Trends in Aviation Education - Assignment Example

Trends in Aviation Education It was nearly 100 years ago that Orville and Wilbur Wright proved the efficacy of lighter-than-air craft. The groundbreaking - albeit very brief - flight at Kitty Hawk, North Carolina in 1903 began an era that has led to supersonic jet travel and forever compressed the distances between cities, states and countries. Today, young people who want to be part of the commercial flight scene have a number of options available to them. Until a few years ago, many commercial airline pilots came from the ranks of the U.S. military, particularly the Air Force and Marines, which have had thousands of fixed-wing and helicopter pilots serve in their ranks. Now, however, there are factors that mitigate against this once-abundant pool of available talent, creating a need for more trained pilots to take to the skies. First, the Federal Aviation Administration (FAA), the federal governing body for all commercial air flight, has a strict retirement rule. All pilots must leave the cockpit at the age of 60. While this has not yet created any dramatic shortages, writer Denver Beaulieu-Hains (2000) said that situation will change very soon. "Over the next 10 years, [the retirement] requirement may put a crunch on airline work forces, as baby boomers reach their golden years. And, with military cutbacks resulting in fewer trained pilots, the strain is hitting the industry from both ends of the runway." Beaulieu-Hains (2000) further stated that the baby-boomer pilots now approaching the retirement age represent fully one-third of the commercial aviation industry's pilot and mechanic work force. When they are forced to retire, the growing shortage will exacerbate considerably. To no one's surprise, the Professional Pilots Federation is trying to get the 60-and-out rule overturned. In April 2000, it petitioned the FAA for exemptions for 69 members of its organization, at the same time requesting strenuous testing - both physical and neuropsychological - to see if older pilots are indeed more likely to suffer from incapacitation than younger pilots (Beaulieu-Hains, 2000). (The age 60 retirement rule was set by the FAA in the 1950s, based on the belief that the ability to process and act on information slows as one gets older.) Stringent Qualifications Required Becoming a commercial pilot is not easy, even for someone who is fit physically and emotionally. All candidates for any cockpit flight position must meet strict FAA medical requirements and receive what the governing body calls an FAA Class 1 Medical Certificate. This assures the prospective employer that the person applying for a pilot's job is free from any physical or emotional conditions or disorders that would prevent him or her from performing the complex duties required of today's modern aircraft (Faa.org, 2001). And, the airlines themselves are no less strict. Anyone involved in an aircraft's flight, of course, has the lives of as many as 300 people in his or her hands. Particularly at the major airlines, standards not only meet FAA requirements, but usually exceed them. Southwest Airlines is a case in point. Before a candidate is even interviewed for a flight position, the airline requires the following: Resume, Airman Certificate (required by the FAA, as well), U.S. Type Rating on a B-737, the First Class Medical Certificate, ad at least three letters of recommendation. Those letters cannot be simply from friends or relatives; they must be from individuals who can attest to the pilot's flying skills, and who have observed them in flight over a sustained period of time (Southwest, 2000). As for flight experience, Southwest requires 2,500 total hours for jet aircraft or 1,500 hours for turbine aircraft. Beyond that, the airline also requires 1,000 hours as "pilot in command" on a turbine plane. The airline specifically excludes simulator, helicopter, and other non-turbine or jet aircraft and prefers candidates who have a four-year college degree (Southwest, 2000). Other airlines are not so stringent, especially smaller one, though their requirements also are demanding. SkyWest Airlines requires of its potential pilots 1,000 hours of total flight time, plus 100 hours of multi-engine time and 100 hours of instrument time. Like Southwest, SkyWest demands a positive and professional image, excellent decision-making skills, a stable employment history, and good communication skills (SkyWest, 2001). Those two airlines are representative of what both large and medium-size airlines require of its candidates. On safety issues alone, it appears that the pre-flight requirements are designed to enable passengers and crew to arrive intact at their flight destinations, and to that end the nation's flight schools work diligently to provide all the skills training required to achieve that purpose. Let us now examine a representative sample of those schools, both large and small, college-affiliated and independent, in various parts of the country. This will help to present the general trends in aviation education. A Glimpse at Some Flight Training Schools Airline Training Academy - Orlando The motto of the Airline Training Academy (ATA), a well-established flight training school, and one of the largest such facility in the nation, is: "Providing the Best-Qualified Commercial Pilots to the Airlines" (Airline Training Academy, 2000). No candidate may enter the program without the FAA Class I Medical and Student Pilot Certificate. ATA (2000) offers a 37-week, two-stage program for future pilots, using a concept called Primacy of Learning to train pilots to airline standards. From the first day of training until completion or Part I, future pilots must discipline themselves by the utilization of proprietary checklists and all the program's procedures. Within the Part I program, students begin with a seven-part ground instruction, which includes 12 hours learning about a Cessna 172's systems, limitations and emergency checklist memory items. They then do the same for a Piper Aztec aircraft and proceed to communications, airline