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1. APA Task Force Report on Promotion, Tenure and Retention of Faculty of Color in Psychology

Author

American Psychological Association (APA) and APA Task Force on Inequities in Academic Tenure and Promotion

Abstract

In 2021, APA's Board of Scientific Affairs (BSA) and the Council of Graduate Departments of Psychology (COGDOP) collaborated to form a task force to examine the issues facing faculty of color within psychological science. A major goal of the report is to provide recommendations for best practices for the promotion and tenure process for faculty of color that aspire to foster meaningful systemic change across the psychological sciences. This report seeks to educate college and university administrators (i.e., psychology department chairs, chairs of promotion and tenure committees, external evaluators, deans, and chief academic officers) about the matter to begin creating systemic change. To that end, the report contains an action letter that departmental review committees can include with requests to outside reviewers for external evaluations of candidates being considered for promotion and tenure.

Published
2023

2. Online For-Profit Colleges and Universities and the Evolving Role of Academic Librarianship

Author

Force, Donald and Wiles, Bradley J.

Abstract

This presentation reports on a survey of academic librarians and their attitudes on several interrelated professional issues in the online for-profit college and university environment. Librarians from this sector offer a unique perspective on librarianship best practices for online educational delivery. They also present a clearheaded understanding on the impact of profit-based decision making on academic librarian values, responsibilities, and sense of professional duty. In addition to the survey results, this presentation discusses how academic librarianship has responded to the growing prevalence of virtual education delivery, and what roles the for-profit model might proffer for academic librarians going forward.

Published
2020
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3. Women in Business: Influences on the Undergraduate Major Choices

Author

Geyfman, Victoria, Force, Christina M., and Davis, Laura M.

Abstract

This study employs a survey of undergraduate business school freshmen to examine factors that influence their decision to study business and whether these factors differ by gender. Specifically, the study examines internal factors, such as students' perceived aptitudes and interests in the subject; external factors, such as compensation and job availability; and social/interpersonal influences, such as input of teachers, school counselors, parents, and friends. This paper follows up on the authors' earlier work, which found that despite an increase in the number of male students enrolled in business programs across the nation during the period between 2003 and 2011, female representation declined--an enrollment trend with significant consequences for colleges of business, industry, and the national economy. This study is an attempt to understand this trend by identifying those factors that may influence women to choose business as an undergraduate major.

Published
2015

4. Educational Development Websites: What Do They Tell Us about How Canadian Centres Support the Scholarship of Teaching and Learning?

Author

Woodhouse, Ros A. and Force, Kristin A.

Abstract

The study investigates how university educational development centres in Canada currently support faculty in developing the skills and knowledge to engage in the scholarship of teaching and learning. Content analysis of centre websites was used to identify strategies used to support SoTL. The main strategies identified were providing information and grants. Recommendations include increasing the visibility of SoTL on centre websites and integrating it with other centre activities. The data question the viability of a national strategy to improve teaching through SoTL.

Published
2010

5. Creating a Chain of Teaching and Learning Support: Documenting the Effects of the Teaching Development Graduate Assistant Program

Author

Force, Kristin A.

Abstract

This essay will demonstrate that the teaching development graduate assistant (TDGA) program at the Centre for the Support of Teaching, York University, creates a chain of teaching support between the TDGA coordinator, TDGAs, teaching assistants, faculty, and undergraduate students within a heavily populated university. The importance of teaching and learning workshops for graduate students with minimal university teaching experience will be demonstrated. The methodology for this project includes documenting personal experiences as the TDGA coordinator and informal interviews with TDGAs, discussing their workshops and other activities.

Published
2009

6. Individual Learning Account Pilot Initiative: A Learning Tool for the 21st Century. Report to the OPM Director.

Author

President's Task Force on Federal Training Technology, Washington, DC.

Abstract

The U.S. Office of Personnel Management (OPM) evaluated the feasibility of individual learning accounts (ILAs) as an approach to workforce development. Thirteen federal agencies volunteered to participate in the initiative. Together, they conducted a total of 17 pilot tests. Some pilot tests included all employees in the agency. Others targeted employees by specific occupations, grade levels, skill needs, and organization components. According to anecdotal feedback, employees and management considered ILAs a desirable approach to training and development. The pilot test demonstrated that ILAs are a feasible and practical approach to workforce development for the following reasons: (1) they are readily adaptable to the development needs of all employee grade and skill levels; (2) they can be targeted to meet specific competency gaps and workforce development needs; (3) they effectively use official time, employee time, dollars, or combinations thereof; and (4) they foster shared responsibility between organization and employee. It was recommended that ILAs be implemented governmentwide and supported through consultation and networking. (Appendixes constituting approximately two-thirds of this document contain the following items: OPM Federal ILA pilot initiative guidelines; a list of federal ILA pilot initiative coordinators; synopses of agencies' federal ILA pilots; and synopses of agencies' federal ILA pilots results.) (MN)

Published
2001

7. Technology: Transforming Federal Training. Report to the President.

Author

President's Task Force on Federal Training Technology, Washington, DC.

Abstract

The federal government's ability to provide the services and products that the American public expects depends on the talents and skills of the federal workforce. Therefore, federal employees must undertake retraining to learn new skills. Accelerating the use of learning technology will contribute to the learning process. A federal task force on training technology accomplished the following: implemented 13 agency individual learning account pilot programs in the Office of Personnel Management (OPM); established a joint OPM and Office of Management and Budget (OMB) initiative to help agencies to better plan the allocation of training resources; developed consensus standards for e-learning; administered the first government-wide electronic survey on learning technology; and established the training technology implementation group. Task force recommendations include the following: (1) create a steering committee and one-stop shop for federal training technology; (2) make training a strategic planning priority for all agencies; (3) establish a government-wide fund for learning technology innovation grants; (4) launch a campaign to educate decision-makers on the advantages of using learning technology; and (5) develop a program to promote existing procurement flexibilities for agency acquisition of learning. (KC)

Published
2000

8. General Cognitive Ability Predicts Job Performance. Interim Technical Paper for Period November 1990 - November 1991.

Author

Air Force Systems Command, Brooks AFB, TX. and Ree, Malcolm James

Abstract

A study investigated the roles of general ability and specific abilities as predictors of several job performance criteria for Air Force enlistees in eight jobs. Subjects were 1,545 Air Force enlistees entering from 1984 through 1988 who had tested with the Armed Services Vocational Aptitude Battery (ASVAB) parallel forms 11, 12, or 13. Subjects had completed both basic military training and technical training and were for the most part working in their first term of enlistment. They were mostly white, male, 17 to 23 years old, high school or better graduates, with an average job tenure of about 28 months. General cognitive ability and specific abilities (the interaction of general ability and experience) were defined by scores on the first and subsequent principal components of the enlistment and selection and classification test, the ASVAB. Multiple regression analyses conducted in correlation matrices corrected for range restriction revealed that general ability was the best predictor of all criterion measures and that specific abilities added a statistically significant but practically small amount to predictive efficiency. For classification of large numbers of applications into large numbers of jobs, the incremental prediction due to specific abilities could be useful. (Contains 47 references.) (YLB)

Published
1992

9. The Analytic Onion: Examining Training Issues from Different Levels of Analysis. Interim Technical Paper for Period July 1989-June 1991.

