USAF FIRST SERGEANT ACADEMY PROCEDURAL · PDF fileDEPARTMENT OF THE AIR FORCE ... USAF FIRST...

DEPARTMENT OF THE AIR FORCE USAF FSA Procedural Guidance USAF First Sergeant Academy (AETC) Maxwell-Gunter AFB, AL 36114 3 January 18

USAF FIRST SERGEANT ACADEMY PROCEDURAL GUIDANCE COMPLIANCE WITH THIS PUBLICATION IS MANDATORY NOTE: The OPR, FSA/DO, must approve any proposed supplements to this publication. Send suggested changes or improvements to policy contained in this document to FSA/DO with full justification for the recommended action.

OPR: FSA/DO Certified by: FSA/CO (CMSgt Danny R. Doucette) Supersedes all previous procedural guidance. Pages: 35, Distribution: X This publication is authored by the Director of Operations and applies to the United States Air Force First Sergeant Academy (FSA). It prescribes criteria, policies. and procedures for managing FSA programs to ensure standardized program implementation and administration, as well as meeting Community College of the Air Force (CCAF) affiliation requirements. Schools not meeting affiliation requirements are subject to CCAF sanctions that could lead to disaffiliation. The Commandant will administer FSA programs per this directive. SUMMARY OF REVISIONS: Updated all references of Blackboard and iGecko to the general terms of Learning Management System (LMS) and Student Information System (SIS) to allow for simple transition of Air University learning platforms. Paragraph 6 updated to reflect 1 Feb 17 change to Air Force tattoo policy. Paragraph 16, Remediation Process, completely revised. Updated all award criteria and deleted old testing verbiage to reflect how student assessments are now conducted.

Table of Contents Paragraph Title Page

1 Purpose 4

2 Leadership Responsibility 4

3 Schedule of FSA Courses 4

4 FSA Curriculum 5

5 FSA Validation 5

6 Student Eligibility Requirements 5

7 Information Management 6

8 Flight Room Parameters 8

9 Mandatory Student Briefings 8

10 FSA Assessments Program 11

11 Internal Evaluation 11

12 Academic Assessments 11

13 Remediation Process 11

14 Academic Review Board 12

15 Disciplinary Review Board 13

16 Student Disenrollment 13

17 Student Disenrollment Appeal Procedures 14

18 Awards Program 14

19 Leadership Points/Procedures 15

20 Faculty Qualification Requirements 16

21 CCAF Instructor Certification Program 19

22 Manual Operations 19

23 Guest Lecturers, SMEs and Speakers of Opportunity 19

Attachments

1 Sample Procedural Guidance Review Roster 27 2 Sample Administrative Release Letter 28 3 Sample Letter of Appointment 29 4 Sample Academic (ARB)/Disciplinary (DRB) 30 Review Board Letter 5 Sample ARB/DRB Memorandum for Member 31 6 Sample ARB/DRB Memorandum to Commander 32 7 Sample ARB Roles and Responsibilities 33 8 Sample Curriculum Change Memorandum for Record 35

1. Purpose. This directive prescribes how FSA programs are administered. It ensures a standardized FSA experience for all Airmen. The Commandant, United States First Sergeant Academy, and instructors will administer FSA programs per this directive.

2. Leadership Responsibility. 2.1. Commandant (FSA/CO). The FSA/CO is ultimately responsible for all oversight and direction of educational and functional operations. 2.2. Director of Operations (FSA/DO). The FSA/DO is responsible to the FSA/CO for all non-educational aspects of the FSA. These responsibilities include, but are not limited to, student physical training, graduation activities, facilities, budget, classroom preparation, equipment, and communication. The FSA/DO is also responsible for student external community support participation, medical issues and emergencies. 2.3. Director of Education (FSA/DE). The FSA/DE is responsible to the FSA/CO for all educational aspects of the FSA. These responsibilities include, but are not limited to, curriculum development, student evaluations, academic scheduling, test analysis, student remediation, student feedback, and graduate reporting. The FSA/DE is responsible for faculty training, development and evaluation. The FSA/DE is the primary representative of the FSA/CO with the CCAF. 2.4. Director of Resources (FSA/DR). The FSA/DR is responsible to the FSA/CO for all resources acquisition and utilization of the FSA. These responsibilities include, but are not limited to, budget execution, budget forecasting, Government Purchasing Card approving official, and Defense Travel System approving official. 2.5. Course Directors. The FSA/CO will appoint one Course Director for the combined Total Force curriculum. The Course Director is responsible to the FSA/CO for component academic reporting and issues, to include curriculum and evaluation development. The Course Director will work in coordination with FSA/DE on all curriculum updates and changes.

3. Schedule of FSA Courses. Each class will consist of 28 academic days of Facilitated Distance Learning (FDL) and 10 academic days of in-residence learning to deliver the curriculum as developed by FSA/DE and Course Directors and approved by the FSA/CO. Each student will receive 6 CCAF credits upon successful completion of the FDL and in-residence courses. 3.1. Academic Days. In-residence academic days will normally consist of no more than 8 hours of academics/instruction. Academic day extensions will be approved by the FSA/CO. 3.2. Instructional Hours. Each in-residence instructional hour will consist of 45 minutes of activity and a 15-minute break unless otherwise indicated on the class schedule. A five minute plus or minus adjustment is acceptable. 3.3. Master Schedule. The master schedule is a guide to help develop academic schedules. FSA/DE may rearrange lessons to accommodate unique situations and unscheduled opportunities, as long as lesson objectives are met and do not violate lesson plan strategies and scheduling notes. 3.4. Lesson Plan Strategies. Adhere to all lesson plan strategies. 3.5. Exercises/Evaluations. Do not deviate from the scheduled administration of evaluations as prescribed by the master schedule. Conducting prescribed evaluations at inappropriate times

places weaker students in jeopardy of course failure. You may rearrange review hours (e.g., schedule a Commandant hour between evaluation administration and evaluation review periods to allow faculty time to review and interpret evaluation data). 3.6. Class Length. The FSA is 28 total academic days. Academic rigor is intentionally programmed into each class. Academic rigor means that students must use out of classroom time (nights and weekends) to prepare for upcoming classes, projects and exams in order to be successful. During the in-residence portion of class, students should not be assigned additional duties or engage in any activity interfering with normal preparations for class. 3.7. After completing the FDL the student has up to 6 months to attend the in-residence learning portion.

4. FSA Curriculum. FSA/DE and the Course Director develop curriculum exclusively for Facilitated Distance Learning and In-residence platforms. Additionally, presentations are made available to First Sergeant Councils across the Air Force through the First Sergeant Academy SharePoint Community of Practice to conduct local Additional Duty Seminars. Individuals or organizations requesting access to or use of FSA-developed curriculum outside the FSA academic environment must send a written request by email with justification through the FSA/DE to the FSA/CO. 4.1. Curriculum Changes. Post curriculum changes and implement curriculum revisions within 14 calendar days of class start date. Notify CCAF/CD with Memorandum for Record, Attachment 8. 4.2. Master Library. Maintain a master library of all curriculum material. A shared drive, computer disk, CD-ROM or hard copies are all acceptable methods for maintaining the library. Limit access to the master library to authorized faculty.

