Educational Shifts within the United States Army: Changing the Perception of Education at the Unit Level

By Staff Sgt. Adam E. Wahl

Winner, NCO Writing Excellence Program (July 2016)

The United States Army is on the doorstep of many significant changes as we transform from a large force, operating at a high tempo, to a smaller force that is prepared to fight on the battlefields of tomorrow; a critical aspect to how we make this transition will find its roots in education.  The debate between civilian versus military educational systems should instead seek answers on how we can best integrate these systems as a two-pronged approach to learning.  Leaders at all levels must overcome challenges in funding, time and mission requirements to set all of their subordinates on a path that will ensure their success as well as those around them.  According to government data , only six percent of our enlisted force has completed a bachelor’s degree.  By fiscal year 2025 the Army should strive to have a rate much closer to the national average of thirty four percent.

While most believe that a post-secondary education is a critical component to long-term success both in the military and in the civilian world, views differ significantly on which route is best to obtain this education and how it would be best put to use.  As members of the military, we find ourselves in a unique position to obtain, at no cost to us, civilian education that will ensure our competiveness both in and out of uniform.  Far too many of the Soldiers in our ranks fail to take advantage of the benefits afforded to them.  The responsibility for this failure starts and ends with the Non-Commissioned Officer Corps.

One needs to look no further than the NCO Creed to find the importance of “remaining tactically and technically proficient.”  We, as Soldiers, are also reminded of the importance of education when it comes time to review our own, or rate a subordinate Soldier’s duty performance.  Over the course of the last fifteen years, a demanding operational tempo has shifted focus away from traditional education as our force required low-density MOS training to ensure battlefield success in the multiple areas of operation, around the globe, that the United States Army has found itself in.  As our Army transitions yet again, leaders must make education a priority.

The diversity that is found in the United States Army is an important part of who we are as an organization.  With Service Members from every walk of life, it is important to make mention that not each one is perfectly suited for the rigors involved with obtaining a bachelor’s degree.  Recognizing long-term goals as well as strengths, weaknesses and areas of interest should be the responsibility of every First Line Leader.  How can we ask a First Line Leader to develop an education plan, when he or she holds little value in education?  Regardless of academic aptitude, a variety of educational opportunities exist for us to take advantage of.  It is our responsibility to make subordinates aware of these opportunities.

Many Soldiers enter active military service as an alternative to the traditional educational path of entering college immediately upon graduating from high school.  It takes these Service Members very little time to get out of a proper education-focused mindset.  By the time these Soldiers are in the NCOES pipeline, their academic ability has diminished to a level that is not compatible with the higher education standards of their peers in the civilian sector.  By the time these Soldiers approach their ETS, the likelihood that they will continue with education after separation is very low.  In fact, a Pew Research study  concluded that veterans without a college degree are statistically more likely to encounter difficulties when they transition.  This cycle must be broken early in their military career.  As fiscal resources continue to be scarce, the downsizing of the military is sure to catch many soon-to-be separated Soldiers, without the skillsets necessary to flourish in the civilian world.

Many career Soldiers elect to delay starting their education until the later portion of their careers.  Civilian education is too often viewed as a tool to transition to the civilian world rather than a potential force-multiplier within the Army.  When Soldiers do not place a priority on furthering their education while still wearing the uniform, the Army is losing out on having these educated soldiers in their ranks.

In 2015, the U.S. Bureau of Labor  Statistics puts the national unemployment rate for those with a bachelor’s degree at almost 2.8 percent.  Those whose education consists of only a high school diploma average 5.4 percent.  Likewise, the difference in earning power is significant; the median weekly wage jumps from $678 to $1137 as a result of obtaining a four year degree.  Over a lifetime of working, this difference is staggering.  Civilians have the unfortunate necessity of analyzing the cost versus benefit for obtaining a degree.  As members of the military, our only cost is our time.  Soldiers are their own worst enemies when it comes time to elect to make that sacrifice.