Author

Air Force Systems Command, Brooks AFB, TX., Lamb, Theodore A., and Chin, Keric B. O.

Abstract

This paper proposes a conceptual framework based on different levels of analysis using the metaphor of the layers of an onion to help organize and structure thinking on research issues concerning training. It discusses the core of the "analytic onion," the biological level, and seven levels of analysis that surround that core: the individual, the group, and the organizational, community, societal, world, and space systems. Interactions between the levels are also considered. Disciplinary perspectives from biology, psychology, social psychology, political science, and sociology are presented; all are viewed as having contributions to make to the examination of training issues when the focus is on the appropriate level of analysis. The paper argues that using a single disciplinary perspective may result in missing many alternative training solutions to operational problems or solutions to training and operational problems that do not appear at first glance to be related to training or operations. Research issues and/or research questions are identified at each level of analysis. Contains 43 references. (YLB)

Published
1991

10. Adult and Vocational Technical Education. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). October 16, 1990).

Author

National Advisory Council on Indian Education, Washington, DC. and Department of Education, Washington, DC. Indian Nations At Risk Task Force.

Abstract

This report summarizes two joint sessions held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues related to Native American adult and vocational technical education. Issues and problems are: (1) the positive effects of adult education on American Indians and their children, Indian adults' learning patterns, lack of tribal control on adult education, and the shortage of funding; (2) the need for vocational education to link training directly to the realities of the labor market, the relationship between vocational education and economic development, the federal role in Indian vocational education, lack of equity among tribes in vocational funding received, alternatives to the current instructor certification, and funding problems in adult education; and (3) the need for technical assistance and more funding for vocational rehabilitation programs. Community-based vocational education efforts are described. (SV)

Published
1990

11. Academic Performance. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 15, 1990).

Author

National Advisory Council on Indian Education, Washington, DC. and Department of Education, Washington, DC. Indian Nations At Risk Task Force.

Abstract

This report summarizes two joint sessions held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues related to the academic performance of Native American students. Educators, employers, parents, and tribal officials testified on the following topics: Native students' high dropout rates and lack of basic skills; low teacher expectations of Native students; high Native unemployment rates; lack of teacher accountability in both public and Bureau of Indian Affairs schools; the failure of the educational system to address differences in learning styles; high Native failure rates on the New Mexico high school competency test, resulting in ineligibility for a diploma or state job; test bias; alternative student evaluation strategies; the overrepresentation of Native students in special education; labeling and self-fulfilling prophesies; positive expectations and recognizing success; parent participation; the question of college preparation versus vocational education; recruitment of Native students to college; and the importance of integrating Native culture into the curriculum. A principal described his own research and findings on hemispheric specialization and cognitive style among Indian and other minority students. Promising educational strategies are described, involving integrated curriculum, cooperative learning, application of special education methods, training of teacher aides, and extracurricular activities as a motivator. (SV)

Published
1990

12. Indian Nations At Risk, Summary of Issues & Recommendations from Regional Hearings, July-October 1990.

Author

Department of Education, Washington, DC. Indian Nations At Risk Task Force.

Abstract

The Indian Nations At Risk Task Force held seven regional hearings during 1990 on issues in American Indian education. This document contains detailed reports of the seven hearings, individual summaries of each hearing, and an overall summary of issues and recommendations offered in the field of American Indian education. Major areas of concern included: (1) federal funding of Native American education; (2) teachers and teacher training; (3) Native parent and community participation and self-determination; (4) integration of Native language and culture into the curriculum; (5) financial aid for Native postsecondary education; (6) postsecondary readiness, recruitment, and persistence among Native students; (7) tribally controlled community colleges; (8) support services for at-risk Native youth; (9) development and improvement of the curriculum and of educational programs; (10) role of federal, state, and tribal government; (11) racial bias and stereotypes on personal and institutional levels; (12) standards and testing; (13) early childhood education programs; (14) urban and public school education; (15) adult basic education; (16) special education, Chapter 1, and other special services; and (17) data collection and research. This document contains various statistics on Native American enrollment, dropout rates, educational attainment, and academic achievement. (SV)

Published
1990

13. The Indian Nations At Risk Task Force and the National Advisory Council on Indian Education Joint Issues Sessions Proceedings. Annual Conference of the National Indian Education Association (22nd, San Diego, California, October 15-16, 1990).

Author

National Advisory Council on Indian Education, Washington, DC. and Department of Education, Washington, DC. Indian Nations At Risk Task Force.

Abstract

The Indian Nations At Risk Task Force and the National Advisory Council on Indian Education (NACIE) held joint sessions to hear testimony on important issues in American Indian education. This document presents statements given at 15 topical sessions and 3 additional sessions held for special groups. The 15 topics addressed were: teaching Native language and culture; academic achievement of Native American students and the failure of the education system; dropout prevention; teacher and administrator training, recruitment, and retention; substance abuse prevention; early childhood education; elementary schools and parent participation; middle schools and high schools and the question of boarding schools versus public schools; special education for handicapped, learning disabled, gifted, and talented; higher education, tribal colleges, and academic persistence; adult and vocational technical education; using computers, video technology, or other instructional technologies; education of urban American Indians; parent participation and empowerment; and partnerships of schools, tribes, communities, parents, and businesses. The three additional sessions were as follows: (1) a special session for elders to discuss their needs in the community and how they can contribute to Native education; (2) a special session for students and elders covering test bias, student recruitment, teacher education programs, and Bureau of Indian Affairs schools; and (3) an open discussion with NACIE and Task Force members. Most reports on issues include descriptions of exemplary programs, strategies that work, or recommendations for change. (SV)

Published
1990

14. Hiring Social Work Faculty: An Analysis of Employment Announcements with Special Focus on Rural and Urban Differences and 2008 EPAS Implications

Author

Mackie, Paul Force-Emery

Abstract

An 11-month long analysis of social work faculty position advertisements examined differences in job descriptions between past and present findings, rural- and urban-located social work programs, doctorate and nondoctorate conferring institutions, and public and private institutions. Additionally, this investigation addressed 2008 Educational Policy and Accreditation Standards expectations of social work practice experiences. Findings suggest that degree-earned expectations are lower among rural-located institutions compared to urban institutions, service and student advising are more often identified as expectations of employment among rural institutions, and rural institutions are less likely to expect evidence of research and scholarship. Differences were also found between rural and urban institutions regarding post-MSW experience requirements, and 65% of all position announcements identified >2 years post-MSW experience as required.

