I I 71-12,010 YANKEE, William Joseph, 102 5A DESCRIPTION AND EVALUATION OF THE ASSOCIATE DEGREE LAV? ENFORCEMENT CURRICULA IN THE PUELIC COMMUNITY AND JUNIOR COLLEGES OF MICHIGAN. Michigan State University, Ph.D., 1070 Education, hipher University Microfilms. A XEROXC om pany. Ann Arbor. Michigan ^ Copyright by WILLIAM JOSEPH YANKEE 1971 A DESCRIPTION AND EVALUATION OF THE ASSOCIATE DEGREE LAW ENFORCEMENT CURRICULA IN THE PUBLIC COMMUNITY AND JUNIOR COLLEGES OF MICHIGAN By William Joseph Yankee A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1970 ABSTRACT A DESCRIPTION AND EVALUATION OF THE ASSOCIATE DEGREE LAW ENFORCEMENT CURRICULA IN THE PUBLIC COMMUNITY AND JUNIOR COLLEGES OF MICHIGAN By William Joseph Yankee The purpose of the study was twofold: (1) to describe the associate degree law enforcement curricula in the public junior and community colleges in the State of M ichigan, and (2) to determine the extent which the associate degree curric­ ula of Michigan junior and community colleges are congruent with selected dimensions of the associate degree curriculum recommended in the American Association of Junior Colleges' Law Enforcement Program Guidelines. Thirteen descriptive questions were formulated pertain­ ing to curricula variables, such as, how many curricula exist or are planned, a chronology of their implementation, their distribution throughout the State, titles of the curricula, administrative units responsible, degree granted, range of required courses, number and qualifications of full-time and part-time faculty, teaching loads, number of students enrolled, and the number of graduates expected in 1970. William Joseph Yankee Five evaluation questions were formulated to determine the extent to which five curriculum dimensions were congruent with the curriculum dimensions recommended in the American Association of Junior C o l l e g e s ' Law Enforcement Program Gu ide­ lines; namely, tion, (1) objectives, (2) advisory committee composi­ (3) curriculum course requirements, cations, and (4) faculty qualifi­ (5) learning resource materials. A survey of all (29) Michigan public junior and community colleges was conducted using a standard interview questionnaire designed to collect data to answer the questions posed. The data were organized and tabulated to provide a collective p ro ­ file and description of the law enforcement curricula as they presently exist. A Curriculum Evaluation System was devised by identifying the component elements and the ''ideal standard" in each of the dimensions listed above as recommended by the American Association of Junior Colleges' Law Enforcement P r o­ gram Guidelines. Appropriate scales for determining component congruency scores were devised, dimension congruency scores for each college were computed, and a percentage of congruency for each dimension was reported. Ten descriptive conclusions were drawn: that there are 21 implemented programs, and that there is one planned for fall 1970, and one for fall 1972; that 13 of the 22 were implemented since 1968; that five different titles are used to describe the curricula; that 18 of the curricula are located in the southern part of the State, with 12 in the southeast, six in the southwest, two in each of the two northern sections, William Joseph Yankee and none in the Upper Peninsula; that four different types of administrative units are responsible for the programs; that there are 48 apparently different courses offered, and that each of these is required in one or more of the 22 cur­ ricula, with only one course (English) required in all cur­ ricula, whereas 22 courses are required in only five curricula that there are 14 full-time faculty in 11 curricula, with an average academic preparation of less than a masters degree, an average of 13.6 years' field experience, 5.2 years* aver­ age in teaching experience, and an average teaching load of 13.4 credit hours; that 47 (77%) of the faculty are part-time, with an average of less than a masters degree, 11.7 average years’ field experience, 1.5 average years' teaching experi­ ence, and that they are teaching an average load of 3.7 credit hours and 49% of the courses offered; and, that there were an estimated 2,296 students enrolled, 67% of whom were part-time students, but full-time policemen. Six evaluative conclusions were drawn; that the overall percentage of congruency, between the objectives of the law enforcement curricula and the recommended curriculum objec­ tives in the AAJCLEPG, was 4 5%; that the overall percentage of congruency, between the professional background composition of the law enforcement advisory committees and the AAJCLEPG recommended advisory committee composition, was 36%; that the overall percentage of congruency between the courses required in the curriculum recommended in the AAJCLEPG and the William Joseph Yankee corresponding courses required in the 22 curricula, was 6 3%; that the overall percentage of congruency, between faculty qualifications as recommended by the AAJCLEPG and the total faculty (61) qualifications, was 62%; that the overall per­ centage of congruency, between the learning resource materi­ als recommended by the AAJCLEPG and the corresponding m a ­ terials subscribed to by the 22 colleges, was 32%; that 10 colleges rated High on curriculum objectives and 12 Low; colleges rated High, 3 7 Average and 12 Low on advisory com­ mittee composition; on curriculum 10 colleges rated High, 4 Average and 8 Low; on faculty qualifications 5 colleges rated High, 10 Average, and 7 Low; and on learning resource materi­ als 5 colleges rated High, 7 Average and 10 Low. Nine general conclusions were drawn: that the evidence from the study tends to support Dressel's theory that dis­ tinctions between general education and vocational education tend to proliferate courses, produce insufficient atten­ tion to instruction, and create variations in requirements among colleges; that law enforcement curricula implemented since 196 8 paid little attention to or for some reason ignored the AAJCLEPG; that the AAJCLEPG are in need of revision; that the curricula are adequately distributed in the lower penin­ sula; that a four-year curriculum should be implemented at Northern Michigan University; that the curricula in the south­ east section of the State should be expanded and strengthened; that no further associate degree curricula should be William Joseph Yankee established; that the academic preparation and teaching experience of the law enforcement faculty is low and their field experience high; that the overall congruency between the 22 curricula and the AAJCLEPG is low; and, that a ''teach­ ing methods" course should be established for all part-time faculty. ACKNOWLEDGMENTS The writer wishes to thank the many people who made this study possible. Special thanks must go to Dr. Max Raines, Chairman of the Guidance Committee and Professor Russell Kleis, a committee member, whose critical question­ ing in the initial stages precipitated the curriculum evalu­ ation method established in this study. To these colleagues and Dr. Edward Blackman, and Professor Louis Radalet, the writer is indebted for the liberal advice and counsel given. Special thanks must also be extended to Dr. Gunder Myran who, in the final stages of the study, consented to accept the committee responsibilities of Dr. Edward Blackman whose u n ­ fortunate illness prevented his continued participation. The valuable suggestions, assistance and advice of Dr. Lawrence Lezotte must also be acknowledged with a special thanks. The cooperation of the many persons interviewed, and the time they allowed from very busy schedules, is acknowledged with gratitude. And finally, a very warm and special thanks to my wife whose patience, encouragement and intuitive therapeutic skills served as the essential catalyst. TABLE OF CONTENTS Page ACKNOWLEDGMENTS............................................ ii LIST OF T A B L E S ............................................ V LIST OF APPENDICES ........................................... viii Chapter I. II. THE P R O B L E M ..................................... 1 Need for the S t u d y ........................... Overview of Crime and the Need for Police Education .................................. Commitment to Higher Education for Policemen .................................. Rapid Development of Law Enforcement Program..................................... Curricula C o n ce rn s........................... Faculty Concerns ........................... Haphazard Development........................ The Problem..................................... P u r p o s e ..................................... A s s u m p t i o n s .................................. Descriptive Qu es ti o ns ....................... Evaluative Dimensions........................ Delimitations .............................. D e f i n i t i o n s .................................. O v e r v i e w ..................................... Chapter I I .................................. Chapter I I I .............................. Chapter I V .................................. Chapter V .................................. 4 REVIEW OF THE LITERATURE AND RESEARCH. . . . General Curriculum Stu di es .................... Law Enforcement Curricula Studies . . . . ............. Junior College Faculty Studies Law Enforcement Faculty Studies ............. Disc*.’:sion of Previous R e s e a r c h ............. S u m m a r y ........................................ iii 4 6 9 12 17 21 25 26 27 27 29 30 30 32 32 32 33 33 34 34 40 52 55 55 61 Page Chapter III. METHODS AND PROCEDURES........................... Colleges Studied .............................. Instruments..................................... Questionnaire .............................. Learning Resources Questionnaire . . . . G u i d e l i n e s .................................. M a t e r i a l s .................................. ............. Curriculum Evaluation System D e s i g n ........................................ Preparation and Treatment of Descriptive D a t a ........................................ Preparation and Treatment of Evaluative Dimensions.................................... S u m m a r y ........................................... IV. PRESENTATION AND ANALYSIS OF D A T A ............. 64 64 66 66 67 67 67 67 68 68 73 83 87 Q u e s t i o n s ..................................... 87 Evaluative Dimensions ....................... 104 S u m m a r y ............................................ 117 V. SUMMARY AND C O N C L U S I O N S ........................... 122 S u m m a r y ............................................ 12 2 124 Descriptive Conclusions .................... Evaluative Conclusions .................... 128 General Conclusions and Discussion . . . 130 Recommendations ................................ 142 Implications for Future Research............. 14 4 Unanswered Questions ........................ 144 Methodology and Limitations.....................145 BIBLIOGRAPHY................................................... 147 A P P E N D I C E S ................................................... 154 iv LIST OF TABLES Table Page 2.1. A Curriculum M o d e l ........................... 37 2.2. Summary of the First Law Enforcement Curriculum - San Jose C o l l e g e ............. 41 Suggested Two-Year Law Enforcement Curriculum - G a m m a g e ....................... 43 Suggested Two-Year Law Enforcement Curriculum - Rutherford.................... 45 Suggested Two-Year Law Enforcement Curriculum - V a u p e l ....................... 47 Suggested Two-Year Law Enforcement Curriculum Recommended by the American Association of Junior Colleges' Law Enforcement Program G u i d e l i n e s ................................. 49 2.3. 2.4. 2.5. 2.6. 2.7. 2.8. 2.9. 2.10. 2.11. 3.1. Core Program Areas Termed Essential and Recommended by Expert Panel ................. 51 Per Cent of Instructors in Public Junior Colleges for the Years Designated Who Have the Doctor's, M a s t e r ’s, Bachelor's and No Degrees for Their Highest Degree. . . . . 54 General Education and Related Course Require­ ments and Credit Hours Recommended in Reviewed Two-Year Law Enforcement Curricula . 57 General Law Enforcement Course Requirements and Credit Hours Recommended by Selected C u r r i c u l a .................................. 58 A Comparison of Marsh's Curriculum Essentials and AAJCLEPG Courses ............. 60 Public Junior and Community Colleges in the State of Michigan and Their Location . . . 65 v TABLE 3.2. Page Criteria for Rating Each College for Con­ gruency with the AAJCLEPG on Five Different Dimensions....................... 84 Public Junior and Community Colleges, the Identification of Those with, or a Planned Law Enforcement Curriculum, the Date of Implementation and the Sectional Location in the S t a t e .............................. 88 Accumulative Development of Law Enforcement Curricula by Years of Implementation in Relation to the Passage of Federal Law Enforcement A c t s ........................... 89 Distribution of Junior and Community Colleges with Law Enforcement Curricula by Sections of the State and the Ratio of Law Enforcement Curricula to the Dis­ tribution of Population and Policemen . . 91 4.4. Summary of Law Enforcement Curricula Titles. 92 4.5. Classification of Administrative Units Responsible for Law Enforcement by Institutions .............................. 93 Classification of Law Enforcement Associ­ ate Degrees Granted by Colleges . . . . 95 Range of Categories of Courses Required in 22 Law Enforcement Curricula, Classified by Description by Five Judges . . . . 96 Academic Preparation, Field Experience, and Teaching Loads of the Full-time Law Enforcement Faculty by Individuals and C o l l e g e s .............................. 98 Academic Preparation, Field Experience and Teaching Loads of the Part-time Law En­ forcement Faculty by Individuals and Colleges.......................... 99 4.1. 4.2. 4.3. 4.6. 4.7. 4.8. 4.9. 4.10. Comparison of Full-time Faculty and Parttime Faculty on Academic Preparation, Field Experience and Teaching Experience vi . 101 A Summary of Teaching Loads and Sections Covered by Full-time and Part-time Faculty, Winter, 1970 ....................... 103 Students Enrolled in Law Enforcement Curricula by Colleges ....................... 105 Opinions on the Adequacy of the Abstracted Objective of the AAJCLEPG Statements 106 Opinions on the Agreement of the Stated Objectives of Law Enforcement Curricula of Each College with the AAJCLEPG Objectives and Agreement Scores ............. 107 A Compilation of Congruency Scores Between Michigan Junior and Community College Advisory Committees Professional Compo­ sition and the AAJCLEPG Recommended Pro­ fessional Composition ....................... 109 A Compilation and Summary of Congruency Scores Between the Courses Required in the Michigan Junior and Community College Law Enforcement Curricula and the Recom­ mended Courses Required in the AAJCLEPG 111 A Compilation and Summary of Congruency Scores Between the Faculty Qualification Components Recommended by the AAJCLEPG and the Law Enforcement Faculty of the Junior and Community Colleges of Michigan . 113 A Compilation and Summary of Congruency Scores Between the Journals and Publications Subscribed to by the Michigan Community and Junior Colleges and the Recommended Journals and Publications in the AAJCLEPG. 114 Congruency Ratings, H (High), A (Average), or L (Low) on Five Selected Dimensions Between Individual Colleges and the AAJCLEPG Recommendations .................... 