research study about rotc

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Junior ROTC has ‘mixed’ impact on student outcomes, new study shows

The Army’s embattled youth development program at high schools throughout the country has a “mixed” impact on participants’ educational outcomes, according to a report released Friday.

But those who complete four years in it or similar programs run by the military’s other branches have better military career outcomes than those who don’t.

Researchers from the RAND Corporation based their report on three studies: one assessed the impact of Army Junior Reserve Officer Training Corps, or Army JROTC, participation on high school students in Texas and Hawaii, and another examined military career outcomes for soldiers who completed any branch’s program before enlisting in the Army. The third included extensive interviews with program cadre members and other stakeholders.

The Army’s program falls under its cadet command, which certifies retired and reserve officers and noncommissioned officers to teach the courses at high schools around the country. According to a December research report prepared for legislators, the service has nearly half, or 1,700, of the nation’s 3,486 JROTC units and 302,500 of its 539,690 cadets. But the programs have come under recent scrutiny after a series of New York Times investigations into allegations of sexual abuse by instructors. While the services insist such incidents are isolated, lawmakers are skeptical .

Sexual misconduct in JROTC programs higher than previously reported

Nearly 60 cases of sexual misconduct by instructors have been reported in the last five years..

Enrollment in Army JROTC is linked to worse educational outcomes for those who drop the program after one year, the researchers found. Texas students who dropped the program after one year were 1.5% less likely to graduate than students of similar racial and economic backgrounds who didn’t participate in the program. Results were inconclusive for students in Hawaii.

Single-year enrollment impacts matter because schools in some major districts around the country automatically enroll first-year students in the programs. In Chicago Public Schools, which recently banned automatic enrollment , cash-strapped principals embraced automatic enrollment policies because the program covers state-required physical education requirements and saves money on traditional gym teachers thanks to the military’s salary subsidies for JROTC instructors.

Students who complete two or four years in the program have lower absence and disciplinary suspension rates, the report said, and cadets who complete four years have higher on-time graduation rates relative to their peers.

Spc. Garrett Nussbaumer, assigned to the 1st Battalion, 214th Aviation Regiment, guides JROTC cadets on the courts at Ansbach Middle High School, Germany, May 2, 2022. (Cpt. Gabrielle Hildebrand/Army)

The researchers also found that Army JROTC participants from Texas are more likely to enlist in the military regardless of how long they participated in the program, though the effect increases in magnitude for those who spent more time as cadets. One-year students enlist at a 7.69% higher rate than their non-JROTC peers, whereas two-year and four-year enrollees sign up at a 13% and 19.8% higher rate respectively.

Once former cadets don the uniform, they find greater success than those who did not complete the program, RAND calculated from Army data. Researchers identified and tracked them by their advanced pay grades: soldiers who completed one or two years of JROTC, regardless of what branch ran the program, can enlist as a private second class, and those who completed three or four years automatically join as a private first class.

Active duty soldiers who completed more than three years of JROTC before enlisting are more than 5% less likely to wash out during their first contract and less likely to face involuntary separation than recruits of similar aptitude, career field and enlistment length who didn’t participate in the program.

Researchers determined that former cadets are slightly more likely to pick tech or science-focused jobs in the Army. The report also highlights “strong evidence” that troops who completed JROTC in high school, regardless of how long they participated, are more likely to stick with the Army long-term than their peers — even when compared only with those who make it through their first enlistment contract.

The report’s authors cautioned that their analysis of military career outcomes isn’t perfect. They couldn’t account for those who later became officers through college-level ROTC programs or the U.S. Military Academy at West Point, and high school students who choose to participate in the program aren’t randomly assigned and may simply be more inherently interested in military service than the general population.

Davis Winkie covers the Army for Military Times. He studied history at Vanderbilt and UNC-Chapel Hill, and served five years in the Army Guard. His investigations earned the Society of Professional Journalists' 2023 Sunshine Award and consecutive Military Reporters and Editors honors, among others. Davis was also a 2022 Livingston Awards finalist.

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Doctoral Dissertations and Projects

Socialized leader development: a phenomenological study of the college army rotc student perspective and experience.

Ammon Campbell Follow

School of Education

Doctor of Education (EdD)

James Swezey

Reserve Officer Training Corps, Leadership Development Process, Leadership Experience, Character, and Mentorship

Disciplines

Recommended Citation

Campbell, Ammon, "Socialized Leader Development: A Phenomenological Study of the College Army ROTC Student Perspective and Experience" (2017). Doctoral Dissertations and Projects . 1460. https://digitalcommons.liberty.edu/doctoral/1460

The purpose of this phenomenological qualitative study was to examine leader development within the college Reserve Officer Training Corps (ROTC) in order to understand from the participating cadets’ perspectives, the leader development experience. The study focused on the following central research question: How do participants view and interpret their collegiate Army ROTC leadership development experience? Guiding theories for this study were Vygotsky’s sociocultural theory (1978), Bandura’s social learning theory (1977) and Tajfel’s identity theory (1982). The study involved twelve college seniors involved at three distinct universities; the data related to their experience as leaders and was collected through reflective journals, interviews, and observations. Data collected was sorted into themes that illuminated the importance of leadership experience, character, and mentorship in the leader development process. Insights from the ROTC student participant perceptions provided evidence of the uniqueness of leader identity and the importance of gaining a leader psyche as components to an effective leader development program. This study helps to inform education administrators, faculty, and fellow students about the importance of leadership experience, character, and personal leader identification throughout the leader development process. On a broader scale, the study provides insightful information to leader developers in all fields about formal and informal cultural transmission aspects within leader development.

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September 27, 2018

Leveraging ROTC to Span the Civil-Military Gap

A Working Paper

By: Emma Moore and Andrew Swick

Introduction and Executive Summary

For just over 100 years, the Reserve Officers' Training Corps (ROTC) has stood at the intersection of the military and American society, serving as a bridge between local communities and the armed forces. Because of this relationship, ROTC has experienced many evolutions in the hands of both constituents. Competing demands came to a head in the 1960s, as college campuses became the front lines for social and political division in American society. ROTC chapters were caught in the crossfire of some of the most contentious debates over the Vietnam War, the draft, and gay rights. 1

Two countervailing trends define civil-military relations today: Since the Vietnam War and the end of the draft in 1973, the military has gradually become more isolated from society as fewer individuals serve; conversely, the military is the best-regarded public institution, and recent policy changes have led to the reinstatement of previously university-embargoed ROTC programs. While ROTC provides the military with a steady and consistent source of commissioned officers, it also allows society an “opportunity to increase contacts between military and future civilian leaders.” 2 Congress and the military services should leverage ROTC’s unique capacity as a bridge between the public and the military to encourage dialogue, prompt diversity of officer recruitment, and share the burden of war.

Cadet David Houston, University of Maryland-College Park, carries the guidon for his platoon. (Jesse Beals/U.S. Army Cadet Command)

This study examines the role served by ROTC programs and their potential for growth – specifically, how the program can broaden engagement with universities and communities to benefit cadets, university students, communities, and the services. First, we present trends in the history and existing research literature of ROTC. In addition, we examine available government data on ROTC funding and officer accession levels to assess the current state of the program. Finally, we provide insights from current ROTC instructors and university officials representing several different types of programs to measure the varying impacts of ROTC.

Through this analysis, we conclude that both civilian and military leaders could deeply benefit from strengthened and empowered ROTC programs. At minimum, ROTC programs can provide a vital cultural link between the military and communities in a society where few such links exist. These interactions would serve both to strengthen the abilities of future military officers and to more closely link American society to its military. As Gen. George Patton is attributed as saying, “The soldier is the Army. No army is better than its soldiers. The soldier is also a citizen.” By expanding the role of ROTC, the military can further develop warrior-scholars with a broad base of education and experience, deepen connections to civilian peers and local communities, and improve recruitment by leveraging cadets and ROTC detachments as influencers.

The History of ROTC

In 1813, Thomas Jefferson wrote to James Monroe that not having a regular army proved “the necessity of obliging every citizen to be a soldier ... and [making] military instruction a regular part of collegiate education. We can never be safe till this is done.” 3 Anti-military colonial sentiment and national security needs leading to reliance on local militias were the theoretical beginnings of ROTC.

Foundational to American national identity was the possession of “a military large and professional enough to protect the nation from without while avoiding the dangers of heightened militarism, which, if unchecked, could destroy the nation from within.” 4 It was in the interest of the republic to have a cadre of trained military officers living among a civilian population, broadly educated in military tactics and civics at colleges such as Norwich University, Virginia Military Institute, and the Citadel. The outbreak of the Civil War, however, made it obvious that additional commissioning sources were needed to supply the Union Army with trained officers. As an institution, ROTC was set in motion in 1862 by Abraham Lincoln’s Land Grant College Act (also known as the Morrill Act), which provided 30,000 acres to each state to establish learning institutions focusing on agriculture, forestry, and veterinary medicine, with the provision that they would also teach military tactics. 5 The Land Grant College Act was based on the belief that education and civic values should be integrated with military discipline and training; founded in every state to create a geographically represented officer corps, Land Grant schools often became public universities and premier learning institutions. 6 Thus, the concept of unifying higher education with military training was introduced, laying the groundwork for a formal training program.

The Evolution of ROTC

Formal inauguration of the ROTC program was prompted by another war: World War I, which spurred the need for educated and prepared citizen-soldiers leading up to American involvement. Convinced the United States would be drawn into the war with an army too small to be effective, a group of politicians formed the Preparedness Movement to advocate for the training of a citizen army, compelling the Army chief of staff to establish summer trainings preparing citizens to be officers. In response, President Woodrow Wilson’s 1916 National Defense Act established ROTC and state National Guard units to serve along with active-duty forces. Beginning at 46 schools, ROTC expanded to 135 schools in 1919 and to 220 by 1940. 7

Eventually, each military service organized and operated its own ROTC program: Army ROTC (AROTC), founded in 1919, has historically been the most prominent program due to its size, funding, and organization; Navy ROTC (NROTC), established in 1926, includes the Marine option program for cadets commissioning into the Marine Corps; and Air Force ROTC (AFROTC), originally established between 1920 and 1923, was formally created by General Dwight D. Eisenhower in 1946, though the U.S. Air Force was not formally established until 1947. For many universities, ROTC was an opportunity for civic engagement and participation in national defense. 8 The ROTC programs quickly became an important commissioning source for the military during World War I and World War II.