Published
2013
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15. What Are Professors Doing in the Classroom That Might Attenuate Learning Issues That Challenge Students with Post Traumatic Stress Disorder?

Author

Force, Marilynn

Abstract

Many students enter the postsecondary classroom with Post Traumatic Stress Disorder (PTSD), but do not disclose their disability for fear of stigma from the school and the instructors they must face. For the past 7 years, this author has noticed that, when instructional designs incorporate practices that meet the needs and learning processes of the student when it is difficult for them to meet the goal of mastery, the subject matter to be learned can be successfully achieved. The purpose of this study was to examine the instructional design practices of postsecondary education, how those practices were developed, established, and implemented. The focus was to compare and contrast whether the established instructional designs could incorporate new instructional designs with the needs of the student with PTSD. New instructional designs were found that can be implemented within the classroom, and attitudes toward instructional design were surveyed to find the attitudes of instructors' approach to helping students within the classroom. The outcome of the survey findings found in this paper that was distributed to a select group of universities supported this author's assumption that, in general, university instructors care deeply about their students' learning the subject material presented in class. However, many of those instructors do not have a formal pedagological base of knowledge in instructional design upon which they can draw. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2013

16. Implementation of Gas Chromatography and Microscale Distillation into the General Chemistry Laboratory Curriculum as Vehicles for Examining Intermolecular Forces

Author

Csizmar, Clifford M., Force, Dee Ann, and Warner, Don L.

Abstract

As part of an NSF-funded Course Curriculum and Laboratory Improvement (CCLI) project that seeks, in part, to increase student exposure to scientific instrumentation, a gas chromatography experiment has been integrated into the second-semester general chemistry laboratory curriculum. The experiment uses affordable, commercially available equipment and materials. It also parallels the corresponding lecture topics, reinforcing the concept of intermolecular forces (and exposing the structural basis of these forces) through the drawing of Lewis structures, microscale distillation, and gas chromatography. Group presentations end the laboratory session, exposing all students to the entirety of analytical data obtained by their peers. Students respond favorably to the exercise, citing use of the gas chromatograph as interesting and the group presentations as highly beneficial to their understanding of the material. (Contains 2 tables and 1 figure.)

Published
2011
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17. T-4G Simulator and T-4 Ground Training Devices in USAF Undergraduate Pilot Training.

Author

Air Force Human Resources Lab., Brooks AFB, TX., Air Force Human Resources Lab., Williams AFB, AZ. Flying Training Div., Woodruff, Robert R., and Smith, James F.

Abstract

The objective of the project was to investigate the utility of using an A/F37A-T4G T-37 flight simulator within the context of Air Force undergraduate pilot training. Twenty-one subjects, selected from three undergraduate pilot training classes, were given contact flight training in a TP4G/EPT simulator before going to T-37 aircraft for further training. Fourteen of these subjects were also given instrument training in the T-4G/EPT before completing such training in the aircraft. The remaining seven subjects received instrument training in the UPT T-4 instrument and procedures trainer. A specially designed syllabus was used which incorporated batch training, proficiency advancement, and other revised instructional strategies. Check pilot scores for each of the instructional phases were used in comparing performances of the experimental subjects with those of the conventionally trained students. Results indicate devices having the capabilities of the T-4G could be used to achieve an average saving per student of three aircraft hours in contact flight training and ten hours in instrument training. Results also indicate a savings of eight aircraft hours could be achieved in instrument training by using the specially devised syllabus of instruction with existing T-4 instrument trainers. (Author)

Published
1974

18. Cardiopulmonary Laboratory Specialist, 10-6. Military Curriculum Materials for Vocational and Technical Education.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

These instructor and student materials for a postsecondary level course for cardiopulmonary laboratory specialist training comprise one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The purpose stated for the course is to train students to assist cardiologists and pulmonary physiologists in examining, evaluating, diagnosing, and treating cardiopulmonary diseases and injuries. Basic math skills and background in biology and chemistry are required for this specialty course for students with basic medical laboratory training and experience. The two blocks of instruction are Cardiology and Pulmonary Medicine. Skills taught include diagnostic and therapeutic procedures, such as administering electrocardiograms, phonocardiograms, vectorcardiograms, stress tests, and blood gas analysis. Anatomy, physiology, medical terminology, care of cardiovascular disorders, and inhalation therapy are among the major areas of study. Instructor materials consist of a course chart and a plan of instruction detailing the units of instruction, criterion objectives, lesson duration, and support materials needed. Student materials for blocks 1 and 2 are 16 study guides, 16 programed texts, and three handouts. Several commercial texts and audiovisual aids are recommended but are not provided. (YLB)

Published
1975

19. Entomology Specialist 1-1. Military Curriculum Materials for Vocational and Technical Education.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education., Air Force Training Command, Sheppard AFB, TX., and Jones, Jimmie L.

Abstract

This individualized, self-paced course for training an entomology specialist was adapted from military curriculum materials for use in vocational and technical education. Completion of the course should provide students with basic information needed to accomplish the following duties of an entomology specialist: perform entomological work, apply toxic pesticides, perform control operations and preventive operations, operate and calibrate dispersal and safety equipment, maintain tools and equipment, and supervise entomology personnel. The document consists of a student workbook with objectives, assignments, review exercises and answers, volume review exercises, and a test. The workbook consists of six volumes. The first volume introduces pest management and safety, while the second contains information about pesticides and the environment and pesticide dispersal equipment. In the third volume, pests carried by domestic animals are discussed, while in the fourth household pests such as spiders and reptiles are examined. The final chapters provide information on the collection, identification, and control of economic pests (such as stored product pests, structural pests, and ornamental and turf pests) and vertebrate and vegetative pests (rodents, bats, birds, aquatic plants, grasses, and herbaceous broadleaf plants). The course in intended for use in a laboratory or on-the-job learning situation. (KC)

Published
1977

20. Self-Perceived Problems of Student Pilots Eliminated from Undergraduate Pilot Training.

Author

Air Force Human Resources Lab., Williams AFB, AZ. Flying Training Div., Eddowes, Edward E., and King, Norman W.