116 Congruency Rating Profiles of Two Colleges on Five Selected AAJCLEPG Curriculum Dimensions ..................................... vii CHAPTER I THE PROBLEM The need to expand the concern of higher education for law enforcement officers has never been more critical. Never before has there been such a mixture of social systems and sub-systems controlled by so many ambiguous and complicated local, state and federal laws. It is the responsibility of the law enforcement officer to enforce these laws. The first step in this enforcement, the arrest, initiates the action of a complex and cumbersome system of criminal jurisprudence. The decision to make, or not to make, an arrest, along with many other police responsibilities, ening amount of descretionary power. is endowed with a fright­ The use of this power within the restraining intent of the Bill of Rights, is a delicate, precarious and comprehensive intellectual task. It doesn't seem logical that this function should be left in the hands of individuals w h os ev observation and understanding of this world is informed by no more than the eighth, tenth, or twelfth grade of schooling. Over the past decade or so, lawlessness has become a national concern. year after year. The crime rates have continued to climb Rapid changes in social conditions and moral philosophies, minority demands for equality precipitating 1 2 sit-ins and riots, Supreme Court decisions broadening the interpretations of constitutional rights, and political cam­ paigns based on law and order themes have all played a part in arousing anxiety and feelings of conflict in citizens and law enforcement officials alike. The above conditions have, on numerous occasions, created situations of severe and prolonged confrontation b e ­ tween the police and certain segments of the citizenry. The action, often occurring under the scrutiny of national TV, has produced waves of criticism or praise. Regardless of the nature or merit of the criticism or praise, situations and confrontations have revealed many of the problems and w e a k ­ nesses of law enforcement officers. For some p e o p l e , the answer to what appears to be un ­ checked crime, riots, sit-ins, and other forms of lawlessness is simply tougher law enforcement. Unshackle the hands of the police; pass legislation that will liberalize powers of arrest, search and seizure authority, stop and frisk and anti-knock-knock laws, and provide stiffer penalties for all violations of the law are frequently heard emotionally toned sentiments. Others, however, take a more global view, and perceive police shortcomings existing within, and as but one element of, a total concept of criminal jurisprudence. This position is clearly indicated in the following statement: The fact is . . . that even under the most favor­ able circumstances the ability of the police to act 3 against crime is limited. The police did not create and cannot resolve the social conditions that stimu­ late crime. They did not start and cannot stop the convulsive social changes that are taking place in America. They do not enact the laws that they are required to enforce, nor do they dispose of the criminals they arrest. The police are only one part of the criminal justice system; the criminal justice system is only one part of the government; and the government is only one part of society. Although the police-citizenry-jurisprudence represent but one element in the myrial of problems, police are never­ theless a very significant element; and, as the Report by the President's Commission on Law Enforcement and the Administra­ tion of Justice put it. Widespread improvement in the strength and caliber of police manpower, supported by a radical revision of personnel practices, are the basic essentials for achieving more effective and fairer law enforcement. The Commission's recommended means for improving the strength and caliber of police manpower are centered upon improving training programs and raising educational requirements to college levels. 3 The goal, ultimately, " . . . that all personnel with general law enforcement powers 4 ." have at least a baccalaureate degree. is . . . The report of the President's Commission on Law Enforce­ ment and the Administration of Justice. Task Force Report; The Police, (Washington, D.C.: U.S. Printing Office, 1967), p.l. 2 A report by the President's Commission on Law Enforce­ ment and Administration of Justice, The Challenge of Crime in a Free Society, (New York: E. P. Dutton & C o ., I n c ., 1968), p . 653. 3lbid. 4 Task Force Report: The Police, o p . c i t ., p. 126. 4 Need For The Study Increasing Incidence of Crime and the Need for Police Education Between 1963 and 1967,"* the national crime rate in­ creased about 58%, whereas the population rate increased by about 6%.^ Violent crimes such as murder, forcible rape, robbery, and aggravated assault increased around 50%, whereas offenses such as burglary, larceny $50 and over, and auto 7 theft increased 60%. During this same period, there was a 30% increase in arrests, a 20% increase in crimes cleared; g but, a 30% decrease in clearance rate. In Michigan, during 9 the same period, the crime rate increased 9 8.4%, whereas the clearance rate dropped 5.3%, from 25.6% in 1963 to 20.3% in 1 9 6 7 . ^ Since 1967, the State and national crime rates have continued to rise with no appreciable change in the clearance r a t e . Although the clearance rate is only a crude indicator of police effectiveness, the fact that for years over 5 Dates selected to correlate with Michigan State Police compilation. g Uniform Crime Reports for the United S t a t e s , (Washing­ ton, D.C. : U .S'. Department of Justice, 1968) , Chart No. 1, p. 2. 7I b i d ., Chart No. 3, p. 3. ®Ibid., Chart No. 18, p. 32. 9Michigan Law Enforcement Officials' Report on C r i m e , 1967, compiled by Michigan State Police, East Lan si ng , Michi­ gan, 1968, p. 8. *~°Ibid. , Table No. 6, p. 13. 5 three-fourths of the reported serious crimes have not been cleared by an arrest suggests that there are other inherent problems aside from the incidence of crime itself. The effectiveness of the police must certainly be questioned. Many authorities# but not all by any means# agree with Turner's position that: Only by a massive proselytization of an entirely new breed of police officer# and by a drastic re­ structuring of the system in which he will work, can American law enforcement solve the crisis now confronting it. 1 To Turner, educated officer. the new breed of police officer will be an Education as he sees it, is indispensible to the officer that is needed in today's world. It is his opinion that education will diminish authoritorianism, broaden the outlook of the officer, 12 reasoned thinking. and elicit self-discipline and The significance of the need for education is more apparent when the educational level of police officers in the United States is reviewed. In 19 50# the median of school years completed for all officers in the United States was 11.7%. Even more revealing, however, is the fact that 10% had less than eight years of education, only the eighth grade, 18% had completed 25% had one to three years of high ^ W i l l i a m W. Turner, The Police Establishment G. p. Putnam's Sons, 196 8), p. 362. 12I b i d . , p. 308. (New York: 6 school, 34% had completed high school, 9% had one to three years of college, and 3% had four or more years of college.33 In a 1964 study by the International Association of Chiefs of Police, it was learned that 30.3% of the officers surveyed had taken one or more college courses, and only 7.3% held a college degree. 14 In the same study, it was found that at the administrative level only 33.6% had attended col­ lege at all, of which 9 ..<% had one or more degrees.35 This fact suggests an increase of 4.3% in college graduates in police service over a 14 years period. Commitment to Higher Education for Policemen In 1965, the Commission on Law Enforcement and Adminis­ tration of Justice was created by the President to examine existing operations and methods of police, court, and correc­ tional institutions, and to make appropriate recommendations for improvement in operations and procedures for the control of c r i m e . I n February of 1967, the Commission issued its 13 1950 United States Census of Population, U.S. Depart­ ment of C ommerce, Bureau of Census Special Report, P.E., Table II, pp. 81-120 and No. 18, Table 10, pp. 18-113. 14 Turner, o p . c i t ., p. 308. 15Ibid., p. 313. 3®Paul B. Weston and Kenneth M. Wells, The Administration of Justice (Englewood Cliffs, N.J.: Prentice-Hall, IrTc., , p. 10.— 7 report 17 which included extensive findings and recommendations pertaining to problems facing the nation's entire system of criminal jurisprudence. Supporting materials to the general report were published in the same year under nine different Task Force Report headings. Once of these reports, The P o l i c e , is an elaboration of the findings as they specifically relate to the problems of the police. X8 Immediately following the publications of these reports, significant civil disorders, erupted. for the second straight summer, On July 28, 1967, the President established another commission, The National Advisory Commission on Civil Dis19 orders, to investigate and recommend solutions. Chapter 11 of the new commission's report is devoted to recommendations for improving the operations and procedures of police systems. Subsequent to and undoubtedly stimulated by these two major investigations, Streets Act of 1968 20 the Omnibus Crime Control and Safe was enacted by Congress. An analysis "^Report of the President's Commission on Law Enforce­ ment and the Administration of Justice, The Challenge of Crime in a Free Society, (Washington, D.C.: U. S. Government Printing- office , 1 $<571 . 18 Task Force Report: 19 The P o l i c e , op. c i t . U. S. Riot Commission Report, Report of the National Advisory Commission on Civil Disorders (New York: Bantam Publishing Co. , 1968) , p~. T~. 20 Omnibus Crime Control and Safe Streets Act of 196 8 , Public Law 90-351, June 1^, 19615. 8 of the Act clearly suggests that it was designed to provide organization and finances to implement many of the recommenda­ tions made by the two Commission rep or ts . More specifically, Title I, Part D, Section 406 of the Omnibus Crime Control and Safe Streets Act of 1968 21 provides the authorization to implement the educational intent of the Act. In general, it is the expressed goal of the Office of Academic Assistance to elevate law enforcement through education and professionalization. Michigan, 22 like all other states, has been organizing and planning to make its appropriate contribution in imple­ menting the Federal Act to improve law enforcement procedures and methods and to elevate its law enforcement personnel through training and education. On November 27, 196 8, Gover­ nor Romney appointed the Michigan Commission on Law Enforcement and Criminal Justice. 23 The purposes of the Commission are to set policy under federal guidelines and to approve funds for local action p r o gr a ms . Local action grants may be allowed under seven categories of assistance. Five of the seven require that the funds be directly or indirectly used for the training and/or education of law enforcement 21 See Appendix A for text of Title I, Part D, Section 406. ^ I b i d ., p . 2 . 23 Robert H. Scott, Michigan Municipal Revi ew , "Michigan Responds to the Crime Control A c t ’’, Vol. XLII, No. 3 (Ann Arbor: The Michigan Municipal League, 1969), pp. 52.54. 9 personnel. The commitment to law enforcement education, nationally and in Michigan, seems well established. Rapid Development of Law Enforcement Programs Since 1930, when State College, San Jose, California, began the first undergraduate curriculum for prospective policement, 25 over 234 colleges and universities have i mple­ mented over 261 academic law enforcement curricula leading to associate, baccalaureate, masters, 26 or doctorate d g r e e e s . Of the 234 programs offered during the 1968-69 academic year, 199 were associate degree curricula, most of which were offered in community and junior colleges. The accelerated growth of associate degree curriculums in recent years is reflected by the fact that there were only 26 associate 27 28 degree programs in 1958; 152 in 1965-66, and 199 in 24 Law Enforcement Education Program Manual, 1 9 6 9 , Office of Academic Assistance, Law Enforcement A s s i s t a n c e Administration (Washington, D.C.: U. S. Department of J u s ­ tice) , p. 2. 25 George H. Brereton, "The Importance of Training and Education in the Professionalization of Law Enforcement", Journal of Criminal Law, Criminology and Police Science, V o l . 52, N o . T) May-June 1 5 6 1 , p^ 1X4'. 26 Law Enforcement Education Directory; 1968-69 (Washington, D . C . : Association of dhiefs of Police, 1968) , p . 2. 27 A. C. Germann, "Law Enforcement Programs in Institu­ tions of Higher Learning", American Association of University Professors1 Bulletin, V o l . 44, S e p t e m b e r , 195 8, p"! 612. 28 Police Science P r o g r a m s , (Washington, D.C.: International Association o f Chiefs of Police, 1967), p. 2. 10 1968-69. On an average, 14 curricula per year were estab­ lished between 1965 and 1968. In Michigan, two baccalaureate, and 29 one masters degree programs were offered in 1965-66. In 1968-69, seven associate, there were eight associate programs, whereas the number of baccalaureate and masters programs remained the same.’*0 However, according to the Michigan Bureau of Edu­ cation, nine additional associate programs are being planned for fall 1970 implementation. 31 This phenomenal growth in law enforcement programs at the junior and community college level has been stimulated by a variety of factors. Almost incessantly since Vollmer s u c­ ceeded in getting the University of California to offer a course in police administration during the summer session of 1916, 32 police administration authorities have been advocating training and higher education for police officers. In the early 1 9 5 0 's, California passed a Law Enforcement Training Act to provide minimum training for police officers ^°Law Enforcement Education D i r e c t o r y , 1 9 6 8 - 6 9 , op. c i t . , p . 2. 31 Personal conversation with Gerald Beckwith, Director of Program Planning, State Department of Education, Prudden Building, Lansing, Michigan, January 29, 1970. 32 Institute for Training in Municipal Administration, Municipal Police Administration (Chicago, 111.: The Interna­ tional City Managers Association, 1954), p. 210. 11 throughout the S t a t e . ^ The costs were financed by providing that a percentage of fine money from certain classes of crimes be allocated for training purposes. This Act was undoubtedly the major impetus to the growth of law enforcement programs in California. In 1958, over half of the 26 curricula existing in the United States were in that state. After several years of debate, 34 the Michigan Legislature passed Public Act 203 of 1965 which authorized the develop­ ment of the Michigan Law Enforcement Officers Training Council. As in California, the purpose of the Council was to develop recruitment, selection, and training criteria in order to assure a continual growth of law enforcement for the State. 35 To date, the Council has certified 22 police training schools in the State. In September 1965, Congress enacted the Law Enforcement Assistance Act of 1965 (L.E.A.A.). To provide assistance in training State and local law enforcement officers and other personnel, and in improving capabilities, techniques and practices in State and local law enforcement and prevention and control of crime, and for other purposes.-*6 33 Gene S. Muehleisen, "Standards and Training for Police Officers", Commission on Peace Officer Standards and T r a in in g, State of California, M a r c h , 1965, p p . 11-23. 34 Germann, 1958, o p . c i t ., p. 613. 35 Law Enforcement Officers' Training Council, 1969 Annual Report, Department of State Police (Lansing, M i c h i g a n : State of Michigan). ^ L a w Enforcement Act of 1965, P.L. 89-197, September 22, 196 5, p"! T~. LEAA, 12 The California Act, the Michigan Act, and the Federal LEAA were all designed to provide and expand basic training for police officers. The net effect resulted in an atten­ tion to and a desire for training and education from within police ranks. The LEAA of 196 5 was followed by the Omnibus Crime Control and Safe Streets Act of 1968, which, in addition to other matters as indicated previously, provided scholarship and loan funds for in-service and pre-service students pursuring an education in law enforcement at the college level. All of these factors and undoubtedly many others have served as stimulants in expanding the development of law enforcement curricula in the junior and community colleges of Michigan from seven in 196 5 to an estimated 17 to 21 in 1970. Curriculum Concerns As these curricula emerged over the years, the emphasis in the literature previously limited to urging the development of college level programs, shifted to include a concern with the content and standardization of the curricula offered. As early as 19 53, Gourley recognized that law e n f or c e­ ment programs in the colleges and universities had assumed a variety of patterns. Most p r o g r a m s , he observed, were de ­ signed to supplement basic, advanced and specialist training 13 offered in the local police academies. However, some seemed designed to supplant the academy entirely. 37 In 1956, Day, also recognizing the various patterns that had emerged, was emphatic in stating "standardization must be evolved in the police curriculums of higher educa38 tion." In 1958, faculty members in law enforcement at Indiana University settled on a core curriculum and implemented it that year. 39 In their opinion, the growth of law enforcement programs was plagued by the lack " . . . of any definite agreement among institutions on what curriculum such a program should offer." 