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BY ORDER OF THE COMMANDER BARNES CENTER INSTRUCTION 36-2301
THOMAS N. BARNES CENTER FOR
ENLISTED EDUCATION (AETC) 24 SEPTEMBER 2012
Incorporating Change 1, 26 November 2013
Personnel
USAF EPME PROCEDURAL GUIDANCE
COMPLIANCE WITH THIS PUBLICATION IS MANDATORY
ACCESSABILITY: This publication is available on the Barnes Center web page on the AF
Portal for downloading.
RELEASABILITY: There are no releasability restrictions on this publication.
OPR: Academic Affairs/DOP Certified by: Academic Affairs/DE (Mr. Jeff Geidner)
Supersedes EPME Procedural Guidance, 15 January 2010 Pages: 96
This publication authored by Barnes Center Enlisted Professional Military Education (EPME)
Academic Affairs applies to all schools implementing EPME curricula. Published under the
authority of AFI 36-2301, Developmental Education, it prescribes criteria, policies, and
procedures for executing and managing Air Force EPME programs to ensure standardized
program implementation and administration Air Force-wide as well as meeting Community
College of the Air Force (CCAF) affiliation requirements. Schools not meeting requirements
mandated within are subject to administrative action designed to ensure institutional compliance
and discipline. Schools continuing to disregard compliance requirements will be referred to
CCAF and are subject to sanctions that could lead to disaffiliation. Commandants will
administer their EPME programs per this directive. The term commandant, as used throughout
this publication, refers to the Air Force Senior Noncommissioned Officer Academy (AFSNCOA)
Commandant, Noncommissioned Officer Academy (NCOA) Commandants and Airman
Leadership School (ALS) Commandants. If a conflict exists between this document and other
guidance, this document will take precedence. Refer recommended changes and/or corrections
to this publication to the Office of Primary Responsibility (OPR) using the AF Form 847,
Recommendation for Change of Publication, through your chain of command. Ensure that all
records created as a result of processes prescribed in this publication are maintained in
accordance with AFMAN 33-363, Management of Records, and disposed of in accordance with
the Air Force Records Disposition Schedule (RDS) located at https://www.my.af.mil/gcss-
af61a/afrims/afrims/.
SUMMARY OF CHANGES This document is substantially revised and must be completely reviewed. This publication is
updated to reflect changes in guidance and procedures dealing with the USAF EPME Program.
The major changes include a significant revision to guidance pertaining to all areas of faculty
development incorporating the transition to electronic faculty folders utilizing STARS-FD
(paragraphs 23-25). Virtual PMR guidance is updated to include mandatory documents and
updated location of virtual folders (paragraph 31.2). Significant changes include reducing the
academic release probation period to 3 months (paragraph 17.2), reducing interval between
summative evaluation and revaluation to the next duty day (paragraph 16.2), adding guidance on
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disciplinary releases (paragraph 17.3.7), prohibiting meal purchases as condition to attend
mandatory events (paragraph 2.6.3), and providing guidance to properly secure and destroy
electronic copies of test materials (paragraphs 11.3.5, 11.5.2.2, 11.6.5). Additionally, updates
include guidance for managing electronic copies of curricula (paragraph 3.1.3), managing
international students (paragraph 17.7), mandating annual instructor point norming (paragraphs
10.4, 21), modified dual-qualified instructor requirements (paragraphs 26.1.4, 27.2.5), adding the
CMSgt Richard L. Etchberger Team Award for the AFSNCOA (paragraph 20.6), adding a
curriculum change attachment, updating legacy CoP references to the AFNet EIS SharePoint,
correcting paragraph and table references, and clarifying general program processes. A margin
bar (|) indicates newly revised material.
1. Purpose Statement ........................................................................................................... 7
1.1. Waivers ...................................................................................................................... 7
1.2. Waiver Submission .................................................................................................... 7
1.3. Availability ................................................................................................................ 7
1.4. Policy Updates ........................................................................................................... 8
2. Schedule of EPME Courses ............................................................................................. 8
2.1. Academic Day ............................................................................................................ 8
2.2. Instructional Hours..................................................................................................... 8
2.3. Master Schedule ......................................................................................................... 8
2.4. Exercise/Evaluations .................................................................................................. 8
2.5. Class Length............................................................................................................... 8
2.6. Graduation Ceremony ................................................................................................ 9
3. EPME Curriculum ........................................................................................................... 10
3.1. Curriculum Delivery .................................................................................................. 10
3.2. Approved Curriculum Implementation ...................................................................... 11
3.3. Curriculum Updates ................................................................................................... 11
3.4. Curriculum Changes .................................................................................................. 11
3.5. Master Curriculum Library ........................................................................................ 11
3.6. Controlled Curriculum Material ................................................................................ 11
3.7. Lesson Plan Strategies ............................................................................................... 12
3.8. Media/Video Clips ..................................................................................................... 13
4. EPME Validation .............................................................................................................. 13
4.1. Validation Procedures ................................................................................................ 13
4.2. Instructor Explanation for Students ........................................................................... 13
5. Student Eligibility Requirements ................................................................................... 13
5.1. Temporary Profiles .................................................................................................... 13
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5.2. Permanent Profiles .................................................................................................... 14
5.3. Deleted ...................................................................................................................... 14
5.4. Deleted ...................................................................................................................... 14
5.5. Tattoos/Brands/Body Markings and EPME Attendance ........................................... 14
6. Information Management ............................................................................................... 15
6.1. iGecko Management .................................................................................................. 15
6.2. Records Management................................................................................................. 21
6.3. Administration Systems Access and Management .................................................... 21
7. Flight Room Parameters ................................................................................................. 22
7.1. Seminar Scatter .......................................................................................................... 22
7.2. Instructor Seminar Assignment.................................................................................. 22
7.3. Flight Room Setup ..................................................................................................... 23
7.4. Flight Room Management – All Schools................................................................... 23
8. Mandatory Student Briefings ......................................................................................... 23
8.1. Students ...................................................................................................................... 23
8.2. Briefing Topics .......................................................................................................... 23
9. EPME Assessments Program .......................................................................................... 28
9.1. EPME Surveys ........................................................................................................... 28
9.2. EPME Policy/Curriculum/Test Change Request ....................................................... 29
10. Internal Evaluation ........................................................................................................ 29
10.1. Tools ........................................................................................................................ 29
10.2. Educational Analysis ............................................................................................... 29
10.3. Communications Skills Norming ............................................................................. 30
10.4. Instructor Leadership Point Norming ...................................................................... 30
11. Test Control Procedures ................................................................................................ 31
11.1. Policy ....................................................................................................................... 31
11.2. Appointment Letters ................................................................................................ 31
11.3. Storage and Security ................................................................................................ 32
11.4. Test Material Distribution ........................................................................................ 33
11.5. Semiannual Inventory of Course Examinations ...................................................... 33
11.6. Destruction/Replacement of Test Material ............................................................. 34
11.7. Emergencies ............................................................................................................. 34
12. Test Administration Procedures ................................................................................... 34
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12.1. Policy ....................................................................................................................... 35
12.2. Test Administrator Responsibilities ......................................................................... 35
12.3. Administrator Assistance to Students ..................................................................... 36
12.4. Test Administration ................................................................................................. 36
12.5. Academic Integrity Violations ................................................................................. 36
12.6. Test Completion ....................................................................................................... 37
12.7. Test Review ............................................................................................................. 37
12.8. Returning Test Materials to Storage Location ......................................................... 38
13. Test Compromise Procedures ....................................................................................... 38
13.1. Policy ....................................................................................................................... 38
13.2. Suspected Compromise Procedures ......................................................................... 39
13.3. EPME Academic Affairs/DE Actions .................................................................... 40
14. Academic Exercises / Evaluations ................................................................................ 40
14.1. Scheduling................................................................................................................ 40
14.2. Test Control ............................................................................................................. 41
14.3. Accountability ......................................................................................................... 41
15. Grammar Diagnostic and Programmed Texts (ALS Only) ....................................... 41
16. Remediation Process ...................................................................................................... 41
16.1. Formative Exercise and Summative Evaluation Review ......................................... 41
16.2. Re-Test Administration ............................................................................................ 42
16.3. Re-Test Review ........................................................................................................ 42
16.4. Performance Evaluation Remediation Process ........................................................ 43
17. Student Releases .............................................................................................................. 45
17.1. Administrative Release ............................................................................................ 45
17.2. Academic Release .................................................................................................... 46
17.3. Disciplinary Release ................................................................................................ 46
17.4. Student Release Notification Requirements ............................................................ 48
17.5. Student Release Appeal Procedures......................................................................... 49
17.6. Graduation................................................................................................................ 49
17.7. International Students .............................................................................................. 50
18. Academic Releases and Academic Review Board (ARB) ........................................... 50
18.1. ARB Procedures....................................................................................................... 50
18.2. ARB Purpose ........................................................................................................... 51
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18.3. ARB Responsibilities ............................................................................................... 51
18.4. Academic Standards and School Policies ................................................................ 52
18.5. Factors to Consider During the Review ................................................................... 52
18.6. Post-ARB Commandant Actions ............................................................................. 54
19. Disciplinary Releases and Disciplinary Review Board (DRB) .................................... 55
19.1. DRB Procedures....................................................................................................... 55
19.2. AF IMT 1168 ........................................................................................................... 55
19.3. DRB Purpose ........................................................................................................... 55
19.4. Disciplinary Review Board (DRB) .......................................................................... 55
19.5. DRB Responsibilities ............................................................................................... 55
19.6. Post-DRB Commandant Actions ............................................................................. 56
20. Awards Program ............................................................................................................ 57
20.1. Eligibility ................................................................................................................. 57
20.2. John L. Levitow Award (Most Distinguished Graduate)......................................... 58
20.3. Distinguished Graduate (DG) Award ...................................................................... 58
20.4. Academic Achievement Award ............................................................................... 59
20.5. Commandant/Leadership Award ............................................................................. 59
20.6. CMSgt Richard L. Etchberger Team Award ........................................................... 59
21. Leadership Points / Procedures .................................................................................... 59
21.1. Leadership Points/Procedures .................................................................................. 59
21.2. Peer Leadership Points (Peer Evaluation)................................................................ 59
22. Faculty Management ..................................................................................................... 60
22.1. EPME Instructor Categories .................................................................................... 60
22.2. Faculty Credentialing/STARS-FD ........................................................................... 61
22.3. Requesting Official Transcripts ............................................................................... 61
22.4. Non-Degreed Faculty credential Requirements ....................................................... 62
22.5. Exceptional Qualifications in Lieu of Degree (EQILD) .......................................... 62
22.6. Faculty Qualification Requirements ........................................................................ 62
23. Initial Instructor Qualification Training (IIQT) ........................................................ 63
23.1. DELETED................................................................................................................ 63
23.2. EPME Teaching Internship ...................................................................................... 63
23.3. Core Task Certification ............................................................................................ 68
23.4. IIQT Completion ...................................................................................................... 68
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23.5. Instructors Previously Completing Teaching Internship ......................................... 68
24. Lesson Qualification Training (LQT) .......................................................................... 69
24.1. Beginning LQT ........................................................................................................ 69
24.2. Direct Observation ................................................................................................... 69
24.3. Group In-Service Training (IST) ............................................................................. 69
24.4. Individual In-Service Training (IST) ....................................................................... 69
24.5. LQT Documentation ................................................................................................ 70
24.6. Decertification/Requalification ................................................................................ 70
24.7. LQT Completion ...................................................................................................... 71
25. Documentation Requirements ...................................................................................... 71
25.1. AFTR ....................................................................................................................... 71
25.2. EPME Faculty Folders ............................................................................................. 71
26. Instructor Evaluation and Subject Matter Testing Requirements ........................... 75
26.1. Semiannual Lesson Evaluations .............................................................................. 75
26.2. Evaluation Procedures ............................................................................................. 75
26.3. Strong Evaluation Program ...................................................................................... 76
26.4 Annual Subject Matter Testing ................................................................................ 77
27. Faculty In-Service Training (IST) and Professional Development (PD) .................. 77
27.1. IST Procedures ......................................................................................................... 77
27.2. Minimum IST Requirements ................................................................................... 78
27.3. Professional Development (PD) Procedures ............................................................ 79
28. CCAF Instructor Certification (CIC) Program .......................................................... 81
28.1. The CCAF Campus Affiliations Policies, Procedures and Guidelines (PDG) ........ 81
28.2. The CCAF Credentialing Programs Flight ............................................................. 81
29. Guest Lecturers, Subject Matter Experts, and Speakers of Opportunity ................ 81
29.1. AFSNCOA ............................................................................................................... 81
29.2. ALS/NCOA.............................................................................................................. 82
30. CCAF Annual Report .................................................................................................... 82
31. EPME Program Management Review (PMR) Program ............................................ 82
31.1. Fiscal Year (FY) PMR Schedule ............................................................................. 82
31.2. Virtual PMR ............................................................................................................. 82
31.3. On-site PMR ............................................................................................................ 85
31.4. PMR Assessment ..................................................................................................... 86
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31.5. PMR Report ............................................................................................................. 86
31.6. School Status ............................................................................................................ 86
31.7. PMR After Action Report ........................................................................................ 87
31.8. School Questions, Suggestions, and Concerns ........................................................ 87
31.9. No-Notice PMRs ...................................................................................................... 87
Attachment 1 – GLOSSARY OF REFERENCES SUPPORTING INFORMATION .... 88
Attachment 2 – DISPOSITION OF STUDENT RECORDS ............................................ 92
Attachment 3 – POSSIBLE REMEDIATION SCENARIOS ........................................... 93
Attachment 4 – EPME CURRICULUM CHANGE PROCESS........................................ 94
1. Purpose Statement. This instruction prescribes how Enlisted Professional Military
Education (EPME) will be administered. It ensures a standard education and similar experience
for all Airmen. Commandants will administer EPME programs per this directive. In the absence
of specific guidance from this and other EPME-related instructions, EPME faculty will use
judgment, experience, and training to make the best decision. If they are unsure of any guidance
or have questions, they must immediately contact EPME Academic Affairs/DOP for assistance.
If action must be taken before EPME Academic Affairs responds, provide DOP with an
explanatory Memorandum for Record as soon as practical. Outline the situation, actions taken,
and impact. The sole source for answers to EPME policy questions is the EPME Academic
Affairs/DO (Operations) section. EPME Academic Affairs should always be the first point of
contact regarding EPME policy issues. Send questions to [email protected] .
1.1. Waivers. Waivers are reserved for unique local situations of a temporary nature that
preclude instructors from delivering curriculum as designed or prevent schools from
complying with standardized policy. The Dean, EPME Academic Affairs (EPME Academic
Affairs/DE) is the primary decision authority. EPME Academic Affairs/DE approval is
required before modifications or deviations can be implemented. Approvals and
disapprovals must be maintained on file at the applicable school (Attachment 2). EPME
Academic Affairs/DOP will track all waivers and ensure follow-up is accomplished as
necessary.
1.2. Waiver Submission. Before deviating from any aspect of this directive, submit a written
waiver request with detailed rationale via email to EPME Academic Affairs/DE through
[email protected] .
1.3. Availability. Each school will ensure the PG is available in the school at all times.
Academic Affairs will ensure a copy of the PG incorporating the most recent changes is
available for download from the EPME Policy EIS SharePoint site. The URL for the EPME
Policy EIS SharePoint site is: https://cs3.eis.af.mil/sites/25113/default.aspx.
1.3.1. Schools should maintain an electronic copy of the most recent PG. Do not rely on
the ability to download the PG on demand; maintain this copy on a local system to allow
for network outages.
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1.3.2. Alternatively, schools may maintain at least one hardcopy of the PG.
1.4. Policy Updates. On the first duty day of each week, all schools must log into the EPME
Policy EIS SharePoint site “Hot Topics” area to check for the latest policy updates. EPME
Academic Affairs will do spot checks to identify which schools are not performing
mandatory weekly checks. The EIS SharePoint site is updated throughout the week and
schools are notified via management alerts. To turn on management alerts:
1.4.1. Access the “Document Library” to view the “Hot Topics” folder.
1.4.2. In the Drop Down for “Hot Topics” select “Alert Me.”
1.4.3. Subscribe as desired (Daily, Twice Daily, Hourly) and select “OK.”
1.4.4. Management alert registration is mandatory. However, do not solely rely on
management alerts, as they do not replace the requirement to check the EIS SharePoint
site on the first duty day of each week. EPME Academic Affairs recommends sorting the
“Hot Topics” folder by “Date Modified:” click on the “Date Modified” column heading
to sort the contents of the folder by posting date.
2. Schedule of Resident EPME Courses. Each level of EPME will consist of the appropriate
number of academic days to deliver the curriculum as developed by EPME Academic Affairs and
approved by EPME Academic Affairs/DE.
2.1. Academic Day. The Academic Day is limited to eight instructional hours.
2.2. Instructional Hours. Each instructional hour will consist of 45 minutes of activity and a
15-minute break (shortening breaks by 5 minutes is authorized) unless otherwise indicated in
the lesson plan.
2.3. Master Schedule. The master schedule is a guide that assists in the development of local
academic schedules. Schools may rearrange lessons within graduate attributes; however,
they must adhere to lesson plan strategies, scheduling notes, and ensure all attribute
objectives are met.
NOTE: DELETED
2.4. Exercises/Evaluations. Do not deviate from the prescribed order of formative exercises
and summative evaluations as prescribed by the master schedule. Issuing tests out of order
places weaker students in jeopardy of course failure. Should tests be administered out of
order, immediately contact EPME Academic Affairs/DOA. Test review hours may be
rearranged (e.g., schedule a commandant hour between test administration and test review
periods to allow faculty time to review and interpret test statistics).
2.5. Class Length. Class length is determined by EPME Academic Affairs. Refer to the
course synopsis and master schedule for the appropriate level of EPME. Academic rigor is
intentionally programmed into each course. Academic rigor means that students must use
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out of classroom time (nights and weekends) to prepare for upcoming classes, projects and
evaluations in order to be successful. Students should not be assigned additional duties
outside of EPME or engage in any activity interfering with normal preparations for class.
2.5.1. EPME does not sanction the addition of any academic days outside of the
aforementioned. If a school unilaterally elects to conduct a Day of Training Zero (DOT
0: unofficial term used to describe the day prior to the official start of an EPME class),
they do so without endorsement from EPME and should coordinate such action through
their MAJCOM EPME representative, while ensuring TDY to school budget overruns do
not occur. Finally, no portion of the academic program may be moved from the official
academic days of training to DOT 0.
EXCEPTION: Schools may provide the Successful Learning reading material as a pre-
read; however written homework will not be assigned before DOT 1.
2.5.2. Reference AFI 36-2301, Developmental Education. Wing Commanders ensure
the assignment of additional duties and details for EPME faculty will not impede the
program requirement for uninterrupted academic instruction, student/instructor
preparation activities, faculty evaluation of student performance, and class preparation
and closeout procedures. Faculty and students will be considered unavailable for
additional duties and/or exercise participation (as if TDY away from home station)
throughout the course from start date to graduation. When class is not in session, the
assignment of additional duties and details for EPME faculty will be tempered with AU
program requirements to evaluate the effectiveness of instruction and curriculum,
conduct in-service training, and engage in professional development. EPME faculty will
support unit and wing activities and perform additional duties when not conflicted with
the aforementioned restrictions.
NOTE: For most ALS faculty, these responsibilities typically fall under the Force
Support Squadron (FSS) Commander (FSS/CC); however, for PME Centers this
responsibility typically falls under the local WG/CV or Director of Staff. EPME faculty
will be assigned to an Air Expeditionary Force (AEF) cycle in Air Force Specialty Code
(AFSC) 8T000 and may be deployed with an AFSC 8T000 unit type code (UTC) tasking
with prior approval of their MAJCOM/A1.
2.6. Graduation Ceremony. Graduation ceremonies are part of the curriculum schedule and
will be conducted with distinction.
2.6.1. ALS. At ALS, a semi-formal/mess dress evening ceremony is the capstone event
of the professional military education experience celebrating the graduates’
accomplishment while honoring enlisted heritage. Every effort should be made to support
ALS graduations as a semi-formal/mess dress evening ceremony. The evening ceremony
maximizes attendance and participation by a graduate’s family members and ensures that
the first professional military education experience sets an enduring theme of tradition
and lasting impression for all Airmen.
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2.6.1.1. When mission requirements or facility limitations do not support an evening
event, a lunchtime/afternoon graduation ceremony will be conducted with the same
distinction and tradition as the evening event (i.e. service dress uniform).
2.6.1.2. The daytime ceremony will be an exception, and requires a waiver from
EPME Academic Affairs/DE. See paragraphs 1.1 and 1.2 for waiver submission
instructions. Schools will return to conducting an evening ceremony with the
subsequent class.
2.6.1.3. When conducting lunchtime graduations on the final day of class, ensure to
account for all academic hours. Students must return after the event to complete
academic hours missed. Do not shorten or skip academic periods to gain the time
necessary to conduct a lunchtime or afternoon graduation on the final day.
2.6.2. NCOA/AFSNCOA. Schools will execute a daytime graduation ceremony to
include presentation of certificates and awards while meeting the intent of distinction.
Guest speakers are authorized; TDY Travel is authorized only for guest speakers.
2.6.3. (Added) Schools may make attendance at graduations dinners, lunches, dining-ins
or other banquet-type events by students or staff members mandatory; however, schools
may not make purchasing a meal mandatory or a condition for attendance.
3. EPME Curriculum. EPME Academic Affairs develops curriculum exclusively for
presentation at EPME schools. Lesson plans, student guides, case studies, communication skills
scenarios, tests, or any other curriculum materials may not be released to individuals not
assigned to EPME schools. Commandants may release curriculum synopsis documents if
requested by an individual or organization. All other requests for EPME curriculum materials
such as lesson plans or student guides must be emailed with justification to EPME Academic
Affairs/DE through [email protected] .
3.1. Curriculum Delivery. The curriculum for each EPME program (ALS, NCOA, and
AFSNCOA/CLC) resides on an EPME Academic EIS SharePoint site for each specific
program. These sites are reserved for school faculty and require access authorization. EPME
Academic Affairs grants access to the EPME EIS SharePoint sites as appropriate.
3.1.1. Provide students with a paper and/or electronic copy of the Student Guides (SGs)
for use during class (See Para 8.2.6). Electronic SGs are authorized for use during class;
paper SGs may be made available to students at commandant’s discretion. It is not
necessary for students to keep paper copies; however, if requested, provide SGs by
electronic means after graduation. Students may reproduce SGs at a commercial source
at their own expense for personal use while attending EPME courses.
NOTE: The provision to provide students with electronic copies of student guides is not
being mandated by Academic Affairs. It is an option only. Any decision to provide
students with the means to use electronic copies must take into account resourcing
requirements that are the responsibility of each school to undertake.
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3.1.2. The only authorized curriculum products for use in EPME schools are located on
the EPME Academic EIS SharePoint sites. Schools may not use any locally-developed
products (i.e. handouts, note takers, study aids, etc.) prior to EPME Academic Affairs
approval. If a specific handout is desired but not found on the EPME Academic EIS
SharePoint site, submit that handout to EPME Academic Affairs via an EPME
Policy/Curriculum/Test Change Request with justification (explanation of how the
handout enhances the instructor’s ability to make the point of the lesson or facilitates
student understanding of the material).
3.1.3. (Added) EPME schools are responsible for posting approved curriculum changes to
paper and/or electronic copies of student guides prior to the start of each class. To ensure
electronic changes are made across the institution, recommend making changes on one
government computer using AF-provided software, and then disseminate updated copies
to all instructors. It is each school’s responsibility to purchase additional software
required to make electronic updates to electronic copies of course documents.
3.2. Approved Curriculum Implementation. Although informal communication (emails,
phone calls, etc.) may occasionally take place between EPME Academic Affairs and EPME
schools regarding input/feedback on EPME curriculum, the applicable EPME Academic EIS
SharePoint site is the sole source for approved curriculum taught in any EPME classroom.
Direct questions on curriculum change or content to EPME Academic Affairs.
3.3. Curriculum Updates. On the first duty day of each week, in addition to checking the
EPME Policy EIS SharePoint site, all schools must log into the appropriate EPME Academic
EIS SharePoint site (“Hot Topics” or “Hot Topics and NOTALS” for ALS) to check for the
latest curriculum updates. EPME Academic Affairs will do spot checks to identify which
schools are not performing mandatory weekly checks. The EPME Academic EIS SharePoint
sites are updated throughout the week and schools are notified via management alerts. See
paragraph 1.4 for instructions for turning on management alerts. However, do not solely rely
on management alerts, as they do not replace the requirement to check the EPME Academic
EIS SharePoint site on the first duty day of each week.
3.4. Curriculum Changes. Post curriculum changes per the EPME Curriculum Change
Process located in Attachment 4, and implement curriculum revisions within prescribed
timelines.
3.5. Master Curriculum Library. Use the designated EPME Academic EIS SharePoint site
as the master library. A shared drive, computer disk, or CD-ROM are all acceptable methods
for backup. A backup copy is mandatory, must be kept current, and must not be used for
day-to-day operations. Limit access to the master library to authorized faculty.
3.6. Controlled Curriculum Material. Lesson plans, student guides, case studies,
communication skills scenarios, or any other designated curriculum items are considered
controlled curriculum materials and must be adequately safeguarded by schools and faculty
to the greatest extent possible. These items, however, do not require the level of control and
security required for controlled test materials as specified in paragraph 11 of this instruction.
