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Descriptors:
Foreign Countries; Military Personnel; Nongovernmental Organizations; Peace; Terrorism; Armed Forces; Cultural Awareness; War; Games; Military Training; Teaching Methods; Religious Factors; Conflict Resolution; Models

Abstract:
Today's military personnel fight against and work with a diverse variety of nonstate actors, from al-Qaeda terrorists to major nongovernmental organizations who provide vital humanitarian assistance. Furthermore, the nontraditional battle spaces where America and its allies have recently deployed (Kosovo, Afghanistan, Iraq) include a wide range of activities quite different from classic military campaign. How can the United States and its allies train its military personnel to think through the intersection of issues regarding working alongside and against nonstate actors, particularly in culturally sensitive environments? This article describes one such approach, the development of a war game for peace, designed for U.S. military officers and now utilized in the classrooms of several military colleges. More specifically, the article describes how reconstruction and stabilization operation decisions are modeled and worked through in the highly religious environment of contemporary Afghanistan through the use of an innovative board game, suggesting that this model can be applied to many other scenarios and classroom environments. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Feminism; Resistance (Psychology); Activism; Military Training; College Students; College Curriculum; Urban Universities; Armed Forces; Culture; Social Discrimination; Masculinity; Violence; Rape; Neoliberalism; Praxis

Abstract:
According to the authors, in 2008 and 2009 a coalition of faculty, anchored by Women's Studies, challenged a proposal to bring United States Army Reserve Officers Training Corps (ROTC) courses onto their urban public university campus. This proposal, initially approved by the faculty governance advisory committee on academic affairs, was ultimately voted down by the same committee after months of work by the coalition to educate members about the larger implications of permitting the military into their institution and curriculum. However, the provost, the university's chief academic officer, overturned this recommendation, and permitted the ROTC to offer courses for university credit at off-campus locations. This article is the authors' attempt to analyze how the issues that emerged in their local site reflect broader struggles in their highly militarized society. Their aim is to cultivate others' imaginative pathways and serve as an analytical roadmap for feminist educators and activists and share strategies in campaigns for peace and justice. (Contains 1 table and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Leadership; Victims; Military Personnel; Sexual Abuse; Sexual Harassment; Rape; Moral Values; Negative Attitudes; Prevention; Multivariate Analysis; Military Training; Administrator Characteristics

Abstract:
Few studies have examined sexual victimization among cadets and midshipmen at the three U.S. Military Academies. Self-report data from the 2005 Service Academy Sexual Assault Survey of Cadets and Midshipmen (n = 5,220) were used to examine the extent of unwanted sexual attention, sexual harassment, unwanted sexual contact, sexual coercion, and rape within the last academic year and their effects on cadets' and midshipmen's perceptions of their leadership's morality and intolerance for sexual victimization. About 60% of cadets and midshipmen experienced at least one type of sexual victimization and 25% reported that they had experienced polyvictimization (e.g., two or more types). Eighty-six percent of female and 42% of male cadets and midshipmen were sexually victimized. Those who were sexually victimized had significantly more negative views of their leadership's morality and intolerance for sexual victimization than nonvictims. Cadets and midshipmen who reported experiencing polyvictimization were more likely to perceive leadership as less moral and more tolerant of sexual victimization than those experiencing a single type. This pattern also was observed for gender-specific models; both male and female victims reported more negative perceptions of leadership. Implications concerning the effects of sexual victimization on military leadership are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Military Schools; Budgets; Educational Quality; Military Personnel; Military Training; Colleges; Student Characteristics; Educational Administration

Abstract:
The U.S. military-service academies--at West Point (Army), Annapolis (Navy), Colorado Springs (Air Force), and New London (Coast Guard)--are at the center of several debates, both military and civilian. The military is downsizing, and the federal budget is under scrutiny: Do the academies deserve to continue if they are not producing better officers than the cheaper routes of ROTC and Officer Candidate School? The academies are educational institutions, but, this author asks, do they actually educate, and furthermore, do they produce "leaders" as they claim to? The author contends that, although the academies attract a certain type of student: hard-charging, military-oriented, with expectations of both physical and mental challenges, they are squandering that rich resource. He offers seven suggestions that may improve the efficiency of the military academies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Education Work Relationship; Vocational Education; High School Students; Military Training; Military Personnel; Longitudinal Studies; Labor Turnover; Promotion (Occupational)

