issues from all vantage points and to form their own judgments. The benefit of a course of this nature is that it can bring students from many different backgrounds together to discuss differing viewpoints on US military history, the impact of the US Military on society, and address how emerging issues should be handled. The term paper is a perfect opportunity for students to express their particular points of view. It is expected that the term paper will tie in to the material presented in the course, but ideally students will pick a topic on which they disagreed with the instructor and/or another student, and will use the term paper as an opportunity to defend or assert their point of view. 5. If the course contains elements of more than one category within the Humanities and the Arts (literature, the arts, historical perspectives, or philosophical perspectives), explain why this course is more appropriate for the category for which it is proposed. If this is a course in historical perspectives: 1. What chronological and/or geographical aspect of human history is studied in this course? This course will present the major historical events and figures that have impacted and shaped the way that each branch of the U.S. Military operates, and will highlight the women and men from underrepresented groups who have risen in the ranks and have influenced the institutions that promoted them. It will present not only significant military figures but also significant figures that have impacted the way the military operates through their technological advancements and theories. 2. Show how the course addresses continuity and change in the human experience and elucidates the development of institutions, ideas, beliefs, and social structures. Additionally this course addresses how as the nature of warfare changes the way that the U.S. Military operates is impacted. Lecture time has been built in to address the emerging issues currently faced by the U.S. Military. For example, this past year Sexual General Education Board Page 5

8 Assaults in the military have been a prevalent news item across all types of news media. This issue will be discussed openly in class. The US Military has been influential in the evolution of the US Society as a whole. Examples of cultural changes include gender, racial, and sexuality integration. In addition to cultural changes much technological advancements have impacted society as a whole (Global Positioning System, freeze drying, EpiPens, etc). A broad overview of such technological advances will be discussed. 3. Show how the course familiarizes students with significant movements, persons, and events in their intellectual, social, economic, and political contexts. A significant portion of the class, ~38% of the contact hours, is dedicated to talking about the histories of each military branch and the diverse individuals who have shaped them both inside the military and outside it. The portions of each branch s history are focused on significant time periods, events, and people in order to highlight how the military has evolved. This evolution will be framed in the context of changes in the nature of warfare and to political, economic, and technological changes. Among the numerous examples we will consider are the post-cold war shift to ground combat, the U.S. budgetary sequester, and new strategies to combat the threat of cyber attach. General Education Board Page 6

9 NEW COURSE OUTLINE Departments/units should complete this form, obtain all necessary approvals and submit to their College Office to establish a new course. The outline will be reviewed by the College and forwarded to appropriate campus offices for additional approval. All gray boxes on this form, except gray check boxes, are expandable text fields. Place your cursor in the box and start typing. Instructions and guidance to complete certain numbered items in this form are contained in Proposing New Courses ( and Procedures for Presenting New or Revised Graduate Courses ( Proposed Effective Term: Fall Spring Summer 2015 Department/Unit Name: MILS Department/Unit ORG Code: Course Subject and Number: MILS Course Title (limit to 30 characters): Intro to US Armed Forces 3. Course description (Include subject matter, and any special course requirements such as field trips, special equipment, etc. Exclude other course information of any numbered items below; the Office of the Registrar will include it in the Course Catalog entry. It should read like a publication abstract and ideally be limited to about 75 words.): This course surveys the four major branches of the United States military (Army, Navy, Marines, and Air Force) and their historical development into Professions of Arms. Topics include historical surveys of each branch highlighting key historical developments, organization, structure and customs. Other topics include a discussion of the United States National Command Authority, United States joint military operations and structure, the relationship of the United States Military with its civilian constituency and a survey of emerging Department of Defense issues. 4. Course prerequisites (prerequisite statements are not enforced through the Banner system): None 5. Is there a restricted audience for this course? (Audience restrictions may only be placed in the Class Schedule. Do not include in prerequisite statement.) Yes No If yes, please specify the restrictions (e.g., for majors only or junior standing required ): COURSE JUSTIFICATION 6. Please attach the course syllabus. The syllabus should include basic and recommended texts (author, title, year of publication) as well as a list of the principal topics covered in this course, number of examinations, contact hours, work required of students, and basis for determining grade.

