Air University Accreditation:  Air University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate, masters, and doctor of philosophy degrees. Contact the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Air University.  

Accreditation of the Air University is reaffirmed every ten years by the Southern Association of Colleges and School Commission on Colleges (SACSCOC). The reaffirmation process requires AU to demonstrate compliance with SACSCOC Principles of Accreditation. 

  • 2019 SACSCOC Reaffirmation of Accreditation Letter 
  • 5-Year Report Interim Report Due March 2025 (Pending) 

SACSCOC Accreditation

SACSCOC is the recognized institutional accrediting body in the eleven U.S. Southern states and in Latin America for those institutions of higher education that award degrees. 

Educational Sites 

The establishment of an off-campus educational site is governed by AU policy. In addition, the process must be reviewed in reference to the SACSCOC policy on Substantive Change. 

Faculty Credentialing 

SACSCOC Comprehensive Standard 6.2.a requires that all member institutions positively demonstrate that they employ competent faculty members qualified to accomplish the mission and goals of the institution. 

Substantive Change 

Accredited institutions are required to notify SACSCOC of changes in accordance with the substantive change policy and, when required, seek approval prior to the initiation of changes.

Air Force Institute of Technology:  In 2008, the Southern Association of Colleges and Schools Commission on Colleges approved Air University's request for separate accreditation of Air University's Air Force Institute of Technology (AFIT).  AFIT is separately accredited by the Higher Learning Commission to award masters and doctor of philosophy degrees.  Contact the Higher Learning Commission at 230 North LaSalle Street, Suite 7500, Chicago, Illinois 60604 or call 800-621-7440 for questions about the accreditation of the Air Force Institute of Technology.


Air University (AU), a federal military institution headquartered at Maxwell Air Force Base is a component of Air Education and Training Command (AETC). AU is the lead agent for all Air Force education. AU, the Intellectual and leadership center of the Air Force, has a unique mission and is primarily dedicated to Air Force education. As a federal organization, the US Congress has authorized AU to award degrees appropriate to its mission. AU is a Level V degree-granting institution accredited by the Southern Association of Colleges and Schools, Commission on Colleges (SACSCOC).

AU Mission Alignment

The Department of Defense (DOD) relies on professional military education (PME) and joint professional military education (JPME) to prepare its military personnel throughout their service careers.

AU mission is to produce future airmen and launch leaders of character, educated to think critically, strategically, and jointly to master and deliver superior space and airpower in support of national security objectives. AU’s student achievement criterion for all educational opportunities including Doctor of Philosophy, Masters and associate degree granting programs, professional military education [PME], professional continuing education [PCE] and certificate programs align with the institutions’ mission.

Student Achievement

AU identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to the institution’s mission, the nature of the students it serves, and the kinds of programs offered. The institution uses multiple measures to document student success. These measures include the following criteria include: enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios; or other means of demonstrating achievement of goals.

Air University Achievement and Mission Alignment

Like other military higher education institutions, AU sets a high achievement level for selected student where completion of in-resident programs [PME and PCE] is expected for continued professional advancement. AU expects degree attainment. Programs include in-residence [IR] and distance learning [DL] education programs. Production numbers are expected for in-residence [IR] programs for two degree awarding programs in Air War College and Air Command and Staff College [ACSC]. Other production numbers for in-resident programs include Squadron Officer School [SOS], CLA, SNCOA and NCOA school/programs. To measure and demonstrate student success data is grouped by awarding college/school.

Specifically, Professional Military Education (PME) programs provided for officer, enlisted, and civilian development. The following offer officer development: Air War College (AWC), Air Command and Staff College (ACSC) and Squadron Officer School (SOS).  The following offer enlisted development: Chief Leadership Academy (CLA), Air Force Senior Noncommissioned Officer Academy (AFSNCOA), Noncommissioned Officer Academy (NCOA) and Airman Leadership School (ALS). Note, civilians may attend these programs at the appropriate equivalent grade.

Student Achievement Metrics

AU determines student success and student achievement by measuring the following criteria for both in-residence and distance learning programs. These include degree awarding, certificate bearing, credit bearing, IR and/or DL programs.

Air University identifies three student achievement criteria to measure student success:

  1. Production Rates (Standard Enrollment Goals)
  2. Completion Rate (Percentage of Degrees Conferred)
  3. Indirect Graduate Performance of PLO for Air War College [AWC]

The sections below highlight AU’s student achievement performance relative to each selected criterion.

