In May, the George Washington University Naval Reserve Officers Training Corps class of 2013 took the oath of office in front of the Marine Corps Memorial in Arlington, Virginia. The mid-morning sun rose over the Iwo Jima Memorial, reflecting off the graduates’ brass on their new choker whites. Hundreds of proud parents and friends were in the audience, snapping photographs and cheering when their ensign or second lieutenant received her or his commission. Admiral James G. Stavridis, having recently turned over command of NATO and European Command, was the guest of honor and delivered a sensational address that surely encouraged every graduate.
As I left that day, I wondered if this would be the last “diverse” class to enter the Fleet. Starting next year, the vast majority of all NROTC graduates will be STEM majors (science, technology, engineering, and mathematics), with minimal studies in the humanities. To me, the word diversity refers to much more than only gender, race, religion, and sexual preference; it also applies to the intellectual background that each officer brings to the force. Our Navy is about to go through unprecedented compartmentalization, but not many officers seem to realize it.
The tier system was developed in 2009 as a result of fewer NROTC and U.S. Naval Academy graduates entering the nuclear-reactor community. The Regulations for Officer Development and the Academic-Major Selection Policy direct that a minimum of 65 percent of NROTC Navy-option scholarship midshipmen must complete a technical-degree program before receiving their commissions. A technical degree refers to Tiers 1 and 2, which comprise all STEM majors. Tier 1 includes most engineering majors, and Tier 2 refers to majors in biochemistry, astrophysics, chemistry, computer programming/engineering, civil engineering, physics, and mathematics. All other academic majors are non-technical, or Tier 3.
As a result of the new policy, a high-school senior’s best chance of obtaining a Navy scholarship is to apply for Tiers 1 and 2, since CNO guidance specifies that not less than 85 percent of incoming offers will come from this restricted pool. In fact, an algorithm decides the fate of hopeful midshipmen, balanced in large part with their proposed major selection annotated in their applications.
George Washington, like many other liberal-arts universities, boasts an exemplary course of instruction in the humanities and international affairs. Most applicants decide on GWU because it offers a renowned education in what would be considered a Tier 3 field. It would seem logical, then, that an NROTC instructor would encourage GW students to pursue studies in a Tier 3 curriculum rather than try to enforce a one-size-fits-all requirement.
Through drilling, physical training, leadership labs, and mentoring programs, ROTC graduates get several opportunities to lead others and improve themselves morally. But what about their professional knowledge? The Navy-option curriculum today consists of eight core naval-science classes, with studies in naval history, engineering, weapon systems, and navigation. Midshipmen also take two ethics classes. In addition to these core classes, scholarship students must complete two semesters of calculus-based physics, two of calculus, two of English, one cultural-awareness class, and a U.S. military or diplomatic-history course. There are currently no requirements for meteorology, oceanography, chemistry, computer science, firefighting, human-resources management, marlinspike seamanship, logistics, naval architecture, safety of life at sea, or self-defense—courses that seem consistent with creating well-rounded officers.
Few metrics are considered in determining who gets an interview in the nuclear-reactor community. Most midshipmen certainly have strong grade-point averages, but the principal criterion is how they performed in calculus and physics, not their major. This begs the question: Does the tier system produce better submariners or more proficient naval officers? If less than 35 percent of our unrestricted line officers have developed the ability to think comprehensively through critical reading and reflection, what will the force look like in 20 years? These are questions to ponder regarding the benefits and disadvantages of STEM graduates. We ought not to forget the value of future officers developing a keen interest in foreign affairs, history, and languages.