10 7. Justify the course in terms of new subject matter and how the addition of this course relates to the overall pattern of courses in your unit: This course would introduce information that is both general in nature to the military and specific to each branch of the military. Although the coverage is broad, this course will delve more deeply into social and political issues than any existing AFAS, MILS, or NS courses. The addition of this course provides an option for students who have no prior knowledge of the U.S. Military or those students not affiliated with the ROTC branches on campus to clarify what the U.S. Military is, how it functions, and discuss emerging U.S. military issues. The proposed course will expand the existing AFAS, MILS, and NS curricula by adding material pertinent to the relationship between the U.S. military and the larger American society, such as the impact that racial integration of the military has had on American society overall. 8. Explain the nature and degree of duplication or overlap with existing courses on campus: There will be some overlap with courses taught in AFAS, MILS, and NS. This overlap is limited to a few lectures from each department. Although this course will not be restricted to prevent ROTC students from taking the course, the course will not substitute for courses required under each services ROTC curriculum. Note: If the proposed course has significant overlap with an existing course outside your unit, please obtain a letter of comment from that unit s executive officer. COURSE DETAIL 9. Frequency with which this course will be offered (mark all that apply): Every fall Every spring Every summer Other (describe, e.g. Spring terms, odd years ): 10. Duration of course: Full term Less than full term (describe) : 11. Anticipated enrollment: ~ Expected distribution of student registration: Freshman: 80% Sophomore: 10% Junior: 8% Senior: 2% Graduate: 0% Professional: 0% 13. Course credit (The number of class contact hours in organized instruction is one factor affecting the amount of credit earned. It is customary for courses to meet 14 to 20 hours per semester for each hour of credit earned. See Student Code Article 3, Part 7, (b) { for an explanation of the relationship between course credit and contact hours.): A. Undergraduate credit only 100- to 300-level: 3* undergraduate hours 400-level: 0* undergraduate hours (no graduate credit available) B. Both Undergraduate and Graduate credit 400-level: 0* undergraduate hours and 400-level: 0* graduate hours Note: Courses offered for both undergraduate and graduate credit require completion of Item 14. C. Graduate credit only - 2 -

11 500-level: 0* graduate hours Note: Courses offered for graduate credit require completion of Item 14. D. Professional credit only 600- and 700-level: 0* professional hours E. Both Graduate and Professional credit 0* graduate hours and * professional hours Note: Courses offered for both graduate and professional credit require completion of Item 14. * For A-E, if a course is offered for varying amounts of credit please select one of the two options: Variable credit: this course is available for a range of credit hours (e.g., 1 to 3 hours) Differential credit: this course is only available for two distinct credit-hour options (e.g., 1 or 3 hours) In addition, complete Item For any course awarding graduate credit, please justify why it should, in terms of level of content, previous knowledge required, relevance to current research, methodology, etc. (See Graduate College Policy for Proposed New and Revised Courses that Carry Graduate Credit for criteria to judge graduate courses.): N/A 15. For any course requesting variable or differential credit, please justify why the amount of credit varies and specify the work required for the additional credit: N/A 16. May this course be repeated? (See Procedures for Presenting New or Revised Graduate Courses or Provost's Proposing New Courses for guidance in completing Parts A - C.) Yes No If yes, please fill out A - C below: A. Course Type Indicate the one type of course the proposed course matches: Honors Subject mastery/skill proficiency Individualized instruction Research or ongoing study Special topics, seminars Applied experiences B. Repeatable same term May students register in this course more than once (duplicate registration) in the same term? Yes No If yes, for how many total hours (fill all fields: NA = not applicable; U = unlimited)? undergraduate; graduate; professional check if if topics vary is an added qualifier C. Repeatable separate terms May this course be repeated in separate terms? Yes No If yes, for how many total hours (fill all fields: NA = not applicable; U = unlimited)? undergraduate; graduate; professional check if if topics vary is an added qualifier 17. Are there credit restrictions? Yes No If yes, please specify the restrictions (e.g., for MATH 221: Credit is not given for both MATH 221 and MATH 220. ): - 3 -

