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adopt much that would fit our particular situ- terms of semester hours, the curriculum is ation-and for this we will ever be indebted. allocated as follows: Other features were modified to suit our par- Academics
146 semester hours ticular mission or location. The remainder of
Military Training 27% semester hours our program was originated as the situation
Physical Education 14% semester hours. and mission dictated. What we borrowed from
This curriculum was designed to provide our sister academies in the way of operating each cadet with a broad general education procedures is far less important than the ul
and an opportunity to earn an academic major timate mission which we share in common
in a discipline or field of his choice. A core with them-the development of leaders with
curriculum of courses in the basic and engicharacter, a high sense of integrity, and a dedicated purpose. The achievements of the military training, and physical education pre
neering sciences, social sciences, humanities, graduates of Annapolis and West Point in the past constitute a rich heritage for the for the responsibilities of commissioned ser
pares the cadet intellectually and physically newer school to follow. We are proud indeed
vice in the United States Air Force. to borrow from the more senior schools in the achievement of this ultimate goal.
Each cadet is required to complete a major as part of his course of academic instruction. Building upon the foundation of the
core curriculum, he selects approximately 41 W
ITH An all-military faculty, well semester hours of elective courses for one of trained and specially selected from among the
the 29 subject-area majors offered by the best in the Air Force, the Academy is able to Academy. These majors have been designed offer a curriculum carefully designed to meet
with both the interests of the cadets and the the needs of the aerospace age into which the
needs of the Air Force in mind. Fifty-five percadets will graduate. We endeavor to achieve cent of the cadets complete majors in science three goals through our curriculum: to pro- or engineering, 15 percent in management, vide for the general education of the student and 30 percent in the social sciences and as a man and as a citizen; to lay a foundation humanities. for professional education for career officers; A distinctive feature of the Air Force and to provide some specialization in an area Academy curriculum and an innovation in related to an Air Force career. The curricu- service academy education is the enrichment lum provides four years of education in the program, formally established in 1956. The sciences, social sciences, and humanities, plus program has one basic objective: to challenge military training and physical education. Suc- each cadet to advance academically as far and cessful completion of this program leads to as fast as he can. It takes into account the an accredited bachelor of science degree and differences in ability, preparation, and intera commission as second lieutenant in the ests of the cadets and offers each cadet the Regular Air Force.
challenge to live up to his potential in the A balance in contact hours is maintained pursuit of excellence. between the academic program on one hand As an incentive to outstanding cadets, any and military training and physical education who can complete a half-year of graduateon the other. The prescribed academic cur- level study beyond his undergraduate major riculum totals 2375 contact hours of instruc- may compete for the opportunity to obtain a tion over four 38-week school years in the master's degree at a cooperating university in classrooms and laboratories. The combined the seven months immediately following gradmilitary training and physical education pro- uation from the Academy. At present there are grams have up to 2325 contact hours of five cooperative master's degree programs: instruction, much of this work being con- astronautics with Purdue University, applied centrated in the summer training periods. In mathematics with North Carolina State Uni
versity, management with University of Cali- not only for leadership training but for career fornia at Los Angeles, physics with Ohio State motivation. We must insure that the finished University, and history with Indiana Univer- product of four years of intensive training is sity.
