Criminal Justice Comprehensive Program Review 2014-15€¦ · Criminal Justice Comprehensive...

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Criminal Justice Comprehensive Program Review 2014-15 1. Main

Identify the title of your Program from the list of integrated programs Criminal Justice

list of degrees and certificates Administration of Justice (AS-T) Criminal Justice (AA) Criminal Justice (CT)

2. Description of the Program

Identify people who participated in this program review process and provide documentation of discussions

Sue Norris and Bobby Gregory

What is the mission for the program?

The Criminal Justice program is committed to providing students with extensive practical and professional knowledge pertinent and responsive to the dynamic fields of employment in the Criminal Justice system. The program and faculty prepare students to be competitive for entry level positions in the criminal justice system and/or to successfully transition into a 4-year academic program.

How is the mission communicated to students and the rest of the campus community?

Program Brochures

College Catalog

How does the mission align with the college’s overall mission?

Merced College mission includes providing "relevant education that improves the quality of life for all students and their communities." The Criminal Justice program aligns with this objective by promoting AA and AS-T degrees, along with certificates. The hiring trend for Criminal Justice personnel is slowly changing to more of a formal education. Prospective employees are evaluated on the amount of certain specialty certificates, followed closely by educational achievements. Criminal Justice degrees are without exception strongly sought after by employers these days, and graduates of this field of study usually have several job opportunities awaiting them almost immediately after they finish school. By the year 2020, the number of criminal justice professionals is expected to increase by 8% in Merced County alone. This anticipated change is faster than the projected nationwide trend for criminal justice professionals which are 6.2%.

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3. Program History and Description

Provide a description of your Program

The Criminal Justice program began in 1963 and was originally known as Administration of Justice. The program has been operated under the direction of the public safety coordinator since that time. The program is multifaceted which includes four goal areas: (1) Associate Degree (AA), (2) Associate Science Transfer Degree (AS-T), (3) Certificate of Achievement, (4) Police Officer Training Academy. The program is currently taught by three full-time professors and several adjunct professors.

Current requirements for a Criminal Justice/Administration of Justice Degree at Merced College: A.S.-T. - Administration of Justice (21075.AST)

For an Associate in Science in Administration of Justice for Transfer (AS-T), students must complete 60 semester units that are eligible for transfer to the California State University with a minimum grade point average of 2.0, including both of the following: (1) Certification of the Intersegmental General Education Transfer Curriculum (IGETC) or the

California State University General Education-Breadth Requirements. (2) A minimum of 18 semester units from the list below with a 2.0 grade point in each class.

Core: Units CRIM-02 Introduction to Criminal Justice................................................ 3 CRIM-04 Criminal Law.............................................................................3

LIST A Select two courses from List A..................................................................6 CRIM-03 Criminal Procedures (3) CRIM-05 Community & Human Relations (3) CRIM-06 Introduction to Evidence (3) CRIM-08 Introduction to Investigation (3) CRIM-30 Juvenile Procedures (3) CORR-01 Introduction to Corrections (3)

LIST B Select two courses from List B...................................................................6 MATH-10 Elementary Statistics (3) PSYC-01A Introduction to Psychology (3) SOC-01 Introduction to Sociology (3) Total Units toward the Major.....................................................................18 Additional courses toward CSU Breadth or IGETC certification and transferable electives....................................................................................................42 DEGREE TOTAL .....................................................................................60

A.A. - Criminal Justice (21150.AA)

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For an Associate in Arts Degree in Criminal Justice, students must complete the graduation requirements and the 24-unit curriculum listed below. These courses must be in addition to the basic graduation requirements, and a 2.0 GPA or higher must be earned in each class. Core: Units CRIM-01 Criminology................................................................3 or CRIM-02 Introduction to Criminal Justice................................. 3 CRIM-03 Criminal Procedures..................................................3 CRIM-04 Criminal Law..............................................................3 CRIM-05 Community and Human Relations............................ 3 CRIM-06 Introduction to Evidence........................................... 3 CRIM-10 Writing for Criminal Justice....................................... 3 CRIM-37 Communication and Ethics in Law Enforcement...... 3

Plus three units from the following electives: CRIM-08 Introduction to Investigation....................................... 3 CRIM-30 Juvenile Procedures...................................................3 CRIM-33 Violence in the Family.................................................3 CRIM-35 Narcotics.....................................................................3 CRIM-42C Reserve Officer Module Level 3............................... 7 CRIM-42D Reserve Officer Module Level 2............................. 10 CRIM-49A-ZZ Special Problems in Criminal Justice...............½-3