With the standard retirement age in the United States currently at sixty five, most working adults will spend forty five years in the workforce.  Even if a Service Member spends a full twenty year career in uniform, it is likely that a second career will be needed to sustain a livable wage that will provide a more comfortable lifestyle.  The fact that the unemployment rate for veterans in 2015  stood at 5.8 percent speaks to the need for educational reform within the military. Focusing on civilian education during a Soldier’s military career will result in more post-military career opportunities and a much higher overall earning potential.

Professional Military Education has undergone significant changes in recent years.  Leaders, at all levels, recognize the importance of continuing to develop our internal education systems.  Early in FM 6-22 , the premise behind leader development is addressed.  “Leader development is achieved through the life-long synthesis of the knowledge, skills, and experiences gained through the training and education opportunities in the institutional, operational, and self-development domains.”  The force needs to take a much more serious look at this concept and diligently develop a plan that encompasses this theory.

In the fall of 2015, the Army took significant steps to overhaul the Professional Military Education System, otherwise known as PME.  The changes that were implemented are exactly what the PME needs to legitimize itself with academic institutions that cater to military members.  Class rankings, GPA, and a renewed focus on writing will show all Soldiers that the Army does place an importance on furthering one’s education, and it also has high expectations of its Soldiers’ academic performance that are in line with the historical standards of the larger institution.  Additionally, these changes will also help prepare junior Enlisted Members for the civilian academic arena.

The Select, Train, Educate, and Promote (STEP) program sends a very clear message to everyone that education will no longer take a back seat when it comes to promotion and career development.  As of February, 2016, fourteen thousand Soldiers throughout the Army had yet to complete their required NCOES to be eligible for promotion.  According to CSM David Davenport, the Senior Enlisted Soldier for TRADOC, many of these Soldiers simply are not ready to attend these schools.  He goes on to say that unit level leaders must do more to prepare soldiers for the challenges that they will face when they arrive at training .

One way to reduce the backlog at PME courses is to waive some requirements for those Service Members who have already obtained a bachelor’s degree. The Army could still utilize STEP, but should allow promotion for those who have civilian education credentials.  A twenty four month waiver process would allow these Soldiers ample time to complete the requirements of the Professional Military Education System.  These Service Members would also stand greater odds of success because they are familiar with types of challenges that will be encountered in their upcoming NCOES course.

Furthermore, the Army could institute civilian educational requirements for Enlisted Soldiers.  By requiring all leaders with a pay grade of E-8 and above to have a bachelor’s degree, the Army would align itself more closely with the educational requirements of the civilian world.  It would be realistic to ascertain that the quality of leadership would improve by these senior leaders developing themselves by furthering their education outside of military doctrine.

The best way for NCO’s to drive change in how education is viewed is to start at the lowest level.  First Line Leaders should, during the Soldier’s initial counseling upon arrival at their new unit, articulate the expectation that furthering one’s education, in one way or another, is a requirement of the organization.  Leaders should be tasked with helping a soldier to develop and implement an education plan.  Quarterly counseling should follow and progress will be closely monitored.  Leaders should also be evaluated on how their subordinates perform academically and on the progress that they make throughout the rating period.

The gap between civilian education and PME can best be bridged with an overhaul to how the American Council on Education assigns credit recommendations on the Joint Services Transcript, or JST.  Army leadership should continue to work with this organization to diversify the category of credits, thus making them more transferable to common degree programs.  This will encourage Soldiers to have their JST evaluated by local schools and take steps towards pursing their degree.  A recent Rand Corporation study  suggests that only fifty seven percent of Service Members attempt to transfer credits earned in the military to outside academic institutions.  Forty seven percent of those that did, were not satisfied with the number of credits that were awarded.

The Army should also encourage education by offering an Army War College style education to Enlisted Members who have a desire to pursue a graduate degree.  This can be used in conjunction with the current STEP system for NCOES.  Other lessons learned from the Officer Corps can be utilized to encourage education amongst Enlisted Soldiers.  It is common for Senior Officers to require reading, discussion and report writing for subordinate Officers.  NCO’s should incorporate this style of learning via Company-level NCODP.