40 After reviewing a number of existing curricula, G e r m a n n , another recognized authority in the field of higher education for law e n f o r c e m e n t , c o n c l u d e d : . . . we have not progressed yet to the stage of standardized curricula. The careless development of curricula has resulted in manifestations p r e ju ­ dicial to professional development. The lack of 37 G. Douglas Gourley, "In-service Training of Policemen by Universities and Colleges", Journal of Criminal Law, C rim­ inology, and Police S c i e n c e , VoT~I 44, 1953-54, p p . 229-238. 38 Frank Day, "Police Administration Training", Journal of Criminal Law, Criminoloqy and Police Science, V o l ."47", ---------------------1956-57, pp. 253-25$. 39 Richard A. Myren, "A Core Curriculum for Undergraduate Academic Police Training", Journal of Criminal Law, Criminoloqy and Police Science, Vol. 49“ N o . 5^ Januar v- Fe b ru ar y, 1 9 5 ^ , P P . 567-505.------40Ib id., p. 507. 14 standardized course titles, course descriptions, and course syllabi have resulted in general disorganiza­ tion . . . 1 Not all authorities agree that the lack of standardized curricula has retarded the academic development of law en­ forcement education. LeGrande, unlike the others, insists that standardization would stifle needed experimentation and beneficial change, in the relatively new academic discipline. 42 The President's Commission, recognizing the various patterns of curricula and the lack of consensus as to what a core program should be, recommended that the emphasis should be placed on courses in the social sciences until a better solution is f o u n d . ^ In a nation-wide study of las enforcement curricula at four-year institutions, Fabian found f . . . a substantial segment of a core curriculum already constructed and common to practically all institutions." 44 This common core, h ow ­ ever, consisted primarily of courses in general education and was related to college-degree and university-degree re­ quirements for graduation. 41 A. C. Germann, "Scientific Training for C o p s ? ' , Journal of Criminal Law, Criminoloqy and Police Science, Vol. 50, No. T", July-August, 19 59, p^ 208. 42 J. L. LeGrande, "Two-year and Four-year Law Enforce­ ment Education Programs", Police, Vol. 12, No. 6, July-August, 1968, p. 59. 43 Task Force Report; The P o l i c e , o p . c i t ., p. 128. 44 Felix M. Fabian, "The Evolvement of Pre-Service Law Enforcement Education at the College and University Level", (unpublished Doctoral dissertation, University of Idaho, 1965), p. 151. 15 Marsh, in another nation-wide study of law enforcement curricula in four-year institutions, between law enforcement courses. 4 5 found little similarity As a result of the study he proposed a core curriculum for the four-year colleges and universities. Whether or not his findings will be accepted and implemented remains to be seen. The two-year law enforcement curricula in the junior and community colleges also lacked uniformity and standard­ ization. In addition to the lack of an agreed upon model curriculum, the community and junior colleges are compelled by their adopted unique function of adjusting " . . . to the needs and characteristics of students and to the needs of the community or region . . ." and thus have created even further diversity. A suggested solution to this dilemma was theoretically resolved in a study by Rutherford in 1964 when he concluded: There is little question that the formulation of a specific curricula [sic] should be based upon the philosophy of providing a dual function police p r o ­ gram. Both the terminal and the transfer student can be accommodated at a junior college. 7 45 Richard F. Marsh, "A Core Program Proposal of U n d e r ­ graduate Studies for the Professional Preparation of Law En­ forcement Personnel in Four-year Colleges and Universities", (unpublished Masters thesis, Florida State University, 1969). 46 Leland L. Medsker, The Junior College; Progress and Prospect (New York: McGraw-Hill Book C o . , I n c . , I960), p. vii. 47 James W. Rutherford, "The Feasibility of Instituting a Police Curriculum at the Junior College Level, (unpublished Masters thesis, Michigan State University, 1964), p. 83. 16 Although Rutherford's study was national in scope, his attention and concern was with law enforcement programs in Michigan. He proposed a curriculum he felt would serve the terminal and transfer student, and urged standardization for the State. In his opinion, '■ . . . delay will only lead to the same type of patchwork academic programs which developed 48 in the California Junior Colleges.'1 Four years later, Vaupel, in a national study of twoyear curricula, grams. found little change in the diversity of pro­ His findings led him to recommend a two-track cur­ riculum, one track for terminal and one for transfer purposes.49 In 1967, the American Association of Junior Colleges assembled a national advisory committee to develop a sug­ gested standardized curriculum for the community and junior colleges. A suggested two-track curriculum and guidelines were published in 1968 " . . . to advise junior college administrators regarding the law enforcement instructional program." 50 It is interesting to note that Rutherford, pre­ viously cited, served on this national committee. 48Ibid., p. 134. 49 Carl F. Vaupel, "A Survey and Analysis of Two-year Police Science Curricula in the United States with Recommended Criteria", (unpublished dissertation. University of South Dakota, 1968). ^^Thomas S. Crockett and James D. Stinchcomb, Guidelines for Law Enforcement Education Programs in Community and Junior Colleges, (Washington, D .C .: American Association of Junior Colleges, 1968), p. 11. 17 Currently, George and Esther Eastman of the Institute of Government Research and Service, Kent State University, Kent, Ohio, are engaged in a study entitled: tion in American Colleges and Universities: Excellence". “Police Educa­ A Search for The study is designed to obtain information regarding curriculum content as well as faculty background. The study is limited, however, to those programs listed in the 1968-69 Law Enforcement Education Directory, and it will emphasize the four-year i n s t i t u t i o n s . ^ It will obviously not include the eight to ten new programs currently being scheduled in Michigan for fall 19 70 implementation. It is obvious that over the years there has been con­ siderable concern regarding the diversity and the content of law enforcement curricula among both the four-year and the two-year institutions. In spite of the fact that several model proposals have been published, there is no information or study to indicate whether, or to what extent, the models have been adopted. As will be indicated later, this is expecially true in the State of Michigan. Faculty Concerns Although a considerable amount of thought, numerous studies, and hundreds of publications have been devoted to the need for and the curriculum content of law enforcement p r o­ grams in junior and community colleges, 51 little or no Personal telephone conversation with Esther Eastman, Thursday, January 29, 1970. 18 attention has been focused upon the faculty members of such programs. Yet, the Rockefeller report contends that the quality of an educational system cannot exceed the quality of its faculty. 52 Numerous studies have been conducted regarding the quality and preparation of community college teachers in general. Other studies have dealt with the preparation and needed experiences in special disciplines such as accounting. 53 In a study of the preparation of academic teachers in the community college, Loomis suggested that they should h a v e an MA in the subject field, plus more general education and field experience. He suggested six professional education courses that his study revealed as valuable. 54 Alpren also suggests the MA, plus four or five education courses to broaden the prospective community college teacher's back. 55 ground. 52 Rockefeller Brothers Fund, Inc., The Pursuit of of Excellence; Education and the Future of America (New Y o r k : Doubleday Co. , Inc".", 1956) . 53 B. G. Rainey, "Analysis of Criticisms of Junior College Teachers by University and Senior College Staff", Junior College J o u rn a l, Vol. 30, December, 1959. 54 William G. Loomis, "A Study of the Formal Preparation of Academic Teachers in Community Colleges with Proposals for Oregon", (unpublished Doctoral dissertation, Oregon State University, 1965). 55M. Alpren, "Survey of Courses and Programs for the Preparation of College Teachers", Journal of Teachers Educa­ tion, Vol. 13, September, 1962. 19 Fears regarding college-teacher shortages and the sub­ sequent lowering of standards of qualifications have been voiced for years. In 1959, Farber and Bonsfield pointed out that there was a danger that vacancies ' . . . will merely be filled by persons of lower qualifications, or the class size and teaching loads will be increased . . These fears, at the community college level, seem to have been well founded. A study by Brunner and Lindquist revealed the following: At the head of the list for junior colleges the practice most commonly followed, as reported in this survey, was the employment of less qualified person­ nel than had previously filled the positions. Of the junior colleges, 41.9% reported they had to re­ sort to the practice because of faculty s h o r t a g e . " By 1967, however, the picture was not so gloomy: and as Gleazer put it ’ . . . generally, junior colleges employ teachers who have at least a Master's degree. In occupational fields, however, practical experience in a specialty may be 58 substituted to some extent for advanced degrees." The above related concerns regarding faculty in general arouse parallel concerns in respect to law enforcement faculty 56 M. L. Farber and W. A. Blonsfield, ''College Teaching as a Profession', Journal of Higher Education, Vol. 29, F eb ­ ruary, 1959, p. 72. 57 K. A. Brunner and C. B. Lindquist, "Recent Faculty and Instructional Practices in Junior Colleges", Junior C o l ­ lege Journal, Vol. 30, February, 1960, p. 337. 58 Edmund J. Gleazer and Paul L. H o u t s , e d s ., American Junior Colleqes, American Council on Education, 7th Edition, T9 6 7 . -- ------------------------------ 20 As early at 1953, Gourley identified as a major problem " . . . the recruitment of competent instructors acceptable to both education and law enforcement officials . . . " 59 A similar statement by Brandstatter in 1957 indicated he felt that the professional police courses should be provided " . . . by people who have a satisfactory academic background in addi­ tion to practical law enforcement experience".®® A more forceful statement was made on the matter in 19 59 when Germann wrote: If academic respectability is to be achieved . . . the utilization of instructional staff must be rigidly controlled. Not only police experience, but the po s ­ session of an academic degree should be required. It would seem obvious that the instructors in college police programs should be equipped with, at the very least, the degree to which the students are candidates. It would also seem obvious that the staff member should be expected to do . , . basic research, instruct, pub­ lish, and counsel."®^Germann goes on to present a worthwhile but untested personal opinion: " . . . fully qualified instructors are scarce at the moment, and exceptions must be made, and are 62 are made, in most of our programs." 59 Gourley, op. c i t ., p. 2 38. ®®A. F. Brandstatter, "The School of Police Adminis­ tration and Public Safety, Michigan State University", Journal of Criminal Law, Criminoloqy, and Police Science, Vol. 46, May,' M 5 T , " p . 5<55. ---®*Germann, p. 208. 6 2 T, ., I bid. "Scientific Training for Cops?", op. c i t ., 21 As far as Michigan was concerned, cluded in his 1964 study: Rutherford had con­ "Not all of Michigan's Community Colleges should seriously consider immediate adoption of a police program*' opinion: If development is too rapid, " . . . it was his Michigan Junior Colleges may face a problem of qualified instructors". 64 Because the development of new programs have taken place rapidly within the last two years there is reason to believe this prophecy may have materialized by 1970. However, the position. there is no evidence to accept or reject It appears that a Michigan law enforcement faculty profile is imperative. Haphazard Development It is becoming more and more apparent that unilateral action on the part of institutions of higher education can be extremely costly. The recent concerns of the Michigan Senate Appropriation Committee is a matter of extensive public record. The national issue of unplanned development in education is well put by Logan Wilson: " . . . unplanned diversification . equated with the best interest of any lege or university, much less that of tion structure . . . . rich diversity al ideal can become in reality little divisiveness. . . is not to be particular c o l ­ our entire e d u c a ­ of our ed uc a ti on ­ more than a poor 63 Rutherford, op. c i t ., p. 115. 64I b i d . , p. 93. 65Logan Wilson, ed., Emerging Patterns in American Higher Education (Washington^ D . C .: American Council on Education, 1965), p. 3. 22 The studies by Fabian, Marsh, and Vaupel are all sup­ portive of Wilson's contention. Further, the guidelines for two-year programs published by the American Association of Junior Colleges are both a response to this diversity and a recommendation for standardization. In still another study, which dealt comprehensively with the administration of jus­ tice, Carnahan concluded bluntly: The problem in law enforcement education today is tnat we simply do not know what we are doing in terms of curriculum and program development. Police educa­ tion has experienced a haphazard development in an attempt to fill a need faster than personnel have been available.66 In Michigan, Rutherford arrived at similar conclusions following completion of his 1964 study: ''There is an urgent need for the directors and coordinators of established police programs to establish a standardized curriculum."6 ^ Yet many new programs have been added and a cursory inspection of the catalogues do not show any evidence of congruency. Thus, there is ample evidence to conclude that the law enforcement curricula in institutions of higher education are unneces­ sarily diversified. Although a good argument for diversity can be made by the community colleges of Michigan because of their philo­ sophical responsibility to meet local law enforcement needs, 66James E. Carnahan, "Higher Education and the Adminis­ tration of Justice', (unpublished Doctoral dissertation. University of Arizona, 1968), pp. 121-122. 6V Rutherford, o p . c i t ., p. 134. 23 the fact remains that the basic framework within which all police must work are standardized. The Constitution of the United States, the Michigan Constitution, federal laws, state laws, case law, and Supreme Court decisions are binding on all police officers. Further, the basic theories and princi­ ples to be applied to varying problems and circumstances remain the same: The philosophy of law enforcement, the theories and principles of investigation, the principles of administration and the theories and principles of criminal and delinquent behavior remain fairly standard until changed by emperical evidence that leads to theoretical revisions. The special needs of a particular community usually result from unique or unusual city or county ordinances, or idiosyncracies in organization and administration. These needs are matters to be dealt with by in-service training rather than academic curriculum content. LeGrande's argument that standardization of law enforce­ ment curricula is premature because it would stifle experimen­ tation and prevent change as the discipline grows should be dismissed on the grounds that all disciplines, regardless of their level of maturation, should remain experimental. Further, curriculum change should be automatically contingent upon the emergence of new knowledge and changes in the needs of society. The fact that many older and "standardized" disciplines have become archiac and not easily changed, is more of a reflection on the disciplinarians involved than on the concept of 24 standardization. Standardization, in and of itself, need not stifle growth or change. 6 8 In some instances, the community colleges in Michigan in planning their programs, contacted the faculty or the dir­ ectors of the Michigan State University and Wayne State Uni­ versity law enforcement programs. course content and transferability. Their concern was with Interinstitutional plan­ ning to meet in an economical and quality fashion the law enforcement educational needs of the State appears not to have been part of the considerations. 