PRODUCTION RATES: Enrollment Goals

Air University in-residence programs have target production numbers assigned to each program as predetermined enrollment goals. Production numbers are designed to ensure an adequate amount of force are trained in leadership, strategic thinking and other specialized skill sets. AU strives enroll a minimum of  >80% of predetermined production goals. The following in-residence programs were evaluated for production success for academic year 2020 through 2021: 1. Professional military education 2. Leadership development 3. Professional continuing education 4. Accession and AFJROTC. Production rates (enrollment rates), for in-residence programs, are shown below.

Table 1. Production Rates of In-Residence Professional Military Education [PME] Programs

Criterion [Program]

Officer [O]  Enlisted [E]

AY 20-21

Goal Met/ Not Met

AWC

O

86%

Met

ACSC

O

93%

Met

SOS

O

99%

Met

Officer In-Residence Average Production Rate

93%

Met

CLA

E

78%

Not Met*

SNCOA

E

92%

Met

NCOA

E

99%

Met

Enlisted In-Residence Average Production Rate

90%

Met

 

 

 

 

 

Table 2. Production Rates for In-Residence Leader Development Programs

Criterion [Program]

AY 20-21

Goal Met/ Not Met

First Sergeant Academy

100%

Met

Civilian Leadership Development School

98%

Met

Academic Operations

108%

Exceeded

Commander’s PD School

105%

Exceeded

Enlisted PME Instructor Courses

92%

Met

Warfighter Education

100%

Met

Flag Officer Courses

52%

Not Met*

 

 

Table 3. Production Rates for In-Residence Professional Continuing Education [PCE] Programs

Criterion [Program]

AY 20-21

Goal Met/ Not Met

Cyber College

106%

Exceeded

Civil Engineering School

118%

Exceeded

School of Systems and Logistics

122%

Exceeded

Cyber AFIT

23%

Not Met*

Nuclear

126%

Exceeded

Defense Financial Management & Comptroller School

100%

Met

USAF Chaplain Corps College

100%

Met

Force Support PD School

100%

Met

 

 

Table 4. Production Rates for Accessions & AFJROTC Programs

Criterion [Program]

AY 20-21

Goal Met/ Not Met

OTS

85%

Met

AFROTC

100%

Met

Field Training

100%

Met

AFJROTC

100%

Met

 

 

COMPLETION RATES: Number of Degree Conferred

Air University uses completion rates or number of degrees conferred as a measure of student success and program achievement. AU does not measure or calculate graduation rates. Graduation rates are associated with IPEDS and measures first time degree seeking undergraduate students, time to graduation including measurement of how many students in the original cohort will graduate in six years [150%] or those with the ability to complete their degree/diploma/program within a certain timeframe. Air University is not an IPEDS participant therefore AU uses percentage of completions as our student achievement success rate verses IPEDS graduate rates.

Program completion is an important factor for AU student’s professional development, academic preparation and advancement.  The objective of each program is to graduate the entire cohort of enrolled students. Each program has a set track of courses that enrolled students are required to complete, usually in unison, as the cohort advances through the degree/program requirements. Completion rate is aligned with the institutional goal to graduate all enrolled students. The benchmark for program completions and percentage of degree conferral is > 80%. The attrition rate is minimal.

Completion rates are presented for the following in-residence programs: 1. Professional military education 2. Leadership development 3. Professional continuing education 4. Accession and AFJROTC. Completion and degree conferral rates are shown below. 

Table 5. Completion Rates for In-Residence Professional Military Programs

Criterion [Program]

Officer [O]  Enlisted [E]

AY 20-21

Goal Met/ Not Met

AWC

O

100%

Met

ACSC

O

100%

Met

SOS

O

96%

Met

CLA

E

99%

Met

SNCOA

E

99.8%

Met

NCOA

E

98%

Met

 

 

Table 6. Completion Rates for In-Residence Leader Development Programs

Criterion [Program]

AY 20-21

Goal Met/ Not Met

First Sergeant Academy

100%

Met

Civilian Leadership Development School

100%

Met

Academic Operations

100%

Met

Commander’s PD School

103%

Exceeded

Enlisted PME Instructor Courses

100%

Met

Warfighter Education

91%

Met

Flag Officer Courses

104%

Met

 

 

Table 7. Completion Rates for In-Residence Professional Continuing Education [PCE]