A common theme exists with Enlisted Soldiers who fail to take advantage of educational opportunities.  Typically, these Soldiers cite the lack of free time to complete college level studies.  This obstacle can be tackled at the lowest level of Army leadership.  A top-down approach to encouraging education starts with allowing Soldiers who are pursuing a certain credit threshold to be relieved of some additional duties which are counterproductive to their studies. If an increased focus on academics can be achieved without compromising military objectives, it is the responsibility of the leadership to encourage its Soldiers to develop themselves by furthering their education.

The GoArmyEd Portal, which Soldiers at all levels utilize to request tuition assistance and track degree progress is in desperate need of an over-haul.  The system is antiquated and very cumbersome to use.  The customer support staff has difficulty assisting in even the most basic functions, as the approval process for courses is typically done at the state or installation level.  Upgrading this system will show the force that the Army is serious about making enrollment as easy as possible.

When debating the merits of civilian versus military education, it is important to recognize the different purposes behind each form of education.  Military education largely exists to meet current operational requirements of the force.  Recent changes in PME have done a fantastic job in fostering a climate of educational excellence.  Continued development and monitoring of the PME changes will be required to ensure that Service Members are benefiting from this exposure to education.

When Service Members rely solely on the PME system to fulfill their educational needs, they risk not being properly prepared for reintegration into the civilian job market.  No matter how long an individual Soldier serves within the ranks of the Army, civilian education will set the stage for increased earning power and a higher standard of living throughout one’s life.  At every level of leadership within the Army’s ranks, lies the responsibility to assist subordinates with developing and implementing an educational plan that will ensure long-term success.  By changing the mentality on how education is viewed, the Army can make the two-pronged approach to education a reality and will be better prepared to accomplish the mission and provide for the welfare of all Soldiers.


U. S. Census Bureau. (2015). Educational Attainment in the United States: 2015.  Accessed June 29, 2016.

Morin, R. (2011). The Difficult Transition from Military to Civilian Life.  Pew Research Center Social and Demographic Trends.  Accessed June 29, 2016.

U.S. Bureau of Labor and Statistics. (2016). Earnings and unemployment rates by educational attainment.  Accessed June 28, 2016.

U.S. Bureau of Labor and Statistics. (2015). News Release- Employment Situation for Veterans 2015.  Accessed June 29, 2016

Headquarters, Department of the Army. (2015). Leadership Development (FM 6-22). Accessed June 28, 2016.

Tan, M. (2016). Army reduces PME backlog, but classroom vacancies remain an issue.  The Army Times.  Accessed June 28, 2016.

Li, J. (2010). How Military Veterans Are Using the Post-9/11 GI Bill and Adapting to Life in College.  Rand Corporation Research Brief.  Accessed June 27, 2016.

Staff Sgt. Wahl is a Recruiting and Retention NCO with the MN ARNG Recruiting and Retention Battalion. He has been assigned as a production recruiter for the past 7 years. Wahl previously deployed to Taji, Iraq in 2004 and Kosovo in 2007-2008. He is currently a student at the University of Minnesota, where he is studying corporate tax accounting with a projected graduation date of May 2018.  His life-long passion for learning spawned an interest in Soldier development as it relates to education. Many soon-to-be separated Soldiers are not prepared academically for reintegration into the civilian world. This paper aims to raise awareness, at the unit level, about educational opportunities for Soldiers.

Soldiers’ concerns addressed in changes to SSD, NCO PME

Complete #TRADOCtown hall coverage

NCO Journal

With Structured Self-Development and other Professional Military Education courses now a requirement for promotion, Soldiers expressed concerns about course capacity, opportunity for fast-trackers and consequences for failure to meet requirements during Training and Doctrine Command’s State of NCO Development Town Hall 2.

TRADOC Command Sgt. Maj. David Davenport and his fellow panelists had answers, suggestions and an open mind.

They also had some news about changes to the SSD program and updates on the state of common core instruction that will be rolled into the Advanced Leader Course and the Senior Leader Course.

Davenport made it clear that he heard Soldiers’ complaints about SSD — one of the messages aired during the town hall’s breaks even highlighted some — and that he and the U.S. Army Sergeants Major Academy are committed to improving PME.