The program’s utility in commissioning officers made it a focus for military leaders as great power competition changed following WWII. In 1948, the Selective Service Act prompted many men to enroll in ROTC to fulfill their military obligation. 9 The same year, the Army shifted ROTC’s purpose from reserve officer production to officer production for both the active and reserve components. To institutionalize training and education to better prepare soldiers for active duty, the Army overhauled ROTC’s military education component, establishing the General Military Science (GMS) Program in 1953. 10 GMS elevated military education and broadened its scope to be more comprehensive. The new curriculum, consisting of 480 hours of on-campus instruction, had no university academic input and was militarily focused. The reinvigorated military courses demanded more of cadets’ time and earned greater scrutiny from academic officials who considered military course instruction to be subpar.

Despite interest in molding and educating the next group of military leaders, translating military education and values to a university setting has consistently posed a hurdle for university educators and ROTC instructors. Historically, ROTC held a favored position on campus, able to act independently and operate autonomously as a distinct department. This autonomy included the freedom to design military science coursework and appoint military personnel with stature equivalent to that of professors. Over time, as former Land Grant schools and other university institutions increased their focus on teaching and research, the military science requirement became less salient, and universities grew frustrated with the lack of oversight over ROTC. Concurrently, many professors began questioning whether military personnel could or should exist in higher education. ROTC provided real and tangible benefits to universities, which benefited from scholarship funds, and to the services, which benefited from high-quality officers, but both institutions were reluctant to compromise their values and structure. 11

The introduction of GMS exacerbated existing tensions over military versus college instruction, time valuation, and sufficient officer preparation. The Army’s changes prompted some university administrators and professors to question the compatibility of ROTC classes with university culture, citing ROTC detachments’ first loyalty to the military over host institutions. To diffuse tensions, Army leaders encouraged the Modified GMS program, which allowed some academic course substitution. The universities, only partially appeased as the services attempted to maintain military courses, increasingly relegated ROTC to extracurricular status, and GMS remained a subject of controversy. Disillusionment and institutional disagreement would reach a breaking point during the Vietnam era, as disengagement between the services and universities would mean losing sight of the long-term impact of the citizen-soldier.

The Vietnam War Era

In 1964, Congress passed the Vitalization Act in an attempt to restructure and reinvigorate Army, Navy, and Air Force ROTC given declining enrollment and officer accession rates. The Vitalization Act updated and solidified ROTC’s primary goal to commission active-duty officers. It created the modern program structure, divided into two- and four-year options, and scholarships, establishing monthly stipends to attract high-quality and talented high school students. 12 The changes strengthened ROTC’s ties with college education at a time when tensions were rising over the Vietnam War and militarization on campus. Unfortunately, the Vitalization Act also increased detachments’ military drills and training, highlighting the features of the program most objectionable to university communities. During the 1960s, ROTC was more than a training institution; it was a tangible and visible example of the militaristic foreign policy that students were protesting. The Vietnam War cast a long shadow on policymakers and the public, creating distance between the military and academic institutions that remains today.

The Vietnam War provided an ideological and practical justification for faculty and students to argue against the military’s intrusion on elite campuses, reasoning that ROTC coursework did not meet university standards. 13 Moreover, the fallout from the Tet Offensive in 1968 and introduction of the draft lottery in 1969 made ROTC cadets increasingly likely to be deployed, and therefore more visible as complicit actors in the war. 14 Backlash continued in 1969, as Harvard and Yale faculty and students protested the military’s role in liberal education and took steps to restrict the authority of military personnel on campus. ROTC cadets at the time compared the treatment to being stationed at “an embassy on foreign soil.” 15 ROTC programs subsequently left both campuses in 1970. The University of Pennsylvania, Princeton University, and Cornell University were the only Ivy League schools to maintain ROTC training on campus. A total of 15 schools disbanded ROTC on their campuses, while several units were discontinued due to low enrollment. 16 Though commonly described as a “ban” from campus, the disbanding and removal of ROTC was in many ways a mutual decision: Universities stopped offering free rent and space to ROTC programs, and the military relocated to other universities where it was more cost-effective and culturally amenable to run its programs.

ROTC was dealt another blow with President Richard Nixon’s 1973 decision to end the military draft and transition to the All-Volunteer Force (AVF). 17 With the combination of the new AVF model and the post-Vietnam War end to contracts between colleges and the Department of Defense (DoD), ROTC enrollment decreased by 75 percent by the end of 1973. The need for additional cadets prompted ROTC to offer scholarship incentives and allow women entry to the program. Within two years of opening ROTC to female participation in 1973, women accounted for 29 percent of ROTC enrollment. 18 Following the major transitions of the 1960s and 1970s, the geographic distribution of ROTC units began to shift as the Army closed unproductive units and expanded its base in areas where ROTC would be successful. 19 The Navy contributed to this trend following a 1977 requirement that 80 percent of all NROTC scholarship students pursue a degree in science, resulting in the relocation of NROTC to universities with an engineering focus. 20 Liberal arts colleges were increasingly isolated from ROTC programs, and additional loosening of requirements on Land Grant universities mitigated the impact of ROTC on cultural and geographic representation in the military. Between 1968 and 1974, there was a significant shift in ROTC unit location: In the East a net total of 30 units were closed, while in the South a net total of 33 units opened. 21 Historic tensions, resource constraints, and political opposition have made it difficult for the services to respond to demographic and geographic societal trends and have further isolated ROTC units.

The Modern ROTC

Throughout the 1980s, DoD attempted to improve the quality of ROTC training and geographically refocus programs. Following the wars in Korea and Vietnam, as ROTC concentrated on regions and universities where it could recruit and commission the most officers, training and education increasingly emphasized tactical preparation for potential combat. In 1980, Army Training and Doctrine Command constructed the Military Qualification Standards (MQS), a complex system of tasks and subjects for officers to master prior to commissioning, to establish baseline skills and knowledge. 22 In response to findings showing structural and managerial problems, 23 the Army created Army Cadet Command in 1986. With ROTC’s future uncertain, Cadet Command was meant to consolidate and systematize training, additionally standardizing uniforms, patches, and scholarship structure. Training became more rigorous and tactical, with a greater emphasis on field training exercises and summer trainings. 24

In the 1990s, the success of the Gulf War and the Revolution in Military Affairs, which demonstrated advances in military weaponry and technology, bolstered the professionalized AVF military. Following the fall of the Soviet Union, troop drawdowns allowed the services to consistently recruit high-quality individuals. ROTC existed in a comfortable stasis, as schools that had ended contracts with ROTC remained opposed and the military continued to focus on reliable recruitment streams. However, the Bill Clinton administration’s 1994 “Don’t Ask, Don’t Tell” (DADT) 25 compromise created significant controversy in liberal-minded segments of society, particularly on college campuses. 26 DADT remained a point of significant criticism for liberal arts and elite universities throughout the 1990s and 2000s. Equally controversial for universities was the Solomon Amendment 27 in the 1996 National Defense Authorization Act, which tied millions in federal funding to the willingness of universities to allow military recruiters on campus. After the attacks of 9/11, attention to federal funding and renewed pressure resulting from the outbreak of war pressured the government to expand the scope and enforcement of the Solomon Amendment. 28 These changes reignited arguments over militarization of campus and liberal education.

The repeal of the DADT policy in 2010 prompted renewed discussions about the viability of ROTC detachments on campuses. 29 As a result of these conversations, universities with ROTC bans and colleges that had maintained their distance from DoD began to welcome the program back to campus. For all the tense discussions prior to the return of ROTC to Ivy League and liberal arts college campuses, 30 the program’s return has been relatively non-controversial. ROTC was voted back onto Harvard and Columbia campuses in 2010, formalizing Harvard’s cross-town participation at Massachusetts Institute of Technology (MIT) programs and Columbia’s participation at Manhattan College and Fordham University. Yale welcomed Navy and Air Force ROTC back in 2011. Stanford faculty voted to bring ROTC back the same year. Brown formally recognized ROTC in 2016. 31

While students at these colleges now have a lower barrier to entry into ROTC, the most significant efforts are university coordination with detachments, facilitation of academic endeavors, and transportation assistance. Prior to university collaboration with ROTC programs and support to cadets, students had to balance their course schedules with ROTC requirements and travel across town or across the state to participate in physical training (PT) or military science courses, all without assistance. 32 ROTC course commitments are substantial: All the services offer scholarship and non-scholarship options and summer trainings or other optional training opportunities. Army Cadet Command oversees AROTC training and education, which is divided into two- and four-year programs called Basic Course and Advanced Course. 33 The Navy requires cadets to take a military science course each semester, as well as a weekly drill; summer training; and academic courses in calculus, English, national security policy, and physics. 34 Air Force ROTC requires two military science courses each semester and leadership courses. 35 ROTC operates as an extracurricular activity, and most schools do not award academic credit for military science courses. After cadets complete military science and training course requirements, upon graduation they receive a commission to join the active or reserve components.

The Current State of ROTC

After decades of transformation, ROTC exists today as a robust and well-resourced commissioning source for the U.S. military, with active programs at more than 275 universities. 36 As historically evidenced, ROTC holds distinct value for the military and society: The military experiences measurable benefits in regularly gaining quality officers, and universities experience tangible and intangible benefits, gaining scholarship money and a role educating future military leaders. While achieving these goals while balancing military needs and university standards has raised tensions in the past, the state of ROTC today illustrates both progress and room for growth.