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3.7. Lesson Plan Strategies. Adhere to the strategy and structure presented in Parts 1 and 2
of each lesson plan.
3.7.1. All guided discussion and case study lessons will be taught in a flight room
setting, unless strategy specifies otherwise. Instructors may paraphrase questions and add
follow-up questions/examples. Formal and informal lecture lessons will be taught as
prescribed by the lesson plan.
3.7.2. Instructors are responsible for developing the critical thinking skills of each
student. As a result, the student must be fully engaged and at risk of being called upon at
all times throughout guided discussions, case study analysis, and formative
exercise/summative evaluation group remediation.
3.7.3. Instructors may use different attention steps unless the strategy specifies
otherwise. All follow-up questions do not have to be asked if points addressed in
subsequent questions are addressed in previous discussions.
3.7.4. Instructors may personalize lessons with examples, personal experiences,
illustrations, or student experiences from previous classes. Annotations will be placed
directly on the lesson plan in either pen or pencil, or directly on the electronic lesson plan
using appropriate software.
3.7.5. Students may use laptop computers, tablets, or other electronic devices in the
classroom; however students must stay fully engaged in the discussion and are at risk of
being called upon at any time. Use of electronic devices for anything other than directly
lesson-related uses during class constitutes a disciplinary issue that may result in
disciplinary action up to and including disciplinary release (See Para 8.2.6. for
restrictions). School faculty will have the final say regarding student use of electronic
devices in the classroom.
3.7.6. Commandant hours are reserved for Guest Lecturers, Subject Matter Experts
(SMEs) or Speakers of Opportunity and used to enhance the academic experience. For
example: wing commander, CMSAF or former CMSAF, command chief, former POWs,
Medal of Honor recipients, local CMSgts or first sergeants.
3.7.6.1. Commandant hours will not be used to augment physical conditioning, group
runs, mixers, local team building events, or other activities not related to the academic
mission.
3.7.6.2. SMEs requesting academic time to cover such special interest issues such as
sexual assault/harassment (SARC), suicide prevention or alcohol and drug abuse,
health and wellness (HAWC), Air Force Aid Society, etc. should be redirected to unit
Airman Roll Calls/Commander’s Calls to ensure widest dissemination.
3.7.6.3. Commandant hours may be used to permit non-USAF organizations the
opportunity to brief subjects of profound benefit to EPME students. However, those
organizations must seek and acquire approval from SAF/MRM prior to being allowed
access. Organizations can contact OPR for SAF/MRM at (703) 695-2459.
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3.8. Media/Video Clips. Use of commercial video clips is authorized under the “TEACH
Act” of United States Copyright Law and related laws contained in Title 17 of the United
States Code. EPME Academic Affairs-approved commercial video clips may be used to
augment lessons and are located on the applicable EPME Academic EIS SharePoint site. If a
specific commercial video clip is desired but not found on the EIS SharePoint site, submit
that video clip in a timely manner to EPME Academic Affairs via an EPME
Policy/Curriculum/Test Change Request with justification (explanation of how the clip
enhances the instructor's ability to make the point of the lesson and length of the clip in
minutes/seconds). Authorized DoD video clips are available on the EPME Academic EIS
SharePoint sites. If DoD video clips are not available through the EPME Academic EIS
SharePoint site and the school wishes to use one, submit the clip using the same process as
commercial video clips.
NOTE: Academic Affairs authorization is not required for one time use of video clips
downloaded from major news media sites (i.e., CNN, FOX, MSNBC) to augment attention,
motivation, and closure steps when teaching lessons.
4. EPME Validation. The validation process for EPME programs is an essential element in
determining the educational effectiveness of new or revised curriculum. Validation assesses the
effectiveness of instruction while it is being developed with the intent of improvement. It is a
process of repetitive cycles, tryouts, and revisions until evidence shows the instruction is
effective. The instructional validation process ensures instructional design, delivery, and student
evaluation are not flawed before becoming an authorized part of the EPME standardized
program.
4.1. Validation Procedures. Since each curriculum revision is unique, follow validation
implementation procedures per the guidance provided for each validation period. When
EPME Academic Affairs implements curriculum changes, they will establish specific
procedures unique to that validation period. When EPME Academic Affairs revises
objective exercises or evaluations, they will coordinate with EPME Academic Affairs/DOA
to determine which test questions, if any, to eliminate from iGecko calculation of student
scores. In turn, EPME Academic Affairs will notify EPME schools as necessary.
4.2. Instructor Explanation for Students. Do not brief students about specific curriculum
areas under validation unless directed otherwise. However, during validation of new
curriculum or test items, students may notice a difference in test scores and become curious.
If this happens, instructors will answer using the following: “Some questions may be in
validation. EPME Academic Affairs does not identify to students which questions are in
validation as this is an on-going process. Those questions in validation will neither hurt nor
help students in meeting graduation requirements. They simply do not count.”
5. Student Eligibility Requirements. Students must meet eligibility requirements listed in the
Education and Training Course Announcements (ETCA) https://etca.randolph.af.mil/default1.asp.
Process all eligibility waivers per ETCA guidelines.
5.1. Temporary Profiles. Members possessing an AF Form 469, Duty Limiting Condition
Report, or AF Form 422, Physical Profile Serial Report, identifying temporary physical
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restrictions are ineligible to attend without EPME Commandant’s approval or with an
approved waiver from AF/A1DL. Process all medical profiles per ETCA guidelines.
5.2. Permanent Profiles. Personnel with a certified permanent physical profile (AF Form
422) are eligible to attend EPME. Provide a copy of the AF Form 422 to MPF Formal
Training upon notification of selection for school. Formal training will route the form to the
Commandant NLT 35 days prior to class start date. These students are considered exempt
from course objectives prohibited by their profiles (i.e. participation in Human Performance
or Drill and Ceremony lessons).
5.3. DELETED
5.4. DELETED
5.5. (Added) Tattoos/Brands/Body Markings and EPME Attendance
5.5.1. (Added) EPME students with excessive tattoos/brands/body markings must comply
with provisions outlined in AFI 36-2903, paragraph 3.4. IAW AFI 36-2301 and AFI 36-
2903, commanders are responsible for determining the eligibility of their personnel to
attend PME. Commanders determine acceptability of tattoos/brands/body markings
displayed by members in uniform and document their findings regarding borderline or
questionable tattoos on the AF Form 4428. Member should provide a copy of the
completed AF Form 4428 to the school commandant NLT the first day of training.
5.5.2. (Added) If a student arrives at an EPME school with a tattoo/brand that appears to
violate prescribed policy outlined in AFI 36-2903, and does not have an AF Form 4428,
the EPME commandant will contact the unit commander to determine whether the
tattoo/brand meets Air Force standards and is acceptable.
5.5.2.1. (Added) If the commander determines (or previously determined) that the
tattoo/brand meets Air Force standards, the student will remain in EPME.
5.5.2.2. (Added) If the commander was not previously aware of the tattoo/brand and
determines it is unacceptable and does not meet Air Force standards, the student may
remain in EPME or may be administratively released at the commander’s request.
5.5.3. (Added) For USAF members attending EPME, excessive tattoos/brands/body
markings will not be exposed or visible (includes visible through the uniform) while
wearing any/all uniform combination(s) except the PTU. This includes any combination
of short sleeve, long sleeve, open collar uniform, utility uniform sleeves rolled up or
worn down, etc. This policy does not apply when wearing the PTU. During mandatory
student formations with a curriculum, commandant, or commander-specified uniform
requirement (i.e. short sleeve blue shirt), members requiring tattoo/brand/body marking
coverage will participate in the formation with appropriate uniform coverage rather than
be exempt.
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6. Information Management. The following paragraphs prescribe policy and procedures for
iGecko management, records management, and administration systems access and management.
6.1. iGecko Management.
6.1.1. General Requirements.
6.1.1.1. iGecko. This web-based student management system is exclusive to EPME.
Its purpose is to support daily operations related to the administration and execution
of EPME resident courses. It also serves as a repository of individual student and
course data for internal analysis, program management and internal reporting,
review/retrieval in special circumstances such as investigations, and provides
graduate record information. Functions unrelated to these operations are generally
not considered appropriate for inclusion. Requests for new or enhanced functionality
should be consistent with these stated purposes and should demonstrate applicability
to standardized administration of EPME programs.
6.1.1.2. iGecko Student and Instructor Data Release.
6.1.1.2.1. Information contained in the iGecko database is subject to the Privacy
Act of 1974. This information is only for internal use within EPME schools and
EPME Academic Affairs. Access to information in iGecko is restricted to
individuals directly assigned to a school or to EPME Academic Affairs.
6.1.1.2.2. Release or dissemination of student information, particularly academic
test and evaluation scores, test answers, leadership points earned, and class
ranking (with the exception of award recipients) is prohibited. This prohibition
includes aggregated test or score information on class, flight or longitudinal
school or Air Force EPME level data. Only the release of the names of award
recipients is authorized. The entire ranked list of students is not releasable.
6.1.1.2.3. Instructor performance data in iGecko or derived from student test or
evaluation data is not releasable. EPME faculty will not release information
related to student test or evaluation data in comparison to other flights to anyone
other than EPME faculty members. Instructor performance information to
include ranking or comparison to other instructors in terms of student
performance data is specifically prohibited for inclusion in EPRs and decoration
citations. This may not be circumvented by building reports in a spreadsheet or
other format outside of iGecko.
6.1.1.2.4. Release of overall class/flight demographic data to individuals outside
the school, such as guest speakers for the purposes of personalizing lecture
comments to the students or release of aggregated demographic data to
MAJCOM EPME representatives is acceptable so long as no individual student
data is released. Demographic data is limited to the data collected on the
Demographic Report.
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16 BCI36-2301 24 SEPTEMBER 2012
6.1.1.2.5. Aggregated test or performance data is specifically prohibited for
release to anyone outside or not directly assigned as school faculty. Further, use
of student or instructor data for the purpose of ranking schools or individual
faculty members within EPME is expressly forbidden.
6.1.1.3. Conducting Research. Students, student data or instructor data will not be
used for research purposes, either by students, faculty, or personnel external to the
school, without prior and express consent of EPME Academic Affairs/DE.
6.1.1.3.1. This directive includes research to support completion of degree
seeking programs such as a Master’s degree, Ph.D., or Ed.D., by anyone,
whether assigned to a school as a faculty member, or requests coming from
outside the school.
6.1.1.3.2. Surveys or questionnaires provided to faculty or students, other than
those approved for use by EPME Academic Affairs/DOA, are prohibited.
6.1.1.3.3. Research using students, student or instructor data, conducted by
school faculty for non-degree seeking reasons, other than the routine program
evaluation activities outlined in this document, must be approved by EPME
Academic Affairs/DE prior to implementation.
6.1.1.3.4. To request approval, submit a research proposal to EPME Academic
Affairs/DE including an introduction describing the purpose/rationale for the
study, research questions and/or hypotheses; a review of the literature citing
published books and/or professional peer-reviewed journals that provide the
theoretical foundation for the study; the methodology planned to conduct the
study including variables to be measured; statistical tests to be performed and
any proposed survey instruments; inventories or other materials, tests or
evaluations to be provided to students/faculty as part of the study; and expected
outcomes.
6.1.1.3.5. If the study is intended to test the desirability of new teaching
practices, lesson formats or exercises, or to add or subtract activities or material
to enhance EPME, then prior permission must also be obtained from EPME
Academic Affairs/DE. For submission details, see paragraph 1.2, Submission of
Waivers, in this document.
6.1.1.3.6. If the study is intended to make a permanent change, submit rationale
to EPME Academic Affairs using an EPME Policy/Curriculum/Test Change
Request and attach any supporting documentation. Approval must be obtained
prior to implementation.
6.1.1.4. Military Personnel Data System/Oracle Training Administration
(MilPDS/OTA) Codes. Units desiring to establish a school site (satellite, TDY, or
new school location) within iGecko must have an AFPC-approved MilPDS/OTA
school code. The requesting school must work through their local MPF and AFPC to
initiate action to obtain this code. This code must be visible in the MilPDS/OTA
system in order for EPME Academic Affairs to create the site within iGecko.
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BCI 36-2301 24 SEPTEMBER 2012 17
6.1.1.4.1. iGecko School Site Creation. When the requirements in the preceding
paragraph have been met, email EPME Academic Affairs/DOR via
[email protected] 6 weeks prior to the projected class start.
EPME Academic Affairs/DOR will work with the requestor and the Barnes
Center Database Manager to build the new site. The EPME Registrar will then
contact the school that initiated the request and establish a timeline for
implementation.
6.1.1.4.2. iGecko at Satellite and TDY Locations. Each school has only one
AFPC-approved OTA school code. This code can only be used once during any
class time period. Simultaneous use of a school OTA code at more than one
location (e.g. the “home” school and a TDY location) is unauthorized. Use of a
school OTA code at a satellite or TDY location is authorized only when a class is
not in session at the school’s permanent location.
6.1.1.5. iGecko Student Remediation. Do NOT use the iGecko remediation module.
Use the Record of Academic Counseling located on the EPME Policy EIS SharePoint
site.
6.1.2. Registrar Requirements. Each school will appoint a primary registrar and at least
one alternate registrar in writing.
6.1.2.1. Naming Classes. iGecko automatically names classes based on the fiscal
year (FY) in which the class starts. Any classes between 1 Oct and 30 Sep of any FY
will be designated as within that FY even if the class graduates in the next FY. For
example, a class that begins on 30 Sep 12 and graduates on 15 Oct 12 would be a
FY12 class.
6.1.2.2. Fiscal Year Class Schedule (AFSNCOA, CONUS NCOA). 6 – 7 months
before the start of a fiscal year, email a projected class schedule to EPME Academic
Affairs/DOR at [email protected] . Contact EPME Academic
Affairs/DOR for the format and specific instructions. This process is not required for
ALS or OCONUS schools.
6.1.2.3. Uploading Classes. Load the Military Personnel Data Oracle Training
Administration file into iGecko at a minimum of 3 duty days (excluding Saturday and
Sunday) prior to class start. This allows the school and EPME Academic Affairs to
work through issues which may arise prior to Day of Training 1 (DOT 1). This file
may be modified or updated as needed until DOT 1. The file may also be
downloaded from MilPDS/OTA and uploaded into iGecko before the three-day
suspense, but this may result in reduced correlation between this list and the students
that actually arrive at the school. Downloading the file too far in advance of DOT1
may result in an increased number of “no-show” students on the iGecko Student
Status Report.
6.1.2.3.1. Acknowledge and update the Test Scheduler in iGecko/AUSMS when
creating a new class. The system will prompt to verify testing dates when the
class is created. It is the responsibility of the person creating the class to verify
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18 BCI36-2301 24 SEPTEMBER 2012
the pre-populated dates with actual dates scheduled locally, and adjust if
necessary to allow for base down days, holiday observances, etc. The Test
Scheduler is equipped with an 'Auto Turn-On' feature, which will turn on tests
for students automatically on the scheduled testing day. Tests can still be toggled
on/off manually if necessary.
6.1.2.3.2. iGecko alerts schools when a previously enrolled and released student
has registered. If alerted, check the type of release and the release date by
accessing MilPDS/OTA to determine attendance eligibility. Table 6.1 lists the
applicable MilPDS/OTA release codes.
NOTE: Paragraph 17 describes the three types of releases from EPME. These codes
are intended to provide increased fidelity for AU reporting.
Table 6.1. MilPDS/OTA Release Codes
Code Release Type Restriction Period
LA Academic (paragraph 17.2) 3 months
LD Disciplinary (paragraphs 17.3, 19) 12 months
LT Administrative (paragraph 17.1) None
LM Medical (Administrative, paragraph 17.1) None
LU Unsuitability (Administrative, paragraph 17.1) None
RA Recalled by home unit before class start
(Administrative, paragraph 17.1)
None
RC Recalled by commander (Administrative, paragraph
17.1)
None
RH Recalled by MAJCOM (Administrative, paragraph
17.1)
None
RP Recalled by home unit after class start
(Administrative, paragraph 17.1)
None
QP Prerequisite deficiency (Administrative, paragraph
17.1)
None
QX Disqualified other (Administrative, paragraph 17.1) None
QQ Death (Administrative, paragraph 17.1) None
6.1.2.3.3. All students must be checked into their flights by 1200L DOT 2. This
allows for an accurate count of EPME students in training.
6.1.2.3.4. AFSNCOA/CONUS NCOAs: If a student arrives after 1200L on DOT
2, contact EPME Academic Affairs/DOR immediately via email at
[email protected] and/or DSN 596-6198 to enter the student into
training status in MilPDS/OTA.
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6.1.2.3.5. AFSNCOA/CONUS NCOAs: Refer to the Memorandum of
Agreement located on the EPME Policy EIS SharePoint site for guidance on
force gaining program.
6.1.2.4. Faculty Registration. The school registrar will set up iGecko accounts for
their faculty according to the duties and roles assigned by the commandant. Faculty
accounts will immediately be set to inactive when a member has a PCS, PCA, or no
longer needs access, whichever comes first.
NOTE: The registrar will ensure only appointed TCO/ATCO personnel have testing
manager permission in iGecko.
6.1.2.4.1. When a faculty member attends an EPME school as a student, do
NOT set his/her iGecko account to inactive. Before the faculty member departs
their assigned school, clear the CAC certificate from his/her iGecko account
using the “Search/Modify Staff” function under the Registrar’s role. This will
allow the faculty member to use iGecko as a student.
6.1.2.4.2. Do not set faculty accounts to inactive until the instructor permanently
departs the school.
6.1.2.5. Student Registration. All student entry and graduate reporting will be
accomplished within iGecko and reflected on the Graduation Report. This report
serves to capture student data upon entry and graduation. Data accuracy is imperative
because the names and numbers are reported in other management information
systems. Any errors must be corrected individually in all three systems. At the
beginning of each class, verify the accuracy of the names and number of students
listed on their Graduation Report by COB DOT 2. The total number of students listed
on the Graduation Report must match the number of students on the Demographic
Data Report. The Overall Rating column, which identifies student graduation status
on the Graduation Report, will be blank after all students are entered.
6.1.2.6. Student Graduation. Update the Graduation Report by 1200L the next duty
day following graduation. Verify the accuracy of the names and numbers of students.
The total number of students listed on the Graduation Report must match the number
of students on the Student Demographics Report.
NOTE: If a discrepancy exists between the total number of students in the Student
Demographics Report and Graduation Report which cannot be resolved locally,
contact the Barnes Center Registrar. The data from the Graduation Report must be
correct as it is used to update the student’s official record of attendance in the
Military Personnel Data System, Air University Education Management System, and
to notify CCAF of graduate status.
Identify award winners using the Award option prior to changing the status of the
class from “current” to “graduate.” Once the award winners have been identified and
the class status has been modified to “graduate,” the award winners and graduate
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20 BCI36-2301 24 SEPTEMBER 2012
status for all students will be reflected in the Overall Rating column of the Graduation
Report.
6.1.2.7. MILPDS/OTA Graduation (ALS and OCONUS NCOA Only). Schools
must identify and code all student releases, Levitow award winner, and distinguished
graduates prior to graduating or mass graduating a class. Code award winners by
moving the cursor to the right from the student’s name until the “Top Grad” and
“Distinguished Grad” columns are visible. The “Top Grad” column is for the
Levitow award winner; only one student should be identified under this column.
Identify the distinguished graduates under the “Distinguished Grad” column.
6.1.3. Administrative Requirements and Reports.
6.1.3.1. Student Status Report. Update the Student Status Report as soon as a
student’s status officially changes. A final review of this report must occur prior to
identifying the award winners and modifying the class status from current to
graduated status. If a student is released in error, immediately notify the EPME
Registrar. Failure to review this report for accuracy can cause errors in student
graduate status, CCAF credit and may skew numbers in a minimum of three
nonintegrated management information systems.
6.1.3.2. iGecko Missing Data Report. Review the Missing Data Report to identify
any missing objective test scores, performance evaluation scores or peer/instructor
leadership points after each significant event. There are some instances where
missing data is acceptable; this includes but is not limited to released students,
students who graduate early due to emergency, or students returning to school as a
result of a previous administrative release. These examples will generate entries on
the missing data report. If further clarification is needed, contact EPME Academic
Affairs/DOA at [email protected] .
6.1.3.3. iGecko Redline Report. The Redline Report automatically lists students
redlined from awards for failure of any summative performance evaluation. Students
failing objective examinations are not automatically redlined, but should be
mathematically eliminated from receiving Distinguished Graduate or Academic
Awards. Review the Redline Report for accuracy immediately after the completion
of every summative performance evaluation. If a student is erroneously redlined, the
instructor must go into the Instructor Points screen and uncheck the redline box.
Students must be manually redlined in iGecko for other reasons (e.g., discipline
issues resulting in disqualification from the awards program).
If an instructor mistakenly inputs a failing summative exam score in iGecko, proceeds
through all of the cautionary pop-up windows and then files the erroneous score, the
student will be automatically redlined. When the instructor corrects the score in
iGecko, he/she must manually un-redline the student if appropriate. Correcting the
score to a passing score does not un-check the redline box. This is by design as
students can fail more than one summative evaluation or be redlined for behavioral
reasons. Correcting a single instance must not affect other redline actions. Therefore,
once redlined, manual action must be taken to remove redlined status if indicated.
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6.1.3.4. iGecko Summary Data Report. Download and save an electronic copy of the
Summary Data Report as a backup immediately after the completion of every
summative objective and performance evaluation. These events include, at minimum,
a download after each summative objective evaluation and summative performance
evaluation, selection of instructor points and selection of peer points. Download of
the Summary Data Report after formative evaluations is optional. Maintain only the
most recent copy of the report. These downloaded documents can be deleted after the
status of the class has been administratively updated to “graduated” in iGecko.
6.2. Records Management. Maintain all records per AFRIMS, unless specified otherwise in
Attachment 2.
6.2.1. Dispose of all LOCs, LOAs, and LORs used to modify or correct student behavior
according to Attachment 2.
6.2.2. If student behavior problems continue but do not warrant disciplinary release,
contact student’s first sergeant/commander to assist in behavior modification. If the unit
first sergeant/commander reveals the student has a history of behavioral problems, and
the first sergeant/commander requests copies of all administrative corrective actions,
have the first sergeant/commander email the request to EPME Academic Affairs/DE
through [email protected] .
6.2.3. (Added). Maintain all faculty folder documents electronically in STARS-FD and
all remaining PMR documents electronically on the EPME virtual-PMR SharePoint as
required by paragraphs 25 and 31 respectively in this instruction.
6.3. Administration Systems Access and Management.
6.3.1. iGecko Account Management. Establish an iGecko account for all faculty
entering EPME duty and deactivate iGecko accounts for all faculty leaving EPME duty
prior to departure. Deletion of instructors from iGecko is prohibited since historical
student data is connected to each instructor. Review the iGecko user documentation for
“how-to instructions” on administrative functions prior to contacting DOA. The “User
Documentation” link is located on the iGecko homepage. Contact EPME Academic
Affairs/DOA for questions regarding iGecko.
6.3.2. Student Transcript Administration and Records System-Faculty Data (STARS-
FD). Appoint a CCAF Affiliated School Liaison (ASL) and at least one alternate ASL to
manage this web-based database. The ASL will ensure all teaching faculty assigned to
EPME duty are entered into STARS-FD and subsequently removed upon departure. See
paragraph 22.2 for appointment details.
6.3.3. STARS-FD Initial Access. Contact EPME Academic Affairs/DOP through
[email protected] to gain initial access to STARS-FD. Individuals
requesting STARS-FD access must provide their email address and AF Portal ID. See
paragraph 22.2 for appointment details.
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6.3.4. STARS-FD User Manual. For specific and/or updated STARS-FD procedures not
outlined in this document, refer to the STARS Faculty Data User Manual located in the
Affiliated Schools/Toolbox area of STARS-FD.
6.3.5. EPME EIS SharePoint Site Account Management.
6.3.5.1. The EPME Policy EIS SharePoint Site (paragraph 1.4) is an open SharePoint
site that requires no registration.
6.3.5.2. After graduating EPMEIC, each new faculty member will request access to
the appropriate EPME Academic EIS SharePoint site. Departing faculty members
must notify EPME Academic Affairs to delete them. Upload (ALS) or email
(NCOA) a TCO/ATCO appointment letter to the EPME Academic Team to gain
access to academic tests/controlled materials.
Note: ALS commandants will retrieve the latest TCO/ATCO appointment letter
template from the ALS EPME Academic EIS SharePoint site.
7. Flight Room Parameters. The standard student-to-instructor ratio/flight size is 12 students
per instructor. OCONUS NCOAs and ALSs email waiver requests for flights larger than 12
students to the appropriate MAJCOM EPME Representative for approval, with a courtesy copy
to [email protected] . EPME Academic Affairs/DOP will issue a waiver number
upon MAJCOM approval. Barnes Center schools will e-mail request directly to EPME
Academic Affairs/DOP. Under no circumstances will the flight size exceed 16 students per
flight/instructor.
7.1. Seminar Scatter. Scattering flights/seminars for any lesson is no longer authorized.
Under no circumstance will students be scattered to other flights unless lesson plan strategy
directs otherwise.
7.2. Instructor Seminar Assignment. Due to the integrated design of EPME curricula and the
instructor effectiveness tools programmed into iGecko, assign one primary instructor to teach
all objectively tested material per flight/seminar per class.