5. FSA Validation. The validation process for FSA courses is an essential element in determining the educational effectiveness of new or revised curriculum. Validation assesses the effectiveness of instruction while it is being developed with the intention of improvement. It is a process of repetitive cycles, tryouts and revisions until evidence shows the instruction is effective. The instructional validation process ensures instructional design, delivery and student evaluation are not flawed before becoming an authorized part of the FSA standardized program. 5.1. Since each curriculum revision is unique, follow validation implementation procedures per the guidance provided for each validation period. When FSA/DE implements curriculum changes, FSA/DE and Course Director will establish specific procedures unique to that validation period. When FSA/DE revises objective exercises or evaluations, FSA/DE and the Course Director will determine which evaluations/rubrics, if any, to eliminate from SIS calculation of student scores. 5.2. Instructor explanation for students. Do not brief students about specific curriculum areas under validation unless directed otherwise. However, during validation of new curriculum students may notice a difference in rubric scores and wonder why. Answer using the following: “Some material may be in validation. FSA/DE does not identify which material is in validation as this is an on-going process. The course material in validation will neither hurt nor help students in meeting graduation requirements. They simply do not count”.

6. Student Eligibility Requirements. Students must meet eligibility requirements listed in the Education and Training Course Announcements (ETCA) https://etca.randolph.af.mil/default1.asp. 6.1. Tattoos/Brands/Body Markings and FSA Attendance 6.2. FSA students must comply with provisions outlined in AFI 36-2903. Commanders determine acceptability of tattoos/brands/body markings displayed by members in uniform and document their findings regarding borderline or questionable tattoos on the AF Form 4428. Members should provide a copy of the completed AF Form 4428 to the school commandant NLT the first day of training. 6.2.1. If a student arrives at the FSA with a tattoo/brand that appears to violate prescribed policy outlined in AFI 36-2903, and does not have an AF Form 4428, the FSA commandant will contact the wing command chief to discuss the absence of the documentation. The wing command chief will then make contact with the unit commander to discuss the issue. 6.2.2. If the commander determines (or previously determined) that the tattoo/brand meets Air Force standards, the student will remain in the FSA. 6.2.3. If the commander was not previously aware of the tattoo/brand and determines it is unacceptable and does not meet Air Force standards, the student may remain in the FSA or may be administratively released at the commander’s request.

7. Information Management. The following paragraphs prescribe policy and procedures for Student Information Management System (SIS) management, records management, and administration systems access and management. 7.1. SIS Management . SIS’s purpose is to support daily operations related to the administration and execution of FSA in-resident courses. It also serves as a repository of individual student and course data for internal analysis, program management and internal reporting, review/retrieval in special circumstances such as investigations, and provides graduate record information. Functions unrelated to these operations are generally not considered appropriate for inclusion. Requests for new or enhanced functionality should be consistent with these stated purposes and should demonstrate applicability to standardized administration of FSA programs. 7.1.1. SIS Student and Instructor Data Release. Information contained in the SIS database is subject to the Privacy Act of 1974. This information is for internal FSA use only. Access to information in SIS is restricted to individuals directly assigned to the FSA. Release or dissemination of student information, particularly academic test and evaluation scores, test answers, leadership points earned, and class ranking (with the exception of award recipients) is prohibited. Only the release of the names of award recipients is authorized. The entire ranked list of students is not releasable. Instructor performance data in SIS or derived from student test or evaluation data is not releasable. Instructor performance information to include ranking or comparison to other instructors in terms of student performance data is specifically prohibited for inclusion in EPRs. This cannot be circumvented by building reports in a spreadsheet or other format outside of SIS. Release of overall class/flight demographic data to individuals outside the school, such as guest speakers for the purposes of personalizing lecture comments to the students or release of aggregated demographic data to MAJCOM representatives is acceptable so long as no individual student data is released. Demographic data is limited to the data collected on the demographic report. Aggregated test or performance data is specifically prohibited to be released

https://etca.randolph.af.mil/default1.asp

to anyone outside or not directly assigned FSA staff. Summary, non-specific data for Senior Leader Briefings is authorized. 7.1.2. Registrar Requirements 7.1.2.1. Uploading Classes. Load the Military Personnel Data Oracle Training Administration file into SIS at a minimum of three duty days prior to class start. This allows the FSA staff to work through issues which may arise prior to DOT 1. Note: For in-resident classes with no duty days in between, class load must be complied with immediately upon previous class graduation. 7.1.2.2. Student Registration. All student entry and graduate reporting will be accomplished within SIS and reflected on the graduation report. This report serves to capture student data upon entry and graduation. Data accuracy is imperative because the names and numbers are reported in other management information systems. Any errors must be corrected in all systems individually. At the beginning of each class, verify the accuracy of the names and number of students by 1200L DOT 2. The total number of students listed on the graduation report must match the number of students on the demographic report. The Overall Rating column (which identifies student graduation status) on the graduation report, will be blank after all students are entered. 7.1.2.3. Student Graduation. Update the in residence graduation report by 1200L within three duty days following graduation. The accuracy of the names and numbers of students must be verified. The total number of students listed on the graduation report must match the number of students on the demographic data report. 7.1.3. Administrative Requirements and Reports 7.1.3.1. Student Status Report. Update the student status report as soon as a student’s status officially changes. A final review of this report must occur prior to identifying the award winners and modifying the class status from current to graduate. If a student is released in error notify the FSA Registrar. Failure to review this report for accuracy can cause errors in student graduate status, CCAF credit and skew the numbers in a minimum of three nonintegrated management information systems. 7.1.3.2. SIS Redline Report. Review the Redline Report to ensure it is accurate. If a student is redlined that should not be, the instructor must go into the Instructor Points screen and uncheck the redline box. Students are automatically redlined from awards for failure of any evaluation. They must be manually redlined for other reasons. Note: If an instructor mistakenly inputs a failing score, and proceeds through all of the cautionary pop-up windows and files the erroneous score, the student will be automatically redlined. When the instructor corrects the score in SIS, he/she must manually remove the corresponding redline, if appropriate. Correcting the score to a passing score does not un-check the redline box. This is by design, because students can fail more than one evaluation or be redlined for behavioral reasons. Correcting a single instance must not affect other redline actions. Therefore, once redlined, manual action must be taken to remove redlined status, if indicated. 7.2. Administration Systems Access and Management. 7.2.1. SIS Account Management. Establish an SIS account for all faculty entering FSA duty. Deactivate SIS accounts for all faculty leaving FSA duty prior to departure. Do not delete

instructors since historical student data is tied to them. Please review the SIS tutorial for “how to” instructions on many administrative functions. The link is located on the SIS homepage. 7.2.2. CCAF Instructor Database Management. Appoint a CCAF Affiliated School Liaison to manage this database. The school’s liaison will ensure all teaching faculty assigned to FSA duty are entered into the CCAF instructor database and subsequently removed upon departure.