12 18. Grading Type: Letter grade S/U (Any course offered for zero hours of graded credit must include S/U grade mode.) Both If Both is selected, which should be the default mode? Letter grade S/U DFR If DFR is selected, please justify the use of the grade: CROSS-LISTING 19. Is this course to be cross-listed? Yes No If yes, please complete A and B and take notice of C: A. Indicate the subject and course number of the cross-listing(s) (please note, all cross-listed courses must be offered at the same numerical level): AFAS 120, NS 120 B. Please give the justification for establishing the cross-listing: The entire course is taught by instructors from all three departments equally. The lead course instructor would rotate among the three departments. Additionally, additional credit cannot be obtained by enrolling in cross-listed versions of this course. C. Note: Additional approvals are required to establish a cross-listing. An authorized official of each noncontrolling department must endorse the cross-listing. In addition, if the cross-listing involves a different college, a dean of that college must also approve. (Letter, , or use of the Additional Approvals signature block at the end of this form are all acceptable methods of endorsement or approval.) ADDITIONAL COURSE INFORMATION 20. Does this course replace an existing course? Yes No If yes, please list the course to be discontinued and note that submission of a Course Revision Form is necessary to remove it from the Course Catalog: 21. Does the addition of this course impact other courses (i.e., prerequisite or credit restriction statements)? Yes No If yes, please list the course(s) affected, and note that submission of Course Revision Form(s) are necessary to update the impacted course(s): 22. Does the addition of this course have any impact on your department s current curriculum (i.e., Programs of Study catalog, concentrations, minors, etc.)? Yes No If yes, please specify the curriculum and explain: 23. Has this course been offered as a special topics or other type of experimental course? Yes No If yes, please indicate the Banner subject, course number, section ID, term, and enrollment for each offering: 24. Will this course be submitted for General Education credit? Yes No 25. Does this course require students to register in multiple schedule components (e.g., lecture and a lab)? Yes No - 4 -

13 26. Is a special facility needed to effectively teach this class (e.g., lab, studio, or ITS room)? Yes No If yes, please describe: 27. Will this course be offered on-line? Yes, online only Yes, online and traditionally No 28. Faculty member(s) who will teach this course: MILS, AFAS, NS Instructors 29. Course proposed by: Lizabeth Grupe Date: October 31,

14 NEW COURSE OUTLINE APPROVALS Course Subject and Number: MILS 120 (Signatures required) Department/Unit Date School (if applicable) Date College Date Graduate College (Requests for Graduate Credit) Provost Date Date ADDITIONAL APPROVAL(S) The space below may be used for additional approvals involving cross-listed courses. see Section 19.C; in lieu of letters or s. Indicate department or college after signature and provide date. Revised 8/

15 MILS (AFAS/NS) 120 Introduction to the US Armed Forces Syllabus 1. Instructors: Army Navy Marine Corps Air Force Rank/Name Office Hours Office Location Phone # Address Rank/Name Office Hours Office Location Phone # Address Rank/Name Office Hours Office Location Phone # Address Rank/Name Office Hours Office Location Phone # Address 2. Class Time and Location: Monday-Wednesday-Friday Room Hours 3. Course Description: This course surveys the four major branches of the United States Military (Army, Navy, Marines, and Air Force) and their historical development into Professions of Arms. Topics include historical surveys of each branch highlighting key historical developments, organization, structure and customs. Other topics include a discussion of the United States National Command Authority, United States Joint Military Operations and structure, the relationship between the United States military with its civilian constituency, and a survey of emerging Department of Defense issues. 4. Course Goals: 1. Understand the major historical and political events, leaders and milestones that helped to shape each of the branches of the United States Armed Forces. 2. Comprehend the concept of the United States military as a profession. 3. Comprehend the impacts the US Military has had on the changes of the US Society. 4. Comprehend the organization of the United States Armed Forces. 5. Comprehend the unique customs of each of the United States Armed Forces. 6. Comprehend current and emerging Department of Defense issues. 7. Comprehend the international laws and statutes that govern the United States use of its military forces. 8. Comprehend the National Command Authority and its relationship to the United States military. 9. Comprehend the concept of Joint Military Operations and how they support National Strategy.