The services release little publicly available data about ROTC programs save for funding levels, accessions by service, and program location. This study examines available data, including population reports from CNA, funding data from the Government Accountability Office, and publicly available analyses of ROTC officer promotion and time in service. To assess challenges to ROTC retention, further information is needed examining the number of students exiting the program after one or two years. Additionally, a comprehensive examination of the impact of university support to cadets on retention and success in ROTC is needed.

ROTC in the Military

For the Army and Air Force, ROTC represents the largest single commissioning source for new officers. The Navy commissions officers through Officer Candidate School (OCS) and ROTC at similar rates, while the Marine Corps primarily commissions officers through OCS (See “Officer Commissions by Source”). The service academies consistently provide around 1,000 new officers per academy each year, and OCS can be used to quickly increase the number of officers. ROTC, in comparison, provides a reliable means to meet the needs of the military with educated, professional officers, with some flexibility to increase or decrease commissioning depending on need. To this point, ROTC funding is directly subject to the needs of the military, with scholarship funding allocated to meet recruitment targets and align to DoD strategic goals. ROTC earns its value to the services because data shows the programs steadily produce new, high-quality officers at a reasonable cost.

(Source: CNA)

Budgetary and manpower constraints are a considerable part of the calculus for maintaining ROTC programs, with services preferring universities proximal to smaller schools to draw from multiple regional colleges or from universities with populous undergraduate classes. Although political shifts have meant colleges are more willing to welcome ROTC back to campus, multiple factors determine a detachment’s viability, including overhead for military science instructors, potential cadet enrollment and accessions, and incentive of ROTC scholarships against tuition costs. For instance, ROTC scholarships do not sufficiently offset high tuition at elite and private universities, while low expected enrollment due to the small size of liberal arts institutions is insufficient return on investment.

Due to high investment and operation costs for maintaining ROTC detachments, the services regularly strive to close unproductive units. Urban areas and the Northeast have been consistently underrepresented as universities distanced themselves from the armed forces and the military invested in easy markets. Given the high cost of establishing and maintaining a ROTC program for the military, ROTC programs in urban centers tend to host students from multiple schools. However, attempts by the services to discontinue low-producing or expensive detachments have regularly faced opposition by Congress and DoD; in recent years, the Air Force and Army have attempted to close units to refocus resources and have subsequently faced blowback. Since the Vietnam-era ROTC chapter closures, the services have expressed little interest in expanding to elite universities or into regions without significant military support or propensity to serve. Patriotism and strong overall military recruitment following the 9/11 attacks perpetuated this trend.

Trends in ROTC Commissioning and Funding

ROTC Accessions

ROTC enrollment has varied significantly over time, most markedly incurring a 75 percent reduction following the transition to the AVF in 1973. Commissioning data through 2016, the most recent year available for officer accessions, shows ROTC has been a relatively consistent and reliable commissioning source across the services since the 1990s (See “Active ROTC Commissions by Service”). 37 Since 2001, the Army has regularly gained about 3,000 new officers annually from ROTC, while adjusting OCS commissions to meet immediate needs. 38 In 2001, 3,070 new officers commissioned into the Army through ROTC, versus 845 through OCS, for a total officer population of 64,797. In 2016, the Army received 3,142 officers from ROTC, compared to 538 through OCS, in an officer population of 77,861. ROTC scholarship and non-scholarship options have consistently provided around 50 percent of commissioning Army officers annually.

ROTC accessions for the other services are smaller, but similarly consistent. The Air Force commissioned 1,817 officers through ROTC in 2001 and 1,322 in 2016, versus 1,294 and 643 respectively through OCS, though the number of Air Force ROTC scholarships over that time notably decreased almost to zero because of an Air Force reduction in the number of junior officers. 39

In 2016, the Navy commissioned 855 officers through ROTC and 1,052 through OCS; a decrease compared with 2001, in which it commissioned 964 through ROTC and 1,278 through OCS. 40 ROTC consistently accounts for approximately 20 percent of annual Navy commissions. While Naval ROTC students have the option to commission into the Marine Corps, this is a less utilized commissioning path – with only 45 Marine ROTC commissions in 2016, compared with 468 through OCS. 41

As previously mentioned, service academy accessions vary slightly. West Point, or the U.S. Military Academy, commissions on average 1,000 officers annually; the U.S. Naval Academy commissions on average 820 Naval officers and 220 Marine Corps officers annually; and the U.S. Air Force Academy commissions on average 970 airmen annually.

ROTC Funding

The DoD Office of Operations and Maintenance reports annually allocated training and education funds, indicating the services’ investment in military personnel training and ongoing education. Most notably, the Army showed a significant increase in funding, from $162.1 million in 2001 to $482.7 million in 2017, and peaking in 2011 at $520.9 million –more than a 300 percent increase. For both the Navy and Air Force, funding increased modestly from 2001 to 2017. Navy funding grew in current-year dollars from $75.4 million to $144.7 million, and Air Force funding from $57.3 million to $95.8 million.

Though the rate of ROTC commissioning has remained relatively consistent since 9/11, funding levels for ROTC training and education (See “ROTC Training and Education Funding”) have grown over time, particularly in the case of the Army. 42 Per new commissioned officer, the Army paid nearly $130,000 in training and education funds in 2015, versus only around $53,000 in 2001. The funding growth during this time reflects conscious efforts within the Department of the Army to more closely align ROTC training with the active-duty Army, to better prepare cadets for the wars of the post-9/11 era. 43 In comparison, it costs the Navy $275,001 per graduate at the Naval Academy and $322,750 per graduate at the Air Force Academy. 44 OCS costs an average of $32,000 per commissioned officer. 45

(Source: Government Accountability Office)

ROTC Compared with OCS and the Academies

Given the reliability of ROTC commissioning rates, it is useful to evaluate the value of ROTC alongside other commissioning sources to put the program into greater context. Studies on retention and promotion across commissioning sources indicate key trends that elucidate the long-term benefits of ROTC for the services. 46 However, the role of ROTC to produce officers captures only part of its greater importance to the services and society.

Due to the lack of publicly available data on exact length of time in service or time in grade by commissioning source, we relied on past comparative analyses to evaluate historical trends of officers commissioned through ROTC. It is possible that trends have shifted as the Global War on Terror has progressed into its second decade. Historically across commissioning sources, officers commissioned through ROTC spent somewhat more time in service than academy graduates and somewhat less than OCS graduates. 47 By a different measure, officers commissioned through ROTC show strong promotion rates, especially at higher levels. Officers from both ROTC scholarship and non-scholarship options have higher retention rates compared to other commissioning sources; 48 in the Marine Corps, officers from OCS and ROTC had higher promotion rates to grade O-4; 49 and in the Army, ROTC scholarship graduates exhibited higher promotion rates than other sources. 50 In the Navy, Academy graduates had better performance records throughout their career, though ROTC remains a critical source of officers. 51

Past analyses 52 and raw data indicate that, compared to other commissioning sources, ROTC remains a cost-effective and reliable source for officers with high rates of promotion and retention. The program has remained a strong source for educated officers who have been drilling and training for years to enter the military full- or part-time. Furthermore, the intangibles of a political education and regular engagement in civil society may tie these ROTC-commissioned officers more closely to civil society and democratic ideals. The benefit for society is even less tangible but critically important. Given the military’s increasing isolation from civilian society, interaction, engagement, and collaboration with cadets and future service members disproves misconceptions about the military, helps communities welcome veterans back into their midst, and most importantly, better shares the burdens of war.

ROTC in Society

In addition to playing a central role in commissioning officers, ROTC has been critical in connecting the military to the rest of society. Many hurdles cited by universities as reasons to bar reentry of ROTC onto campus – the Vietnam War, DADT, the bar on women in combat roles, and transgender individuals’ inability to serve – have been removed, prompting many individuals to demand a change in policy. In many cases, university leadership was hesitant to change or challenge the status quo, especially at elite institutions. The ongoing conversation about the role of the military in society, particularly at learning institutions, is an important one for the health of the civil-military relationship.

For many students, ROTC provides scholarship opportunities to those who may otherwise not have a chance to attend college; for others, it offers a unique career trajectory. For universities, ROTC is an opportunity to educate military officers and future leaders as civilians with a comprehensive educational background. 53 Furthermore, universities benefit from ROTC scholarship funding and student retention and graduation rates. ROTC cadets are high performers who are required to graduate within four years. For society, exposure to ROTC cadets is an opportunity for professors and students to bridge the familiarity gap and address worrisome military recruitment and isolation trends.

ROTC on Campus

ROTC programs vary in structure and size. ROTC detachments are located on one campus and sometimes act as host schools for cross-town enrollment by students at nearby secondary schools. Each ROTC detachment is unique, although with similar organizational structure. 54 For additional visibility into the current state of ROTC’s composition, engagement, and treatment today, we contacted programs diverse in structure, location, and size, and were able to speak with five programs that are illustrative of different types of schools that host ROTC: Brown University, Georgetown University, Harvard University, the Massachusetts Institute of Technology, and Texas A&M University. Brown and Harvard ended their relationship with ROTC in the 1960s but recently reinstated ROTC, while MIT and Georgetown have long-standing relationships with the program as regional host schools. Texas A&M is a Senior Military College (SMC) with a large Corps of Cadets. All information regarding these programs is from the 2017 academic year. These five programs illustrate the structural and size differences in the ROTC program, its importance to the campus, and its reception among students and the community. Highlighting these individual programs further provides a view into current trends in military-university engagement.

Brown University was the final Ivy League institution to welcome ROTC back to campus in 2016 after a historic disconnect, following lively debate among students and alumni. 55 In the 2017 academic year, Brown had 18 student cadets representing each of the service branches, each program hosted by a different nearby school. 56 Although the Brown administration sought to host a program with alumni support, the military cited the expense of establishing a program and the efficiency of cross-town enrollment for its refusal. To support students and facilitate community and assistance, Brown established the Office of Student Veterans and Commissioning Programs (OSVCP), which provides transportation and logistics assistance in addition to regular luncheons for cadets and veterans. Other than days on which cadets wear uniforms, there is minimal explicit engagement between cadets and other students at Brown. Despite being the last Ivy League school to welcome ROTC back to campus, Brown has experienced remarkably little fanfare or issue following reengagement with ROTC.

