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Professional Activities Report: Military Science

January 1, 2009 – December 31, 2014

Table of Contents

Summary

This strategic plan has been developed by the University of Louisiana at Lafayette Army Reserve Officer Training Corps (ROTC) under the direction of the Military Science Department Head, Major Diogo P. F. Tavares in order to provide the Dean, Dr. Azmy Ackleh, Ph.D., of the Ray P. Authement College of Sciences an understanding of the program, its capabilities, vision, goals and methods to achieve success. It also provides context and data for the College of Sciences and the University to better understand the support required for continued success of ROTC and to continue to further develop and enhance opportunities for current and future students of the University. Much of the data collected to complete this plan was gathered between Fall Semester of 2014 and Spring Semester of 2015. For further questions or comments please contact Major Diogo Tavares at (337) 262-3358 or dxt2511@louisiana.edu.

Background of the ROTC Program

2.1 History

The Army Reserve Officers’ Training Corps (ROTC, AROTC, or SROTC) is the United States Army component of the Reserve Officers’ Training Corps. It is the largest ROTC program, with 20,000 ROTC Cadets in 272 ROTC programs at major universities throughout the United States.

The modern Army Reserve Officers’ Training Corps was created by the National Defense Act of 1916. This program commissioned its first class of lieutenants in 1920. The concept behind ROTC, however, had its roots in military training which began taking place in civilian colleges and universities as early as 1819 with the founding of the American Literary, Scientific and Military Academy at Norwich, Vermont, followed by various state chartered military schools, and finally civilian land grant colleges after the Civil War, which required military training.

2.2 Course Make-up

For a Cadet who takes only the first two years of ROTC (Basic Course), there is no military obligation, unless the student is a 3-4 year scholarship Cadet or has other specific scholarships. If a Cadet has accepted a scholarship, service commitments may vary. With some exceptions, in order to progress to the last two years of the program (Advanced Course), the Cadet must contract with the United States Army. To do so, the student enlists in the United States Army Reserve Control Group (ROTC) as a Cadet and elects to serve on either active duty or in a reserve component (Army National Guard or Army Reserve).

The Department of Military Science at UL currently offers students an opportunity to take any of 14 courses. There are two physical fitness courses that can each be taken up to four times, eight military science courses that make up the Basic Courses and Advanced Courses, three summer training courses and one US Military Science Course. (See Enclosure 1: Course Offerings and Descriptions)

There are two ROTC courses of instruction administered: branch material and general military science.

The far majority of ROTC programs today are general military science (many having previously been branch material). If a program is branch material, the course of instruction is designed to prepare the Cadet for appointment as a commissioned officer in a specific branch of the Army. A branch material unit may offer training in one or more specific branches. The Cadet will train during ROTC specifically for that branch (i.e., aviation, engineering, or nursing). When the Cadet graduates, he or she will be commissioned in that branch. If the program is general military science (GMS), then the ROTC program will prepare the Cadet for appointment as a commissioned officer in any branch of the Army for which he or she is qualified, as determined by the Army through a selection process. The following is an outline of a general military science program. ("Leadership Development Program (LDP) Handbook". US Army Cadet Command. Retrieved 13 February 2014.) UL Lafayette is a GMS program.

2.2.1 Basic Course

Basic Course Qualification Requirements

A candidate for freshman and sophomore level ROTC training must:

  • Be of good moral character

  • Be a citizen of the United States

  • Be able to graduate before 30 years of age

  • Be physically able to participate in the program of instruction

  • Meet other entrance requirements as determined by the departmental chair, current army regulations, and university policies

A student who does not meet all of the above requirements should consult with the Department of Military Science and Leadership to determine if waivers can be granted.

Military Science I year (MSI)

This year serves as the Cadets’ first introduction to the army. Topics covered include military courtesy, military history, basic first aid, basic rifle marksmanship, basic hand grenade use, land navigation, rappelling, fundamentals of leadership, map orienteering, field training, and drill and ceremony.

Military Science II year (MSII)

The second year is an expansion of the topics taught in the first year of the program. Cadets are introduced to tactics, troop leading procedures, basics of operations orders, and ethics.

2.2.2 Advanced Course

Military Science III year (MSIII)

The third year marks the beginning of the Advanced Course. This is where most Cadets must contract with the army to continue in the program. Cadets may be eligible for the Advanced Course if the following criteria are met:

  • The Cadet has prior military service OR

  • The Cadet has completed the first two years of the program (Basic Course) OR

  • The Cadet has graduated the Leaders Training Course (formerly Basic Camp) at Ft. Knox AND

  • The Cadet has completed 54 credits (at least 60 preferred) of college coursework.

The course sequence in this year is mainly focused on the application of leadership and small-unit tactics. Cadets are assigned rotating leadership positions within the School Battalion and are evaluated on their performance and leadership abilities while in those positions. Third-year Cadets practice briefing operations orders, executing small-unit tactics, leading and participating in physical training, and preparing for successful performance at the four week Leader Development and Assessment Course during the summer following the third year. Under current regulations, attendance at the course is mandatory (in the past, Ranger School was offered as an alternative to select Cadets).