16 5. Course Text Books: Selected Readings from the following: ACSC/DEOP. The Tongue and Quill: AFH United States Air Force. 1 August 2004 Boot, Max. War Made New: Technology, Warfare, and the Course of History, 1500 to Today. Penguin Press, Coram, Robert. Boyd: The Fighter Pilot Who Changed the Art of War. New York: Back Bay /Little, Brown, Print. Curriculum Division. Air and Space Studies 100: The Foundation of the United States Air Force. Jeanne M. Holm Center for Officer Accessions and Citizen Development Air Force Reserve Officer Training Corps. United States Air Force Edition Curriculum Division. Air and Space Studies 200: A Concise History of the United States Air Force. Jeanne M. Holm Center for Officer Accessions and Citizen Development Air Force Reserve Officer Training Corps. United States Air Force Edition Curriculum Division. Air and Space Studies 300: Leadership Studies. Jeanne M. Holm Center for Officer Accessions and Citizen Development Air Force Reserve Officer Training Corps. United States Air Force Edition Curriculum Division. Air and Space Studies 400: National Security Affairs/Preparation for Active Duty. Jeanne M. Holm Center for Officer Accessions and Citizen Development Air Force Reserve Officer Training Corps. United States Air Force Edition Department of the Army, Training and Doctrine Command (TRADOC). The Profession of Arms. White Paper, Center for the Army Profession and Ethic (CAPE), Combined Arms Center, TRADOC, Department of the Army, Training and Doctrine Command (TRADOC). The Army Profession. White Paper, Center for the Army Profession and Ethic (CAPE), Combined Arms Center, TRADOC, Department of Defense. "Directive " Washington DC: Department of Defense, August 1, Douhet, Giulio, Joseph P. Harahan, Richard H. Kohn, and Dino Ferrari. The Command of the Air. Tuscaloosa, AL: University of Alabama, Print. Glines, Carroll V. The Doolittle Raid: America's Daring First Strike against Japan. West Chester, PA: Schiffer Military History, Print. Hagan, Kenneth, ed., In Peace and War: Interpretations of American Naval History. London/Westport, CT: Greenwood Press, Harvey, Francis J., and Peter J. Schoomaker. "A Statement on the Posture of the United States Army." Washington DC: United States Army, February 14, 2007.

17 Joint Publication 1, Doctrine of the Armed Forces of the United States, Jones, Archer. The Art of War in the Western World. Urbana: University of Illinois Press, Lambeth, Benjamin S. The Unseen War: Allied Air Power and the Takedown of Saddam Hussein. Print. Makos, Adam, and Larry Alexander. A Higher Call. New York: Berkley, Print. Powel, Colin Report on the Roles, Missions and Functions of the Armed Forces. News Briefing Transcript, Office of the Assistant Secretary of Defense (Public Affairs), Stewart, Richard W. American Military History Volume 1- The United States Army and the Forging of a Nation, Washington DC: Center of Military History, United States Army, Stewart, Richard W. American Military History Volume II, The United States Army in a Global Era, Washington DC: Center of Military History, United States Army, 2003 The Bluejacket s Manual, The Commander s Handbook on the Law of Armed Conflict, The National Defense Strategy, The National Military Strategy of the United States of America, The Naval Officers Guide, 2011 The Uniform Code of Military Justice, retrieved from: The United States National Security Strategy, United Nations Convention on the Law of the Sea, retrieved from: ntion.htm Yarmolinsky, Adam. The Military Establishment; Its Impacts on American Society. New York: Harper & Row, Print. 6. Teaching Method: Lectures and guided discussions using PowerPoint slides, videos and handouts will be the primary methods of instruction. 7. Deportment: Class attendance is expected; some of the testable material will come from the lecture series and will not be covered in the course reading assignments. We will maintain an atmosphere of mutual respect while in class. It is expected that during discussions all points of views are respected and that all comments are directed at ideas and not at an individual speaker, student,

