Component Type	Contact Hours
Laboratory	2.0
Lecture	2.0

Enrollment Component	Per Semester	Per Section	Multiple Sections?	Comments
Lecture and Lab	40	40	No	N/A

Catalog Description

This course covers the fundamentals of Army Leadership, Officership, Army Values and Ethics, Personal Development, and small unit tactics at the platoon level. At the conclusion of this course, students will be capable of planning, coordinating, navigating, motivating and leading a squad and platoon in the execution of a mission during a classroom PE, a Leadership Lab, or during a Field Training Exercise (FTX). Students will write peer evaluations and receive feedback on his/her abilities as a leader and how to improve those leader skills that can further develop into a successful Army Officer.

Justification for each revision:

Adding the MS 302 course to the Social Sciences GEP Courses aligns the Army's Leader Development program offerings with the offerings of the Navy and Air Force Programs.

This change will provide ROTC Engineering Cadets with GEP Leadership course credit and eliminate the requirement for another leadership course. The ROTC Cadets are required to take a minimum of four (4) Military Science Leadership courses.

Does this course have a fee?

List amount and justification for fee:

Is this a GEP Course?

Yes

GEP Categories

Social Sciences

Humanities Open when gep_category = HUM

Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Attach Additional GEP Information if applicable

Mathematical Sciences Open when gep_category = MATH

Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1:
Obj. 1) Improve and refine mathematical problem-solving abilities.

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2:
Obj. 2) Develop logical reasoning skills.

Attach Additional GEP Information if applicable

Natural Sciences Open when gep_category = NATSCI

Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1:
Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2:
Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Attach Additional GEP Information if applicable

Social Sciences Open when gep_category = SOCSCI

Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1:
Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

Apply the following components of the 21st Century Soldier Competencies (1) Teamwork & Collaboration, (2) Adaptability & Initiative, (3) Communication & Engagement and (4) Critical Thinking & Problem Solving to any organizational process.

The Cadet will be assessed by their utilization of the Army's Troop Leading Procedures (8-Step Model) to plan and execute a Leadership Laboratory for the ROTC Program (120 students). The Cadets are evaluated on their ability to coordinate for land, resources, personnel, and collaborative rehearsal to ensure a quality training event.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2:
Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

Analyze how human behavior, culture and mental processes inform the Leadership Developmental Counseling Process, Individual Sessions and the Leadership Trait Approach Method.

All Cadets in this course will be assigned to a leadership position within the Army ROTC Program. While serving in a leadership position, they will have subordinate Cadets whom they will be responsible for counseling, guiding, training, and assessing throughout the semester. The leaders will conduct face-to-face counseling with underclass Cadets and develop goals as well as analyze leadership strengths and weaknesses. The Cadet leaders will also provide assessments and feedback.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3:
Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Cadets will learn effective communication concepts and their role in addressing and solving real-world problems.

Cadets are evaluated on their ability to use the correct procedure (6-elements) in order to Call-For-Fire in a simulated tactical environment. This environment includes the ability to understand terrain, communicate effectively, conduct calculations and estimates, and consider safety measures. Students are graded on their ability to successfully neutralize a target during lab and a classroom practical exercise.

Attach Additional GEP Information if applicable

Interdisciplinary Perspectives Open when gep_category = INTERDISC

Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1:
Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2:
Obj. 2) Identify and apply authentic connections between two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3:
Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions.
1. Which disciplines will be synthesized, connected, and/or considered in this course?

2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"?

Attach Additional GEP Information if applicable

Visual & Performing Arts Open when gep_category = VPA

Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1:
Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2:
Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3:
Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Attach Additional GEP Information if applicable

Health and Exercise Studies Open when gep_category = HES

Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1:
Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2:
Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3:
Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4:
Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Attach Additional GEP Information if applicable

Global Knowledge Open when gep_category = GLOBAL

Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Attach Additional GEP Information if applicable

US Diversity Open when gep_category = USDIV

Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1:
Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2:
Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3:
Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4:
Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

Attach Additional GEP Information if applicable

Requisites and Scheduling

What percentage of the seats offered will be open to all students?

a. If seats are restricted, describe the restrictions being applied.