transition program, pilot information program, crew resource management program, and a leadership ground school. If this sounds a lot like military basic training, it is. In the crew resource management segment, for example, students learn the concepts of assertiveness with respect and authority with respect, applied respectively to first officers and pilots. The leadership ground school is hosted by a retired pilot from Delta Airlines, and guest speakers from various airlines also attend these seminars (ATA, 2000). ATA also provides extensive courses in private pilot training, instrumentation (for instrument rating), and a six-to-eight-week commercial pilot course. Part II consists of advanced flight training, which consists of actual flying and 154 hours of simulator training (ATA, 2000). The question arises: Is all this training really necessary Is some of it redundant and repetitive The answer is that there is overlap and repetition, but at the same time we return to the premise that safety for passengers and crew is the bottom line for the airlines. ATA (2000) is adamant regarding the intensity of its pilot training. It states that by the time its graduates complete the 37-week course, they have experienced engine failures, icing, bad weather, missed approaches, and system failures of all kinds - all while actually flying. "In effect, they graduate with more actual experience than many high-time pilots possess," the ATA said (ATA, 2000). Proof of the ATA's efficacy as a training school can be found in Flying magazine (1999). In a feature article, the magazine said the ATA runs its training program as an airline, teaching its students so thoroughly that when they go for an airline pilot's job, they will know at that point what most new hires will have to be taught for the next six months. The publication also said the school is meticulous about all details that could distract a student's attention, making the learning process easier and less stressful. Mesa Air Group In 1989, Mesa Air Group (also operating as Mesa Airlines) and San Juan College (both in Farmington, New Mexico) developed jointly an Aviation Degree Program. Mesa is a company that hires pilots, and its joint venture with Jan Juan College was designed to produce competent first officers, so Mesa could then train those graduates as pilots to its standards (Flightcareers, 2001). The school reported that is graduates are usually hired as first officers in turboprop planes. It also noted that when a person graduates from Mesa-San Juan, they have about 2300 hours of actual flight time (Flightcareers, 2000). Florida Institute of Technology Another college-level flight training program, FIT offers degrees in Aviation Management, Aeronautical Science, Aviation Meteorology, and Aviation Computer Science. It also offers a master's degree in those disciplines, along with the rigors of intensive courses in fixed-wing flight. However, this institution is preparing students more for non-flight jobs, rather than commercial pilots' positions (Studentpilot, 2001). Central Washington University This university-affiliated school has the primary mission of preparing their graduates for a commercial pilot's position. Its curriculum, however, is a bit different, in that it is based on a concentration in algebra, trigonometry and math. Those who successfully complete the program are awarded a bachelor of science degree in Flight Technology (Studentpilot, 2001). Gateway Technical College Located in Kenosha, Wisconsin, Gateway Technical College has a two-year program for prospective pilots, something it has had in place for more than 27 years. Its program is certified by the FAA and approved by the Collegiate Airway Science curriculum. All faculty and staff are licensed and certified by the FAA; all have extensive experience in all phases of flight operations (Studentpilot, 2001). St. Cloud State University This four-year program prepares students for fixed-wing careers through its Professional Pilot Program. However, it also offers an emphasis on management, for students who want to go into airport or airline management positions. Its 12 full-time instructors give students one-on-one attention during their four years in the program (Studentpilot, 2001). As can be seen, the representative sample of flight schools varies in approach and curriculum. Is all that training required As ATA said, their graduates leave the school with more air time than many experienced pilots. Yes, it would be easy to condense the program, but the training students in the various flight schools receive is arduous and extensive, it has the benefits of producing highly trained future pilots. This is a two-fold advantage: it means less real-job training time, and it delivers a student to an airline who is fully cognizant of all the safety issues, rules and regulations, both federal and airline-stated. About the Cost What does all this cost the student Tuition and other expenses for attending the ATA are more than $32,000. This figure, incidentally, is fairly typical of the schools surveyed. Students can take out loans and, at some schools, receive financial aid to help cover the cost of their training. Obviously, the cost of obtaining a commercial pilot's license is not insignificant. Are the high costs detrimental to minority and female candidates Or, are those groups under-represented because of other factors Let us look at this important issue. Minorities and Women in Flight "If I worked hard and did well, it appeared I would have an excellent chance of being hired into a line flying position with Mesa Airlines. The Mesa program was considerably more expensive than where I wasenrolled, but consideringthe career potential, it seemed to be a promising career investment" (flightcareers, 2000). That statement was made by a person named B. Kendrick, who was hired by United Airlines after graduation from Mesa-San Juan.While it seems typical of someone who was enthusiastic about flight school training, there is another aspect to the statement - Kendrick is female. While there are female and minority pilots in commercial