Leadership Development Program

During the MSIII year and continuing through the Cadet Leader Course (CLC), Cadets are introduced to the Leadership Development Program (LDP). The LDP is a structured set of rotations where MSIII Cadets are assigned to specific roles in an organization consisting of Companies, Platoons, and Squads. Some of the roles traditionally filled are that of a Company Commander, Company Executive Officer (XO), First Sergeant, Platoon Leader, Platoon Sergeant, and Squad Leader.

While filling these positions the MSIII is evaluated according to their ability in 18 dimensions divided into two categories; Leader Attributes (what a leader is) and Leader Competencies (what a leader does). These two categories are broken down into subgroups with areas for evaluation.

The first category; Leader Attributes has three subgroups. They are Character; in which Cadets exemplify the 7 Army Values (Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage), Presence (Military and Professional Bearing, Fitness, Confidence and Resilience) and Intellect (Mental Agility, Sound Judgment, Innovation, Interpersonal Tact and Expertise).

The second category; Leader Competencies also has three subgroups. They are Leads (Leads Others, Builds Trust, Extends Influence Beyond the Chain of Command, Leads by Example and Communicates), Develops (Creates a Positive Environment/Fosters Esprit de Corps, Prepares Self, Develops Others and Stewards the Profession) and Achieves (Gets Results).

Previously, the evaluation was usually given by an MSIV and is delivered in writing using Cadet Command Form 156-4A-R commonly referred to as a "Blue Card" due to its traditional color. For each dimension and once overall for the entire rotation in a leadership position the MSIII Cadet is evaluated with one of three letters: E - Exceeds the Standard (Excellent), S - Satisfactory, or N - Needs Improvement. ("Leadership Development Program (LDP) Handbook". US Army Cadet Command. Retrieved 13 February 2014.) At the end of the MSIII school year these evaluations were collected to create a school order of merit list (OML) which can give a Cadet extra points towards the National OML upon completion of CLC. The new system is still under a testing period, but now Cadets are evaluated using a Cadet Evaluation Report (CER) very similar to the evaluation that commissioned officers in the U.S. Army receive annually. These are now completed by Cadre members and help place Cadets in the OML.

Cadet Leader Course (CLC)

The Cadet Leader Course, previously called the Leader Development and Assessment Course (LDAC) is a paid four-week leadership course previously conducted at Fort Knox, Kentucky, during the summer. Typically, Cadets attend CLC during the summer between their junior and senior years. At CLC, Cadets take on various leadership roles and are evaluated on their performance and leadership abilities in those positions. Cadets also participate in adventure training, to include: confidence and obstacle courses, rappelling, water safety, weapons firing, and patrolling. Cadets must attend and complete this course to earn an army commission.

Military Science IV year (MSIV)

This is the final year of the ROTC program and the main focus is towards preparing Cadets to become successful lieutenants in the Army upon graduation and commissioning. Senior Cadets apply for their branches (career fields). Senior Cadets apply before end of their third year but have until mid September to make any changes before they are locked in. Generally, by November, Cadets are notified of which service and status they were granted (e.g., Regular Army, Army Reserve, Army National Guard; as well as whether they will be active duty or not) and are notified of their branch of choice (or the job they will get). Last but not least, Cadets will be given their requested first duty location from late March through early April. Of note, this process is also currently under review and the goal is that Cadets will find out the component status that they get upon returning from CLC, to allow time to decide what branch they would like to serve in. In the mean time, senior Cadets are assigned Cadet company positions and are responsible for evaluating MS III Cadets, planning and coordinating training operations and missions. MSIV's main goal is to teach and train MSIII Cadets as well as be a mentor and establish sustainable systems to meet all requirements and provide quality training designed to develop and prepare the best leaders for the United States Army.

Branch assignment for Cadets: Branch assignments are made according to the needs of the Army. Consideration is given to the Cadet's area of academic specialty. Army policy is to assign graduating Cadets to a branch and specialty code based on the following:

  • Army branch/specialty strength requirements.

  • Academic disciplines.

  • Personal preference.

  • Recommendation of the Professor of Military Science

  • Demonstrated performance and potential.

  • Prior military experience.

  • Other experience.

  • Gender.

2.2.3 Lab

Labs place students in leadership positions, teaches and provides practical experience in military drill and ceremonies, troop leading procedures, small unit tactical operations, rappelling, and water survival. Labs are held during the week and run for approximately two hours.

2.2.4 Physical fitness training

Physical fitness training builds physical conditioning, teamwork, and self-confidence. Physical fitness training sessions are scheduled for one-hour and the intensity, time and type of exercises varies. All ROTC students must complete the Army Physical Fitness Test (APFT) with at least the minimum (60%) in each of the three categories according to their age bracket (See Enclosure 2; Army Physical Fitness Test Standards). Also each battalion may make its own standards. For example; a battalion may set a standard of scoring no less than 70% (10% more than the army requires) in each category. Failure to reach the battalion standard may require increased physical fitness training on days of rest (commonly known as "incentive PT").