24 CERTIFICATE - Criminal Justice (21150.CT)

A Certificate of Achievement in Criminal Justice can be obtained by completion of the following classes with a 2.0 GPA or higher in each class taken Core: Units

CRIM-01 Criminology................................................................3 or CRIM-02 Introduction to Criminal Justice................................. 3 CRIM-03 Criminal Procedures..................................................3 CRIM-04 Criminal Law..............................................................3 CRIM-05 Community and Human Relations............................. 3 CRIM-06 Introduction to Evidence............................................ 3 CRIM-08 Introduction to Investigation....................................... 3 CRIM-10 Writing for Criminal Justice........................................ 3 CRIM-35 Narcotics....................................................................3 CRIM-37 Communication and Ethics in Law Enforcement....... 3 Plus three units from the following classes: CRIM-30 Juvenile Procedures...................................................3 CRIM-33 Family Violence..........................................................3 CRIM-49A-ZZ Special problems in Criminal Justice............½ - 3__

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Identify major changes and/or developments, including change or growth in other programs, which have significantly impacted your program.

The biggest change occurred in 2011 with the addition of the Administration of Justice (AS-T) degree. With the inclusion of this degree there is a greater interest course offering which currently are difficult to staff due to the limited number of professors and adjunct professors. The failure to replace a full-time professor, who retired, has significantly impacted our program in meeting the current market demands for qualified employees and overall student success.

4. Curriculum

Provide your plan to bring courses into compliance with the Title 5 5-year cycle of review. (if necessary)

Currently all of our courses are in compliance with Title 5. The plan to keep them in compliance is simply continue to complete each review as they come due.

Please explain any future curriculum changes to courses or programs.

At this time there are no future curriculum changes anticipated. However as the criminal justice system continues to evolve through technology, laws and court case decisions curriculum will be updated as to provide the students with the "relevant education that improves the quality of life for all students and their communities."

5. Advisory committees

Committee Role The Role of the committee is identifying the needs of local Criminal Justice System needs in the area of both entry level and professional development of the working professional.

The committee consists of:

Area 4 Dean

Public Safety Program Coordinator

POST Program Coordinator

Merced County Sheriff

All Police chiefs in Merced County

Merced County Probation

Merced County DA

Atwater Penitentiary and Chowchilla Prison

Describe how the committee’s recommendations are implemented

If recommendations made by the committee are within the scope of program delivery the recommendations are implemented as soon as possible. Where recommendations require curriculum change these recommended changes would be submitted to the curriculum committee. When possible and at the request of the committee special topic courses may be offered for professional development training for those already working in the system. Due to the current economic strain no recommendations have been made for professional development.

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6. External Reviewers

Reviewer’s Function California Peace Officer Standards and Training (POST). California Penal Code section 13550-13553 outlines POST authority and accreditation. It is the POST function to ensure that any presenter of a POST course is in full compliance of all state mandates.

Reviewer’s Findings The POST Courses offered here at Merced College are in full compliance of state regulations and mandates.

Describe how the findings have affected/will affect your program/ The POST courses offered here at Merced College are in full compliance and course certification was granted

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8. Program SLO Grids

Institutional Student Learning Outcomes (Adopted, April 3, 2007 and reviewed April 2010)

Communication: Use language and non-verbal modes of expression appropriate to the audience and purpose. (GE Breadth Areas A and C)

Computation: Use mathematical skills and various aspects of technology appropriate to the task. (GE Breadth Areas A and B)

Cognition: Use critical thinking skills to analyze, synthesize, and evaluate ideas and information. (GE Breadth Areas A, B and C)

Global and Community Consciousness and Responsibility: Demonstrate understanding of different cultures and knowledge of historical eras and importance of community involvement. (GE Breadth Areas D)

Personal Development and Life-Long Learning: Demonstrate self-management, maturity, and growth through practices that promote physical, mental, and emotional well-being. (GE Breadth Area E)

Institutional Student Learning Outcomes ( I-SLOs)

Criminal Justice

Communication Computation Cognition

Global and Community Consciousness and

Responsibility

Personal Development and Life-Long Learning

Program SLO A Demonstrate at the entry level an understanding of the fundamental principles, laws, and processes related to the American judicial system and individual constitutional rights.