Exception 1: Instructors completing Initial Instructor Qualification Training (IIQT)
requirements may teach in partnership with their trainer or in other flights. Since statistics
will be assigned to the primary instructor and included in his/her aggregated statistics over
time, it is very strongly desired that the primary instructor is present in the classroom during
the initial observed teaching period
Exception 2: In extenuating situations of a non-recurring nature, DEs, DOs, superintendents,
ALS Commandants, and other instructors may substitute teach in a given seminar. However,
when analyzing tests, take into account those lessons taught by the substitute instructor,
student instructor or other faculty, so that test item statistics not within parameters are not
attributed to the primary instructor.
NOTE: iGecko assigns instructors to flights as a whole; therefore when conducting test data
analysis, analysts must manually account for those lessons taught by a substitute instructor.
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Exception 3: Single-flight ALS schools may assign multiple instructors to teach different
instructional modules/attributes per class. Modules taught each class should rotate to ensure
assigned instructors remain proficient in all curriculum areas.
7.3. Flight Room Setup. Instructors will maintain a professional military environment in
their flight rooms. Some lessons require posting material on walls for the entire flight room to
see; the amount and type of decorations must allow sufficient space for this use. Instructors
will not use inappropriate symbols or irrelevant decorations when personalizing their flight
rooms. Examples of appropriate decorations include: decorations related to Air Force
missions, operations, MAJCOM missions, enlisted heritage, weapons systems, leadership, and
professionalism. Examples of inappropriate decorations include potentially offensive
decorations, religious symbols, decorations promoting a particular political party or cause,
and excessive sports-related decorations.
7.4. Flight Room Management – All Schools.
7.4.1. EPME faculty will maintain control of the student body at all times. This includes
observing student behavior and counseling and correcting, in a timely manner, students
who violate standards. Document as appropriate.
7.4.2. Instructors may provide assistance to individual students such as answering
questions or providing additional clarification upon the student’s request, or if the
instructor identifies a need. Instructors will never reteach entire lessons.
7.4.3. EPME faculty must be observant for behaviors that indicate a student is having
difficulty understanding the course material. Counsel such students appropriately; this
may include referring a student to agencies such as mental health or the base education
office for diagnostic testing. Document such actions appropriately.
8. Mandatory Student Briefings. Students and faculty must understand what is expected of
professional Airmen while attending EPME. Brief students on each of the following topics,
explaining that violation of policies could lead to administrative corrective action and possible
release. Have students sign a roster verifying they understand these policies. Accomplish on or
before DOT 3. For students who fail to comply, counsel and document appropriately.
8.1. Students. The term student, as used in this directive, includes United States Military,
International Military, and civilian personnel attending EPME schools.
8.2. Briefing Topics. As a minimum, brief the following:
8.2.1. Professional Behavior. Students and faculty are expected to be professional in and
outside the classroom. Students and faculty will not engage in behaviors that violate
articles outlined in the UCMJ, any AFI, or local guidance. Any violation of policies or
the UCMJ will be dealt with appropriately, including the possibility of release from the
school. Students and faculty members must use sound judgment in avoiding
unprofessional relationships while attending EPME; this includes student/faculty and
student/student relationships. Professional/unprofessional behavior is defined in AFI 36-
2909, Professional and Unprofessional Relationships.
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8.2.2. Academic Freedom. AUI 36-2308, Academic Freedom, allows for the privilege of
debate with discretion on any subject related to EPME curricula. Encourage visiting
lecturers, faculty, and students to express their opinions and support subject matter while
pursuing knowledge, understanding, and improvement of the military profession.
Students may engage in responsible classroom discussion of controversial issues;
however, this policy does not authorize the use of offensive remarks, irresponsible
statements (e.g., sexist comments, ethnic slurs, etc.) or profanity. Temper academic
freedom with good judgment; ensure no one makes offensive or disparaging remarks or
engages in behavior/comments inappropriate to professional relationships or violations of
the UCMJ. If offensive or disparaging remarks are made, or UCMJ violations identified
counsel and document appropriately or use the chain of command to resolve.
8.2.3. Non-Attribution. As specified in AUI 36-2308, Academic Freedom, statements,
disagreements, and other comments made by individuals or groups in the educational
forum are protected through the practice of non-attribution. Communication among
students and faculty is privileged information; neither will reference statements to a
specific individual or group of individuals. Safeguard statements and other comments
made by guest speakers, instructors, or students. Faculty may say “a previous speaker”
or “in our flight we discussed,” but will not identify the speaker by name. Permission
must be obtained from speakers and the school before releasing or discussing remarks
outside the academic forum. This includes references made in Communication Skills
assignments.
8.2.4. Academic Integrity. AUI 36-2309, Academic Integrity dictates the uncompromising
adherence to a code of ethics, morality, conduct, scholarship, and other values related to
academic activity. Students who violate academic integrity standards of conduct are
subject to administrative action and/or prosecution under Article 92 of the UCMJ.
Violations include, but are not limited to: cheating, plagiarism, and misrepresentation.
8.2.4.1. Cheating. Cheating is the act of giving or receiving improper assistance.
Examples include but are not limited to using previously written papers, briefings, test
answer strings, or other types of work provided by former students of the course,
current students at another EPME school, or the same student re-attending after having
been previously released; using copies of official writing accomplished in any unit or
organization; copying answers from another student’s examination; copying another
student’s writing assignments or examination answers, knowingly permitting another
student to copy one’s writing assignments or examination answers; gaining
unauthorized access to faculty curriculum materials not intended for student use or
collaborating with other persons to gain access to unauthorized faculty curriculum
materials; possessing, distributing, reviewing, copying, transmitting, having access to
actual test material, or allowing/causing access to unauthorized individuals; discussing
or sharing, in any form, information about actual test material or suspected test
material with another student or potential examinee outside of authorized activities
(i.e. test review).
8.2.4.2. Plagiarism. Plagiarism is the act of passing off the literary ideas and work of
others as the product of one’s own mind. An example is copying an outside source
verbatim without using quotation marks and a citation of the source. Intent is based
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on consideration of all circumstances and evidence presented. The correct method for
giving credit to a source in written work is to use quotation marks and an
accompanying footnote or bibliographies when quoting directly or just a footnote
when paraphrasing. In oral presentations, students must cite, integrate, or qualify
(whichever is applicable) outside sources they quote or paraphrase.
8.2.4.3. Misrepresentation. Misrepresentation is the act of making an assertion to
intentionally deceive or mislead. The assertion can be a written or verbal statement.
Examples include but are not limited to falsifying a report or knowingly giving false
statements to an academic or disciplinary review board or to faculty members
attempting to investigate suspected behavior in violation of established policies.
8.2.4.4. Instructor Briefing to Students – Internet Sources. Brief the following
statement verbatim: “Students are not authorized to use products or language on
internet websites as their own work for communication skills assignments. Some
examples of such sites include but are not limited to: airforcewriter.com,
afwriting.com, afmentor.com, afeprbullets.com, militarywriter.com, and
eprbullets.com. Downloading, copying and pasting, copying and modifying, using the
content from such sites as a template, or any other use of the content on such websites
without proper citation constitutes a disciplinary issue that may result in disciplinary
action up to and including disciplinary release.”
8.2.4.5. Instructor Briefing to Students – Operational Sources. Brief the following
statement verbatim: “Students are not authorized to use products or language from Air
Force or other military or civilian organizations as their own work for communication
skills assignments. This includes using products developed in the student’s home unit
or any other military or civilian organization as a template, copying and pasting
content from such sources, copying and modifying, or any other use without proper
citation. Using material from these sources without proper citation constitutes a
disciplinary issue that may result in disciplinary action up to and including
disciplinary release.”
8.2.5. Use of Recording Devices. Students will not use any type of personal recording
device in the classroom/auditorium during delivery or review of academic curriculum.
This includes but is not limited to: cameras, tape recorders, digital voice recorders, cell
phones, iPods/mp3 players, scanning pens, etc. Images, video, or audio will not be
recorded when class is in session unless using government procured official equipment
with specific authorization for use in providing student feedback on performance
exercises or evaluations. Students may use personal recording devices, such as cameras,
during breaks or during off-duty hours at the discretion of school faculty.
8.2.6. Use of Electronic Devices. Students may use laptop computers, tablets, e-readers,
or other electronic devices in the classroom; however students must stay fully engaged in
the discussion and are at risk of being called upon at any time. Built-in cameras,
microphones, and/or recording software will not be used in the classroom during delivery
or review of academic curriculum. School faculty will have the final say regarding
student use of electronic devices in the classroom.
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8.2.6.1. Instructor Briefing to Students: Brief the following statement verbatim: “Use
of electronic devices during academic instruction for any type of recording, taking
photos or video, games, internet browsing, shopping, social media, text messaging,
email, or any other use not directly related to the lesson constitutes a disciplinary
issue that may result in disciplinary action up to and including disciplinary release.
School faculty will have the final say regarding student use of electronic devices in
the classroom.”
8.2.7. Extenuating Circumstances. Extenuating circumstances are those unforeseen and
uncontrollable situations that prevent students from meeting academic or performance
standards. Extenuating circumstances are: (1) death or terminal illness notification of a
family member or (2) marital, family, or financial situations. Brief students that they
must notify faculty members as soon as extenuating circumstances arise, so appropriate
action can be taken. Actions may include temporary absence, administrative release, or
early graduation. Explain to students the academic ramifications if they decide to stay
versus being released to attend to the extenuating circumstances.
NOTE: Commandants may administratively release a student without the student’s
consent if they believe the circumstances warrant release. Document such releases
thoroughly. See paragraph 17.1 for administrative release procedures.
8.2.8. EPME Academic Affairs Graduation Criteria. Students must meet all of the
following requirements to graduate:
8.2.8.1. Objective Track. In the objective track, students must show curriculum
mastery by attaining the minimum passing score as defined by EPME Academic
Affairs. Schools are responsible for verifying the minimum passing score for the
formative, summative, and re-test.
8.2.8.2. Performance Track. In the performance track, students must meet the
minimum passing standard in each performance evaluation as defined by EPME
Academic Affairs.
8.2.8.3. All Lesson Objectives. Students must satisfactorily accomplish all lesson
objectives, including those pertaining to fitness, Drill and Ceremonies, and/or
Combined Operations using criteria outlined in each lesson. Unsatisfactory
completion of any area may result in the student being manually redlined from awards
at the discretion of the commandant. The student’s instructor will perform the actual
redline action.
8.2.8.4. Lessons With No Evaluation Instruments. For those lessons that do not have
evaluation instruments, students will participate and meet lesson objectives to the
satisfaction of the instructor and commandant. Students will participate in all aspects
of every program/event. Students with profiles that limit their ability to participate
will meet graduation requirements as determined by the commandant on a case-by-
case basis. Document all instances in which students do not meet lesson objectives
due to a lack of participation and remediate or take appropriate administrative
corrective action. Multiple infractions may lead to release from the school.
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8.2.8.5. Awards Eligibility. To be eligible for the John L. Levitow, Distinguished
Graduate, or Academic Achievement Awards, students must meet the minimum
passing standard on every summative objective evaluation and every summative
performance evaluation.
8.2.9. Student Responsibilities. Students will act professionally and comply with all
school, EPME, and Air Force policies and guidance. Consider failure to comply with
these requirements as student irresponsibility and take appropriate administrative
corrective action. Clearly explain to students the impact administrative corrective actions
can have on graduation and awards eligibility.
8.2.9.1. Academic Responsibilities. Students will adhere to class schedule attendance
requirements and engage in the learning process by completing all homework,
objective, performance, and remediation assignments on time. In class, students are
expected to actively listen, critically think, and willingly discuss lesson principles.
Students are highly encouraged to engage in study and review sessions as deemed
necessary to meet graduation requirements. This includes participation in after-hours
study groups. Students must put forth the effort necessary to achieve all learning
objectives. Students who turn in late assignments are subject to administrative
corrective action. Grade all assignments and load all scores into iGecko where
appropriate.
NOTE: Faculty members will not be involved in after-hours study groups or review
sessions.
8.2.9.2. Participation. Students will participate in many activities that aren’t scored
for graduation. However, unless prevented by permanent profile, students will
satisfactorily participate in all aspects of programs and events, such as Drill and
Ceremonies, fitness, and/or Combined Operations. Satisfactory participation is
predicated on the student's attitude, willingness to participate, and effort put forth in
the program/event to the satisfaction of the commandant/instructor, not on level of
performance or outcome. Commandants/instructors will consider unsatisfactory
participation a matter of military bearing and counsel and document student behavior
accordingly.
8.2.9.3. Additional Duties. Additional duties are part of any Air Force mission;
EPME is no different. Students are expected to participate and fulfill additional duties
as assigned. If an additional duty or duties impede a student’s ability to fulfill all
academic requirements, the student must inform his/her instructor immediately.
8.2.9.4. Well-rounded Students. Ensure students understand that it is not enough to
excel in only one area; well-roundedness is the key to being an effective leader in
today’s Air Force. Successful participation and accomplishment in all areas of the
EPME program ultimately lead to success as an Airman, a supervisor, a leader, and a
citizen.
8.2.9.5. Integrity. All students must adhere to the highest standards of academic
integrity and are prohibited from engaging in plagiarism, cheating, misrepresentation,
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unprofessional relationships, or any other act constituting a lack of academic or
military integrity. All students who violate this directive are subject to adverse
administrative action including release from the school.
8.2.10. CCAF Classroom. Brief students that all EPME flight rooms are CCAF
Classrooms or display a poster in each flight room identifying as a “CCAF classroom.”
8.2.11. Faculty Responsibilities. EPME faculty will maintain control of the student body
at all times and exercise classroom management practices/technique.
8.2.11.1. This responsibility includes observing student behavior and counseling and
correcting, in a timely manner, students who violate standards.
8.2.11.2. EPME faculty must monitor student attitude, willingness to participate, and
effort throughout the course, and counsel as necessary those students who exhibit
marginal or unsatisfactory performance in any of these areas. Consider disciplinary
release (paragraphs 17 and 19) if, after appropriate counseling, a student continues to
exhibit marginal or unsatisfactory attitude, willingness to participate, or effort.
9. EPME Assessments Program.
9.1. EPME Surveys. Surveys measure successes and obstructions of learning and the degree
to which students value the curriculum. The results provide useful information to EPME
leadership, curriculum managers, and instructional designers about the effectiveness of
education.
9.1.1. Lesson Survey. Official EPME survey used to determine lesson effectiveness and
administered/monitored via iGecko or other authorized survey application.
Administration: EPME schools will actively encourage student participation and make all
surveys available throughout the course. The goal of the program is to collect as complete
a data set as possible. Before the graduation of each class, EPME Academic Affairs
requests 25 percent of all available lesson surveys be completed. There is no limit on the
maximum number of lesson surveys that a student may complete; however, a faculty
member cannot mandate the number of surveys a student must complete. Schools can
monitor completion rates via their Lesson Survey Completion section in iGecko.
9.1.2. End-of-Course (EOC) Survey. Official EPME survey used to determine overall
program effectiveness (course content, instruction, tests, and awards program) and
administered/monitored via authorized survey application. Administration: The goal of
the program is to collect as complete a data set as possible. EPME schools will ensure the
opportunity for 100 percent student participation. Contact EPME Academic Affairs/DOA
via [email protected] to obtain survey results.
9.1.3. In-House Surveys. Created by schools to capture feedback on areas not addressed
in official EPME surveys. In-house curriculum surveys are prohibited. In-house EOC
surveys are discouraged. However, if an in-house EOC survey is deemed necessary by
the commandant, he/she must ensure it does not duplicate, in the slightest, any questions
on the EPME EOC Survey.
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9.2. EPME Policy/Curriculum/Test Change Request. See the EPME Policy EIS SharePoint
site and/or the appropriate academic EIS SharePoint site for specific submission instructions.
Use an EPME Policy/Curriculum/Test Change Request to submit suggestions for improving
materials developed and distributed by EPME Academic Affairs.
9.2.1. When students provide curriculum/test feedback, schools will conduct a
comprehensive assessment of the feedback. If schools determine the feedback to be
valid, complete an EPME Policy/Curriculum/Test Change Request and submit to the
appropriate curriculum team.
NOTE: Requests are considered Controlled Material when test data is entered and
should only be send via signed/encrypted e-mail or other secure methods.
9.2.2. Requests to change policy should be sent to EPME Academic Affairs via email to
[email protected] .
10. Internal Evaluation. Internal Evaluation refers to a school’s continuous evaluation of
curriculum and instruction delivered by that school. It serves to identify program strengths and
weaknesses, which drives IST improvement actions and EPME Policy/Curriculum/Test Change
Request submissions.
NOTE: “Curriculum” refers to student guides, lesson plans, case studies, communication skills
scenarios, handouts, and test materials.”
10.1. Tools. The following will help facilitate Internal Evaluation:
10.1.1. USAF EPME Internal Evaluation Guide (IEG). Supplements the EPME PG with
educational analysis procedures and specifics on iGecko Analysis Reports and the EPME
Objective Test Analysis worksheet. These two documents are located on the EPME
Policy EIS SharePoint site.
10.1.2. iGecko Analysis Reports. Provide preformatted data for analysis.
10.1.3. EPME Objective Test Analysis Worksheet. Used to document objective test
analysis.
10.2. Educational Analysis. At a minimum, commandants will appoint, in writing, a primary
and alternate school analyst. Before appointment, analysts will be able to interpret, explain,
and apply the USAF EPME Internal Evaluation Guide (IEG) and iGecko Analysis Reports.
After every class, appointed school analysts will:
10.2.1. Use the EPME IEG and iGecko Analysis Reports to conduct objective test data
analysis.
10.2.2. Document analysis actions using the EPME Objective Test Analysis Worksheet.
10.2.3. Conduct IST based on objective test analysis results. Clearly make the
connection between the test results and how the IST addresses the results. Refer to the
IEG for specific guidance.
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10.2.4. (Added) Schools utilizing only TDY instructors (except for commandant) are not
required to appoint educational analysts, nor perform test data analysis.
10.3. Communication Skills Norming. Communication skills norming is the process used to
establish instructor consistency with respect to scoring communication skills assessments of
student performance. At a minimum, norm on each communication skill summative
evaluation at least once every calendar year. Additionally, norming is strongly encouraged
when new faculty members join the school staff.
10.3.1. Norming Purpose. The overall norming goal is for each instructor to be able to
rate each area of the rubric in the same block for the same paper, briefing, case study, etc.
The rubrics usually have three ratings (“does not meet”, “meets”, and “exceeds” the
standard) for each performance evaluated. Within these three sections, there is a range of
scores. Continue this norming exercise until each instructor assesses the same student’s
work in the same section of the rubric. Differences in point ratings, whether high or low,
within a section on the rubric are permissible. Continue the norming process until
consistency is achieved on all summative communication skills graded.
10.3.2. Norming Process.
10.3.2.1. Assign the same paper, briefing, case study, etc. for all instructors to
evaluate.
10.3.2.2. Conduct round-table discussion to reconcile differences in how instructors
interpret and apply the rubric in each area.
10.3.2.3. Address any inconsistencies and/or skill deficiencies in interpretation,
understanding, or application in subsequent IST sessions and document accordingly.
10.3.2.4. Document the norming session on the Calendar Year IST Log, IST Session
Documentation Log, and “Local Training” Tab in STARS-FD.
10.4. (Added) Instructor Leadership Point Norming. At a minimum, commandants must
norm instructor leadership point criteria annually to ensure consistency with the EPME
awards program. Consider the following during norming process:
10.4.1. (Added) Identify specific student behaviors or those scenarios that should not
earn any instructor leadership points.
10.4.2. (Added) Identify specific student behaviors or those scenarios that should earn
either (5), (10), or (15) instructor leadership points.
10.4.3. (Added) Differentiate impact(s) of always awarding three (15’s) or nine (5’s)
versus awarding a combinations of (5), (10) and (15) instructor leadership points based
on actual student accomplishments.
10.4.4. (Added) Explain necessity of awarding all (45) instructor leadership points even
when an instructor feels that none of his/her students have earned them. If there isn’t any
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counseling documented reflecting a lack of leadership during the course, can this truly be
the case?
10.4.5. (Added) Document the norming session on the Calendar Year IST Log, IST
Session Documentation Log, and “Local Training” Tab in STARS-FD.
11. Test Control Procedures.
11.1. Policy. Test Control Officers (TCOs) safeguard the integrity of EPME academic
evaluations and other materials EPME Academic Affairs designates as controllable test
material, as well as have the overall administrative responsibilities for test control within
their school. ALS and NCOA will appoint one TCO, and no more than two ATCOs. The
AFSNCOA will appoint one TCO and an appropriate number of ATCOs necessary for
effective test control.
NOTE: The term “test material” includes formative/summative/retest exams and any other
materials that EPME Academic Affairs programs designate as controlled test material. Test
Control Officers, ATCOs, and test administrators are subject to disciplinary action if test
collusion, compromise, or loss is due to their failure to follow these test
control/administration procedures.
11.1.1. TCO/ATCO Requirements. The following conditions must be met for a faculty
member to be appointed a TCO/ATCO and have access to any test material:
11.1.1.1. The faculty member has completed the level of EPME at which they will
teach.
11.1.1.2. The faculty member has successfully accomplished all subject matter
testing.
NOTE: Full completion of IIQT is not required as long as all subject matter testing
has been successfully accomplished.
11.1.1.3. Where applicable, qualified civilians may fulfill TCO/ATCO duties as
authorized by the school commandant. These civilians must be permanently assigned
to the school; WAPS test proctors, technical training personnel, etc. are not
authorized to administer EPME tests.
11.1.2. Access to Test Material. Access to test material is limited to authorized faculty
members only. “Access” is defined as authorization for members to handle test material
IAW paragraph 11.4 after the TCO/ATCO hands the materials to them. Access does not
permit members physical access to the combinations, locked rooms, or locked cabinets;
only the TCO/ATCO will maintain access to these.
11.1.3. Controlled Material. If a question arises as to whether a particular item is or is
not controllable, contact EPME Academic Affairs at [email protected] .
11.2. Appointment Letters.
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11.2.1. AFSNCOA and NCOAs. The commandant will appoint a TCO and the
appropriate number of ATCOs as prescribed in the previous paragraph via official
memorandum. They will also designate, in writing, the remaining qualified instructors as
test administrators. The TCO/ATCO must fulfill the requirements in paragraph 11.1.1
before assuming duties.
11.2.2. ALS. The MSS/FSS CC or equivalent will appoint the TCO/ATCO(s) in writing.
Upon successful completion of subject matter testing, the commandant will be appointed
in writing to TCO/ATCO duties.
11.2.2.1. ALS will follow the procedures noted in paragraph 6.3.5. The TCO/ATCO
must fulfill the requirements in paragraph 11.1.1 before assuming duties.
11.2.2.2. When the commandant is within 30 days of departure, an updated letter
may be submitted to EPME Academic Affairs explaining the change in appointment
of the commandant to pursue out-processing and relinquishing of duties to the
appropriate faculty members. This letter will remain in effect until the new
commandant successfully completes subject matter testing. After the commandant
completes subject matter testing, submit an updated letter appointing the commandant
as the TCO/ATCO.
11.2.3. Access to CoP Test Materials. Send a copy of the TCO/ATCO appointment
letter to EPME Academic Affairs in order to gain authorization to access and download
tests from the applicable EPME Academic EIS SharePoint site.
11.3. Storage and Security. Secure all test materials and other controlled material such as
completed test answer sheets, remediation/reevaluation scenarios, etc. in a designated test
control location within the school using a double-lock system.
11.3.1. Example: Stored in a locked cabinet inside a locked room.
11.3.2. Example: Stored in a locked room inside another locked room, provided there is a
single entry into each of the rooms and only authorized faculty have access to the main
room; only the TCO/ATCO(s) will have access to the test storage room.
11.3.3. Keep all rooms and cabinets locked at all times, unless the TCO/ATCO is present;
only the TCO/ATCO(s) will have access to the rooms, cabinets, and materials. Change
combination locks and passwords, if used, upon change in appointment of TCO/ATCO.
11.3.4. File formative and summative test material separate from one another to avoid
issuing tests/controlled materials out of order/sequence. For example, use one file drawer
for formative material and a separate file drawer for summative material.
11.3.5. (Added) When accessing controlled test materials from the Academic EIS
SharePoint, ensure all electronic copies of controlled test materials downloaded, stored on
desktops, or copied to removable media for reproduction are properly secured and
permanently deleted when no longer needed to prevent potential test compromises.
Controlled test material should only be downloaded to TCO/ATCO desktops and never to
a shared network drive.
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11.4. Test Material Distribution. The TCO/ATCO(s) will provide authorized faculty access
to EPME tests and other controlled materials, and will log these materials in and out using
the EPME Test Control Log for any of these authorized activities:
11.4.1. Faculty Authorized Activities. Faculty members who have fulfilled the
requirements in paragraphs 11.1.1 may have access to test materials IAW paragraph
11.1.2 in order to perform the following activities:
11.4.1.1. Test administration.
11.4.1.2. Test item critiques.
11.4.1.3. Subject matter testing.
11.4.2. Responsibility to Issue/Administer Correct Test. The TCO/ATCO is responsible
for ensuring the correct test is issued/administered. If an incorrect test is inadvertently
issued/administered, contact EPME Academic Affairs/DOA by telephone as soon as
possible.
11.4.3. TCO/ATCO Only. Only the TCO/ATCO may access test materials in order to
perform the following activities:
11.4.3.1 All activities listed in paragraph 11.4.1.
11.4.3.2. Test material reproduction and destruction.
11.4.3.3. Posting test material changes.
11.4.3.4. Faculty IST such as new tests, specific test items, etc.
11.4.3.5. Test material inventory to include as applicable: serially-controlled
exercises/evaluations, answer keys, exercise/evaluation instructions, and completed
test item critiques.