18 or instructor. Food and drinks will be permitted in the classroom, please keep the classrooms clean by throwing away trash as you exit the classroom. 8. Grading and Evaluation Procedures: This grading criterion clearly lists each graded item, how much weight each item has been assigned, and the grading scale. The following will be used to determine your grade: Activity Points Percentage Class Attendance % Written Assignments % Term Paper % Mid-Term Exam % Final Exam % Total % A. Letter Grades Your grade in this class will be based upon your performance. Your total raw score will be converted to a percentage and the following grade criteria applied (final grades will be rounded to the nearest integer): PERCENTAGE GRADE ( pts) A ( pts) B ( pts) C ( pts) D Below 60 (below 599 pts) F B. Exams Material covered in assigned readings, handouts, class lectures and discussions is testable. Exams may include true/false, multiple choice, short answer, matching and essay questions. One midterm exam and one final exam will be administered. C. Written Assignment The writing assignments are meant to familiarize each student with the different writing style in each branch of the U.S. military. The instructors will assign a topic and style of writing to be utilized for each of the writing assignments. At a minimum one assignment will be given for the Air Force, Army, and Navy/Marine Corps. D. Term Paper A term paper approximately 8-10 pages in length will be turned in at the end of the semester. The topic of the term paper will be determined jointly between the instructors and the students. Topics must be relevant to the material presented in the course

19 E. Class Attendance Class attendance is worth a combined 100 points. For every unexcused absence, you will lose 10 points from your attendance grade. For any excused absences coordinate with the instructor in advance if possible (i.e. weddings, funerals, exams, etc.) and after the fact for unexpected absences (i.e. illness, emergencies, etc.). F. Incomplete Work The expectation is that every student will complete all assigned work from the class. Any incomplete assignments at the end of the semester will result in a zero for that assignment, unless there are extenuating circumstances. If there are extenuating circumstances it is important to communicate the situation with the instructors so that they can adjust the assignment due date or the total points for a category if the assignment is excused.

20 9. Campus General Emergency Response Recommendations These recommendations are provided by the Office of Campus Emergency Planning. There are two basic methods to respond in emergencies that may affect persons on campus, and more specifically, individual buildings: Building Evacuation (GET OUT) and Shelter-In-Place (STAY IN). ONLY FOLLOW THESE ACTIONS IF SAFE TO DO SO. When in doubt, follow your instincts - you are your best advocate! Building Evacuation (GET OUT) Action taken to leave an area for personal safety. 1. Take the time to learn the different ways to leave your building BEFORE there is an emergency. 2. Evacuations are mandatory for fire alarms and when directed by authorities! No exceptions! 3. Evacuate immediately. Pull manual fire alarm to prompt a response for others to evacuate. 4. Take critical personal items only (keys, purse, and outerwear) and close doors behind you. 5. Assist those who need help, but carefully consider whether you may put yourself at risk. 6. Look for EXIT signs indicating potential egress/escape routes. 7. If you are not able to evacuate, go to an Area of Rescue Assistance, as indicated on the front page of this plan. 8. Evacuate to Evacuation Assembly Area, as indicated on front page of this plan. 9. Remain at Evacuation Assembly Area until additional instructions are given. 10. Alert authorities to those who may need assistance. 11. Do not re-enter building until informed by emergency response personnel that it is safe to return. Shelter-in-Place (STAY IN) Action taken to seek immediate shelter indoors when emergency conditions do not warrant or allow evacuation. 1. Severe Weather A. If you are outside, proceed to the nearest protective building. B. If sheltering-in-place due to severe weather, proceed to the identified Storm Refuge Area or to the lowest, most interior area of the building away from windows or hazardous equipment or materials. 2. Security Threat A. If you cannot safely evacuate, find a secure area within your building to stay and await further information. B. Assist those who need help, but carefully consider whether you may put yourself at risk. C. Once within a safe place, attempt to secure the space (i.e.: lock doors, close windows/blinds). D. If unable to lock the door, secure it by any means possible. E. Remain quiet, unless making noise would be beneficial to your safety (i.e.: rescue recovery). F. Without jeopardizing your safety, try to obtain additional clarifying information by all possible means, including the Illini-Alert Emergency Text Notification System.