X

X

Program SLO B Recognize at the entry level the social, political, economic, and cultural context within the criminal justice system and responsibilities to the community.

X

X

Program SLO C Demonstrate at the entry level critical thinking skills, the ability to analyze and solve problems using logical and creative methods.

X

X

Program SLO D Demonstrate at the entry level effective written, verbal and nonverbal communication skills.

X

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Criminal Justice/ Administration of Justice P SLO A fundamental principles

P SLO B Community Responsibility

P SLO C analyze and solve problems

P SLO D Communication skills

CRIM-01 Criminology

SLO A Compare and contrast criminality theories I I P P

SLO B Analyze the basics of enforcement practices and the roles of professionals within the criminal justice system

P I P

SLO C Identify current trends in crime and crime control policies P

CRIM-02 Introduction to Criminal Justice

SLO A Describe the evolution of the administration of justice system and its responsibilities to the community

P I

SLO B Compare and contrast the objectives of the criminal justice system and the role of criminal justice personnel

I P P

SLO C Categorize the various agencies, their organizational structure and the roles of each subsystem within the criminal justice system

P P

SLO D Examine the education, training, and professionalism in the criminal justice system

I I

CRIM-03 Criminal Procedures

SLO A Identify and describe the stages in the trial process M P

SLO B Identify and critically analyze the concepts of due process as found in the Fourth, Sixth, Eighth, and Fourteenth amendments, including right to counsel, bail, jury trial, and due process

M P

SLO C Analyze and describe the history and application of the exclusionary rule in shaping criminal procedure

M P

SLO D Analyze and describe the application of the right to counsel in criminal procedure

M P

SLO E Examine and describe the application of the rights to counsel and jury trial in a criminal case

P P

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CRIM-04 Criminal Law

SLO A Examine historical perspective, cultural evolution, and the origin of criminal law and the role of the judiciary in its development

M

P

SLO B Discuss the goals and characteristics of criminal law

M P

SLO C Critically analyze various components of our system of criminal law

M

SLO D Examine and differentiate among basic legal definitions and concepts of criminal law such as but not limited to the adversary system, classification of crimes, lesser included offenses, capacity to commit crime; causation, and culpability

P P

SLO E Recognize the elements of specific commonly committed crimes and identify the elements of offenses against the person, property, morals, and public welfare

P P

Crim-05 Community and Human Relations

SLO A Explain the history and evolution of multiculturalism in the U.S. and the challenges presented by a multicultural society

I

SLO B Identify and explain key issues that pose potential conflict between diverse communities and the courts, police, and corrections

P I

SLO C Identify and describe the strategies and philosophy for community policing in a multicultural society

P P

SLO D Analyze the basics of enforcement practices and the roles of professionals within the criminal justice system

I I

SLO E Compare and contrast the three eras of policing and relate what the police relationship to the community was in each era

P P

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CRIM-06 Introduction to Evidence

SLO A Examine and the rules of evidence, legal definitions, and concepts of evidentiary law

M P

SLO B Evaluate the qualitative and quantitative value of the various kinds of evidence

P I

SLO C Relate search and seizure practices to constitutional rights and case decisions to legally admissible evidence

M M

CRIM-08 Introduction to Investigation

SLO AWhen given case studies and role-playing situations, demonstrate basic investigative proficiency, by note taking, reconstructing the situation and reducing the crime to reportable elements

P P

SLO B Analyze and employ the basic steps of interviewing including attention to non-verbal communication and cues

P

SLO C In assigned exercises, apply basic English rules to good reporting structures; to describe property and other evidentiary items, including crime scene sketches and charts, in a proper format

M

CRIM-10 Writing for Criminal Justice

SLO A Arrange the facts and actions taken into an organized report M

SLO B Develop the facts needed to establish that a crime has been committed and that all actions taken were been appropriate

M P M

SLO C Examine report writing as a reflection on professionalism, and upon the ability of the criminal justice system to prosecute the criminal case

M

SLO D Recognize that an effective report must exhibit the writer's command of the language and must be relatively free of errors in sentence structure, grammar and other writing mechanics

M

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Crim-30 Juvenile Procedures

SLO A Analyze the major differences between juvenile courts and adult courts

I I

P

SLO B Analyze the historical perspective of current law and identify current laws regarding intra-familial violence

I I

SLO C Identify the critical aspects of detaining a juvenile P

SLO D Debate the distinction between an adjudicatory hearing and a disposition hearing