11.5. Semiannual Inventory of Course Examinations. Conduct a complete inventory of all
test materials and other designated controlled material at least once every 180 calendar days
and document on the EPME Test Inventory Log.
11.5.1. New TCO/ATCO. Whenever a TCO and/or ATCO is replaced, the current
TCO/ATCO and the new TCO/ATCO will conduct a joint inventory using the EPME
Test Inventory Log and change applicable padlocks and safe combinations, and/or
collect test storage room keys.
11.5.2. Inventory Procedure. When performing inventories, the TCO/ATCO will:
11.5.2.1. Physically account for each serial-numbered examination. If a test is on file
but not on the test inventory log, annotate the examination number on the log and refer
to paragraph 11.6.
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11.5.2.2. Physically account for all other controlled materials as identified by EPME
Academic Affairs. This includes electronic copies of controlled test materials
downloaded, stored on desktops, or copied to removable media for reproduction.
11.5.2.3. Sign the EPME Test Inventory Log. This test inventory log will reflect the
date the inventory was completed, the printed names and signatures of individuals
conducting the inventory, result of the inventory, and action as appropriate. Both of
the individuals who conducted the inventory will sign the EPME Test Inventory Log
when the inventory is complete.
11.5.2.4. Follow the guidance in Attachment 2 for disposition of the EPME Test
Inventory Log.
NOTE: During PMRs, the evaluator will verify inventories were correctly completed.
After the log(s) are reviewed, the evaluator will direct the school to start a new log to
be maintained until the next PMR and destroy the previous log(s).
11.6. Destruction/Replacement of Test Material. The TCO/ATCO will:
11.6.1. Maintain the EPME Test Destruction Log.
11.6.2. Document all test materials destroyed by the TCO and ATCO. The TCO and
ATCO will verify test destruction by signing EPME Test Destruction Log.
11.6.3. Shred any outdated, surplus or damaged EPME formative exercises, summative
evaluations, answer sheets, and other controlled materials identified by EPME Academic
Affairs. If the TCO/ATCO inadvertently destroys the wrong test material, annotate the
EPME Test Destruction Log and immediately replace the destroyed test.
11.6.4. Destroy all test answer EPME Student Test Response Transfer Sheets after the
class graduates in iGecko.
11.6.5. (Added) Document all electronic copies of controlled test materials to include
those stored on desktops and removable media (CD-ROM) destroyed or deleted by the
TCO and ATCO. The TCO and ATCO will verify test destruction by signing EPME Test
Destruction Log. Controlled test material should only be downloaded to TCO/ATCO
desktops and never to a shared network drive.
11.7. Emergencies. Establish written executable procedures covering the security of test
materials and other designated controlled material during emergencies (e.g., fire alarms,
bomb threats, natural disasters, etc.). A copy of the emergency procedures must be available
to the test administrator during each test administration.
NOTE: At no time will test administrators leave any test materials unaccounted for or
unattended. Do not leave tests in the classroom, or in students’ hands for any reason.
12. Test Administration Procedures.
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12.1. Policy. Administer all EPME formative objective exercises and summative objective
evaluations under direct supervision. The TCO, ATCO, or a test administrator must be
present in the testing room during the entire testing period. They will not leave students
unattended at any time. Have one test administrator available for approximately every 12
students. If larger than normal groups of students are testing at one time (e.g., combining
more than one flight together), the TCO/ATCO will appoint at least two test administrators to
oversee the test. If a waiver is obtained to increase flight size, the waiver automatically
includes authorization to use only one test administrator. For example, if the waiver allows a
flight size increase from 12 to 16 students, then one test administrator may administer the test
to 16 students.
12.1.1. Testing Conditions. Administer EPME tests per the following standardized
conditions.
12.1.1.1. Provide adequate, comfortable room lighting, and glare-free work surfaces.
12.1.1.2. Control the ventilation, temperature and humidity, as much as possible. The
school should not conduct testing when environmental conditions are so extreme they
interfere with student concentration.
12.1.1.3. Arrange desks/tables so test administrator can monitor all students.
12.1.1.4. Conduct uninterrupted testing sessions for all pre-tests, formative exercises,
and summative evaluations. Once testing begins, only excuse students for
emergencies (fire, tornado, etc.) or restroom breaks as deemed necessary. Students
may use the restroom during a testing session; collect all material (test booklet, answer
sheet, scrap paper, etc.) from that student before allowing the student to leave the
room. Only one student at a time per flight may use the restroom. Students may
continue taking the test upon returning from the restroom.
12.1.2. Network/iGecko Outage. Schools will ensure they have downloaded both hard
and soft copies of the Comm Out Test Answer Matrix and instructions from the EPME
Policy EIS SharePoint site prior to administering any test.
12.2. Test Administrator Responsibilities. Test administrators must ensure examinees:
12.2.1. Do not have access to any books (including dictionaries), briefcases or
unauthorized materials during test administration and review period. Unauthorized
materials include: cell phones, cameras, personal digital assistants, recording devices, and
study materials.
12.2.2. Are reasonably free from distracting influences.
12.2.3. Understand the purpose of the test (Formative/Summative Testing).
12.2.4. Are not fatigued or ill.
12.2.5. Sit far enough apart to discourage cheating.
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12.2.6. Are provided a pencil and scratch paper, if necessary.
12.2.7. Do not take any testing material, to include scratch paper or notes, away from the
testing area.
12.3. Administrator Assistance to Students. Test administrators will not orally read test
questions/responses to any student during test administration. Additionally, test
administrators will not define words or provide any other assistance to any student during test
administration.
12.3.1. Exception – International Students: Depending on the student’s understanding
and effective use of the English language, test administrators may read test
questions/responses to international students. If required, this must be done in a separate
location from other students such as in the back of the testing room. The test
administrator should remain mindful of classroom activity while aiding international
students. When possible, consider testing international students in a separate location
with a separate test administrator. This is the only exception to paragraph 12.3.
12.4. Test Administration. Before allowing students to test, administrators will:
12.4.1. Have students fill in the appropriate information blocks on the top of the EPME
Student Test Response Transfer Sheet.
12.4.2. Carefully read and follow the special instructions outlined in the examination
booklet.
12.4.3. Remind students the answer sheet is in numerical sequence by column.
12.4.4. Read the “Test Compromise” statement aloud.
12.4.5. Instruct students on how to load their test answers into iGecko.
12.4.5.1. Test administrators will ensure students understand that the answers they
input into iGecko are their official answers, regardless of what they have on their
scratch paper or EPME Student Test Response Transfer Sheet.
12.4.5.2. All schools will use the EPME Student Test Response Transfer Sheet.
12.4.6. Instruct students to read and sign the verification statement at the bottom of the
EPME Student Test Response Transfer Sheet.
12.4.7. Answer any questions before allowing students to start the examination.
12.5. Academic Integrity Violations. If a student is caught violating academic integrity
standards (i.e. cheating) as defined in paragraph 8.2.5 while testing is in progress, test
administrators will discreetly, with minimal disruption to other students:
12.5.1. Immediately terminate the suspect student’s test.
12.5.2. Collect all test materials and any other extra material from the suspect student.
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12.5.3. Remove the suspect student from the testing room.
12.5.4. See paragraph 17 and/or 19 for possible disciplinary release procedures.
12.6. Test Completion. After completing their examinations, students will:
12.6.1. Check their EPME Student Test Response Transfer Sheet for blank answers.
12.6.2. Load their test answers into iGecko using the designated computer(s).
NOTE: Test administrators will monitor students during this process.
12.6.3. Review their test booklet and report any stray marks prior to leaving the testing
room.
12.6.4. Turn in all pencils, EPME Student Test Response Transfer Sheet, test booklet, and
scratch paper to the test administrator before leaving the test room.
12.7. Test Review. Provide students their scores on any objective/performance exercise or
evaluation. Students will not take any study notes or document missed test questions (e.g., no
tally sheets) during test review. Provide every student who wishes to challenge a test question
an opportunity to submit a test item critique. Students may complete test item critiques
during the test review session or at an alternate time determined by the test administrator if
time permits. Faculty members may submit an EPME Policy/Curriculum/Test Change
Request based on student-generated test item critiques; students will not complete and/or
submit the EPME Policy/Curriculum/Test Change Request.
12.7.1. Provide students their answer sheets during test review. This allows them to see
what they missed and to determine why they missed it.
12.7.1.1. (Added) During normal iGecko operations, only annotate percentage
scores on student answer sheets. Instructors will not annotate missed questions, since
students must remain fully engaged and at risk when reviewing all test items.
12.7.1.2. (Added) During iGecko outages only, instructors may annotate missed
questions for the purpose of hand-scoring answer sheets at the direction of the
commandant.
12.7.2. Student desks must be completely clear of materials other than answer sheets;
absolutely no writing materials or recording instruments of any kind are allowed during
test review.
12.7.3. During test review, instructors are responsible for ensuring all students are
engaged and at risk of being called upon at any time IAW paragraph 3.6.2.
12.7.4. See paragraph 16.1 for instructions on remediation process. Completed test
answer sheets are controlled items IAW procedures in paragraph 12.8.
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12.8. Returning Test Materials to Storage Location. Immediately after accomplishing test
completion procedures, test administrators will:
12.8.1. Return all test materials to the TCO/ATCO at the designated test control storage
location.
12.8.1.1. At no time will test administrators or TCO/ATCO leave any test materials
unaccounted for or unattended.
12.8.1.2. The TCO/ATCO will ensure all test answer EPME Student Test Response
Transfer Sheets are maintained in the designated test control storage area.
12.8.2. Inventory all test materials in the presence of the TCO or ATCO. Review test
materials for stray marks.
12.8.3. Shred all used scratch paper.
12.8.4. Appropriately annotate the EPME Test Control Log in the presence of the TCO or
ATCO.
13. Test Compromise Procedures. Schools share responsibility in preventing loss or
compromise of EPME objective exercises and evaluations. Adhere to the following guidelines:
13.1. Policy. All military members, including AFRC and ANG members, DOD civilians
and others under Air Force authority who develop, handle, administer or participate in EPME
test control or administration are prohibited from any actions that could result in the possible
compromise of test material. The TCO/ATCO will consider the following as potential test
compromises:
13.1.1. Reviewing, accessing, or allowing access to controlled test material by any
unauthorized individuals.
13.1.2. Discussing or sharing, in any form, information about actual test material or
suspected test material with a student or potential examinee before and after test
administration.
EXCEPTION: Test review is the only authorized time to discuss specific test questions,
answers, and rationales.
13.1.3. Unauthorized reproduction of test material.
13.1.4. Faxing test material for any reason.
EXCEPTION: To comply with EPME Academic Affairs established Comm-out
procedures.
13.1.5. Unauthorized removal of test material from the examination room.
13.1.6. Leaving a student in the possession of test materials.
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13.1.7. Inability to account for the examination room.
13.1.8. Improper packaging or labeling of test material.
13.1.9. Unauthorized removal of test materials from the storage area.
13.1.10. Improper storage of test materials.
13.1.11. Improper destruction of test material at any time.
13.1.12. Instructors “teaching the test” or emphasizing information on a specific test. For
example, paraphrasing the known correct response or distracter on a test when teaching
specific content areas.
13.1.13. Using or possessing an actual test, testable materials, or copies of test answer
strings to assist a student or potential examinee in taking a test.
EXCEPTION: Instructors may assist international students in understanding the
language of test questions and alternatives.
13.1.14. Copying or reproducing any test material, including suspected test material, in
whole, or in part for any purpose without authorization of the school TCO/ATCO.
13.2. Suspected Compromise Procedures. Faculty will immediately report any suspected
test material compromise to the commandant. If it is determined EPME test material is lost,
or in danger of compromise, commandants will:
13.2.1. Immediately suspend all testing of the jeopardized exam or exams.
13.2.2. Impound and inventory all tests involved.
13.2.3. Appointment of Investigating Officer/SNCO. If the commandant determines a
potential compromise exists, they will email EPME Academic Affairs/DOP through
[email protected] within 24 hours of discovery and appoint a disinterested
officer or senior NCO to initiate a formal investigation. ALS commandants will
coordinate with their MSS or FSS commander, or civilian equivalent in the chain of
command, to determine procedures for appointing an investigating officer/SNCO.
Appointed investigators will:
13.2.3.1. Inventory all tests involved. The TCO and/or ATCO must be present.
13.2.3.2. Conduct an investigation to obtain facts confirming the loss or compromise
and recommend corrective action (administrative and/or procedural).
13.2.3.3. Document findings/recommendations via official Air Force memorandum.
This will be the Final Investigative Report referenced in paragraph 13.2.5.
13.2.4. Initial Suspected Test Compromise Report. Commandants will prepare and email
this report to EPME Academic Affairs/DE through [email protected]
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within 72 hours of discovery. ALS commandants will courtesy copy their MSS or FSS
commander, or civilian equivalent in the chain of command. OCONUS NCOA
commandants will courtesy copy their MSG commander or higher level commander as
appropriate. The report must contain:
13.2.4.1. Test identification number.
13.2.4.2. Date or probable date of loss/compromise.
13.2.4.3. Verification that all testing was stopped on the jeopardized test along with
the impounding of all remaining copies of the test.
13.2.4.4. Statement that a formal investigation has or has not been initiated and why.
13.2.4.5. Statement that the compromised test did or did not affect more than one
school and why.
13.2.5. Final Investigative Report. The investigating officer will forward this report to
EPME Academic Affairs/DE through [email protected] within 15 calendar
days after discovery. The report will include:
13.2.5.1. Facts surrounding the possible loss or compromise.
13.2.5.2. Discussion.
13.2.5.3. Conclusions.
13.2.5.4. Recommendations to include corrective action(s) taken to prevent recurrence.
13.3. EPME Academic Affairs/DE Actions. EPME Academic Affairs/DE will:
13.3.1. Review the final investigative report, confirm the extent of the compromise, and
determine course of action regarding test integrity.
13.3.2. Determine if destruction of the old version of the course examination and the
development of a new examination is necessary, if the review confirms a test compromise.
13.3.3. Authorize the appropriate TCO/ATCO to resume testing, if the review does not
confirm a test compromise.
13.3.4. Inform the Barnes Center commander.
14. Academic Exercises/Evaluations. Adhere to the following:
14.1. Scheduling. Administer the pre-test before teaching any academically evaluated
lessons. Administer objective formative exercises and summative evaluations after
presenting the applicable lessons and case study. Schedule performance formative exercises
and summative evaluations per lesson plan strategies. Students must take each formative
exercise and summative evaluation unless waived by EPME Academic Affairs/DE. At least
one full class or calendar day must come between the formative objective exercise and the
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summative objective evaluation. For example, if the formative is given on Monday, the
summative must be given no earlier than Wednesday. If the formative is given on Friday, the
summative may be given on Monday or Tuesday.
14.2. Test Control. Control test item materials per paragraph 11. Schools may provide
students access to blank performance evaluation instruments before administering exercises;
however, students will not copy, permanently retain, or distribute any version of performance
assignments after instructors provide written feedback. Students may temporarily retain
graded formative performance exercise assignments (papers, outlines and evaluation
instruments) following instructor evaluation to prepare for the summative performance
evaluation.
EXCEPTION: Students may temporarily retain completed summative performance
evaluations for use on subsequent summative evaluations as directed by EMPE Academic
Affairs or lesson plan strategy.
14.3. Accountability. Collect and account for all performance assignments before students
are released, graduate, or return to their home station. Retain all EPME formative and
summative communication assignments (including completed evaluation instruments) per
Attachment 2.
15. Grammar Diagnostic and Programmed Texts (ALS and NCOA). Provide these materials
as an option to students self-identifying a need. The Grammar Programmed Texts are distributed
by EPME Academic Affairs to schools as an optional educational tool to help students develop
the basic grammar skills necessary to effectively communicate. Each ALS will continue to
administer the grammar diagnostic test and issue required grammar programmed texts as directed
by current lesson plan(s).
16. Remediation Process.
16.1. Formative Exercise and Summative Evaluation Review. Administer the objective
formative exercise/summative evaluation per curriculum instructions. Conduct the test
review, covering all questions. Refer to applicable test instructions for further guidance.
This is considered group remediation for all students/areas. Covering all test items with
all students is mandatory because:
16.1.1. Students who correctly guessed still need to understand why the answer they
guessed is the correct answer.
16.1.2. Students who got an answer wrong but do not want others to know must
understand why their thinking was incorrect and understand the correct application of
the lesson principle.
16.1.3. It reinforces learning and the teamwork concept.
16.1.4. An effective test review ensures the institution met its responsibilities of
conducting the academic program, thereby protecting the student and the institution in
case an ARB becomes necessary.
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16.1.5. Student Counseling. Counseling is mandatory after all failures. Whenever
possible, the primary instructor should conduct the formal counseling session for
students who fail to meet the minimum passing score. If the primary instructor is not
available, another qualified instructor may conduct this counseling session. Document
the counseling session using the Record of Academic Counseling (Objective) form
available on the EPME Policy EIS SharePoint to guide the session (topics: student
effort, classroom involvement, study group attendance, extenuating circumstances,
review of study notes, extra duties, etc.). Counseling must clearly show the student
was informed about his or her failure to meet an established standard and the possible
results if he or she continues to perform below standards.
16.1.6. Student Progress. For all summative evaluations (objective tests), students
continue to progress as the school works through the re-test, and if necessary, ARB
process.
16.2. Re-Test Administration. Administer the re-test per paragraphs 12 – 14 and test
instructions. The retest must be administered no earlier than the next duty day after the
summative evaluation. For example, if the summative is given on Monday, the re-test
must be given no earlier than Tuesday. If the summative is given on Friday, the re-test
may be given no earlier than Monday.
16.2.1. (Added) Students not taking the retest must remain clear of the testing area
throughout test administration and review; however these students must be engaged in
a school or academic related activity. Commandants may designate this time for
research and preparation for communication skills assignments, professional
development, community projects, or other activities away from the testing area.
16.3. Re-Test Review. Conduct test review of all items with all students who took this
test. If a student meets the minimum passing score, allow the individual to progress in the
course. If a student does not meet the minimum passing score:
16.3.1. Conduct an ARB in accordance with paragraph 18. Individual counseling is
required IAW paragraph 16.1.5. Counseling must inform the student that if the
Commandant decides to allow a post-ARB test, the test may be administered
immediately following the Commandant’s decision.
16.3.2. Allow the student to progress through the course while ARB actions are
pending.
16.3.3. If, after the ARB, the Commandant allows the student to test again (post-ARB
test), the school must administer the test designated by EPME Academic Affairs. This
test may be administered immediately following the ARB. Administer this test per
paragraphs 12-14.
NOTE: Schools will not take any additional actions to prepare the student, such as
remediation, review, or other preparation. The student is responsible for preparing for
the post-ARB test.
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16.3.4. For additional assistance, optional peer remediation may be used; however,
the peer must volunteer to help conduct this portion of the remediation process.
16.3.5. DELETED.
16.3.6. Students who fail this final opportunity will be academically released.
16.4. Performance Evaluation Remediation Process.
16.4.1. Students Prepare and Present Formative Assignments.
16.4.1.1. Conduct Performance Feedback Session—provide feedback on how to
improve individual performance as needed.
16.4.1.2. Student Counseling. Counseling is mandatory after all failures. Whenever
possible, the primary instructor should conduct the formal counseling session for
students who fail to meet the minimum passing score. If the primary instructor is not
available, another qualified instructor may conduct this counseling session. Formally
counsel and remediate students who fail to achieve the minimum passing score, and
document the counseling session using the Record of Academic Counseling
(Performance) form available on the EPME Policy EIS SharePoint to guide the session
(topics: student effort, classroom involvement, study group attendance, extenuating
circumstances, review of study notes, extra duties, etc.). Counseling must clearly
show the student was informed about his or her failure to meet an established standard
and the possible results if he or she continues to perform below standards.
16.4.1.3. For additional assistance, optional peer remediation may be used; however,
the peer must volunteer to help conduct this portion of the remediation process.
16.4.2. Students Prepare and Present Summative Assignments.
16.4.2.1. Conduct Performance Feedback Session—provide feedback on how to
improve individual performance as needed.
16.4.2.2. Student Counseling. Counseling is mandatory after all failures. Individual
counseling is required IAW paragraph 16.4.1.2. Also, ensure students understand
reevaluation procedures.
16.4.2.3. For additional assistance, optional peer remediation may be used; however,
the peer must volunteer to help conduct this portion of the remediation process.
16.4.2.4. Student Progress. For all summative evaluations (communication skills
lessons), students continue to progress as the school works through the reevaluation,
and if necessary, ARB process. This also means that if a student fails a paper that a
briefing is based on, the student is still expected to progress toward the briefing, and
give the briefing despite the status of the ARB or reevaluation.
16.4.3. Conduct Reevaluations on the Entire Performance Assignment.
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16.4.3.1. If a student fails a summative briefing and/or interpersonal, the student will
re-accomplish the paper/briefing in accordance with the lesson plan instructions, but
not earlier than the next duty day. This will be done in front of his/her flight. The
preferred course of action is for the primary instructor to grade the performance. If the
primary instructor is unavailable due to unforeseen circumstances such as illness,
family emergency, etc., any qualified instructor from the appropriate EPME level at
the school may serve as the evaluator.
16.4.3.2. Based on the student’s performance, one of the following conditions will
apply:
16.4.3.2.1. Meets standards. If the student’s reevaluation meets minimum
performance standards, allow the individual to progress in the course. Complete
the Record of Academic Counseling (Performance) form available on the EPME
Policy EIS SharePoint stating the student met the minimum objective evaluation
standards.
16.4.3.2.2. Does not meet standards. If the student’s reevaluation does not meet
minimum performance standards, complete the Record of Academic Counseling
(Performance) form available on the EPME Policy EIS SharePoint stating the
student did not meet the minimum standards, counsel IAW paragraph 16.4.1.2 and
initiate ARB process.
16.4.3.3. If the student scores below the minimum required score on any summative
Communication Skills assignment, the student must be reevaluated on the assignment.
If the student achieves the minimum required score after the initial reevaluation, the
student may progress in the course. Do not enter reevaluation scores into iGecko.
Maintain the graded rubrics for reevaluations for reference or ARB review as needed.
The failing summative scores are the only scores entered into iGecko. If the student
fails to meet the minimum required score on the reevaluation, the student must meet
an ARB. Allow the student to progress in the course while the school conducts the
ARB. See paragraph 18.1 for ARB procedures.
16.4.3.4. If, after the ARB, the Commandant allows the student a post-ARB
reevaluation of the assignment, the student will re-accomplish the briefing in
accordance with the lesson plan instructions. This will be done in front of his/her
flight. A qualified instructor other than the primary instructor from the appropriate
EPME level at the school will serve as the evaluator. Based on the student’s
performance, one of the following conditions will apply:
16.4.3.4.1. Meets standards. If the student’s post-ARB reevaluation meets
minimum performance standards, allow the individual to progress in the course.
Complete MFR downloaded from the appropriate curriculum CoP stating the
student met the minimum objective evaluation standards.
16.4.3.4.2. Does not meet standards. If the student’s reevaluation does not meet
minimum performance standards, complete MFR downloaded from the
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appropriate curriculum CoP stating the student did not meet the minimum
standards. Students who fail this final opportunity will be academically released.
17. Student Releases. There are three types of releases: administrative, academic and
disciplinary. When releasing a student, update the student’s status in the student management
system (Oracle Training Administration) using the appropriate code in addition to updating
iGecko. It is important for schools to involve first sergeants and commanders early in a situation
that may require a release of their student. Ensure first sergeants and commanders are aware of
the career impact a release may have on Airmen. Maintain release records per Attachment 2.
17.1. Administrative Release. Students may be administratively released when they
encounter extenuating circumstances. If a student is offered administrative release and wishes
to decline, the student must sign a declination statement. Commandants have the option to
administratively release students despite their objections; in such cases, commandants will
fully document the circumstances and reasons why they made the decision to administratively
release the student. A copy of this documentation must be provided to the student.
17.1.1. Airmen attending resident EPME may be recalled for compelling non-routine
mission or other reasons (as described below) without prejudice upon approval of the
member‘s wing commander (or equivalent). Recall requests will be kept to the absolute
minimum and requests require solid justification, wing command chief
coordination/concurrence, and wing commander (or equivalent) approval.
17.1.1.1. Mission: The individual scheduled to attend is indispensable to the mission;
in short, the mission will fail without their presence. No other individual could stand
in or temporarily replace the selected individual. Mission deferments must contain the
verbiage ― “…the mission will fail.”
17.1.1.2. Other: Unit commanders may request recall of individuals based on
extenuating circumstances not covered above. Examples may include pending
disciplinary action, under investigation, etc.
17.1.2. Emergency situations: Unit commanders and first sergeants may recall students
with unusually stressful family or personal situation or an emergency situation with an
immediate family member as similarly defined under humanitarian reassignment
guidance. These requests do not require wing commander approval and are approved at
the discretion of the commandant.
17.1.3. Administratively released students may not always have to repeat the entire
course based on the following criteria:
17.1.3.1. If a student has not taken the objective summative exam, the student will
reenter the course on DOT 1.
17.1.3.2. If a student has passed the objective summative exam, graduate the student.
17.1.3.3. (Added) For situations not specifically addressed, contact EPME Academic
Affairs/DO (Operations) section at [email protected] for guidance.