aviation, they are badly under-represented in this segment of the market. Hornblower (1995) reported that only 8.1% of all pilots at United Airlines (UAL) were minority, while 5.5% were female. And that was after a heavy recruitment effort by UAL, following court action by the Equal Employment Opportunities Commission. Hornblower (1995) said one of the main barriers for those who wanted to be pilots was economic. As noted above, the cost of most flight schools is more than $32,000 for the program - more if it is a four-year program. Coupled with a lack of financial aid opportunities, as well as the pool of former military pilots, minorities and women are not afforded the same opportunities as others (Hornblower, 1995). This is not to say efforts were not made to recruit and train minorities for pilot positions. Boyd (1997) said the Marine Corps had been trying unsuccessfully to recruit a woman to be the Corps's first African-American female pilot. He said there were two reasons for this: First, the Marine Corps minority recruitment program was only three years old at the time; and second, it was a unique opportunity for black women, who might not have seen themselves as piloting an aircraft. Boyd (1997) also said a woman qualified and became the first woman Marine Corps pilot in 1996. While many other women followed her into the cockpit, they were all white. Not one black or other minority female took the big step. That, however, is changing, at least in intent. At Western Michigan University, a grassroots effort is being made to work closely with high school students, explaining to them the potential that is open to them in the aviation field. This includes talking with students - especially minority students - and serving as mentors and advisors (University Aviation Association, 2001). Western Michigan also is reaching out to students as early as kindergarten, taking students in all 12 grades on tours of the university's Aviation Science facilities. More important, the faculty leaders are conducting minority recruitment programs for grades 9-12, speaking at all the area's middle and high schools. An Aviation Career Day underscores the interest Western Michigan has in recruiting young people, or at leastgetting them to think about a career as an aviation pilot (University Aviation Association, 2001). Another organization, the Minority Aviation Education Association (MAEA), is dedicated to getting more minorities interested in aviation and aviation-related careers. Through seminars and programs that cover everything from the history of aviation to navigation and aircraft design, MAEA is heavily involved at all grade levels to attract the interest and attention of minorities and female students (MAEA, 2001). Finally, the Sierra Academy of Aeronautics in Oakland, California, is keenly aware of the shortage of qualified professionals in the airline industry. It noted (2001)that airlines are actively recruiting more women and minorities, and it highly encourages those groups to consider careers in aviation. So, while there might not yet be significant numbers of minority and female applicants for flight schools, the trend is certainly toward active alerting of young minorities and females. Their numbers in the ranks of airline pilots and other aviation-related jobs are sure to increase substantially over the next decade. Sierra Academy of Aeronautics (2001) reported recently that nearly 6% of the 700,000 active pilots in the U.S. are women, and their number is steadily increasing. The trend is definitely upward. Summary In this paper, I have tried to demonstrate a number of points about aviation education trends. First, the availability of training schools for those who want to be pilots is abundant. Second, the cost of such training is very high, perhaps prohibitive for some students, particularly minorities. Third, a strong effort is indeed being made to recruit females and minorities to aviation careers. This is important, because the number of military pilots transitioning to the ranks of commercial pilots in diminishing. The need for intelligent, highly trained and qualified men and women for pilots' positions has never been greater. Works Cited ATA. Availablel Online: www.ata.com. 2000 "About the Mesa Pilot Development Program." Online: www.flightcareers.com Airline Training Academy's Airline Transition Program publication, 2000 Airline Training & Career Development. Online: www.allatps.com Atlantic Southeast Airlines, "Read What Others Say." Online: www.flyhere.com Beauliu-Hains, Lee. Educational Trends in Piloting Careers. New Jersey: Prentice Hall, 2001. Boyd, Charles, "In Search of the Marine Corps' First African-American Female Pilot." The Black Collegian, February 1, 1997 Central Washington University. Online: www.studentpilot.net FAA Association. Online. Faa.org "Flight School Course View." Online: www.studentpilot.net Florida Institute of Technology. Online: www.studentpilot.net Flying Magazine, p. 75, August 1999 Gateway Technical College. Online: www.studentpilot.net Hornblower, Margot, "History: Still the Unfriendly Skies." Time magazine, August 28, 1995 Kendrick, B., quoted online at: www.flightcareers.com Minority Aviation Education Association. Online: www.maeaonline.org St. Cloud State University. Online: www.studentpilot.net Pacific Business News, "Commercial Pilot Ranks Thinning," v.38, #12, June 9, 2000 SkyWest Airlines, "Pilot Opportunities. Online: www.skywest.com Southeastern Flight School. Online: www.studentpilot.net Southwest Airlines Flight Operations Department - Information for Prospective Pilots. Online: www.iflyswa.com University Aviation Association. 2001. Online: www.uaa.auburn.edu Sierra Academy of Aeronautics, "Women in Aviation," 2001 Flightcareers. Online: flightcareers.com Student Pilot. Online: www.studentpilot.com/ Hornblower, Chris. 1995. The Importance of Flight Training. Prentice Hall: New Jersey, 1995. University Airline Association . Flight Training Manuel. New York: Publications, 2001 Sierra Academy of Aeronautics. Flight Training Manuel. New York; Publications, 2001. Read More