Criterion [Program]

AY 20-21

Goal Met/ Not Met

Cyber College

113%

Exceeded

Civil Engineering School

101%

Exceeded

School of Systems and Logistics

86%

Met

Cyber AFIT

105%

Exceeded

Nuclear

95%

Met

Defense Financial Management & Comptroller School

101%

Exceeded

USAF Chaplain Corps College

99%

Met

Force Support PD School

103%

Exceeded

 

 

Table 8. Accessions & AFJROTC Completion Rates

Criterion [Program]

AY 20-21

Goal Met/ Not Met

OTS

99.8%

Met

AFROTC

104%

Exceeded

Field Training

100%

Met

AFJROTC

100%

Met

 

 

Table 9. Test Pilot School Completion Rates

Criterion: Test Pilot School

AY18-19

AY 19-20

AY 20-21

Goal Met/ Not Met

Master of Science Test Flight Engineering Degree Program Completions

98%

96%

98%

Met

13 Required Sub Concentrations

       

Criterion: Core Sub Specialties

       

Fixed-Wing Aerodynamics

100%

100%

100%

Met

 Performance Data Standardization

100%

100%

100%

Met

Performance Optimization

100%

100%

100%

Met

Aircraft Flight Mechanics

100%

100%

100%

Met

Flight Control Design/Analysis

100%

100%

100%

Met

Handling Qualities Evaluation

100%

100%

100%

Met

Envelope Expansion

100%

100%

100%

Met

 Mission Systems Fundamentals

100%

100%

100%

Met

Individual Mission Systems

100%

100%

100%

Met

Integrated Mission Systems

100%

100%

100%

Met

Foundations’ Foundations

100%

100%

100%

Met

Plan, Execute, Analyze, Report, Special Subjects (PEARS)

100%

100%

100%

Met

Qualitative Evaluation

100%

100%

100%

Met

Sub Specialties Completion Total:

100%

100%

100%

Met

 

 

GRADUATE PERFORMANCE: Student Achievement PLO for Air War College [AWC]

Program Learning Outcomes and Student Success

AU developed an institution wide review process for the assessment of program learning outcomes to measure student achievement for all academic units. The goal of each program and unit, is to have a high level of positive agreement on indirect assessment for program learning outcomes.

The AWC PME program is accredited for joint professional military education (JPME) phase II as defined for senior level colleges in the Chairman of the Joint Chiefs of Staff Instruction (CJCSI) 1800.01E, Officer Professional Military Education Policy. 

AU has indirect assessment achievement data for in-residence programs aggregated by college, program or unit. Where applicable, achievement data are presented as an indirect measurement of achievement. Data are not readily available for all units therefore results presented include student achievement for Air War College [AWC] Resident programs and special concentrations.  

Program learning outcomes specific to AWC included the following:

  • [PLO 1] Analyze successful senior leadership in joint, interagency, intergovernmental and multinational environments, evaluate the traits essential to the profession of arms, and understand the proper role and employment of military capabilities, especially airpower.
  • [PLO 2] Critically analyze complex political-military issues and clearly articulate—through written and oral methods—solutions to influence senior level decisions.
  • [PLO 3] Assess and develop strategies and military plans, which in concert with other instruments of national power, achieve national security strategic objectives.
  • [PLO 4] Build diverse personal and professional relationships forged from the broader AWC educational experience.

Outcomes are presented for the main body (Main) of AWC students and those in the concentrations of Grand Strategy Seminar (GSS), Joint Warrior Studies Seminar (JWSS) and the West Space Seminar (WSS). Degree attainment: Master of Strategic Studies.

Two survey assessment areas are presented for program achievement; end of course survey [EOC] and exit surveys. The achievement benchmark: minimum of 80% of students will indicate positive agreement  [>80] on survey assessments for program outcomes.

Results are presented in the following section. Result format will include presenting assessment data for the main body (EOC followed by exit), concentrations: GSS (EOC followed by exit), JWSS (EOC followed by exit) and WSS (EOC followed by exit). Results indicate high achievement levels throughout the program and areas of concentration. Achievement criteria were attained and met within all categories for all program learning outcomes (see tables below). All AWC PLO survey assessments indicated high levels of agreement therefore all outcomes were met.   