Spc. Shaina Williams, a wheeled vehicle mechanic with H Company, 148th Brigade Support Battalion, Georgia Army National Guard, studies the Creed of the Noncommissioned Officer while she and her classmates stand in line for lunch during Basic Leadership Course at McCrady Training Center in Eastover, S.C. (Photo by Sgt. Brian Calhoun)
Spc. Shaina Williams, a wheeled vehicle mechanic with H Company, 148th Brigade Support Battalion, Georgia Army National Guard, studies the Creed of the Noncommissioned Officer while she and her classmates stand in line for lunch during Basic Leadership Course at McCrady Training Center in Eastover, S.C. (Photo by Sgt. Brian Calhoun)

“Let me just tell you the feedback I’ve received from the Soldiers: We have to make sure that the material in there makes sense, that it’s tied to something,” he said. “And I think that the work that USASMA’s done of making sure the SSDs prepare you for what you’re going to see in the brick-and-mortar, but more importantly now the way they’ve designed our Structured Self-Development is it’s tied back” to previous and future courses.

SSD “has to make sense,” Davenport continued.

“It can’t just be the spot where we put all mandatory training; it has to be built in to follow a progressive, sequential manner tied to our PME to be effective,” he said. “But we’re going to have to maintain SSDs. SSDs will be around in our Army. As a matter of fact, we’ll go to six. Every level of PME will have an SSD.”

The changes to SSD mirror the changes to NCOs’ required PME, such as ALC, SLC and the new Master Leader Course. Those courses will soon incorporate a common core of instruction.

“A lot of work has gone into the design of it,” Davenport said. “Not only the content of it, with the common core. Common core is six subjects that we’re going to start in the Basic Leader Course. It’s progressive and sequential; we’re going to build skills and knowledge all the way up to the Executive Leader Course. We kind of already mentioned how the SSDs are going to tie the brick-and-mortar to the distance learning. What I’m very excited about is the rigor that is going to be applied to our NCO PME — academic rigor.

“If you want to see a great example of it, I ran into a noncommissioned officer who just went through the Master Leader Course,” he said, mentioning a guest entry on his blog at “And truly the Master Leader Course is where all these ideas were exercised, to validate to see if we could spread it out in our PME.”

Command Sgt. Maj. Dennis Defreese, USASMA’s commandant, said the first blocks of SSD instruction will be foundational and the later blocks will lead directly into brick-and-mortar coursework.

“If they’re exposed to something in SSD1, they’ll talk about it in BLC,” he said. “It not only pulls from the one before, but it also leads into the next level of SSD.

“That’s the whole continuum, not just the SSDs. As we’re redoing the Basic Leader Course and we’re now doing the Advanced Leader Course and Senior Leader Course common core curriculum, it will be sequential and progressive across the entirety of the NCOPDS. … They will be linked for the first time in our history.”


Among the first questions Davenport fielded pertained to capacity and requirement waivers for Army Reserve Soldiers.

“It doesn’t matter what component you belong to. The STEP policy of Select, Train, Educate and Promote applies to all three components,” he said. “You must go to PME prior to being promoted to that grade. I don’t know the particulars, but we have absolutely no issue with capacity. I hope the people in the back will make a hashtag that says #TRADOCHasCapacity to get Soldiers to school.

“What we are seeing is that we’re still having a deferment problem even with the deferment policy that we have in place,” Davenport continued. “We just need to make sure that Soldiers are ready to go to school, and if they can’t go to school, to let us know as soon as possible so that we can get other Soldiers to the school.”

Since the last town hall in March, Davenport said TRADOC has established both a deferment policy and a priority list for PME. Soldiers in danger of not being promoted and those backlogged in their PME have top priorities, but Soldiers who just want to get ahead on their schooling have opportunities, too.

In reply to a question about Advanced Leader Course opportunities for low-density MOSs, Jeff Wells, TRADOC chief of plans and Training Operations Management Activity plans officer, said TOMA was working with Human Resources Command to offer courses regularly for all three components and was looking at using mobile training teams to boost PME opportunities at sites other than the centers of excellence.

