ID08200023 Appendix B-C-E - NSSI FY19 Handbook.pdf

BY ORDER OF THE COMMANDANT NSSI Handbook 36-1

NATIONAL SECURITY SPACE INSTITUTE (NSSI)

1 October 2018

Personnel

NATIONAL SECURITY SPACE INSTITUTE HANDBOOK

NOTICE: This publication is available digitally on the NSSI Control Center and NSSI

(\\TDKA-FS-NAS-01p) share drive for downloading.

RELEASABILITY: There are no release restrictions on this publication.

OPRs: NSSI/CD, NSSI/DE and NSSI/MS Pages: 39

Certified by: NSSI/CC (Colonel Richard B. Van Hook) Distribution: F

Supersedes: NSSI/CC Policy Letters and Operating Instructions

Summary of Changes: None; original document.

INTENTIONALLY LEFT BLANK

National Security Space Institute

NSSIH 36-1

National Security Space Institute Handbook

1 October 2018

DEPARTMENT OF THE AIR FORCE

AIR UNIVERSITY (AETC)

MEMORANDUM FOR NSSI FACULTY, STAFF AND STUDENTS

FROM: NSSI/CC

1 Oct 18

SUBJECT: National Security Space Institute (NSSI) Handbook

1. This handbook serves as your primary source of information for all things pertaining to NSSI policies, procedures and guidance. This handbook was created as a “one stop shop” for all policies, procedures and guidance in lieu of multiple NSSI Operating Instructions and Policy Letters. This handbook is not formally published and is not authoritative in the sense that Air Force Instructions are; it is merely a guide. We will adhere to policies issued by AETC, AU, and AFIT leadership.

As a tenant unit in the Space Education and Training Center, we will adhere to Operating

Instructions and Policy Letters issued by our host unit (319 CTS) commander as they apply to the facility. Therefore, please refer to other regulatory instructions and guidance for amplification, as required and applicable. Higher headquarters guidance always takes precedence.

2. Professional continuing education constitutes a major investment in the future senior leadership of the services and nations represented in each class. The constructive comments and feedback received from faculty, staff and students continually shape our curriculum content, while remaining consistent with approved content of our functional authority, Air Force Space Command.

We will continue to solicit comments to improve policies and practices for personnel in future academic classes via end-of-course critiques. In addition to academic feedback, we also welcome your comments to enhance mission support as we continually strive to maintain our reputation as the DoD’s premier professional continuing education program dedicated to space professionals.

3. Thanks in advance for helping to make each and every NSSI course offering a challenging and rewarding experience. We all have a direct role to play in this endeavor.

Richard B. Van Hook

RICHARD B. VAN HOOK, Colonel, USAF Commandant

Table of Contents Chapter 1—NSSI Overview

NSSI Vision

NSSI Mission

NSSI Goals

Faculty Role

Student Role

Chapter 2—AFIT and NSSI Organization

Air Force Institute of Technology

NSSI Organization

Command Section

Associate Dean of Academics

Course Directors and Instructors

Mission Support

Resource Center

Space Power Lab

Mission Partners

Navy Liaison

Army Liaison

USMC Liaison

Chapter 3—Academic Policies and Procedures

Policies

Attendance

Commander’s Special Interest Items

Academic Freedom and Non-Attribution

Copyrighted Material

Academic Integrity

Security and Policy Review

Courseware Development and Management

Courseware Development and Management Cycles

Roles and Responsibilities

Courseware Development

Curriculum Plan

Syllabus

Course Schedule

Measurement Plan

Student Folder

Lesson Plan

Supplemental Material

Instructional Media

Academic Credibility

Courseware Change Request

Faculty Development, Enrichment and Responsibilities

Roles and Responsibilities

Faculty Orientation

Faculty In-Service Development

Faculty Individual Professional Development

Faculty Evaluation

Evaluation Program

Decertification

Classroom Contribution

Faculty Folders

Student Measurement Procedures

Space 200

Space 300

Graduation Requirements

Masters Credit/Joint Qualified Officer Points

Student Feedback

Chapter 4—NSSI Administrative Policies and Procedures

Duty Reporting

Duty Schedule

Teleworking

Inclement Weather Procedures

Medical

Medical Emergency

Sick Call

Quarters

Security

Credentials

Operations Security

Electronic and Wireless Devices

Equal Opportunity

Passes and Leave

Passes

Ordinary Leave

Convalescent Leave

Emergency Leave

Advance Leave

Faculty and Staff Temporary Duty Travel

Temporary Duty Travel (TDY)

Permissive Temporary Duty (PTDY)

OCONUS Travel (Official and Leave Status)

Self-Assessment Program (SAP)