not only a competent member of the Air Force The athletic program helps fit the cadet but a highly motivated officer, capable of infor his demanding life at the Academy and spiring others in the service of their country. gives him the confidence in his own physical This requires a motivation on the part of the prowess and stamina that is conducive to the cadet which will survive the rigors of cadet more important role of leadership. There is a life and carry over into his daily performance comprehensive physical education program in on active duty. which all cadets must participate for four The cadet's assumption of command poyears. In addition, an extensive intramural sitions within the wing creates a feeling of program pits one cadet squadron against an- loyalty to his fellow cadets and to the wing other in a wide variety of sports throughout as a whole. This same loyalty is a vital aspect the school year. Perhaps the best known part in the character of the officer product which of the athletic program is varsity athletics, the Academy graduates. It goes hand in hand including football, swimming, baseball, and with the professional quality we seek to inother sports. The recently completed field culcate in all our graduate officers. house enables the Academy to expand its pro- Finally, our military training program is gram in basketball and add indoor track and designed to stimulate the cadet to learn more ice hockey. Again, the spirit of competition in
about his chosen profession; to excel in every the athletic program fosters the qualities of activity, whether it be professional or recrealeadership needed by the young officer today. tional; to expand his interests in areas related
The other facet of the Academy curricu- to his military profession so he will be better lum is both formal and informal in nature. De- prepared to cope with problems of ever insigned to be of immediate assistance in devel- creasing complexity and involvement; to think oping qualities of leadership in a cadet, the creatively, while at the same time to respect military training program is both academic and time-proven solutions; and to have pride in practical in nature, the practical taking the the Academy and in the military profession, form of the cadet-run wing and the field train- a pride that evolves from the confidence that ing. The military training program identifies he is prepared to meet the challenges of a the qualities of leadership and its problems. It demanding profession and that the profession offers solutions in a practical way by allowing is useful, honorable, and highly respected by the cadets themselves to conduct formal and those whom it serves. informal classes to train underclassmen. This program, through meaningful assignments, helps to develop useful military skills and PROBABLY the most important facet places responsibility for the results squarely of the cadet's total experience at the Academy upon the cadet himself. An orientation to is the Cadet Honor Code. It is expressed in service life and lessons on the customs and the simple statement, "We will not lie, cheat courtesies of the service are included in this or steal, nor tolerate among us anyone who course in order to make the cadet at home in does.” From the time late in summer when his chosen service as soon as possible.
basic cadets become officially Fourth ClassIn addition to this academic side of the men to the time when they are commissioned military program, the Academy Commandant in the Regular Air Force, the Code permeates assigns chosen cadets to positions of squadron, all cadet activities on the playing field, in the group, and wing leadership. Here, under the classroom, off base and on, in official and unstress and strain of daily problems, leadership official activities. It is essential that the officer skills are polished and perfected.
who will lead other Americans into battle be The military training program is designed a man of honor.
A cadet is expected to have complete in- decade. Starting as a vision, the Academy has tegrity in both word and deed; he does not become one of America's great educational quibble, nor does he use evasive statements. institutions. Its graduates have reflected glory The Code belongs to the cadets. Maintaining on themselves, the Academy, the Air Force, its high standards is the responsibility of each and the nation. Whether the Academy staff man. A cadet is expected to report himself or and faculty are doing a good job will be deto confront any other cadet who he believes termined in the difficult days ahead when the has violated the Code and to ensure that the Academy graduates are called upon to make violation is reported. The Honor Code is a decisions both on the battlefield and at the tool for self-discipline by the cadets them- conference table. We must prepare our graduselves. It is not used as a regulatory device ates to shoulder grave responsibilities. by the Academy administration.
Secretary of the Air Force Harold E. Cadets regard the Code as only a mini- Talbott expressed the job of our Academy in mum standard. In practice it is the foundation magnificent fashion in his remarks to the for a larger ethical code that serves the cadets cadets when he dedicated the Air Force Acadas members of the Cadet Wing and as officers
emy on 11 July 1955: in the future. Academy graduates cherish al
Flying, especially military flying, makes ways the experience of having lived under the
great demands on character. A man aloft in Honor Code. To them, the ingrained habits of
the great wilderness of space knows a loneliintegrity associated with Academy life are a
ness of the spirit as well as of the body. There source of pride and a trait of character which is no hand to touch, no shoulder on which to helps them cope with the complex problems lean for even a moment's respite. There is no that face a career officer in the Air Force. one from whom to seek advice, no one to The Honor Code is already a tradition at the share responsibility. Only the compulsion and Academy and forms a basic component of the discipline of duty drives a man to the comAcademy philosophy.
pletion of his task. So it is the man and not the machine we must think of when we speak
of air power. Thus it is to the human element WE CONTINUE to devote our best abilities and that the Air Force Academy is dedicated and time to making the Academy programs re
especially to the leadership we must have if sponsive to the needs of the Air Force and our country is to survive. the nation. The critical situations existing in These words are a challenge and an inSoutheast Asia and other trouble spots in the spiration to us at the Academy in our constant world emphasize the need for well-trained struggle to make the Air Force Academy a and highly dedicated junior Air Force officers. great educational institution, responsive to the These conditions give a sense of direction and ever changing needs of the Air Force and the urgency to the efforts of the faculty and staff.
nation. In June 1968 the Air Force Academy graduated its tenth class. It has been a fruitful
United States Air Force Academy