The Hoya Battalion at Georgetown University hosts four other schools 57 in the District of Columbia with a total enrollment of 140 cadets, half of whom are from American University. The ROTC offices are located separately from campus, reflective of the minimal engagement the detachment has with Georgetown and the other universities. Cadet community engagement is primarily through Color Guard presentation of the flag at sporting events on campus and at events in the D.C. region and via a community service project all cadets must complete during their final semester of college. There is interest in greater university engagement, through campus-wide events such as sexual assault awareness month or black history month, or campus institutions such as the multicultural center. Such engagement is currently motivated by military science instructors or detachments to engage further on campus.

Hosted by MIT, the Paul Revere Battalion includes students from eight other regional universities, including Harvard University. 58 Harvard downgraded ROTC to an extracurricular following the Vietnam War, leaving Harvard students the options to enroll cross-town at MIT, with further faculty opposition following implementation of DADT. Harvard cadets still participate in MIT programs. Enrollment in the Paul Revere Battalion averages 60-75 cadets annually for all eight participating schools. If participating schools have at least five cadets on campus, military science instructors have the opportunity to teach on those campuses, though the majority of classes take place at MIT. Similarly, once cadets demonstrate proficiency at PT, cadets lead their own PT sessions on their home campus. AROTC initiatives at MIT include multiple opportunities for military science instructors to teach university students, detachment partnerships with university groups, and cadet-led initiatives. The Paul Revere Color Guard presents at sporting events and ceremonies on campus. MIT and ROTC have a positive relationship with no negative opinions toward students. MIT boasts the strongest community engagement and community development within the 2 nd Brigade of Army Cadet Command, which covers the Northeast United States.

Founded by the Morrill Act and an all-military college until 1965, Texas A&M is one of six SMCs. 59 SMCs provide a unique function under Title 10 of the U.S. Code, with specific requirements to train and develop character among students via the Corps of Cadets. 60 Students decide whether to commission through the Corps after a year and a half, with those who do not commission still able to participate, though subject to the same requirements. The A&M Corps of Cadets aims to commission 100 cadets a year and comprises 2,500 cadets. Despite the Corps’ relative size on a campus of 59,000 students, the cadets are a significant, respected, and supported presence. Texas A&M cadets are known for their presence at major sporting events, and the Fightin’ Texas Aggie Band performs at all games. Most ROTC detachments include a community service component, for which Texas A&M’s Corps of Cadets completes an annual “March to the Brazos [River]” to raise money for the March of Dimes.

ROTC in the Community

The most striking difference between programs interviewed for this study is the discrepancy in engagement activities with local communities. While not representative of all ROTC programs, our discussions suggested the tone of relationships between detachments and university communities varied from positive to disengaged. Engagement initiatives are developed by individual ROTC programs, contingent on the program’s goals, and include DoD ROTC events, engagement with the local community, and engagement with the host school or participating schools. While all programs provide leadership training and physical training, there is no specified guidance regarding engagement with university hosts or the adjacent community. Subsequently, engagement beyond the stipulation to train, teach, and prepare cadets varies widely.

The presence of ROTC is more visible at host schools, to which cadets travel from other campuses for drill and military science courses. Programs showed a tendency for ROTC to live in a bubble, content to train and prepare cadets without engaging further with the university or community. Subsequently, at some schools where ROTC is not a key part of university life, the program can often go unnoticed by university departments; at others, the faculty are unaware of how to interact with the program. ROTC instructors observed a general lack of awareness or familiarity with the military among students. While cadets traverse both military and college life, there exists confusion regarding the presence and purpose of ROTC. Secondary schools are sometimes less welcoming to cadets than the host institution, and cadets there experience their peers’ disapproval. While the visible return of ROTC programs to campus has been met with remarkably little pushback or animosity, the lack of awareness and understanding about the military and purpose of cadets highlights other issues. MIT, on the other hand, demonstrates a program interwoven with its host institution, where detachment leadership endeavors for cadets to participate equally and easily with ROTC and university communities, developing affinities with campus groups and sports. Illustrating one way of breaching the familiarity gap, cadets sometimes include their sports teammates in morning PT sessions.

The attitude toward ROTC and cadets at most host and secondary universities is either disengaged but positive or generally apathetic. In our discussions, we heard of some strained relations at participating schools that had cadets worried about wearing their uniform on campus and feeling isolated from the university. Some instructors mentioned that the ROTC offices serve as a safe space for cadets who feel like they are not full members of their university. By no means a universal phenomenon, the pattern nonetheless highlights the lack of understanding of cadet and ROTC life and presents an opportunity for university administrators to better support and include ROTC in university events and culture.

Of ROTC programs interviewed, the program at MIT was the most engaged with the university and the community. The cadre organized a Freshman Advising Seminar to help freshmen adjust and learn to converse with different audiences, a Vets and Cadets partnership between veteran students and ROTC cadets, and mentorship to support men of color in partnership with the Office of Minority Education. Furthermore, the ROTC cadre teach leadership during MIT’s winter Independent Activities Period and hosts a Football Leader Camp, and the cadets complete weapons familiarization with MIT Police. As evidenced by the collaboration between the Paul Revere Battalion and MIT, as well as efforts to engage with participating secondary schools, there are many opportunities and options for ROTC programs to have a greater impact on their host school. Our discussions with ROTC detachments indicated that while ROTC already serves an important role for the military and society on college campuses, there is room for many ROTC programs to have a greater positive presence on campuses and in local communities.

Recommendations

Our conversations with ROTC instructors demonstrated how many unrealized opportunities there are for bridging the civil-military divide through ROTC, which would benefit the services, universities, and society as a whole. Overall, the services need to assess the balance between commissioning sources, funding, and geographic diversity of ROTC programs. While DoD and congressional opposition is possible, the services could do more to make their case for maintaining and leveraging a nationwide presence for future recruiting and diversity. Furthermore, ROTC should be more flexible in reflection of personnel and talent management changes to DoD writ large. In a time where few Americans are exposed to the military, ROTC can be a venue for increased dialogue and engagement between the military and society as well as a compelling entry point into service for many young people. MIT’s Paul Revere Battalion is an exceptional example of the kind of engagement possible and offers a blueprint for other programs. Cadet Command, the services, and Congress could do more to encourage and demand higher standards of participation with host universities and communities.

First, there is room for more formal ROTC collaboration with the university by enhancing partnerships across campus. Encompassing traits of a leadership course and a varsity sport, ROTC has many potential venues for formalized engagement. Specifically, ROTC units could establish partnerships with university multicultural centers, student advisory services, mentorship services, sports teams, and more. Such mentorship and departmental collaboration would employ military leadership and structure where it can make an impact, while also familiarizing students with a major component of American foreign policy and influence.

Second, ROTC units can foster community by collaborating with student veterans. Given the shrinking number of veterans in society, integration can be a challenge. Welcoming student veterans into the cadet community would serve as a mentorship platform and minimize both veteran and cadet isolation. Some university offices create joint offices for veterans and cadets together, such as Brown’s OSVCP, which can serve to bring the vast experience of student veterans together with future military officers. Combining veterans and cadets supports leadership development; provides a support group that other students gain from sports, fraternities and sororities, and religious groups; and allows the military community to jointly coordinate. Furthermore, an established community could help draw veterans to universities that may otherwise seem unwelcoming.

Third, there should be greater connection between faculty and ROTC. Non-cadet students should have the option to audit or take military science courses as electives. Cadets are not officially part of the military until they commission after graduation, and each service’s ROTC program allows for some later entry; therefore, the courses serve as an educational tool as well as a recruitment tool. ROTC instructors could additionally offer a Military and Department of Defense 101 class for faculty and students to educate the student body more widely. While cadets can study abroad with approved summer courses, Army Cadet Command and the other services should allow greater access for cadets to study abroad or take a semester at other institutions, both to broaden the cadet’s knowledge, perspective, and experience and to expose other universities to ROTC.

Fourth, past research has recommended expanding the ROTC program to include postgraduate and community college students. 61 ROTC currently recruits from the undergraduate population at four-year institutions; broadening ROTC eligibility would encourage greater diversity among military officers, increase the pool of potential officer recruits, and allow for greater interaction with society. For instance, community colleges are an untapped source of talent. They boast strong attendance 62 and could fulfill certain technical specialties in the warrant officer community. Similarly, graduate students who may have missed the chance to enroll in ROTC as undergraduates would be highly educated assets to the services.

These recommendations offer lines of effort for leveraging ROTC and one course of action to address the civil-military divide. ROTC produces skilled officers with the ability to lead; the program itself could be more flexible in order to reach more individuals and fully engage all of society.

In the second half of the 20th century, ROTC’s purpose of developing citizen-soldier officers and educating a diverse set of future leaders was sidelined by controversies in American society and further damaged by isolation and a growing familiarity gap between society and the military. As the country continues to ask so much of its military, the willingness of citizens to serve will be essential to maintaining the professional All-Volunteer Force on which the United States has relied since 1973. In 1775, George Washington told the New York Provincial Congress, “When we assumed the soldier, we did not lay aside the citizen,” confirming the military’s respect for, and understanding of, American liberty. 63 The ongoing isolation of the military from society since the mid-20 th century threatens that balance and the importance of a citizen-soldier. Furthermore, geographic isolation of military bases in the West and South, trends toward military service as a family profession, and shrinking numbers of citizens with any connection to the military 64 position ROTC as a natural bridge between the military and society.

ROTC has been an important interlocutor between the military and society since its inception, though this role waned post-Vietnam and in the AVF-era of troop drawdowns. 65 Moreover, since the institution of the AVF, American society at large has become more separated from the U.S. military socially and geographically. The personal distance from the military experienced by many citizens can pose a danger for a few reasons. In the words of author James Fallows, “America’s distance from the military makes the country too willing to go to war, and too callous about the damage warfare inflicts.” 66 Less tangibly, this distance leads to preconceptions and inaccurate understanding of the military. 67 Distance from and ignorance about the military inhibits healthy interactions between civilians and service members, and it prevents successful community integration of veterans into society after service.