21 10. Course Schedule : SPRING 2015 Notional Schedule Date Lesson Subject Prep/Readings 19-Jan 21-Jan 23-Jan 26-Jan 28-Jan 30-Jan 2-Feb 4-Feb 6-Feb 9-Feb 11-Feb HOLIDAY (MLK) Course Introduction Lesson Objective: Understand the MILS 120 course material objectives and assignments. History of the US Army: Colonial to War of 1812 Lesson Objective: Comprehend the development of the United States Army from its inception as a milita through its initial first test. History of the US Army: Early Frontier Expansion through the Civil War Lesson Objective: Comprehend the further development of the Army from early frontier expansion through the "nation in crisis" period of the Civil War. History of the US Army: Western Expansion through the Spanish American War Lesson Objective: Comprehend the further development of the Army from the period of westward expansion through the Spanish American War. History of the US Army: World Wars I and II, and the Interwar Years Lesson Objective: Comprehend Key developments in the Army's modern development from events in WWI and WWII. History of the US Army: Cold War through GWOT Lesson Objective: Understand the impact of the Cold War and the Global War on Terror on today's modern Army, its formations, tactics, and equipment. History of the US Air Force Lesson Objective: Know the major historical events, leaders, and milestones that contributed to the development of the USAF. Naval History: American Revolution and the Napoleonic Era Lesson Objective: Comprehend the importance of the Navy to the new United States and competing early naval strategies. Naval History: The U.S. Navy Lesson Objective: Comprehend the importance of the Navy to the protection of maritime commerce and impact of the technological revolution on the Navy prior to and during the U.S. Civil War. READ: Student Reader Lesson 1 pp x-xx READ: Student Reader Lesson 1 pp x-xx READ: Student Reader Lesson 1 READ: Student Reader Lesson 1 READ: Student Reader Lesson 1 READ: Student Reader Lesson 1 READ: Student Reader Lesson 2 READ: Student Reader Lesson 3 READ: Student Reader Lesson 3

22 13-Feb Naval History: The U.S. Navy Lesson Objective: Comprehend the impact of the technological revolution on the Navy and the Navy's role in the U.S. Civil War. READ: Student Reader Lesson 3 16-Feb 18-Feb Naval History: The U.S. Navy Lesson Objective: Comprehend the Navy's role and significant developments during WWI and WWII. Naval History: Cold War, Containment and the Modern Navy Lesson Objective: Comprehend the role of the Navy in U.S. national security strategy since WWII. READ: Student Reader Lesson 3 READ: Student Reader Lesson 3 20-Feb 23-Feb 25-Feb 27-Feb 4 History of the US Marine Corps: Tun Tavern to WWI. Lesson Objective: Comprehend the history of the formation and impact of the Marine Corps from 1775 to History of the US Marine Corps: The Marine Corps Lesson Objective: Comprehend the Marine Corps' role and significant developments during WWI and WWII. History of the US Marine Corps: Korea and Vietnam Lesson Objective: Comprehend the role of the Marine Corps in the Korean and Vietnam Wars. History of the US Marine Corps: Iraq, Afghanistan and Counter-insurgency Lesson Objective: Comprehend the role of the Marine Corps in the Gulf Wars, Iraq and Afghanistan. READ: Student Reader Lesson 4 READ: Student Reader Lesson 4 READ: Student Reader Lesson 4 READ: Student Reader Lesson 4 2-Mar 4-Mar 5 US Military as a Profession Lesson Objective: Understand how the United States Military Defines itself as a profession. US Military as a Profession Lesson Objective: Describe the US Military's professional culture. READ: Student Reader Lesson 5 READ: Student Reader Lesson 5 6-Mar US Military as a Profession Lesson Objective: Define the foundations of the US Military through its Ethics and foundational values. 9-Mar N/A Midterm Exam 11-Mar 6 Effects of Military on Current Society Lesson Objective: Comprehend the impacts the US Military has had on the changes of the US Society. Department of the Army Organization 7 Lesson Objective: Comprehend the Army, its structure, its 13-Mar mission and leadership structure. READ: Student Reader Lesson 5 READ: Student Reader Lesson 6 READ: Student Reader Lesson 7