Management and Staff

The Department of Military Science Staff and Faculty are paid employees of the Department of Defense. The UL – Lafayette Army ROTC program is an extension center program with its higher headquarters located at Louisiana State University (LSU) in Baton Rouge; the host school. The Professor of Military Science (PMS) at LSU understands that there is a significant population of students in the Lafayette area, attending UL – Lafayette who wish to serve Our Nation, because of this he has committed two full-time members of his staff to be permanently present at UL – Lafayette to make decisions on his behalf in the daily operations of the program and training of the Cadets. UL – Lafayette also has a members of the Louisiana Army National Guard (LAARNG). These staff members assist the full-time faculty as liaisons between the USAR and the LAARNG. LSU also supports this program with Administrative Assistance from two Human Resource Assistant/Technicians (HRA/HRT), a Recruiting Operations Officer (ROO) and a Supply Technician; all assigned at LSU to provide support in administrative functions for cadre and Cadets, recruiting for its program at UL and supply of uniforms and equipment to its Cadets.

As it pertains to UL, the ROTC program is a department within the Ray P. Authement College of Science and for all matters pertaining to the University provides information and data through that college.

The organization chart provided below shows the reporting channels and personnel assigned to UL for the purpose of ROTC.

3.1 Faculty and Staff Biographical Data

All members who serve as faculty and teach our students are certified by the US Army Cadet Command (USACC) Instructor Training Course (ITC), a one-week course aimed at teaching ROTC instructors how to conduct instruction using Objectives Based Training & Education (OBT&E).

Major Diogo P. F. Tavares, MBA – Department Head

Diogo was born in Portugal and grew up in Hillside, NJ. He is a 1998 graduate of Seton Hall University in S. Orange, NJ; earning a Bachelor of Arts in Political Science with a minors in History and Military Science and is a 2010 graduate of Missouri University of Science and Technology in Rolla, MO; earning a Master’s of Business Administration with a specialization in Project Management. He has served in the US Army as an Armor Officer on active duty since commissioning from Seton Hall in 1998. He has attended all required training for his duties in the Army. His qualifications to teach include completion of the Army Basic Instructor Course (ABIC), the Small Group Instructor Training Course (SGITC), USACC Instructor Training Course (ITC) and Military History Instructor Course (MHIC). He has previously served as an Instructor/Writer at the Engineer Captain’s Career Course (ECCC). He has been published in the past, is currently working on another professional paper to complete his Instructor Certification from the Center for Teaching Excellence at the US Military Academy at West Point. While serving as an instructor at the ECCC, Diogo, completed requirements to earn the all three levels of teaching certification, culminating with the Master Instructor Certification. Diogo has deployed to Iraq twice and Afghanistan once as well as served in the Republic of South Korea. While serving as the department head, he also teaches the Advanced Course (MS IV), Basic Course (MS I & II) and Military History class as needed and advises all Cadets in coordination with University Academic Advisors.

Attack the Enemy’s Strategy; Lessons from Counterinsurgency Operations. Counter-insurgency: The Art of Clear, Hold and Build. Chapter 8. Pps 139-151. 2009

Sergeant First Class V. Terrance Scott

Terrance was born in Baton Rouge, LA. He enlisted in the Army in 1998 after graduating from L.W. Higgins Senior H.S. in Marrero, LA as an 11M, Mechanized Infantryman. He has attended all required training for his duties in the Army. His qualifications to teach include completion of the USACC Instructor Training Course (ITC). Terrance has deployed to Iraq three times and Afghanistan once as well as served in the Republic of South Korea and Germany. While serving as the Senior Military Instructor, he also teaches the Advanced Course (MS III), Basic Course (MS I & II) and the Physical Fitness classes.

Staff Sergeant Joshua B. Sweat

Mr. John Ezzo – Recruiting Operations Officer (ROO)

John has his B.S. in Administration of Justice from Liberty University and working on his Masters of Divinity with concentration in pastoral counseling. He has served in the Army for 19 years as both an enlisted Soldier before becoming an Artillery Officer. He currently serves as a Captain in the US Army Reserve (USAR). His qualifications to teach include completion of the Total Instructor Course, Small Unit Instructor Course, USACC ITC and ROO Course. He has served as an Instructor/Advisor during combat operations in Iraq. Prior to this assignment he was served as an ROTC instructor at the University of Virginia and Liberty University. John has deployed to Iraq and Qatar as well as served in the Republic of Korea.

Organizational Tenents

4.1 Vision

Today, in a time of persistent conflict we are faced with the need for great leaders. The Army, our Nation, Community and businesses need leaders who can make tough decisions, motivate people, show initiative and do not accept defeat. We are proud to say that ROTC provides the toughest classes that a student will take in college; they are mentally and physically challenging. Students learn invaluable lessons about leadership, duty, respect, selfless service, honor, integrity and personal courage (LDRSHIP), the hallmarks of the Army’s Values. Whether they become officers in the Army or Leaders in our communities across our Great Nation; we are preparing students for their future.

4.2 Mission

Reserve Officer Training Corps (ROTC) through the U.S. Army Cadet Command (USACC) selects, educates, trains and commissions college students to be officers and leaders of character. We instill the values of citizenship, national and community service, personal responsibility and a sense of accomplishment to meet the Army’s leadership requirements by providing a citizenship program that motivates young people to be strong leaders and better citizens.

4.3 Path to Commissioning

The aims and goals of our program are to introduce college students to considering service to Our Nation through the U.S. Army. While there are multiple paths to becoming an officer in the Army; Reserve Officer Training Corps (ROTC), Officer Candidate School (OCS), The US Military Academy (USMA) at West Point and Direct Commission, our program commissions officers through the ROTC program provided at the University of Louisiana at Lafayette.