Table 10. AWC Program Learning Outcome Assessment Results EOC and Exit Surveys

[Criterion] Survey / Assessment Measurement

 

PLO2:

PLO3:

PLO4:

Main Body [EOC]

95%

96%

95%

94%

 

98%

98%

98%

95%

GSS [EOC]

97%

97%

95%

87%

GSS Exit Survey

100%

100%

100%

100%

 

100%

100%

100%

100%

JWSS Exit Survey

 

100%

100%

100%

WSS [EOC]

100%

100%

100%

100%

WSS Exit Survey

96%

96%

93%

91%

 

Additional Student achievement data forthcoming. Results will be updated accordingly.

OAAI: The Office of Institutional Analytics and Research Data is in the process of building the infrastructure for a robust centralized integrated data system. This will include data validation and various quality assurance checkpoints throughout the data cleaning process. Reported data was compiled from various sources.


AIR UNIVERSITY QUALITY ENHANCEMENT PLAN (QEP)

Leadership & Ethics Across the Continuum of Learning

Air University’s Quality Enhancement Plan focuses on the development of a sound conceptual and theoretical basis for the development of leadership. Informed by an intensive leadership and ethics literature review, Air University has developed a conceptual QEP framework to integrate the intersection of ethical and strategic leadership. The framework is designed to create a deliberate and comprehensive leadership development program for the University and the Air Force. The framework focuses on three specific strategic capacities that are foundational traits and skills necessary to create leaders who understand and display ethical leadership within the demanding Air Force mission. These capacities—absorptive, adaptive and decision-making—can be structured for the continuum of learning elements of training, education, and experience. The QEP framework will focus on the ethical and strategic leadership development of Air Force leaders in the context of individual/self, team/group, and organization/enterprise.


Leadership development is a University-wide endeavor across all centers, schools and major programs, thus the QEP Director established a standing working group with representatives from the major centers, schools and programs. In order to develop curriculum that facilitates the development of leadership competencies for each Air University student, the QEP began by creating a baseline of existing knowledge of Air University students and over the five years of the QEP, has and will continue to facilitate the design of curriculum appropriate at each level of an Airman’s education. At the end of the QEP, the University will determine if and how the ethics and leadership curriculum impacted the overall state of the Air Force.


Informed by an intensive leadership and ethics literature review, Air University’s proposed QEP framework integrates ethical leadership with a specific focus on the three strategic capacities (Hooijberg & Boal, 2000) -- absorptive, adaptive, and decision-making -- across the three major interpersonal domains. This framework provides a construct that promotes a deliberate and methodical way to analyze, evaluate, develop and assess existing and future leadership development programs across the University. The framework conveys there is a relationship between an individual’s understandings of “self,” their ability as a “team” leader to create an environment that fosters subordinates’ individual development, and the capacity to foster culture/climate of the Air Force as an organization. Further, this is a bi-directional relationship of influence between the capacities within Airmen and the teams they lead, and the Air Force as a broader organization.


In Year 1, the QEP team conducted a data collection process to identify the competencies of an ethical leader, informed by a survey, focus meetings with the QEP working group and Air Force regulations, standards and doctrine. With the data, the team created a draft list of 22 competencies of ethical leadership. The team then mapped current Air University course curriculum to the ethical leadership competencies to determine areas in which to focus. Using the evidence from our analysis, Air University leadership chose to focus this QEP on the ethical leadership competencies of:

1.  Ethical Decision-Making

Makes well-informed, effective and timely decisions. Identifies problems, evaluates alternative perspectives/solutions, makes timely and effective recommendations, and identifies multiple possible courses of action. Considers all possible outcomes and makes the best decisions considering all factors: mission, people, ethics, and outcomes. Decision-making includes critical thinking: analytical, strategic and creative thinking.

2.  Empathy

Seeks to understand varied experiences of others through emotional perspective-taking to make decisions grounded in care and respect.

3.  Fosters Innovation

Builds a culture of behaviors and business practices that encourages, champions, and rewards creativity and informed risk taking; rapidly adapts to new conditions and technologies.

 

After determining the QEP focus areas, the team facilitated the design of curriculum, developed learning outcomes and engagements as well as faculty development in several select courses and schools across Air University. In Year 3 we will continue assessing the curriculum in the selected courses and developing program specific curriculum and assessment plans. If you are interested in participating in faculty development programs associated with our three focus areas, please contact the QEP Director, Megan Allison at megan.allison.2@au.af.edu.