P P

Crim-33 Violence in the Family

SLO A Examine and categorize legal, and psycho-social aspects of child, spousal and cohabitant, and elder abuse

I I

SLO B Analyze the historical perspective of current law and identify current laws regarding intra-familial violence

P I

SLO C Name and describe the functions of referral agencies and those agencies responsible for the investigation, prosecution, adjudication, and rehabilitation of individuals accused of intra-familial violence

P I

SLO D Describe the salient issues involved in the investigation of intra-familial/co-habitant violence

I P

Crim-35 Narcotics

SLO A Differentiate among and understand the laws relative to the control and enforcement of dangerous drugs and narcotics

I I

SLO B Identify the major categories of drugs and narcotics

P

I

SLO C Compare and contrast the symptomology of opiates, hallucinogens, depressants, and stimulants

I P P

SLO D Apply sound writing techniques in formulating search warrant affidavits and search warrants

P

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CRIM-37 Communication and Ethics in Law Enforcement

SLO A Analyze the psychological factors in verbal interactions: words, tone, and body language

P P

SLO B Evaluate ethical dilemmas and ethical theories, as they apply to the Criminal Justice System

P P

SLO C Prepare for courtroom testimony: dispositions, demeanor and appearance

I P

SLO D Identify multi-cultural issues within the communication process P M

CRIM-42C Reserve Officer Module Level 3

SLO A Identify how the U.S. Constitution and its amendments apply to the criminal justice system and the actions and conduct of peace officers

I I I

SLO B Relate the responsibilities and liabilities for the care, custody and safety of prisoners while ensuring their constitutional and statutory rights

I I I

SLO C Demonstrate use of force principles as it relates to search, arrest and control

P P

P

SLO D Differentiate between felony and misdemeanor and the elements that determine what type of crime has been committed

M P

SLO E Evaluate and employ safe use of a handgun competency in safety, manipulation, and accuracy in combat situations

M M

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CRIM-42D Reserve Officer Module 2

SLO A Apply communication techniques used for obtaining voluntary compliance

P P

SLO B Recognize the crime elements necessary for arrest and prosecution

M

P

SLO C Assess scenes involving death and appropriate course of action P P

SLO D Differentiate between arrest, detention and consensual encounter

M M

SLO E Compose a reasonably fluent, well developed, well organized law enforcement report that clearly communicates all essential information and facts, and free of mechanical errors

P M

SLO F Assess factors that must be considered in making the decision to use deadly force

M M M

SLO G Apply appropriate techniques for the identification, preservation, documentation and collection of physical evidence

P P P

SLO H Describe the legal aspects of using nonlethal chemical agents M M

SLO I Demonstrate competency in handgun retention and takeaway techniques

M

P

SLO J Apply basic firearms safety, inspection, cleaning and accuracy principles

M P

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9. Learning Outcomes Assessment

Discuss the process used by faculty in identifying program-level student learning outcomes (SLOs) and the type of assessment that is being used to measure those outcomes.

SLOs are developed through a collaborative effort of full-time faculty and the program coordinator. Historically program SLOs are reviewed annually by reviewing the feedback from those employers who have employed Merced College Criminal Justice students in the criminal justice field and those that have continued on to complete their 4 year degree. In addition we have looked at retention, persistence, success and final GPA. Currently we are in the process of standardizing the final exams in each of the courses which include imbedded test questions that address and assess the program SLOs.

Summarize the findings of program learning outcomes assessments completed in the last two years, or since the last review.

Based on the feedback received from the community and statics provided by research analysis the program is succeeding in reaching its outcomes. We recognize more attention needs to be directed to a more qualitative and quantitative assessment this will provide better understanding of SLO achievement.

Include a plan for assessing the course and program SLOs you have not assessed at this time.

At present all program and course SLO assessments are up to date. Currently we are in the process of standardizing the final exams in each of the courses which include imbedded test questions that address not only the course SLOs but also the program SLOs. We are attempting to link the imbedded test questions from course SLOs to Program SLOs and the ISOs. We will continue to assess SLOs as the come due in the two year cycle.

How well do your program learning outcomes represent the scope and depth of learning appropriate to the degree/certificate program offered, and how do you know?

Again our program SLOs were developed by looking for general concepts in our class work and by comparing to four year schools’ upper division coursework, then finally the testing and training standards establish in the job market. When you look at the number of students that transfer from our program to four year schools and complete their degree it’s a good indicator they were prepared to meet the rigors of higher education.