ROTC has a strong history as a platform for civic engagement and education, and government initiatives should include ROTC in their examination of existing means of engagement to close the familiarity gap and inspire service. With a national presence at a wide variety of universities and a focus on civil and military values, ROTC has the potential to provide greater outreach and engagement for the military to younger generations.

The full working paper is available online.

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Former Research Associate

Emma Moore is a former Research Associate at the Center for a New American Security (CNAS). Moore is a Non-Resident Fellow at the Brute Krulak Center for Innovation and Creati...

Andrew Swick

Former Research Associate, Military, Veterans, and Society Program

Andrew Swick is a former Research Associate with the Military, Veterans, and Society Program at the Center for a New American Security (CNAS), where he focused on civil-milita...

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Military training has existed at MIT ever since the Institute opened its doors in 1865. More than 12,000 officers have been commissioned from MIT, of whom more than 150 have reached the rank of general or admiral. Students who are United States citizens or who have applied for citizenship, are of good moral character, and are medically qualified for military service, may enroll in the programs for leadership training. Non-citizens who fulfill naturalization requirements for citizenship prior to graduation may enroll and participate in the Army or Naval ROTC two-year non-scholarship programs. Any full-time MIT student may participate in the Army or Naval ROTC programs for leadership training.

All three programs—Air Force, Army, and Naval ROTC—have the following characteristics in common:

Application is voluntary.
Admission is selective.
All admit men and women.
Enrollment as a non-scholarship first-year student or sophomore does not involve a military service obligation.
Most students enter the program at the beginning of their first year. However, entry up to the middle of the sophomore year is available. (For Army ROTC, students may enter at any time as long as they have four full semesters remaining until undergraduate or graduate degree completion).
To be eligible for a commission as an officer in the Armed Forces, students must complete the Reserve Officers' Training Corps (ROTC) program, including summer training, and earn their bachelor's degree. (Army ROTC students who are pursuing a graduate degree must complete the ROTC program, including summer training, and earn their graduate degree).
Upon request by the student, any required summer employment financial aid contribution can be waived if summer training makes such employment impossible.
Non-scholarship students may compete for ROTC scholarships, many of which cover full tuition and fees, and range from one to four years for the Army, Air Force, and Navy.
Enrollment as a scholarship recipient beyond the first year generally creates an obligation of four years of active duty service in the Navy or Air Force, or four years of active duty or eight years of reserve duty in the National Guard or Reserve for the Army.

Aerospace Studies (AS), Military Science (MS), and Naval Science (NS) subjects are not included in a student's grade point average, and the credits do not count toward a degree. These subjects can be applied toward the Physical Education and Wellness Requirement. In some cases, the ROTC programs may include departmentally approved subjects that provide academic credit.

Students who accept a contract to become an officer must maintain acceptable levels of academic performance and physical fitness. ROTC academic performance requirements may exceed Institute standards. Breach or willful evasion of the contract could lead to a period of enlisted service or to repayment of scholarship funds.

Specific information concerning benefits, ROTC training programs, career opportunities, and contractual obligations can be obtained from the program offices listed in this section.

Air Force ROTC

The Air Force Reserve Officer Training Corpse (AFROTC) program at MIT prepares students to become commissioned officers in the Air Force or Space Force while earning a college degree. Students will learn the principles of leadership in the classroom and put them into practice through hands-on management experience and valuable leadership-building exercises. AFROTC students are part of a tight-knit community of driven individuals who enjoy college life just like every other student on campus, while having the opportunity to pay for school through AFROTC scholarship programs.

Training Program

AFROTC is typically a four-year program, though exceptions can be made if students only have three academic years remaining before graduation. Accreditation for AFROTC courses may also be given if a student has prior military service, experience in JROTC, Civil Air Patrol, or at a service academy.

During the first two years of AFROTC, students are in the General Military Course (GMC). In the last term in the GMC, students may compete for entry into the Professional Officer Course (POC) selection process. Selection into the POC is based on academic aptitude, fitness, performance in the GMC, the recommendation of the professor of aerospace studies, and needs of the service. Students selected for PSP and FA attend field training during the summer between the sophomore and junior years. Field training is held at Maxwell Air Force Base, Alabama, and is a two-week encampment that will evaluate your leadership potential and provide you the opportunity to expand your skills as both a leader and team member. Upon completion of field training, students enter the POC for the next two years before commissioning as an officer in the Air Force or Space Force.

Classroom Instruction

AFROTC offers a series of specialized classes and hands-on laboratories that give students a better understanding of the different functions of military leadership and provide the tools to help them succeed in their future career as an Air Force or Space Force officer.

Cadets in the program take two AFROTC classes per semester: Aerospace Studies (AS) and Leadership Laboratory (Lead Lab). The AS class is designed to educate students on a wide range of topics that progress through the students' time in AFROTC. Students learn everything from the basics of being in the Air Force or Space Force to leadership, management topics and national security issues.

In Lead Lab, students have the opportunity to apply what they learn in the classroom learning. During Lead Lab, students are taught military drill and ceremonies, customs, and courtesies; hear from distinguished guest speakers; and most importantly, are given the opportunity to practice and hone their leadership skills. Lead Lab consists of a two-hour class held once per week and one-hour physical training sessions two times per week.

Scholarships

AFROTC scholarships are available on a competitive basis to qualified applicants. Scholarships may pay up to full tuition and authorized fees, include $900 per year for textbooks, and a $300–500 nontaxable allowance each month. All cadets who enter the POC and are not already on scholarship will be awarded the Charles McGee Leadership Award. This award pays $18,000 per year for two years and cannot be applied to graduate studies.

Housing Benefit

Any scholarship awardee will be allowed to convert their award for a $10,000 per-academic-year "housing scholarship" used for on-campus housing. This is for room only; board is not included and the conversion must begin at the start of the fall academic term, if exercised.

Students can apply for an AFROTC scholarship without incurring a service obligation. However, students awarded the scholarship do become obligated upon accepting and signing an agreement with the US Air Force or Space Force. The length of the initial service commitment depends on the student's career after graduation. Most officers have a four-year active-duty service commitment. Pilots have a 10-year active-duty service commitment, and both Combat System Officer and Air Battle Managers have a six-year service commitment upon completion of their respective training.

Eligibility Requirements

Academic standards.

Students must be enrolled full-time student at MIT, Harvard University, Tufts University, or Wellesley College and must successfully complete all Aerospace Studies courses and Leadership Laboratories that are part of the AFROTC curriculum. Cadets on a scholarship must maintain a 2.5 GPA; cadets not on scholarship must maintain a 2.0 GPA.

Fitness Requirements

The physical fitness test (PFT) is taken twice a year (fall and spring semesters) to ensure cadets meet fitness requirements. The PFT consists of a body mass index measurement, one minute of push-ups, one minute of sit-ups, and a 1.5-mile run. Cadets in the GMC and not on scholarship must take the test, but do not have to pass. Cadets in the POC and cadets on scholarship must pass each PFT.

Cadets must undergo a medical examination by a military doctor or designated civilian contractor. The medical examination will be scheduled and reviewed by the Department of Defense Medical Examination Review Board (DoDMERB). Examinations typically take 6–8 weeks to process, after which DoDMERB will determine whether they are medically qualified for the program. While the examination is processing, students can still participate in AFROTC with a completed sports physical.

Citizenship Requirements

Non-US citizens are eligible to participate in the GMC but must become a US citizen prior to attending field training and entering the POC. A student must be a US citizen to qualify for AFROTC scholarships.

Application Procedure

Interested students can sign up for the AFROTC program by visiting or contacting the Aerospace Studies Department, Room W59-114, 617-253-4475, [email protected] .

The Army ROTC program at MIT is designed to enhance a student's college education by integrating into the curriculum leadership and management theory with leadership practicum modules. Through coursework and in-class practical experience, students will develop decision-making skills, climate and culture understanding, and time-management skills—leadership qualities that are essential to success in any field, including corporate or research careers. Students completing the ROTC program earn a commission as a Second Lieutenant in the US Army, Army Reserve, or Army National Guard. Non-scholarship students may participate in the first two years of Army ROTC with no commitment to military service.

The Military Science and Leadership Program is a four-year program composed of the Basic Course (first and sophomore years) and the Advanced Course (junior and senior years).

Four-Year Program

The four-year curriculum combines classroom and leadership laboratory work. Any MIT student is eligible to participate in the leadership development courses regardless of academic grade.

During the summer between their junior and senior years, students participate in a four-week Advanced Camp (AC) at Fort Knox, KY (near Louisville). Upon graduation from college and successful completion of Advanced Camp, students are commissioned as officers in the US Army, US Army Reserve, or Army National Guard.

Two-Year Program

The two-year program is designed for students who did not complete the first two years of the Army ROTC program. If students have at least four semesters remaining in their academic program at MIT or are interested in pursuing a graduate degree, they may be eligible to participate in the Advanced Course. Students who do not complete all requirements of the Basic Course (first and sophomore years) of instruction must participate in a four-week training camp, called Basic Camp (BC) at Fort Knox, KY, unless they have successfully completed any service enlisted Basic Training Course or are a graduate of a certified Junior Reserve Officers Training Corps program. Once students complete Basic Camp, they are eligible to receive the same benefits as members in the four-year program.

Army ROTC scholarships are available on a competitive basis to qualified applicants. Two-, three-, and four-year scholarships are available each year, and are awarded on campus through the professor of military science or through a national selection board. High school seniors may apply for four-year scholarships in conjunction with their application to MIT. Scholarships pay full tuition and all mandatory fees, plus $1,200 for books and supplies each year, and a tax-free stipend ranging from $450 per month. The scholarship is flexible and can be used for the either (1) tuition and all mandatory fees, or (2) room and board, but not combined to cover portions of both.

