The evolution of airpower from the early 20th Century through the early 21st Century. The emphasis is on the development of various theories about the application of aerial force, and how operations in time of war have confirmed or challenged these theories from a multinational perspective.
Experience suggests that there is a significant demand for military history course among USC juniors and seniors both within Arts and Sciences and from other colleges.
While there are a number of existing courses at USC which can be classified as military history, these are often ROTC-program specific (e.g. NAVY 303 – Evolution of the Art of War) or tend to focus on land warfare (e.g. HIST 468/ARMY 406 –The American Military Experience). Even within the Air Force ROTC program, only heritage elements of the USAF are covered in AERO 201/202 – The Air Force Way). There is, in short, no course on the evolution of airpower in a global, historical context.
Given the extent to which it has come to be the default option among policymakers in the application of military might to various crises around the world in recent years, a critical examination of airpower in theory and practice through the course of the twentieth century would be timely.
Beyond those undergraduates interested in military history in general, a course on the history of airpower from an international perspective might well be appealing to students involved in in global conflict and security studies and also those focused on the history of science and technology.
There are a number of recently published texts covering the subject matter (see e.g. those listed in the syllabus).
USC has at least two instructors with PhDs qualified to teach this course in alternate years: Dik Alan Daso, biographer of Hap Arnold (2001) and Doolittle (2006), and S. P. MacKenzie, author of Bader’s War (2008) and The Battle of Britain on Screen (2016).
I'm not sure it's appropriate to have a maximum class size as part of a new course proposal. I'll check if it is appropriate or not. At the least, if it is appropriate, this needs to be discussed in the Justification.
I've reformatted the syllabus, and move the grading scale to immediately after the list of types of graded work.
Please combine the "New Course Proposal" and "Terminate Course Proposal" into a single "Change Course Proposal". Having multiple proposals for the same course in APPS at the same time is a recipe for unintended results - or worse!
Thank you for your prompt attention to my previous comments.
Thank you for submitting your proposal to the Committee on Curricula & Courses. We appreciate your patience and commitment to undergraduate and graduate education.