Military Fitness Program

Operational Risk Management

Mishap Reporting Procedures

Additional Administrative Information

Recall Procedures

Uniforms

Tobacco Use

Emergency Management

Active Shooter Alerts

Family Care Plans

AETC Off-Duty High Risk Activities Program

Chapter 5—Facilities, Equipment, Services and Security

Facilities

Building Maintenance and Security

Equipment and Supplies

Computers Access

Guidance on Internet Access

LAN Drives

Classified Processing

Landline Phones

Copy/Scanner/Fax Machines

Supplies

Services

Lost and Found

Security Responsibilities and Procedures

Responsibilities

Security Clearances and Access

Handling and Control of Classified Material

Storage

Destruction

Reproduction

Handcarrying Classified Material

Dispatch and Receipt of Classified Accountable Mail

SIPRNET

Appendix A: Evacuation Plans

Chapter 1

National Security Space Institute Overview

VISION

Educating and inspiring visionary space leaders of today and tomorrow

MISSION

Provide the responsive and relevant space professional continuing education component of the DoD’s Space Professional Development Program

GOALS

- Take care of our students

- Develop and present relevant, current and academically credible curricula

- Attract and professionally develop the highest quality faculty and staff

- Develop and maintain strategic partnerships

- Attain, sustain, and improve education support infrastructure and processes

FACULTY ROLE

While the ultimate accountability for the quality of the educational program throughout Air University (AU) rests with the AU commander, the individual school commandants or commanders exercise delegated responsibility within their institutions. Academic deans exercise primary school responsibility for executing the educational program. They rely upon course directors to assemble and organize core courses. The course directors, with the assistance of individual instructors, have oversight responsibility for developing materials for each lesson to achieve learning outcomes and objectives.

STUDENT ROLE

The NSSI faculty and staff will provide both agile, graduate-level curricula and programs that fulfill our core educational mission and the resources necessary to create and sustain a safe, reliable learning environment that is free of distractions. However, it is the individual NSSI student who is ultimately responsible for the success of their education. Establishing individual goals, thoroughly preparing for academics and actively participating in the classroom and events are essential to student success. Not only will the individual student’s level of effort directly affect the value of their education, it will also contribute to the educational experience for fellow classmates and faculty members. Academic preparation will enable critical analysis of course topics and provide a common basis for discussion, whereas active participation will help contribute to the experience of classmates.

Within the NSSI, academic freedom, the ability to freely exchange viewpoints, is highly prized and carefully protected. Expect to hear divergent views and even outright disagreements. Learn to think more critically and respect those views and learn from the different perspectives.

And finally, as a reminder, the NSSI is a military organization. Your primary duty while attending the NSSI is to meet all program requirements to the best of your ability and to participate in all scheduled events. Your appearance and conduct should exceed the high standards that have served you so well in your career to this point.

Chapter 2

AFIT and NSSI Organization

AIR FORCE INSTITUTE OF TECHNOLOGY

Located at Wright-Patterson Air Force Base in Dayton, Ohio, the Air Force Institute of Technology (AFIT) is a special and unique organization within the Air Force, and makes a critical contribution to the Air Force’s mission of flying, fighting and winning, in air, space and cyberspace. The Institute is comprised of four schools: the School of Systems and Logistics; the School of Engineering and Management; the Civil Engineer School; and the School of Strategic Force Studies, which provides space, cyberspace and nuclear professional continuing education.

The history of AFIT dates back to the fledgling days of powered flight, when it became apparent that the progress of military aviation was closely dependent upon the availability of military specialists in aeronautical science and allied technical fields. The Air School of Application was established in November 1919 on McCook Field in Dayton, Ohio, with seven officers enrolled and Colonel Bane as the Commandant. From Col Bane’s viewpoint to that of Institute graduates who have walked on the moon, the Institute has progressed far since 1919. What started as a school for officers has grown into a premier educational institution for both officer and enlisted students, international students, DoD civilians, and members of all branches of the armed services.

However, some things never change—the Institute continues to stress educational excellence as it accomplishes its mission for the United States Air Force, just as it has done since its inception nearly 100 years ago.

NSSI Organization

COMMAND SECTION

The NSSI Commandant directs the accomplishment of the NSSI mission, to include academics, mission support, administration and contracts. The Deputy Commandant assists the Commandant in managing all aspects of the NSSI mission. The Superintendent develops and implements standards and policies for the unit’s permanent party personnel; advocates manpower requirements with MAJCOM assignments personnel; and, as acting First Sergeant, is responsible to the Commandant for the health, welfare, morale and effective utilization of all unit personnel. Unit administration oversees and manages all administrative requirements.

ASSOCIATE DEAN OF ACADEMICS

The NSSI Associate Dean of Academics is the primary advisor to the Commandant on all matters related to the NSSI curriculum and faculty management. The Associate Dean directs the planning, development and execution of the NSSI academic programs and ensures timely development, approval and implementation of curriculum and related activities. The Associate Dean is also responsible for faculty development, outreach, management and evaluation.

COURSE DIRECTORS AND INSTRUCTORS

Course Directors are under the purview of the Associate Dean and are responsible for creating and delivering the Space 200 and Space 300 courses, and any mobile courses, ensuring adherence to the approved Curriculum Plans. Course Directors are supported by a cadre of instructors, both military and contractor. Instructors, when certified, may teach in either course.