The commenter said ALC classes in his MOS were only offered three or four times a year and were often scheduled near the beginning of the year, creating a delay for Soldiers.

Another commenter wondered if TRADOC had plans to improve availability for the functional Battle Staff Noncommissioned Officer Course — which was surprise to the panelists, because the organizers of the course don’t perceive any problems with capacity.

Defreese and Command Sgt. Maj. Jeffrey Huggins, USASMA’s deputy commandant, suggested issues at specific installations might cause some backups in BSNCOC availability.

Defreese noted that with the course’s video teletraining, or VTT, model, availability at USASMA is rarely a problem. However, installation commanders are responsible for providing an on-site assistant instructor, so backlogs can occur at specific posts.

And Huggins noted that even with seats available overall, organizations preparing to deploy can cause surges in BSNCOC enrollment at particular installations.

Functional courses

In addition to BSNCOC, Davenport brought up another valuable functional course, the Senior Enlisted Joint Professional Military Education Course Levels 1 and 2. The town hall even featured a special message from Command Sgt. Maj. John W. Troxell, Senior Enlisted Advisor to the Chairman of the Joint Chiefs, about how important exposure to joint operations can be.

“The current operational environment points to all future conflicts being transregional, multidomain and multifunctional,” he said in a prerecorded message. “That means it’s a joint and multinational fight. Because of what this will require of our noncommissioned officers, we must expand their development to produce joint enlisted leaders with broader leadership capabilities.

“That’s where senior joint professional military education comes in,” he continued. “SEJPME 1 and 2 are designed to complement the current [NCO education] continuum by exposing enlisted leaders to joint education and giving them the tools to operate and supervise effectively as part of our future joint force. With enlisted leaders holistically developed to function confidently and competently in a joint environment, our military will continue to have the decisive advantage against any adversary in this increasingly complex world.”

Level 2 is necessary to be a student in the Sergeants Major Course.

Although Level 1 is not a requirement, Defreese said, “I think it’s probably important, because we have put a joint portion in the Master Leader Course and there will be some joint exposure in the Senior Leader Course, so it’s probably relevant to have the Phase 1 before you go to the Senior Leader Course.”

Huggins added, “We’re in a smaller military across the board, so we are going to work with all our brothers and sisters out there in the different services, and so being exposed to them earlier I think makes transitioning easier when you fall under a joint command. We have a lot of JTFs out there and there are plenty of Soldiers who don’t know what that means.”


Because the STEP system requires a Soldier to complete each block of instruction before he or she can be promoted, one commenter wondered whether it was possible for high-speed Soldiers to get promoted quickly.

Davenport pointed out that the “S” in “STEP” stands for “Select.”

“STEP is not automatic promotions,” he said. “It’s about recognizing — the ‘S’ is ‘select’ — those Soldiers who have demonstrated potential and performance and character to be recommended for promotion. So there’s always an opportunity to move ahead. It still requires the SSDs to be completed and [you to] be fit, ready to go to school once you go on that standing promotion list.”

He did say the Army is considering moving pin-on dates to ensure Soldiers have time to get through their PME requirements in time to get branch-qualified and be competitive for the next level.

Priority 1 Soldiers

A commenter asked about Soldiers who are eligible for promotion except for the PME requirement. Aubrey Butts, director of the Institute for NCO Professional Development, said the Army is working to get those Soldiers into the required courses.

“They are Priority 1 people, and what we do is we offer them the chance to go to school up front,” Butts said. “And, probably, the next part of that question is what if they don’t go? When they arrive in the primary zone and they have not completed the necessary PME, they are probably boarded and eliminated from the Army.”

Davenport added, “This is always a tough question about who is responsible for making sure a sergeant gets to go to school. First and foremost, it’s the Soldier. The way that ATAARS is set up now, they get a notice and depending on the hierarchy that’s established within the ATAARS system, unit leadership gets notified that Davenport needs to go to school. …”

“They all have received their opportunity to attend PME, and they are on notice that this is their last shot to go or they will be non-PME compliant and subject to the various [Qualitative Service Program] programs that we have going in our Army.”