Abstract

The report describes how students eliminated from undergraduate pilot training (UPT) perceived the circumstances leading to their elimination. Personal interviews were held with 117 students eliminated from UPT. The data obtained were organized on the basis of the official cause of elimination. The frequencies of problems or factors perceived as contributing to elimination were categorized according to the five most prevalent causes of UPT attrition: self-initiated elimination, manifestation of apprehension, flying deficiency, medical deficiency, and academic deficiency. Information from the study is presented in a series of 10 tables following the interview format. Similarities and differences in student perception of problems as a function of cause of elimination are noted and briefly discussed. The contents of the tables provide suggestions which may be evaluated on their merits in considering prospective modification of training procedures. It was concluded that eliminated students' perceptions of training problem areas can provide useful information for training program management and can suggest areas for training research. The elimination interview format is appended. (Author/EC)

Published
1975

21. Sources of Information on Career Education: An Annotated Bibliography.

Author

California State Dept. of Education, Sacramento. Career Education Task Force.

Abstract

The annotated bibliography, listing source materials pertinent to career education, is arranged alphabetically within each of eight sections. The first four sections present selected sources of information on: (1) the nature of students in the 1970's, (2) the occupational market, (3) statements of objectives, and (4) methods of developing curriculum. The fifth section includes teacher and student resources relating to career education and occupational preparation divided into a list of California sources and out-of-State sources. Part 6 presents a list of basic sources and useful reports and a list of names and locations of sources for counselors and other guidance personnel. Sources dealing with program evaluation guidelines are listed without annotations in part 7. The eighth and final part contains supplemental sources of information related to career education, including printed materials, audiovisual, and other instructional aids. Appended is an alphabetical list of publications of the Center for Vocational Education. (Author/MS)

Published
1975

22. Design of a Computer-Controlled, Random-Access Slide Projector Interface. Final Report (April 1974 - November 1974).

Author

Air Force Human Resources Lab., Lowry AFB, CO. Technical Training Div. and Kirby, Paul J.

Abstract

The design, development, test, and evaluation of an electronic hardware device interfacing a commercially available slide projector with a plasma panel computer terminal is reported. The interface device allows an instructional computer program to select slides for viewing based upon the lesson student situation parameters of the instructional strategy employed. Photographs and schematic drawings illustrate the interface circuitry. Appendixes cover the board layout, PROM pattern, parts list, wiring, and box connections. (Author/DS)

Published
1975

23. T-4G Methodology: Undergraduate Pilot Training T-37 Phase.

Author

Air Force Human Resources Lab., Williams AFB, AZ. Flying Training Div. and Woodruff, Robert R.

Abstract

The report's brief introduction describes the application of T-4G methodology to the T-37 instrument phase of undergraduate pilot training. The methodology is characterized by instruction in trainers, proficiency advancement, a highly structured syllabus, the training manager concept, early exposure to instrument training, and hands-on training. The introduction also describes the results of a test of the methodology, in which one particular flight training class required an average of 42 percent fewer flying hours (8.8 aircraft hours) than are included in the regular T-37 instrument syllabus. The bulk of the report consists of an appendix whose first part consists of discussions of problems associated with the T-4G Methodology T-37 Syllabus, instructor pilot reactions to the syllabus, results of the application of the syllabus, grade adjustment information for the test population, and recommendations. The bulk of the appendix (60 pages) consists of the syllabus which includes special instructions, task objectives, and performance criteria for the following areas of T-37 flight training: flying training; contact training; instrument trainer training (including basic instruction, basic maneuvers, radio navigation, radar, and mission profile); instrument flight training; navigation training; and formation training. An additional appendix presents a flow chart of the regular against the test syllabi. (JR)

Published
1974

24. A Model for Integrating a Job-Aiding, Training, and Performance Assessment System--A Preliminary Concept Paper. Final Technical Paper for Period June-August 1985.

Author

Air Force Human Resources Lab., Brooks AFB, TX., Kline, Charles R., and Lester, Mark

Abstract

This paper presents a model for an integrated system used for job-aiding, training, and performance assessment for persons who maintain systems of various types. The model is driven by updatable job aids, by integrated human-machine heuristics, and by an expanding matrix of maintenance activities. The model uses the job-aiding base, updated by computer networks and retrieval systems. In the model, this job-aiding system is part of an expert system. All inputs and outputs are envisioned to be in natural, human languages presented in a user-friendly series of displays and menus. The model also provides for training and performance assessment. To create training modules, the computer subsystem implements the appropriate job aid by presenting it in a training frame. To create a performance assessment battery, the computer subsystem presents the job aid after filtering it through a linguistic transformation that turns it into a case study or, if appropriate, a series of questions. The paper includes 52 references. (Author/KC)

Published
1988

25. Measuring Student Attitudes Toward the Air Force Traffic Safety Course. Final Report for Period February 1977--December 1978.

Author

Air Force Human Resources Lab., Brooks AFB, TX., DeLeo, Philip J., and Slaughter, Sharon L.

Abstract

A questionnaire survey was developed to measure the attitudes of students toward the Air Force Traffic Safety Course. Mandatory for virtually all personnel entering the Air Force, this course was taught in a standardized multimedia format at more than 140 locations . It was a 10-hour course of instruction covering environmental hazards, vehicle control, and emergency situations. Attitudes toward instructor, course, and media effectiveness, and opinions about various environmental features (such as noise and temperature) were measured. Attitudes were measured at the unit level and for the course as a whole. It was concluded that: reliability and content and constuct validity were acceptable; attitude scales were appropriate; personnel felt all units were fairly effective; and the course was evaluated favorably by the enlisted airmen and generally unfavorably by officers. It was recommended that the questionnaire be adopted, and suggestions were made for data analysis procedures. (The questionnaires are appended.) (Author/MH)

Published
1979

26. Military Curriculum Materials for Vocational and Technical Education. Telephone Switching Equipment Repairman 5-6. (Electromechanical) CDC36251.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force School of Applied Aerospace Sciences, Sheppard AFB, TX.

Abstract

These individualized, self-paced student texts for a secondary-postsecondary level course for telephone switching equipment repairman are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The five-volume course is designed to provide students with understanding of the theory and normal functions of telephone equipment to permit rapid analysis of telephone troubles. Volume 1, Introduction to Career Field, covers safety switching, review of electronic principles and standard test equipment, supply principles, and fundamentals of management. Volume 2, Telephone Fundamentals, presents an overview of relays and switches, basic telephone principles, and installation fundamentals and familiarization on the operation and maintenance of the AN/FTA 13 manual telephone system. Volume 3, Strowger Step-by-Step Telephone System, discusses application of fundamental information, when step-by-step equipment is used to perform the required switch functions. Volume 4, XY Telephone System, covers this system in the method used in Volume 3. Volume 5, AUTOVON Interface Equipment and Base Wire System, discusses interface circuitry with respect to circuit operation and maintenance and testing and maintenance of the base cable plant to handle AUTOVON and other quality circuits. Each volume contains test materials, review exercises and answers, tests, and supplementary schematic drawings. (YLB)

Published
1978

27. Military Curriculum Materials for Vocational and Technical Education. Fire Protection Specialist, CDC 57150, 17-12.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force School of Applied Aerospace Sciences, Chanute AFB, IL.