Course Instructors will:

1. Be the primary instructor for one or more lessons assigned by the Associate Dean.

2. Thoroughly prepare for all assigned academic lessons and attend all preparatory sessions.

3. Ensure educational objectives are met during each lesson taught.

4. Provide helpful and timely feedback to students.

5. Coordinate activities with the applicable Course Director and provide adequate feedback to ensure Course Director involvement as necessary.

6. Coordinate through the Course Director if a replacement instructor is needed when the primary instructor is unable to teach.

7. Conduct student advising and feedback as needed.

MISSION SUPPORT

The Mission Support Flight Commander (MS) is the primary advisor to the Commandant on all matters related to NSSI mission support. The MS serves as the focal point for all mission support activities and guides development of plans, programs and resources affecting all aspects of support for the NSSI; serves as Program Manager for all NSSI contract vehicles in coordination with the General Services Administration (GSA); manages and oversees physical resources;

implements and directs Emergency Management & Safety programs; oversees the Resource Center and security programs; and provides logistics support in the areas of information technology, information assurance, personnel security and facility management actions. MS is also responsible for coordinating with the Space Education and Training Center (SETC) Facility Manager for maintenance and upkeep of the facility and grounds, as well as all facility upgrade planning.

RESOURCE CENTER

The NSSI Resource Center (RC) is an extension of the Air University Muir S. Fairchild Research Information Center (MSFRIC). Use of the RC is a privilege for all SETC faculty, staff and students;

however, this capability must be used responsibly and within certain parameters.

Current SETC faculty can check out materials for use as long as needed. The RC librarians will recall the item if needed by someone else in the SETC. Current SETC students can check out and take materials offsite; however, materials must be returned prior to graduation. Students who fail to return their materials before graduation will be contacted by the course Flight Chief to make arrangements for return.

Current Space Operations Officer Qualification Course (SOOQC) students and instructors are permitted to check out and take materials offsite during and after SP200; however, materials must be returned prior to graduation from SOOQC. Students who fail to return their materials before graduation will be contacted by the NSSI Army liaison officer (LNO) to make arrangements for return. The Army LNO will assist the librarians with retrieval of overdue or required materials from SOOQC instructors.

Due to the limited size of the RC’s collection, generally only personnel assigned to the SETC or current students will be allowed to check out materials. However, local SETC alumni, as well as non-SETC military members from local bases/posts are permitted to use materials onsite Monday through Friday, 0730-1630. Exceptions may be made based on source availability and Commandant’s approval. The RC librarians will assist alumni and visitors with finding items they need either onsite or through cross-town agreements with other libraries.

In addition to checking out materials, the RC offers commercial internet access. All faculty and students are encouraged to use this resource. All personnel requesting access to the RC commercial internet systems will digitally sign an NSSI RC Commercial Internet Agreement prior to access and will abide by the rules of the agreement.

The RC staff produces the NSSI Space Weekly, an e-newsletter which is a roundup of significant space-related news that targets the interests of space professionals worldwide. Copyright laws prohibit public distribution but do permit distribution to US military and government personnel, as well as foreign defense and education partners. Distribution exceeds 13,000 subscribers. This program projects the efficiency, professionalism and educational value of the NSSI to the DoD and international space community; ensures NSSI students, faculty and other space professionals maintain high situational awareness of current events; and increases ease of use by NSSI students, faculty and the DoD space community via vetting, categorization and on-line posting.

Finally, the RC staff manages the NSSI Space Professional Reading List (SPRL), a selection of recommended books intended to enrich space professionals’ knowledge and understanding of space defense and to inspire intellectual growth and development. While not all-inclusive, the goal is to provide a starting point or expand existing knowledge and thinking. The list is updated annually, with selection beginning in November for a January release. The reading list, complete with book and author descriptions, is available on-line and distributed to all students enrolled in NSSI courses, as well as advertised in the NSSI Space Weekly. The books are also available for checkout in the NSSI’s onsite RC. SPRL authors are invited to speak to NSSI classes, faculty, and to the local space community at large via the NSSI-AFSPC speaker series.

SPACE POWER LAB

The Space Power Lab (SPL) is a 1,500 square foot modeling and simulation facility located on the first floor of the SETC. The SPL has an internal (no outside connectivity) Secret network that simulates an Operations Center, allowing space software application training, current/future classroom exercises and classroom support. The SPL is manned by three contract SPL Developers and one contract System Engineering and Information Technology Specialist, and is for instruction/training by both the NSSI and the 319th Combat Training Squadron (319 CTS). The SPL is also utilized by HQ AFSPC and subordinate units on a space-available basis.

MISSION PARTNERS

The NSSI curriculum is supported by liaisons from the US Navy, US Army and US Marine Corps as delineated in respective Memorandums of Agreement.

NAVY LIAISON

The Navy Information Forces Site Colorado reports to the Commander, Navy Information Forces located in Suffolk, VA. This office consists of three full-time positions: one active duty Navy Captain, one civilian and one contractor, with augmentation by one Naval Reservist. The mission of Navy Information Forces Site Colorado is to function as the SETC Naval Liaison Office, gaining Navy access to NSSI and 319 CTS courses by providing instructor hours to both schools, providing Navy information and perspective to inform NSSI and 319 CTS courses, and delivering the mobile Naval Space Operations Course (NSOC) to fleet units of the US Navy and Marine Corps.