There are multiple methods to contract through ROTC. Contracting is the process by which students go through after they make a decision that they want to serve the US Army. There are three ways

Traditional: These are students who register for ROTC classes from their freshman to senior years. They are required to complete 30 credit hours of classes in Professional Military Education (PME) through the Department of Military Science in order to commission in the US Army as second lieutenants. For some students these 30 credit hours can be part of the classes required to earn their degree, in some cases (STEM majors) 24-27 credit hours are above what is required to graduate with their degree. (Figure 4.1 below shows the process)

Compression: These are students who determine after their freshman year that they would like to join ROTC. These students can make up what they have missed in their PME for the first two years through doubling up of the Military Science (MS) level I & II over two semesters or attend Cadet Initial Entry Training (CIET) [formerly the Leader Training Course (LTC)] or (MLSC 206 Basic Summer Camp) over the summer during a 4-week training. Graduate students can also take advantage of ROTC through the CIET option. These students are inserted just before the contract process as shown below in Figure 4.1 and upon completion of CIET they contract.

Lateral Entry: These are students that enter ROTC through one of three methods. (1) They have either served and completed their Basic Training and Advanced Individual Training (AIT) and therefore are not required to complete MS I & II; although many do take at least the level II courses to better prepare them, (2) they never take ROTC classes prior to attending LTC; or (3) they were on Active Duty and competed for a Green to Gold (GTG) Scholarship and are already considered to be juniors. These students enter the process as displayed in Figure 4.1 below at the contracting step.

4.3 Endstate

College students commissioned as second lieutenants ready to serve and lead our Nation and its most precious resource; its sons and daughters, in the most arduous tasks to protect and defend our Nation and preserve our way of life.

SWOT Analysis

The SWOT Analysis allows our department to quickly identify some points through brainstorming and expand on those thoughts. There may be others that are not identified below, but we are committed to continued re-evaluation of these to improve our program and bring recognition to the University in a positive manner. Figure 5.1 (UL Army ROTC SWOT Chart) shows in bullet format the comments from that brainstorming session, while the groups below, expand on the bullets.

5.1 Strengths

  • Staff and Faculty that care about students and the program

Self explanatory, but this also includes members of the University community who support our efforts and work with our Cadets. One of the most humbling comments is when a professor says “I love having Cadets in my class. They are disciplined, respectful and have great haircuts.”

  • Supportive University

The University has been a great partner; the program has not met an individual or department on this campus who has not made the time nor effort to assist.

  • Strong relationships fostered between University Departments & ROTC

One of the goals of the program was to be in the forefront and not in the background. We desire to serve the University and participate as active members to make our university community better. Today our Cadets are highly involved; they participate at University Sporting Events (most notably the cannon at football games), they conduct color guards for various ceremonies, guard the rings at the “Swamp,” Mentor young Cub Scouts and much more.

  • Supportive Community that cares about the Military and its mission

The City of Lafayette cares about the military. Organizations actively seek our participation in events. On average, the ROTC program supports over 15 events yearly throughout the Community.

  • Great students

5.2 Weaknesses

  • Not enough staff and faculty to develop, plan, coordinate and execute training and the program with the number of students

Currently, our desires and wishes are big. We want to be a standout program, actively engaged and developing the best leaders. Unfortunately, it is difficult to do everything when you are constrained by time, resources and money.

  • Transportation assets

As our program grows, transporting our Cadets to valuable off-site training at locations like Ft Polk and other surrounding training areas posses additional burdens on resources. Requirements from the Army also make it cumbersome to navigate.

  • Resources

With cutbacks and conservation we cannot always provide our students with the items they need to train. Lack of items like uniforms and equipment can sometimes become distracters or cause students to have to spend money on items.

  • Unprofessional state of the facility; disrepair

Our building is in some need of modifications to support our program and to represent the University as the professional organization that it is. While a great deal of money was allocated to repair our second floor to support our program, the fact is that prospective students and their families enter our building through the first floor. Of note during the previous school year, our program used the STEP grant process to have wifi installed in our building to support or students and recently was granted a $30K+ grant to furnish two classrooms with technology equipment, that install is currently in process. We will continue to leverage these opportunities.

5.3 Opportunities

  • Work with admissions, local high schools and SLCC to gain qualified candidates for officership in the Army

Our Nation needs strong leaders; in the Army, in our Communities and in business. We have a responsibility to look for those individuals and cultivate their abilities, allow them to develop the necessary leadership skills in a forgiving environment so that they can lead our future in the right direction; keeping America a strong, powerful, productive and positive country.

  • Publicity gained through supporting the University

Invitations to be active members of the University bring us amazing and free publicity, with access to the network that the University has developed over its 100+ years.

  • Continued Growth

An organization that fails to get its name out, be recognized and demonstrate the positive that it brings will eventually run out of people. As an organization we have the most powerful tool – students in a program who can help find like minded individuals with the ability to give back in service to their Nation.

  • Continued participation in University events

  • As a program we are invited to participate in events, not supporting these events would be an opportunity missed. We will make every effort to help in events like Athletics, Preview Days, Orientation, Freshman Move-in Day, Career Fairs, and other events that the University is inclined to have us participate.