Abstract

This five-volume course is designed to provide the student with information about fire protection, first aid and rescue, and special situation firefighting techniques. The course is one of number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in civilian setting. The course materials include the following volumes: General Subjects for Fire Protection, Fire Engineering and Investigation, First Aid and Rescue, Fire Protection Vehicles, and Structural Firefighting. Each volume contains reading assignments, review exercises and answers, and an examination. The course is designed for student self-study. (LRA)

Published
1979

28. Development and Validation of the Air Force Technical Training Student Survey: Attitudinal Correlates of Course Attrition Level and Student Gender. Final Report for Period March 1973--December 1978.

Author

Air Force Human Resources Lab., Brooks AFB, TX. and Kantor, Jeffrey E.

Abstract

As part of a multiphase study on male and female student attitudes towards Air Force technical training and the relationship between those attitudes and student performance, the 121-item Technical Training Student Survey (TTSS) was administered to 12,666 technical training students. The attitudes of students from high attrition courses were compared to the attitudes of students from low attrition courses to identify those attitudes related to course attrition rate and to compare attitudes related to student performance at different levels of student attrition. Many similarities were found, but differences suggested the importance of motivational factors. Male and female attitudes towards the training experience were found to differ in several areas. While some differences referred to specific aspects of training, most appeared to be reflecting the differences in attitudes between a group with experience in a particular environment (men) versus those of a group entering a relatively new experience (women). The attitudes related to performance for men and women were found to be very similar with some indications that women were having greater difficulty with some aspects of the academic work. These findings and the application of this methodology to other subsets of the existing data base are discussed. The TTSS is appended. (Author/MH)

Published
1979

29. Military Curricula for Vocational & Technical Education. General Purpose Vehicle Mechanic, Block III, 8-10.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force School of Applied Aerospace Sciences, Chanute AFB, IL.

Abstract

This plan of instruction, lesson plans, and student materials (study guides, workbooks, and programed texts) for a secondary-postsecondary level course in engine mechanics is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the second of a four-part course (see Note for other sections) covering general vehicle mechanics, including inspection, maintenance, and repair. The plan of instruction suggests number of hours of class time devoted to each lesson in one block of instruction (Block III, a total of 74.5 hours of instruction): Auto Electrical Units, containing five lessons on fundamentals of automotive electricity, batteries, and basic electrical circuits; battery and magneto ignition system; cranking motors and starting system; DC charging system; and AC charging system. It also details criterion objectives and support materials needed. Lesson plans outline teaching steps. Student materials include study guides containing objectives, text material, and review questions; two workbooks containing shop procedures; and two programed texts. Military manuals, commercial texts, and audiovisuals are suggested, but not provided. (YLB)

Published
1975

30. Military Curricula for Vocational & Technical Education. General Purpose Vehicle Mechanic. Blocks I and II, 8-9.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force School of Applied Aerospace Sciences, Chanute AFB, IL.

Abstract

This plan of instruction, lesson plans, student handouts, and programed texts for a secondary-postsecondary level course in engine mechanics is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the first of a four-part course (see Note for other sections) covering general vehicle mechanics, including inspection, maintenance, and repair. The plan of instruction suggests number of hours of class time devoted to each lesson in two blocks of instruction (Blocks I and II), a total of sixty-nine hours of instruction: (1) Publications (2 lessons, 12 hours), including basic math and hand, special, and measuring tools and (2) engines (8 lessons, 57 hours), including engine assembly, servicing, and reassembly; cooling, lubrication, and crankcase ventilating systems; soldering; corrosion control; emission control system; carburetors; governors; and fuel system. It also details criterion objectives and support materials needed. Lesson plans outline teaching steps. Student materials in Block I include two handouts and seven programed texts and in Block II a study guide, workbook, worksheet, and three programed texts. Military manuals, commercial texts, and audiovisuals are suggested, but not provided. (YLB)

Published
1975

31. Military Curricula for Vocational and Technical Education. Traffic Management and Accident Investigation, 17-8.

Author

Air Force, Washington, DC. and Ohio State Univ., Columbus. National Center for Research in Vocational Education.

Abstract

This teaching guide and student workbook for a postsecondary level course in traffic management and accident investigation is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the 132-hour course is to expose students to the development of vehicle codes and traffic flow plans, analyses of traffic trends and accident causes, planning/conducting traffic accident investigations, and application of procedures in preparing and maintaining traffic reports and records. The plan of instruction, which suggests a number of hours of class time devoted to each course objective, is based on the following outline: Traffic Law Enforcement (44 hours), Traffic Accident Investigation (72 hours), Traffic Control (13 hours), and Measurement and Critique (3 hours). The teaching guide contains topic outlines for each class presentation along with behavioral objectives and notes on student evaluation. Contents of the student workbook include objectives, procedures, study assignments, and work assignment questions. Several films and slide tape series are suggesed with the note that instructors may obtain them from an Air Force library or substitute similar materials. (JT)

Published
1978

32. Military Curricula for Vocational & Technical Education. Physical Therapy Specialist, 10-9.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

This teaching guide and student study guides/workbooks are for a postsecondary course in the theory and practical application of physical therapy procedures and modalities needed to assist the physical therapist in administering physical therapy care. It is one of a number of military-developed curriculum packages selected for adaptation to vocational instructon and curriculum development in a civilian setting. The 197-hour course is divided into two blocks of instruction. Block I, Basic Sciences, contains three lessons covering 99 hours of instruction: Psychology of the Diseased and Injured (7 hours), Physiology (39 hours), and Anatomy (53 hours). Block II, Procedures and Modalities, contains three lessons covering 98 hours of instruction: Medical Conditions in Physical Therapy (18 hours), Physical Therapy Procedures (34 hours), and Physical Therapy Modalities (46 hours). Printed instructor materials include a course chart; a plan of instruction, criterion objectives, the duration of the lessons, and support materials needed; and a Specialty Training Standard for use in student performance evaluation. Student materials include three study guide/workbooks for Block I and four for Block II. The text suggested for use with the course, "The Physical and Occupational Therapy Technician," is not provided. Audiovisual aids suggested for use with this course include twenty-nine films, three transparency sets, and four mini-texts. (MEK)

Published
1977

33. Military Curricula for Vocational & Technical Education. Communications Computer Programmer, 4-2.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Keesler AFB, MS.