ARMY LIAISON

The US Army has established at least one instructor/LNO billet at the NSSI in exchange for personnel attendance to Space 200 and Space 300 in support of Army space professional education and certification. As the primary liaison between the Space and Missile Defense Command and Air University, the Army LNO provides a distinctive Army viewpoint to the classroom and instructors, provides reach back assistance as necessary for Army-related questions posed by students and faculty, and ensures Army-related course materials are accurate and current.

USMC LIAISON

The US Marine Corps has established one Marine officer billet at the NSSI. The USMC instructor delivers a unique end-user warfighter perspective to the NSSI faculty and Space 200 and 300 students, ensuring students understand the vital role space plays in supporting the terrestrial warfighter.

Chapter 3

Academic Policies and Procedures

POLICIES

ATTENDANCE

Students are expected to attend all scheduled activities unless designated as optional by the Course Director.

COMMANDER’S SPECIAL INTEREST ITEMS

Commander’s Special Interest Items (CSII) are matters of which the Commandant needs to be informed immediately. If the Commandant is unavailable, immediately notify the Deputy Commandant of any CSII. Current CSII include:

Any emergency medical or safety situation affecting unit members or students.

Any security-related incident affecting the NSSI.

Any potential or actual disciplinary issues impacting unit members, to include augmented or attached faculty members, or students.

Any possible or probable NSSI student disenrollment.

ACADEMIC FREEDOM AND NON-ATTRIBUTION

The Air University, AFIT and the NSSI support academic freedom in the learning environment.

Associated with academic freedom is non-attribution. It is vital that academic freedom and non-attribution be clearly understood by every NSSI member and student.

Academic freedom encourages guest lecturers, faculty and students to state their opinions and support or criticize any objective, policy, strategy or tactic while pursuing knowledge, understanding and improvement of the military profession. Statements, disagreements and other comments made by individuals or groups in the school forum are safeguarded through the practice of non-attribution. It is acceptable to say a previous speaker made a particular statement; however, the speaker’s identity will not be divulged. All guest speakers, students and permanent party personnel are prohibited from divulging the identity of any particular speaker.

Remarks made by guest lecturers, faculty and students may only be released or discussed with other individuals outside the school after permission is received from the speaker and approval obtained from the Commandant. End-of-course evaluation reports and student critiques are not to be released outside the NSSI without the Commandant’s approval. Violations committed by military personnel are a breach of Article 92, Uniform Code of Military Justice, and may subject military members to disciplinary actions. Violations of academic freedom by civilian employees may result in administrative disciplinary action.

The non-attribution policy does not apply to unreasonably offensive remarks or to what could be readily construed as irresponsible statements. If a student believes a speaker's remarks crossed this line, or believes the remarks were unreasonably offensive, the student should use the chain of command to resolve the complaint.

COPYRIGHTED MATERIAL

Dissemination of copyrighted material is not authorized (e.g., posting material on the internet, selling the material, providing material to a commercial company for use). Making a copy of copyrighted material for personal use is authorized.

ACADEMIC INTEGRITY

AUI 36-2609, Academic Integrity, defines academic integrity as “uncompromising adherence to a code of ethics, morality, conduct, scholarship and other values related to academic activity.”

The policy applies to all AU institutions, faculty, staff and students with provision for criminal or civil sanctions, student disenrollment and/or application of the Uniform Code of Military Justice (UCMJ). Plagiarism, cheating, misrepresentation and unprofessional relationships are key integrity violations represented in AUI 36-2609. Academic integrity is essential for a fair and high-quality learning environment to exist. The following are examples of academic integrity violations:

Students cheating on examinations or faculty members providing students with test materials.

Knowingly permitting another student to copy writing assignments, speech materials or answers from an examination paper.

Communicating in any manner with another student during an examination with intent to gain or give assistance.

Possessing or using texts, notes, issued materials or other references during examinations, except as specifically authorized.

Collaborating with other persons or working jointly with others beyond exchange of ideas and reference materials on individual writing and speaking assignments, except as specifically authorized. The work product for which a student claims individual credit must be the primary result of his/her efforts and not the work of others. Guidance and direct assistance from an instructor is not considered collaboration.

Using someone else’s ideas or words and passing them off as your own without giving proper credit to the author or source is plagiarism. Plagiarism applies to written work and speeches.

Unless you indicate through punctuation or verbal reference that a part of your writing or speaking is taken from another source, the entire content is assumed to be your own. Minor changes in wording or phrasing do not eliminate the need to give proper credit for material taken from another source. The words and ideas of others can be used effectively to support your own conclusions; however, academic integrity requires that you indicate to your reader or listener which words or ideas are not your own. This applies to all oral and written assignments.