How well do your program learning outcomes represent the scope and depth of learning appropriate to the standards of your discipline or profession/occupation, and how do you know?

Again our program SLOs were developed by looking for general concepts in our class work and by comparing to four year schools’ coursework, then finally the testing and training standards established in the job market. When you look at the number of program graduates that enter the job market and the number that are actually getting jobs in the profession is a very good indicator program SLOs are meet.

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10. Staffing

Staffing (Credit Courses) Program data Merced College

Productivity (WSCH/FTEF) 511.67 417.31

FT-FTEF (Full-time Equivalent Faculty), full-time faculty

40.60% 51.38%

PT-FTEF (Full-time Equivalent Faculty), part-time faculty

48.51% 41.22%

Average FTES/section 4.04 2.97

# of full-time faculty 3

# of part-time faculty 6

# of support staff 0

# of Coordinators and/or Program Managers (including amount of reassigned time

dedicated to each position) 1 coordinator 3 units

11. Student Performance

Program data Merced College

Success

(Course Success Rates) 78.4% 67.79%

Retention

(Course Completion Rates) 89.79% 83.97%

# Degrees / Certificates Awarded 231* 1,019 degrees**

* For 2009-10 to 2013-14: 173 AA Degrees, 52 AS-T degrees and 3 certificates of completion were awarded by

Merced College ** For 2009-10 to 2013-14: 537 AA, 107 AA-T, 93 AS, 27 18-30 unit certificates, 154 30-60 unit certificates, 16

60+ unit certificates, 2 certificates of completion, and 83 AS-T degrees were awarded by Merced College

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12. Analysis of Data and Evaluation

Student Demographics (Credit Courses)


Age

≤19 2,152 (29%) 22,710 (35%)

20-24 3,762 (49%) 26,359 (41%)

25-29 836 (11%) 7,158 (11%)

30-34 384 (5%) 3,694 (6%)

40-49 205 (3%) 2,456 (4%)

<50 92 (2%) 1,417 (2%)

Gender

Female 3,085 (40%) 36,624 (55.9%)

Male 4,554 (59.9%) 29,115 (44%)

Unknown 13 (.1%) 81 (.1%)

Ethnicity

African-American 274 (4%) 2,959 (4.5%)

American Indian/Alaskan

Native 47 (.6%) 487 (.7%)

Asian 695 (9%) 6,835 (10.3%)

Filipino 37 (.5%) 650 (1%)

Hispanic 4,619 (61%) 35,703 (54%)

Multi-ethnic 36 (.4%) 1,391 (2%)

Pacific Islander 40 (.4%) 310 (.5%)

Unknown 225 (3%) 908 (1.4%)

White, Non-Hispanic 1,679 (22%) 16,577 (25%)

Total 7,652 65,820

Briefly outline which students are served in your program(s). Look at age, gender, and ethnic/racial breakdowns. You can compare demographics by site, time, modality, and ultimately, to the district's demographics for the same term.

-Age: The majority of students in this program are 24 years and under, equating to about 74%. This is higher than the college average and can be explained by the hiring requirements in the criminal justice field. The optimum age for hiring in this field is 23, therefore students wishing to be competitive are enrolled in or completing college earlier. Students between 25-29 years of age represent the next largest group at nearly 11%. Between ages, 30 and 50+ there is a decrease in the number of students equating to only about 11% of the criminal justice student population. These numbers, however, are very

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desirable. The broad and even breakdown across all age groups ensures a broad and diverse group of future criminal justice professionals

-Gender: Approximately 59% of the students served in this program are Male which is higher than the college average. This is understandable since the field of criminal justice is still primarily a male dominated field.

-Ethnicity: Approximately 61% of students enrolled in criminal justice courses identify themselves as Hispanic; followed by White, Non-Hispanic at approximately 22%, Asian approximately 9% with the remaining 9% all other. Whites & Hispanics are the largest groups of students. This is similar to the college rankings. All identified ethnic groups within the program population as compared to Merced College population are within a few percentage points of each other. Overall, it is clear that the Criminal Justice program is reaching all ethnicities, ensuring that each culture is represented in future criminal justice professions.

-Site/Time/Etc.: Classes are offered in Los Banos and Merced, there are no DE classes. All classes are offered at variety of times and days throughout the week and some weekends. It appears that these varieties of offerings are sufficient to accommodate the diverse student population equally.

What is the total number of sections offered? Provide a breakdown of sections by site modalities when appropriate.