Program of Instruction

The Army ROTC curriculum is designed to enhance a student's college education by providing distinctive leadership and management training in conjunction with realistic experience. The program emphasizes leadership theory and practice, organizational management, public speaking, tactics, purpose and history of the military, and physical fitness.

Students enrolled in the first two years of the program attend one hour of class and three hours of physical fitness each week. Collegiate athletes, while the sport is in season, must pass the standard physical fitness test and then are exempt from ROTC physical training. In the final two years of the program, class and physical fitness total four to five hours per week. Students also participate in a weekly Leadership Lab that highlights a particular military activity. Finally, students participate in a field training exercise each semester that includes small unit tactics and leadership, firing and M4 carbine rifle, land navigation, rappelling, obstacle courses, and possibly a helicopter orientation ride.

Extracurricular Events

The ROTC program offers MIT students a wide spectrum of opportunities to participate in numerous challenging and rewarding extracurricular activities, such as high adventure training and field training exercises. Army Airborne, Air Assault, Mountain Warfare, and other military schooling and training programs are available on a voluntary basis to qualified cadets. Also, there are global summer internships available at national research laboratories, numerous Army bases, or the Pentagon. Finally, following graduation there are opportunities—primarily for students going on to law, medical, seminary, dental, or veterinary school—to defer the service obligation until completion of their graduate studies. Most of these graduate study opportunities are funded by the Army, once the applicant is accepted through a national board process.

Opportunities in the US Army Reserve/Army National Guard

Army ROTC offers opportunities to seek a commission as a Second Lieutenant in the Army National Guard or Army Reserve. This unique option provides the flexibility for newly commissioned officers to participate in the Army part time while pursuing an advanced degree or a full-time career.

Eligibility Criteria

Enrollment in the first-year and sophomore ROTC courses is open to all MIT students. To be eligible for Army ROTC scholarships and/or enrollment in the junior- and senior year ROTC courses, students must be citizens of the United States or on the path to citizenship and will become a citizen before they graduate; physically and medically qualified in accordance with existing Army regulations; and enrolled at MIT, Harvard University, Tufts University, Wellesley College, Lesley University, Endicott College, Gordon College, Gordon-Conwell Theological Seminary, or Salem State University as full-time students.

Students normally apply for the four-year program during their junior and senior year in high school, but students may enroll in the course or apply for a campus-based scholarship each semester. Interested students can inquire about the Army ROTC program by visiting the Army ROTC office at W59-192 (201 Vassar St, Cambridge, MA 02139), by calling 617-253-4471, by sending an email , or by visiting the website or the program's Facebook page .

The Navy Reserve Officers Training Program (NROTC) is a multi-year program that runs concurrently with a student’s normal college or university educational course of study. The mission of the nationwide NROTC program is to develop midshipmen mentally, morally, and physically. The program aims to imbue them with the highest ideals of duty and loyalty, and with the core values of honor, courage, and commitment. The program commissions college graduates as Navy or Marine Corps officers who possess a basic professional background, are motivated toward careers in the naval service, and have a potential for future development in mind and character so as to assume the highest responsibilities of command, citizenship, and government.

In addition to a normal academic workload leading to a baccalaureate degree, NROTC students attend classes in Naval Science, participate in the NROTC unit for drill, physical training, and other activities. The purpose of the NROTC program is to provide instruction and training in naval science subjects which, when coupled with a bachelor's degree, qualify students for commissions in the US Navy and US Marine Corps.

The NROTC unit at MIT offers two officer development programs for which students attending Tufts and Harvard are also eligible. The Scholarship Program provides full tuition, fees, uniforms, a semester book stipend, and a monthly stipend for two, three, or four years. The length of scholarship benefits is predicated upon the student's degree plan. Students will receive scholarship benefits only for the time required to receive their Baccalaureate Degree or four years, whichever comes first. If additional benefits are necessary, students may request and, in some cases, be granted fifth-year benefits.

Students in the College Program for two or four years receive naval science books and uniforms. College Program midshipmen accepted for advanced standing receive a monthly stipend for up to 20 months during the last two academic years. Each year, College Program students compete for full-tuition scholarships for their remaining years in school.

The NROTC program of instruction includes one Naval Science course each semester which encompasses the science of nautical matters and principles of leadership, ethics, and management. Leadership principles and high ideals of a military officer are taught and practiced during weekly drill instruction periods. Concurrently, midshipmen complete all requirements for a bachelor's degree under their respective university’s rules and regulations. Navy Option Scholarship Program midshipmen must complete one year of calculus, one year of calculus-based physics, and one year of English grammar and composition. Both Navy and Marine Option midshipmen complete one semester of American history or national security policy and one semester of cultural or regional studies. NROTC academic instruction is complemented by tours conducted to local naval facilities, cruises aboard active duty naval vessels, and practical navigation and piloting practice conducted aboard training craft.

Between academic years, Scholarship Program midshipmen attend approximately one month of summer training aboard active duty naval vessels and at shore bases throughout the world to become familiar with Navy and Marine Corps procedures. Marine Option students will complete Marine Officer Candidate School following their junior year. College Program midshipmen must complete one summer cruise after their junior year.

Graduating Midshipmen

Upon graduation, midshipmen who complete all academic requirements in the NROTC program are offered commissions as Ensigns in the Navy or Second Lieutenants in the Marine Corps. Unrestricted Navy line officers serve in the aviation, submarine, surface warfare, or special operations communities, among others. Additionally, a few highly qualified officers may be invited to become naval reactors engineers in Washington, DC, or cyber warfare engineers. Navy Option Scholarship Program midshipmen are required to serve a minimum of five years of active military service and College Program midshipmen serve a minimum of three years. Marine Corps Option midshipmen serve at least four years on active duty. There may be additional requirements for specific assigments.

To be eligible for the four-year NROTC program at MIT, Harvard University, or Tufts University, a prospective midshipman must be accepted at one of these institutions. Additionally he or she must be a United States citizen, not less than 17 years old by September 1 of the year starting college, and no more than 23 on December 31 of that year. Applicants must also be found physically qualified by the Department of Defense Medical Review Board.

Further information is available at MIT's NROTC website and at the Naval Reserve Officers Training Program website . Visitors are also invited to learn more at the NROTC unit at MIT, Room W59-110, or at any US Navy Recruiting Station.

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WVSU ROTC History and Hall of Fame

A brief history of west virginia state university army reserve officer training corps.

West Virginia State University (WVSU) has provided military training on campus almost the entirety of its existence. Prior to the establishment of Army Reserve Officer Training Corps (ROTC) in 1942, Soldiers trained at WVSU served in the Spanish American War and in World War I. Since ROTC’s inception, WVSU ROTC “Yellow Jacket Battalion” has produced an additional 871 commissioned Officers. This includes fifteen Officers who attained the rank of General, one Medal of Honor Recipient, two members of the famed Tuskegee Airmen, and men and women who have served in every war and conflict since World War II.

The Second Morrill Act provided for training in military tactics for all affected institutions. When the West Virginia Legislature established West Virginia Colored Institute in 1891, military training was not specifically included, but this training was in operation in the first year of the school’s existence. The college was only a few years old when six students enlisted for service in the Spanish-American War. Four were so well trained that they were immediately made Noncommissioned Officers. In 1899 the West Virginia legislature passed the “Cadet Bill” that enabled up to sixty young men to receive free tuition, board, uniforms, and books. The program was discontinued in 1907.

In 1918 the U. S. Army assigned 120 soldiers from the national Student Army Training Corps to study military and academic subjects at the Institute. The program was canceled when the war ended. Forty-four West Virginia Collegiate Institute students and former students served during World War I.

In 1940, the institution took part in the national Civilian Pilot Training Program to prepare men for military aviation. Both ground school courses and flying lessons were given at Wertz Field adjacent to the college. Another Army program known as the Army Specialized Training Program also existed during World War II.

Much of the credit for the establishment of the present ROTC program goes to Mr. Daniel P. Lincoln, a former Registrar, and Professor Emeritus Daniel L. Ferguson, for whom the ROTC building is named. Their success in conducting military training on a voluntary basis early in World War II laid the ground work for War Department recognition. ROTC was formally established at WVSU in 1942, and at that time was the only one in the country approved by the War Department for a historically black college. Since then, Cadets who earn at least a Bachelor’s degree and meet all other requirements are commissioned as Army Officers. Over 150 of these are currently recognized for their accomplishments in the WVSU ROTC Hall of Fame in the Ferguson-Lincoln Building.

“West Virginia State College Bulletin”, Series 55, No. 5, West Virginia State College, August 1968, Institute, WV.
Departmental Records at West Virginia State University Army Reserve Officer Training Corps.

ROTC Hall of Fame

The Yellow Jacket Battalion has a rich history that boasts 15 General Officer alumni . In total, our Hall of Fame has over 150 members.

Do you know a WVSU ROTC alumni who might qualify for the Hall of Fame? Read the by-laws to learn the criteria.

Download the nomination form . Contact Mr. Duncan Robinson at [email protected] to submit a nomination.

To learn more about supporting ROTC at West Virginia State University, please click here.