Misrepresentation also violates academic integrity. Misrepresentation is the act of making an assertion to intentionally deceive or mislead. Misrepresentation may be an oral or written statement that is misleading or deceiving and meant to be so; for example, false reporting. Students enrolled in a course who previously took the same course (or a variant of it; for example, a non-resident version of the same course) and attempt to resubmit research papers or other work in fulfillment of a current school assignment, while disguising the fact that it is a resubmission, would be guilty of misrepresentation. Submitting previously accomplished work, whether from previous classes or work projects (white papers, research papers, course tests, articles, etc.), or work that is not one’s own, for academic credit is a misrepresentation and grounds for dismissal.

SECURITY AND POLICY REVIEW

The NSSI must perform a security and policy review upon faculty and student writing prior to publication. AU Instructions 36-2321, Research and Publication, 36-2608, Academic Freedom, and 14- 301, Security Review of Research Papers, Textbooks and Related Documents, address the need for, and conduct of, security and policy reviews and apply common principles to the university community. Ultimately, the AU Office of Public Affairs (AU/PA) is responsible for administering these reviews. The purpose of the security review is to prevent unintended disclosure of classified information. The policy review ensures publications that state Air Force and DoD policy do so accurately. It does not preclude criticism of that policy once it has been correctly articulated.

Faculty should submit final drafts of conference papers, articles, book manuscripts or any other material intended for release outside AU, along with a completed 42 ABW/PA Security and Policy Review Worksheet, to the Associate Dean as soon as possible. The author must note if any of the material is classified, of a sensitive nature or addresses USAF policy. Following the Associate Dean’s and/or Commandant’s review, the material will be forwarded to AU/PA. AU/PA places its priority on faculty work, but longer pieces, especially book manuscripts, may take several weeks to review. To expedite review, authors may highlight portions of the work that clearly reflect US policy or might contain classified material.

COURSEWARE DEVELOPMENT AND MANAGEMENT

The NSSI develops and manages its courseware IAW Air Force Instructional Systems Development (ISD) principles. Course development and management capitalize on the expertise of ISD specialists, Course Directors, and faculty SMEs. The goal of the ISD process is to produce effective, student-centered instruction.

COURSEWARE DEVELOPMENT AND MANAGEMENT CYCLES

The courseware development and management cycles provide standardized and sustainable lifecycles for development and management of NSSI courses by synchronizing the ISD and Air University (AU) Educational Review Board processes with the Course Functional Manager (CFM) curriculum review and funding cycles.

The AU Educational Program Review cycle standardizes all school curriculum reviews to a biennial cycle, with an option for out-of-cycle reviews as requested or required. The NSSI will use this cycle to ensure its education programs adequately meet Air Force and DoD requirements, and provide Curriculum Plans to AFIT every other year or as directed. A Curriculum Plan will be developed for all NSSI courses. The Curriculum Plan is developed by the Course Director’s team, with assistance from the ISD specialist, and is approved by the AU Commander.

The Quarterly Course Review will be used to update and improve courses as needed between Curriculum Plan updates, within the bounds of the approved Curriculum Plan.

ROLES AND RESPONSIBILITIES

The Commandant approves the NSSI Courseware Development and Management Program. The Associate Dean manages the overall Courseware Development and Management Program and provides Curriculum Plans to the Functional Manager for review and approval. Once approved by the Functional Manager, Curriculum Plans are forwarded to the Dean of AFIT’s School of Strategic Force Studies, as required. The Functional Manager approves course duration, number of offerings, and other changes impacting funding and resources. Course Directors supervise execution within their assigned courses, ensure courseware and test control procedures are implemented for all course materials, and ensure courseware has appropriate security classification markings. Lesson Owners assist the Course Directors in developing and sustaining courseware that is current, relevant and academically credible. Instructors develop and sustain courseware with assistance from the ISD Specialist. The ISD Specialist provides guidance to the Course Directors, Lesson Owners and Instructors during all phases of courseware development, sustainment and modification.

COURSEWARE DEVELOPMENT

All courses will follow a standardized architecture when developed. This architecture will consist (as a minimum) of course objectives, area objectives (as needed), period objectives and samples of behavior.

Course objectives are an overall general description of what the student is expected to learn from course instruction. Course objectives will be written at the appropriate levels of learning IAW Bloom’s taxonomy.

Area objectives, if used, will be more specific than the course objectives to further break down the desired learning outcomes of major areas of instruction. Area objectives are also written at the appropriate level of learning IAW Bloom’s taxonomy to support course objectives.

Period objectives are more specific than course and area objectives and are also written IAW Bloom’s taxonomy. Period objectives will support the course objectives and any area objectives, and should be followed by an adequate number of measurable samples of behavior to state specific, desired student outcomes.

Samples of behavior are precise statements of desired, observable behaviors that students should demonstrate at the end of a period of instruction to give evidence that they have achieved the period objectives. Each period objective requires a sufficient sampling of behaviors at the same level of learning as the period objective. Samples of behavior are very specific, student-centered objectives written with measurable behavior and contain action verbs.

