ILE-CC Curriculum

[Yukon 5_08]

To all, I thank you for the healthy debate, dialogue and opinions offered in response to the question I posed in my original post.

To clarify my position, I am a current student of ILE-CC at Ft Belvoir, VA, Staff Group 30-A. In keeping with the CAC Command Policy #19-08, section 5c. (attribution), users may view my updated "about me" section of my profile, as desired.

Blackhorse, agree with your assessment of the importance of writing skills. I am too modest to classify myself as an outstanding writer, but I can say that I am very comfortable with my written communications skills. My grades in this course to date would suggest that I am not in the "needs improvement" crowd. With that said, I would be more than happy to assist a fellow student in need of writing assistance. The current structure of the course just doesn't allow for that to happen. I, as with all of my classmates, am obliged to rush out of the classroom and get through a myriad of readings, followed by several writing assignments. It's every man/woman for him or herself.

Van, your recommendation most closely mirrors the discussion of a possible solution I had with a very dear friend and colleague. If it were somehow possible to separate strong writers from not so strong writers at the beginning of the course, the staff could focus efforts on those needing most improvement. This would even allow for more peer interaction in the form of classmate assistance referenced above. The same friend forced me to rethink my original proposal of graduate degree required for promotion to LTC due to the alleged proliferation of "diploma mill" master's degrees out there. I still subscribe to the idea though; students would still be required to write, or be forced to make an unethical decision to plagiarize and risk the consequence of being caught. I have faith in my fellow field grade officers who would be pursuing that course of action as required career progression.

One last thought. This whole idea stems from my frustration at the lack of emphasis on peer to peer classroom interaction, which in my opinion is the result of an over emphasis on written communication evaluation. I am in a staff group with a handful of strategic intel officers, a lawyer, a CA guy, a comms dude, an Arab speaking FAO, a Catholic priest, a couple of IO bubbas, an acquisition corps man and an ORSA man. As an Infantry guy, I could gain a little insight from these folks, and could maybe offer up a little something from my perspective to them. Not saying we don't get a little time for that, just saying I think we could use more.

I'm out. I've met my blog requirement for this course (good requirement in my opinion). Time to tackle the C400 OP Torch Exam, and its five written requirements. Just what the doctor ordered for a Saturday afternoon of a long holiday weekend. Sure beats something like a team building event with classmates who aren't travelling...but who has time for that? (insert wink and smile) To all who've heard my cries, and offered your insights, again I thank you.

[Van]

Full disclosure: I instruct TASS ILE (the Reserves' "night school" program) here in Hawai'i, and an ROTC instructor as a contractor at University of Hawai'i (the ROTC is a short term contract, I'm back-filling a deployed reservist).

Re:

graduate degree required for promotion to LTC

I would argue that the degree should not be a requirement for promotion, but should be a minor discriminator. That is, an evaluation criteria rather than a screening criteria. It is an opportunity for people who want to go past the tactical/low operational level to 'self-select'. 1- Require or coerce everyone to go after grad school and you devalue the relevance of it. 2- It would be another instance of the Army shoving its duty off on the individual soldier (the Army has a moral, if not legal obligation to train and educate its members). 3- It places a disproportionate value on academic achievement over military achievement.

But most important; it sends a clear message that an officer is actively seeking higher rank and responsibility. Force everyone to do it and this signal is lost in the noise.

As part of the transition from company grade to field grade, officers need refresher (if not remedial) training in the mechanics of writing and education in the content of writing. Senior officers who can't move past their days as a platoon leader are a menace to soldiers, and it seems to me that the ILE/CGSC writing requirements are a necessary part of that transition.

[twotofly]

I agree with Yukon. There is too much writing in the curriculum of ILE. My grades and this post reflect that I could use a refresher course on writing. The last time I wrote a paper is in 1997. I believe that writing four papers and having essay exams does not improve my writing skills. I am just trying to make ends meet by read all of the assigned readings and do my research for the required papers and exams. I believe to improve my skills, as a writer focus on the papers and adjust the written exams to a different type of exam.
It is more important to me to learn from my peers. Just like Yukon states “Time spent at ILE should capitalize on the opportunity to exchange ideas and learn from peer and instructor experience.”

v/r
D. Scooler
Student, ILE-CC at Ft Belvoir, VA.
Staff Group 30-A