Abstract:
Prior research on the labor market success of secondary vocational education has produced mixed results, with several studies finding wage gains only for individuals who work in training-related occupations. We contribute to this debate by focusing on a single occupation and organization and by comparing the careers of employees with and without occupation-related training in high school. We use longitudinal data on the careers of military recruits who completed high school Junior Reserve Officers' Training Corps (JROTC), a military science program that has features of a vocational training and school-to-work program. We find that the occupation-specific training received via JROTC reduces early turnover and improves long-run job stability for those who choose military jobs, suggesting that an important effect of vocational training is to improve job match quality. We also find that promotion rates for vocational graduates are similar to their peers, suggesting that vocational education in general works by improving occupational sorting. (Contains 8 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Video Games; Masculinity; Social Theories; War; Weapons; Military Training; Military Personnel; Government Role; Social Behavior; Behavior Standards; Computer Games; Role Playing; Computer Simulation; Armed Forces; Performance Factors; Science History; Influence of Technology

Abstract:
With the rise of the so-called military-entertainment complex, critical scholars note with alarm the integration of the political economies of entertainment companies and the military, in particular its potential influence on millions of young people who consume its concomitant films, toys and especially video games. Seen from a broad perspective, a potentially productive means of understanding the complexities of this sphere is through the lens of Michel Foucault's notion of governmentality--a concept that ties together the actions and preferred outcomes of the modern surveillance state with the microlevel actions of individual behavior. In this analytical framework, social norms are inculcated through subtle forms of coercion, where the state establishes the field of action in which state subjects ultimately perform self-discipline. This article argues that the first person shooter genre inculcates what I refer to as the governmentality of battlefield space: a form of discipline in which players adhere to gamic norms of performance--efficiency, proficiency, and masculine performativity--which are delineated by ludic structures and largely understood on terms which originate within the social ecology of gaming. The genre accomplishes this though disciplinary techniques such as informational verisimilitude, statistics, and masculinized "gamer" discourse, particularly during multiplayer instances, in which players constitute social understandings of what is "good" and "bad" play. It is on these terms that virtual combat performance and player performance become conflated in a kind of masculinized performance, which both adheres to and undermines traditional, hegemonic norms of (Western) military masculinity. This phenomenon transcends local social realities, and highlights the ways in which particular aspects of gaming and combat appear to have increasingly overlapping phenomenological and ontological qualities, working to produce a form of self-performance that may be required of tomorrow's soldiers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Familiarity; Military Personnel; Military Service; Military Training; Veterans; Adjustment (to Environment); College Role; Outreach Programs; Daily Living Skills; Consciousness Raising; Public Opinion

Abstract:
The nation's veteran population is expected to swell by a million or more in coming years as the military winds down more than a decade of conflicts. How veterans adjust to life out of uniform has become the subject of heightened scrutiny in the military community and beyond. As today's returning service members confront a stagnant economy--and a society in which so few Americans share their military experience--colleges' role in shaping many vets' transition to civilian life is expanding. It now extends to veterans who may never set foot in a classroom. Employers are sometimes unaware of how military training can translate to the civilian workplace. And with many Americans unacquainted with military life, stereotypes of vets tend to occupy the extremes: They are either heroes or head cases. With those concerns in mind, a growing number of colleges and affiliated groups are venturing beyond campus borders to try to bridge the military-civilian gap. Higher education, say scholars and advocates involved in such work, has pivotal civic and research roles to play in deepening people's familiarity with the veteran population. The key seems to be collaboration. Collaboration between higher ed and outside groups mirrors similar attempts on the national stage to raise awareness of veterans' issues. Among them are Joining Forces, a campaign started by Michelle Obama and Jill Biden to drum up civilian support; Hiring Our Heroes, run by the U.S. Chamber of Commerce; and Got Your 6, an effort led by the entertainment industry; its name is military slang for "I've got your back." The author describes how the leaders of partnerships formed to help improve veterans' lives see the work as central to the mission of higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Computer Games; Educational Games; Computer Simulation; Role Playing; Simulated Environment; Instructional Design; Instructional Effectiveness; Training Methods; Case Studies; Observation; Interviews; Experiential Learning; Armed Forces; Military Training; Coaching (Performance); Feedback (Response); Teacher Role; Fire Science Education; Vignettes; Vocational Education