CURRICULUM PLAN

The Course Director is responsible for development of the Curriculum Plan with support from the ISD Specialist. The Curriculum Plan provides a detailed description of the course’s instructional program, addressing major areas of instruction. Curriculum Plans may have different formats to accommodate the courses supported. The Curriculum Plan consists of three parts containing course description, course of study summary, and course of study details.

SYLLABUS

The Course Director is responsible for the development of the course syllabus with support from the ISD Specialist. Each student will be given a copy of the course syllabus. The syllabus will include, as a minimum, the course title; course description; course objectives; area objectives, if used; period objectives; samples of behavior; grading policy; and any homework assignments and student activities for each period, to include reading assignments. Syllabi must be written at the unclassified level.

COURSE SCHEDULE

A course schedule will be provided to students. Course Directors will approve all schedules.

MEASUREMENT PLAN

Measurement Plans are developed at the direction of the Course Director, with assistance from Lesson Owners, in conjunction with Instructors and the ISD Specialist. Measurement Plans will assess student attainment of objectives and will directly correspond with samples of behavior.

Instructors create appropriate evaluation measures for selected period objectives by utilizing a sufficient amount of samples of behavior for the period objective. The plan will include, as a minimum, a general description of the evaluation methods to be used and a list of academic requirements students must achieve, such as pass/fail criteria.

If a written test is used, Course Directors will ensure a master copy of test with references and answers are maintained. Development of short-answer essay tests and/or written papers will include detailed instructions for students to ensure all criteria for the paper are identified to the student. Course Directors will approve all written tests.

If a performance test is used, performance exercises will have an associated grading scale and detailed instructions for students reflecting student performance requirements and grading criteria.

Include the pass/fail threshold, if applicable.

STUDENT FOLDER

The student folder is given to students at the beginning of each class. Depending on the course, the folder may contain the following as determined by the Course Director: individual homework worksheets, a DVD with class syllabus describing required readings and course resources, security agreement, satellite quick-start guides for toolkit, space mission analysis and design (SMAD) spreadsheet and design exercise, course schedule, and administrative procedures. Other material may be included as determined by the Course Director.

LESSON PLAN

Lesson plans will consist of two parts: Part I (Lesson Summary) and Part II (Teaching Guide). The lesson plan is developed by the instructor with assistance from the ISD Specialist. Lesson plans will contain an outline for instruction that will contain period objectives, samples of behavior, and applicable teaching steps. Lesson plans will be in two-column format and will contain sufficient material/content to allow another instructor, with the appropriate background, to teach the period of instruction. Lesson plans should have sufficient references to support the material within the lesson to support academic credibility. When personalizing a lesson plan, instructors will not change instructional objectives or samples of behavior.

SUPPLEMENTAL MATERIAL

Progress checks, selected readings, and other supplemental materials may be provided to students.

Course Directors will approve all supplemental material.

INSTRUCTIONAL MEDIA

Instructional media includes any item that assists the students in learning (e.g., whiteboard, pictures, charts, diagrams, graphics, models, or PowerPoint). Instructors are responsible for ensuring all instructional media have appropriate security classification markings and references.

When used, instructional media will list the title of the period of instruction, classification, period objective, and samples of behavior. This information will be presented during class. Instructional media will not take the place of a lesson plan but will enhance the lesson plan. The ISD Specialist will provide instructional media guidance.

ACADEMIC CREDIBILITY

Academic credibility has two key components: 1) how much the information provided to students can be trusted to be accurate, authoritative, current, and relevant and 2) the expertise or depth of knowledge the instructor conveys. Trustworthy content can be verified by citing sources while expertise can be conveyed by instructors’ short biographies (e.g., credentials, certifications, etc.).

When feasible, all direct quotes and paraphrasing of a source should be cited. Citations should include author and date of publication. Generally understood and known concepts do not need to be cited. Original thought and analysis does not need to be cited. Include appropriate sources in lesson plans, PowerPoint, Graded Measurements and supplemental materials.

To ensure the credibility of sources, instructors/courseware developers should be aware of the currency of material and references, potential bias, and source qualifications (e.g., reputable journal or publisher, author qualifications). The following are recommended credible sources:

Official federal, state, or local government publications when possible. Official, unclassified factsheets about classified policies can be used for sourcing/citing unclassified periods of instruction.

Refereed (peer-reviewed) journals. Those journals that contain volume and issue numbers and have gone through a stringent review process. Instructors can cite their own previously published works.

Interviews of recognized subject matter experts. Ensure the interview is documented and accessible by other instructors.

PowerPoint slides from senior leaders and experts in the field, letters to the editor, or blogs should not be used as a primary source for the period of instruction, but can be used to expand on material.

Joint and Service publications.

COURSEWARE CHANGE REQUEST

A Courseware Change Request (CCR) will be used to request a change to course objectives, area objectives, period objectives, course length, or other significant change to an approved curriculum plan. Simple content changes that do not affect the objectives or the length of the course do not require a CCR.