Accreditation

Air University Accreditation:  Air University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate, masters, and doctor of philosophy degrees. Contact the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Air University.  

Accreditation of the Air University is reaffirmed every ten years by the Southern Association of Colleges and School Commission on Colleges (SACSCOC). The reaffirmation process requires AU to demonstrate compliance with SACSCOC Principles of Accreditation. 

  • 2019 SACSCOC Reaffirmation of Accreditation Letter 
  • 5-Year Report Interim Report Due March 2025 (Pending) 

SACSCOC Accreditation

SACSCOC is the recognized institutional accrediting body in the eleven U.S. Southern states and in Latin America for those institutions of higher education that award degrees. 

Educational Sites 

The establishment of an off-campus educational site is governed by AU policy. In addition, the process must be reviewed in reference to the SACSCOC policy on Substantive Change. 

Faculty Credentialing 

SACSCOC Comprehensive Standard 6.2.a requires that all member institutions positively demonstrate that they employ competent faculty members qualified to accomplish the mission and goals of the institution. 

Substantive Change 

Accredited institutions are required to notify SACSCOC of changes in accordance with the substantive change policy and, when required, seek approval prior to the initiation of changes.

Air Force Institute of Technology:  In 2008, the Southern Association of Colleges and Schools Commission on Colleges approved Air University's request for separate accreditation of Air University's Air Force Institute of Technology (AFIT).  AFIT is separately accredited by the Higher Learning Commission to award masters and doctor of philosophy degrees.  Contact the Higher Learning Commission at 230 North LaSalle Street, Suite 7500, Chicago, Illinois 60604 or call 800-621-7440 for questions about the accreditation of the Air Force Institute of Technology.


Student Achievement

Air University (AU), a federal military institution headquartered at Maxwell Air Force Base is a component of Air Education and Training Command (AETC). AU is the lead agent for all Air Force education. AU, the Intellectual and leadership center of the Air Force, has a unique mission and is primarily dedicated to Air Force education. As a federal organization, the US Congress has authorized AU to award degrees appropriate to its mission. AU is a Level V degree-granting institution accredited by the Southern Association of Colleges and Schools, Commission on Colleges (SACSCOC).

AU Mission Alignment

The Department of Defense (DOD) relies on professional military education (PME) and joint professional military education (JPME) to prepare its military personnel throughout their service careers.

AU mission is to produce future airmen and launch leaders of character, educated to think critically, strategically, and jointly to master and deliver superior space and airpower in support of national security objectives. AU’s student achievement criterion for all educational opportunities including Doctor of Philosophy, Masters and associate degree granting programs, professional military education [PME], professional continuing education [PCE] and certificate programs align with the institutions’ mission.

Student Achievement

AU identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to the institution’s mission, the nature of the students it serves, and the kinds of programs offered. The institution uses multiple measures to document student success. These measures include the following criteria include: enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios; or other means of demonstrating achievement of goals.

Air University Achievement and Mission Alignment

Like other military higher education institutions, AU sets a high achievement level for selected student where completion of in-resident programs [PME and PCE] is expected for continued professional advancement. AU expects degree attainment. Programs include in-residence [IR] and distance learning [DL] education programs. Production numbers are expected for in-residence [IR] programs for two degree awarding programs in Air War College and Air Command and Staff College [ACSC]. Other production numbers for in-resident programs include Squadron Officer School [SOS], CLA, SNCOA and NCOA school/programs. To measure and demonstrate student success data is grouped by awarding college/school.

Specifically, Professional Military Education (PME) programs provided for officer, enlisted, and civilian development. The following offer officer development: Air War College (AWC), Air Command and Staff College (ACSC) and Squadron Officer School (SOS).  The following offer enlisted development: Chief Leadership Academy (CLA), Air Force Senior Noncommissioned Officer Academy (AFSNCOA), Noncommissioned Officer Academy (NCOA) and Airman Leadership School (ALS). Note, civilians may attend these programs at the appropriate equivalent grade.

Student Achievement Metrics

AU determines student success and student achievement by measuring the following criteria for both in-residence and distance learning programs. These include degree awarding, certificate bearing, credit bearing, IR and/or DL programs.

Air University identifies three student achievement criteria to measure student success:

  1. Production Rates (Standard Enrollment Goals)
  2. Completion Rate (Percentage of Degrees Conferred)
  3. Indirect Graduate Performance of PLO for Air War College [AWC]

The sections below highlight AU’s student achievement performance relative to each selected criterion.