8. Flight Room Parameters. The ideal student-to-instructor ratio/flight size is 8-14 students per instructor with a maximum flight size of 16 authorized. Student to instructor ratio increase is authorized with FSA/CO approval. Use the SIS manual Swap tool located on the Registrar Menu under the Assign Students option (click on swap students button) to ensure class diversity is met for circumstances where change is necessary. If it is necessary to change student flight assignments, use the Demographic Report to exchange students with the same demographic factors. 8.1. Instructor Flight Assignment. FSA/DE will assign one instructor to teach all objectively tested material per instructional module per flight per class. Exception: Instructors completing training requirements may teach in partnership with their trainer or in other flights. It is important that the primary instructor is present in the classroom during instruction to correct teaching deficiencies of an instructor in training.

9. Mandatory Student Briefings. Students and faculty must understand what is expected of professional Airmen while attending the FSA. FSA/DE and FSA/DO briefing will be placed in the Resident Learning section of LMS for students on each of the following topics, as well as explaining that violation of policies could result in administrative corrective action and possible disenrollment. FDL students will acknowledge on LMS and in-resident students will sign a roster (see Attachment 1) verifying they understand these policies and will receive formal counseling for failure to comply. This must be accomplished before the first objective lesson. 9.1. Students. The term student, as used in this directive, includes United States Military, and International Military personnel attending the FSA. 9.2. As a minimum, brief the following: 9.2.1. Professional Relationships. Students, faculty and staff are expected to be professional in and out of the classroom. Students, faculty and staff will not engage in behavior that violates articles outlined in the UCMJ, any AFI, MAJCOM Supp, or local guidance. Any violation of policies or UCMJ Articles will be dealt with appropriately, including the possibility of judicial or nonjudicial punishment, administrative discipline, release from the school, removal as faculty, adverse civilian personnel action, or termination of civilian employment. Specifically, students, faculty and staff members must use sound judgment in avoiding unprofessional relationships with each other while attending the FSA. Professional/unprofessional relationships and specifically prohibited behavior are defined and set forth in AFI 36-2909, Professional and Unprofessional Relationships, and AETCI 36-2909, Recruiting, Education, and Training Standards of Conduct, and are punishable under Articles 92, 133, and 134 of the UCMJ. 9.2.2. Academic Freedom. AUI 36-2308, Academic Freedom, allows for the privilege of debate with discretion on any subject related to FSA curricula/curriculum. Encourage visiting lecturers, faculty and students to express their opinions and support subject matter while pursuing knowledge, understanding and improvement of the military profession. Students may engage in

responsible classroom discussion of controversial issues; however, this policy does not authorize the use of offensive remarks, irresponsible statements (e.g., sexist comments, ethnic slurs, etc.), profanity or personal confessions to criminal activity or violations of the UCMJ. Temper academic freedom with good judgment and ensure no one makes offensive or disparaging remarks or engages in behavior/comments inappropriate to professional relationships. If offensive or disparaging remarks are made, counsel and document appropriately. 9.2.3. Non-attribution. As specified in AUI 36-2308, Academic Freedom, statements, disagreements and other comments made by individuals or groups in the educational forum are protected through the practice of non-attribution. Communication among students and faculty is privileged information; do not reference statements to a specific individual or group of individuals. Safeguard statements and other comments made by guest speakers, instructors or students. You may say “a previous speaker” or “in our flight we discussed,” but do not identify the speaker by name. Obtain permission from speakers and the school before releasing or discussing remarks outside the academic forum. This includes references made in Communication Skills assignments. 9.2.4. Academic Integrity. AUI 36-2309, Academic Integrity dictates the uncompromising adherence to a code of ethics, morality, conduct, scholarship and other values related to academic activity. Individuals who violate academic integrity standards of conduct are subject to administrative action and prosecution under the Uniform Code of Military Justice, Article 92. Violations include, but are not limited to, cheating, plagiarism and misrepresentation.

• Cheating is the act of giving or receiving improper assistance. Examples include using previously written papers, briefings, test answer strings or other types of work provided by former students of the course; copying answers from another student’s examination; knowingly permitting another student to copy one’s writing assignments or examination answers; gaining unauthorized access to faculty materials not intended for student use or collaborating with other persons to gain access to unauthorized curriculum materials; using copies of official writing accomplished in the unit.

• Plagiarism is the act of passing off the literary ideas and work of others as the product of one’s own mind. An example is copying an outside source verbatim without using quotation marks and a citation of the source. Intent is based on consideration of all circumstances and evidence presented. The correct method for giving credit to a source in written work is to use quotation marks and an accompanying footnote or bibliographies when quoting directly or just a footnote when paraphrasing. In oral presentations, cite, integrate or qualify (whichever is applicable) outside sources you quote or paraphrase.

• Misrepresentation is the act of making an assertion to intentionally deceive or mislead. The assertion can be a written or verbal statement. Examples include falsifying a report or knowingly giving false statements to an academic/disciplinary review board or any staff member.

9.2.5. Extenuating Circumstances. Extenuating circumstances are those unforeseen and uncontrollable circumstances that prevent students from meeting academic or performance standards. Brief students they must notify faculty members as soon as extenuating circumstances arise, so appropriate action can be taken. Actions may include temporary absence, administrative release or early graduation. Explain to students the academic ramifications if they decide to stay versus being released to attend to the extenuating circumstances.

9.2.6. FSA Graduation Criteria. Students must meet all of the following requirements to graduate:

• In all learning tracks, students must attain the minimum passing standard of 70 percent on all assessments (FDL and in-residence) as defined by FSA/DE.

• Students must satisfactorily accomplish all lesson objectives, including those pertaining to fitness, Drill and Ceremonies, written evaluations, and individual/team homework assignments using criteria outlined in each lesson. Unsatisfactory completion of any area may result in the student being manually redlined from awards at the discretion of the Instructor/Commandant. The student’s Total Force instructor will perform the actual redline action.

• For those lessons that do not have evaluation instruments, students will participate and meet lesson objectives to the satisfaction of the instructor. Students will participate in all aspects of every program/event. Those students with profiles that limit their ability to participate will meet graduation requirements as determined by the Commandant on a case-by-case basis. Document all instances in which students do not meet lesson objectives due to a lack of participation and remediate or take appropriate administrative corrective action. Multiple infractions may lead to release from the school.

• To be eligible for awards, students must meet the minimum passing standard on every objective evaluation and every performance evaluation within each area.