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17.1.4. Missed Academic Hours. If students must miss academic hours due to
extenuating circumstances, the commandant must determine the number of academic
hours a student can miss and still be able to make up the work upon returning. The
commandant will make an informed decision based on interviews with the student and
instructor(s), the previous performance of the student, and the nature of the missed
curriculum. If the commandant determines the student can successfully make up the
missed material, the commandant will develop an action plan to ensure the missed
material is taught to the student. Maintain this plan on file until the student graduates.
17.1.5. Administrative Release Notification Procedures. Follow the release notification
procedures in paragraphs 17.4. Administrative releases may not be appealed.
17.2. Academic Release. Academically release students who fail to meet minimum course
academic standards. Before academically releasing a student, convene an Academic Review
Board (ARB) per paragraph 18. Inform the student’s commander, in writing, of the ARB
findings. Academic releases render students ineligible for reentry into any EPME course of
instruction for 3 months from the release date entered in iGecko.
17.3. Disciplinary Release. Disciplinarily release students who violate Air Force directives
or individual school policies. Disciplinary releases render students ineligible for reentry into
any EPME course of instruction for 1 year from the release date entered in iGecko.
Commandants may seek legal advice from their local staff judge advocate before or after
deciding to convene or not convene a DRB. Follow the procedures outlined in paragraph 19
if a DRB is convened.
17.3.1. A commandant may release a student based on misconduct without convening a
DRB when there is no substantial dispute about the underlying facts and the evidence
clearly supports a determination that the misconduct warrants immediate release of the
student. Releasing a student for disciplinary issues without conducting a DRB must be
the rare exception, not standard practice, and should be reserved for those instances where
the student’s misconduct clearly warrants immediate release. Examples include but are
not limited to: DUI, assault, test compromise, etc. A DRB provides the student the
maximum opportunity for due process while providing the commandant an external and
objective assessment by neutral enlisted members. See paragraph 19 for more
information.
17.3.2. Before interviewing or requesting a statement from a student suspected of
violating AF directives, school policies, or engaging in other conduct which violates the
UCMJ, the student must be advised of his or her rights under Article 31 of the UCMJ.
Use AF Form 1168 to document this advice, the student’s decisions about making any
statement, and to record any written statement the student makes at that time.
17.3.3. Before disciplinarily releasing a student, the commandant will obtain a written
legal review from the local staff judge advocate. The legal review should address the
sufficiency of the evidence of misconduct, how the misconduct violates school policy or
AF guidance, and any legal issues that must be resolved prior to a release decision. The
template found on the EPME Policy EIS SharePoint may be used, although the template
may be adapted to fit the specific situation.
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17.3.4. For those instances where the student’s misconduct clearly warrants immediate
release including but are not limited to: DUI or assault, the commandant may request
permission from his/her commander to immediately release the student without obtaining
legal review from the local staff judge advocate. In addition to required notifications IAW
paragraph 17.4, immediately notify EPME Academic Affairs/DE of all such releases via
e-mail through [email protected] .
17.3.5. If the student is disciplinarily released without a DRB (rare exception), follow the
release notification requirements per paragraph 17.4; brief the student on appeal
procedures and have the student sign a memorandum per paragraph 17.5.
17.3.6. The unit first sergeant/commander may request copies of administrative corrective
or disciplinary actions by submitting an email request to EPME Academic Affairs/DE
through [email protected] .
17.3.7. (Added) Commandants should use judgment, experience, and training to make the
best decisions when considering all circumstances and evidence presented to determine
intent, taking appropriate progressive discipline actions prior to releasing, and determining
if releases should be characterized as academic, administrative, or disciplinary. Consider
the following guidelines (not an all-inclusive list) when making decisions.
17.3.7.1. (Added) For serious UCMJ violations that could cause significant damage to
EPME students, faculty or the institution (i.e. DUI, assault, or unprofessional
relationships), commandants may consider disciplinary releasing students after legal
review or with commander’s approval, without convening a DRB.
17.3.7.2. (Added) For willful and deliberate violations that could cause serious
damage to EPME students, faculty or the institution (i.e. cheating on graded
assignments, plagiarism involving copying/pasting most content from internet sources
with intent to pass off as one’s work, or violating school policies), commandants may
consider convening a DRB and if substantiated consider disciplinary releasing
students after legal review.
17.3.7.3. (Added) For less severe violations committed as a first offense that could
cause damage to EPME students, faculty or the institution (i.e. cheating on non-graded
assignments such as homework), commandants may consider counseling and using
progressive administrative corrective actions (i.e. LOC, LOR) as appropriate, to
include taking redline actions to remove students from the awards program.
17.3.7.4. (Added) For violations committed unintentionally that do not could cause
damage to EPME students, faculty or the institution (i.e. properly citing most, but not
all source material without intent to deceive, but due to lack of understanding
indicating academic rather than disciplinary failure), commandants may consider
conducting academic counseling, failing assignment, remediating/reevaluating, and/or
redlining student from the awards program.
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17.3.7.5. (Added) For questionable situations, commandants may contact EPME
Academic Affairs/DO (Operations) section at [email protected] for
additional guidance prior to taking actions.
17.3.7.6. (Added) Commandants should use caution when using progressive discipline
(LOA or LOR) for significant UCMJ violations that may limit a student’s commander
from taking more appropriate Article 15 actions after release. Coordinate with
student’s commander or first sergeant as needed when deciding appropriate actions.
17.4. Student Release Notification Requirements.
17.4.1. Notify the student in writing of the type of release, and reason(s) for the release.
17.4.2. Immediately inform the student’s commander and/or first sergeant via telephone
concerning the student’s type of release (administrative, academic, or disciplinary) and
the reason for the release (details). Follow-up with the commander and/or first sergeant
via email identifying the type of release and the reason for the release.
17.4.3. Send email identifying only the type of release to:
17.4.3.1. All schools: School commandant’s commander.
17.4.3.2. All schools: Student’s Wing CCC (courtesy copy).
17.4.3.3. ALS: Student’s MAJCOM A1 (attention EPME Representative, if
applicable).
17.4.3.4. NCOA: Applicable AFPC/DPSIT Team or equivalent. OCONUS NCOAs
also notify the student’s and the school’s MAJCOM EPME Representative.
17.4.3.5. The AFSNCOA and CONUS NCOAs (Barnes Center units) must also
courtesy copy [email protected] .
17.4.3.6. Air National Guard schools determine appropriate notification contacts for
their student releases.
17.4.3.7. Update MilPDS/OTA with the appropriate code. Refer to Table 6.1 for a
list of release codes.
17.4.3.8. Keep a copy of these messages in the ARB, DRB, or normal student record
files. Retain these records per Attachment 2.
17.4.4. The released student’s first sergeant or commander may request copies of all
administrative corrective action documentation and/or academic counseling
documentation by emailing a request to EPME Academic Affairs/DE through
[email protected] .
17.4.5. (Added) Commandants may request students’ units provide a NCO/SNCO escort
for released students, regardless of type, if circumstances dictate. Commandants may
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request assistance from mental health, chaplain, SARC, or other counseling resources as
deemed necessary for students prior to actual release.
17.5. Student Release Appeal Procedures. If released for cause, students may submit written
appeals within 15 duty days upon returning to their home station or unit. Prior to release,
brief the student on appeal procedures and have the student sign a memorandum stating
he/she was briefed. Written appeals must be submitted to the appeal authority through the
releasing school. Students will not submit release appeals directly to the appeal authority.
17.5.1. Appeal Authority. The appeal authority levels are as follows:
17.5.1.1. ALS (CONUS, OCONUS, and PME Centers): Barnes Center Commander
or designated representative.
17.5.1.2. NCOA (CONUS, OCONUS, and PME Centers): Barnes Center
Commander.
17.5.1.3. AFSNCOA: Barnes Center Commander.
17.5.2. Commandant’s Rebuttal. Along with the student’s appeal, the releasing school
commandant will provide a written appeal rebuttal to the appellate authority. This
rebuttal will clearly and individually address each point made in the student’s appeal.
17.5.3. Appeal Package. The school will forward all appeal documents provided by the
student, the commandant’s rebuttal, ARB/DRB file as applicable, and any other
supporting documentation.
17.5.3.1. Refer to the EPME Policy EIS SharePoint site for a list of minimum
required documents and upload to school’s designated EPME virtual-PMR folder in
accordance with paragraph 31.2.1.
17.5.3.2. All schools: if unable to upload to EIS SharePoint, schools may send the
appeal package via email to [email protected] .
17.5.3.3. Do not send the appeal package directly to the appellate authority.
17.5.4. Appellate Authority Actions. The appellate authority will review the appeal, and
may review STARS-FD, AFTR, EPME faculty folders, PMR data, and/or request
additional information from the school and/or student if necessary. Each appeal will be
reviewed on a case-by-case basis. The decision of the appellate authority is final.
17.5.5. Post-Appeal. EPME Academic Affairs will notify the student of the Appellate
Authority decision, with a courtesy copy to the school commandant. If the release is
upheld by the Appellate Authority, the student will fulfill the mandatory reenrollment
waiting period based on the date of release. If the release is overturned, the student may
reenter the next available course IAW paragraphs 17.1.3.1 or 17.1.3.2.
17.6. Graduation. Students are considered graduated at the conclusion of the graduation
ceremony. If misconduct occurs after the student is officially graduated, document
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appropriately and inform the owning unit of the circumstances. If evidence is revealed after
graduation that invalidates the academic process (e.g., cheating, plagiarism,
misrepresentation, misconduct, etc.) schools may request EPME Academic Affairs/DE to
direct the Barnes Center Registrar to revoke the student’s diploma. Contact
[email protected] for instructions.
17.7. (Added) International Students. All administrative actions related to international
students attending EPME courses must comply with AFI 16-105. Before initiating any type
of adverse action against or releasing an international student, notify EPME Academic
Affairs/DO (Operations) section at [email protected] for additional guidance
before taking any actions.
18. Academic Releases and Academic Review Board (ARB). When students do not meet
graduation criteria and remediation/reevaluation/retest attempts are unsuccessful, notify students
of their status and of the pending ARB in writing. Ensure students date and sign this document.
All ARBs must adhere to the guidance outlined in this paragraph.
18.1. ARB Procedures. Schools will use the ARB checklist provided on the EPME Policy
EIS SharePoint.
18.1.1. Arrange an ARB and appoint board members in writing.
18.1.1.1. Ideally, the board will be composed of three or more SNCOs from outside
the school faculty in the same grade or higher than the student, plus one fully qualified
EPME faculty member. The senior board member from outside the school will serve
as the board president. The EPME faculty member will serve as a recorder and
advisor to the board in a nonvoting capacity. With the exception of the one EPME
faculty member, board members must come from outside the EPME faculty (e.g., first
sergeants or other senior NCOs, one of which may come from the student’s own
organization). In extenuating circumstances, more than one ARB member may be
from the student’s home unit; however these members must not be in the student’s
chain of command.
18.1.1.2. If local conditions do not permit the ideal board composition, the board may
be composed of three or more SNCOs from school faculty, or a mix of SNCOs from
inside and outside the school faculty. The board president must come from outside the
school and must be senior to other board members. One faculty member will serve as
a recorder and advisor to the board in a nonvoting capacity.
NOTE: This should be the rare exception, not the norm when conducting ARBs.
18.1.1.3. For increased efficiency, schools may utilize the same ARB members to
process more than one student who fails to meet academic standards.
18.1.2. The ARB President should be identified well in advance of the projected need for
an ARB (e.g. at the start of a class), and given the ARB briefing and instructions regarding
the ARB purpose, responsibilities, and process. ARB members may be selected before
the need for a board and/or as needed, and may receive the ARB briefing the day of the
ARB. Ensure all ARB members are prepared for significant time commitment.
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18.1.3. Before starting an ARB, the commandant will brief board members, in writing, on
their purpose and responsibilities, school policies, and academic standards applicable to
the lessons/curriculum areas the student failed. Use the ARB briefing located on the
EPME Policy EIS SharePoint, supplemented by the academic standards. Each appointed
board member will acknowledge this briefing in writing.
18.1.4. Convene the ARB 1 calendar day after notifying the student in writing of the need
for a board, unless the student consents in writing to convene the board earlier.
18.1.5. Allow the ARB at least one hour to review school records, and at least one hour to
review student records, conduct interviews, etc. per student.
18.1.6. Provide the student an opportunity to make a written and/or oral presentation to
the board if the student desires. The board recorder will capture in writing any oral
presentations or statements from the student. If the student decides not to make any
presentations, he/she must sign a declination statement; however, the student must be
available to appear before the board if deemed necessary by board members.
18.2. ARB Purpose. The purpose of the ARB is to:
18.2.1. Determine if the institution met or failed to meet its responsibilities.
18.2.2. Determine if the student met or failed to meet his/her responsibilities.
18.2.3. The ARB will not make graduation, release, or retesting recommendations.
Graduation or release recommendations made by an ARB are invalid. The sole purpose
for the ARB is to validate, based upon the data presented, whether the school and student
met their responsibilities.
18.3. ARB Responsibilities. The ARB president, ARB members, and commandant will
adhere to the following guidance:
18.3.1. Board members will objectively evaluate all circumstances and issues surrounding
academic failures. Use the ARB Checklist located on the EPME Policy EIS SharePoint.
18.3.2. The board president will document all pertinent facts outlining the board findings
in a summary memorandum. The summary memorandum must indicate whether both the
student and institution met or failed to meet their responsibilities.
18.3.3. The board president will forward the summary memorandum, along with any
supporting documentation, referred to as the ARB Package, to the commandant.
18.3.4. The ARB will make a determination on each of the following points:
18.3.4.1. The school met or did not meet its responsibilities.
18.3.4.2. The student met or did not meet his/her responsibilities.
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18.3.4.3. The ARB will not make graduation, release, or retesting recommendations.
Graduation or release recommendations made by an ARB are invalid. The sole
purpose for the ARB is to validate, based upon the data presented, whether the school
and student met their responsibilities.
18.4. Academic Standards and School Policies. Communicate the academic standards
published in course materials and provide board members with copies of school policy
documents.
18.5. Factors to Consider During the Review. The board advisor will provide and interpret
the applicable instructor EPME faculty folders, AFTR records, STARS-FD records, IST logs,
statistical analysis reports, and student records. When determining if the school and the
student met their responsibilities, board members will consider the following:
18.5.1. Did the school teach the instructional program as designed?
18.5.1.1. Review the course index to verify the instructor used the current lesson plan
and the school administered the current tests.
18.5.1.2. Review instructor evaluation forms as they provide evidence the instructor
taught lessons as designed.
18.5.1.3. Did the school conduct counseling and follow-up actions (as required) if the
student did not meet the minimum score requirements on any formative exercise or
summative evaluation?
18.5.1.4. Did the test environment meet test administration requirements per
paragraph 12?
18.5.2. Has the school taken measures to improve instruction?
18.5.2.1. Did the school conduct internal evaluations to evaluate the curriculum and
instruction delivered per paragraph 10 and the USAF EPME Internal Evaluation
Guide?
18.5.2.2. Review statistical performance documentation (EPME Test Analysis
Worksheet) to determine if the student was assigned to a flight performing
significantly lower in comparison to the other flights in the school.
18.5.2.3. Check trend data to determine if typical performance of the instructor’s
flight is lower in relation to the other flights. If so, are documented evaluations
available identifying instructional areas for improvement? Did the instructional
weakness contribute to the student’s failure? Has the school conducted and
documented ISTs based on statistical comparisons?
18.5.3. Is the instructor qualified?
18.5.3.1. Review the instructor’s AFTR record to verify certification on all core tasks.
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18.5.3.2. Review the instructor’s Instructor Lesson Qualification Log to verify the
instructor was qualified on the lesson(s) contributing to the student’s failure.
18.5.3.3. Review the instructor’s EPME faculty folder and/or STARS-FD record to
verify the school conducted lesson evaluations per paragraphs 23.2.4 and 26. Did the
instructor receive feedback to overcome any identified instructional areas for
improvement (content and delivery) that may have contributed to the student’s failure?
18.5.4. Was the student aware of his/her responsibilities?
18.5.4.1. Did the school brief the student on the student responsibilities and
expectations listed in paragraph 8?
18.5.4.2. Did the student sign a roster verifying understanding of the requirements?
18.5.5. Did the student engage in the learning process?
18.5.5.1. Did the student complete all homework, objective, performance and
remediation assignments on time?
18.5.5.2. In class, did the student listen actively, think critically and willingly discuss
lesson principles? Did the instructor allow the failing student to remain passive during
classroom activities? Do any counseling records address this area?
18.5.5.3. Did the student engage in study groups and/or review sessions?
18.5.5.4. Did the student put forth the necessary effort to achieve educational
objectives?
NOTE: If the student is significantly lacking in one or more of these areas, then the
student did not put forth enough effort, and a disciplinary release may be more
appropriate. See paragraph 19.
18.5.6. Miscellaneous Considerations.
18.5.6.1. Study notes: review the student’s study notes. Do the student’s notes
accurately represent lesson principles? If not, why (student misunderstanding,
instructor delivery…what do other students from the same flight say about the
delivery of the curriculum)? Are the student’s notes complete? Additionally, did the
instructor review the student’s study notes periodically throughout the course and
provide constructive feedback? The answers to these questions provide information
useful in developing a remediation plan of instruction and determining whether the
student and institution met their responsibilities.
18.5.6.2. Learning Environment: did the instructor establish an atmosphere conducive
to learning? (Professionalism, appropriate use of titles, inappropriate use of symbols
etc.) Was the physical environment (lighting, temperature, noise, etc.) adequate?
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18.5.6.3. Additional Duties: did the instructor or flight leader assign the student any
extra duties that interfered with study time? Did the student inform his/her instructor?
If so, did anyone offer the student an opportunity to give up those duties to provide
more time for studying? Do any counseling records address this area?
18.5.6.4. Interview student’s instructor, directors of education and/or other staff
members as desired by commandant or ARB members.
18.6. Post-ARB Commandant Actions. The commandant (not the ARB) will render one of
the following decisions and notify the student in writing after reviewing the ARB Package.
18.6.1. Commandants must use judgment, experience, and training to make the best
decision regarding further remediation, reevaluation and/or testing. Students may
graduate only if they pass the post-ARB test/reevaluation, or if the school did not meet its
responsibilities.
18.6.2. Re-test/reevaluate (as applicable) or academically release the student if the school
(institution) and the student met their responsibilities.
18.6.2.1. If another opportunity is warranted, administer the test/reevaluation
designated by EPME Academic Affairs. This test/reevaluation may be administered
immediately following the ARB. If student passes, continue to progress/graduate as
applicable. If student does not pass, academically release.
18.6.2.3. If necessary, coordinate with the student’s unit commander or MAJCOM to
obtain approval for extending the student’s attendance/TDY. If the student’s
commander does not approve the extension, academically release the student.
18.6.3. Continue in course or graduate the student as applicable if the school (institution)
did NOT meet its responsibilities. Investigate and correct the institutional failure to prevent
recurrence. Document corrected deficiencies and send an email outlining the corrective
actions to EPME Academic Affairs/DE through [email protected] . Keep a
copy of this email in the ARB folder. This includes cases where the ARB finds the school
did not meet its responsibilities, but the student subsequently passes the post-ARB exam.
18.6.4. Academically release the student if he/she did not meet required responsibilities.
However, if the student’s effort was so inadequate it could reasonably be considered
dereliction of duty, a disciplinary release may be more appropriate.
18.6.5. Follow release notification procedures per paragraph 17.4.
18.6.6. Brief the student on appeal procedures and have the student sign a memorandum
per paragraph 17.5.
18.6.7. Upload the complete document package (ARB package, signed release
notification, signed appeal briefing memorandum) to school’s EPME virtual-PMR
Academic releases and ARB Packages folder in accordance with paragraph 31.2.1.
18.6.8. Retain all ARB documents in the school per Attachment 2.
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19. Disciplinary Releases and Disciplinary Review Board (DRB). Disciplinarily release
students who violate Air Force directives or individual school policies. Examples include but are
not limited to: lack of effort, disruptive/poor attitude, engaging in unprofessional relationships,
academic irresponsibility, cheating, plagiarism, misrepresentation, or other conduct in violation of
local polices or the Uniform Code of Military Justice (UCMJ).
19.1. DRB Procedures. Schools will conduct DRBs in accordance with the following
guidance.
19.2. AF IMT 1168. Before interviewing or requesting a statement from a student suspected
of violating AF directives, school policies, or engaging in other conduct which violates the
UCMJ, the student must be advised of his or her rights under Article 31 of the UCMJ. Use
AF Form 1168 to document this advice, the student’s decisions about making any statement,
and to record any statement the student makes at that time.
19.2.1. If the commandant believes the student’s presence in the school constitutes a
disruption in school operations and/or threatens the safety of any student or faculty
member, the commandant may take appropriate action to ensure personnel safety and
school operations.
19.2.2. Fully document all actions taken and contact EPME Academic Affairs/DOP as
soon as possible.
19.3. DRB Purpose. The purpose of the DRB is to act as an investigative body and
objectively evaluate all circumstances and issues surrounding the student’s behavior and,
when applicable, corrective actions taken by the school.
19.4. Disciplinary Review Board (DRB). A DRB is usually in the best interest of both the
student and the institution, as it provides the commandant an external and objective
assessment by neutral enlisted members. Commandants may seek legal advice from their
local staff judge advocate before or after deciding to convene or not convene a DRB.
19.4.1. Before disciplinarily releasing a student, the commandant will obtain a written
legal review from the local staff judge advocate. The legal review should address the
sufficiency of the evidence of misconduct, how the misconduct violates school policy or
AF guidance, and any legal issues that must be resolved prior to a release decision. The
template found on the EPME Policy EIS SharePoint may be used, although the template
may be adapted to fit the specific situation.
19.4.2. Allow the student to progress in the course while the result of the legal review is
pending. If the legal review is still pending on graduation day, the student will not
participate in the graduation ceremony. Contact EPME Academic Affairs/DOP for
instructions.
19.5. DRB Responsibilities. Schools may use the DRB checklist provided on the EPME
Policy EIS SharePoint or a locally developed procedure. The DRB president, DRB members,
and commandant will adhere to the following guidance:
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19.5.1. Arrange a DRB and appoint board members in writing. The board will be
composed of three or more SNCOs in the same grade or higher than the student with one
fully qualified EPME faculty member. The senior board member will serve as the board
president. The EPME faculty member will serve as a recorder and advisor to the board in
a nonvoting capacity. With the exception of the one EPME faculty member, board
members must come from outside the EPME faculty (e.g., first sergeants or other senior
NCOs, one of which may come from the student’s own organization). In extenuating
circumstances, more than one DRB member may be from the student’s home unit;
however these members must not be in the student’s chain of command.
19.5.2. The DRB President and DRB members may be selected before the need for a
board arises (e.g. at the start of a class). Ensure the DRB members are prepared for
significant time commitment.
19.5.3. Before starting a DRB, the commandant will brief board members, in writing, on
their purpose and responsibilities, school policies, and student professional standards.
Each board member will acknowledge this briefing in writing.
19.5.4. Convene the DRB 1 duty day after notifying the student in writing of the need for
a board, unless the student consents in writing to convene the board earlier.
19.5.5. Provide the student an opportunity to make a written and/or oral presentation to
the board. The board recorder will capture in writing any oral presentations or statements
from the student. If the student decides not to make any presentations, he/she must sign a
declination statement. Board members may request these students appear before the
board, but only if such action is reviewed and approved in writing by the servicing legal
office.
19.5.6. Board members will investigate and objectively evaluate all circumstances and
issues surrounding the student’s behavior.
19.5.7. The board president will document all pertinent facts outlining the board findings
and provide recommendation action(s) in a summary memorandum.
19.5.8. The board president will forward the summary memorandum, along with any
supporting documentation (referred to as the DRB package) to the commandant. The final
release decision rests with the commandant.
19.5.9. Allow the student to progress in the course while the result of the DRB is
pending. If the DRB result is still pending on graduation day, the student will not
participate in the graduation ceremony. Contact EPME Academic Affairs/DOP for
instructions.
19.6. Post-DRB Commandant Actions. The commandant (not the DRB), after receiving the
summary memorandum and reviewing the DRB package, will render one of the following
decisions.
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19.6.1. Allow the student to continue the course if the result of the investigation lead the
commandant to conclude a disciplinary release is not warranted. Inform the student in
writing of the decision.
19.6.2. Release the student if the results of the investigation lead the commandant to
conclude a disciplinary release is warranted. Take the following actions before releasing
the student:
19.6.2.1. Before disciplinarily releasing a student, the commandant will obtain a
written legal review from the local staff judge advocate. The legal review should
address the sufficiency of the evidence of misconduct, how the misconduct violates
school policy or AF guidance, and any legal issues that must be resolved prior to a
release decision. The template found on the EPME Policy EIS SharePoint may be
used, although the template may be adapted to fit the specific situation.
19.6.2.2. Allow the student to progress in the course while the result of the legal
review is pending. If the legal review is still pending on graduation day, the student
will not participate in the graduation ceremony. Contact EPME Academic
Affairs/DOP for instructions.
19.6.2.3. Follow release notification procedures per paragraph 17.4.
19.6.2.4. Brief the student on appeal procedures and have the student sign a
memorandum per paragraph 17.5.
19.6.3. Upload the complete documentation package (DRB package, legal review, signed
release notification, signed appeal briefing memorandum) to school’s EPME virtual-PMR
Disciplinary Releases and DRB Packages folder in accordance with paragraph 31.2.1.
19.6.4. The unit first sergeant/commander may request copies of administrative corrective
or disciplinary actions by submitting an email request to EPME Academic Affairs/DE
through [email protected] .