  • Strong STEM & Nursing programs at UL bring needed abilities and expertise to the Army

The University provides nationally recognized programs in the STEM and Nursing areas (not that these are the only ones) to students who bring what they learned into service with them. Brigadier General Jeffrey Smith, Commanding General, USACC recently said that, “STEM is an important issue that concerns us (USACC) because the Army has a number of career opportunities in STEM-related fields, offering the chance to do really exciting work. ("USACC commander attends AAHHE conference". US Army Cadet Command. Retrieved 20 February 2014.)

  • Grants

Currently, opportunities like the Student Technology Enhancement Program (STEP) are being taken advantage of fully and we continue to research other opportunities to help the University off-set costs.

5.4 Threats

  • Budgetary requirements at a national level threaten to end programs lacking need and efficiencies

Currently our government is working to balance a budget and ensure that the taxpayers are provided with efficient and adequate services. Balancing a budget forces departments to identify where there are cost savings to be made, sometimes even the most rewarding and beneficial programs lose what they have worked hard on. The fact is that in today’s economic hard times, cost savings may equate to loss of programs as important as ours. This threat is the most dangerous and we intend to continue proving why we perform in an efficient manner, as stewards of our taxpayers contributions to run our Nation.

  • Indiscipline changes the minds

Our second most harmful threat is ourselves. When we as a program and as members of the program fail to act responsible and in a disciplined mind, the easiest outcome is to close the program. Our aim is to make UL proud to have us in the community and that accolades are made over the positive outcome we add to the UL community.

Major Goals

Our goals are developed based on data gathered from USACC that will help in the short term maintain our program and continue to position it to become its own program. Why is becoming a program so important? Universities that host their own programs get additional resources; these include but are not limited to personnel, money, assets, equipment and scholarships. More importantly, they don’t have to share these resources.

6.1 Short Term (3 years)

  • Average at least 10 commissions per year (Spring, Summer, Fall graduate in the same year)

  • Exceed the USACC 5-year order of merit score average (#)

  • Maintain a cost per commissioned officer less than the USACC 5-year average cost ($##)

  • Maintain a retention rate of freshman to sophomores that exceed the USACC host institution average (#)

  • Produce STEM-degree graduates that exceed the USACC host institution average (16.1%)

  • Grow the number of nurses enrolled in ROTC to 3 per Mission Set (MS)

6.2 Mid Term (5 years)

  • Average at least 12 to 14 commissions per year (Spring, Summer, Fall graduate in the same year)

  • Exceed the USACC 5-year order of merit score average (#)

  • Maintain a cost per commissioned officer less than the USACC 5-year average cost ($##)

  • Maintain a retention rate of freshman to sophomores that exceed the USACC host institution average (#)

  • Produce STEM-degree graduates that exceed the USACC host institution average

  • Grow the number of nurses enrolled in ROTC to 4 per MS

6.3 Long Term (10 years)

  • Average at least 15 commissions per year (Spring, Summer, Fall graduate in the same year)

  • Exceed the USACC 5-year order of merit score average (#)

  • Maintain a cost per commissioned officer less than the USACC 5-year average cost ($##)

  • Maintain a retention rate of freshman to sophomores that exceed the USACC host institution average (#)

  • Produce STEM-degree graduates that exceed the USACC host institution average

  • Grow the number of nurses enrolled in ROTC to 6 per MS

Key Developments during the 2014-15 School Year

Development of relationships within the University Community

  • Athletic Department

    • Worked with UL Athletics to fire cannon and conduct color guard at all home football games

    • Performed color guard at various other sporting events for military appreciation games

  • Ray P. Authement College of Science

    • Worked with the College to support their needs to provide information to the University

    • Supported Commencement with Color Guard

  • Marketing and Branding

    • Continue to market through Social Media and supported the University in its efforts to improve its marketing through website re-design still in progress

  • Admissions

    • Supported orientation events in between semesters

    • Provided support during Preview Day Activities

    • Supported the ring ceremony by guarding the rings over night

    • Working with Office of International Affairs and Admissions to develop partnerships with Universities in Angola, Africa (in progress)

    • Supporting freshman move-in day

  • Facilities Management

    • Working with facilities management to improve our building, make it more professional and provide prospective students and their parents with a positive first impression

  • Information Technology (IT)

    • Submitted three STEP proposals to upgrade our classrooms. During the Fall of 2014 granted wifi technology to support students ($8,400). In the Spring of 2015 granted $30K to install two tech classrooms (in process). Submitted two additional STEP proposals in the Spring of 2015.

Development of relationships within the Lafayette Community, below are the most notable with continued support

  • Krewe of Bonaparte

    • Supported their Mardi Gras Ball with Color Guard

  • Krewe of Gabriel

    • Supported their Debutant Ball with Color Guard

    • Supported their Mardi Gras King’s Luncheon with Color Guard

  • Southwest Louisiana Community College (SLCC)

    • Conducted Color Guard Ceremony for Commencement

  • SGT Patrick Williamson Foundation

    • Supported Annual Skeet Shot to raise money to assist local and national organizations that support Patrick’s core values – education, his country and his community

  • Boy Scouts of America

    • Charter Cub Scout Pack 11

    • Provide Cadets to help teach and mentor

  • Local JROTC programs

    • Working with local high school JROTC programs to provide them the opportunity to see what attending UL is like and to provide mentorship to young students

  • Vietnam Veterans of America

    • Conducted Guest Speaking appearance

Facilities

  • Submitted a proposal through the Office of the President to name the Military Science Building (MSB) in honor of three officers who served in the Armed Forces, graduated from UL and grew up in the local communities.