PRODUCTION RATES: Enrollment Goals

Air University in-residence programs have target production numbers assigned to each program as predetermined enrollment goals. Production numbers are designed to ensure an adequate amount of force are trained in leadership, strategic thinking and other specialized skill sets. AU strives enroll a minimum of  >80% of predetermined production goals. The following in-residence programs were evaluated for production success for academic year 2020 through 2021: 1. Professional military education 2. Leadership development 3. Professional continuing education 4. Accession and AFJROTC. Production rates (enrollment rates), for in-residence programs, are shown below.

Table 1. Production Rates of In-Residence Professional Military Education [PME] Programs

Criterion [Program]

Officer [O]  Enlisted [E]

AY 20-21

Goal Met/ Not Met

AWC

O

86%

Met

ACSC

O

93%

Met

SOS

O

99%

Met

Officer In-Residence Average Production Rate

93%

Met

CLA

E

78%

Not Met*

SNCOA

E

92%

Met

NCOA

E

99%

Met

Enlisted In-Residence Average Production Rate

90%

Met

 

 

 

 

 

Table 2. Production Rates for In-Residence Leader Development Programs

Criterion [Program]

AY 20-21

Goal Met/ Not Met

First Sergeant Academy

100%

Met

Civilian Leadership Development School

98%

Met

Academic Operations

108%

Exceeded

Commander’s PD School

105%

Exceeded

Enlisted PME Instructor Courses

92%

Met

Warfighter Education

100%

Met

Flag Officer Courses

52%

Not Met*

 

 

Table 3. Production Rates for In-Residence Professional Continuing Education [PCE] Programs

Criterion [Program]

AY 20-21

Goal Met/ Not Met

Cyber College

106%

Exceeded

Civil Engineering School

118%

Exceeded

School of Systems and Logistics

122%

Exceeded

Cyber AFIT

23%

Not Met*

Nuclear

126%

Exceeded

Defense Financial Management & Comptroller School

100%

Met

USAF Chaplain Corps College

100%

Met

Force Support PD School

100%

Met

 

 

Table 4. Production Rates for Accessions & AFJROTC Programs

Criterion [Program]

AY 20-21

Goal Met/ Not Met

OTS

85%

Met

AFROTC

100%

Met

Field Training

100%

Met

AFJROTC

100%

Met

 

 

COMPLETION RATES: Number of Degree Conferred

Air University uses completion rates or number of degrees conferred as a measure of student success and program achievement. AU does not measure or calculate graduation rates. Graduation rates are associated with IPEDS and measures first time degree seeking undergraduate students, time to graduation including measurement of how many students in the original cohort will graduate in six years [150%] or those with the ability to complete their degree/diploma/program within a certain timeframe. Air University is not an IPEDS participant therefore AU uses percentage of completions as our student achievement success rate verses IPEDS graduate rates.

Program completion is an important factor for AU student’s professional development, academic preparation and advancement.  The objective of each program is to graduate the entire cohort of enrolled students. Each program has a set track of courses that enrolled students are required to complete, usually in unison, as the cohort advances through the degree/program requirements. Completion rate is aligned with the institutional goal to graduate all enrolled students. The benchmark for program completions and percentage of degree conferral is > 80%. The attrition rate is minimal.

Completion rates are presented for the following in-residence programs: 1. Professional military education 2. Leadership development 3. Professional continuing education 4. Accession and AFJROTC. Completion and degree conferral rates are shown below. 

Table 5. Completion Rates for In-Residence Professional Military Programs

Criterion [Program]

Officer [O]  Enlisted [E]

AY 20-21

Goal Met/ Not Met

AWC

O

100%

Met

ACSC

O

100%

Met

SOS

O

96%

Met

CLA

E

99%

Met

SNCOA

E

99.8%

Met

NCOA

E

98%

Met

 

 

Table 6. Completion Rates for In-Residence Leader Development Programs

Criterion [Program]

AY 20-21

Goal Met/ Not Met

First Sergeant Academy

100%

Met

Civilian Leadership Development School

100%

Met

Academic Operations

100%

Met

Commander’s PD School

103%

Exceeded

Enlisted PME Instructor Courses

100%

Met

Warfighter Education

91%

Met

Flag Officer Courses

104%

Met

 

 

Table 7. Completion Rates for In-Residence Professional Continuing Education [PCE]