23 16-Mar 18-Mar 20-Mar 23-Mar 25-Mar 27-Mar 30-Mar 1-Apr Department of the Army Organization Lesson Objective: Comprehend the Army's Officer, NCO, and Warrant Officer relationships, and understand the concept of Warrior Ethos. Department of the Air Force Organization Lesson Objective: Know the Air Force organizational structure, its mission and basic facts about leadership positions. Department of the Air Force Organization Lesson Objective: Recognize the various enlisted/officer rank insignia and responsibilities associated with each tier of the enlisted and officer force structures. NO CLASSES SPRING BREAK Department of the Navy Organization: Mission and Organization of the Navy Lesson Objective: Comprehend the mission and organization of the US Navy from the Chief of Naval Operations to the Division and Work Center level. Department of the Navy Organization: Mission and Organization of the Marine Corps Lesson Objective: Comprehended the mission and organization of the US Marine Corps from the Commandant to the Company and Small Unit level. READ: Student Reader Lesson 7 READ: Student Reader Lesson 8 READ: Student Reader Lesson 8 READ: Student Reader Lesson 9 READ: Student Reader Lesson 9 3-Apr Department of the Navy Organization: Navy and USMC Officer and Enlisted Ranks Lesson Objective: Comprehend the Navy and Marine Corps officer and enlisted rating structure. READ: Student Reader Lesson 9 6-Apr 10 8-Apr 10-Apr Apr Apr 13 Joint Military Organization Lesson Objective: Comprehend the Joint military organizational structure and principles of Joint warfare. Civilian Command of the Military Lesson Objective: Comprehend the roles of the President, the executive branch, Congress, and civilian control of the military. US Air Force Customs Lesson Objective: Know the fundamental customs and courtesies practiced in the Air Force. US Army Customs Lesson Objective: Comprehend United States Army Specific customs and courtesies. US Navy Traditions, Customs, Honors and Courtesy Lesson Objective: Comprehend significant aspects of Naval customs, traditions, honors and courtesy. READ: Student Reader Lesson 10 pp. XX-XX READ: Student Reader Lesson 10 p. XX-XX READ: Student Reader Lesson 11 READ: Student Reader Lesson 12 READ: Student Reader Lesson 13

24 17-Apr Apr Apr 24-Apr 27-Apr Apr 1-May 18 4-May 6-May US Marine Corps Traditions, Customs, Honors and Courtesy Lesson Objective: Comprehend significant aspects of USMC customs, traditions, honors and courtesy. Law of Armed Conflict Lesson Objective: Know how the Law of Armed Conflict (LOAC) affects the parties in war. International Law and Federal Regulations Lesson Objective: Comprehend the UN Law of the Sea, the state rights enjoyed by coastal nations, the special status inferred upon government vessels, and the requirements for state vessels in transiting through the various ocean regimes. Military Law Lesson Objective: Know the basic elements of the Military Justice system. Military Pay & Benefits Lesson Objective: Know the significant elements of military entitlements. Emerging Issues: National Security Strategy Lesson Objective: Comprehend the significance of the guiding principles and key themes in the latest U.S. National Security Strategy. Emerging Issues: National Defense Strategy Lesson Objective: Comprehend the significance of the guiding principles and key themes in the latest Department of Defense National Defense Strategy. Emerging Issues: National Military Strategy Lesson Objective: Comprehend the significance of the guiding principles and key themes in the latest Chairman of the Joint Chiefs of Staff National Military Strategy. Emerging Issues: Sequestration and its Impact on the U.S. Military Lesson Objective: Comprehend the constraints imposed on the military via sequestration and contemporary thoughts on the associate impact. Review READ: Student Reader Lesson 14 READ: Student Reader Lesson 15 READ: Student Reader Lesson 16p. XX-XX READ: Student Reader Lesson 16 p. XX-XX READ: Student Reader Lesson 17 TBD TBD TBD TBD 8-May 3 Hour Final Period STUDY SOBs, Review Lecture notes