20. Awards Program. The John L. Levitow, Distinguished Graduate, Academic Achievement,
Commandant (NCOA/AFSNCOA) or Commandant/Leadership (ALS), and CMSgt Richard L.
Etchberger Team (AFSNCOA) awards are mandatory. Staff any award name changes or
deletions through HQ AF/A1DLE. The awards will be presented at a designated awards or
graduation ceremony. Brief the awards program at the start of the course. Awards such as spirit
or team awards, traveling trophies, or combat leadership challenges may be presented but not
during the formal graduation awards presentation.
NOTE: The cutoff for class size numbers to determine awards is three days prior to graduation.
20.1. Eligibility. All students are eligible for all awards with the following exceptions:
20.1.1. Students who did not meet minimum passing scores on any summative objective
or performance evaluation are ineligible for the John L. Levitow, Distinguished Graduate,
or Academic Achievement awards.
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20.1.2. Students with one or more letters of counseling, admonition, or reprimand are
ineligible for awards at the commandant’s discretion.
20.1.3. Commandants may disqualify any award candidate who does not exhibit USAF
leadership traits and characteristics, professional behavior, military bearing, respect for
authority, the highest standards of dress and appearance, or exemplary standards of on-
/off-duty performance. This will be a “go/no go” decision and only done after following
the defined award procedures.
20.1.3.1. When commandants disqualify a student from any EPME award, they must
document their actions via MFR and file the MFR with the normal student records.
Further, the commandant must take redline action in iGecko. The Commandant or
Director of Education should provide additional counseling and/or feedback to the
student as required throughout the course.
20.1.3.2. Students cannot be disqualified from one award only (e.g. disqualified from
the John L. Levitow or Distinguished Graduate award but still awarded the Academic
Achievement Award). Redline action in iGecko disqualifies a student from all
iGecko-calculated awards.
20.1.3. Students released for administrative, academic, or disciplinary reasons are
eligible for awards upon return to that level of resident EPME at a later date.
20.2. John L. Levitow Award (Most Distinguished Graduate). This is the highest honor
awarded. Selection criteria for this award are based on summative objective and
performance evaluations, as well as instructor and peer leadership points. Each school will
have only one John L. Levitow Award recipient. Establish written tie-breaking procedures
and criteria to break ties in the event that one occurs. The award will be presented to the
number one graduate as identified by iGecko. The John L. Levitow Award is the most
distinguished graduate and is included as part of the top 10 percent of Distinguished
Graduates. Recipients of this award are excluded from both the Academic Achievement and
Commandant/Leadership Award.
20.2.1. ALS/NCOA: Use iGecko to determine the recipient.
20.2.2. AFSNCOA: Use a board process approved by EPME Academic Affairs/DE to
determine the recipient.
20.3. Distinguished Graduate (DG) Award. Selection criteria for this award are based on
summative objective and performance evaluations, as well as instructor and peer leadership
points. The DG award will be presented to the top 10 percent of the class to include the John
L. Levitow Award recipient. iGecko automatically determines the number of DG awards
based on 10 percent of the student population and rounds up or down to the nearest whole
number (e.g., 34 students allows for three award recipients—two DGs and one John L.
Levitow; 35 students allows for four award recipients—three DGs and one John L. Levitow).
Ties for Distinguished Graduates are authorized. An ALS that graduates a one-flight class of
14 students or less will not have a DG; they will only have a John L. Levitow Award
recipient in addition to the Academic Achievement Award and the Commandant/Leadership
Award.
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20.4. Academic Achievement Award. This award denotes excellence as a scholar. The
selection criteria are based on all summative objective and performance evaluation scores.
This award is presented to the student with the highest academic standing, excluding the John
L. Levitow recipient. Use iGecko to determine the recipient. Ties are authorized.
20.5. Commandant/Leadership Award. This award is presented to the student who, in the
commandant’s judgment made the most significant contribution to the overall success of
their class. The John L. Levitow Award winner is not eligible for this award; however,
students academically redlined are eligible. Commandants will establish written procedures
and criteria for determining the recipient of this award.
20.6. (Added) CMSgt Richard L. Etchberger Team Award. This team award is selected by
the AFSNCOA/CO and presented to the flight during each AFSNCOA class that
demonstrates superior leadership and performance in academics, physical fitness, and
community service as a team. AFSNCOA Commandant will establish written procedures
and criteria for determining the recipient of this award.
21. Leadership Points/Procedures. Instructors and students will award points based on
leadership, followership, support, interpersonal relations, and professional behavior. Adhere to
the following procedures to track instructor and peer leadership points. Additionally,
commandants must norm instructor leadership point criteria annually to ensure consistency with
the EPME awards program, and document accordingly.
21.1. Instructor Leadership Points. Instructors (one instructor per flight) will evaluate
students in their primary flight only and must distribute all 45 instructor leadership points in
5-point increments with a maximum of 15 points to any one student. Leadership is an
integral part of the EPME experience and is visible in varying degrees. It is the
responsibility of the instructor to inspire and develop leadership within their flights.
Instructors will assess leadership via this mechanism.
NOTE: Instructors will load all instructor leadership points into iGecko prior to the students
taking their last summative evaluation.
21.2. Peer Leadership Points (Peer Evaluation). Conduct peer evaluations as close to the end
of the course as possible. Students will rank-order the top three students in their flight only,
including themselves. They will assign the top student position “A,” the second student
position “B” and the third student position “C.” Students must fill in all three positions.
21.2.1. Treat student failures or refusals to participate in awarding peer points as a failure
to comply with established policies. Students who refuse to participate will be counseled
and receive administrative corrective action. Accordingly, ensure such actions are fully
documented. Because this behavior represents an unwillingness to fulfill supervisory
duties similar to those performed in the normal duty section, faculty will counsel and
document as appropriate.
21.2.2. Schools must brief the peer leadership point process during the course
introduction lesson on DOT 1. This brief is considered part of the school’s expectations
for successful completion and participation in the course.
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21.2.3. Peer Leadership Point Considerations. To standardize awards criteria, provide the
following guidance (e.g., via handouts, PowerPoint slides, etc.) to help students determine
what qualities to look for when awarding peer leadership points:
“During your experience here, you’ve had many opportunities to interact with students
from your flight. We would like your input on the three students you feel best
demonstrated positive leadership qualities and attributes. By now, you should be able to
recognize those leaders of your flight. Although you may have your own criteria of a
good leader, consider the following questions when making your final choices:
Leadership/Followership – Who best exemplified top military standards and the
image of a military leader? Who exhibited a high degree of personal fitness? Whose
demeanor would I like to emulate?
Teamwork – Who did the most to promote teamwork and harmony within the flight?
Who rallied us together when we needed it? Who was instrumental in helping manage
stress?
Goal Accomplishment – Who did the most to help the flight achieve its goals? Who
kept us on track during discussions? Who encouraged us to study and practice
together so we all could succeed? When necessary, who sought clarification? Who
helped motivate us? Who exceeded all duty requirements and expectations?
Professional Conduct On/Off Duty – Who were the professionals in the flight? Who
exhibited integrity in word and action? Who displayed energy, initiative, and a
volunteer spirit? Who always seemed courteous and supportive? Who conducted
themselves in a professional manner in and outside the classroom?
Please rank order your choices. Assign the top student position “A,” the second student
position “B” and the third student position “C.” Students must fill in all three positions.
To maintain the integrity of this effort, make your selections independently. This
information, combined with other factors, will help determine the award recipients for
your class. Thank you for your recommendations.”
22. Faculty Management. Manage EPME faculty according to the following paragraphs which
address credentialing, qualification requirements, documentation, and development. An EPME
faculty member is an instructor assigned to teach ALS, NCOA, or AFSNCOA. Only qualified
EPME instructors can assume ultimate responsibility for ensuring instructional objectives are
met. EPME faculty members are CCAF faculty.
22.1. EPME Instructor Categories. There are three categories of EPME instructors:
22.1.1. Student Instructor: Possesses or pursuing an associate’s degree, enrolled in Initial
Instructor Qualification Training (IIQT) and/or Lesson Qualification Training (LQT).
This correlates to the “Student Instructor (SI)” category in the CCAF PPG.
22.1.2. Qualified Instructor: Possesses an associate’s degree or approved Exceptional
Qualifications in Lieu of Degree (EQILD), completed IIQT and Lesson Qualification
Training (LQT).
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22.1.3. Instructor Trainer: A qualified instructor who has: taught three additional classes
after becoming qualified, completed all core tasks and instructor trainer tasks (STS 1.4.3
and 2.9) in AFTR, and conducted (led) 10 hours of documented in-service training (IST).
22.1.3.1. (Added) Instructor trainers must at a minimum have conducted group or
individual ISTs on the successful learning lesson, capstone case study,
communications lesson flight room setup, and conducting test reviews.
22.1.3.2. (Added) Individual IST can be documented on IST Session Documentation
Log, AF Form 623A in AFTR, or MFR uploaded to STARS-FD.
22.2. Faculty Credentialing / STARS-FD. The ASL is responsible for maintaining the
accuracy and currency of all electronic and faculty credentials.
22.2.1. Appoint a primary and alternate CCAF Affiliated School Liaison(s) in writing:
22.2.1.1. ALS: appoint one primary ASL and no more than two alternates.
22.2.1.2. NCOA: appoint one primary ASL and no more than three alternates.
22.2.1.3. AFSNCOA: appoint one primary ASL and an appropriate number of
alternates to facilitate effective faculty credential management.
22.2.2. The primary and alternate ASL(s) must acquire ASL training from the faculty
member relinquishing responsibility, CCAF/DECA, or EPME Academic Affairs/DOP
within 30 days of appointment.
22.2.3. STARS-FD is the core system for managing CCAF activities. Contact EPME
Academic Affairs/DOP through [email protected] to gain initial access to
STARS-FD. Individuals requesting STARS-FD access must provide their email address
and AF Portal ID.
22.2.4. ASLs will report instructor credentialing information using STARS-FD. This
includes faculty additions, updates and deletions as they occur. These actions ensure real-
time accuracy of credentialing information. ASLs are also responsible for initiating
requests for all official civilian transcripts through CCAF per paragraph 22.3.
22.2.5. ASLs must establish a STARS-FD record for all faculty members (except
AFSNCOA and NCOA commandants) within 5 duty days of arrival to the school, and
must remove faculty members within 5 duty days of leaving the school. See the CCAF
PPG, paragraph 26 for more information.
22.3. Requesting Official Transcripts. The ASL will process requests for official civilian
college transcripts for all newly assigned faculty who possess a civilian associate’s degree or
above no later than 30 days of the date assigned instructor duty (DAID). The ASL will also
request official civilian college transcripts for faculty who earn higher level degrees while
assigned to the school. See CCAF PPG for details on requesting transcripts.
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62 BCI36-2301 24 SEPTEMBER 2012
22.3.1. Request civilian transcripts only for the instructor’s highest degree earned. For
example, if a newly assigned instructor completed a master’s degree, request a transcript
for the master’s degree only. Do not request a baccalaureate degree transcript. If an
instructor is currently working on an advanced degree, do not request a transcript until the
school awards the degree.
22.3.2. Follow the procedures for requesting civilian transcripts outlined in the CCAF
PPG.
22.4. Non-Degreed Faculty Credential Requirements. All 8T000 personnel must possess, as
a minimum, an associate degree from a regionally or nationally accredited post-secondary
institution.
22.4.1. Whenever possible, schools should hire personnel who already possess at least an
associate’s degree. If not possible, hire a non-degreed faculty member only when there is
NOT an equally qualified, degreed candidate. If a non-degreed faculty member is hired,
work closely with them to ensure they meet CCAF and EPME educational credentialing
criteria.
22.4.2. All non-degreed faculty members must complete and sign a Degree Completion
Contract within 30 calendar days from their DAID. STARS-FD provides real-time degree
status for instructors and provides a printable Degree Completion Contract for non-
degreed instructors.
22.4.3. Scan/upload the Degree Completion Contract to STARS-FD. Email a copy of the
Contract to [email protected] .
22.4.4. The school commandant, ASL, or designated individual must annotate the
student’s progress on the Degree Completion Contract until the degree is completed.
Scan/upload the updated Contract to STARS-FD, replacing the previously uploaded
Contract.
22.4.5. When the instructor completes the degree, request the official transcript per
paragraph 22.3. Email a copy of the completed Degree Completed Contract to
[email protected] . Delete the Contract from STARS only AFTER the
CCAF Registrar updates the instructor’s degree status.
22.5. Exceptional Qualifications in Lieu of Degree (EQILD). Submit an EQILD package to
CCAF per instructions in the PPG by the first duty day of the 11th month after the DAID for
instructors who will go over the 1-year requirement to obtain a degree (non-degreed faculty).
Instructors without an approved EQILD cannot teach. Remove them from all classroom
instruction duties. An approved EQILD does not eliminate the requirement for instructors to
earn a degree; it merely provides a 12-month extension. EPME schools that do not meet
faculty credentialing requirements face possible sanctions. EPME Academic Affairs reports
discrepancies discovered during Program Management Reviews to CCAF.
22.6. Faculty Qualification Requirements. Student instructors will complete initial instructor
qualification requirements per the 8T000 CFETP and this guidance. All 8T000 faculty
members must complete Initial Instructor Qualification Training (IIQT).
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23. Initial Instructor Qualification Training (IIQT). IIQT consists of the minimum
mandatory training requirements for EPME faculty, excluding lesson qualification training. IIQT
is considered complete when all pre-service education, teaching internship, core task, and
oral/written proficiency requirements are met.
23.1. DELETED
Table 23.1. Initial Instructor Qualification (IIQT) Requirements
IIQT REQUIREMENTS
Requirement Explanation
Pre-service Education Completion of EPMEIC
EPME Teaching Internship
Practical teaching experience and classroom
management skills gained under the supervision of an
instructor trainer
Core Tasks Training requirements outlined in the 8T000 CFETP
Oral/Written
Proficiency requirements met through attendance at
EPME Instructor Course and evaluations conducted
throughout the qualification process
Note 1: The AFSNCOA and NCOA commandant positions are the only nonteaching EPME
faculty positions and are exempt from faculty qualification requirements.
Note 2: Directors of Education, Directors of Operations, Directors of Resources, and ALS
Commandants are required to attend the Enlisted Professional Military Education Instructor
Course (EPMEIC) and complete IIQT as part of the EPME faculty credentialing process.
23.2. EPME Teaching Internship. Newly assigned instructors must complete the EPME
Teaching Internship. The 8T000 CFETP outlines the standardized teaching internship
requirements. Maximum internship enrollment time is 12 months. EPME Academic
Affairs/DOP will address enrollment extensions on a case-by-case basis.
23.2.1. EPME Teaching Internship Enrollment. Enroll student instructors in the teaching
internship after they graduate from EPMEIC. This is the Date Assigned Instructor Duty
(DAID) and the point in time where the 1-year time-limit to complete IIQT begins. The
DAID must be established within 30 calendar days after graduating EPMEIC. For
example, if a student instructor graduates EPMEIC on 4 Feb 11, he/she may be enrolled
in the teaching internship on 5 Feb 11, 5 Mar 11, or any other date in between those two
dates. To enroll an instructor in the teaching internship, ASLs will:
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64 BCI36-2301 24 SEPTEMBER 2012
23.2.1.1. Create STARS-FD records for new instructors reflecting “Student
Instructor (SI)” status.
23.2.1.2. Create and annotate the IIQT Checklist accordingly. Update STARS-FD in
accordance with the following requirements and the CCAF PPG, using the
“Internship” tab on the Instructor Data page. For specific STARS-FD procedures not
outlined in this document, refer to the STARS Faculty Data User Manual located in
the Affiliated Schools/Toolbox area of STARS-FD.
23.2.1.3. All faculty members must have access to and read the Air University
policies to include Academic Freedom, Non-attribution, Academic Integrity, and
Academic Honor Code from the Air University Faculty Handbook. Use the AU-PPG
Confirmation Memo provided in the “Toolbox” area of STARS-FD to document
understanding of these policies. Upload the signed worksheet to STARS-FD no later
than 30 days after the Date Arrived School (DAS).
23.2.1.4. Begin fulfilling teaching internship practice teaching hour requirements and
annotate hours taught on the IIQT Checklist.
23.2.2. Instructors Assigned to a School Before EPMEIC. If student instructors are
assigned to a school prior to attending EPMEIC, they may start core task certification and
fulfilling “Required Training” minimum hour requirements that do not involve student
contact to include lesson plan preparation or subject matter testing.
23.2.2.1. Indicate these instructors in STARS-FD as “Instructor Candidate (IC)”
status. Refer to the CCAF PPG and/or the STARS-FD user manual for specific
procedures.
23.2.2.2. Instructors in this status may also observe lessons, but under no
circumstances will they teach any lessons until completing EPMEIC. This
requirement is not waiverable.
23.2.3. Specific Teaching Internship Requirements.
23.2.3.1. Classroom Instruction. All personnel must teach 120 hours of EPME
classroom instruction to meet IIQT requirements (Exception: personnel listed in
Table 23.1, Note 1). Recommend instructors be observed for as many of the 120
hours as possible. However, a fixed number of these hours as directed by Academic
Affairs must be completed under the direct observation of another qualified
instructor. Direct observation hours may not be partial, but full hours of instruction
observed. For example, it is not allowed to only observe the introduction, first main
point and then return for the conclusion, but document the entire lesson as observed.
Except for the required number of hours of observed teaching, student instructors
may teach the remainder of their 120-hour requirement unobserved at the discretion
of the Commandant based on the recommendation of the instructor’s trainer.
However, before instructors teach ANY lessons (IIQT or LQT) for the first time
unobserved, they must review the lesson with their trainer, and a lesson qualified
instructor must be available in the school to provide assistance as required. Individual
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schools have the authority to increase direct observation hour requirements as they
deem necessary based on the trainee’s performance and ability.
23.2.3.1.1. DELETED
23.2.3.1.2. To indicate direct observation hours on the IIQT Checklist, the letter
“O” must be placed in parenthesis within the “Hours Taught” column. For
example, if the student instructor was observed for 2 hours, then the entry in the
“Hours Taught” column would read: “2 (O).” Each entry with the letter “O”
must have a corresponding EPME Instructor Evaluation Checklist completed and
updated to the student instructor’s STARS-FD record.
23.2.3.1.3. To determine which specific curriculum areas require direct
observation, refer to the Attribute Core Curriculum Conversion Charts located on
the Barnes Center EPME Policy EIS SharePoint.
23.2.3.1.4. Do not confuse the lessons captured on the reverse of the IIQT
Checklist with the lessons the instructor is qualified to teach on the Instructor
Lesson Qualification Log. The lessons listed on the IIQT Checklist fulfill CCAF
instructor practice teaching hours only. For example, a student instructor may
teach a lesson, but their trainer might determine they did not meet lesson
qualification requirements. As such, the student instructor would still earn hours
toward their practice teaching requirements on their IIQT Checklist but would
have to reteach the lesson to be “qualified” on their Instructor Lesson
Qualification Log. If the trainer determines the student instructor satisfied
qualification requirements the first time presenting the lesson, he/she will
annotate both the IIQT Checklist and the Instructor Lesson Qualification Log
accordingly. Student instructors enrolled in the EPME Teaching Internship
should teach as many different lessons within the academic program as possible
during their training. Teaching a limited selection of lessons multiple times in
order to meet the 120-hour requirement is unauthorized. The only authorized
repeat of lesson teaching occurs when an instructor does not meet lesson
qualification requirements.
23.2.3.2. Lesson Plan Preparation (to include preparation and use of audiovisual
aids). This includes lesson plan personalization, development of audio visual aids
and lesson plan reference research. The trainer will review the instructor’s lesson
plans before completing the curriculum development block on the “Internship” tab in
STARS-FD.
23.2.3.3. Student Test Administration and Review. The student instructor must
observe a qualified instructor conduct the test review. When student instructors are
confident enough to conduct test review solo, a qualified instructor must be on hand
to observe the class.
23.2.3.4. Academic Counseling of Students. The student instructor must observe a
qualified instructor counsel students. When student instructors are confident enough
to counsel student’s solo, a qualified instructor must be present to observe the session.
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66 BCI36-2301 24 SEPTEMBER 2012
23.2.3.5. Feedback on Instructor Performance. The instructor trainer evaluates the
evaluating ability of the student instructor in the area of communication skills
performance exercises and evaluations including the set-up lessons.
Table 23.2. EPME Teaching Internship Requirements
TEACHING INTERNSHIP HOURLY REQUIREMENTS
HOURS
(1) Classroom Instruction 120
(2) Lesson Plan Preparation (to include preparation and use of
audiovisual aids) 30
(3) Student Test Administration and Review
Any combination of all 4
areas that total 30 hrs.
(4) Academic Counseling of Students
(5) Feedback on Instructor Performance
(6) Subject Matter Testing
TOTAL INTERNSHIP HOURS 180
Note 1: Objective Subject matter testing must be completed before instructors may teach either
observed or unobserved. Performance subject matter testing must be completed before student
instructors may evaluate student performance assignments.
Note 2: Before teaching any class, instructors must read the CCAF Campus Affiliations
Policies, Procedures, and Guidelines (PPG) and the Air University Academic Policies to include
Academic Freedom, Nonattribution, Academic Integrity, and Academic Honor Code from the
Air University Faculty Handbook. Document these actions in the corresponding blocks of the
AU-PPG Confirmation Memo.
23.2.3.6. Subject Matter Testing (SMT). Instructors must score a minimum of 90%
on the objective formative exam, summative exam and retest. Further, instructors
must receive a minimum of 90% or “Go” as applicable on all performance
evaluations to include communication skills (formative/summative papers, briefings,
and speeches as directed by Academic Affairs). Completing SMT on Post-ARB test
is not required.
23.2.3.6.1. As instructors complete subject matter testing requirements, document
exercise/evaluation in STARS-FD. For example, NCOA has three tests:
formative, summative, and retest. A student instructor must have a score in
STARS-FD for each of these tests.
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BCI 36-2301 24 SEPTEMBER 2012 67
NOTE: Document this SMT as “Initial” in STARS-FD.
23.2.3.6.2. DELETED
23.2.3.6.3. Document all communication skills SMT assignments in STARS-FD
as outlined in the preceding paragraph. Refer to the Barnes Center EPME Policy
EIS SharePoint to determine SMT Minimum Requirements.
23.2.3.6.4. During curriculum rewrites each school’s faculty will norm on all new
communications projects. Each qualified instructor must complete all the written
projects with at least 90 percent or a “Go” rating as required by each rubric. Each
instructor will also prepare all verbal projects and be “at risk” to deliver them.
23.2.3.6.4.1. Ideally, all instructors will deliver their verbal projects,
however, when the available time for IST is limited; school leadership is
authorized to randomly select as many faculty member(s) as time
durations permit to deliver their prepared brief(s) during IST/norming.
Schools are prohibited from having the same few instructors deliver all
briefs under these circumstances.
23.2.3.6.4.2. This session may count towards fulfilling the SMT
requirement for all attending faculty members. Document on an
explanatory MFR identifying each faculty member that attends the group
IST/norming session and file with IST Session Documentation Log.
23.2.4. Student Instructor Evaluation. Evaluate student instructors in accordance with
paragraph 26.2.
23.2.4.1. Evaluators will only evaluate nonqualified instructors on guided discussions
or case studies. Further, evaluate nonqualified instructors on the capstone case study
for the final qualification evaluation. Annotate the IIQT Checklist accordingly.
23.2.4.2. Two evaluations must be completed and entered in STARS-FD under the
“Evals” tab within 90 days of Subject Matter Testing completion and assignment to a
course in STARS-FD. The third evaluation must be completed and entered in
STARS-FD within 12 months of the DAID.
23.2.4.3. Only qualified instructors (to include ALS commandants) may conduct the
instructor evaluations required to complete the EPME Teaching Internship and
semiannual requirements. Beyond that, the Barnes Center CC/SEL, unit
commanders, and individuals listed in Table 23.1, Note 1 may conduct instructor
evaluations; however these evaluations will not count toward frequency requirements
(i.e., semiannual, IIQT).
23.2.4.4. Evaluators will evaluate those instructors enrolled in the EPME Teaching
Internship at least once each class. If an instructor does not teach during a class (e.g.,
emergency leave, TDY), upload an MFR to the instructor’s STARS-FD record
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68 BCI36-2301 24 SEPTEMBER 2012
explaining the missing evaluation(s). Evaluators will not evaluate nonqualified
instructors on a no-notice basis.
23.2.4.5. Scan and upload the EPME Instructor Evaluation Checklist to the
instructor’s STARS-FD record under the “Evaluations” tab.
23.2.4.6 STARS-FD Documentation. As instructors fulfill teaching internship
requirements, document their progress using the teaching internship worksheet under
the “Internship” tab. Do not document in bulk hours. Hours should be documented
on a regular schedule, every two weeks or no more than 80 hour blocks.
23.2.5. EPME Teaching Internship Completion. When an instructor meets all teaching
internship requirements, report the instructor’s internship completion to CCAF via the
graduate reporting function of STARS-FD. Refer to the STARS Faculty Data User Manual
located in the Affiliated Schools/Toolbox area of STARS-FD.
NOTE: This action indicates teaching internship completion only, not IIQT completion.
23.3. Core Task Certification. Use the 8T000 Specialty Training Standard (STS) to track
core task certification progress and completion. Locally developed AF Forms 797, Job
Qualification Standard Continuation/Command JQS, may be used to track additional training
requirements beyond core task certification.