Criterion [Program]

AY 20-21

Goal Met/ Not Met

Cyber College

113%

Exceeded

Civil Engineering School

101%

Exceeded

School of Systems and Logistics

86%

Met

Cyber AFIT

105%

Exceeded

Nuclear

95%

Met

Defense Financial Management & Comptroller School

101%

Exceeded

USAF Chaplain Corps College

99%

Met

Force Support PD School

103%

Exceeded

 

 

Table 8. Accessions & AFJROTC Completion Rates

Criterion [Program]

AY 20-21

Goal Met/ Not Met

OTS

99.8%

Met

AFROTC

104%

Exceeded

Field Training

100%

Met

AFJROTC

100%

Met

 

 

Table 9. Test Pilot School Completion Rates

Criterion: Test Pilot School

AY18-19

AY 19-20

AY 20-21

Goal Met/ Not Met

Master of Science Test Flight Engineering Degree Program Completions

98%

96%

98%

Met

13 Required Sub Concentrations

       

Criterion: Core Sub Specialties

       

Fixed-Wing Aerodynamics

100%

100%

100%

Met

 Performance Data Standardization

100%

100%

100%

Met

Performance Optimization

100%

100%

100%

Met

Aircraft Flight Mechanics

100%

100%

100%

Met

Flight Control Design/Analysis

100%

100%

100%

Met

Handling Qualities Evaluation

100%

100%

100%

Met

Envelope Expansion

100%

100%

100%

Met

 Mission Systems Fundamentals

100%

100%

100%

Met

Individual Mission Systems

100%

100%

100%

Met

Integrated Mission Systems

100%

100%

100%

Met

Foundations’ Foundations

100%

100%

100%

Met

Plan, Execute, Analyze, Report, Special Subjects (PEARS)

100%

100%

100%

Met

Qualitative Evaluation

100%

100%

100%

Met

Sub Specialties Completion Total:

100%

100%

100%

Met

 

 

GRADUATE PERFORMANCE: Student Achievement PLO for Air War College [AWC]

Program Learning Outcomes and Student Success

AU developed an institution wide review process for the assessment of program learning outcomes to measure student achievement for all academic units. The goal of each program and unit, is to have a high level of positive agreement on indirect assessment for program learning outcomes.

The AWC PME program is accredited for joint professional military education (JPME) phase II as defined for senior level colleges in the Chairman of the Joint Chiefs of Staff Instruction (CJCSI) 1800.01E, Officer Professional Military Education Policy. 

AU has indirect assessment achievement data for in-residence programs aggregated by college, program or unit. Where applicable, achievement data are presented as an indirect measurement of achievement. Data are not readily available for all units therefore results presented include student achievement for Air War College [AWC] Resident programs and special concentrations.  

Program learning outcomes specific to AWC included the following:

  • [PLO 1] Analyze successful senior leadership in joint, interagency, intergovernmental and multinational environments, evaluate the traits essential to the profession of arms, and understand the proper role and employment of military capabilities, especially airpower.
  • [PLO 2] Critically analyze complex political-military issues and clearly articulate—through written and oral methods—solutions to influence senior level decisions.
  • [PLO 3] Assess and develop strategies and military plans, which in concert with other instruments of national power, achieve national security strategic objectives.
  • [PLO 4] Build diverse personal and professional relationships forged from the broader AWC educational experience.

Outcomes are presented for the main body (Main) of AWC students and those in the concentrations of Grand Strategy Seminar (GSS), Joint Warrior Studies Seminar (JWSS) and the West Space Seminar (WSS). Degree attainment: Master of Strategic Studies.

Two survey assessment areas are presented for program achievement; end of course survey [EOC] and exit surveys. The achievement benchmark: minimum of 80% of students will indicate positive agreement  [>80] on survey assessments for program outcomes.

Results are presented in the following section. Result format will include presenting assessment data for the main body (EOC followed by exit), concentrations: GSS (EOC followed by exit), JWSS (EOC followed by exit) and WSS (EOC followed by exit). Results indicate high achievement levels throughout the program and areas of concentration. Achievement criteria were attained and met within all categories for all program learning outcomes (see tables below). All AWC PLO survey assessments indicated high levels of agreement therefore all outcomes were met.   