69 A concern for the lack of congruency between the various law enforcement curricula in the State of Michigan stimulated several law enforcement faculty members to form the Michigan Law Enforcement Educators Association in the fall of 1969. The members of the association have met on several occasions in an attempt to establish a reasonable degree of congruency among curricula in regard to specific law enforcement c o u r s e s . They have not as yet concerned themselves with congruency in regard to general education courses, the total curriculum, or the qualifications of f a c u l t y . ^ 68 Based on the writer's four years of administrative experience in curriculum building and curriculum modification. ^ Co nv e r s a t i o n s with Deans and Program planners at several community colleges. 70 Conversation with Paul Leek, Secretary of the Michigan Law Enforcement Educators Association, February 20, 1970. 25 Under the State Constitution the Michigan Department of education carries the responsibility for planning, coordin­ ating, and approving all new curricula being planned by insti­ tutions of higher education in Michigan. Gerald Beckwith, Director of Program Planning for the State Department of Edu­ cation, has voiced an urgent concern about the rapid emergence of diversified law enforcement programs in the junior and community colleges of Michigan. He is of the opinion that the prospect of federal monies, the aroused interest of local law enforcement leaders in higher education, and the philosophi­ cal tendencies on the part of community colleges to respond unilaterally to local requests has led, from a state-wide point of view, to haphazard, unplanned, and potentially dan­ gerous proliferation. In his opinion, an analysis of the present status of these programs is overdue. 71 The Problem There is a serious national concern with crime and gen­ eral lawlessness. Part of the solution is believed to be in educational and professional development of police officers, and this belief has resulted in national and state commitments to provide opportunities for such development. The passage of the Omnibus Crime Control and Safe Streets Act of 1968 has apparently influenced the proliferation of law enforcement curricula in the junior and community colleges of 71 Personal conversation with Gerald Beckwith, Prudden Building, Lansing, Michigan, February 12, 19 70. 26 Michigan. There is uncertainty as to how many institutions have implemented or are planning to implement a law enforce­ ment curriculum. Further, there is no collective information regarding the objectives, curriculum content, faculty qualifi­ cations or any other aspect of these pro gr am s . The present status of these curricula is simply unknown. In 1968 the American Association of Junior Colleges published guidelines for law enforcement education programs in community and junior colleges. The guidelines emerged from the efforts of a national advisory committee composed of experts representing law enforcement and education. No attempt has ever been made to compare the law enforcement curricula in the junior and community colleges of Michigan in relation to these guidelines. The problem is to establish knowledge of the existing situations and conditions of the law enforcement curricula in community and junior colleges of Michigan. Purpose The purpose of this study is twofold: 1. To describe the Associate Degree law enforcement curricula in the junior and community colleges in the State of Michigan as they presently exist, and 2. To determine the extent to which the Associate Degree law enforcement curricula of Michigan junior and community colleges are congruent with selected dimen­ sions of the Associate Degree Curriculum recommended in 27 the American Association of Junior Colleges' forcement Program Guidelines Law En- 72 (AAJCLEP). Assumptions 1. That the guidelines for law enforcement education programs in community and junior colleges as published by the American Association of Junior Colleges in 196 8 is the best reference point available. 2. That the selected curriculum dimensions as re com­ mended in the AAJCLEPG are essential features of a curriculum. Descriptive Questions 1. How many junior and community colleges have imple­ mented, or plan to implement, an Associate Degree Law Enforcement Program? 2. What has been the chronological implementation sequence of the law enforcement curricula in the State? 3. How are the law enforcement curricula distributed throughout the State? What is the ratio of these cu r ­ ricula to the population and to policemen by regions of the State? 4. What titles are used to identify the associate degree law enforcement curricula? 72 Throughout the study, the initials, AAJCLEPG will be used to represent the American Association of Junior C o l l e g e s ' Law Enforcement Program Guidelines. 28 5. What major administrative units of the colleges are responsible for the law enforcement curricula? 6. What associate degrees are granted upon completion of law enforcement curricula? 7. What is the range of required courses in the various curricula? What is the frequency with which each course in the range is required by the various colleges? 8. How many law enforcement curricula have full-time faculty members? 9. What is the academic preparation, teaching experi­ ence, and field-experience of typical (or average) full­ time faculty members? 10. What is the academic preparation, teaching experi­ ence, and field experience of typical part-time faculty? 11. How do the full-time faculty and part-time faculty compare on academic preparation, field experience, and teaching experience? 12. What is the typical teaching load of the full-time faculty? Of the part-time faculty? What percentage o f the law enforcement courses offered by the various cur­ ricula are generally taught by part-time faculty? 13. How many full-time students were enrolled in the law enforcement curricula during the winter semester of 1970? How many of the full-time students were p r e­ service students? How many part-time students were en­ rolled in the law enforcement curricula? How many o f the part-time students were practicing policemen? 29 Evaluative Dimensions 14. To what extent are the objectives of the law enforcement curricula of junior and community colleges of Michigan congruent with the recommended objectives of the AAJCLEPG? 15. To what extent is the professional background composition of each law enforcement advisory committee to Michigan junior and community colleges congruent with the professional background composition of law enforcement advisory committee recommended in the AAJCLEPG? 16. To what extent are the law enforcement curricula course requirements of the Michigan junior and communi­ ty colleges congruent with the curriculum course re­ quirements recommended by AAJCLEPG? 17. To what extent are the law enforcement faculty qualifications of the junior and community colleges of Michigan congruent with the faculty qualifications recommended in the AAJCLEPG? 18. To what extent are the subscriptions to law e n ­ forcement journals and publications of the junior and community colleges of Michigan congruent with the sub­ scriptions recommended in the AAJCLEPG? 19. How do the individual colleges rate in congruency on the five selected dimensions? 30 De l i m i t a t i o n s 1. This study is confined to the State of Michigan. 2. This study is confined to public junior and com­ munity colleges. 3. This study is limited to law enforcement c u r r i c u l a that lead to associate degrees. 4. This study is limited to, but will not make use necessarily of, all the data collected in the survey questionnaire, and in catalogues, brochures and reprints of the various colleges. Definitions 1. Junior and Community Colleges are any i n s t i t u t i o n legally chartered as a public two-year college, that receives a portion of its support from State taxes, a n d is authorized to grant degrees below the baccalaureate level. 2. Law enforcement curriculum is any curriculum regard­ less of name, e.g., Police Administration, Police S c i e n c e , etc. which is designed to provide pre-service or i n service education for careers in the general police f i e l d and which can result in an associate d e g r e e . 3. Law enforcement curricula refers to the aggregate of law enforcement curricula in the junior and community colleges in the State of Michigan. 4. Major administrative units of the college will mean one of the following: General Education, Vocational- 31 Technical Education, Continuing Education, or Com­ munity Services. 5. Curriculum objectives are the aims of the law e n ­ forcement curriculum as stated in the catalogue, b r o­ chure, or reprint of each individual college. 6. Range of required courses is a listing of all of the different but required course, from the most fre­ quent to the least frequent found in the law enforce­ ment curricula. 7. Full-time law enforcement faculty member is any person appointed to the faculty of an institution as a full-time employee and who has the responsibility to teach, coordinate, and advise students in the law en­ forcement curriculum. 8. Part-time law enforcement faculty member is any individual who teaches law enforcement courses in an institution but does not fit the definition of a full­ time faculty member. 9. Consensual opinion is an opinion upon which three or more of five panel judges agree on the congruency between statements. 10. Per Cent of congruency is the extent of agreement between two or more variables expressed in percentage. 32 Overview A description and evaluation of the law enforcement curricula and faculty of the community and junior colleges of Michigan is presented in the chapters which follow. Chapter I I .— A review of the literature and research as it pertains to curriculum problems in general, to law enforcement curriculum problems in both the four-year and the two-year institutions, and to community and junior col­ lege faculty qualifications is presented. The literature is limited but the problem has been recognized and a proposed curriculum has been recommended by the American Association of Junior Colleges. There was no literature on the q u a l i ­ fications of law enforcement faculty other than an alpha­ betized directory. Chapter I I I .--The methods, procedures, and treatment of the data collected are presented in this chapter. survey, catalogues, brochures, The and personal conversations with administrators and faculty provided the data for the d e s c r ip ­ tion of the objectives, degrees granted, curricula, faculty, advisory committees, administrative units responsible, and law enforcement learning r e s o u r c e s . The method for determining the "ideal standard" for each of the five selected dimensions recommended in the AAJCLEPF is presented. A scale for determining faculty aca­ demic preparation, and scales for determining congruency scores for each dimension and the components of each d i m en ­ sion, are presented. 33 The method for determining the per cent of congruency between the descriptive data of selected dimensions of all colleges and the corresponding dimensions recommended in the AAJCLEPG is presented. Chapter IV.--The data, organized and tabulated to d es ­ cribe each element and comparisons between colleges, are presented in this chapter. An evaluation of five described dimensions of each college as compared with the correspond­ ing recommended dimensions in the AAJCLEPG is presented and a percentage of congruency is reported for each dimension, A congruency rating (High, Average or Low) of each dimension for each college is presented. The profiles of two colleges, as rated on each of the five dimensions, are presented to illustrate evaluated differences between curricula. Chapter V .— A summary of the findings and conclusions is presented in the final chapter. ings, recommendations, are presented. A discussion of the find­ and implication for future studies CHAPTER II REVIEW OF THE LITERATURE AND RESEARCH As a college level discipline law enforcement is, com­ paratively speaking, a new development. Consequently, lit­ erature on law enforcement curricula and faculty is rather sparce; and, dominated by a limited number of individuals. Much of its content has been verified by authority, rather than by emperical evidence or knowledge objectively arrived at. Many of the basic tenets and developmental trends that represent the field have been cited in Chapter I. There is nc advantage in citing additional resources, that report essentially the same things, in this chapter. Consequently, this review will be devoted to an in-depth analysis of the few studies that relate to the problem at hand. General Curriculum Studies In 1963, Paul Dressel published a study of the under­ graduate curriculum in higher education. It was his purpose ' . . . to analyze the nature of and the assumptions under­ lying present curriculums and to offer suggestions for their reform . . . " 1 ^Paul L. Dressel, The Undergraduate Curriculum in Higher Education (New York: Center for Applied Research in Education, inc., 196 3), p. vii. 35 After reviewing the historical trends in h i g h e r e d u c a ­ tion and the basic considerations in curriculum planning, Dressel identified three distinctive types of undergraduate curriculum modals that pervaded higher education at t h a t time. The characteristics of the modal structures as s u m ­ marized by Dressel were essentially that: (1) there w a s a distinct separation of liberal education and education f o r a vocation, (2) that the administrative organization of i n sti­ tutions, one unit for general education and another for v o c a ­ tional education, perpetuate the separation, and (3) the departmental unit that provides instruction in what is regarded as a separate and distinct discipline. 2 Dressel concluded that as long as these characteristics persisted, proliferation of courses and curricula, insufficient attention to instruction and academic advising, and variations in requirements among colleges, would continue to plague i n s t i stutions of higher education. His findings suggested t h a t course offerings and curriculum groupings should b e p r e d i c a t e s ; on broad interests, transcend the practices upon w h i c h most curriculums are based, and bridge " . . . liberal and professional curriculums." the gap between Undergraduate p r o ­ grams should organize so that the arts and science majors and the technical majors can be viewed in the same w a y . 4 2I b i d ., p. 55. 3Ibid., p. 64. 4 I b id ., p . 80. 16 An inspection of Dressel's model presented in Table 2.1 clearly indicates that 55% of the curriculum should be devoted to liberal arts and sciences, designed to serve as an inte­ grative building block to a 25% sequence of studies reserved for a major or speciality. Further, 20% of the curriculum should be in electives, with 10% in speciality electives and 10% in free electives. The per cent of requirements in each category of the model were arbitrarily determined. However, Dressel con­ tended that his analysis of undergraduate curricula i n d i c a t e d that they were reasonable proportions. Further, the model provides for curriculum interaction of breadth and depth o f specialization in both the arts and sciences and the voca­ tionally oriented disciplines.^ Dressel's summary proposed that the model could provide means for minimizing " . . . the distinction between liberal and vocational programs by principles that apply equally to g both." Further, he contended that the model would encourage a restriction on the range of courses offered at the under­ graduate level, and would encourage planning the educational experience on a more unitary basis. ^Ibid., p. 87. ^Ibid., p. 90. TABLE 2.1.— A Curriculum Model. Curriculum Component A. B. C. D. E. F. 7 Per cent of Degree Re­ quirements (based on 120 Semester Credits) Arts & Science Majors Technical & Professional Basic Courses in composition, Social Science Science, Humanities University-wide Core 25 General Requirement in Arts & Science 30 Foreign Languages, Mathematics, Addi­ tional breadth Concentration in the disciplines upon which field is based College or Divi­ sional Wide Specialization Core 10 Divisional require­ ments to buttress majors Common requirements for all specialities included in a college Major or Concentra­ tion Common Requirement 15 Departmental core required of all majors in a department Common requirements within each of sev­ eral specialities included in a college Elective within major field Electives within speciality Preferably not to be taken in department of major Preferably not to be taken in professional or technical college Major or Concentration Electives 10 Free Electives 10 7 'Curriculum Planning and Development , Review of Educational Research, Vol. 36, 1966, p. 81. (3) 38 Reviews of the research on curricula and curriculum planning in 1965, 8 and again in 1966, 9 reported that the p u b­ lications reviewed generally emphasized curriculum problems and problems regarding the role and nature of general educa­ tion. Curriculum theory and research seemed to be playing relatively minor roles in influencing or regulating new curriculum programs. It was concluded by the reviewers that in order to bring order into the process of curriculum planning development a great deal of theory research and evaluations would be necessary. Recent studies, dealing specifically with curriculum trends and the dynamics of curriculum change, reveal that despite the furor, unrest, and demands for curriculum change, little change has actually taken place. After surveying 322 colleges and universities, Dressel and DeLisle analyzed the changes in curriculum between 1957 and 1967. They concluded: The trends substantiated by this study are not great in number and less extensive in nature than one might have expected considering the curriculum ferment of the past decade. There are definite trends toward the reduction in specific requirements in particular g Ralph R. Fields, John W. Maston and James P. Walls, "Educational Programs'-, Review of Educational Research, Vol. 35, (4), pp. 292-303. g "Curriculum Planning and Development", Review of Educational Research, Vol. 36, (3), 1966, pp. 339-3^8. Entire issue devoted to this topic. 