Abstract

These student materials--study guides, handouts (some are manuals), a workbook, and programmed texts--for a secondary-postsecondary-level course for communications computer programmer are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. A plan of instruction, which suggests number of hours of class time devoted to each course objective and support material and guidance, covers these topics: computer mathematics, data representation, computer logic functions, and logical development of problem solving. Contents of the unit, Computer Programming Principles, include a handout with student notes, a study guide with learning materials, and a workbook with classroom and homework exercises. A programmed text is provided for the unit, Computer Logic Functions. The unit, Top Down Structured Programming, is a self-instruction text. The unit on Programming Principles is a study guide with learning materials. Student manuals (handouts) comprise the units, Fortran Language and Examples of Structured Code. (YLB)

Published
1978

34. Military Curricula for Vocational & Technical Education. Continuous Photoprocessing Specialist, 16-4.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Lowry AFB, CO.

Abstract

These lesson plans and student study guides and workbooks for a secondary-postsecondary-level course in continuous photoprocessing are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the course is to expose students to fundamental concepts of the photographic process, chemistry, optics, exposure, light, and processing of color and black-and-white film; train them to use equipment and operations involved in photographic processing laboratories; and provide fundamental training in sensitometric and densitometric process control techniques and photographic reproduction. The plan of instruction, which suggests number of hours of class time devoted to each course objective, is based on the following outline allowing for six units of instruction (blocks): Photographic Fundamentals (5 lessons), Continuous Processing Fundamentals (5 lessons), Aerial Film Processing (2 lessons), Aerial Film Duplication (2 lessons), Aerial Select Printing (4 lessons), and Continuous Color Processing (3 lessons). The lesson plans contain course outlines, objectives, and information on support materials and guidance. Contents of the study guides and workbooks include objectives, informative material, study questions, and exercises. Media materials are suggested, but not provided. (YLB)

Published
1977

35. Military Curricula for Vocational & Technical Education. Still Photojournalism Techniques, 16-3.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force School of Applied Aerospace Sciences, Lakeland AFB, TX.

Abstract

These instructor materials and student workbook and programmed texts for a secondary-postsecondary-level course in still photojournalism techniques are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the 234-hour course consisting of four blocks of instruction is to provide knowledge and training in these areas: journalistic process and role of the photojournalist; information acquisition techniques; elements of style in writing; communicating with people; legal and ethical considerations; processing techniques; personality feature; group, publicity, editorial, sports, and picture stories; and layouts. The plan of instruction, which suggests number of hours of class time devoted to each course objective (lesson) and details references and materials, is based on the following outline: The Journalistic Sequence (5 lessons, 20 hours), People Pictures (6 lessons, 80 hours), The Communication Process (3 lessons, 48 hours), and Job-Oriented Workshop (7 lessons, 86 hours). Block 1 (The Journalistic Sequence) is a workbook and study guide which includes objectives, informative materials, procedures, questions, and references. The other blocks consist of programmed texts with review exercises and tests. Some slide-tapes are suggested but not provided. (YLB)

Published
1978

36. Military Curricula for Vocational & Technical Education. Refrigeration & Air Conditioning Specialist, Blocks I-II.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

This plan of instruction, study guides, workbooks, and programmed texts for a secondary-postsecondary-level course in refrigeration and air conditioning are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the first section of a three-part course (see Note for other sections) intended to train students in identification, location, function, installation, operational checking, servicing, repair, and maintenance of refrigeration and air conditioning systems. Dealing specifically with the use of hand and special tools, refrigeration materials, and electrical principles, this section contains two blocks covering 93.5 hours of instruction: Fundamentals (3 lessons) and Electricity (3 lessons). The plan of instruction contains an outline of the teaching steps, criterion objectives, lesson duration, correlation of tasks with a training standard, and support materials and guidance. Student materials include three study guides with text information, objectives, review exercises, and references; three workbooks with performance exercises; and five programmed texts for individualized instruction. Commercial texts, military technial manuals, and audiovisual aids are suggested, but not provided. Materials may be adapted for individualized instruction, remedial work, or independent study. (YLB)

Published
1974

37. Military Curricula for Vocational & Technical Education. Refrigeration and Air Conditioning Specialist, Blocks VI-IX.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

This plan of instruction, study guides, and workbooks for a secondary-postsecondary-level course in refrigeration and air conditioning are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the third section of a three-part course (see Note for other sections) intended to train students in identification, location, function, installation, operational checking, servicing, repair, and maintenance of refrigeration and air conditioning systems. Dealing specifically with special refrigeration systems, water conditioning, absorption air conditioning (AC), AC controls, AC equipment, and evaporative cooling systems, this section contains four blocks covering 269.5 hours of instruction: Special Refrigeration System, Cooling Towers, Water Pumps, Water Conditioning, and Absorption AC System (5 lessons); AC Controls; (5 lessons); AC (7 lessons); and evaporative Cooling Systems (1 lesson). The plan of instruction contains an outline of the teaching steps, criterion objectives, lesson duration, correlation of tasks with a training standard, and support materials and guidance. Student materials include eight study guides with text information, objectives, review exercises, and references and eight workbooks with performance exercises. Commercial texts, military technical manuals, and audiovisual aids are suggested, but not provided. Materials may be adapted for individualized instruction or presented in a group setting. (YLB)

Published
1975

38. Military Curricula for Vocational & Technical Education. Social Problems of Police Administration, 14-2.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force School of Applied Aerospace Sciences, Lakeland AFB, TX.