9.2.7. Student Responsibilities. Students will act professionally and comply with all FSA and Air Force instructions, policies and guidance. Students who fail to comply may be subject to disciplinary release from the FSA. Consider failure to comply with these requirements as student irresponsibility and take appropriate administrative corrective action. Clearly explain to students the impact administrative corrective actions can have on graduation and awards eligibility.

• Students will adhere to class schedule attendance requirements and engage in the learning process by completing all homework, objective, performance and remediation assignments on time. In class, students will actively listen, critically think and willingly discuss lesson principles. Students are highly encouraged to engage in study and review sessions as deemed necessary to meet graduation requirements. This includes participation in after-hours study groups. Students must put forth the effort necessary to achieve all learning objectives. Students who turn in late assignments are subject to administrative corrective actions and possible disciplinary release.

• Students will participate in many activities not scored for graduation. However, unless prevented by permanent profile, students will satisfactorily participate in all aspects of programs and events, such as Drill and Ceremonies and fitness. Satisfactory participation is predicated on the student's attitude, willingness to participate and effort put forth in the program/event to the satisfaction of the Commandant/flight instructor, not on level of performance or outcome. The Commandant/flight instructors will consider unsatisfactory participation a matter of military bearing and counsel/document student behavior accordingly.

• Ensure students understand it is not enough to excel in only one area; well-rounded performance is the key to being an effective leader in today’s Air Force. Successful

participation and accomplishment in all areas of the FDL and In-resident FSA program ultimately lead to success as an enlisted leader.

• All students must adhere to the highest standards of academic integrity and are prohibited from engaging in plagiarism, cheating, misrepresentation, unprofessional relationships or any other act constituting a lack of academic or military integrity on or off duty. All individuals who violate this directive are subject to adverse administrative action including disciplinary release from the school.

9.2.8. Faculty Responsibilities. FSA faculty will observe student behavior; confront violations of standards, counsel and document as appropriate in a timely manner. Note: You are retraining into a Special Duty Identifier (SDI), 8F000 and therefore not authorized to wear any duty badges (i.e. instructor, fire fighter, security forces, etc), organizational cap or beret while performing First Sergeant duty, to include while attending the First Sergeant Academy.

10. FSA Assessments Program. 10.1. Lesson Critiques. Administer daily lesson critiques through the appropriate information database. In the event that the database is not functioning properly, instructors will provide students with a hard copy critique as necessary. The students should complete the lesson critiques, a minimum of one critique per student each day and four critiques per flight for guest speakers/auditorium hours, on the day they receive the lesson so the experience is fresh. 10.2. End-of-Course Critiques. A component-specific end-of-course critique will be completed by each student after test review and prior to graduation. 10.3. Post-graduation (6-month survey) Critiques. A Data Analysis (DOA) representative from Barnes Center is responsible for sending an electronic survey to each graduating first sergeant’s Command Chief (or equivalent) approximately six months following graduation.

11. Internal Evaluation. FSA/DE evaluates instructional effectiveness after each class. Use the results to identify program strengths and weaknesses, drive in-service training (IST) improvement actions and support FSA curriculum revision. Focus IST improvement efforts on improving the quality of instruction or assessment, not merely to improve statistics. FSA/DE will brief the staff and Commandant on course analysis results quarterly. Also, FSA/DE will brief the staff on trends based on daily, end-of-course, and post-graduation critiques.

12. Academic Assessments. 12.1. Scheduling. Schedule assessments at appropriate times within the curriculum to ensure students fully understand the material and can apply what they have learned. Students must take all academic assessments required by FSA/DE. 12.2. Remediation. Remediate and counsel students who fail to achieve minimum passing scores of 70% on any assessment.

13. Remediation Process. 13.1. Objective Evaluation Remediation Process. Do the following: 13.1.1. After the assessment.

• Conduct Review

• Formally counsel students who fail to achieve the minimum passing score, and document the counseling session (topics: student effort, classroom involvement, study group attendance, extenuating circumstances, review of study notes, extra duties, etc.). Students must understand they failed to meet an established standard and the possible results if they continue to perform below standards.

13.1.2. Administer Make-up assessment. 13.1.3. Post Make-up assessment Actions.

• If the student passes the make-up assessment, proceed with normal graduation processing.

• If the student fails the make-up assessment, convene an academic review board.

14. Academic Review Board (ARB). ARB’s only apply to the Total Force in-residence graded rubrics. When students do not meet graduation criteria, remediation attempts are unsuccessful and the minimum passing score of 70 percent on the second rubric in question has not been achieved, an ARB will be convened. The ARB is composed of the FSA/DE (or designee) participating as an advisor and three (3) disinterested senior noncommissioned officers external to the FSA. Prior to beginning the ARB, the FSA/CO or designee in the absence of the FSA/CO must notify ARB members, in writing (Attachment 3), on the board’s purpose and responsibilities, school policies and academic standards. Provide students an opportunity to make an oral presentation to the ARB. If students decide not to make any presentations, they must sign a declination statement; however, they must be available to appear before the ARB, if deemed necessary by board members. 14.1. ARB Purpose. The ARB has three purposes:

• Determine if the institution met or failed to meet its responsibilities.

• Determine if students met or failed to meet their responsibilities.

• Provide a recommendation (not the decision) to the FSA/CO on whether to continue, remediate, graduate or disenroll the student.

14.2. Board Responsibilities. ARB members will objectively evaluate all circumstances and issues surrounding academic failures. Board members will include all pertinent facts outlining their findings in a summary document. The board forwards the summary document, including recommended action, along with all support documentation to the FSA/CO who makes the final decision to continue, remediate, graduate or disenroll the student. The FSA/Knowledge Operator (KO) will maintain records of all ARB actions for one year. 14.3. Post-ARB FSA/CO Actions. After reviewing the ARB summary document, conferring with AU/JA, the FSA/CO will render one of following decisions and inform the student:

• If the student met their responsibilities and can demonstrate mastery of the subject matter, graduate the student.

• If the institution did not meet its responsibilities, graduate the student. Investigate and correct the institutional failure to prevent recurrence. Document corrected deficiencies and keep a copy of actions taken in the ARB folder.

• If the student did not meet required responsibilities, academically disenroll the student. However, if the student’s effort was so inadequate you could consider it dereliction of duty, a disciplinary disenrollment may be more appropriate after seeking advice from AU/JA.

14.4. The FSA/CO will inform the student’s wing command chief and/or wing commander, and the AF Special Duty Manager via phone or email of the situation surrounding the academic disenrollment. Note: The ARB will prepare a letter from the FSA/CO, addressed to the member’s wing commander, documenting the circumstances of the disenrollment. 14.5. The FSA/DO will forward a copy of all documents pertaining to the disenrollment to AU/CF.