25 SPRING 2015 Notional Schedule Date Lesson Subject Prep/Readings 19-Jan HOLIDAY (MLK) POC 21-Jan 23-Jan 26-Jan 28-Jan 30-Jan 2-Feb 4-Feb 6-Feb 9-Feb 11-Feb 13-Feb 16-Feb 18-Feb 20-Feb 23-Feb 25-Feb 27-Feb 2-Mar 4-Mar 6-Mar 1 Course Introduction Lesson Objective: Understand the MILS 120 course material objectives and assignments. History of the US Army: Colonial to War of 1812 Lesson Objective: Comprehend the development of the United States Army from its inception as a milita through its initial first test. History of the US Army: Early Frontier Expansion through the Civil War Lesson Objective: Comprehend the further development of the Army from early frontier expansion through the "nation in crisis" period of the Civil War. History of the US Army: Western Expansion through the Spanish American War Lesson Objective: Comprehend the further development of the Army from the period of westward expansion through the Spanish American War. History of the US Army: World Wars I and II, and the Interwar Years Lesson Objective: Comprehend Key developments in the Army's modern development from events in WWI and WWII. History of the US Army: Cold War through GWOT Lesson Objective: Understand the impact of the Cold War and the Global War on Terror on today's modern Army, its formations, tactics, and equipment. Naval History: American Revolution and the Napoleonic Era Lesson Objective: Comprehend the importance of the Navy to the new United States and competing early naval strategies. Naval History: The U.S. Navy Lesson Objective: Comprehend the importance of the Navy to the protection of maritime commerce and impact of the technological revolution on the Navy prior to and during the U.S. Civil War. Naval History: The U.S. Navy Lesson Objective: Comprehend the impact of the technological revolution on the Navy and the Navy's role in the U.S. Civil War. Naval History: The U.S. Navy Lesson Objective: Comprehend the Navy's role and significant developments during WWI and WWII. Naval History: Cold War, Containment and the Modern Navy Lesson Objective: Comprehend the role of the Navy in U.S. national security strategy since WWII. History of the US Marine Corps: Tun Tavern to WWI. Lesson Objective: Comprehend the history of the formation and impact of the Marine Corps from 1775 to History of the US Marine Corps: The Marine Corps Lesson Objective: Comprehend the Marine Corps' role and significant developments during WWI and WWII. History of the US Marine Corps: Korea and Vietnam Lesson Objective: Comprehend the role of the Marine Corps in the Korean and Vietnam Wars. History of the US Marine Corps: Iraq, Afghanistan and Counter-insurgency Lesson Objective: Comprehend the role of the Marine Corps in the Gulf Wars, Iraq and Afghanistan. US Military as a Profession Lesson Objective: Understand how the United States Military Defines itself as a profession. READ: Student Reader Lesson 1 pp x-xx READ: Student Reader Lesson 1 pp x-xx READ: Student Reader Lesson 1 READ: Student Reader Lesson 1 READ: Student Reader Lesson 1 READ: Student Reader Lesson 1 History of the US Air Force 2 Lesson Objective: Know the major historical events, leaders, and milestones that contributed to READ: Student Reader Lesson 2 the development of the USAF. 3 4 READ: Student Reader Lesson 3 READ: Student Reader Lesson 3 READ: Student Reader Lesson 3 READ: Student Reader Lesson 3 READ: Student Reader Lesson 3 READ: Student Reader Lesson 4 READ: Student Reader Lesson 4 READ: Student Reader Lesson 4 READ: Student Reader Lesson 4 READ: Student Reader Lesson 5 5 US Military as a Profession Lesson Objective: Describe the US Military's professional culture. READ: Student Reader Lesson 5 Army US Military as a Profession Lesson Objective: Define the foundations of the US Military through its Ethics and foundational READ: Student Reader Lesson 5 values. 9-Mar N/A Midterm Exam 11-Mar 6 Effects of Military on Current Society Lesson Objective: Comprehend the impacts the US Military has had on the changes of the US Society. READ: Student Reader Lesson 6 Army AF NAVY AF 13-Mar 16-Mar 18-Mar 20-Mar 7 8 Department of the Army Organization Lesson Objective: Comprehend the Army, its structure, its mission and leadership structure. Department of the Army Organization Lesson Objective: Comprehend the Army's Officer, NCO, and Warrant Officer relationships, and understand the concept of Warrior Ethos. READ: Student Reader Lesson 7 READ: Student Reader Lesson 7 Department of the Air Force Organization Lesson Objective: Know the Air Force organizational structure, its mission and basic facts about leadership positions. READ: Student Reader Lesson 8 Department of the Air Force Organization Lesson Objective: Recognize the various enlisted/officer rank insignia and responsibilities associated with each tier of the enlisted and officer force structures. READ: Student Reader Lesson 8 Army AF 23-Mar 25-Mar 27-Mar 9 NO CLASSES SPRING BREAK