Abstract

Both teacher and student materials are included in this guide for a postsecondary course intended to provide training in the psychological aspects of confrontation, disturbance, or disorder. One of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting, the course consists of six lessons covering thirty-five hours of instruction. Subject matter for the course focuses on social science concepts, the psychology of crowds and mobs, the personal recognition of discrimination and prejudice, minority groups and their contributions to the United States, and analyzing reports. The plan of instruction, which suggests number of class hours to be devoted to each objective, is based on the following outline: Personal Perception (2 hours), Social Science Concepts and Theory (11 hours), Prejudice, Discrimination, and Minority Groups (8 hours), Crowds and Mobs (5 hours), After-Action Reports (3 hours), and Student Reports (6 hours). The course relies heavily on outside reading and individual activities. Lesson plans, behavioral objectives, textual material, and lists of additional readings are included along with suggested films and transparency sets (not included). Activities are directed at raising individual awareness of the social and psychological problems inherent in the imposition of authority on minority groups; correction and/or recognizing discrimination and prejudice on the part of individuals and the system; and developing strategies for handling these problems. It is noted that material is applicable to police training, teacher education, or supervisory courses. (MEK)

Published
1975

39. Military Curricula for Vocational & Technical Education. Refrigeration & Air Conditioning Specialist, Blocks III-V, 11-7.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

This plan of instruction, study guides, and workbooks for a secondary-postsecondary-level course in refrigeration and air conditioning are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the second section of a three-part course (see Note for other sections) intended to train students in identification, location, function, installation, operational checking, servicing, repair, and maintenance or refrigeration and air conditioning systems. Dealing specifically with basic refrigeration, refrigeration controls and accessories, and domestic and commercial refrigeration, this section contains three blocks covering 230 hours of instruction: Basic Refrigeration (4 lessons), Refrigeration Controls and Accessories (3 lessons), and Domestic and Commercial Refrigeration (2 lessons). The plan of instruction contains ar outline of the teaching steps, criterion objectives, lesson duration, correlation of tasks with a training standard, and support materials and guidance. Student materials include four study guides with text information, objectives, review exercises, and references and four workbooks with performance exercises. Commercial texts, military technical manuals, and audiovisual aids are suggested, but not provided. Materials may be adapted for individualized instruction or presented in a group setting. (YLB)

Published
1974

40. Military Curricula for Vocational & Technical Education. Veterinary Specialist, Blocks III-VI.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

These instructor materials and student texts, study guides, and workbooks for a postsecondary-level course to train veterinary specialists are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the first half of a two-part course (see Note) intended to provide training in food inspection; laboratory procedures; subprofessional duties concerning veterinary sciences; sanitary surveillance of food processing, storage, and service facilities; control and epidemiology of zoonotic diseases; and veterinary aspects of disaster medicine. Dealing with microbiology, food handling, food laboratory, and meat and meat products, this section contains four blocks of instruction covering 122 hours of instruction: microbiology (3 lessons), medical aspects of food handling (2 lessons), food laboratory (3 lessons), and meat and meat products (5 lessons). Instructor materials include a course chart, Specialty Training Standard, for use in student evaluation, lesson plans, and a plan of instruction detailing unit content, lesson duration, objectives, and support material. Student materials include four student texts, study guide, two study guides/workbooks, and programmed text. Contents are objectives, text readings, review exercises, and laboratory experiments. Commercial texts, military manuals, and audiovisuals are suggested but not provided. (YLB)

Published
1975

41. Military Curricula for Vocational & Technical Education. Veterinary Specialist, Blocks VII-XI, 1-4.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

These instructor materials and student texts, study guides, and workbooks for a postsecondary-level course to train veterinary specialists are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. It is the second half of a two-part course (see Note) intended to provide training in food inspection; laboratory procedures; subprofessional duties concerning veterinary sciences; sanitary surveillance of food processing, storage, and service facilities; control and epidemiology of zoonotic diseases; and veterinary aspects of disaster medicine. Dealing with poultry and egg inspection, dairy products, miscellaneous foods, food technology, and animal services, this section contains five blocks of instruction covering eighty-eight hours of instruction: Dairy and Dairy Products (2 lessons), Miscellaneous Foods (2 lessons), Food Technology (2 lessons), and Animal Service and Zoonoses Control Activities (4 lesons). Instructor materials include a course chart, Speciality Training, for use in student evaluation, lesson plans, and a plan of instruction detailing unit content, lesson duration, objectives, and support material. Student materials include seven student texts, student workbook, and three study guide/workbooks. Contents are objectives, text readings, review exercises, and laboratory experiments. Commerical texts, military manuals, and audiovisuals are suggested but not provided. (YLB)

Published
1975

42. Military Curricula for Vocational & Technical Education. Carpentry Specialist, 3-15.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

This plan of instruction, lesson plans, and study guides and workbooks for a secondary-postsecondary-level course in carpentry is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the 233.5-hour course is to provide basic-level training in carpentry. The following topics are covered: carpenter's hand tools, portable power tools, and shop tools; construction and maintenance of wood structures; installation of building hardware; and erection of prefabricated buildings. The plan of instruction, which suggests number of class instruction, shop, and study hours devoted to each course objective, is based on four blocks of instruction: Introduction to Carpentry (5 units), Cabinet Construction (9 units), Building Construction (6 units), and Building Finishing Work (7 units). Contents of the lesson plans include criterion objectives, equipment needed, outline with presentation and application, evaluation, and assignment. Study guides present the information needed to complete the unit or make assignments in other publications which contain the required information. Workbooks contain work procedures such as missions (exercises), problems, and questions. Although not provided, two textbooks, Modern Carpentry and Modern Woodworking, are required, and five films are recommended. (YLB)

Published
1974

43. Military Curricula for Vocational & Technical Education. Telephone Equipment Installer-Repairman, 5-4.

Author

Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC., Ohio State Univ., Columbus. National Center for Research in Vocational Education., and Air Force Training Command, Sheppard AFB, TX.

Abstract

These individualized, self-paced student texts and workbooks for a secondary-postsecondary-level course in telephone equipment installation and repair is one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. Purpose stated for the course is to provide the student with information about electrical fundamentals, transistors, telephony and telephone systems, and telephone station installation, testing, and maintenance. The four-volume course consists of four texts with reading assignments: Introduction (2 chapters), Telephone Construction and Repair (3 chapters), Substation Installation (5 chapters), and Key Systems and Intercommunications (6 chapters). The four volumes of the student workbook correspond with the volumes of the text. Each workbook contains objectives, a study reference guide, and chapter and volume review exercises with answers. (YLB)

Published
1974

44. Team Training: Literature Review and Annotated Bibliography. Final Report.

Author

Air Force Human Resources Lab., Wright-Patterson AFB, OH. and Denson, Roland W.

Abstract

A review of the literature (as reflected by government documents, industry reports, journal articles, and books) on team training sought to establish a baseline of what is currently known and to identify unresolved technical issues relevant to Air Force team training. In addition, recommendations concerning the most important areas for Air Force team training research and development were to be made. An attempt was made to be as comprehensive as was considered practical. Documents dated prior to 1960 and the preponderance of research on small group behavior within a social-psychological context were limited to a few representative review articles. Hundreds of source documents were investigated to obtain just over 100 relevant reports that focus on definitional issues; individual, task, and team characteristics of team training; the role of feedback; performance objectives; measurement and evaluation; and the potential of instructional system development for effective team training. Findings are briefly discussed for each of these areas. The appendix contains an annotated bibliography. The review is intended to serve as a basis and a resource for the improvement of the state of the art in team training. (Author/KC)

Published
1981

45. Aptitude Requirements Based on Task Difficulty: Methodology for Evaluation. Interim Report for Period 1975-1980.

Author

Air Force Human Resources Lab., Brooks AFB, TX. Manpower and Personnel Div. and Burtch, Lloyd D.