39 subjects, but the overall pattern and general and conjgntration requirements has changed but slightIn an effort to understand the forces that effect e du ­ cational change and in the hopes of stimulating more contin­ uous academic reform, Hefferlin studied 110 four-year c o l l e g e s and universities and 11 two-year colleges, from 196 2 to 196 7. covering a p e r i o d He found that. By 1967, the 110 institutions that were surveyed had reorganized or substituted, on the average, one out o f every five courses that they had offered in 1962 . . . . Theoretically . . . this means that the content of the undergraduate curriculum is being reconstituted completely at least every 22 years.^-^ Unexpectedly, the conditions that tend to stimulate change were, among other variables, need to recruit students, ' . . . expansion, urbanity, a limited tenure in department chair- manships, and a positive attitude toward change . . . ” 12 In short, instability rather than stability precipitated changes. In terms of the average per cent of course reform by level and type of institution, Hefferlin found a range of 30.1% for independent four and five-year colleges to a l o w of 8.0% for two-year institutions. This is a surprising matter when it is considered that "The emphasis in the community junior college is on providing legitimate 10Paul Dressel and Francis H. DeLisle, Undergraduate Curriculum T r e n d s , American Council on Ed u cation, 1969, p . 74 . ^ J . B. Lon Hefferlin, Dynamics of Academic Reform Francisco: Jossey-Bass, I n c . , Publishers, T9T9T^ pp • 12Ibid., p. 135. (San 40 educational services . . .’’ by studying " . . . community in order to determine . . . ." 13 the local their needs and to develop appropriate kinds of instruction. The studies cited seem relevant to this description and evaluation of law enforcement curricula in the junior and community colleges of Michigan. Although this study is not designed to determine curricula change or the dynamics of curricula change, its findings should nevertheless provide insights for future planning and development. work 14 seems especially relevant. Dressel's 1hfj 3 First, it is a scholarly analysis, objectively presented, and provides a model as well as guidelines to meet the incessant demands for curricula revision. Secondly, an emerging and groping discipline, such as, law enforcement, could by-pass the commitments and h a n d i ­ caps of past modal structures. By considering the model and the principles inherent in it, the unity of educational e x ­ perience in law enforcement could be implemented before tra­ ditional patterns become firmly established. Law Enforcement Curricula Studies Although it is not a study as such, it seems historic ill, significant to review this country's first law enforcement 13 James W. Thornton, Jr., The Community Junior College (New York: John Wiley & Sons, I n c ., 1964), Second Printing, p. 275. 14 Dressel, op. c i t . 41 curriculum established at San Jose College. 15 The currxcului and its course descriptions are far too cumbersome to present in this study. However, a summarization is presented in Table 2.2. TABLE 2.2.--Summary of the First Law Enforcement CurriculumSan Jose College Curriculum Component Unit Hours (Quarter) Police 54 Political Science 31 Chemistry Physiology 18 15 Psychology 11 Speech 9 Sociology 6 Typing 6 Physics 5 photography 4 Education 3 English 3 Physical Education 3 Health 2 Library Usage 2 Biology 2 Art 1 Total 175 The curriculum was rather extensive in terms of disciplines involved. 15 Generally, it was weak in the humanities but T. W. MacQuarrie, "San Jose State College Police School,'• Journal of Criminal Law, Vol. 26, 1935, pp. 255-260. 42 strong in the sciences and social sc ie nc es . political science units seem strong, Because the it should be noted t h a t in addition to government courses, courses such as criminal law, police administration, public administration, were all under the political science discipline. Except for curricula in criminalistics, no present day law enforcement curriculum requires 2 0 % of the work to be done in chemistry, p h y s i o l o g y , and physics. In a survey of 49 community colleges that offer l a w enforcement curricula, Gammage reports that these i n s t i t u t i o n - : have established two types of programs: 1 . transfer programs— dedicated to the preparation of students for transfer to four-year colleges and univer­ sities, and 2 . terminal programs— dedicated to equal or supplement local police academy training and offer a general e d u ­ cation background.1* Gammage, basing a curriculum on the goals and objectives set forth by the California State College Law Enforcement Program Administrators, 17 supports the two-track curriculum, transit r and terminal, but insists that whenever possible there shoula be little difference and that the first two years of the fouryear curriculum should be implemented. He therefore s u g g e s U u the curriculum presented in Table 2.3. Allen Z. Gammage, Police Training in the United S t a t e (Springfield, 111.: Charles C~, T h o m a s , Pub li s he r, 1963) , pT 19"0 . 17 A. C. Germann, 'Curriculum Development for Law E n ­ forcement in the State Colleges1', The Police Chief, April, 1961. TABLE 2.3.— Suggested Two-Year Law Enforcement 18 Curriculum - Gammage First Year Course Introduction to Law Enforcement General Education (Social Science) Criminal Law English Composition Physical Education General Education (Electives) Credit 3 3 3 3 1/2 4 Course General Education (Social Science) Criminal Evidence General Education (Life Science) Police Report Writing Physical Education General Education (Electives) Credit 6 3 3 2 1/2 2 Second Year Course Criminal Procedure Patrol Procedure General Education (Physical Science) Physical Education General Psychology Speech American Literature 18 Credit 2 3 3 1/2 3 2 3 Course Criminal Investigation Traffic Control Physical Science Philosophy Health and Hygiene Physical Education General Education (Electives) Credit 3 3 3 3 2 1/2 2 Allen Z. Gammage, op. cit. , p. 178. Gammage prefers to use 'Criminology' as the appropriate and descriptive title for all curricula theoreticallv or practically associated with the b-oad sn Gctrum of the administration of justice. 44 Approximately 3 3% of the work is in the law enforcement specialty, with 35% in the social sciences and humanities and 17% in the sciences. The 12% for free electives in gen­ eral education allows a great deal of flexibility for the student and his advisor. In a 1964 study, Rutherford 19 also proposed two cur­ ricula, and like Gammage recommended the transfer curriculum whenever possible. Rutherford's study traced the development and role of the community colleges in the United States, the nned for higher education in law enforcement, and the prob­ lems encountered in developing junior college police programs. Rutherford did not actually sample the community colleges in the United States and relied heavily on curricula descrip­ tions from California colleges and two Michigan community colleges— Grand Rapids and Flint. Noting the wide diversity in the curricula surveyed, Rutherford recommended standardization and offered the cur­ riculum presented in Table 2.4. The requirements in law enforcement courses amount to 24% of the curriculum, whereas electives are absent. The rationale for the courses in accounting is not clear in the study; however, they probably have some association with occasional requirements for accouio ing majors by the F.B.I. The Lansing Community College Cur­ riculum parallels Rutherford's recommendations; estingly enough, 19 and, inter­ it is administered under the Business D i v i s i o n . Rutherford, o p . c i t ., p. 136. TABLE 2.4.— Suggested Two-Year Law Enforcement Curriculum - Rutherford 20 First Year Course Credit 3 3 3 2 3 1 English Sociology Police Administration Typing Speech Physical Education Course English Political Science Police Administration Psychology Police Administration (Traffic) Physical Education Credit 3 4 3 3 2 1 Second Year Course Credit Political Science Accounting (or History) Criminal Investigation Chemistry 75-------------------- Rutherford, op. c i t ., p. 136, 3 4 4 4 Course Criminal Law Accounting (or History) Biology Juvenile Delinquency Business Law Credit 3 4 4 2 3 46 In a 1968 study, Vaupel enforcement programs. 21 surveyed 146 two-year law One hundred and eleven institutions responded for 76% of the sample. In addition to studying curriculum guides and program bulletins, Vaupel obtained information regarding changes in program goals, course changes, opinions from coordinators as to relevancy and importance of various general education and law enforcement courses, the incidence of required courses and electives, and the occupational background of full-time and part-time faculty. In addition to two-curricula, one for pre-service students and one for practicing police officers, Vaupel re­ ported, among other things that: 1. There was wide divergence in the requirements of total credit hours and there was a need for uni­ formity in the two-year police science programs. Part of the problem seemed to stem from the fact that no official voice controlled the operation or development of law enforcement programs, and 2. The two-year police science programs should strive for the elimination of part-time instruc­ tors . Among the most meaningful law enforcement courses as listed by coordinators, in rank order, were Introduction to Law Enforcement, Criminal Law, Criminal Investigation, and Administration of Justice, with 11 others dropping off sharply from this point on. 21 23 The most meaningful general education Vaupel, op. c i t . 22I bid., pp. 141-144. 23I bid., p. 88. 47 courses were listed, in rank order as English, Psychology, Sociology, Political Science, and Speech with seven others dropping off sharply after Speech. Typing came in ninth out of 12. The curriculum for pre-service students (transfer) was prescribed as listed in Table 2.5. TABLE 2.5.--Suggested Two-Year Law Enforcement Curriculum Vaupel24 First Year Course Credit Introduction to Law Enforcement English History Political Science Physical Education Course 3 3 3 3 1 24 Criminal Law English Psychology Speech Health Physical Education 3 3 3 3 3 1 Vaupel, op. cit. ,f PP- 3 3 3 3 2 1 Credit Course Credit Introduction to Criminal Investigation Criminal Evidence Administration of Justice Police Patrol Sociology Physical Education Credit Course Juvenile Procedures Police Internship First Aid Beginning Gunnery Electives (General Education) Physical Education 3 2 2 2 6 1 137-138. Although the curriculum recommended by Vaupel bears a lot of resemblance to G a m m a g e 's and Rutherford's (see Pages 4 3 and 45, respectively), the required internship, first aid, and beginning gunnery courses are unique and had no relationship to the data in his study. 48 Under a Kellogg Foundation Grant to the American A s s o ­ ciation of Junior Colleges, the American Association of Junior Colleges in conjunction with the International A s s o c i ­ ation of Chiefs of Police, established a national law e n f o r c e ­ ment advisory council. Under the co-authorship of Thompson Crockett and James Stinchcomb, the council published g u i d e ­ lines for law enforcement programs in community and junior 25 colleges. Based on the expert advice of a nine member advisory committee, suggested curriculum p atterns— degree and certificate--plus course descriptions for professional police courses were established. The recommended degree curriculum is presented in Table 2.6. Approximately 37% of the requirements are in the speciality of law enforcement. The six per cent in physical education are also related to general law enforcement in that it was recommended that these courses be such things as first aid, defensive tactics, firearms, and related topics. Except for the one course in mathematics, there are no requirements in the s c i e n c e s . The required course in logic is unique but reasonable when one considers the nature of criminal investigative work. The AAJCLEPG provides recommendations dimensions other than curriculum. for program The objectives for a law enforcement curriculum are alluded to rather extensively. The professional background composition of advisory committees 25 Crockett and Stinchcomb, op. c i t . 49 TABLE 2.6.--Suggested Two-Year Law Enforcement Curriculum Recommended by the American Association o f Junior C o l l e g e s Law Enforcement Program G u i d e l i n e s ^ First Year Course Course Credit English Psychology State & Local Government Introduction to Law Enforcement Folice Administration Physical Education 3 3 3 3 3 1 Credit 3 English National Government Sociology Police Operations Police Role in Crime & Delinquency Physical Education 3 3 3 3 1 Second Year Course Credit Humanities Criminal Law Mathematics Criminal Investigation Public Speaking Physical Education 3 3 3 3 3 1 Course Credit Adolescent Psychol­ ogy or Social Problems Logic Criminal Evidence & Procedures Introduction to Criminalistics Elective Physical Education 3 3 3 3 3 1 26 Crockett and Stinchcomb, o p . c i t ., p. 18. {The initials AAJCLEPG will be used throughout the stud y) . is specifically recommended. The qualifications for f a c u l t y are recommended in more general terms but clearly indicate a preference for full-time status of at least one faculty m e m­ ber, and that the academic preparation should be at the Masters level. Although the guidelines recommend that the faculty member should have had occupational experience, there is no suggestion of how much or at what level this e x p e r i e n c e 50 should have been. Recommendations for learning materials a r e specifically presented in regard to journals and publications. The AAJCLEPG is the only publication found that was in­ tended to provide direction and advise for the development of two-year associate degree curricula. In a study to develop a core program of undergraduate studies for the professional preparation of law enforcement personnel in four-year colleges and universities, Richard Marsh 27 surveyed 47 administrators of schools and departments offering bachelor's degrees in law enforcement. He inquired as to the content of their present curriculum and obtained their opinions as to what they considered to be an adequate and appropriate core curriculum. From the data collected, Marsh developed a tentative core program and submitted it to a panel of 37 experts for their appraisal. Each panel m e m­ ber reacted to the program in terms of essentiality, desir­ ability, and unimportance; and, in addition, each member provided a rationale for each program area selected as essential. Each member was advised that his responses were to be predicated on his philosophy concerning the function of law enforcement. Marsh found from his initial survey that there were 29 core course areas that constituted the basic program in the colleges and universities surveyed. 27 Marsh, op. c i t . After adjustments, the 51 final survey form listed 17 core program areas. The results are presented in Table 2.7. TABLE 2.7.--Core Program Areas Termed Essential and R e c o m m e n ­ ded by Expert Panel. ® Core Program Areas Expert Panel Per Cent Mean Semester Hours Recommended Essential Legal aspects Human relations skills Philosophy & History of Law Enforcement Principles of Administration Psychology Juvenile Delinquency 100 .0 97.0 6 5 97.0 87.0 80.0 67.0 3 5 6 3 53.0 50.0 50 .0 43.0 40.0 37.0 3 3 3 3 3 3 Recommended Statistics & research methods Correctional philosophy Senior seminar Police problems & practices Criminal investigation Communications & records 28 Marsh, o p . c i t ., p. 49. Areas listed as unimportant were criminalistics, internship, traffic control, defense tactics, and planning and management of physical facilities. Each of the core program area categories were defined. For example, those that were rated as essential were as follows: 1. Legal aspects of law enforcement, including basic concepts of criminal law, constitutional limitations on police power, trial procedure, development and phil­ osophy of rules of evidence. 