15. Disciplinary Review Board. Note: DRB’s only apply to the in-residence portion. The FSA/CO may disenroll students who violate Air Force directives or individual school policies. When overwhelming evidence supports a disciplinary disenrollment, the FSA/CO may disenroll students without convening a DRB. If a DRB is convened, appoint a DRB composed of the FSA/DE (or designee) participating as an advisor and three (3) disinterested senior noncommissioned officers external to the FSA. Prior to beginning a DRB, the FSA/CO or designee must notify DRB members, in writing (Attachment 3), on the board’s purpose and responsibilities and applicable school policies. Provide students an opportunity to make an oral presentation to the DRB. If students decide not to make any presentations, they must sign a declination statement; however, they must be available to appear before the DRB if deemed necessary by the board members. 15.1. DRB Purpose. The DRB will act as an investigative body and objectively evaluate all circumstances and issues surrounding the student’s behavior and, when applicable, previous corrective actions taken by the school. 15.2. Board Responsibilities. Board members will include all pertinent facts outlining their findings in a summary document. The board forwards the summary document including recommendation actions, along with all support documentation, to the FSA/CO who makes the final decision to retain or disenroll the student. The FSA/KOM will maintain records of all DRB actions for one year. 15.3. Post-DRB FSA/CO Actions. Review the DRB summary document and take appropriate action. Before disciplinary disenrollment of a student, request AU/SJA conduct a legal review. 15.4. The FSA/CO will inform the student’s wing command chief and/or wing commander, and the AF Special Duty Manager via phone or email of the situation surrounding the disciplinary disenrollment. Note: The DRB will prepare a letter from the FSA/CO, addressed to the member’s wing commander, documenting the circumstances of the disenrollment. 15.5. The FSA/DO will forward a copy of all documents pertaining to the disenrollment to AU/CF.

16. Student Disenrollment. In addition to Administrative Release for unforeseen emergencies, there are three types of disenrollments: academic, disciplinary and fitness (Only during DL). When disenrolling a student, FSA registrar updates the student’s status in the student management system OTA using the appropriate code in addition to updating SIS. Retain all records pertaining to disenrollment for a minimum of one year.

16.1. Administrative Release. The FSA/CO may administratively release a student when he/she encounters extenuating circumstances or if recalled by his/her commander (see Attachment 2). There are no re-enrollment restrictions related to administrative release. If a student has successfully passed the objective exam, the member may be allowed to graduate early at the discretion of the FSA/CO. 16.2. Academic Disenrollment. Disenroll students who fail to meet minimum course academic standards. Before academically disenrolling a student, convene an ARB following the procedures outlined in paragraph 16 (see Attachment 4). Inform the student (see Attachment 5) and the student’s wing CC/CCC (see Attachment 6), in writing, of the ARB findings. Academic disenrollments render students ineligible for reentry into the FSA for six (6) months from the disenrollment date (AFI36-2113, para. 5.2). 16.3. Disciplinary Disenrollment. Disenroll students who violate Air Force directives or individual school policies (e.g., cheating, lack of effort, disruptive or poor attitude or other conduct in violation of the Uniform Code of Military Justice). When sufficient evidence supports a disciplinary disenrollment, the FSA/CO may disenroll students without convening a DRB. If the Commandant decides to convene a DRB, follow procedures outlined in paragraph 17 (see Attachment 4). Inform the student (see Attachment 5) and the student’s CC/CCC (see Attachment 6), in writing, of the DRB findings. Disciplinary disenrollment renders students ineligible for reentry into the FSA for at least one (1) year from the disenrollment date (AFI36-2113, para. 5.2). 16.4. Fitness Disenrollment. Disenroll students who fail to meet the minimum PT requirements as outlined (AFI36-2113, para 5.2.2). Inform the student (see Attachment 5) and the student’s CC/CCC (see Attachment 6), in writing of the disenrollment. Fitness disenrollment renders students ineligible for reentry into the FSA for six (6) months from the disenrollment date.

17. Student Disenrollment Appeal Procedure. Students have the right to appeal a disenrollment decision. If disenrolled, students may submit written appeals to the Commander, Barnes Center for Enlisted Education. Barnes Center/CC is the highest level of appeal. Prior to disenrollment, brief the student on appeal procedures and have the student sign a memorandum stating he/she was briefed. 17.1. Upon receipt of an appeal, the FSA/CO will provide the appellate authority with a copy of the applicable FSA Procedural Guidance, as well as the specific ARB/DRB file. The appellate authority may only support or overturn the disenrollment decision and may not change the mandatory length of re-enrollment waiting period nor change the type of disenrollment. 17.2. If the appellate authority overturns a disenrollment decision, the FSA/CO will determine the re-enrollment or graduation status of the student.

18. Awards Program. The CMSgt Eric E. Williams Commandant’s Award, CMSAF James C. Binnicker Top Graduate Award and Honor Graduate Awards are mandatory. Brief the awards program at the start of the course and present the awards at a designated ceremony or graduation banquet. 18.1. CMSgt Eric E. Williams Commandant’s Award. This award is presented to the student who, in the FSA/CO’s judgment made the most significant contribution to the overall success of the class. The selection criteria for this award are based on an initial peer nomination by flight

members, instructor points given by primary instructor and an interview with the FSA/CO. One student from each Total Force flight is nominated based on instructor and peer leadership points. Localized excel spreadsheet product is used to determine the nominee. Present the award to the graduate as identified by the FSA/CO. 18.2. CMSAF James C. Binnicker Top Graduate and Honor Graduate Awards. The Top Graduate award is presented to the student with the highest number of instructor points, peer points, and total rubric points (400 points available). The Honor Graduate Award will go to the student with the highest average of total rubric points only. If a student is already receiving the Commandant Award or the Top Graduate Award the award will go to the next student meeting the criteria and not yet receiving one of the previously mentioned awards. Localized excel spreadsheet product is used to determine the recipient of the Top Graduate Award as well as the Honor Graduate Award.

18.3. The following students are ineligible for awards:

• Students who did not meet minimum passing scores on any of the graded rubrics during the in-resident portion of the course are ineligible for any award.

• Students receiving any administrative action (i.e., letter of counseling, etc.) are ineligible for awards.

• The FSA/CO may disqualify any award candidate who doesn’t exhibit USAF leadership traits and characteristics, professional behavior, military bearing, respect for authority, the highest standards of dress and appearance, and exemplary standards of on/off-duty performance. This should be a “go/no go” decision and only be done after following the defined award procedures below. When the FSA/CO disqualifies a student from receiving an award, he/she must document their actions via an MFR and file the MFR with the normal student records.

• Any student released for academic or disciplinary reasons is not eligible for awards when re-attending the FSA at a later date. However, students meeting all graduation requirements, but who are released early from class due to family emergency, deployment recall, medical issues, etc., are eligible for awards.