Table 10. AWC Program Learning Outcome Assessment Results EOC and Exit Surveys

[Criterion] Survey / Assessment Measurement

 

PLO2:

PLO3:

PLO4:

Main Body [EOC]

95%

96%

95%

94%

 

98%

98%

98%

95%

GSS [EOC]

97%

97%

95%

87%

GSS Exit Survey

100%

100%

100%

100%

 

100%

100%

100%

100%

JWSS Exit Survey

 

100%

100%

100%

WSS [EOC]

100%

100%

100%

100%

WSS Exit Survey

96%

96%

93%

91%

 

Additional Student achievement data forthcoming. Results will be updated accordingly.

OAAI: The Office of Institutional Analytics and Research Data is in the process of building the infrastructure for a robust centralized integrated data system. This will include data validation and various quality assurance checkpoints throughout the data cleaning process. Reported data was compiled from various sources.


Quality Enhancement Plan

AIR UNIVERSITY QUALITY ENHANCEMENT PLAN (QEP)

Leadership & Ethics Across the Continuum of Learning

Air University’s Quality Enhancement Plan focuses on the development of a sound conceptual and theoretical basis for the development of leadership. Informed by an intensive leadership and ethics literature review, Air University has developed a conceptual QEP framework to integrate the intersection of ethical and strategic leadership. The framework is designed to create a deliberate and comprehensive leadership development program for the University and the Air Force. The framework focuses on three specific strategic capacities that are foundational traits and skills necessary to create leaders who understand and display ethical leadership within the demanding Air Force mission. These capacities—absorptive, adaptive and decision-making—can be structured for the continuum of learning elements of training, education, and experience. The QEP framework will focus on the ethical and strategic leadership development of Air Force leaders in the context of individual/self, team/group, and organization/enterprise.


Leadership development is a University-wide endeavor across all centers, schools and major programs, thus the QEP Director established a standing working group with representatives from the major centers, schools and programs. In order to develop curriculum that facilitates the development of leadership competencies for each Air University student, the QEP began by creating a baseline of existing knowledge of Air University students and over the five years of the QEP, has and will continue to facilitate the design of curriculum appropriate at each level of an Airman’s education. At the end of the QEP, the University will determine if and how the ethics and leadership curriculum impacted the overall state of the Air Force.


Informed by an intensive leadership and ethics literature review, Air University’s proposed QEP framework integrates ethical leadership with a specific focus on the three strategic capacities (Hooijberg & Boal, 2000) -- absorptive, adaptive, and decision-making -- across the three major interpersonal domains. This framework provides a construct that promotes a deliberate and methodical way to analyze, evaluate, develop and assess existing and future leadership development programs across the University. The framework conveys there is a relationship between an individual’s understandings of “self,” their ability as a “team” leader to create an environment that fosters subordinates’ individual development, and the capacity to foster culture/climate of the Air Force as an organization. Further, this is a bi-directional relationship of influence between the capacities within Airmen and the teams they lead, and the Air Force as a broader organization.


In Year 1, the QEP team conducted a data collection process to identify the competencies of an ethical leader, informed by a survey, focus meetings with the QEP working group and Air Force regulations, standards and doctrine. With the data, the team created a draft list of 22 competencies of ethical leadership. The team then mapped current Air University course curriculum to the ethical leadership competencies to determine areas in which to focus. Using the evidence from our analysis, Air University leadership chose to focus this QEP on the ethical leadership competencies of:

1.  Ethical Decision-Making

Makes well-informed, effective and timely decisions. Identifies problems, evaluates alternative perspectives/solutions, makes timely and effective recommendations, and identifies multiple possible courses of action. Considers all possible outcomes and makes the best decisions considering all factors: mission, people, ethics, and outcomes. Decision-making includes critical thinking: analytical, strategic and creative thinking.

2.  Empathy

Seeks to understand varied experiences of others through emotional perspective-taking to make decisions grounded in care and respect.

3.  Fosters Innovation

Builds a culture of behaviors and business practices that encourages, champions, and rewards creativity and informed risk taking; rapidly adapts to new conditions and technologies.

 

After determining the QEP focus areas, the team facilitated the design of curriculum, developed learning outcomes and engagements as well as faculty development in several select courses and schools across Air University. In Year 3 we will continue assessing the curriculum in the selected courses and developing program specific curriculum and assessment plans. If you are interested in participating in faculty development programs associated with our three focus areas, please contact the QEP Director, Megan Allison at megan.allison.2@au.af.edu.