52 2. Human relations skills, the role of police in community relations regarding tension and conflict with racial, religious, ethnic minorities, and lower social classes. 3. Philosophy and history of law enforcement, an overview of the process of the administrators of criminal justice (law enforcement, judicial pr o ­ cess and corrections). 4. Principles of administration and decision­ making including the theory and practice of organ­ ization and fiscal management, selection and train­ ing of personnel. 5. Psychology, including developmental theories of personality and social factors in criminal and d e ­ linquent behavior, and legal, social, psychological and moral problems associated with aberrant behavior. 6 . Juvenile delinquency; theories of causation, community resources for prevention, juvenile law, and court p r o c e d u r e s . ^ Unlike the other studies. Marsh did more than merely describe what was being offered in terms of curricula and course descriptions. He established areas of essential and recommended content, as perceived by an elite panel of judges, against which curricula could be compared He did n o t , however, make any comparisons or analyses. Junior College Faculty Studies No comprehensive method for measuring the 'quality' a 'faculty" has ever been developed. of It is safe to say t h a t : . . . relatively little is known about teacher characteristics form, the description and measure­ ments of such behavior patterns, or their genesis and cultivation.-’® This situation is probably the result of the many difficulties that arise out of trying to define quality. 29 D.C.: Marsh, op. c i t ., p. 52. ^^David G. Ryans, Characteristics of Teachers (Washington, American Council on Education, i960) , p"I T5T 53 Consequently, over the years, judgments regarding the quality of a faculty have been based on limited, but observ­ able and measurable criteria. regarding quality are made. From this data, inferences The criteria traditionally used to make these inferences are academic preparation held), professional recognition (degrees (honors, assistantships, fellowships, publications, professional organizations), teaching experience field experience (years and level ) , and discipline related (years and l e v el ). Through the years, several studies have been conducted in attempts to determine the qualifications of junior and community college instructors by the inferential method. A summary of these studies was made by T h o r n t o n ^ and appears in Table 2.8. It is obvious that between 1918 and 1958 the per cent of doctorates increased from 2.8 to 9.7, the per cent of masters, from 39.5 to 67.5, and the per cent of no degrees, from 2.8 to 6.8; whereas the per cent of bachelors decreased from 55.0 to 17.0. In reference to experience, A study by Edinger of 589 new employees of the junior colleges of California in the fall of 1957 found that 78% of these instructors had come from other teaching position. Of the total group, about 46% had previously taught in high schools and 11% in senior colleges and universities.32 31 Thornton, op. c i t ., p. 134. 32Ibid., p. 135. TABLE 2.8.— Per Cent of Instructors in Public Junior Colleges for the Years Designated Who Have the Doctor's, Master's, Bachelor's and No Degrees for their Highest Degrees.33 Year and Study Total No. of Instructors Per Cent of Doctors Per Cent of Masters Per Cent of Bachelors Per Cent of no Degree 1918, McDowall 180 2.8 39.5 55.0 2.8 1922, Koos 163 3.0 47.0 47.0 3.0 1953, Colvert & Litton 4,955 6.4 67.5 20.9 5.3 1958, Medsker 3,274 9.7 64.6 17.0 6.8 1955 , College and University, all ranks 58,719 40.5 49.1 10.4 1955 , College and University, Instructors only 11,646 11.0 62.0 27.0 33 Thornton, op. cit., p. 135. 55 No information as to number of years experience, or other variables, such as, professional recognition was found in the literature. Law Enforcement Faculty Studies Except for the reference to what law enforcement f a c u l t y qualification "should be,'- as cited in Chapter I, and t h e occupational background data reported by Vaupel, there h a v e been no studies published which describe these disciplinar­ ians in terms of the traditional criteria. The most exten­ sive listing of law enforcement faculty appears in the Directory of Law Enforcement Professors. 34 A cover letter accompanying the listing stated that the listing was incom­ plete. Further, only names, degrees attained, and subjects taught accompanied the biographical matter. An inspection of the listings for Michigan community and junior colleges v er i­ fied the incompleteness of faculty and college coverage. Discussion of Previous Research For years, the institutions of higher education have been confronted with problems of diversity and relevancy of their curricula. Dressle theorizes that administrative o r ­ ganizations perpetuate the separation of general education and vocational-technical education. This separation forces the emergence of departmental units that provide instruction 34 Directory of Law Enforcement Professors. 1970 cinnati, 6 h i o : The to. VT. Anderson Company, 1970 (Cin- 56 as separate and distinct disciplines. This creates pro li fe r­ ation of courses and curricula and does not allow educational unity. He proposed that curricula should be designed to p r o ­ vide unity of educational experience and to reduce diversity. In spite of the fact that Dressle's model has been p u b ­ lished since 196 3, Hefferlin found that very little change took place in terms of curriculum reform between 1962 and 1967. The greatest reform took place in the independent four-year college, with an average of 30.1% of course reform; whereas the least reform occurred in what is supposed to be the most dynamic of institutions, the junior and community colleges--with an everage of 8.0% of course reform. The dynamics of change emerged from institutional conditions associated with instability rather than from expected stable and calculated planning. The studies of Dressel and Hefferlin illustrate that curricula in general, throughout all institutions in higher education, need to be more uniform. Law enforcement curricula are also plagued by problems of diversity and the lack of standardized curricula. The curricula recommended by Gammage, Rutherford, Vaupel, and the American Association of Junior Colleges differ considerably in a number of respects. The diversity in course requirements among these recommended curricula can be observed Table 2.9 for general education courses and Table 2.10 for the law e n ­ forcement c o u r s e s . 57 TADLE 2.9.--General Education and Related Course Requirements and Credit Hours Recommended by Reviewed Two-Year Law Enforce ment Curricula. Course Requirements Ruther­ ford Gammage English & Humanities English Speech Humanities Logic (philosophy) Literature Social Sciences Political Science Psychology Sociology (Social Science) Social Problems Adolescent Psychology Crime & Delinquency History Science & Mathematics Chemistry Biology Physical Science Physics Physiology Mathematics Other Business Law Health Library Accounting Typing Physical Education Electives Totals 67*** 6 3 3 2 Vaupel AAJCLEPG 6 3 6 3 3 3 6 3 3 3 7 3 3 3 3 (0) * 3 (0) * 2 8 (0 )** 4 4 8 (0 )** 2 2 47 2 4 8 6 44 33 * - Interchangeable but only one required. ** - Interchangeable but only one required. *** _ Quarter hour credits. 40 TABLE 2.10.— General Law Enforcement Course Requirements and Credit Hours Recommended by Selected Curricula. San Jose Course Requirement Introduction to Law Enforcement Police Administration Police Operations Criminal Law Criminal Investigation Criminal Evidence & Procedure Introduction to Criminalistics Administration of Justice Juvenile Procedure (Delinquency) Police Internship First Aid Beginning Gunnery Police Report Writing Traffic Control Military Drill Fingerprints Police Tactics Descriptions of persons Law Enforcement Electives Totals 6 6 2 Rutherford Gammage 6 3 4 1 3 3 1 3 3 1 - 29 2 - 15 3 3 3 3 5 2 3 - 22 Vaupel 3 3 3 3 3 3 3 2 2 2 - AAJCLEPG 3 3 3 3 3 3 3 3 - 3 27 24 59 An observation of Table 2.9 will reveal that there are only six general education courses that appear in every model: English, speech, political science, psychology, soci­ ology and physical education. In spite of the course congru­ ency, there is no similarity in the number of credits recom­ mended for each. The emphasis on the social sciences is apparent. The law enforcement course requirements presented in Table 2.10 reveal additional differences. Only two courses— criminal law and criminal investigation— appear in all re­ viewed curricula ; whereas police operations, introduction to law enforcement, and criminal evidence and procedure appear in three of curricula. Judging from the diversity of programs in the national studies, the diversity of programs that were found in Michigan in the Rutherford study, and a cursory inspection of the com­ munity and junior catalogues of Michigan, there is reason to believe that there is wide diversity of law enforcement cur­ ricula in this State. The Associate Degree curriculum recommended in the AAJCLEPG appears, for various reasons, to be the best curric­ ulum to evaluate the various law enforcement curricula in the junior and community colleges of Michigan. First, as can be observed in Table 2.11, the curriculum meets all the re­ quirements of law enforcement curriculum essentials as reported in the Marsh study. Secondly, specific course recommendations 60 TABLE 2.11.— A Comparison of Marsh's Curriculum Essentials and AAJCLEPG Courses. Curriculum Essentials AAJCLEPG Recommended Courses Legal Aspects* Criminal Law, Criminal Evidence and Procedures, Criminal Investigation, Police Operations, Introduction to Criminalistics Human Relation Skills Sociology, Social Problems, Logic, Public Speaking, English Philosophy and History of Law Enforcement Introduction to Law Enforcement, Political S c i e n c e Principles of Administration Police Administration Psychology Introduction to P sy chology, Adolescent Psychology Juvenile Delinquency Police Role in Crime and Delinquency * - See pages 51 and 52 for detailed definitions of these essentials. from the AAJCLEPG as they relate to curriculum essentials as determined by Marsh were the product of nine nationally re­ cognized authorities on police operations and law enforcement academics. Their awareness of the needs of law enforcement as well as the present status of diversity in the junior and community college curricula of the country is difficult to question. Third, one of the members of this committee is a practicing Chief of Police in Flint, Michigan, and is the author of the Rutherford study previously cited. Fourth, the curriculum appears to compare favorably with the Dressel 61 model in that only about a third of the courses are in the speciality (Dressel recommended 25%); whereas the balance are well represented in general education courses and elec­ tives . Three of the studies cited, Gammage, Rutherford and Marsh were limited to the description of curricula content. Vaupel, in addition to describing curricula, described the faculty but limited his description to the experimental back­ ground. There was no attempt (and no known attempt) to describe other dimensions of a program such as the academic preparation of the faculty, the teaching experience, the objectives of the various curricula, the composition of advisory committees, the types of degrees granted, the admin­ istrative aspect of the college that carried the responsibil­ ity for the law enforcement curriculum, the availability of learning resources, and many other aspects that bear on the totality of a curriculum. Further, not one study known has attempted to evaluate law enforcement curricula with each other or with a set of guidelines, nor is there a known method for such an evaluation. Summary The problem of diversity and proliferation of curricula have plagued institutions of higher education for years. Dressel's theory is that this diversity and proliferation is perpetuated by distinctions made between general education and vocational-technical education. He provides a model 62 curriculum designed to balance course offerings and to bridge the gap between general and vocational education. Studies relating to law enforcement curricula, at the two-year and four-year level, have all reported excessive diversity among curricula. Each study has recommended a model curriculum, or a core curriculum, but a comparison of these curricula reveals considerable diversity among the models. None of the studies described curriculum dimensions other than courses required, and, in one instance, the e x p e r i ­ ential background of the faculty. The AAJCLEPG is the only known publication designed to give national direction to the development of two-year law enforcement curricula. Further, the guidelines provide a reference point for curriculum dimensions other than courses required. Objectives, mittee composition, faculty qualifications, advisory com­ and learning resource materials are in­ cluded to provide comprehensive considerations. The curriculum recommended in the AAJCLEPG compares favorably with the balance of courses suggested in the Dressel model. It also compares favorably with the ‘e s se n­ tials" of course offering as reported in the Marsh study. Studies regarding junior college faculty have been con­ ducted on several occasions from 1918 to 1955. The per cent with Masters Degrees has risen from 39.5% in 1918 to 62% in 1955. There is no information regarding the academic prepar­ ation of law enforcement faculty. 63 i There are no known studies that describe multipledimensions of law enforcement curricula, nor are there any known methods established to evaluate curricula against a standard or guidelines. The methods and procedures used to obtain data to complete such a study are presented in Chapter III, which follows. CHAPTER III METHODS AND PROCEDURES Colleges Studies Every public community and junior college in the State of Michigan is included in this study. location, is presented in Table. Each, along with its 3.1. Each campus was visited by the investigator. Personal interviews were held with at least one or more of the follow­ ing persons: the president, the instructional dean, adminis­ trators directly responsible for the law enforcement curricu­ lum (if the college had o n e ) , the director of the law enforce­ ment program, and law enforcement faculty. interviewed per institution was two. complete list of persons interviewed.) The average number (See Appendix B for a Institutions that did not have a law enforcement program were interviewed regarding their plans for one. Physical plants— law enforcement labor­ atories and classrooms— also were observed. From one-half day to a full day was spent at each campus. In addition, interviews were held with members of the State Department of Education, the Michigan Law Enforcement Council, Michigan Traffic Safety Center, and Michigan Com­ mission on Law Enforcement. 64 65 TABLE 3.1.— Public Junior and Community Colleges in the State of Michigan and Their Location College Location Alpena Community College Alpena Bay De Noc Community College Escanaba Delta College University Center Flint Community Junior College Flint Glen Oaks Community College Centerville Grand Rapids Junior College Grand Rapids Gogebic Community College Ironwood Henry Ford Community College Dearborn Highland Park College Highland Park Jackson Community College Kalamazoo Valley Community College Jackson Kalamazoo Kellogg Community College Kirtland Community College Battle Creek Roscommon Like Michigan College Benton Harbor Lansing Community College Lansing Macomb County Community College Warren Mid-Michigan Community College Clare Monroe County Community College Monroe Montcalm Community College Sidney Muskegon Community College Worth Central Michigan College Muskegon Petoskey Northwestern Michigan College Traverse City Oakland Community College Auburn Heights Schoolcraft College Southwestern Michigan College Livonia Dowagiac St. Clair Community College Port Huron Washtenaw Community College Ypsilanti Wayne County Community College Detroit West Shore Community College Ludington 66 Instruments Questionnaire A standard questionnaire was developed to obtain uni­ form information from each institution. tionnaire may be observed in Appendix C. The complete q ue s ­ The elements of the questionnaire that are used in the study follow: 1. Name and address of each institution. 