Anthony Brenes Annotated Bibliography on Air Force Reserve Officer Training Corps "Air Force Reserve Officer Training

Corps." The Official Website of the U.S. Air Force. Air University Public Affairs, 31 Jan. 2013. Web. 26 Mar. 2013. <http://www.af.mil/information/factsheets/factsheet.asp?fsID=152>. This source is a fact sheet on the Air Force Reserve officer Training Corps (ROTC) and was generated by the Air Force public affairs office. Main topics covered in the fact sheet include the organizations mission, resources, organization, and history. The mission of Air Force ROTC is to develop quality leaders for the Air Force. The factsheet also goes into detail about the history of how the ROTC program developed over time, which schools it was first started at, and how the program is structured and overseen by the Air Force. The fact sheet is concise and through when providing information about Air Force ROTC. Each section begins with a bold heading and then is followed by a paragraph containing relevant information. This is a creditable source because it was generated directly by the Air Force. Useful information contained in the factsheet that I plan to incorporate into my inquiry project pertains to the organizations mission, history, organization, program types, scholarships, and summer field training. The information from this fact sheet will be used to help explain the framework of an ROTC detachment and cadet experience throughout completing the program. This source is very useful in providing background information and at helping me identify important aspects of the program. The only drawback is that the factsheet is very broad and brief. To learn more detail about the curriculum and what cadets actually experience in order to receive a quality education I may want to investigate further through a more detailed source. Quotes:

1. Mission: Develop Quality Leaders for the Air Force. 2. Field training provides Air Force leadership opportunities, professional development, marksmanship training, team building, physical fitness, and AEF orientation. 3. In the AFROTC program, cadets are students first and spend an average of four to six contact hours weekly as freshmen/sophomores. As juniors and seniors, cadets spend six to 10 hours of contact time weekly as they work to build and refine their leadership skills. Carretta, Thomas R., and Malcolm James Ree. "Air Force Officer Qualifying Test Validity for Predicting Pilot Training Performance." Journal of Business and Psychology 9.4 (1995): 379-88. Print. This journal article is about a research experiment analyzing whether or not the Air Force Officer Qualifying Test (AFOQT) is a valid tool to predict the performance of Air Force personnel in Air Force Undergraduate Pilot Training. To conduct the experiment a sample of 7,563 Air Force officers attending undergraduate training were analyzed. The experimenters went to each officers official file and compared their AFOQT scores and predicted performance in pilot training to their actual performance once they reached training. After a long series of statistical analysis, the experimenters proved mathematically that the test was valid in predicting officer performance in pilot training. The results of the experiment were conclusive that the AFOQT is a valid assessment tool, but some areas of the test were more precise than others. In general this is a strong source because few studies have been conducted on the AFOQT and it provides very useful and valid background information on the test. Also when discussing the subject matter the authors frequently refer to other academic studies completed on the test. This proves that the authors

conducted a fair amount of information on the topic and have become subject matter experts in the field. The detailed background information leads a reader looking for general information about the test with few unanswered questions. This source will be very useful in my inquiry project because it provides useful information about the AFOQT and how it is structured and used to assess officer candidates. For my inquiry project on how the Air Force Reserve Officer Training Corps program is structured to educate officer candidates and prepare them for a military career this information will be extremely useful because standardized testing is a large component. The main information used from the source for my inquiry project will be information regarding what is assessed in each section of the test, and what the Air Force uses the results for. Every officer candidate must take the AFOQT to be considered for receiving a commission in the United States Air Force. The journal does leave me left with the question of how the AFOQT is used to select officers for positions other than pilot, but I would still consider this source a foundational source since it provides essential background information on what the test is, and how it is structured. Quotes: 1. The development of an improved pilot selection composite is suggested by the results of the validity analyses. 2. Air Force Officer Qualifying Test (AFOQT; Skinner & Ree, 1987) has been used by OTS and ROTC for officer commissioning and pilot selection since 1957. 3. The battery consists of 16 tests that assess five ability domains: verbal, quantitative, spatial, aircrew interest/aptitude, and perceptual speed.