None

b. Is this restriction listed in the course catalog description for the course?

List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.

None

List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)

None

Additional Information

Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.

Title and author of any required text or publications.

• Field Manuals
• Army Doctrinal Publications
• "Start with Why," by Simon Sinek
• "Leaders Eat Last," by Simon Sinek

Major topics to be covered and required readings including laboratory and studio topics.

• Honorable Living and Building Trust White Paper,3 April 2014, USMA West Point, New York
• Fleenor, John W. “Trait Approach to Leadership.” Encyclopedia of Industrial and Organizational Psychology. 2006. Sage Publications. 16 February 2011.
• Harvard Business Review, November 2010, Extreme Negotiations; https://hbr.org/2010/11/extreme-negotiations
• French, J.P.R., Jr., and B. Raven. "The Bases of Social Power." In Studies in Social Power. Dorwin Cartwright, ed. Ann Arbor, MI: University of Michigan Press, 1959

List any required field trips, out of class activities, and/or guest speakers.

• Field Training Exercise- this training event usually occurs on a weekend from a Friday through Sunday. During this training, the students will conduct small unit tactical maneuvers and serve in leadership positions during the operations.

Consultation

Instructional Resources Statement

All instructors and instructional resources will be provided by NC State Army ROTC .

Course Objectives/Goals

The primary objective of this course is to develop independent, creative thinking and problem

solving professional Army Officers. We do this through instruction, practical exercises and

historical case studies that build leadership competency and military skill in preparation for

future responsibilities as an Army Officer. MS 302 challenges Cadets to study, practice, and

evaluate adaptive leadership skills as they are presented with challenging scenarios related to

squad tactical operations. Cadets receive systematic and specific feedback on their leadership

attributes and actions. Based on such feedback, as well as their own self-evaluations, Cadets

continue to develop their leadership and critical thinking abilities.

Student Learning Outcomes

The overall focus is aimed toward integrating the principles and practices of effective leadership, military operations and personal development in order to adequately prepare Cadets to succeed at the ROTC Cadet Advanced Camp at the completion of their junior year.

Leadership

● Demonstrate an understanding of small unit leadership as a squad leader

● Write a self-evaluation of leader actions taken during labs and evaluated leadership

positions

Values and Ethics

● Observe the Warrior Ethos in fellow Cadets/cadre or when presented with a current or historical vignette or case study

● Embody the Warrior Ethos in class, labs and Cadet interactions

Personal Development

● Define standards for the Army Physical Fitness Test (APFT)

● Create and deliver a Military briefing

Officership

● Apply the Composite Risk Management process to the orders process

● Apply the fundamentals of Drill and Ceremony to squad/platoon formations

Tactics and Techniques

● Apply troop leading procedures to accomplish team and squad operations

● Demonstrate the ability to prepare and deliver squad level orders to fellow Cadets

● Apply map reading, land navigation and terrain analysis to team and squad operations

● Apply military decision making to solve problems

● Apply fundamentals of Army Operations to small unit operations

Student Evaluation Methods

Evaluation Method	Weighting/Points for Each	Details
Attendance	100 Points	Class is 2x a week
Attendance	100 Points	Lab is 1x a week
Attendance	100 Points	Physical Fitness is 3x a week
Test	100 Points	Army Physical Fitness Test (APFT)
Quizzes	100 Points	10x Total Quizzes
Midterm	100 Points	Midterm Exam
Final Exam	100 Points	Final Exam
Essay	100 Points	Position Paper
Essay	100 Points	Leadership Essay
Short Paper	25 Points	Memorandum for Record
Short Paper	25 Points	Memorandum for Record
Project	50 Points	104-R Completion

Topical Outline/Course Schedule

Topic	Time Devoted to Each Topic	Activity
Refer to Syllabus.

Syllabus

MS302 SPRING 2017 SYLLABUS_V5.pdf

Additional Documentation

Additional Comments

Justification for this request

History

Viewing: MS 302 : Applied Leadership in Small Unit Operations

Last approved: Tue, 09 May 2017 08:01:56 GMT

Last edit: Thu, 27 Apr 2017 17:31:13 GMT