Charts and Graphs

 

The following charts and graphs represent data and numbers gathered through the University’s Institutional Research Department. The data to complete the charts date back to the 2003-04 School Year and is through present day (2014-15 SY).

Total Enrollment by Class (2003-2015)

The purpose of this chart is to capture the total number of students enrolled in ROTC classes over the last 12 school years. The department offers 14 total courses. Of important note, Basic Summer Camp (MLSC 206), Advanced Summer Camp (MLSC 303), Nurse Summer Training Program (MLSC 304) are all optional classes not required to be taken as college courses to commission in the Army; these courses are not part of Professional Military Education (PME) requirements. MLSC 206 is designed to make up the freshman and sophomore level courses that students may have missed to get them academically aligned with their cohorts. Basic Summer Camp is also called CIET as mentioned earlier. MLSC 303 is required for all contracted students, generally attended between the summer of the student’s junior and senior year. The purpose of this course is to evaluate the student’s potential to be an officer in the Army. It is also a course required if a student desires to earn a Military Science Minor through the College of Science. MLSC 304 is an option summer training program available to nursing students, in the past the ROTC program has not commissioned many nurses and this course has also not been approved for credit in the College of Nursing. However, as of this year discussions were started with Dr. Lisa Broussard, College of Nursing Head and Associate Dean, to see if there is a possibility to make this internship a nursing elective.

US Military History: 1775 to Present; is a required PME required class; students may however opt to take HIST 381 (Wars and Revolutions) to substitute for the PME requirement. Where possible our department encourages our students/Cadets to take this course, because it currently fulfills three requirements; (1) history general core requirement (2) PME requirement for commissioning and (3) required course for the Military Science minor. Currently, our department is working with the College of Science to allow students to complete either HIST381 or MLSC403 to earn the minor, particularly in the case of students who have already completed the core history requirement. This course has only been offered through the ROTC department since Fall ‘12.

Also of note the Introduction to Physical Fitness (MLSC 200) and Advanced Physical Fitness courses have only been offered since the Fall of 2009 semester.

Enrollment by Class and SY

The subsequent charts show the growth that our program has had over the last 12 school years. The number of students enrolling in all classes has been on an upward trend.

Total Academic Credit Hours

This chart displays a growth in the number of academic credit hours taken over the course of 12 school years and shows a steady increase in our numbers. Of note the number of hours decreased between 2013-14 and 2014-15. We attribute this decrease to a more selective criteria imposed by USACC. Many of our students in the Basic Course were coming from the LAARNG, but because USACC has increased the requirements for contracting some students are choosing other methods of commissioning as officers; like State Officer Candidate School (OCS). They still attend UL, but don’t do ROTC.

Revenue per Semester

Revenue generated from ROTC; the subsequent graphs do not take into account the fees that are generated by these students for the University through the additional costs incurred such as food, housing, books and student fees which also brings revenue to the University.

The staff and faculty of the ROTC department are also not employees of the University. Their salaries are paid for through the US Department of Defense. The University does provide the ROTC program with a building to conduct its classes (Brooks Street Annex #2), allows its staff to use the Bourgeois Hall facilities and the Ray P. Authement College of Sciences has provided a $2,000 per year budget since the 2009-10 School year, totaling $12,000.

The chart below displays the amount of money that the ROTC has generated for the University over the last 12 school years. We contacted the Registrar’s Office and asked for the cost of attending the University of Louisiana at Lafayette, by semester by school year back to the Fall ’03 semester. Our Cadets must take a minimum of 12 credit hours to be considered full-time students; however we estimate that most take at least 15 credit hours per semester to graduate in a four-year period. There are some that require a fifth year, due to their major, most are found in the Science, Technology, Engineering and Mathematics (STEM) and Nursing majors. We took the cost per semester for 15-credit hours, divided that cost by 15 to arrive at the per credit hour price and then multiplied that number by the total number of credits. However, there are many students/Cadets that take 18-20 ACH per semester. As with most of the previous chart the ROTC program continues to trend upward in this category. Revenue Year-to-Date (YTD) from the Department of Military Science is $1,110,756.39 over the last 12 school years. Also our data doesn’t take in account that some student credits are taken during summer or winter sessions.

Of special interest the ROTC program also brings three things to the University; (1) Scholarship money, (2) Recognition by participating in various civic and community organization events and service, and (3) helps recruit for the University by talking to high school students and providing them with information about ROTC and what this University offers them.

Retention: The charts below provide a picture of the retention rates of the UL Army ROTC program. The first two years are testing phases for the students and therefore while those numbers as a whole are important, they do not provide substantial data to be used. They do however; provide a picture to project how our numbers will look into the future. The number of MS IIIs that remain in the program to become MS IVs is substantial because it identifies potential shortfalls in training (at this point students drop/are dropped for disciplinary reasons, failure to complete requirements at LDAC or fail to complete graduation requirements) and finally the total numbers that our program commissions into the Army. What is also important to note, that may be deceiving, is that retention rates to commission are tainted by the following two reasons; (1) the historical data may not be accurate because some of these students may have attended other Universities and commissioned through UL and (2) some students, based on graduation requirements may move their commission date by one semester and up to four semesters.