18.4. Immediate recognition. The FSA/CO or designated representative will present one coin to each of the Commandant Award nominees at a designated ceremony in the auditorium for each in-resident class. Additionally, a coin may be presented to an individual for significant achievement or performance as deemed appropriate by the FSA/CO or designated representative. The specially-designed coins are purchased by FSA GPC and the FSA/CO will track names of recipients.

19. Leadership Points/Procedures. Award instructor and peer leadership points based on leadership, followership, support, interpersonal relations and professional behavior. The FSA will adhere to the following procedures to track instructor and peer leadership points. 19.1. Instructor Leadership Points. Instructors (one instructor per flight) will evaluate students in their Total Force flight only and may distribute up to 25 instructor leadership points with a minimum of five (5) and maximum of ten (10) points to any one student.

19.2. Peer Leadership Points. Students will rank-order the top three students in their Total Force flight only, including themselves. Assign the top student position “A,” the second student position “B” and the third student position “C.” Students must fill in all three positions. Treat student failures or refusals to participate in awarding peer points as failures to comply with established policies. Counsel students who refuse to participate and document administrative corrective action, as appropriate. Because this behavior represents an unwillingness to fulfill leadership duties similar to those performed in the normal duty section, forward documentation of disciplinary actions to the student’s organization. Conduct peer evaluations as close to the end of the course as possible. 19.3. Student Peer Leadership Point Briefing. Provide the following guidance to students just prior to peer evaluation: Peer Leadership Point Considerations. To standardize awards criteria, provide the following guidance (e.g., via handouts, PowerPoint slides, etc.) to help students determine what qualities to look for when awarding peer leadership points:

• “During your experience here, you’ve had many opportunities to interact with students from your flight. We would like your input on the three students you feel best demonstrated positive leadership qualities and attributes. By now, you should be able to recognize those leaders of your flight. Although you may have your own criteria of a good leader, consider the following questions when making your final choices:

• Leadership/Followership-Who best exemplifies top military standards and the image of a military leader? Who exhibits a high degree of personal fitness and a demeanor I would like to emulate?

• Teamwork-Who did the most to promote teamwork and harmony within the flight? Who rallied us together when we needed it? Who was instrumental in helping manage stress?

• Goal Accomplishment-Who did the most to help the flight achieve its goals? Who kept us on track during discussions? Who encouraged us to study and practice together so we all could succeed? When necessary, who sought clarification? Who helped motivate us? Who exceeded all duty requirements and expectations?

• Professional Conduct On/Off Duty-Who were the professionals in the flight? Who exhibited integrity in words and actions? Who displayed energy, initiative and a volunteer spirit? Who always seemed courteous and supportive? Who conducted themselves in a professional manner in and out of the classroom?

• Please rank order your choices. Assign the top student position “A,” the second student position “B” and the third student position “C.” Students must fill in all three positions. To maintain the integrity of this effort, make your selections independently. This information, combined with other factors, will help determine the award recipients for your class. Thank you for your recommendations.”

20. Faculty Qualification Requirements. Complete initial instructor qualification requirements per the FSA master training plan and this guidance. All T8F000 faculty members must complete Initial Instructor Qualification Training (IIQT).

Exception: The Commandant and civilian employees are the only non-teaching FSA positions and are exempt from faculty qualification requirements. 20.1. Pre-Service Training. Successful completion of the Academic Instructor Course (AIC). Newly assigned instructors may complete their observation requirement prior to the AIC. However, they must be scheduled for this training at the first available opportunity. 20.2. Instructor Certification Requirements. Newly assigned instructors must complete all requirements within 12 months. Tracking of instructor training will be conducted on the Teaching Internship Worksheet and AF IMT 797 and certified by the commandant. Upon completion of certification, training data will be uploaded to STARS-FD and hard copies will be destroyed. If the Commandant chooses to become certified, the FSA/DE will certify.

Certification Requirements

(1) Observe all total force curriculum and appropriate component curriculum

(2) 122 Hours of Supervised Teaching (covering all appropriate curriculum)

(3) Lesson Plan Preparation (to include preparation and use of audiovisual aids)

(4) Curriculum Development (30 Hours)

(5) Student Test Administration and Review

(6) Academic Counseling of Students

(7) Subject Matter Testing

(8) Instructor Performance Feedback

(9) Completion of all core task IAW the FSA Master Training Plan

20.2.1. After completing the AIC (or equivalent qualifications as determined by the Commandant i.e. Basic Instructor Course BIC, Enlisted Professional Military Education Instructor Course EPMEIC) and before teaching any classes, instructors must read the CCAF Campus Affiliations Policies, Procedures and Guidelines and the Air University Academic Policies to include Academic Freedom, Non-attribution, Academic Integrity, and Academic Honor Code from the Air University Faculty Handbook. Sign an official memorandum located in the training folder. 20.3. FSA Teaching Internship Enrollment. The FSA/DE or designee will enroll instructors in the teaching internship upon completion of the AIC. The start date will be the Date Assigned Instructor Duty (DAID), which is the graduation date from the AIC, and the point in time where the one year limit to complete IIQT begins. Complete the following actions:

1. Create an electronic FSA faculty folder for the new instructor. 2. Create and annotate Teaching Internship Worksheet accordingly.

3. Direct CCAF Liaison to enroll the new instructor into IIQT in the CCAF database. 4. FSA/DE or designee will enter new instructors in STARS and update status as

appropriate. 20.3.1. Instructor trainees may start core task certification and fulfilling “Required Training” minimum hour requirements to include lesson plan preparation, academic counseling of students, and subject matter testing prior to attending the AIC. They may observe lessons, but under no circumstances will they teach any lessons until completing the AIC. This requirement is not waiverable. 20.4. Teaching Internship Completion. When an instructor meets all internship requirements, the FSA/CO or designee will review all training records and sign where appropriate. Upon FSA/CO approval, the FSA/DE will report the instructor’s internship completion to CCAF through the CCAF STARS-FD database and ensure all training records meets the standards set forth herein and the Master Training Plan. 20.5. FSA Faculty Folders. The FSA/DE or designated representative will maintain a standardized hardcopy and/or electronic copies for instructors enrolled in internship. After completion of internship training data will be transcribed into STARS-FD. Maintenances of electronic faculty folders documents instructional credentials for each instructor IAW the master training plan and CCAF PDG. A STARS-FD record will be maintained on all staff with the exception of civilian and commandant. 20.5.1. Lesson Qualification Training. Document lesson qualification in the training folder. As FSA/DE and course directors introduce new lessons into the curriculum, add the new lessons to the running list of lessons the instructor is qualified to teach. 20.6. Development. 20.6.1. Instructor Evaluation Program. Use the faculty folder to document instructor evaluations. Once complete keep all instructor evaluations on file in each faculty record located in STARS-FD. A qualified CCAF faculty member must conduct the instructor evaluations required to complete the Teaching Internship and annual requirements. Beyond that, the FSA/CO may conduct instructor evaluations; however these evaluations will not count toward frequency requirements (i.e., semiannual, no-notice, IIQT). 20.6.2. Instructor Trainees (Non-Qualified Instructors). As a minimum faculty members must receive three successful instructional evaluations by a fully qualified instructor to complete the teaching internship. If an instructor does not teach during a class (e.g., emergency leave, TDY), place an MFR in the faculty folder explaining the missing evaluation(s). Do not evaluate non-qualified instructors on a no-notice basis. 20.6.3. Instructors and Instructor Trainers (Fully Qualified). Evaluate fully qualified instructors annually. Evaluate the entire lesson. Do not conduct subsequent evaluations on the same lesson unless the instructor received an overall “needs improvement” rating on the initial evaluation or the lesson has been revised by the DE or course directors. 20.6.4. Strong Evaluation Program. A strong evaluation program is the most effective way to improve instructor teaching skills, ensure instructors teach the curriculum as designed and identify training requirements. It requires more than meeting the minimum frequency standards for evaluation and must include all of the following components:

