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REDESIGNING ENLISTED PROFESSIONAL MILITARY EDUCATION for the 21ST CENTURY and BEYOND a Thesis by WAYNE ALEXANDER SWITZER Submitt

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REDESIGNING ENLISTED PROFESSIONAL MILITARY EDUCATION for the 21ST CENTURY and BEYOND a Thesis by WAYNE ALEXANDER SWITZER Submitt REDESIGNING ENLISTED PROFESSIONAL MILITARY EDUCATION FOR THE 21ST CENTURY AND BEYOND A Thesis by WAYNE ALEXANDER SWITZER Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Chair of Committee, Patrick Slattery Co-Chair of Committee, Jacqueline Stillisano Committee Member, Elizabeth Roumell Head of Department, Michael De Miranda May 2020 Major Subject: Curriculum and Instruction Copyright 2020 Wayne Alexander Switzer ABSTRACT This qualitative research study with phenomenological interviews was conducted to identify curriculum and instructional methods /theories, common to civilian universities of higher learning, that are missing from today’s Marine Corps Enlisted Professional Military Education (PME) programs. Through research, this study was able to identify multiple areas in need of improvement, specifically with regard to meaningful curriculum and contemporary instructional methods and educational theories. It was also discovered that the Marine Corps is actively working to close the gap between the quality of education found in universities and those found in Enlisted PME Programs. Through phenomenological interviews, this study was able to share some of the personal lived experiences career Staff Non-Commissioned Officers have had while attending Enlisted PME. These participant interviews serve as a testament to the quality of education they believe they are receiving. The interviews explore the practicality and time constraints associated with attending PME courses. The interviews also examine whether or not these programs are advantageous to Marines’ specific occupational specialties or if they are preparing them for the rigors of civilian institutions of higher learning. ii DEDICATION I would like to dedicate this thesis work to the women and men of the United States Marine Corps. This organization has instilled discipline and a thirst for achievement in myself and thousands of young Americans, who were searching for a home where they could serve others and be a part of something greater than themselves. I also dedicate this work to the pivotal Marine Corps leaders who encouraged me to continue striving for the next goal and to never accept mediocrity. Additionally, these Marines supported my application for the Advanced Degree Program at Texas A&M with letters of recommendation. To Colonel Shane Conrad, who pulled me aside in Al Asad, Iraq while serving with Marine Tactical Electronic Warfare Squadron 4 in 2005, and told me that I was going to drop an officer package because he knew I had what it took to succeed in positions of higher authority. To Colonel Shane Basco, who pushed me outside the limits of my perceived capacity while serving at Marine All-Weather Fighter Attack Squadron 242 and deploying all over the Pacific Theater Area of Operations. Lastly, but no less important, to Lieutenant Colonel Michael Malone, who spent hours discussing the issues and possible solutions facing our Aviation Maintenance Marines every day while serving at Marine Aviation Logistics Squadron 31, and encouraged me to pursue my Master’s Degree for the benefit of myself, but more importantly, for my future Marines. iii ACKNOWLEDGEMENTS As I am finishing my final assignments for my degree requirements at Texas A&M University, I find it appropriate and important to acknowledge those specific individuals who have helped shape my education and thesis work. I would like to thank Dr. Patrick Slattery, who has not only been extremely helpful throughout the thesis process as my committee chair, but as my academic advisor from the first day I was accepted to Texas A&M University. Thank you to Dr. Jacqueline Stillisano, who challenged me to question my positions on important social issues through multiple classes, and for the guidance and direction in my thesis efforts. I would also like to thank Dr. Elizabeth Roumell for introducing me to some of my favorite reading selections from educational scholars and for the willingness to advise me through a very stressful and time- consuming dual Institutional Review Board process. I want to thank Dr. Radhika Viruru for introducing me to the value of qualitative research and how important it is to understand the intimate lived experiences of individuals, away from cold statistical data. Finally, thank you to the Marines who volunteered their time to share their personal stories as participants in this research effort. Without each of you, this study would not have been possible. iv CONTRIBUTORS AND FUNDING SOURCES Contributors This work was supervised by a thesis committee consisting of Professor Patrick Slattery and Professor Jacqueline Stillisano of the Department of Teaching Learning and Culture, and Professor Elizabeth Roumell of the Department of Education Administration & Human Resource Development, Texas A&M University. The data for current Marine Corps instructional methods and current curriculum improvements analyzed for Chapter 2 was provided by the Squadron Intelligence Training Officer for the Center for Naval Aviation Technical Training Marine Unit (CNATT MARUNIT), Marine Corps Air Station Cherry Point, North Carolina and the Curriculum Development Officer, College of Enlisted Military Education at Marine Corps University, Marine Corps Base Quantico, Virginia. The current military instructor class data analyses depicted in Chapter 2 is from: - Navy Instructor Training Course, A-012-0077A (October 2013) - Instructor Supplement for Navy Instructor Training Course Change 1 (October 2013) All other work conducted for the thesis was completed by the graduate student researcher, independently. Funding Sources This graduate study did not have nor require funding sources. v TABLE OF CONTENTS ABSTRACT .............................................................................................................................. ii DEDICATION .......................................................................................................................... iii ACKNOWLEDGEMENTS ....................................................................................................... iv CONTRIBUTORS AND FUNDING SOURCES ........................................................................ v TABLE OF CONTENTS .......................................................................................................... vi LIST OF FIGURES ................................................................................................................. viii INTRODUCTION ...................................................................................................................... 1 Research Questions ................................................................................................................. 3 Significance of the Study ........................................................................................................ 3 Limitations of the Study .......................................................................................................... 4 Organization of the Thesis ...................................................................................................... 5 Primary Researcher Personal Educational Experience and Subjectivities................................. 6 LITERATURE REVIEW ........................................................................................................... 8 Adult Education ...................................................................................................................... 8 Civilian Teaching Methods and Theories ................................................................................ 8 Experiential Learning.............................................................................................................. 9 Transformative Learning ....................................................................................................... 10 Embodied Learning............................................................................................................... 11 Discussion Groups ................................................................................................................ 12 Critical Theory...................................................................................................................... 13 Scaffolding ........................................................................................................................... 14 Cultural Inclusivity in Learning ............................................................................................ 15 The Teacher-Student Relationship ........................................................................................ 16 Importance of Feedback ........................................................................................................ 18 Technology and Adult Learning ............................................................................................ 19 What the Marine Corps has Recently Written on Education .................................................. 20 Current Methods Military Instructors are Learning............................................................... 22 Current Changes in PME ...................................................................................................... 25 METHODOLOGY AND METHODS ...................................................................................... 28 Methodology .......................................................................................................................
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