MS I to MS II retention

This chart shows the retention of freshman (MS I) to sophomores (MS II). The first year numbers show the numbers of freshman (blue) that enrolled in ROTC in the 2003-04 School Year and returned as sophomores (red) the following School Year 2004-05. The data for the 2013-14 School Year is current to the number of freshman that enrolled this year.

Our average retention rate over the last 3, 5, and 10 years have been 55.9%, 61.0%, and 67.9% respectively. While our data shows a big decrease in our percentage for the next 3-years to 43.2%, we continue to talk with students and believe that this number will increase over time. USACC has become more competitive in selection of its future officers and this shift will have an impact over the coming years on our numbers. Also, deceiving is that about 50% of our freshman classes include athletes interested in learning about the military, but not necessarily joining the military and a small percentage of students take the class to peak their curiosity.

MS II conversion to contracted MS IIIs

This chart shows the conversion of sophomore (MS II) to juniors (MS III). The first year (1) numbers show the numbers of sophomores (blue) that enrolled in ROTC in the 2003-04 School Year and returned as juniors (red) the following School Year 2004-05. The data for the 2014-15 School Year is current to the number of sophomores that enrolled this year.

Our average retention rate over the last 3, 5, and 10 years have been 28.4%, 29.6%, and 56.0% respectively. We project that our numbers will decrease next semester by almost three full percentage points to 25.5%; this number has a potential to increase with transfer students and those that have prior service, meeting requirements to not have to take their Basic Courses.

MS IIIs conversion to MS IVs

This chart shows the retention of juniors (MS III) to juniors (MS III). The first year (1) numbers show the numbers of sophomores (blue) that enrolled in ROTC in the 2003-04 School Year and returned as seniors (red) the following School Year 2004-05. The data for the 2014-15 School Year is current to the number of juniors that enrolled this year.

Our average retention rate over the last 3, 5, and 10 years have been 58.4%, 70.6%, and 67.8% respectively. We project that our numbers will increase next semester by almost 14 full percentage points to 81.7%. We believe the increase is due to higher competition and that we are preparing our Cadets better to continue on academically.

Commissioned 2nd Lieutenants

Projected Commissioned 2nd Lieutenants

In the coming four (4) mission sets, our numbers show a decrease from the previous years, this is due to USACC standards for contracting and retention changing. MS 16 (10), MS 17 (3), MS 18 (17), and MS 19 (5). Mission Set 19 does not include any incoming freshman that will attend the University starting in the Fall Semester of 2015. However, we know from our recruiting efforts that there are two incoming freshman.

Other Data Points

The charts and graphs below are important notes and help to define the students that make-up the UL Army ROTC program. These numbers only take our population that is considered Cadets in the program. The points to take note of are the following:

Students vs. Cadets

While the term Cadet is used synonymously, the fact is there is a difference between the two. We consider a student to be a non-contracted participant in ROTC; this could be a student evaluating the opportunity to serve upon graduation or a student taking the class for military appreciation. A Cadet is a student who has made the decision to serve upon graduation; the UL ROTC program categorizes them in two groups, Contracted and In-process. A contracted Cadet has completed the process and signed a contract with the Army. An in-process Cadet is one that has made the decision to serve upon graduation, but has not yet signed the contract. The biggest areas that hold Cadets from contracting are the following three areas: (1) Their Academic Plan Worksheet (104R), (2) Passing the APFT and/or (3) obtaining a Simultaneous Membership Program (SMP) agreement from their command in the case of National Guard and Reserve Cadets. (Students 58, In-process 35 and Contracted 20)

Male to Female Ratio * (27 : 14)

*This number takes only Cadets as defined above into account

National Guard, US Army Reserve, Non-affiliated Ratio

Some of our students have some service affiliation in the military and some join ROTC as freshman right out of high school. Enlisting in the National Guard or the Reserves provides students with incentives to attend school. Non-affiliated are those defined as not having enlisted in one of the above mentioned. [Louisiana Army National Guard (16), US Army Reserve (8), Non-Affiliated (17)]

Louisiana is one of very few states in the United States that provides students who attend state universities to receive a tuition exemption. In return these students serve in the LAARNG providing service to the state during emergency situations – most commonly, hurricanes. The student can enlist with a mission operation specialty (MOS) – a job, requiring them to attend basic training and advanced individual training (AIT) in that specialty or as a 09R, SMP Cadet which does not require them to attend basic or AIT, however SMP Cadets cannot take advantage of the GI Bill.

Students who enlist in the Reserves qualify for the GI Bill if they attend basic and advanced individual training (AIT) and Tuition Assistance (TA) through the Army after serving for one year upon completion of AIT.

Non-Affiliated students have the opportunity to earn on campus based scholarships which may be available for that cohort. These students are not afforded any of the benefits that are afforded to LAARNG or USAR students. Currently there are 15 Cadets on scholarship, this number is up from one as of the June 2013.

STEM Data

Currently, the USACC national average for STEM students is 16.1% (as of FY2014). Based on the current number of Cadets in our program, we exceed the national average of STEM students through Mission Set 19.

Our STEM averages are as follows: 25% for MS15, 30% for MS16, 25% for MS17, 80% for MS18 and 43% for MS19. While we recognize that our numbers in MS18 and MS19 will drop as we add additional students in the coming year, we are confident that we will maintain a percentage above the national average. The reason for our prediction in a slight decrease is due to the fact that in the 2015-16 SY we will have students enroll as sophomores and the incoming freshman class is yet to arrive.