23.4. IIQT Completion. IIQT is complete when all requirements listed in Table 23.1 are
completed to include all corresponding tabs (Assigned, SMT, Evals, and Internship) updated
and documents uploaded in STARS-FD and core tasks completed in AFTR.
23.4.1. Reporting instructor’s teaching internship completion data to CCAF via the
graduate reporting function of STARS-FD must be the final action taken and must be
completed before the maximum enrollment period of 12 months expires.
23.4.2. When the IIQT Checklist is complete, scan and upload to the instructor’s
STARS-FD record under the “Instructor Qualification Worksheet” category.
23.4.3. Verify the uploaded IIQT checklist is accurate, legible, and uploaded correctly.
23.5. (Added) Instructors Previously Completing Teaching Internship. Newly assigned
EPME instructors who were awarded 12 credit hours for completion of a previous teaching
internship or practicum are only required to complete the following portions of IIQT.
23.5.1. (Added) Upload the signed AU-PPG Confirmation Memo to STARS-FD no later
than 30 days after the Date Arrived School (DAS).
23.5.2. (Added) Complete all objective and performance subject matter testing
requirements IAW paragraph 23.2.3.6 of this instruction. Document Subject Matter
Testing in STARS-FD.
23.5.3. (Added) Document core task certification in AFTR and IAW paragraph 23.3 of
this instruction.
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23.5.4. (Added) Create a new IIQT Checklist and complete the following.
23.5.4.1. (Added) Fill in the appropriate information on the top two lines of the form.
23.5.4.2. (Added) Annotate “Previous Teaching Internship Completed” in first block
of the Practice Teaching Hours Log.
23.5.4.3. (Added) Instructor will sign and date the first signature line, and school
commandant will sign and date the second signature line on the bottom of the form
verifying completion of all remaining IIQT requirements.
23.5.4.4. (Added) Upload the completed IIQT Checklist to the instructor’s STARS-
FD record under the “Instructor Qualification Worksheet” category.
23.5.5. (Added) At this point, instructors have met IIQT requirements only. They must
continue to complete all LQT requirements as specified in the 8T000 CFETP and
document lesson qualifications using the Lesson Qualification Log.
23.5.6. (Added) Since CCAF only awards credit hours for completion of the instructor’s
first internship, do NOT report an instructor’s internship completion to CCAF via the
graduate reporting function of STARS-FD.
24. Lesson Qualification Training (LQT). All EPME faculty members with the exception of
the individuals identified in Table 23.1, Note 1 must qualify on every published lesson for their
respective level of EPME. This includes NCOA Directors of Education, Directors of Operations,
Directors of Resources and ALS Commandants assigned on or after 1 January 2011.
24.1. Beginning LQT. LQT begins on the date an instructor starts the qualification process
on his/her first lesson AFTER completing EPMEIC. Instructors become lesson-qualified
through direct observation, group in-service training, or individual in-service training.
24.2. Direct Observation. A lesson-qualified instructor directly observes the instructor
teaching the lesson, and provides feedback via the EPME Instructor Evaluation Checklist.
This is the preferred method to qualify instructors.
24.3. Group In-Service Training (IST). A planned and official faculty IST that must be
documented on the Calendar Year IST Log, IST Session Documentation Log, and “Local
Training” Tab in STARS-FD. The expectation is 100% of faculty present for group ISTs,
but no less than 50 percent of the faculty may be present. This is the only form of IST that
counts toward the annual requirement of 32 hours IST. Mandatory IST (communication
skills norming, test analysis, case studies, instructor leadership points) must be group IST.
24.4. Individual In-Service Training (IST). A planned or unplanned one-on-one IST (lesson
qualified instructor/non-lesson qualified instructor) that must be properly documented on an
IST Session Documentation Log when used to lesson-qualify instructors. Do not document
Individual ISTs on Calendar Year IST Log or “Local Training” Tab in STARS-FD since
these do not count toward the annual IST requirements. Fill in "LQT", “IND”, or “N/A” for
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the IST Number on the IST Session Documentation Log for Individual ISTs. This is the least
preferred method to qualify instructors. Individual IST sessions do not require
documentation if used in conjunction with direct observation method to qualify instructors.
24.5. LQT Documentation. Document lesson qualification using the Instructor Lesson
Qualification Log. This is a living document and represents a running total of lessons the
instructor is qualified to teach, not just the lessons currently in the course index. This
document will be uploaded to STARS-FD under “Instructor Qualification Worksheet”
category until the instructor is relieved of 8T000 duty. Schools are authorized to add
Instructor Lesson Qualification Logs, as needed. Consequently, it is typical to have
numerous Instructor Lesson Qualification Logs uploaded in STARS-FD, but only the most
current Instructor Lesson Qualification Log is required to be uploaded and maintained.
24.5.1. As EPME Academic Affairs introduces new lessons into the curriculum, conduct
LQT using the appropriate method, and add new lessons to the running list of lessons the
instructor is qualified to teach via the Instructor Lesson Qualification Log. No matter the
method of qualification, the qualification date will be the date the LQT is completed.
NOTE: Lesson plan changes are not recorded on the Instructor Lesson Qualification Log.
The curriculum change process in Attachment 4 details lesson plan change procedures.
24.5.2. EPME Academic Affairs will determine whether lesson requalification is
required based on the extent of the lesson revision, and will notify schools via
memorandum to conduct IST.
24.5.2.1. If requalification is deemed necessary, conduct the appropriate LQT and
add the lesson to the running list of lessons via the Instructor Lesson Qualification
Log. As such, the qualification date will be the date the LQT is completed.
24.5.2.2. If requalification is deemed unnecessary, add the lesson to the running list
of lessons via the Instructor Lesson Qualification Log. As such, the qualification date
will match the qualification date already documented on Instructor Lesson
Qualification Log. For example:
CL02LP, Strategy and Doctrine, Lesson Pub Date: 1 Jan 08, Date Qualified:
5 Jan 08
CL02LP, Strategy and Doctrine, Lesson Pub Date: 15 Jul 08, Date Qualified:
5 Jan 08
24.6. Decertification/Requalification. If it is determined that an instructor is no longer
qualified to teach a lesson or multiple lessons, take the following actions:
24.6.1. Decertify the instructor by drawing a line through the lesson or lessons on the
Instructor Lesson Qualification Log.
24.6.2. During the next class, to ensure the instructor corrected any noted deficiencies,
use the direct observation method and complete an EPME Instructor Evaluation
Checklist.
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BCI 36-2301 24 SEPTEMBER 2012 71
24.6.3. When the instructor is re-qualified, add the lesson to the Instructor Lesson
Qualification Log using the new requalification date.
24.7. LQT Completion. LQT is complete when an instructor is qualified on all published
lessons for their respective level of EPME.
24.7.1. DELETED
24.7.2. DELETED
25. Documentation Requirements. In addition to STARS-FD (paragraph 22.2), EPME schools
will use a combination of electronic methods to document training and maintain faculty
credentials.
25.1. AFTR. AFTR is the electronic equivalent of the hardcopy AF Form 623 and
documents all training actions. The 8T000 CFETP will be maintained within AFTR. The
faculty member(s) assigned to manage 8T000 training at each EPME school will create and
maintain AFTR training records for all 8T000 personnel, except for AFSNCOA and NCOA
commandants.
25.2. EPME Faculty Folders. The primary/alternate ASL will maintain electronic EPME
faculty folders that document instructional credentials for each instructor. ASL will maintain
and organize these electronic folders in accordance Table 25.1 and the CCAF PPG.
Table 25.1. (Added) STARS-FD Electronic Faculty Folder Requirements
STARS-FD ELECTRONIC FACULTY FOLDER REQUIREMENTS
Requirement Description
Instructor Data
Complete all mandatory fields to include DAS,
DAID and Remove Date upon PCS.
and
Include relevant remarks about instructor’s training
progress (EQILD status, degree completion
progress, IIQT updates).
Assigned Tab
Each assigned instructor must be properly assigned
to a course.
and
Assigned date can’t be prior to initial SMT date.
Assign upon completing initial SMT.
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72 BCI36-2301 24 SEPTEMBER 2012
Local Training Tab
As of 1 March 2013, all group ISTs and Professional
Development recorded in STARS-FD instead of on
legacy IST/PD Logs (EPME Form 10A).
and
Differentiate between IST and PD events
IST 012 - MP01 Military Professional
IST 001 - SC01 Senior Communicator
PD 005 - AFSO21 Facilitator Training
PD - AFSA PAC Former CMSAF Panel
PD - Negotiating Training with SME
SMT Tab
Document initial objective and performance SMT
with scores and appropriate remarks.
and
Document only one test review each year as each
instructor’s annual objective SMT.
Evaluations Tab
Document all evaluations (Qualification, Follow-up
and No-notice) with ratings to include lesson
number and title in Remarks.
and
Upload completed Instructor Evaluation Checklists
directly from this tab.
Experience Log Tab
Document teaching experience for each class taught.
Record actual teaching experience (podium and
laboratory instruction) necessary for award of CCAF
Instructor Certifications (CIC).
See CCAF PPG, Para 28 for more guidance.
Internship Tab
Supervised teaching hours, curriculum development
and teaching qualifications areas recorded IAW
paragraph 23.2.3.
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Docs Category:
AU-PPG Confirmation Memo
Acknowledges understanding of required CCAF
PPG and Air University policies.
and
Must be completed for all assigned instructors.
Document Title (Filename): [Instructor Last Name]
AU-PPG Memo – [Date]
- Example: Smith AU-PPG Memo–1 Dec 12
Docs Category:
Instructor Evaluation
Upload copies of all evaluations (IIQT and semi-
annual) for at least the last 3 years or since DAID, if
less than 3 years.
Document Title (Filename): [Instructor Last Name]
[Lesson] – [Date]
- Example: Smith MC02 – 1 Dec 12
Docs Category:
Professional Development
Upload IST/PD Logs (EPME Form 10A) for CY12
and prior for at least the last 3 years or since DAID,
if less than 3 years. .
and
Upload supporting documents as required.
Document Title (Filename): [Instructor Last Name]
– EPME 10A [Year]
- Example: Smith – EPME 10A 2012
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74 BCI36-2301 24 SEPTEMBER 2012
Docs Category:
Instructor Qualification Worksheet
Upload most recent Lesson Qualification Log
(EPME Form 10B).
Document Title (Filename): [Instructor Last
Name] – EPME 10B – [Date]
- Example: Smith – EPME 10B – 1 Dec 12
and
Upload completed IIQT Checklist (EPME Form
10C)
Document Title (Filename): [Instructor Last
Name] – EPME 10C – [Date]
- Example: Smith – EPME 10C – 1 Jan 13
and
Upload completed IST Session Log (EPME Form
1098C) for Individual ISTs when used as method to
qualify Instructors.
Document Title (Filename): [Instructor Last
Name] IST [Lesson] – [Date]
- Example: Smith IST LM01– 15 Dec 12
Do not re-accomplish if individual (informal) ISTs
completed under previous EPME PG not requiring
documentation.
Docs Category:
Degree Completion Contract/AT letters
Upload applicable documents for non-degreed
instructors IAW paragraph 22.4.
Docs Category:
Miscellaneous
Upload documents as required (i.e. 4-lenses
Certification).
Document Title (Filename): [Instructor Last
Name] – [Document Name]
- Example: Smith – 4 Lenses Certification
Docs Category:
Memo for Record
Upload documents relevant to instructor training and
development as required.
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BCI 36-2301 24 SEPTEMBER 2012 75
Note 1: For specific STARS-FD procedures refer to the STARS Faculty Data User Manual
located in the Affiliated Schools/Toolbox area of STARS-FD.
Note 2: For questions regarding properly documenting faculty credentials contact EPME
Academic Affairs/DOP through [email protected] .
Note 3: Prior to removing from STARS-FD, provide instructors an electronic copy of their
current instructor record as well as copies of all uploaded faculty credentialing documents.
26. Instructor Evaluation and Subject Matter Testing Requirements.
26.1. Semiannual Lesson Evaluations. All faculty members who have completed IIQT (to
include ALS Commandants, NCOA/AFSNCOA Directors of Education, Resources, and
Operations) must be evaluated on a no-notice basis at least semiannually. Conduct one
evaluation between January and June and the other between July and December.
26.1.1. The instructor will be evaluated on the entire lesson, not main points. However,
some lessons are not conducive to this stipulation. The intent is to evaluate the
instructor’s attainment of the lesson objectives. For example, not every single
speech/feedback session must be observed in order to evaluate the summative briefing
lesson. However, enough of these must be observed to evaluate the instructor’s ability to
provide appropriate feedback.
26.1.2. Evaluators will not conduct subsequent evaluations on the same lesson unless the
instructor received an overall “needs improvement” rating on the initial evaluation or
EPME Academic Affairs revised the lesson. For an evaluation to count toward the
minimum semiannual requirement, the evaluation must be conducted in a subsequent
time period and it must be on a different lesson from the preceding period.
NOTE: Evaluators will conduct additional evaluations anytime data analysis reveals an
instructional deficiency.
26.1.3. Evaluations conducted as a result of previous evaluation failure and/or
recertification evaluations do not count toward the minimum semiannual requirement.
26.1.4. (Added) Dual-Qualified Instructors (PME Centers). Instructors must be evaluated
on a no-notice basis at least semiannually for each course assigned. For example, an
instructor assigned to instruct both ALS and the NCOA must have one ALS evaluation
and one NCOA evaluation between January and June and another two between July and
December for a total of four evaluations each year.
26.2. Evaluation Procedures. Conduct instructor evaluations using the following procedures:
26.2.1. Use the EPME Instructor Evaluation Checklist and the EPME Instructor
Evaluation Teaching Competencies to evaluate an instructor’s performance and to
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76 BCI36-2301 24 SEPTEMBER 2012
provide feedback. Focus feedback comments on instructional strengths, areas for
improvement, and action plans for achieving necessary improvements.
26.2.2. Document all evaluations in STARS-FD under the “Evals” tab using one of the
following evaluation types, as applicable.
26.2.2.1. Qualification: used for student instructors while in IIQT/LQT.
26.2.2.2. No-notice: used for qualified instructors fulfilling semiannual requirements.
26.2.2.3. Follow up: used when an instructor was rated “NI” in a previous evaluation.
26.2.2.4. The numerical ratings in the dropdown box correspond to the overall
performance rating in Section III of the EPME Instructor Evaluation Checklist as
follows:
2—Needs Improvement; 3—Satisfactory; 4—Excellent
26.2.2.5. Enter the lesson title in the “Remarks” section.
26.2.3. Scan, update and upload the EPME Instructor Evaluation Checklist to the
instructor’s STARS-FD record under the “Evaluations” tab.
26.2.4. (Added) Only qualified instructors (to include ALS commandants) may conduct
the instructor evaluations required to complete the EPME Teaching Internship and
semiannual requirements. Beyond that, the Barnes Center CC/SEL, unit commanders,
and individuals listed in Table 23.1, Note 1 may conduct instructor evaluations; however
these evaluations will not count toward frequency requirements (i.e., semiannual, IIQT).
26.3. Strong Evaluation Program. A strong evaluation program is the most effective way to
improve instructor teaching skills, ensure instructors teach the curriculum as designed, and
identify training requirements. It requires more than simply meeting the minimum frequency
standards for evaluation and must include all of the following components:
26.3.1. Thorough and purposeful written feedback directed at improving instructor
effectiveness or lesson delivery. Focus feedback comments on instructional strengths,
areas for improvement, and action plans for achieving necessary improvements.
26.3.2. Semiannual reviews of all faculty evaluations occurring during that period to
determine if opportunities exist for improving instructional delivery capabilities.
26.3.2.1. (Added) Schools will maintain hard-copies of all instructor evaluations in a
central location for the purpose of performing semi-annual reviews.
26.3.2.2. (Added) Schools may purge hard-copies evaluations only after conducting
semi-annual reviews, but maintain hard-copies from the past two semi-annual
reviews. Schools will record the results of their analysis, any actions taken to
improve instruction, and follow-up actions formatted at the commandant’s discretion.
These analysis reports will be maintained until the next PMR.
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BCI 36-2301 24 SEPTEMBER 2012 77
26.3.3. Use of summary and test item statistics (Paragraph 10.1.1) to determine if
instructors require additional evaluations.
26.3.4. Additional instructor evaluations if an ARB discovers an institutional failure to
conduct the instructional program as designed.
26.3.5. Evidence demonstrating the use of the EPME Instructor Teaching Competencies
during evaluations.
26.4. Annual Subject Matter Testing. The recurring EPME test review process satisfies the
CCAF requirement for annual subject matter testing through performance demonstration.
26.4.1. All EPME faculty members with the exception of personnel listed in Table 23.1,
Note 1 must document annual subject matter testing under the “SMT” tab in STARS-FD.
26.4.2. Document this subject matter testing as “Annual Performance” under the “Type”
in STARS-FD. Use a date that actual test review (formative or summative) occurred.
Because test review sessions encompass all of the test questions, the “Rating” will be
SAT.
26.4.3. Annual communications skills norming on all summative evaluations, conducted
as required by paragraph 10.3 of this instruction, satisfies annual subject matter testing
requirements. However, norming does not satisfy IIQT SMT requirements IAW
paragraph 23.2.3.6.
27. Faculty In-Service Training (IST) and Professional Development (PD). In-service
training is ongoing/recurring training for all faculty to become qualified, enhance instructional or
design skills, and update knowledge of new or existing policies and procedures. Professional
development is training or education that is beyond qualification, certification, and IST that
supports the Air University mission through maintaining/expanding expertise in the academic
disciplines taught.
27.1. IST Procedures. Maintain IST documentation per Attachment 2.
27.1.1. Master IST Plan. EPME schools must maintain a Master IST Plan in school’s
EPME virtual-PMR “Master IST Plan” folder in accordance with paragraph 31.2.1. The
Master IST Plan consists of two sections:
27.1.1.1. Section 1: Consists of an IST forecast for the calendar year, and the
Calendar Year IST Log. Use the Calendar Year IST Log to list all IST sessions
conducted during the CY.
27.1.1.2. Section 2: Contains the IST Session Documentation Log. The log header
must contain the IST title or subject, number of hours and reason for topic selection.
Section I and II must contain faculty members present/absent. Section III must
contain a detailed account of the main points/sub points discussed. Use this section to
formally record minutes. Section IV must contain any after action plans and
scheduled follow-up IST sessions to ensure expected results are achieved.
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78 BCI36-2301 24 SEPTEMBER 2012
27.1.2. Types of IST. There are two types of IST, group and individual.
27.1.2.1. Group In-Service Training (IST). A planned and official faculty IST that
must be documented on the Calendar Year IST Log, IST Session Documentation Log,
and “Local Training” Tab in STARS-FD. The expectation is 100% of faculty present
for group ISTs, but no less than 50 percent of the faculty may be present. This is the
only form of IST that counts toward the annual requirement of 32 hours IST.
Mandatory IST (communication skills norming, test analysis, case studies, and
instructor leadership points) must be group IST.
27.1.2.2. Individual In-Service Training (IST). A planned or unplanned one-on-one
IST (lesson qualified instructor/non-lesson qualified instructor) that may be
documented on an IST Session Documentation Log. Documentation is mandatory
only when used to lesson qualify instructors. Do not document Individual ISTs on
Calendar Year IST Log or “Local Training” Tab in STARS-FD since these do not
count toward the annual IST requirements. Fill in "LQT", “IND”, or “N/A” for the
IST Number on the IST Session Documentation Log for Individual ISTs.
27.1.2.3. (Added) Must differentiate between IST and PD events for the purpose of
determining annual minimum requirements compliance. When updating “Local
Training” Tab in STARS-FD, clearly indicate this is an IST event versus a PD event.
27.2. Minimum IST Requirements.
27.2.1. Minimum IST Hours. All faculty members must receive 32 hours of IST each
year unless it is the instructor’s first year of assignment. Use Table 27.1 to prorate IST
hour requirements for new instructors during their first CY of assignment.
Table 27.1. IST Hours Required – First Year of Assignment
MONTH SIGNED
INTO UNIT
IST Hours
Required During
First Calendar
Year
MONTH SIGNED
INTO UNIT
IST Hours Required
During First
Calendar Year
January 32.00 July 16.00
February 29.00 August 13.00
March 27.00 September 11.00
April 24.00 October 8.00
May 21.00 November 5.00
June 19.00 December 3.00
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BCI 36-2301 24 SEPTEMBER 2012 79
27.2.2. Minimum IST Subject Requirements. In addition to minimum annual
communication skills norming (Paragraph 10.3) and instructor point norming (Paragraph
21), all schools will conduct IST on capstone case study annually.
NOTE: EPME Academic Affairs may specify additional minimum norming
requirements.
27.2.3. IST Intent. In addition to qualifying student instructors and training on new or
updated curriculum material, the intent of IST is to improve instructor performance in the
classroom. IST must be data driven, either based on results from the Objective Test
Analysis Worksheet (paragraph 10 and IEG) or as a result of instructor evaluation.
NOTE: Staff meetings, class kickoff meetings, and post-class hot wash meetings do not
count toward the minimum IST hour requirement.
27.2.4. IST Follow-up. Use Section IV of the IST Session Documentation Log to outline
follow-on actions based on the results of an IST session, note improvements resulting
from IST, and to illustrate how the “Reason for IST” noted on the front of the IST
Session Documentation Log was addressed.
27.2.4.1. Depending on the reason for IST, an IST Session Documentation Log may
contain entries in Section IV from multiple dates.
27.2.4.2. Example: Analysis of the data from a recent Objective Test Analysis
Worksheet indicated a deficiency in one particular lesson. IST was conducted as a
result of this analysis, with the goal of improving the school’s performance in that
lesson. For the next three classes, the school’s performance in this area was
monitored via the Objective Test Analysis Worksheets to determine if the IST was
effective. Each time this was done would be annotated in section IV of the original
IST Documentation Log.
27.2.5. Dual-Qualified Instructors (PME Centers). The minimum IST requirement for
dual-qualified instructors is 40 hours per year.
27.2.5.1. (Added) The minimum requirement for curriculum-related IST is 16 hours
per year for each EPME course taught.
27.2.5.2. (Added) Some IST subjects may be procedural in nature, and apply to both
the ALS and NCOA courses (e.g. test data analysis procedures, ARB procedures,
faculty folder maintenance, etc.). IST of this nature may count toward the minimum
number of IST hours required per year, not to exceed 8 total hours.
27.2.5.3. (Added) Specific requirements for satellite courses are directed by the
EPME Center’s Satellite Program Execution Guidance.
27.3. Professional Development (PD) Procedures. Maintain PD documentation per this
paragraph.
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80 BCI36-2301 24 SEPTEMBER 2012
27.3.1. Minimum PD Hours. Each faculty member must engage in at least 12 clock (a
unit of time 60 minutes in length) hours of professional development each year unless it
is the instructor’s first year of assignment. Use Table 27.2 to prorate PD hour
requirements for new instructors during their first CY of assignment.
Table 27.2. PD Hours Required – First Year of Assignment
MONTH SIGNED
INTO UNIT
PD Hours Required
During First
Calendar Year
MONTH SIGNED
INTO UNIT
PD Hours Required
During First
Calendar Year
January 6.00 July 0
February 5.00 August 0
March 4.00 September 0
April 3.00 October 0
May 2.00 November 0
June 1.00 December 0
27.3.2. Commandant’s must ensure professional development programs support the Air
University mission through maintaining/expanding the expertise in the core curriculum
areas taught. For example, classes/seminars in leadership, management, and
communication skills; professional reading such as the Profession of Arms, leadership,
transformation, strategy, and doctrine are all acceptable forms of professional
development. Commandants determine how much (minimum of 12 hours) and what type
of professional development opportunities will meet the personal and professional
deliberate development needs of the faculty. Commandants are responsible for
identifying sources of professional development and programming the resources
necessary to accomplish the training.
27.3.2.1. Faculty career progression (e.g. attending the AFSNCOA/NCOA,
completing Course 14, studying for WAPS testing, etc.) and/or qualification training
(attending EPMEIC, reading student guides, etc.) does not count toward minimum PD
requirements.
27.3.2.2. If a question arises regarding whether a particular action should count
toward the minimum PD requirements, contact EPME Academic Affairs at
[email protected] .
27.3.3. PD Documentation. Document professional development hours on the “Local
Training Tab” in STARS-FD. As needed, PD supporting documentation must clearly
articulate the link between the professional development event and EPME curriculum,
and must justify the hours counted. Differentiate between PD and IST events for the
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BCI 36-2301 24 SEPTEMBER 2012 81
purpose of determining annual minimum requirements compliance. When updating
“Local Training” Tab in STARS-FD, clearly indicate this is a PD event versus IST event.
27.3.4. PD Intent. The intent of PD is to provide deliberate professional development on
a continuous basis. Ideally, schools will schedule 3-4 hours PD per quarter while
ensuring the intent of paragraph 27.3.2 is met. Delaying PD accomplishment until the
end of the year, accomplishing all required PD in one week, and/or accounting for all
required PD in one event (e.g. counting all hours spent attending a conference or studying
for a single college class, counting 12 hours for a single book, etc.) is strongly
discouraged.
27.3.5. Dual-Qualified Instructors (PME Centers). The minimum PD requirement for
dual-qualified instructors is 12 hours per year.