The Associate Dean will recommend approval of CCRs. Changes to course objectives and overall course length will be coordinated through the CFM. All course change requests by the Associate Dean will be included in the Quarterly Course Review (QCR). The Commandant’s approval of the QCR will satisfy the approval of the CCR. All changes to the Curriculum Plan will be tracked by the ISD Specialist and included in future Curriculum Plan updates.

Course Directors are responsible for ensuring control of courseware. Course Directors will work with the ISD Specialist to ensure that lesson updates meet ISD guidelines. Course Directors should ensure that all courseware documents are standardized throughout their course, reviewed by the ISD Specialist and approved by the Course Director prior to being presented to students.

FACULTY DEVELOPMENT, ENRICHMENT AND RESPONSIBILITIES

A highly qualified, professional faculty is the most critical factor in creating and maintaining current, relevant and academically credible programs. Faculty development is defined as the ongoing enhancement of teaching and professional expertise. Faculty enrichment pertains to the ongoing faculty improvements outside of the teaching environment. Faculty responsibilities include preparation for, and conduct of, classroom instruction (teaching), conducting individual research and publication (scholarship), and participating in service to the institution or particular discipline (service). Faculty development at the NSSI consists of faculty orientation, in-service development, and individual professional development.

ROLES AND RESPONSIBILITIES

The Commandant approves the NSSI Faculty Development, Enrichment and Responsibilities (FacDER) Program. The Commandant appoints the Associate Dean of Academics and Course Directors, and approves the use of adjunct instructors and guest lecturers to meet unique educational requirements IAW AUI 36-2301, Use of Adjunct Instructors and Guest Lecturers at Air University Schools.

The Associate Dean of Academics oversees the overall Faculty Development Program. The Associate Dean appoints all NSSI faculty members and assigns them to a course team; acts as liaison between the NSSI and the AFIT Dean of the School of Strategic Force Studies; designates, in writing, representatives authorized to evaluate faculty members; and certifies and decertifies faculty members in coordination with the Course Director, if required.

The Associate Dean implements the Faculty Development Program, with support from the ISD Specialist, to include faculty orientation, in-service training, and individual-personal development programs. In coordination with the Course Directors, the Associate Dean provides faculty enrichment opportunities; manages the faculty evaluation program; and certifies and decertifies faculty members, if required.

Course Directors assign new faculty members an academic mentor; assign faculty members to teaching assignments (teams) within respective courses; designate a records custodian to maintain course files; maintain faculty folders in coordination with the Associate Dean; and certify and decertify faculty members. Course Directors further approve travel or other costs associated with faculty development for assigned faculty and approve purchase of faculty development books, readings, or other materials for assigned faculty, in coordination with the NSSI resource/financial advisor.

Each course will have one primary and an alternate Course Manager. Course Managers work closely with the Course Directors to accomplish efficient scheduling of faculty and ensure all faculty members teaching in the course receive credit in the NSSI’s automated system for their classroom hours within two days after course completion. Course Managers further record teaching assignments in the NSSI scheduling tool, upon direction of the Course Director; maintain personal contact information, in coordination with the Commandant’s Support Staff, for all faculty members teaching in the course; and present instruction hours of course team members to the Associate Dean upon request.

Lesson Owners are responsible for ensuring their respective lessons are focused on meeting course objectives and consist of instruction which is current, relevant and academically credible. Lesson Owners also ensure the flow and content of their lessons are optimized to meet desired objectives.

Academic Mentors are experienced NSSI faculty members who directly mentor one or more faculty members, ensuring they continue to develop as professional educators and meet all faculty responsibilities. Academic Mentors must be full-time faculty assigned to the NSSI. Academic Mentors assist new faculty members during faculty orientation and teaching certification, and coordinate with the applicable Course Director to recommend appropriate teaching assignments for faculty.

Faculty members are government and contractor personnel, appointed by the Associate Dean and assigned to the NSSI, whose primary duty requirement is the provision of quality instruction.

Every faculty member is expected to be involved in the areas of teaching, scholarship and service.

Additionally, all faculty members will participate in the faculty development program. Full-time contractor faculty will participate as permitted in their contract.

Teaching activities include classroom instruction, developing curriculum, evaluating students, counseling and tutoring. Classroom instruction is the primary responsibility for all NSSI faculty members. To instruct in an NSSI classroom, the faculty member must complete teaching certification, or obtain a waiver from the Commandant, in coordination with the Associate Dean.

Scholarship includes conducting individual research and publication. NSSI faculty members are encouraged to conduct research and publish in their field of expertise. Full-time contractor faculty will publish as permitted by their contract.

Service activities contribute to the overall mission of the NSSI. Activities may include roles such as Course Director, Academic Mentor, or other administrative duties. Faculty service may also include conducting or supporting social, professional or outreach activities associated with a faculty member’s area of academic expertise or professional interest. Full-time contractor faculty will perform service as permitted in their contract.

Staff members are NSSI personnel not assigned to teaching as a primary duty (i.e., support, administrative, and technical). Staff members may instruct in their area of expertise when deemed appropriate by the respective Course Director. NSSI staff members are not required to participate in faculty development or maintain faculty folders.