On the average there are 15 sections offered each semester, 3 of which are taught at the Los Banos campus. The number of sections offered per semester dropped in 2011 due to the need of a replacement full-time professor.

# Sec Overall MCCD LB DE Non-DE

2009F

18

15

3 -

18

2010S

19

17

2 -

19

2010F

19

16

3 -

19

2011S

14

12

2 -

14

2011F

15

12

3 -

15

2012S

15

12

3 -

15

2012F

15

13

2 -

15

2013S

15

12

3 -

15

2013F

13

11

2 -

13

2014S

16

13

3 -

16

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Sections (for Credit Courses)


LB (% filled) 33.16 (74.98%) 253 (67.91%)

MC (% filled) 34.96 (79.07%) 2,027 (71.96)

Total (% filled) 34.69 (78.44%) 2,280 (71.48%)

Non-DE 78.44% 2151 (94.3%)

DE 0 129 (5.7%)

Non-DE/DE 16.7

What is the average class size and the average percentage of sections filled for your program? The average class size is 36.87. The average percentage of sections filled is 78.44%. This is impressive given that course caps at Merced College are 20-25% higher than other colleges throughout the state. To reduce caps to state averages will result in higher percentages of sections filled.

Average Overall MCCD LB DE Non-DE

2009F 32.50 32.93 30.33 - 32.50

2010S 36.21 35.47 42.50 - 36.21

2010F 35.63 33.88 45.00 - 35.63

2011S 41.14 43.50 27.00 - 41.14

2011F 38.00 38.58 35.67 - 38.00

2012S 39.67 39.08 42.00 - 39.67

2012F 39.33 37.08 54.00 - 39.33

2013S 36.27 37.92 29.67 - 36.27

2013F 36.77 37.55 32.50 - 36.77

2014S 33.25 37.38 15.33 - 33.25

% Filled Overall MCCD LB DE Non-DE

2009F 72.13% 71.18% 77.78% - 72.13%

2010S 82.99% 80.94% 101.19% - 82.99%

2010F 81.27% 78.21% 96.43% - 81.27%

2011S 95.05% 97.03% 79.41% - 95.05%

2011F 81.17% 82.53% 76.43% - 81.17%

2012S 87.12% 86.37% 90.00% - 87.12%

2012F 86.01% 83.68% 98.18% - 86.01%

2013S 80.24% 83.79% 65.93% - 80.24%

2013F 78.62% 82.93% 59.09% - 78.62%

2014S 73.68% 82.79% 34.07% - 73.68%

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What is the site-based/distance education learning ratio for your program?

Sections are taught at both the Los Banos campus and Merced campus. Currently 20% of the sections are taught at the Los Banos campus and taught by part-time professors, 80% of the sections on the Merced Campus.

How do your program demographics compare across sites and modalities (Distance Education or Hybrid courses)? Is access equitable across all modalities and sites?

Based on the data the program is comparable across sites in all demographic areas.

How do your program demographics compare to the District aggregate?

The program numbers are comparable to the district

Are there any other factors which could be influencing student access to your courses or program?

The lack of additional section offerings due to the need of a replacement full-time professor is influencing student assess. In addition, there is a need to develop Hybrid or Distance education sections.

13. Resources

Describe the types of facilities and equipment used by the program and the extent to which these resources meet program needs.

The Criminal Justice program utilizes traditional class settings. Overhead projectors, dry-erase boards, computer and video players are necessary. However, there are operational needs that have only been made possible with the assistance of local law enforcement agencies. Currently, the desks in the room are not student friendly. These desks are a mixture of different styles and worn out, many of which break before the semester ends. The much needed computers for student use and state testing have been delayed due to construction delays. The construction of the new vocational building which was to begin in 2010 would have been a wonderful step in achieving the needs of student learning and faculty assistance, but construction was moved to 2015 and at present there is no projected start date.

Discuss how technology is used to deliver instruction or enhance student learning and the extent to which available technologies meet program needs.

The technology currently available in our assigned classroom is limited to a computer with overhead projector. We have asked for a SMART Board for several years but no luck. We also need to have a computer lab, which is part of the design in the remodeled VOC building if and when it happens. The need for the computer lab is State online testing as well as access to state training aids and programs to facilitate student learning.