Stoltz, Christopher S. "ROTC Summer Field Training Shapes Tomorrow's Air Force Officer Corps." Maxwell AFB. US Air Force, 25 June 2010. Web. 31 Mar. 2013. <http://www.maxwell.af.mil/index.asp>. This source is a military news article discussing summer field training for cadets taking place at Maxwell Air Force base in Alabama. The article gives a brief description of what summer field training is and provides a rough outline of the curriculum students follow. Field training is summer training for a ROTC cadet between their sophomore and juniors years. It is physically and mentally exhausting and teaches cadets the knowledge and skills they need to know in order to become leaders within their ROTC detachments and as officers in the Air Force. This article is structured similarly to a time line that follows a cadet through field training each week. The source is credible because it was published by the Air Forces Air University Public Affairs office. It is a strong source because it provides information about each phase of field training pertaining to the skills taught and activities taking place. The author also uses interviews from actual Air Force personnel overseeing the training to shed light on the experience of field training and verify factual information. Information used from the source will pertain to the content of what a cadet learns at field training. It goes into detail about each week of field training and the subject matter that is covered. This information is foundational for my inquiry project on how ROTC is structured in order to educate and prepare cadets for active duty because it provides valuable information about what and how students are taught at field training. The only information the article possibly lacks is personal testimonies or experiences of what field training is like. To investigate

this further I may decide to interview some ROTC cadets who have completed the training previously. Quotes: 1. The day begins with revile at 4:00 a.m. and concludes with taps at 9:00 p.m. 2. During combative skills training, cadets learn hand-to-hand fighting techniques, teaching them how to properly apply and escape submission moves and defend themselves in a close-combat situation. 3. The wingman concept stressed throughout the training is put to the test when the cadets must defend the base against assaults from insurgents and improvised explosive devices. "UNC Charlotte Detachment 592 Cadet Handbook." Ed. Stephen Timms, Sam Jaeger, and Jeremiah Spurlock. UNC Charlotte AFROTC Detachment 592, 07 Jan. 2013. Web. 26 Mar. 2013. This source is the Air Force Reserve Officer Training Corps program cadet handbook for detachment 592 at the University of North Carolina at Charlotte. This handbook covers everything that an ROTC cadet should know to maximize their military education and prepare for active duty. The handbook covers a wide range of topics including ROTC organization, customs and curtsies, ROTC rank structure, physical training, and a plethora of other general information pertaining to ROTC. The handbook is very well organized and includes a table of contents that makes locating information clear and easy. The editors of the handbook are actual cadets in Air Force ROTC. This makes this source valid because they have used their personal experiences and the opinions of other cadets to influence the information and structure of the handbook to make it as beneficial and useful as possible. This influence makes the handbook user friendly and supports

the authors point of communicating the required information in as in the most efficient manner possible Information from the handbook that will be used for my inquiry project includes information pertaining to ROTC structure, physical training information, warrior knowledge, chain of command, classroom conduct, and uniform information. Each of these topics directly relates to how an ROTC detachment functions and operates. It is foundational for my inquiry project because it provides insight into the knowledge an ROTC cadet must know and the lifestyle they learn to live in order to best learn and prepare for active duty military service. Information from this source will be used to explain the entire Air Force ROTC culture that a cadet experiences. The influence of ROTC extends far beyond the classroom and this structure is what allows the program to fulfill its mission. Quotes: 1. Cadets should fellow a specific path when seeking for answers. Cadets should use the CADET WING CHAIN OF COMMAND. 2. The Physical Fitness Assessment (PFA) consists of sit-ups, push-ups, a 1.5-mile run, and your abdominal measurement. 3. Core Values: Integrity First. Service Before Self. Excellence in All We Do. United States Air Force Core Value. N.p.: Department of the Air Force, 1997. Print. This source is a handbook published by the Department of the Air Force defining the Air Forces corps values and identifying what they mean and how they are applied. The core values are the basic principles that all individuals must accept and learn to live by. ROTC cadets are required to know each core value, what it means, and live by and uphold their standards. These

values are a key component to Air Force culture, and as such ROTC Cadets are educated on them. The core values are: integrity first, service before self, and excellence in all we do. The handbook is divided into three sections that outline each value. First each section defines the value and then it breaks it down into several inclusive subcomponents that coincide. As the author does this they make it extremely clear that each core value encompasses several morals that one must live by. Presenting the information in this manner makes it clear to the reader the practical and situational application of the core values to everyday life both personally and professionally. This source will be used to define each core value and explain its principles for my inquiry project. They are extremely important to ROTC and are continually stressed to cadets. Establishing an Air Force culture based upon these values is part of how ROTC is structured in order to educate and prepare cadets for military service. Using this source to clarify each value and clearly explain all of its subcomponents will be an effective way to inform readers about how they are used within ROTC. Quotes: 1. These are the Air Force Core Values. Study them understand them follow them and encourage others to do the same. 2. Integrity is the willingness to do what is right even when no one is looking. 3. The core values point to what is universal and unchanging in the profession of arms.