A commenter followed up with a question about deployed Soldiers and whether they would be allowed waivers. Davenport said the Army is trying to avoid the scenario by using mobile training teams or asking Soldiers to attend courses earlier.

The school systems of the active-duty Army, the National Guard and the Army Reserve are also being combined to allow Soldiers more opportunities to go to a course any time it’s offered, said Troy L. Nattress, plans officer for TOMA. For instance, if active Army and the National Guard each teach a course four times a year, now any Soldier has eight opportunities to attend.

Nattress said, “That can really help these Soldiers get to school, get promoted and then return to their units and support the Army’s readiness.”

Writing skills will be emphasized in new NCO Professional Military Education

Complete #TRADOCtown hall coverage

NCO Journal

The topic that prompted the most discussion — and the most anxiety — at last month’s State of NCO Development Town Hall 2 wasn’t even directly on the agenda. What had Soldiers most worried was the NCO Professional Military Education’s new emphasis on writing.

During the second segment of the town hall, representatives from the U.S. Army Sergeants Major Academy — Command Sgt. Maj. Dennis Defreese, commandant; Command Sgt. Maj. Jeffrey Huggins, deputy commandant; and Charles Guyette, director of the Directorate of Training — described the new Master Leader Course and its writing requirements. They also explained how communication skills, specifically written communication skills, would become integral to every level of PME.

In speaking about the need and structure of the MLC, Defreese said, “The other part of the Master Leader Course is that every student who got to the Sergeants Major Course would say the same thing in the initial critiques: ‘We’ve never been taught how to write, and now we get here and we have to write university-style papers.’

“So we’re backing that down to the Master Leader Course,” he said, “and over the next year, all the way down to the Basic Leader Course. We’ll have a writing assessment, and we’ll force them to improve their writing skills or communication skills, both [orally] and in writing.”

That set the chat board buzzing, with commenters concerned about implementation, assessment and instruction.

Huggins responded to some of those concerns during USASMA’s session.

Sgt. 1st Class Alan McCoy, staff administrative assistant with A Company, 94th Combat Support Hospital, and Staff Sgt. Tonya O'Connell, mental health tech with 176th Medical Brigade, practice public affairs skills in Seagoville, Texas. All NCOs will be required to improve their writing skills under TRADOC's education plans. (Photo by Staff Sgt. Kai L. Jensen)
Sgt. 1st Class Alan McCoy, staff administrative assistant with A Company, 94th Combat Support Hospital, and Staff Sgt. Tonya O’Connell, mental health tech with 176th Medical Brigade, practice public affairs skills in Seagoville, Texas. All NCOs will be required to improve their writing skills under TRADOC’s education plans. (Photo by Staff Sgt. Kai L. Jensen)

“There’s a level of angst, obviously, in the Army right now on the redesigns of the educational system,” he said. “We are not throwing you into the shark tank. We are putting a lot of energy into the instructors and the training of the instructors so that they can help. … This is not a, ‘Hey, you can’t write, we’re booting you out of the Army.’ This is, ‘The Army is becoming more educated, it has to be able to communicate better, and this is how we’re getting after it.’ ”

And he assured Soldiers that they would be given the tools to succeed.

“It’s not show up and be prepared,” Huggins said. “We’re going to help you get there.”

Many of the students who reached the Sergeants Major Course have been concerned about their writing ability, Defreese noted. But he also said that as the course has dropped multiple choice exams in favor of more thorough written exams and coursework, the failure rate has fallen because students learn and retain the information better.

Guyette said, “The rigor of the course really drives the students to force themselves to improve their skill in an area they have not had before. It’s something they’re not comfortable with, but we have to take them out of their comfort zones, give them these [tools]. And the outcome we’ve experienced with this course is that they’re improving their writing and briefing capabilities.”