Abstract

An objective procedure was developed and tested to determine the relative difficulty of Air Force jobs. Also investigated were (1) the measurement of task difficulty to allow comparability across specialties, (2) the quantitative appraisal of job demands based on component tasks being performed, and (3) the comparability of job difficulty to job aptitude requirement. The study was based on task-level specifications of learning difficulty provided by two sources: supervisors and benchmark ratings developed by contract job analysts. These data were used to weight the relative difficulty of each task when computing aggregate estimates of learning difficulty for each enlisted specialty. The Comprehensive Occupational Data Analysis Programs (CODAP) package was used for the analysis of task level data. Interrater reliability and correlation techniques were used to assess the agreement among supervisors and job analysis in the ratings of task difficulty. Regression equations were used to calibrate relative ratings on the benchmark scale. The calibrated ratings then were combined with average time-spent data to determine the relative difficulty of individual jobs and specialty groups. Both supervisory ratings and the contract job analyst ratings proved to be highly reliable, and the benchmark scales provided a highly reliable means of obtaining task difficulty ratings that were comparable across specialities. The methodology developed and implemented can be applied objectively to evaluate the relative aptitude requirements of Air Force jobs and to order jobs relative to each other based on the level of talent required. It was recommended that this method be used in operational realignment of current aptitude requirements. (KC)

Published
1982

46. Military Curricula for Vocational & Technical Education. Entomology Specialist 1-5.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

This plan of instruction, lesson plans, and student study guides and workbooks for a secondary-postsecondary level course for an entomology specialist are one of a number of military-developed curriculum packages selected for adaptation to vocational instruction and curriculum development in a civilian setting. The course includes training on procedures for insect and rodent control, collection and identification of specimens, determination of control measures, identification and use of treatment solutions, and operation and maintenance of insecticide dispersal equipment. Three blocks of instruction cover 155 hours: (1) Entomology Fundamentals, Pesticides, and Equipment (11 lessons, 49 hours); (2) Control of Medically Important Pests (9 lessons, 58 hours); and (3) Control of Economically Important Pests (7 lessons, 48 hours). A Specialty Training Standard for student evaluation is provided. The plan of instruction details the units of instruction, objectives, duration of lessons, and support materials needed. A study guide and a workbook are provided for each block. These materials contain objectives, reading assignments, and review exercises. Military manuals, commercial texts, and audiovisuals are recommended, but not provided. A pictorial reference ("Pictorial Keys") on insects is available from the National Center Clearinghouse--see availability statement. (YLB)

Published
1975

47. Relationship between Air Force Officer Qualifying Test Scores and Success in Air Weapons Controller Training. Interim Report for the Period November 1982-February 1984.

Author

Air Force Human Resources Lab., Brooks AFB, TX. Manpower and Personnel Div., Finegold, Lawrence S., and Rogers, Deborah

Abstract

This project investigated the relationship between Air Force Officer Qualifying Test (AFOQT) composite scores and student performance in Air Force air weapons controller training. The purpose of this study was to examine the feasibility of using AFOQT scores as one selection criteria for entry to the air weapons controller field. An analysis of training performance data for 968 students showed a significant positive correlation between AFOQT Academic Aptitude composite scores and successful completion of training. Thus, a range of possible minimum cutoff scores on this composite was recommended as a selection criterion. Data concerning the approximate cost of attrition rates (Fiscal Year 1982) for the five air weapons controller training organizations and the expected effects of establishing various minimum selection criteria were also presented. A separate data analysis of demographic factors, including age and source of commission showed no consistent relationship between these variables and student performance that would be useful in establishing criteria based on these variables. The decision to use AFOQT scores as one of the selection criteria is now under management review at Air Force Headquarters. (Author)

Published
1985

48. Psychiatry Ward Specialist, 10-12. Military Curriculum Materials for Vocational and Technical Education.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

This course, adapted from military curriculum materials for use in vocational and technical education, is designed to train students to perform as assistants to professional personnel in the care and treatment of patients in mental health units. It includes basic concepts of human behavior, the aspects of atypical adjustive reactions, the importance of behavior observations, and the need for nursing intervention. (Medical Service Specialist 10-11 is a prerequisite course.) The course is divided into two blocks of instruction covering 43 hours. Block 1 contains 12 lessons on basic concepts of mental health and mental illness, while block 2 contains both teacher and student materials. Printed instructor materials include a course chart and a plan of instruction detailing the units of instruction, criterion objectives, the duration of the lessons, and support materials needed. Printed student materials include 9 study guide/workbooks and 4 programmed texts for block 1 and 15 study guide/workbooks and 2 programmed texts for block 2. The course is designed for group instruction. (KC)

Published
1978

49. Refrigeration and Air Conditioning Equipment, 11-9. Military Curriculum Materials for Vocational and Technical Education.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force Training Command, Sheppard AFB, TX.

Abstract

This military-developed text consists of three blocks of instructional materials for use by those studying to become refrigeration and air conditioning specialists. Covered in the individual course blocks are the following topics: refrigeration and trouble analysis, thermodynamics, and principles of refrigeration; major components and domestic and commercial refrigeration systems; and air conditioning systems (air movement, calculations, and psychometrics; direct expansion air conditioning systems; centrifugal air conditioning systems; and absorption systems). The course contains both teacher and student materials. Printed instructor materials include lesson plans and a plan of instruction detailing the steps of instruction, criterion objectives, the duration of the lessons, and support material and guidance needed. Student materials consist of study guides containing text information and workbooks containing objectives, assignments, and review exercises for each block of instruction. (MN)

Published
1978

50. Apprentice Heating Systems Specialist, 11-1. Military Curriculum Materials for Vocational and Technical Education.

Author

Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Air Force School of Applied Aerospace Sciences, Sheppard AFB, TX.

Abstract

This military-developed text consists of four volumes of materials for use by those studying to become apprentice heating system specialists. Covered in the individual volumes are the following topics: related subjects (basic electricity, electrical controls, pipe and copper tubing, the principles of heating, fuels, and fuel systems); heating systems (space heating-unit heaters as well as burner, warm-air, and hot-water heating); and central heat plants (high temperature water, steamplant operation, steamplant maintenance, and external and internal water treatment). Each chapter is organized around criterion learning objectives with readings, criterion test items, and answers. The volume review is also keyed to the objectives, but no answers are provided. (MN)

Published
1978

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