2. Title of the law enforcement curriculum (if it had one) . 3. The year the curriculum was implemented. 4. Title of associate degree granted for the law enforcement curriculum. 5. Objectives of the curriculum. 6. Names and professional background of advisory committee. 7. Major administrative unit responsible for the law enforcement curriculum. 8. Required courses in the curriculum. 9. Special laboratory facilities. 10. Name, title, academic preparation, field experi­ ence, and teaching experience of each faculty member. 11. Teaching load of the faculty m e m b e r s . 12. Number and composition of students enrolled in law enforcement c o u r se s. 13. Expected graduates. 14. Law enforcement journals subscribed to. 67 Learning Resources Questionnaire A special questionnaire requesting information as to the number of books, range of journals, government documents, and films on the general topic of law enforcement, was mailed to the librarians of each college where a law enforce­ ment curriculum has been implemented. To obtain the infor­ mation from colleges not returning the questionnaires, tele­ phone calls were made to the librarians. Guidelines A copy of the 1968 American Association of Junior Col­ leges Law Enforcement Program Guidelines was obtained. Materials The latest college catalogue, law enforcement brochures, and law enforcement curriculum feasibility studies were o b­ tained whenever possible. Interviewees were queried as to the accuracy of the law enforcement curriculum as it appeared in the catalogue. Where revisions had been made, reprints of the latest curriculum was requested. Curriculum Evaluation System A curriculum evaluation system was developed. A method for identifying component elements and an ideal standard for each component and for each dimension was established. A scale for determining academic preparation scores was devised. Several scales for determining component congruency scores within each dimension were developed. 68 The first part of this study is basically descriptive. The data was organized to provide a collective and, wherever possible, quantified profile of the basic characteristics. The second part is evaluative, and it draws upon aspects of the descriptive data and their corresponding components in the 1968 American Association of Junior Colleges' Law E n ­ forcement Programs Guidelines. Preparation and Treatment of Descriptive Data The descriptive data was prepared and treated, by item of concern, in the following manner: Number of implemented curricula, chronology of imple­ mentation and location in the State (Questions 1, 2 & 3). A summary sheet was prepared that listed all of the junior and community colleges in Michigan. It provides for the identification of those with a law enforcement curricula, the date it was implemented, and the location, in terms of sections of the State. The State was sectioned as follows: The Lower Peninsula was quartered by drawing a vertical line beginning at St. Ignace, and a horizontal line using the Northern boundary of Midland County. The resulting quarters were labeled southeast, southwest, northeast and northwest. The Upper Peninsula was treated as a single section. The data on dates of implementation were e x t r a c t e d a n d treated separately to more clearly s h o w t h e d e v e l o p m e n t s ] 69 trend of law enforcement curricula. Information regarding the location of the curricula, by section, was also extracted and illustrated separately to provide a summary of distribu­ tion of curricula within the state. sections, were added to the data. Population statistics, by The number of law enforce­ ment officers for each section, based on 1.7 policemen per 1,000 population, was estimated. Ratios were established between the number of law enforcement curricula in a section and the population and the number of law enforcement per­ sonnel . An analysis of the data was made. Law Enforcement Curricula Titles (Question 4). The colleges were listed, and the curriculum title for each in­ stitution was identified. Summaries were determined, and an analysis of the data was made. Administrative Units Responsible for Law Enforcement Curricula (Question 5). All the colleges were listed, and each was identified in terms of which of four major adminis­ trative units was responsible for the law enforcement cur­ riculum. Education, The administrative categories were (1) General (2) Vocational-Technical Education, uing Education, and (4) Community Services. (3) Contin­ Summaries were determined, and an analysis of the data was made. Associate Degrees Granted (Question 6). All colleges were listed, and each was identified in terms of the associ­ ate degree(s) granted in law enforcement. The categories are 70 (1) Associate in Arts, ate in Applied Science, Associate in Business, Sciences, and (2) Associate in Science, (3) Associ­ (4) Associate in Technology, (5) (6) Associate in Applied Arts and {7) Undertermined. Summaries were determined, and an analysis of the data was made. Range and Frequency of Required Courses (Question 7). The course description for each course in each curriculum was clipped out of the catalogue, reprint, or brochure and it was posted on a 3 X 5 card. The investigator sorted all the courses by placing all courses with common title and/or com­ mon description into separate categories. became the "initial range" of courses. These categories A panel of five judges (See Appendix D for Instructions) was asked to judge each course description in each category of the ''initial r a n g e ’, in terms of "agree" or "disagree" that each course is simi­ lar to the others in the category. If three of the five judges agreed that a course description is similar with the others in a category, it remained in that category. If a course description was judged not to be similar to the others in that category, it was compared with course descriptions in all the other cate­ gories. When at least three judges agreed upon the reloca­ tion of a particular course description in another category, it was placed in another category. When at least three judges agreed that a course should be treated independently, it was added to the r a n g e . 71 This process resulted in a "final range" of course categories. The number of courses judged common to each category became the reported frequency. An analysis of the data was made. Academic Preparation, Teaching Experience, Field E x ­ perience, and Teaching Loads of Full-time Faculty Members (Questions 8, 9 & 12). Each full-time faculty member was listed by institution. The academic preparation of each faculty member was given a value based on the following scale: Less than a Bachelors Degree 0 Bachelors to +10 1 Bachelors +11 to +20 2 Bachelors +21 to +30 3 Masters Degree 4 Masters to +10 5 Masters +11 to +20 6 Masters +21 to +30 (L.L •B • or J •D .) 7 Masters +31 to +40 8 Masters +41 to +60 9 Doctorate 10 The academic preparation score, the number of years teaching experience, and the number of years of field experience were listed for each faculty member for each institution. Averages for each category were computed. of the data was m a d e . An analysis 72 Academic Preparation, Teaching Experience, Field Experi­ ence and Teaching Loads of Part-time Faculty 12). (Questions 10 & All part-time faculty, by institution, were listed. The method of treating the full-time faculty previously described was applied, and averages were computed and an analysis was made. Comparison of Averages of Full-time and Part-time Facul­ ty, in Reference to Academic Preparation, Teaching Experi en c e, and Field Experience (Question 11). The averages of the aca­ demic preparation, years teaching experience, field experience as determined in Questions 9 and 10, respectively, were plotted in relation to full-time and part-time faculty. Averages were computed for full-time, full-time less lawyers, part-time, part-time less lawyers, total faculty and total faculty less lawyers. An analysis of the data was made. Full-time and Part-time Faculty, Teaching Loads, and Percentage of Courses Taught by Part-time Faculty 12). (Question The number of full-time faculty, and part-time faculty, teaching load (average, where more than one) of full-time faculty, teaching load (average, where more than one) of part- time faculty, the number of sections taught by full-time faculty and by part-time faculty were identified in relation to each institution. The data was abstracted from the data prepared for Questions 9 and 10. ate percentages were computed. made. Averages and the appropri­ An analysis of the data was 73 Student Enrollment, Composition, and Graduation Expec­ tations (Question 13). The number of full-time and part- time students, each classified by policeman or regular, was recorded for each institution. The number of anticipated graduates for 1970 was also recorded. priate percentages were computed. Averages and appro­ An analysis of the data was m a d e . Preparation and Treatment of Selected Evaluative Dimensions The data for each dimension was prepared and treated in the following manner: Evaluation of Individual Institutions1 Stated Curricu­ lum Objectives by Comparing Them with the Abstracted State­ ment of Objectives of the American Association of Junior Colleges1 Law Enforcement Program Guidelines (Question 14). The AAJCLEP Guidelines do not contain a specific statement of objectives. Rather the objectives are alluded to through­ out a seven-paragraph statement regarding what a recommended balanced curriculum is.^ Method of Determining a Specific Statement. The seven paragraph statement was studied by the investigator. The following objective was abstracted: The objectives of the curriculum are to meet the current and future needs of the police profession and the needs of both the terminal and transfer student. ^Thomas S. Crockett and James D. Stinchcomb, o p . c i t ., P. 17. 74 Five copies of the rational statement in the AAJCLEPG were made and presented to a panel of five individuals that served as judges. The judges were instructed to study the statement and then to read the abstracted objectives. If in their judgment the abstracted objectives were a good synopsis of the alluded to objectives in the statement, the judges were to make a check mark under the "agree1' column on the work sheet. If in their judgment the statement was not a good synopsis, they were to check "do not a g r e e .’’ If a judge checked "do not agree*', he was instructed to prepare an abstraction he felt would best represent what was stated in the statement regarding objectives. (See Appendix E for instructions and worksheet.) It was planned that the "abstracted objectives" would be rewritten, and the judgment process repeated, if at least three judges could not agree on any given statement of abstracted objectives. When three of the five judges agreed with a given state­ ment of abstracted objectives, the abstracted objectives be ­ came the "specific'1 objectives the the AAJCLEPG and was labeled "AAJCLEPG Curriculum Objectives." Method of Evaluating Institution Objectives by Compar­ ing Them with the AAJCLEPG Curriculum Objectives. The state­ ment of objectives for each curriculum, when one was stated, was clipped from the catalogue, brochure, or reprint, and posted on a 5 X 8 card. 75 The same judges that determined the AAJCLEPG curriculum objectives were asked to serve as judges. Each member was provided with a copy of the AAJCLEPG curriculum objectives as previously determined and posted on a 3 X 5 card. They were presented with a work sheet that presented the list of the institutions against categories of "Objectives congruent" and "Objectives not congruent*'. The judges were instructed to study each institution's stated objectives and compare them against the AAJCLEPG cur­ riculum objectives. If in their judgment the stated objec­ tives , of the institution were congruent with the AAJCLEPG curriculum objectives, they were to place a check mark under "Objectives congruent'’. If in their judgment the stated objectives were not congruent, they were to place a check mark under the category "Objectives not congruent". The institutions that did not have stated objectives were pre-recorded on the work sheets. (See Appendix F for instructions and worksheet.) The opinions of the judges as to whether or not a college-stated objective was congruent with the AAJCLEPG recommended objectives were plotted against each college. Colleges with no stated objectives were treated as 'not congruent". Congruency scores were assigned. The congruency scores a r e : 0 - if in the opinion of three or more judges the compared objectives were not congruent. 1 - if in the opinion of three or more judges the compared objectives were congruent. 76 Summaries for each component category and an overall percentage of congruency were determined, and an analysis made. Evaluation of the Composition of the Professional Back­ ground of Each Institution's Advisory Committee by Comparing It with the Recommended Professional Background Composition of the AAJCLEPG (Question 15). The AAJCLEPG recommends that the following professionals be represented on each advisory committee.^ 1. Several top police administrators. 2. Law enforcement coordinator or director (faculty member) 3. Dean or division chairman responsible for the law enforcement curriculum (academic administrator). 4. A ju d g e . 5. A defense attorney. 6. A counselor or a news publisher/editor. 7. Other (any other professional related to law enforce­ ment) . Each institution was listed by number code. Seven com­ ponent categories corresponding to the above list were estab­ lished, plus a category for ’’no formal advisory group reported,” and one for the '‘total congruency score.'" The professional background of each member of the advisory committees of each institution was checked against the recommended components 2 Crockett and Stinchcomp, o p . c i t ., p. 12. 77 listed. A component congruency score was assigned for each college. The congruency scores a r e : 0 - if no member of the college advisory committee had a professional background congruent with the specific recommended AAJCLEPG component. 0 - if not formal advisory committee was implemented. 1 - if a member of the college advisory committee had a professional background congruent with a specific recommended AAJCLEPG component. College congruency scores are: The total of the component congruency scores for each college. The total congruency scores a r e : The sum of the college congruency scores. The mode was determined, and an analysis of the data was m ad e . The percentage between the o b t a i n e d t o t a l congruency scores and the "total possible" congruency scores was d e ­ termined for all colleges and for colleges with advisory com­ mittees only. Evaluation of the Required Courses Specified in the AAJCLEPG Recommended Curriculum Compared with Corresponding Courses in the Michigan Required 'Final Course Range' tion 16). (See data Question 7, Page 9 5.) (Ques­ Each required course and the number of credit hours in the recommended cur­ riculum of the AAJCLEPG were listed vertically. was listed horizontally by number code. Each college Each college was 78 given a component congruency score for each course in the AAJCLEPG curriculum. The component congruency scores are: 0 - if the college did not offer the course. 1 - if the college offered the course but with less than the required credit hours. 2 - if the college offered the course and met or exceeded the required credit h o u r s . Total course congruency score was determined by: totaling the component congruency scores for each c o ur se . Total congruency score was determined by: totaling the course congruency scores for all courses. College curriculum congruency score was determined by: totaling the component congruency scores within a college. The mode of the 'total course congruency scores" was d e ­ termined, and an analysis of the course data was made. The mode of the ’college curriculum congruency scores' was determined, and an analysis of the curriculum congruency was m a d e . The "total congruency score" and the "'possible' total congruency score' were determined. The percentage of congruency was determined by dividing the "'obtained' total congruency score" with the "'possible' total congruency score." An analysis was made. Evaluation of the Recommended Law Enforcement Faculty Qualifications Appearing in the AAJCLEPG as Compared with the 79 Qualifications of Combined Full-time and Part-time Law E n ­ forcement Faculty in Each Institution (Question 17). The AAJCLEPG faculty qualifications are general and vague. The following statements, however, are made: 1. It is recommended that as much as possible of the program be taught by full-time personnel. 2. A bachelors degree in law enforcement or police administration with a masters degree p r e f e r r e d . 