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Reserve Officers’ Training Corps: A Case Study on The Aspiring Advance Officers

2023, Mediterranean Journal of Basic and Applied Sciences (MJBAS)

Reserve Officer Training Corps, aspirants struggled too much in training and academic requirements. This study explored the challenges and coping mechanisms encountered and employed by aspiring advanced ROTC officers in adhering to their training and academics. It was participated by the aspirants in Misamis University, Ozamiz City, Misamis Occidental. Interview responses were analyzed using Yin's 5-Step analysis approach to analyze the data and allow researchers to analyze textual data (Yin, 2009). This study generated four themes 1. Family, Relatives, and Peer Influence 2. Difficulties in coping with academic-related concerns 3. Gearing towards the achievement of becoming an officer 4. Positive Outlook. As a result, most participants face different challenges and coping mechanisms in responding to ROTC training and academic requirements. These challenges create an impact physically and mentally, which is extremely stressful during training and in dealing with academics. Given that participants in the ROTC program come from diverse backgrounds and have varying levels of experience and preparation for military training and academic requirements. ROTC programs must recognize these differences and tailor their training and support accordingly. This may involve providing additional resources and support to participants struggling with certain aspects of the training or academic requirements, as well as recognizing and accommodating the unique challenges faced by participants from different backgrounds and determining the importance of resilience and adaptability in the face of challenges. ROTC participants who can develop effective coping mechanisms and strategies for managing the program's demands are more likely to succeed and excel in their training. By acknowledging and addressing the diverse challenges and coping mechanisms of ROTC cadets, the program can help build the resilience and adaptability of the cadets, which will be valuable in their future military endeavours. Further, the aspirants learned the use of managing their time wisely. This study highlights the importance of a positive outlook, time management, and resilience in dealing with challenges in training and academics.

Related Papers

Susan Johnston, Ph.D.

The retention of the next generation of military leaders trained to respond to the threats of the future represents an opportunity for increasing readiness. The network-centric operations model requires investment in levels of intensive training and greater attention to the retention of officers with key leadership skills. This exploratory study examines the influence of psychological hardiness on retention in US Army Reserve Officer Training Corps (ROTC) programs. The influence of hardiness in high-stress, high-stakes environments has been found to be positively related to retention and improved performance. Three scales measuring psychological hardiness, The Dispositional Resilience Scale-15 (DRS-15), the Revised Academic Hardiness Scale (RAHS) and a measure developed specifically for this study, were administered to Army ROTC battalions at three different academic institutions: 1) a private residential university; 2) a publicly-funded residential university; and 3) a publicly-funded non-residential university. Hardiness measures were compared among institutions and retention of participants was assessed. While the influence of hardiness was not found to be related to retention, the difference in hardiness measures among the universities was found to be marginally significant. The value of learning within the community of practice model and its influence on hardiness and retention is discussed. Keywords: Retention; military leadership training; hardiness; Reserve Officer Training Corps (ROTC); community of practice;

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Scientific Journal of Polonia University

Tatyana Khraban

This empirical study describes factors that facilitate/impede the psychological wellbeing of cadets studying at Ukrainian military institutions of higher education. The preference was given to the psycholinguistic method of research, namely the free associative experiment. We argue that the most important factor for cadets' psychological well-being is self-acceptance. When cadets correlate their self-image with professional military activity they develop healthy self-esteem and they are characterized by positive emotional states. Cadets' failure to identify themselves with professional military activity leads to the predominance of negative emotional states. Factors such as some opportunities for personal growth and the increases the probabilities of achievement of the vital purposes are characterized by their correlation with positive aspects of cadets' psychological well-being. A favorable psychological atmosphere in collective is another factor of cadet's psychological well-being. The exceptions are those cadets who have inflated demands and expectations, or cadets with victim mentality. Factors such as autonomy and environmental management are characterized by their correlation with negative aspects of cadets' psychological well-being. The high-risk category is cadets who enter the military institutions having ideal vision about military service that does not accord with reality, cadets for whom the decision to study in some military institution is made by their parents against their will, and cadets who join the army under pressure of life circumstances. The lack of personal autonomy and the inability to independently control one's life can result in health disorders, as indicated by cadet's emotional states of weariness, despondency, melancholy, hopelessness.

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This research aims to explore an analytical model, gauge the interplay between psychological resilience and achieved military competencies, and examine an intermediary role of effort, proactivity, and self-efficacy. In this study, 337 reserve soldiers from Lithuania were investigated with the Lithuanian Military Training Competences Assessment Scale, Resilience Scale, Self-Efficacy Scale, Short Grit Scale (Grit-S), and Proactivity Scale. Our findings highlighted the importance of the psychological resilience of reserve soldiers due to its positive relationship with the personality traits. Implicit interconnectedness between psychological resilience and psychological skills together with military competences was researched, and it became evident that self-efficacy determined a statistically important mediating role (indirect effect = 0.264 **, p < 0.05) between reservists’ psychological resilience and perceived military training course results. However, the other components includ...

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RIT’s Army ROTC gets new commander

Lt. col. michael sim earned a law degree but prefers a classroom to a courtroom.

Scott Hamilton/RIT

Lt. Col. Michael Sim is RIT’s new Army ROTC commander, responsible for about 70 cadets.

Michael Sim, an Army lieutenant colonel who was previously stationed in Ft. Drum in Watertown, N.Y., taught at Massachusetts Institute of Technology, served in Iraq and Afghanistan, and most recently in Italy for NATO, has been selected to lead RIT’s Army ROTC program.

As the ROTC department chair and professor of military science, Sim is responsible for about 70 Army cadets studying at RIT.

“I’m super excited for the opportunity,” he said. “My goal is to commission leaders of character who are physically tough, emotionally resilient, and have a strong foundation of skills, knowledge, and behavior who can lead well. Our primary weapon system is not a plane or a ship. It is young leaders we rely on to lead soldiers who win our wars. The tools that we give our students are tools that will serve them for the rest of their lives.”

A native of New York City, Sim was an undergraduate studying political science and sociology at New York University when the World Trade Center was attacked in 2001.

“There was a great sense of unity at the time,” he said. After finishing his undergraduate degree, he entered law school and joined the ROTC.

“Growing up, I’d always had an interest in the military, but I was never really pushed to do anything with that interest. It wasn’t until 9/11 that the idea of serving became more important to me.”

Although he didn’t work in the legal field, he highly values his educational experience while earning his degree as well as the profession, including Army lawyers.

“I benefitted greatly from it, and I wouldn’t change any of it,” he said of his circuitous path to the military. “I got into the Army a few years older, but I felt more prepared for the emotional rigors that went with it.”

His military path included stints at the former Ft. Hood in Texas (now named Ft. Cavazos) with a deployment to Iraq, Ft. Sill in Oklahoma, and with the Army’s 10th Mountain Division Ft. Drum in Watertown, N.Y., with two deployments to Afghanistan. He received his master’s degree in national defense and strategic studies at the U.S. Naval War College in 2018 and worked as an assistant professor of military science at MIT from 2015 to 2017.

“That introduced me into the instructor side of things,” Sim said. “I fell in love being in the classroom and being a teacher.”

In 2022, he was assigned as a planner to the NATO Rapid Deployable Corps, near Milan, Italy, working on high-level exercises on a multinational staff.

He and his wife, Natalie, now call Henrietta, N.Y., their home. He looks forward to hiking in the summer, skiing in the winter, and his new responsibilities at RIT.

“It’s exciting to watch our cadets grow from being brand-new students to brand-new lieutenants going out in the Army,” Sim said. “It’s a tremendous honor.”

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Research Computing and Data

Summer 2024 maintenance is complete.

We are excited to announce that the Summer 2024 maintenance work was completed successfully. All RCD services have been restored and are ready for users to access.

During the maintenance period, we made the following improvements:

These improvements have improved performance and stability for all users of the cluster.
GitLab was updated to a new major version, v17.2.2.
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To learn more, please see the GitLab Group Allocation documentation page .
Spack MPI modules built with the old version of Slurm will need to be rebuilt.
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To load any moved modules, you must first load the openmpi/5.0.1 module.
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SC State links with the University of the Gambia for student exchange, research and ag extension

The agreement is one of SC State's new mutually beneficial initiatives with the West African nation.

Note: This is the second in a series of articles regarding South Carolina State University’s academic exchange and agricultural extension partnership in the developing West African nation of The Gambia.

BANJUL, Gambia – South Carolina State University and the University of the Gambia (UTG) have entered a historic partnership for mutual research, student and faculty exchange opportunities and agricultural extension services.

“We are delighted to enter a formal strategic partnership with the University of the Gambia to provide sustainable solutions for food security and safety challenges,” said Dr. Lamin Drammeh, associate vice president for SC State Public Service and Agriculture (PSA), who coordinated the agreement for SC State. “Our alliance strengthens our capacities to better address the research, academic and extension education needs of our students, our faculty and the communities we serve.”

The MOU is among a series of ongoing initiatives between SC State and the West African nation, which also include a solar-powered water system aiding 400 women farmers and a project supporting a citrus growing operation.

SC State PSA’s extension work in Gambia is funded by the U.S. Department of Agriculture via the 1890 Universities Foundation Center of Excellence for Global Food Security and Defense (GFSD) housed at the University of Maryland Eastern Shore. Drammeh is the grant’s principal investigator.

Conyers said SC State is best positioned among U.S. institutions for the relationship with UTG, given its status as an HBCU (historically Black college or university) with agricultural education, research and extension programs.

“We were founded more than 125 years ago in 1896 specifically with the mission of agriculture for African American students,” Conyers told the UTG representatives at the MOU signing ceremony. “So, we know this business -- we know this business well.

“We look forward to sharing what we have learned over the past 100 years of educating and elevating African American students so that they can empower their families and their communities – sharing that with you,” Conyers said.

Strengthening Gambia's agricultural sector with more grads

Robinson said Gambia’s agricultural sector needs to be stimulated, so UTG has a goal to increase the number of graduates produced by the School of Agriculture and Environmental Sciences.

“This country must feed itself, and the only way you feed yourself is to make sure our School of Agriculture and Environmental Sciences is well equipped,” Robinson said. “It’s clear that there are huge capacity gaps, but there are opportunities, as well, and this is why we are here signing this MOU to begin to put these ideas into action.”

According to the MOU, the universities will cooperate and collaborate in the following areas of mutual interest:

Faculty exchanges.
Student experiential learning.
Educational administration and leadership.
Food and agriculture systems.
Climate change and climate-smart agriculture.
Artificial intelligence and data science.
Innovative research.

“The experiential learning opportunities for students open the doors to immersive cultural experiences and prepare students for global leadership opportunities in many sectors, foremost in agriculture,” Drammeh said. “The faculty exchange and joint research components will deepen connections between faculty members thus expanding diversity in ideas and creating opportunities for new knowledge.