• Thorough and purposeful written feedback directed at improving instructor effectiveness or lesson delivery. Focus feedback comments on instructional strengths, areas for improvement and action plans for achieving necessary improvements.

• Use of summary and test item statistics to determine if instructors require additional evaluations.

• Additional instructor evaluations when an ARB discovers an institutional failure to conduct the instructional program as designed. MFR filed with ARB package.

20.6.5. Professional Development. Each instructor must engage in professional development, continuing education in the form of additional or advanced degrees, or professional certifications each year. Document professional development hours in the faculty enrichment document semiannually. Professional development programs must support the Air University mission through maintaining/expanding the expertise in the academic disciplines taught. 20.7 . Adjunct Faculty. Adjunct faculty will be either a MSgt or SMSgt, with minimum of 2 years experience, and will have either a CCAF or associate degree. All qualification will have to be met outlined in the vacancy announcement. If the need arises, the Commandant has final approval for establishing, qualifying and maintaining an adjunct faculty. All qualifications as described in this procedural guidance will apply.

21. CCAF Instructor Certification (CIC) Program. The CIC program is a certification program for qualified instructors who teach CCAF collegiate-level credit awarding courses at a CCAF-affiliated school. The CIC is a professional credential that recognizes the instructor’s extensive faculty development training, education, and qualification required to teach a CCAF course and formally acknowledges the instructor’s practical teaching experience. The program is a three-level program (CIC-I, CIC-II, and CIC-III), in which each level consists of increased or advanced requirements and achievements. It is available to qualified officer, enlisted, civilian, contract, foreign, and other services instructors. For eligibility criteria, documentation, and nomination requirements, consult the CCAF PPG.

21.1. Instructor of Technology and Military Science (ITMS) Degree Program. ITMS is a degree program offered to Air Force and other service enlisted personnel assigned to CCAF-affiliated schools teaching CCAF degree-applicable courses.

22. Manual Operations: In case of network failure, there is a external hard drive locked away in DE office. This hard drive is clearly identified as the curriculum backup drive. Course curriculum plans, lesson plans, and slides are located on this hard drive. In addition to curriculum data, the school evaluation plan and program outcome objectives have also been stored on this device.

23. Guest Lecturers, Subject Matter Experts and Speakers of Opportunity. The use of guest lecturers, subject matter experts or speakers of opportunity are an enhancement to the FSA experience. However, only CCAF faculty members can assume ultimate responsibility for meeting instructional objectives in a CCAF course. Therefore, only CCAF faculty will teach FSA lessons with stated educational objectives. Use FSA/CO hours when augmenting FSA lessons. As a result, any time non-faculty members augment FSA lesson plan material, a

qualified FSA faculty member must be present during the entire presentation to ensure the students understand the relationship between the lesson objective and the presentation. // SIGNED // DANNY R. DOUCETTE, CMSgt, USAF Commandant, First Sergeant Academy

Sample PROCEDURAL GUIDANCE REVIEW ROSTER

I have been briefed by my Flight Instructor and understand my responsibility to adhere to USAF First Sergeant Academy Procedural Guidance.

NAME DATE SIGNATURE

401. MSgt

402. MSgt

403. MSgt

404. MSgt

405. MSgt

406. MSgt

407. MSgt

408. MSgt

409. MSgt

410. MSgt

411. MSgt

412. MSgt

413. MSgt

414. MSgt

415. MSgt

Attachment 1

DEPARTMENT OF THE AIR FORCE AIR UNIVERSITY (AETC)

Date

MEMORANDUM FOR UNIT/CC Street Address City, State Zip Code FROM: USAF First Sergeant Academy 550 McDonald Street (Bldg 1143) Maxwell-Gunter AFB, AL 36114-3219 SUBJECT: Administrative Release (Members Rank, Name and SSAN) 1. On _______, MSgt _______ notified his/her instructor SMSgt _______, of an extenuating circumstance. He/she has been notified (circumstance): _______. MSgt _______ is hereby administratively released without prejudice from the United States First Sergeant Academy class ___, as of (date and time). MSgt _______ is authorized to immediately depart Maxwell-Gunter AFB to return to home station. His/her instructor, SMSgt ________, has provided him/her with a safety briefing prior to his/her departure. 2. I have coordinated his/her release with member’s Command Chief. If you have any questions, please contact me at DSN 596-2900. DANNY R. DOUCETTE, CMSgt, USAF Commandant, First Sergeant Academy

Attachment 2


Date

MEMORANDUM FOR ACADEMIC/DISCIPLINARY REVIEW BOARD MEMBERS

FROM: FSA/CO SUBJECT: Letter of Appointment 1. You are appointed to conduct a review into the potential disenrollment of [rank and name of student] from the United States Air Force First Sergeant Academy and to make a recommendation whether disenrollment or other action is appropriate. 2. As part of your review, I ask you to consult our FSA Procedural Guidance for policies pertaining to and standards expected of a student attending this course. Additionally, you will have an opportunity to hear an opening statement from the member and ask pertinent questions related to the proceedings. 3. At the conclusion of your review, the board will provide a written report to me with your findings, conclusions, and recommendations.

DANNY R. DOUCETTE, CMSgt, USAF Commandant, First Sergeant Academy

1st Ind., C/S/MSgt _____________________ I have been briefed on my responsibilities. ___________________________________ Signature of Board Member

Attachment 3


Date

MEMORANDUM FOR THE COMMANDANT FROM: (BOARD PRESIDENT) SUBJECT: Academic/Disciplinary Review Board (ARB/DRB) 1. On _______, an ARB/DRB was conducted as a result of MSgt _____________________

(reason for board):

2. The board consisted of C/S/MSgt _______, (SQ/Office Symbol), C/S/MSgt _______, (SQ/Office Symbol), C/S/MSgt _______, (SQ/Office Symbol) and SMSgt _______, (FSA staff member participating as an advisor). The board was briefed on its responsibilities.