PC-Tablets are needed along with professional development to show the details of how they can be used in a classroom. While Smart-Boards are nearly common place in many college campuses, the Criminal Justice Program has yet to benefit from their use. The purchase of new Smart-Boards, along with professional development on how to properly use them to teach, could add a new and innovative tool to the Criminal Justice Program. Furthermore, some instructors in the Program would

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like the ability to access Blackboard, a communication medium for teachers and students, for non-online classes to better facilitate out-of-class discussions, assignments, and other issues. At this time, instructors are still not allowed to have access to Blackboard, unlike many other college campuses which utilize this internet-based technology almost exclusively.

Discuss the program’s expectations for professional development by faculty (full-time and part-time) and staff and the extent to which faculty and staff engage, or would like to engage, in professional development activities.

As the police training program is certified through California Peace Officer Standards and Training, it

is expected that all staff attend the annual conference. In recent years, only the coordinator has attended. It is expected that the coordinator continue to attend the conferences. Currently all instruction is completed by full-time and adjunct faculty whom are currently working in the field or engaged in continuing professional development. All are mandated to maintain current skills and knowledge sets accomplished either through formal in-service classes, discussions with co-workers/supervisors and written updates distributed by both the federal and state government. We are also looking at attending workshops and seminars.

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14. 5-year planning guide

Goal Statement 1: Adjust pre-reqs/co-reqs

Outline the objectives needed to accomplish this goal

- Remove course pre-reqs that are not necessary for student success. - Remove course co-reqs that are not necessary for student success. - Develop appropriate course pre-reqs. - Develop appropriate course co-reqs.

Target date for completion 06/01/2016

Person(s) responsible for completion Public Safety Program Coordinator

Identify the benchmark for this goal All courses are reviewed and appropriate courses are corrected and submitted to the Curriculum Committee.

Describe the means of assessment that will be used to measure progress toward this goal.

Progress will be evaluated in Aug 2015 to ensure all courses that need to get to the Curriculum Committee are moving forward in a timely manner so approval will be complete for fall 2016 schedule

To which program SLOs does this goal connect?

All

To which Merced College Strategic Planning goals and/or institutional student learning outcomes does this goal connect?

Global and Community Consciousness and Responsibility Personal Development and Life-Long Learning

Resource Requests: Identify individual resources needed to achieve this goal

NONE

Justification for request: How will this resource help the program achieve this goal?

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Goal Statement 2: Replacement of Safety Equipment


Replace worn out and outdated safety equipment so as to continue to meet the mandated needs of the required and specialty training courses that will provide personnel the opportunity to prepare them for employment and to provide service to the community.


Person(s) responsible for completion V.P. of instruction, Area Dean, Public Safety Program Coordinator

Identify the benchmark for this goal All worn out equipment replaced


Continued requests for resource allocation and Perkins money


All




Nylon holsters, duty belts, magazine pouches and expandable batons with holders, Red Man Protective equipment, training guns gas masks and batons, etc.


The intent of the request is to replace the old worn out equipment with current state of the art equipment in order to give all students the protection required, opportunity to participate fully and prepare them for the job market.

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Goal Statement 3: Replacement of the retired tenured Professor


The professor in this position will be directly instructing in the institutional SLOs of Communication, Cognition: Use of critical thinking skills, Global and Community Consciousness and Responsibility, and Personal development and Life-Long Learning. There is a direct application of these goals to all positions in the criminal justice field. These SLOs are imbedded throughout the criminal justice curriculum


Person(s) responsible for completion President, V.P. of instruction, Area Dean, H.R., faculty lead

Identify the benchmark for this goal Funding the hiring of Professor


Continued requests


All




New Professor


The need for law enforcement personnel is ongoing. In austere economic times law enforcement agencies turn to “volunteer” reserve police officers who must by regulation meet the same training criteria as full-time law enforcement officers, to staff a greater number safety needs. From this pool of proven officers, agencies then often hire for full-time positions. This hiring process is not unique to this particular economic downturn and appears to have become at least regionally be status quo. Agencies seldom fund new personal through the academy training and if not hiring from their current reserve officer cadre hire from qualified lists of applicants that have paid their own way through the training. The reliance upon a Peace Officer Standards and Training certified applicant pool makes necessary the continuance of Modular Academy offerings to assist in local and state demand. The POST certification is portable throughout the state

Criminal Justice Comprehensive Program Review 2014-15€¦ · Criminal Justice Comprehensive...

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Transcript of Criminal Justice Comprehensive Program Review 2014-15€¦ · Criminal Justice Comprehensive...