Training and Doctrine Command’s command sergeant major, David Davenport, who led the town hall, spent the second half-hour of the session on the online chat board that accompanied the webcast. When he came back to the set, he said, “There are a lot of great questions coming in on the chat board, and I noticed a common theme about them: It’s really about the writing assessments and the writing courses that we’re putting into our Professional Military Education.”

To help answer some of those questions, Davenport brought Institute for NCO Professional Development Director Aubrey Butts back onto the set to further explain the Army’s plans to improve Soldiers’ communication skills.

Butts explained that a writing assessment had already begun in most iterations of the Basic Leader Course, using software, called Criterion, that evaluates writing. Soldiers are given immediate feedback on writing assignments, scored 1 to 6. Butts said the Army is looking for a minimum score of 3, but that score doesn’t affect graduation.

“We’re not only doing the assessment,” Butts said. “Score 3 and below and we’ll offer a self-improvement course, which should be improved in the next couple months.”

Further assessments will be extended into the Advanced Leader Course, the Senior Leader Course, the Master Leader Course and the Sergeant Major Course, and each Soldier’s assessment will be tracked over time. Butts said this will allow for a “longitudinal study” of NCOs’ writing ability.

“Right now, if you look at the Army, only about 21 percent of the people who go to school can write effectively,” Butts said. “And it’s a problem with the new NCOER. If you look at it — it’s short. It’s concise. You have to be to the point. And if we don’t teach our NCOs to write, No. 1, we’re going to select the wrong noncommissioned officers for promotion. Secondly, with all the new technology that comes out, you have to text messages and receive messages, and if you can’t put it in a concise format, you aren’t going to be able to get all the support that you need on the modern-day battlefield.”

During the chat, INCOPD and USASMA representatives indicated that TRADOC was working with the Army Intelligence Center of Excellence in Fort Huachuca, Arizona, to develop a complete writing program and curriculum that could be rolled out to all the Army’s centers of excellence.

Davenport noted that writing ability, as assessed during each level of PME, will be annotated on the new Department of the Army form 1059. That form should be out later this year, Davenport said on the chat, and TRADOC is working on writing assessment guidelines and standards.

Several commenters asked how instructors would be trained to improve Soldiers’ writing skills.

“The faculty development program gives instructors more exposure to English, grammar and comprehension and [will] norm the grading standards against a rubric,” Guyette said of the MLC instructors. “Internally, USASMA will have to monitor to make sure that they’re executing that.”

Defreese added, “It’s not just the Master Leader Course. We’re going to send instructors to help teach ALC and SLC instructors how to do that grading and norming of written tests as we put written requirements into ALC and SLC.”

A representative from INCOPD said on the chat that Army University and the Combined Arms Center are “reviewing how cohorts address writing skills in PME.”

“In addition, USASMA will look at ways to incorporate instructional techniques to foster writing skills as a part of the NCO PME continuum, …” the INCOPD representative continued. “We intend to ensure that facilitators of learning have the training and tools required to provide meaningful feedback on writing standards as a part of NCO PME. This issue is being looked at by the Army University and USASMA.”

In closing out the writing discussion, Master Sgt. Michael Lavigne, who moderated the town hall, said, “I can see that that’s going to cause some angst in the next couple years as this is introduced because there are a lot of people who are great doers but not very strong writers. But if it’s progressive and sequential, they can start out young and develop as they go.”

Davenport concurred.

“And that’s the vision,” he said. “Understand that it’s a gap that we have right now, and it’s a way to close that gap over time.”

Army University to improve education in service, opportunities afterward

Complete #TRADOCtown hall coverage

NCO Journal

Adjustments to the NCO Educational System aren’t just about changing professional military education expectations and opportunities for enlisted personnel. They’re part of a larger effort by the Army to align education at every level. That alignment is happening under the Army University.

Army U was among the last topics addressed at Training and Doctrine Command’s State of NCO Development Town Hall 2, but it might have the furthest-reaching effect for Soldiers – extending far beyond their retirement from the Army.