3. During the board process MSgt _______ was interviewed and asked about (reason for

board): _______. Member’s response:

4. Based upon the findings of this ARB/DRB our recommendation is disenroll / retain MSgt _______ from/in Class ___.

___________________, C/S/MSgt, USAF ____________________, C/S/MSgt, USAF Board President Board Member ____________________, C/S/MSgt, USAF ____________________, C/S/MSgt, USAF Board Member Board Member 1st Ind, FSA/CO MEMORANDUM FOR ARB/DRB I concur / nonconcur with the findings of the board.

DANNY R. DOUCETTE, CMSgt, USAF Commandant, First Sergeant Academy

Attachment 4

Date

MEMORANDUM FOR MEMBER FROM: USAF First Sergeant Academy 550 McDonald Street (Bldg 1143) Maxwell-Gunter AFB, AL 36114-3219 SUBJECT: Academic/Disciplinary Disenrollment (Member’s Rank, Name & SSAN) 1. I am notifying you that you are disenrolled from the First Sergeant Academy Class ___ for (reason for disenrollment): _________________. As a result of this disenrollment, you are eligible to return to the First Sergeant Academy (FSA) __________ (six months/one year) from date of this letter and upon the recommendation of your chain of command. 2. My reason for this decision is that you (reason for board): ___________. 3. The board consisted of C/S/MSgt _______, (SQ/Office Symbol), C/S/MSgt _______, (SQ/Office Symbol), C/S/MSgt _______, (SQ/Office Symbol) and SMSgt _______, (FSA staff member participating as an advisor). 4. During the board process you were interviewed and asked about (reason for board): ________________. Member’s response: ________________. 5. Should you decide to appeal this decision, submit your request for appeal and any matters you wish considered to: Barnes Center/CC 50 S. Turner Blvd (Bldg 832) Maxwell-Gunter AFB, AL 36114 (334) 416-1470 / DSN 596-1470

DANNY R. DOUCETTE, CMSgt, USAF Commandant, First Sergeant Academy 1st Ind, Member’s Rank and Name I acknowledge receipt and understanding of this decision at _____ hours on ________ .

Attachment 5 MEMBER’S NAME, MSgt, USAF Student

DEPARTMENT OF THE AIR FORCE

AIR UNIVERSITY (AETC)

Date

MEMORANDUM FOR UNIT/CC Street Address City, State Zip Code FROM: USAF First Sergeant Academy 550 McDonald Street (Bldg 1143) Maxwell-Gunter AFB, AL 36114-3219 SUBJECT: Academic/Disciplinary Disenrollment (Member’s Rank, Name & SSAN ) 1. I have disenrolled MSgt _________________from the USAF First Sergeant Academy, Class ___ for (reason for disenrollment): _______. As a result of this disenrollment, he/she is ineligible to return for at least _______ (six months/one year). 2. My reason for this decision is that (reason for disenrollment): _______. 3. An Academic/Disciplinary Review Board was convened on _______ for MSgt __________. The board consisted of C/S/MSgt _______, (SQ/Office Symbol), C/S/MSgt _______, (SQ/Office Symbol), C/S/MSgt _______, (SQ/Office Symbol) and SMSgt _______, (FSA staff member participating as an advisor). The board recommended disenrollment, to which I concurred. 4. I can provide additional comments and/or feedback as needed. If you have any questions, please feel free to contact me at DSN 596-2900. DANNY R. DOUCETTE, CMSgt, USAF Commandant, First Sergeant Academy

DEPARTMENT OF THE AIR FORCE

AIR UNIVERSITY (AETC)

Attachment 6

Academic Review Board (ARB) Roles and Responsibilities

ARB Purpose. The purpose of the ARB is to:

- Determine if the institution met or failed to meet its responsibilities. - Determine if students met their responsibilities. - Provide input (not the decision) to the commandant on additional remediation options for

any student not meeting minimum academic standards.

Factors to Consider During the Review When determining if the school and the student met their responsibilities, board members will consider the following: Did the school teach the instructional program as designed?

- Review the course data to verify the instructor used the current lesson plan and the school administered the current tests.

- Review instructor evaluation forms as they provide evidence the instructor taught lessons as designed.

- Did the test environment meet test administration requirements? Has the school taken measures to improve instruction?

- Check trend data to determine if typical performance of the instructor’s flight is lower in relation to the other flights. If so, are documented evaluations available identifying instructional weaknesses? Did the instructional weakness contribute to the student’s failure? Has the school conducted and documented ISTs based on statistical comparisons?

Is the instructor qualified?

- Review the instructor’s AF Form 623 to verify certification on all core tasks. - Review the instructor’s Training Records (STARS electronic faculty folder) to verify the

instructor was qualified on the lesson(s) contributing to the student’s failure. - Review the instructor’s (STARS electronic faculty folder) to verify the school conducted

lesson evaluations per paragraph 22.4. -

Was the student aware of his/her responsibilities?

- Did the school brief the student on the student responsibilities? - Did the student sign a roster verifying understanding of the PG requirements?

Did the student engage in the learning process?

- Did the student complete all homework, objective, performance and remediation assignments on time?

- In class, did the student listen actively, think critically and willingly discuss lesson principles?

- Did the student engage in study groups and/or review sessions? - Did the student put forth the necessary effort to achieve educational objectives?

Note: If the student is lacking in one or more of these areas, then the student did not put forth enough effort, and a disciplinary release may be more appropriate. Miscellaneous Considerations. Review Study Notes. Did the instructor review the student’s study notes? Do the student’s notes accurately represent lesson principles? Are the student’s notes complete? The answers to these questions provide information useful in developing a remediation plan of instruction. Learning Environment. Do any counseling records address this area? Additional Duties. Did the instructor or flight leader assign the student any extra duties that interfered with study time? If so, did anyone offer the student an opportunity to give up those duties to provide more time for studying? Do any counseling records address this area? I have read and understand my role and responsibilities as a board member. _____________________________________________ ________________ Print Name and Sign Date

Attachment 7

1 Jan 2016 MEMORANDUM FOR CCAF/CD FROM: Barnes Center/FSA SUBJECT: Change Course Curriculum Plan (MFSA8F000, MANG8F000, RES10090) 1. The United States Air Force First Sergeant Academy Principle of Instruction dated October 2012 has changed to reflect the following:

a. In-Resident Course: Sexual Assault and Awareness and Report changed from 1 to 2 hours, per HQ AF directive.

b. In-Resident Course: AFPC Personnel Products has been removed to accommodate additional hour.

2. If you have any questions contact me at 416-2900 //signed// Norma J. Chism, SMSgt, USAF Director of Education, FSA

Attachment 8

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