FACULTY ORIENTATION

New faculty members with no prior formal instructor training will attend an Academic Instructor Course (AIC) in-residence. Available courses include the local 319 CTS Instructor Certification Course (ICC), the US Air Force Academy’s AIC, or the Eaker Center’s AIC at Maxwell AFB. The Associate Dean may provide directed study in the event no AIC is available within 30 days of a faculty member’s arrival date. Upon arrival to the NSSI, new faculty members with prior formal instructor training will interview with the Associate Dean and applicable Course Director. The interview will assess teaching background, formal instructor training, qualifications, and any knowledge or experience gaps. The Associate Dean (or Course Director) will present appropriate orientation to the new faculty member.

New faculty orientation will consist of the following:

New instructors who have not completed AIC in-residence will be observed three times before they are certified to teach. Course Directors will be responsible for overseeing this process for instructors assigned to their courses. Observers include: Commandant, Associate Dean, Course Directors, Deputy Course Directors and Flight Chiefs, Evaluators, Lesson Owners and other faculty assigned by the Associate Dean or Course Director.

Presentations will include:

Teaching desired lesson (may be accomplished at end of ICC) 45-minutes of their lesson in front of Lesson Owners/Leadership (the portion of the lesson they will teach will be chosen immediately prior to teaching) Teaching students in the classroom with Lesson Owners/Leadership observing

Instructors who have already completed AIC and certified instructors who only wish to qualify in additional lessons only need to complete the last two requirements listed above.

New instructors will observe the lesson(s) they intend to teach at least once before accomplishing the last two observations. If the new instructor’s performance is deemed unsatisfactory as judged by the observer, it will be re-accomplished. The Lesson Owners will be involved since they are the SMEs for each lesson and can determine technical knowledge as well as critique the presentation.

The first three times a new instructor teaches, they will be observed by the Lesson Owner, Course Director or Associate Dean, who will provide feedback. Instructors are encouraged to observe other instructors for at least one hour, twice per month and report what they observe to their Course Director.

Upon completion of faculty orientation, the faculty member may:

Obtain a waiver for AIC from the Commandant, in coordination with the Associate Dean.

Be assigned supplemental knowledge material and then obtain a waiver for AIC.

Be directed to complete an in-residence AIC prior to certification.

Successful completion of AIC or waiver will result in certification documented on the AETC Form

620. Any required remediation will be coordinated among the Course Director, mentor and Associate Dean. Upon completion of necessary remediation, the new faculty member will be reassessed IAW the previous paragraph.

FACULTY IN-SERVICE DEVELOPMENT

In-service development consists of unit-sponsored faculty development activities based on the needs of the faculty as determined by the Course Directors. In-service faculty development activities include, but are not limited to, participation in faculty development workshops, mission area tours and immersion, space tactics sessions, acquisition lunches, and book colloquiums.

Faculty members must update their faculty folders upon completion of in-service development activities. Full-time contractor faculty will participate as permitted by their contract.

FACULTY INDIVIDUAL PROFESSIONAL DEVELOPMENT

All faculty members are encouraged to participate in individually focused professional development. Individual development may include publication of articles, leading faculty development workshops, researching and redeveloping lessons, mentoring other instructors, participation in community outreach programs, and any outside education related to the individual’s subject matter expertise. Faculty members must update their faculty folders upon completion of professional development activities. Full-time contract faculty will participate as permitted by their contract.

FACULTY EVALUATION

The primary focus for faculty evaluation is to provide diagnostic feedback to faculty members to enhance their professional growth and development. A secondary focus is to assess faculty member performance.

EVALUATION PROGRAM

Faculty evaluations will be conducted annually (Fiscal Year) by an appointed faculty evaluator (usually the Course Director or Associate Dean), with support from the ISD Specialist. Evaluations will be documented on the AETC Form 620 or equivalent electronic form, and filed in the Faculty Folder. Evaluation feedback will be given to the faculty member and Course Director. The Course Director will determine if any administrative actions are needed as a result of the feedback. The Course Director will sign as the Initial Reviewing Officer and the Associate Dean will sign as Final Reviewing Officer.

DECERTIFICATION

Faculty members may be decertified for the following reasons: substandard instruction, lack of professionalism, expertise no longer needed, lack of appropriate security clearance, and/or considerable time has elapsed since the faculty member last taught. Similar to certification, the Course Director has the responsibility to decertify faculty members. Decertification must be accomplished in writing and filed in the faculty folder. Decertified faculty members may be recertified IAW the preceding certification procedures.

CLASSROOM CONTRIBUTION

Faculty members are expected to teach on a regular basis in the course to which they are assigned.

Teaching hours contributed by each faculty member to NSSI courses will be briefed upon request.

All faculty members are expected to teach a minimum of four hours per quarter in the course to which they are assigned (may be waived by the Course Director). Barring extenuating circumstances, faculty failing to meet this minimum requirement will be considered for administrative action which may include reassignment.

FACULTY FOLDERS

The Course Director will maintain faculty folders for faculty members assigned to their course with support from the ISD Specialist.