Army U is intended to integrate the education already provided in the Army for enlisted Soldiers, officers, warrant officers and Army civilians of all three of the Army’s components — active, Reserve and National Guard — said Command Sgt. Maj. David O. Turnbull, command sergeant major of the Combined Arms Center at Fort Leavenworth, Kansas. The CAC administers the Army U, which was activated in June 2015.

“Prior to this we were in stove pipes, we all did our own type of education, we didn’t collaborate,” Turnbull said during the town hall. Army U will “integrate over 70 internal TRADOC schools and 100 additional schools that TRADOC owns and get them under one roof. Army University is going to be the point of contact for all educational needs for inside the Army and those colleges and universities outside the Army that want to partner with us.”

Staff Sgt. Hector Marrero, an information technology specialist assigned to the 80th Training Command, trouble shoots computer connectivity in The Army School System Training Center’s Network Operation Command, in Grand Prairie, Texas. As part of the transition to Army University, experts such as Marrero will have an easier time receiving civilian credentials for their Army expertise. (Photo by Sgt. 1st Class Phillip Eugene)
Staff Sgt. Hector Marrero, an information technology specialist assigned to the 80th Training Command, trouble shoots computer connectivity in The Army School System Training Center’s Network Operation Command, in Grand Prairie, Texas. As part of the transition to Army University, experts such as Marrero will have an easier time receiving civilian credentials for their Army expertise. (Photo by Sgt. 1st Class Phillip Eugene)

One commenter during the town hall’s live chat asked whether Army U would be following the model set by the Community College of the Air Force, which is an accredited and worldwide multi-campus community college established to meet the educational needs of Air Force enlisted personnel.

Turnbull said even though Army officials had studied CCAF closely and taken many lessons from CCAF officials’ experience, the Army decided to pursue a different route.

Army U will not be a “brick-and-mortar” facility, Turnbull said. Rather, it will be a network of institutions and will increase academic rigor, create greater opportunities for accreditation and enhance the quality of the force.

One thing is for sure, though. “As we develop our NCO PME across the NCO field, … we’ll ensure that if it’s worth college credit, we’ll ensure that Soldiers gets those credits,” Turnbull said.

Included in Army U are all the Army’s “centers of excellence”: aviation, cyber, fires, intelligence, maneuver, maneuver support, mission command and sustainment. Army U also includes the U.S. Army Sergeants Major Academy, the Defense Language Institute, the Western Hemisphere Institute for Security Cooperation, the Army Management Staff College, the Warrant Officer Career College, the U.S. Army Command and General Staff College and the Army Press.

Though not part of Army U, the U.S. Military Academy at West Point, New York, the U.S. Army War College, Cadet Command, initial military training, U.S. Army Reserve Schools, Army National Guard Schools, Army Medical Department Center and School, Judge Advocate General Legal Center and School, and the Special Warfare Center and School will be coordinated with, as well.

Turnbull noted that Army U will also allow the Army to extend partnerships and programs with prestigious public and private universities; dozens of those partnerships are already in place.

During the town hall, TRADOC Command Sgt. Maj. David Davenport noted that one of the key changes Army U would bring about was the universal transcript.

“Right now, we have an ERB that tracks what schools we have,” Turnbull said, “but then we have to go to a separate system, a civilian system, to see what transcripts we have.”

The universal transcript will combine military training recorded on an Enlisted Record Brief, college credits from civilian education, military American Council on Education credits and any credentials a Soldier may have and record them all on one sheet.

“It will help in a couple different ways,” Turnbull said. One of them is “it will help in leader development. Leaders will have a snapshot of their Soldier – where they’re working and what they need to do to complete their goals in the future, whether it be more college or a credential from another organization.”

It will also improve an effort that is already well underway to get Soldiers credentialed for skills and training they get from the Army.

“Last year, we had great news with credentialing,” Turnbull said. “Almost 27,000 Soldiers across 77 MOSs were credentialed. And a credential is an industry standard recognition that they met the standards in that field. The credential is provided by a credentialing agency, a nongovernment agency, which will help the Soldier when they do transition. But it’s also, more importantly for the Soldiers [who are serving], because civilians are credentialed, our Soldiers should be, too.”

The official magazine of noncommissioned officer professional development