Abstract:
Military organizations have a long history of using simulations, role-play, and games for training. This also encompasses good practices concerning how instructors utilize games and gaming behavior. Unfortunately, the work of instructors is rarely described explicitly in research relating to serious gaming. Decision makers also tend to have overconfidence in the pedagogical power of games and simulations, particularly where the instructor is taken out of the gaming loop. The authors propose a framework, the coaching cycle, that focuses on the roles of instructors. The roles include instructors acting as game players. The fact that the instructors take a more active part in all training activities will further improve learning. The coaching cycle integrates theories of experiential learning (where action precedes theory) and deliberate practice (where the trainee's skill is constantly challenged by a coach). Incorporating a coaching-by-gaming perspective complicates, but also strengthens, the player-centered design approach to game development in that we need to take into account two different types of players: trainees and instructor. Furthermore, the authors argue that the coaching cycle allows for a shift of focus to a more thorough debriefing, because it implies that learning of theoretical material before simulation/game playing is kept to a minimum. This shift will increase the transfer of knowledge. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Handheld Devices; Computer System Design; Guidelines; Administrative Organization; Professional Education; Instructional Design; Distance Education; Online Courses; Web 2.0 Technologies; Educational Certificates; Quality Assurance; Educational Quality; Nontraditional Students; Coaching (Performance); Models; Faculty Development; Program Administration; Instructional Development; Military Training; Adult Students; Asynchronous Communication; Courseware; Electronic Learning; Videoconferencing; Blended Learning; Web Based Instruction; Computer Mediated Communication; Synchronous Communication; Virtual Classrooms; Social Networks; College Instruction; College Faculty; Program Effectiveness; Program Descriptions; Aviation Education

Abstract:
Embry-Riddle Aeronautical University--Worldwide serves more than 36,000 online students across the globe, many of whom are military and other non-traditional students, offering 34 undergraduate, graduate, and professional education/workforce certificate programs, presented both online and via blended delivery modes. The centralized model of online course production and management produces and maintains more than 200 high quality turnkey-style courses, including several award winners. Faculty members in partnership with an instructional design production team design worldwide courses, working together to ensure course goals and learning objectives are achieved. The more than 800 geographically dispersed faculty members are monitored and coached throughout the course delivery process by a quality management team. With a student satisfaction rate above 85%, how does Worldwide ensure that quality is pervasive at every stage in the distance learning process? In addition, how does Worldwide innovate and continue to ensure the quality of design and instruction remains our top priority? The article addresses quality assurance components of the distance learning model at Worldwide, including administration, course design, instructor professional development, and course delivery. The actors and processes employed to harness Web 2.0, mobile, and cloud technologies to facilitate distance learning administration, teaching, and learning are detailed. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Medical Education; Professional Continuing Education; Training Methods; Guidelines; Student Evaluation; Instructional Effectiveness; Educational Strategies; Computer Simulation; Educational Technology; Video Games; Computer Assisted Instruction; Feedback (Response); Expertise; Fidelity; Human Factors Engineering; Task Analysis; Transfer of Training; Military Training

Abstract:
Human factors (HF) is a discipline often drawn upon when there is a need to train people to perform complex, high-stakes tasks and effectively assess their performance. Complex tasks often present unique challenges for training and assessment. HF has developed specialized techniques that have been effective in overcoming several of these challenges in work settings such as aviation, process control, and the military. Many HF techniques could be applied to simulation in continuing medical education to enhance effectiveness of simulation and training, yet these techniques are not widely known by medical educators. Three HF techniques are described that could benefit health care simulation in areas of training techniques, assessment, and task design: (1) bandwidth feedback techniques for designing better feedback and task guidance, (2) dual-task assessment techniques that can differentiate levels of expertise in tasks where performance is essentially perfect, and (3) task abstraction techniques for developing task-relevant fidelity for simulations. Examples of each technique are given from work settings in which these principles have been applied successfully. Application of these principles to medical simulation and medical education is discussed. Adapting these techniques to health care could improve training in medical education. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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