While nursing students are classified in their own category, we are beginning to develop our relationship with the College of Nursing, with the goal to commission qualified nurses as second lieutenants in the Army. Our numbers have been limited to develop good data points, but we currently have three nursing students all in the same MS (17). We are falling short of our goals of at least one per year. This past year we started with two, but one decided that ROTC was not for her and the other changed majors due to grades.

Scholarship Data

We currently have 15 Cadets on scholarship and are in the process of working with four (4) additional Cadets to get them scholarships. Five (5) of these students have Guaranteed Reserve Forces Duty (GRFD) Scholarships and five (5) have four (or more)-year scholarships two (2) has a three-year scholarship and three (3) have less than 3-year scholarships.

Veterans Data

While a veteran is defined as someone who serves in the military, we are defining veteran as someone who was at one time in the Active military, was honorably discharged and is now attending school at UL and is enrolled in the ROTC program. Currently, we have 3.

Student Organizations Sponsored

The department currently sponsors two student organizations; The Corps of Cadets and the Scotch Guard.

The Corps of Cadets has received student organization status through the University. The purpose of this organization is to develop, plan and execute social events to build esprit de corps, fundraise to help offset the cost of events for the students and to be the voice of the students with regards to how the ROTC program is run. This organization also partners with local/community organizations to help them in their causes, providing community service.

The Scotch Guard was formally recognized by the University in the Fall 2014. Their purpose is similar to a Women’s Auxiliary; providing support to the Cadets of the ROTC program through community service, camaraderie and learning what the military does to help them understand and have an appreciation for the military. One of their goals is to develop a national organization through other ROTC programs nationally.

Initiatives

Our goal is to continue to better ourselves as an organization. Below we have identified some areas that will help us achieve our goals and better the organization and program. We have broken these down as Marketing and Recruiting, although some of the ideas really go hand-in-hand.

Marketing Efforts

While the phrase, “if you build it, they will come,” is popular in our society, the fact is that they cannot come if they don’t know that it exists. As a program that offers students an opportunity to learn a great deal about life and leadership it is important that we build a brand that is recognizable. ROTC is a program that is well-known nationally, but in the local Lafayette area many are surprised to learn that the University has an ROTC program, and they are more shocked to hear about what it does and how many students participate. Over the last two years this has been changing. Today many local organizations contact our program to assist with Color Guards, JROTC programs at local high schools are reaching out to us more to get their students into our program and UL after graduation from high school and we are also seeing private school students starting to contact us.

We continue developing ties with the Athletic Department and our participation at the home football games. We have reached out to other organizations on Campus as well. Reviewing this strategic plan has also provided us with insight and forced us to look at ways to continue improving and re-evaluating things that were not as good for us.

In the future as part of our short-term objectives we will continue to refine our data and to develop products to get our program known. Here are some things that we can do to achieve our goals:

1. Work with the Moody School of Business, particularly the MBA program to develop a more professional and comprehensive analysis and study of our program. By providing the MBA program with a project, students in the MBA program get an opportunity to work with a customer and provide data to assist ROTC.

2. Work with the Athletic Department to continue building on our relationship and supporting all home football games and other athletic events that desire our participation. This past year we fielded a Ranger Challenge team to compete against 39 other teams from universities in Louisiana, Alabama, Mississippi, Georgia, Florida and Puerto Rico in various physical and mental military tasks in the Annual Ranger Challenge Competition; we placed 16th and even won one of the events. Our goal is to work with the Athletic Department to help us train our cadets who will make up the 15-cadet team. In the end, we want to place in the top three teams. In the Fall semester we competed in the Ragin’ Tiger Competition; a friendly competition against LSU and came in second by 0.4 points.

3. Work with the Architecture/Design School to develop a plan to enhance our building. We believe that by renovating our space it will attract more prospective students and provide our current students with a place that they can use to study and gather. This can be a project for the Architecture/Design School to use for instruction purposes.

4. Currently, a proposal has been submitted through the Office of the President to name the Military Science Building in honor of a Distinguished Military Veteran and Alumni of UL. This will attract media attention to the University and to our program.

5. Work with Graduate Studies to promote ROTC as an opportunity for students to earn scholarships to pay for advanced education. This is a market that our program has not capitalized on.

Recruiting Efforts

Our main effort is to reach those in their last two years of High School; Junior-Senior Year. Although this is our main target audience it is not our most fruitful. Our greatest number of students comes from the student body, those who are already attending the University. Those tend to include but not limited to, freshman, sophomore, juniors and Graduate students.

As a program, we will not push for quantity but rather quality. Past failures have proven that, while we need to provide a percentage of commissions each year, we also need the best quality. In essence, we are striving to reach those STEM majors within our footprint. Those included, local High Schools, Active Duty members exiting the military to finish school and those who are attending now. The competition to contract in the Army is getting extremely tough and we have many great candidates; our efforts are focused on presenting the best of the best to lead our Nation’s most precious resource; its sons and daughters.

Cadet Command’s goal is to reach the High School market.

Throughout the year we will have table sits/displays which offer general information about ROTC and opportunities within the program such as Scholarships. We will reach out to the local High Schools that are in and around the University also giving options after school.