28. CCAF Instructor Certification (CIC) Program. CCAF offers the CIC Program for
qualified instructors who teach CCAF collegiate-level credit awarding courses at a CCAF
affiliated school. The CIC is a professional credential that recognizes the instructor’s extensive
faculty development training, education, and qualification required to teach a CCAF course and
formally acknowledges the instructor’s practical teaching experience. The program is a three-
level program (CIC-I, CIC-II, and CIC-III), which each level consists of increased or advanced
requirements and achievements. The program provides CCAF instructors a structured
professional development track. The CIC program replaced the CCAF Occupational Instructor
Certification (OIC) Program, which officially closed on 1 January 2011.
28.1. The CCAF Campus Affiliations Policies, Procedures and Guidelines (PPG). This
outlines all eligibility requirements and documentation/nomination procedures. The ASL at
each school is the focal point for submitting CIC nominations on behalf of their school’s
commandant.
28.2. The CCAF Credentialing Programs Flight. Administers the CIC program and
coordinates all CIC nominations. Refer any questions to CCAF/DEAL at DSN 749-5020 or
email [email protected] .
29. Guest Lecturers, Subject Matter Experts, and Speakers of Opportunity. The use of
guest lecturers, subject matter experts, or speakers of opportunity is an enhancement to the EPME
experience. However, only CCAF faculty members can assume ultimate responsibility for
meeting instructional objectives in a CCAF course. Therefore, only CCAF faculty will teach
EPME lessons with stated educational objectives. Use commandant hours when augmenting
lessons. As a result, anytime non-faculty augments EPME lesson plan material, a qualified
faculty member must be present during the entire presentation to ensure the students understand
the relationship between the lesson objective and the presentation.
29.1. AFSNCOA. The AFSNCOA may use guest lecturers or subject matter experts to
augment a lesson. Since there is only one school at this EPME level, all students will receive
a standardized course of instruction. However, the AFSNCOA must maintain a résumé and
feedback folder outlining the presenter’s qualifications (education, experience, etc.) and a
qualified instructor must be present during the entire presentation.
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82 BCI36-2301 24 SEPTEMBER 2012
29.2. ALS/NCOA. Guest lecturers or subject matter experts may not present an entire lesson.
30. CCAF Annual Report. All ALS and OCONUS NCOAs will provide an annual report to
CCAF Campus Affiliations (CCAF/DECA) by 15 December of each year with a courtesy copy to
their respective MAJCOM EPME Representative and to EPME Academic Affairs/DOP. EPME
Academic Affairs in collaboration with CCAF/DECA will build a repository for annual reports.
EPME Academic Affairs/DOP will communicate the submission process to be used to all ALS
and OCONUS NCOAs.
NOTE: CONUS NCOAs/AFSNCOA will submit inputs as requested by EPME Academic
Affairs/DOP.
31. EPME Program Management Review (PMR) Program. EPME Academic Affairs
Standardization and Evaluation (DOS) is the office of primary responsibility for the EPME PMR
program. The EPME PMR program evaluates EPME program management effectiveness,
assesses curriculum effectiveness, provides faculty assistance, and supports the Instructional
System Development process through external evaluation.
31.1. Fiscal Year (FY) PMR Schedule. EPME will transition from a triennial on-site PMR
schedule to an annual virtual PMR schedule. Every EPME school will receive a PMR at
intervals specified by EPME Academic Affairs. EPME Academic Affairs/DOS will contact
schools and coordinate specific PMR dates and requirements. The projected PMR Schedule
is available on the EPME Policy EIS SharePoint.
31.2. Virtual PMR. EPME Academic Affairs may conduct a virtual PMR in lieu of a site
visit. Specific instructions will be posted to the EPME Policy EIS SharePoint and/or
communicated directly to schools.
31.2.1. Pre-PMR Actions. EPME schools will upload required documents to their
EPME virtual PMR folders. The URL to the EPME Standardization and Evaluation
SharePoint site is: https://eis.af.mil/cs/hqbcee/AA/Ops/PolicyStandEval/default.aspx.
For specific guidance on mandatory records to upload and frequency see Table 31.1.
Table 31.1. (Added) Virtual PMR Documentation Requirements
VIRTUAL PMR DOCUMENTATION REQUIREMENTS
Requirement Contents Frequency/
Disposition
PMR Checklist
This folder will contain a copy
of the blank checklist (for
reference if needed)
Upload final version populated
and uploaded by each school.
Upload final version no later
than 14 days before next
scheduled PMR.
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BCI 36-2301 24 SEPTEMBER 2012 83
Class Schedules
Upload final copies of all class
schedules for classes in the last
year as executed.
Upload schedule after each
class.
Remove after 1 year.
Appointment Letters Upload Registrar, CCAF
Affiliated School Liaison
(ASL), School analyst and Test
Control Officer (TCO)
appointment letters.
Upload only the most current
appointment letters.
Mandatory Briefings and
Roster
Upload copies of briefing
slides, operating instructions or
other documents that provide
evidence students received
mandatory briefings listed in
paragraph 8 of this instruction.
Upload a sample copy of the
roster used by students to
acknowledge briefing.
Upload only the most current
copies of slides, OIs and
sample rosters.
Surveys Upload copy of any in-house
surveys, critiques, etc. used at
your school.
Upload only the most current
copies of surveys.
Test Analysis Upload all Objective Test
Analysis Worksheets (EPME
Form 5) accomplished since
last PMR.
Include MFR documenting
reasons for any analyses not
completed since last PMR.
Include MRF documenting
results of semi-annual review
of instructor evaluations.
Upload after each class.
Remove after closeout of
next official PMR report.
Test Control Log Upload Test Control Logs
(EPME Form 1) for the last 6
months.
Upload at a minimum
quarterly.
Remove after 6 months after
last log entry.
Test Inventory Log Upload the most recent version
of the Test Inventory Log
(EPME Form 2) every time an
inventory is accomplished.
Includes all inventories
occurring since last PMR.
Remove and replace log after
closeout of next official
PMR report.
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84 BCI36-2301 24 SEPTEMBER 2012
Test Destruction Log Upload the most recent version
of the Test Destruction Log
(EPME Form 3) anytime new
destruction occurs.
Includes all destruction
occurring since last PMR.
Remove and replace log after
closeout of next official
PMR report.
Controlled Material
Emergency Procedures
Upload copy of emergency
procedures for the security of
test materials and other
designated controlled materials
during emergencies.
Upload only the most current
copies of procedures and
OIs.
Academic Releases and ARB
Packages
Upload all supporting
documents as required to be
submitted for student appeals.
(See “Documents to Include
With Academic Release
Appeal” on EPME Policy EIS
SharePoint)
Upload as required after each
class.
Remove after 1 year.
Disciplinary Releases and
DRB Packages
Upload all supporting
documents as required to be
submitted for student appeals
to disciplinary releases. (See
“Documents to Include With
Disciplinary Release Appeal”
on EPME Policy EIS
SharePoint)
Includes disciplinary releases
with or without DRB and/or
legal reviews.
Upload as required after each
class.
Remove after 1 year.
Master IST Plan Upload Master IST Plan to
include IST Forecast, Calendar
Year IST Log (EPME Form
1098B) and IST Session
Documentation Logs (EPME
Form 1098C) for group ISTs.
Remove after closeout of
next official PMR report.
Awards Tie-breaking procedures for
Levitow award, and
procedures/criteria for the
Commandant/Leadership
award.
Upload only the most current
copies of procedures and
OIs.
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BCI 36-2301 24 SEPTEMBER 2012 85
PD Management Documents Upload any documents that
forecast PD for the coming
year, support why PD
forecasted is being pursued,
explain deviations, and
demonstrate Commandant's
active management of the
school’s PD program.
Upload as required.
Misc PMR-related support
documents not applicable to
other categories.
Upload as required.
Note 1: This table provides the minimum documents required for uploaded to each school’s
EPME virtual PMR folders. To most effectively evaluate each school, Academic Affairs
evaluators may request additional documentation before, during, or after a PMR.
Note 2: This table does not provide official records disposition guidance. Disposition in this
table refers only to removal of documents from the EPME Virtual-PMR folders. Refer to
Attachment 2 of this instruction, AFMAN 33-363, Management of Records, and the Air Force
Records Disposition Schedule (RDS) located at https://www.my.af.mil/gcss-
af61a/afrims/afrims/ for guidance on maintenance, final disposition and destruction of official
records.
Note 3: Personally Identifiable Information (PII) such as SSN or dates of birth defined as
sensitive PII in AFI 33-332, The Air Force Privacy and Civil Liberties Program, should be
redacted completely from all documents prior to upload to each school’s EPME virtual PMR
folders.
31.2.2. PMR Actions. EPME Academic Affairs/DOS will conduct the PMR using the
PMR Checklist hosted on the Policy EIS SharePoint in accordance with paragraph 31.4.
31.3. On-site PMR. EPME Academic Affairs may conduct an on-site PMR when the virtual
PMR identifies the need for an in-person review, when a school encounters problems of
sufficient severity or by order of EPME Academic Affairs/DE.
31.3.1. Pre-PMR Actions. EPME Academic Affairs/DOS will email the official PMR
Notification Memo, with specific instructions, no later than 30 calendar days before the
established PMR date.
EXCEPTION: No-notice PMRs as listed in paragraph 31.9. Each school will submit
requested material in accordance with the instructions provided in the PMR Notification
Memo.
31.3.2. PMR Actions. EPME Academic Affairs/DOS will conduct the PMR using the
PMR Checklist hosted on the Policy EIS SharePoint in accordance with paragraph 31.4.
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31.3.3. (Added) EPME Academic Affairs will only conduct an on-site PMR of the
AFSNCOA. Therefore the AFSNCOA is exempt from uploading PMR documents to
EPME virtual PMR folders.
31.4. PMR Assessment. EPME Academic Affairs/DOS will conduct the PMR using the
PMR Checklist, and will formally report the results via a PMR report. PMR reports
summarize findings, observations, recommendations, notables, and corrective actions
pertaining to the PMR.
31.4.1. Finding. A finding indicates a noncompliance issue, deficiency, or serious
shortcoming requiring corrective action.
31.4.2. Observation. An observation addresses an assessment that some aspect of the
school could be improved upon.
31.4.3. Notable. A notable is a best practice that may be benchmarked for use
throughout EPME.
31.5. PMR Report. PMR reports will be forwarded to the commandant, the school’s
MAJCOM EPME representative (as required), and the school’s commander (i.e., MSS, FSS,
MSG, Barnes Center). The PMR report will be sent no later than 30 calendar days from the
last day of the PMR. All findings in the PMR report will remain “Open” until the school
provides an official memorandum (Notification of Compliance) with applicable support
documents addressing corrective actions. If there are no findings, this report will be the
school’s final PMR report and no response is necessary.
31.5.1. All findings will be identified as “Open” on the PMR report and will need to be
followed up with a Notification of Compliance signed by the school’s commandant and
commander, specifically addressing corrective actions taken for each “Open” finding
checklist item. EPME schools will explain clearly and directly what corrective actions
have been taken to “Close” the finding.
31.5.2. The signed Notification of Compliance report will be forwarded to EPME
Academic Affairs/DOS ([email protected] ), and then approved by the
EPME Academic Affairs/DE. EPME Academic Affairs/DE has the final authority to
“Close” a checklist item finding.
31.6. School Status. All PMR reports will identify the school’s status (Good Standing/EPME
Sanctions).
31.6.1. Good Standing. An EPME school fully complying with the conditions outlined
in the USAF EPME Procedural Guidance (PG) is considered to be in “Good Standing.”
31.6.2. EPME Academic Warnings. Depending on the nature and severity of the PMR
findings, an EPME school not in compliance with the conditions outlined in the PG is
subject to Academic Warnings. EPME Academic Warnings may affect a school’s
continued access to EPME curriculum materials. EPME Academic Warning conditions
are EPME Risk or EPME Probation.
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31.6.2.1. EPME Risk. Schools not in compliance with USAF EPME PG have not
managed their program in an effective manner. Schools not in good standing are
sanctioned by EPME Academic Affairs/DE and placed in “Risk” status. “Risk”
status will remain in effect until the school takes corrective actions, documents
corrective action via Notification of Compliance, provides copies of applicable
support documents showing the school’s corrective actions, and EPME Academic
Affairs/DE grants removal. EPME Academic Affairs/DE will review the school’s
Notification of Compliance and support documents before determining if the school
should be removed from “Risk” status or placed in “Probation” status.
31.6.2.2. EPME Probation. If written compliance is not received within 30 calendar
days from the date of the PMR report or corrective actions do not indicate
compliance, the school will be placed in “Probation” status for 1 year from the date of
the PMR report. Schools in “Probation” status will be under increased scrutiny and
oversight from EPME Academic Affairs. If the school’s corrective actions do not
meet compliance standards, EPME Academic Affairs may conduct a follow-up or no-
notice PMR.
31.6.2.3. Unresolved EPME Academic Warnings. Schools in unresolved “Probation”
status risk discontinued access to EPME curriculum materials and/or administrative
personnel action. EPME Academic Affairs/DE in conjunction with Barnes Center/CC
(as applicable) will determine the appropriate course of action on a case by case basis.
31.6.2.4. CCAF Referral. Additionally, EPME Academic Affairs/DE may refer
schools in unresolved “Probation” status to CCAF for further action up to and
including disaffiliation.
31.7. PMR After Action Report. If the school was under sanction, the PMR After Action
Report is the final report that clearly states the action(s) accomplished by the school to
correct noncompliance issues and places school in Good Standing. The PMR After Action
Report will be accomplished no later than 60 calendar days from receipt of the school’s
Notification of Compliance and approval by the EPME Academic Affairs/DE. The PMR
After Action Report will summarize the evaluation and conclude the PMR review for that
PMR period.
31.8. School Questions, Suggestions, and Concerns. Any school desiring a response to any
questions, suggestions, or concerns will need to submit an EPME Policy/Curriculum/Test
Change Request. This process will allow the Barnes Center OPR to respond no later than 60
calendar days from the date of the EPME Policy/Curriculum/Test Change Request submittal.
31.9. No-Notice PMRs. EPME Academic Affairs/DOS will conduct no-notice virtual or on-
site PMRs as determined necessary by EPME Academic Affairs/DE.
JEFFERSON S. DUNN, Colonel, USAF
Commander
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88 BCI36-2301 24 SEPTEMBER 2012
Attachment 1
GLOSSARY OF REFERENCES AND SUPPORTING INFORMATION
References
AFI 10-203, Duty Limiting Conditions
AFI 16-105, Joint Security Cooperation Education and Training
AFI 33-332, The Air Force Privacy and Civil Liberties Program
AFI 36-2905, Fitness Program
AFH 36-2235V10, Information for Designers of Instructional Systems, Application to Education
AFI 36-704, Discipline and Adverse Actions
AFI 36-2301, Development Education
AFI 36-2201, Air Force Training Program
AFI 36-2605, Air Force Military Personnel Testing System
AFI 38-101, Air Force Organization
AFI 90-301, Inspector General Complaints
AFRIMS, Records Disposition Schedule
AUI 16-101, Air University Programming
AUI 36-105, Faculty Development, Enrichment and Evaluation
AUI 36-2301, Contract Instructors and Guest Speakers Program
AUI 36-2304, AU Formal Schools
AUI 36-2308, Academic Freedom
AUI 36-2309, Academic Integrity
AUI 36-2312, Air University Evaluation Programs
AUI 36-2313, Air University Conducted Education Awards Program
AUI 36-2315, Student Disenrollment Procedures
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BCI 36-2301 24 SEPTEMBER 2012 89
CCAF, Campus Affiliations Relations Policies, Procedures and Guidelines
CFETP 8T000 (SDI 8T000), Career Field Education and Training Plan
Southern Association of Colleges and Schools, Commission on Colleges, Criteria for
Accreditation
Abbreviations and Acronyms
AFI - Air Force Instruction
AFSC - Air Force Specialty Code
AFSNCOA - Air Force Senior Noncommissioned Officers Academy
ALS - Airman Leadership School
ANG - Air National Guard
ATCO - Alternate Test Control Officer
AU - Air University
AUI - Air University Instruction
BARNES CENTER/CC – Barnes Center Commander
BARNES CENTER/SEL – Barnes Center Senior Enlisted Leader
CCAF - Community College of the Air Force
CCAF/DECA - CCAF Campus Relations
CFETP - Career Field Education and Training Plan
CoP - Community of Practice
DOT - Day of Training
DE - Director of Education
DO – Director of Operations
DR – Director of Resources
EI - Ease Index
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90 BCI36-2301 24 SEPTEMBER 2012
EIS - Enterprise Information Services
EPME - Enlisted Professional Military Education
EPMEIC - EPME Instructor Course
EPME PG - Enlisted Professional Military Education Procedural Guidance
EQILD - Exceptional Qualifications in Lieu of Degree
ETCA - Education and Training Course Announcements
FAX - Facsimile
HO - Hand Out
IIQT - Initial Instructor Qualification Training
ISD - Instructional System Development
IST - In-Service Training
LP - Lesson Plan
LQT - Lesson Qualification Training
MAJCOM - Major Command
MFR - Memorandum for Record
MilPDS/OTA – Military Personnel Data System/Oracle Training Application
NCOA - Noncommissioned Officers Academy
OPR - Office of Primary Responsibility
PD - Professional Development
POC - Point of Contact
SACS - Southern Association of Colleges and Schools
STARS-FD - Student Transcript, Administration and Records System-Faculty Data system
STS - Specialty Training Standard
TCO - Test Control Officer
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BCI 36-2301 24 SEPTEMBER 2012 91
TDY - Temporary Duty
UCMJ – Uniform Code of Military Justice
Terms
EPME Academic Affairs – Section within the Barnes Center responsible for developing,
revising, monitoring, and maintaining EPME curriculum and operating policy
EPME Academic Affairs/DE - Dean, EPME Academic Affairs
EPME Academic Affairs/DOA – EPME Academic Affairs Analysis section
EPME Academic Affairs/DOP – EPME Academic Affairs Policy Section
EPME Academic Affairs/DOR – EPME Academic Affairs Registrar section
EPME Academic Affairs/DOS – EPME Academic Affairs Standardization/Evaluation section
HQ USAF/A1DLE – 8T000 Career Field Manager
iGecko - Air University Student Management System
Record Set – An historical file containing required documents and actions taken when
developing/revising/rescinding a publication
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92 BCI36-2301 24 SEPTEMBER 2012
Attachment 2
DISPOSITION OF STUDENT RECORDS
(All references located in AFRIMS)
Record Type Table Rule Disposition
Faculty Board Proceedings and
Administrative Disenrollments: All
information regarding student releases
(academic, disciplinary, and administrative)
regardless of the final decision to release,
retain or graduate. (Includes but is not
limited to: ARB/DRB packages, assignment
scores, signed DOT3 rosters,
communication skills assignments, MFRs,
LOCs, and/or LORs pertaining to student.)
36-37 2 Destroy after 1 year.
Training Summaries: Includes all other
student records such as academic schedules
and copies of OTA graduation inputs.
36-37 2 Destroy after 1 year.
In Service Training Records 36-37 9 Maintain until next PMR.
Objective Test Analysis Worksheets 36-37 9 Maintain until next PMR.
Test Accountability and Control: Includes
all test control logs (i.e., administration,
destruction, and inventory). 36-37 27
Maintain EPME Test Control Log for 6
months after last log entry.
Maintain EPME Test Inventory and
Destruction Logs until next PMR.
Graduate Records: Graduation reports
produced via iGecko. 36-38 1 Destroy after 30 years.
Test Material: Includes objective
exercise/examination test booklets/answer
sheets, performance exercise/evaluation
materials, etc.
36-38 49.01
Destroy when test material is superseded
or obsolete.
Destroy all test answer sheets after class is
graduated in iGecko.
Destroy Communication Skills Evaluations
after two classes.
Curriculum Materials: Includes lesson
plans, student guides, handouts, etc. 36-40 3
Destroy when course material is
revised/replaced or upon formal course
discontinuation
Normal Student Records: Includes MFRs,
LOCs, LORs, and counseling/remediation
forms. 36-12 2
Destroy at the end of each class unless
records support a student release. If these
documents support a student release, retain
for 1 year.
EPME Academic Affairs Waivers
(Approvals/Disapprovals) 33-45 9
Maintain from date of waiver
approval/disapproval until next PMR.
NOTE: For records not addressed in this table, refer to AFRIMS.
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BCI 36-2301 24 SEPTEMBER 2012 93
Attachment 3
POSSIBLE REMEDIATION SCENARIOS
(Not all - inclusive)
Table A3.1. Summative Objective Evaluations
Objective
Summative Retest Commandant’s Action/Decision
Pass N/A Continue to progress/Graduate
Fail Pass Continue to progress/Graduate
Fail
Fail
Do an ARB
Is post-ARB test warranted?
Yes-administer post-ARB test. If student
passes, allow to graduate. If student does
not pass, academically release.
No-Academic Release.
Table A3.2. Summative Performance Evaluations
Individual Summative
Performance Evaluation
Performance
Reevaluation
Commandant’s
Action/Decision
Pass N/A Continue to progress/Graduate
Fail Pass Continue to progress/Graduate
Fail
Fail
Do an ARB
Is further remediation
warranted?
Yes - Allow post-ARB
reevaluation.
- If post-ARB reevaluation
is successful, allow to
progress/graduate.
- If student fails post-ARB
reevaluation,
academically release.
No - Academic Release.
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94 BCI36-2301 24 SEPTEMBER 2012
Attachment 4
EPME CURRICULUM CHANGE PROCESS
A4.1. Course Index. The course index ensures you are teaching the most current curriculum
materials. It lists all curriculum materials and changes to those materials. Lessons or changes in
bold print indicate a change since the last posting of the course index.
SAMPLE INDEX
(These examples may not match the actual Course Index.)
LESSON ID LESSON TITLE PUB DATE IMPLEMENT CHANGE 1 CHANGE 2 CHANGE 3
CF01LP COURSE INTRODUCTION
1-Oct-12 1-Oct-12 1-Dec-12 1-Jan-13
CF01SG 1-Oct-12 1-Oct-12
CL02LP SUCCESSFUL LEARNING
1-Jan-13 1-Jan-13
CL02SG 1-Oct-12 1-Oct-12 1-Jan-13
CL03LP CRITICAL THINKING
1-Jan-13 1-Jan-13
CL03SG 1-Jan-13 1-Jan-13
CL03H01 DRONE CREEP EXERCISE 1-Oct-12 1-Oct-12
LESSON ID: Self-explanatory.
LESSON TITLE: Self-explanatory.
PUB DATE: Most current publication date; this is the date printed on the Part I of the
curriculum material itself. Instructors must be using this version by the implementation date.
IMPLEMENT: NLT date to implement this version of the curriculum material.
CHANGE 1-3: Denotes date EPME Academic Affairs published a change document.
A4.2. Curriculum Materials. For the purpose of this attachment, the term “Curriculum
Materials” refers to any EPME Academic Affairs-published curriculum related materials (e.g.,
lesson plans (LP), student guides (SG), handouts (HO), visual aids, test materials, etc.).
A4.2.1. EPME Academic Affairs uniquely numbers curriculum materials by curriculum
area/attribute and publishes materials as stand-alone documents.
A4.2.2. Revised curriculum materials supersede all previous versions and associated
changes.
A4.2.3. Newly published lesson plans will contain a “Summary of Changes” that provides a
synopsis of all the changes included in the lesson plan revision.
A4.3. Posting Changes. Change documents reference pen and ink changes or page inserts. You
can do pen and ink changes manually or electronically.
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BCI 36-2301 24 SEPTEMBER 2012 95
A4.3.1. Mark the date you post the change (e.g., Chg. 1/1 Oct 12 JQP) along with your
initials in the upper right-hand corner of the change document and the cover page of the
lesson material or test booklet.
A4.3.2. If the cover page is affected by the change and changes were previously posted for
lesson material, post change by carrying forward previous change(s) and change date(s) with
your initials (e.g., C/F Chg. 1/1 Oct 12 SMM); do not carry forward previous initials.
A4.3.3. After posting the change, insert the change document with the most recent change
directly behind the instructor’s lesson material or instructor’s version of test booklet.
A4.3.4. File change documents for student guides and student tests only with the master file;
don’t print separate change documents for each student guide or student test booklet.
A4.4. Electronic Device Use. Instructors and students may use laptops, tablets, e-readers or
other electronic devices in the classroom; however all required change documents must be fully
annotated and posted electronically to lesson plans and student guides prior to use.
A4.4.1. EPME schools are responsible for posting approved curriculum changes to electronic
copies of student guides prior to the start of each class. To ensure electronic changes are
made across the institution, recommend making changes on one government computer using
AF-provided software, and then disseminate updated copies to all instructors. It is each
school’s responsibility to purchase additional software required to make electronic updates to
electronic copies of course documents. All electronically made marks must comply with
posting changes as outlined in paragraph 3 above.
A4.4.2. Electronic copies of change documents must be stored in the same electronic
location on the electronic device as the modified electronic copy of the lesson plan or student
guide.
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96 BCI36-2301 24 SEPTEMBER 2012
Change 1 1 Nov 12 JQP
Change 2 1 Dec 12
JQP
Change 3 1 Jan 13
JQP
Summary of Changes
Chg 1/1 Nov 12 JQP
Chg 2/1 Dec 12 JQP
Chg 3/1 Jan 13 JQP
CF01LP
1 Oct 12
POSTING CHANGE DOCUMENT EXAMPLE
EXAMPLE OF A COMPLETE LESSON MATERIAL CYCLE
Note: This is how you file a lesson
with three changes in your lesson
plan folder/binder.
Change 1
Change 2
Change 3
CF01LP
1 Oct 12
Summary
CF01LP
1 Jul 13
(‘12 Lesson Materials) + (Change Documents) = (Revised ‘13 Lesson Materials)