“Extension support will help train and develop agents who deliver applied research and innovative solutions to smallholder farmers, families and communities that can easily apply them in business or their everyday lives,” he said.

How will SC State students benefit from the MOU?

Noble said SC State College of Agriculture, Family and Consumer Sciences students who study in Gambia will be more attractive to employers.

“One thing that’s being encouraged for new graduates in the United States is that they get some international experience,” Noble said. “Some of the primary companies located in the U.S. are really international companies.

“When a student has any type of international experience on their resume, it raises up their qualifications in their field. Anytime our students get a chance to travel, they get opportunities they would not see anywhere else,” he said.

The Gambian experience will be especially important for the College of Agriculture as it develops new animal science degree programs. SC State’s next major grant-funded extension effort in Gambia will be a small ruminant project intended to improve nutrition. Ruminants are cattle, sheep, goats and other mammals that chew regurgitated cuds. The project will introduce a new breed of goat in hopes of mitigating stunting in the country’s children.

Ag students will first get experience at SC State PSA’s Research and Demonstration Farm in Olar, South Carolina, before taking their expertise to Gambia. UTG also hopes to develop a demonstration farm with SC State’s guidance.

“We have our university farm in place now, and we are making plans for a segment of that farm to accommodate beef cattle, hair sheep and meat goats,” Noble said. “That’s where we will give our students hands-on experiences. So, they understand how those applications they learn in class will fit in when they go into extension work and international work.”

Increasing Gambian farmers’ access to extension agents

Yaffa, Noble’s equivalent at UTG, looked forward to SC State’s assistance with extension development, as the West African nation has a ratio of one extension agent per 1,000 farmers.

“Extension services are very challenging in our country. South Carolina State has a lot of experience in different aspects of agricultural extension services,” Yaffa said. “They can teach us so we can close the gap between the number of farmers and the number of agents in this country.

“With the help of South Carolina State University, we should be able to achieve that in three to five years,” he said.

Along with Conyers, Noble and Drammeh, SC State’s delegation to Gambia included Dr. Louis Whitesides, vice president of research and PSA; Dr. Edoe Agbodjan, associate extension administrator for PSA; and Dr. Joshua Idassi, SC State PSA's state program leader for sustainable agriculture and natural resources, all of whom will contribute to the agricultural work in Gambia.

After the MOU was signed, Whitesides delivered a presentation to the Gambiansabout how using artificial intelligence and other technology can enhance agriculture.

Yaffa said UTG students who visit South Carolina will gain from SC State’s expertise, particularly in technological applications for agriculture.

“It will expand their knowledge about how a bigger country like the United States of America does agriculture,” he said. “Hopefully when they come back, they will replicate some of those new technologies they learn about while they are there.”

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The Influence of Social Factors in U.S. Army ROTC
The interview data in the current study were analyzed by a research team that consisted of the first, second, and third authors as well as a research assistant. The first author is a male PhD and faculty member in sport psychology. He has previously conducted research with ROTC and has provided applied sport psychology services for cadets and ...
(PDF) Preparedness among Reserve Officers' Training ...
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According to a December research report prepared for legislators, the service has nearly half, or 1,700, of the nation's 3,486 JROTC units and 302,500 of its 539,690 cadets.
Leadership Through Rotc: a Comparison of Rotc Leader Development With
branches of the military represented in ROTC programs are the Army, Air Force, and Navy. This study focuses on Army ROTC. As of this writing there are a total of 273 host programs with more than 1,100 partnership and affiliate schools across the country. ROTC produces approximately 60 percent of the Second Lieutenants who join the active
PDF Socialized Leader Development: a Phenomenological Study of The ...
this study of the ROTC leadership educational process are related to identity, culture, socialization, and leader development theory. ... 2002, p.2), due to insufficient research related to ROTC or college student leader development (Dugan & Komives, 2010), there is a gap in the understanding of the personal development process of cadet leaders ...
"Socialized Leader Development: A Phenomenological Study of the College
The purpose of this phenomenological qualitative study was to examine leader development within the college Reserve Officer Training Corps (ROTC) in order to understand from the participating cadets' perspectives, the leader development experience. The study focused on the following central research question: How do participants view and interpret their collegiate Army ROTC leadership ...
Perception of Criminology Students Towards ROTC Program of ...
This research study draw pertinent data and information needed to determine the Perception of Criminology students of Bulacan State University towards ROTC program, this study utilized the descriptive method of research, which refers to the description, recording analysis and interpretation of the present condition of research.
Leveraging ROTC to Span the Civil-Military Gap
While cadets can study abroad with approved summer courses, Army Cadet Command and the other services should allow greater access for cadets to study abroad or take a semester at other institutions, both to broaden the cadet's knowledge, perspective, and experience and to expose other universities to ROTC. Fourth, past research has ...
College ROTC Cadets' Perceptions of Gender Fairness With Selective
gender fairness that impacts Reserve Officer Training Corps (ROTC) participants in particular. Using Durkheim's functionalism theory as the theoretical foundation, the purpose of this phenomenological study was to examine institutional differences in policies regarding justice and gender among ROTC participants who are between 18 and
ROTC vs Non-ROTC students: Demographic, attitudes, behavior, and
Piefer, Mark A., "ROTC vs Non-ROTC students: Demographic, atitudes, behavior, and personality diferences" (1981). Master's Theses. Paper 858. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of UR ...
A study on improving leadership of reserve officers' training corps (ROTC)
A study on improving leadership of reserve officers' training corps (ROTC) November 2016. Journal of the Korean Data and Information Science Society 27 (6):1525-1536. DOI: 10.7465/jkdi.2016.27.6 ...
ROTC Programs
Naval ROTC. The Navy Reserve Officers Training Program (NROTC) is a multi-year program that runs concurrently with a student's normal college or university educational course of study. The mission of the nationwide NROTC program is to develop midshipmen mentally, morally, and physically. The program aims to imbue them with the highest ideals of duty and loyalty, and with the core values of ...
Reserve Officers' Training Corps (Rotc) in Local Colleges and
The study examines the implementation of ROTC programs, focusing on compliance with rules, the effectiveness of public ... This study used a quantitative research method with a survey approach to investigate the implementation of the Reserve Officers' Training Corps (ROTC) in chosen local colleges and ...
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Courtney Rubin Sept. 20, 2017. The Reserve Officers' Training Corps, commonly referred to as ROTC, offers students a chance to study and serve after they complete their degree, or to participate ...
PDF EFFECTIVENESS OF ROTC PROGRAM OF BULACAN STATE ...
mitigation and prevention and Flooding of Bulacan State University ROTC unit. 4. RESEARCH DESIGN To be able to draw pertinent data and information needed to determine the Effectiveness of Reserve Officer Training Corps Program of Bulacan State University, this study utilized the descriptive method of research, which refers to the
PDF Reserve Officers' Training Corps: A Case Study on The Aspiring Advance
The six phases of case study research: are plan, design, prepare, collect, data, analyze, and share a report. This study design is suitable for determining challenges encountered and coping mechanisms employed by aspiring advanced ROTC officers. The study was conducted inside the campus of Misamis University, Ozamis City Misamis Occidental where
PDF The Influence of Social Factors in U.S. Army ROTC
In ROTC, Raabe et al. (2020) quantitatively investigated the perceived cadre be-havior, basic psychological need satisfaction, and motivation of 728 cadets. They found that, on average, cadets in their research indicated satisfactory levels of per-ceived competence (M = 5.22 out of 7) and autonomy (M = 4.87 out of 7).2 Despite
(Doc) the Impression on Rotc Implementation Among Grade 11 & 12
In order for the researchers to clarify their questions that SMNHS-SHS impression on Mandatory ROTC Research Design This study was conducted according to the design of the quantitative descriptive method. Researchers express and evaluate the views and Impression of SMNHS-SHS students on Implementation of Mandatory ROTC. Population of Sampling ...
PDF The Perception of Parents and Students on the Implementation of the
ROTC program, aiming to prohibit and penalize any cadet supervisor who engages in or puts student cadets at risk of hazing. of NSTP classes. The majority of respondents strongly C. Perception of Students on the ROTC Program A study conducted by Tullao (2019) examined the perceptions of 324 Criminology students at Bulacan State
WVSU ROTC History and Hall of Fame
Office of Institutional Research, Assessment and Effectiveness; Office of Legal Affairs; Office of Multicultural Affairs ... (ROTC) in 1942, Soldiers trained at WVSU served in the Spanish American War and in World War I. ... In 1918 the U. S. Army assigned 120 soldiers from the national Student Army Training Corps to study military and academic ...
(PDF) Reserve Officers' Training Corps: A Case Study on The Aspiring
The six phases of case study research: are plan, design, prepare, collect, data, analyze, and share a report. This study design is suitable for determining challenges encountered and coping mechanisms employed by aspiring advanced ROTC officers. The study was conducted inside the campus of Misamis University, Ozamis City Misamis Occidental ...
RIT's Army ROTC gets new commander
Research News; RIT Life. Overview of RIT Life Student Clubs and Organizations ... As the ROTC department chair and professor of military science, Sim is responsible for about 70 Army cadets studying at RIT. ... He received his master's degree in national defense and strategic studies at the U.S. Naval War College in 2018 and worked as an ...
Communications Studies
Communications Studies Communication (BA) A Bachelor of Arts in Communication Studies is designed to allow all forms of interpersonal, small group, organizational, public, and mass communications. This degree provides concentration courses in contemporary theory, research, and practical application of communication principles.
Undergraduate Studies
Graduates are well-equipped for careers in designing and evaluating computer systems used within businesses. Recent graduates are working in careers related to systems design and analysis, application programming, database administration, and information retrieval, as well as for continued study toward an advanced degree. CIS Program
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SC State links with the University of the Gambia for student exchange
The agreement is one of SC State's new mutually beneficial initiatives with the West African nation. Note: This is the second in a series of articles regarding South Carolina State University's academic exchange and agricultural extension partnership in the developing West African nation of The Gambia.