4 Qualifications may also be determined by the administration . . . 3. Occupational experience in the field. g The three components above were listed in horizontal categories and the colleges, by number code, vertically. An "ideal standard1' for each component was established on the following criteria and/or reasoning: 1. Faculty Appointment C o m p on en t: Cased on AAJCLEPG recommendation the 'ideal standard" was established as "at least one full-time law enforcement faculty member." 2. Academic Preparation C o m p o ne nt : The scale assigned to various levels of academic course work as presented on Page 71 provided for '4" to be associated with the completion of a masters degree. The AAJCLEPG recommended " . . . ters Degree preferred.' The 'ideal standard" was established as '4' . 2 Crockett and Stinchcomb, op. c i t . , p. 14. 4 I bid., p . 13. 5Ibid. 6Ibid. a Mas­ 80 3. Occupational Experience C o m p on en t: recommends occupational (field) The AAJCLEPG experience but does not state 'how much" experience is preferred. Based on the experience of the investigator and the opinions of numerous law enforce­ ment faculty members, coordinators, police administrators, students, and one member of the national advisory committee that helped to develop the AAJCLEPG, it seems that at least five years' experience should be required. dard' The "ideal stan­ for occupational experience was established at 'five years." Component congruency scores were established for each of the three components previously described. The faculty appointment component congruency scores are: 0 - if all faculty have part-time status. 1 - if at least one member of the faculty meets the 'ideal standard" full-time faculty appointment. The academic preparation component congruency scores a r e : 0 - if the average of the academic preparation of the total faculty as determined from the de ­ tailed data presented in Tables 4.8 and 4.9 was less than the "ideal standard" of "4." 1 - if the average of the academic preparation of the total college faculty as determined from the detailed data presented in Tables 4.8 and 4.9 equaled or exceeded the "ideal standard" of "4.’ The occupational experience component congruency scores are: 0 - if the average of the field experience of the total college faculty as determined from the de­ tailed data presented in Figures 4.8 and 4.9 was less than the 'ideal standard" of "five years.' 81 1 - if the average of the field experience of the total college faculty as determined from the detailed data in Figures 4.8 and 4.9 was equal to or exceeded the ‘ideal standard1 of "five y e a r s .' The total of the component congruency scores was com­ puted for each component. The total of the component congru­ ency scores for colleges with full-time faculty only were com­ puted. An analysis of components was made. The totals of the component congruency scores were computed for each college. The mode of the college congruency scores was determined, and an analysis made. The total college congruency scores for all colleges was determined. The overall percentage of congruency was determined by dividing the 'obtained” total of college congruency scores by the ’’possible” college congruency scores. A percentage of congruency for ''colleges with full-time faculty only' was also determined. An analysis of the data was made. Evaluation of the Recommended Law Enforcement Journal Subscriptions Appearing in the AAJCLEPG as Compared with Those Corresponding Journals Subscribed to by the Individual Insti­ tutions (Question 18). The "ideal standard' for this dimen­ sion^ was established as follows: Each college offering a law enforcement curriculum must be receiving, or have on order a subscription to the following recommended journals or publications: Crockett and Stinchcomb, o p . c i t ., p. 22. 82 1. Crime in the United States 2. FBI Law Enforcement Bulletin 3. Journal of Criminal Law, Criminology and Police Science 4. Police 5. Statistical Abstract of the United States 6. The Police Chief 7. The Training Key 8. Traffic Digest and Review Each college was listed by a code number and each of the journals or publications listed in the "ideal standard" was presented as a separate component category. Component congruency scores were established for each of the components described. The component scores are: 0 - if the college was not receiving the journal or publication, or did not have it on order. 1 - if the college was receiving the journal or had it on order. College Congruency Score was determined by totaling the component congruency scores within a college. Totals for each component and for college congruency scores were computed. The overall percentage of congruency was determined by dividing the total of the obtained college congruency score by the 'possible' congruency score. A p er ­ centage of congruency for only colleges implementing curricula since 196 8 was determined by dividing the total of the obtained college congruency score of colleges implementing since 1968, by the possible1 congruency score for those colleges. 83 The mode of the college congruency scores was estab­ lished and an analysis of the data was made. Congruency Ratings of Colleges on Each of the Five Evaluative Dimensions. Each institution was listed by code number against the five evaluative dimensions: (2) advisory committees, (3) curriculum, (1) objectives, (4) faculty, and {5) learning resources. A rating was assigned to each college on each dimension. The ratings were determined on the basis of the criteria in Table 3.2. The colleges were listed vertically by code number and the five selected dimensions horizontally as separate categor­ ies. A rating for each college on each dimension was assigned on the basis of the criteria listed in Table 3.2. Totals of ratings for each dimension were and determined an analysis of the data was made. Summary Basic data for the study were obtained by the use of a standard questionnaire interview technique. A second q ue s­ tionnaire, relative to learning resources material was mailed to each institution reporting a law enforcement curriculum. Every public community and junior college in the State of Michigan was visited and a personal interview was held with appropriate personnel. The methodology of the study involved two stages: (1) the organization, tabulation and analysis of the collected TABLD 3.2.--Criteria for Rating L'ach College for Congruency with the AA^CLEPw on five Different Dimensions. Dimensions Ratings Curriculum Objectives Congruency H (High) L (Low) Advisory Committee Background Composition Congruency H (High) A (Average) L (Low) Curriculum Congruency If the congruency score was above the mode congruency score for all colleges. If the congruency score was equal to the mode score. If the congruency score was below the mode score. If the congruency score was above the mode congruency score for all colleges. A (Average) If the congruency the mode score. If the congruency mode score. H (High) A (Average) L (Low) Learning Resources Congruency If the stated objectives of the cur­ ricula was rated by three or more judges as congruent with the AAJCLEPG. If the stated objectives were rated as not congruent with the AAJCLEPG by three or more judges. If no stated objectives. H (High) L (Low) Faculty Qualifications Congruency Criteria H (High) A (Average) L (Low) score was equal to score was below the If the congruency score was above the mode congruency score for all colleges. If the congruency score was equal to the mode score. If the congruency score was below the mode score. If the congruency score was above the mode congruency score for all colleges. If the congruency score was equal to the mode score. If the congruency score was below the mode score. oo 85 data to provide a collective profile and description of the law enforcement curricula as they presently exist in the State, and (2) an evaluation of the law enforcement program at each college in terms of the congruency of five program dimensions with corresponding dimensions in the law enforce­ ment program guidelines established by the American Associa­ tion of Junior Colleges in 1968. The five dimensions used to evaluate the congruency of the law enforcement program of each college with the AAJCLEPG were: (1) Objectives of the Curriculum, Composition, (3) Curriculum, (2) Advisory Committee (4) Faculty Qualifications, and (5) Learning Resources Materials. A panel of judges was used to establish: sensual' (1) a ’con­ abstracted objective of the AAJCLEPG objectives statement, (2 ) a 'consensual1' range of courses classified by commonality of description, and (3) a "consensual” deter­ mination of the congruency between the stated objectives of the law enforcement curricula of each college with the AAJCLEPG abstracted objective. Scales were developed to establish congruency scores for each component of each d im ension. Percentage of congruency for each dimension was estab­ lished. Criteria for rating each college in terms of High or Low congruency on dichotomized dimensions, and High, Average or Low congruency on continuous dimensions were established. 86 flach college was rated on each dimension and sample profiles were drawn. Selection of Individuals to Serve as Judges for the Determination of Consensual O p i ni on s. Judge 1: A law enforcement faculty member at a Michigan public community college. Judge 2: An attorney with experience as a prose­ cuting attorney and as a defense lawyer. Judge 3: An attorney with general experience. Judge 4: A business executive. Judge 5: A general education faculty member with experience in academic administration and curriculum planning at a Michigan public community college. CHAPTER IV PRESENTATION AND ANALYSIS OF DATA The data for this study were obtained by a visitation to all public community and junior colleges in the State of Michigan. Standardized general information regarding the law enforcement curriculum at each was gathered from inter­ views with administrators and faculty, from college catalogues, bulletins, brochures, reprints, and from personal observations of the physical facilities. The questions, and the data to answer the questions, are presented in the order they were originally posed in Chapter I. Questions Question 1 : How many junior and community colleges have implemented, or plan to implement, an Associate Degree Law E n ­ forcement Program? Data from the study as it pertains to this question is presented in Table 4.1. The data show that there are 21 col­ leges that have implemented, and are currently offering, courses in law enforcement. One college. West Shore Community College, has completed its plans, developed a curriculum, and contacted a prospective faculty member, for fall 19 70 imple­ mentation. Another college. North Central Michigan College, 87 TABLE 4 . 1 . — Pub li c J uni o r and C o m m un it y Colleges, the Ident if ic at ion of Those with, or a Planned, Curriculum, the Date of Implem en ta ti on und the Sec tional Lo ca t i o n in the State. Year Implementation or Planned Implementation Law Enforcement Curriculum No Plans College 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. Alpena* Bay De Noc Delta Flint Glen Oaks Grand Rapids Gogebic Henry Ford Highland Park Jackson Kalamazoo Valley Kellogg Kirtland Lake Michigan Lansing Macomb Mid-Michigan Monroe Montcalm Muskegon North Central Northwestern Oakland Schoolcraft Southwestern St. Clair Washtenaw Wayne West Shore Totals 1970 Plans Law Enfo rc eme nt 1962 1964 1965 1966 1967 1968 Sectional Location 1969 X 1970 1971 X NE NW SE SW X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 6 22 X X X X X X** 1 1 1 1 4 2 4 5 * - For full titles see page of Chapter III. * - Planned for fall 1970 implementation. Others in 1970 category are implemented. 4 X 1 2 2 12 6 UP 89 is currently planning a curriculum and expects to implement it in fall 1971. Question 2 : What has been the chronological implemen­ tation sequence of the law enforcement curricula in the State? The data totaled under "year of implementation or planned implementation" as recorded in Table 4.1 is extracted and p r e ­ sented in Table 4.2 for clearer observation. TABLE 4 . 2 .--Accumulative Development of Law Enforcement C u r r i c ­ ula by Year of Implementation in Relation to the Passage of Federal Law Enforcement Acts i A C C u M U L A Y I V E 25 22 18 D E V E L 0 p M E N T 20 i ! 15 , ; 10 13 i I 1 j 5 0 1962 1964 1965 1966 1967 1968 1969 1970 1971 * - The year Federal Law Enforcement Assistance Act was passed, and Michigan passed Public Act 203, establishing the Michigan Law Enforcement Training Council. ** - The year Federal Omnibus Crime Control and Safe Streets Act was passed, and the year Governor Romney appointed the Michigan Commission on Law Enforcement and Criminal Justice. Figure 4.2 shows that there were only three curricula implemented during the first half of this decade. Implementa­ tion of curricula increased noticeably following the 1965 e n ­ actment of the Law Enforcement Assistance Act and the 90 establishment of the Michigan Law Enforcement Training C o u n ­ cil. Four new curricula were implemented in 1966, followed by two more in 1967 for a total of nine. In 1968, the Safe Streets Act was passed, and the Michigan Commission on Law Enforcement and Criminal Justice was established. Their actions were accompanied by the implementation of four more curricula in 1968, five in 1969, three in January of 1970, and one, Highland Park Community College, in March, 1970. Over half of the law enforcement curricula in the junior and community colleges of Michigan have been implemented in the last three y e a r s . Question 3 : How are the law enforcement curricula d i s ­ tributed throughout the State? What is the ratio of these distributions to the population and to policemen? The data recorded under the column labeled "Sectional Location'' in Table 4.1 is extracted and presented in Table 4.3. Information regarding population distribution and the estimated number of police officers in each section was added to the overall data. Ratio of curricula to population and to policemen by section, sub-sections, and total State are p r e ­ sented . Over half (12) of the curricula are located in the so uth­ east section of the State, with six in the southwest section for a total of 18 in the southern half of the State. There are four curricula in the northern half and none in the Upper Peninsula. TABLE 4.3.— Distribution of Junior and Community Colleges with Law Enforcement Curricula by Sections of the State and the Ratio of Law Enforcement Curricula to the Distribution of Population and Policemen. Section Number Law Enforcement Curricula 3 Service Population Ratio Curricula to Number^ Policemen Population Policemen Southeast 12 5,439,340 9,246 1/453,278 Southwest 6 1,547,730 2,631 1/257,955 18 6,987,070 11,877 1/388,170 X/659 Northeast 2 322,399 549 1/161,199 1/274 Northwest 2 191,532 326 95,766 X/163 Sub-total 4 513,931 875 1/128,482 ^ Upper Peninsula 0 305,984 306 22 7,806,985 13,058 X/354,863 X/593 Sub-total Grand Totals X^770 is 3 Michigan Manual, 1969-70 Edition, compiled by the Administration of the State of Michigan, pp. 404-407. Estimates based on 1.7 police officers per 1,000 population. Source: Federal Bureau of Investigation, U. S. Department of Justice, Uniform Crime Reports, 1965, (Washington, D.C.: U. S. Government Printing Office, 1966), pp. 148-151. 92 Although 18 of the curricula are in the southern half of the State, the ratio of curricula to police officers is 1/659, as compared to 1/228 in the northern half. The south oast section, with 12 curricula, has a curricula to policeofficers ratio of 1/770. Question 4 : What titles are used to describe the associate degree law enforcement curricula? Five different titles are used to describe the law enforcement curricula. See Table 4.4. TABLE 4.4.— Summary of Law Enforcement Curricula Titles. Title Number of Institutions Law Enforcement Police Administration Law Enforcement Administration Public Safety Police Science Technology 17 2 1 1 1 Total The most frequently used title (17) 22 is Law Enforcement. Police Administration is the title used by Flint Community Junior College and Kirtland Community College; whereas Public Safety is used by Grand Rapids Junior College, and Police Science Technology, by Muskegon Community College. Question 5 ; What major administrative unit of the college is responsible for the law enforcement curriculum? See Table 4.5. There are four different administrative units involved in the administration of law enforcement curricula. Ten 93 TABLE 4.5.— Classification of Administrative Units Responsible for Law Enforcement Curricula by Institution. Administrative Unit Vocational Technical College General Education Continuing Education 1. 2. Alpena* Delta X 3. 4. Flint X Glen Oaks X 5. Grand Rapids 6. Henry Ford 7. Highland Park X 8. Jackson X 9. Kalamazoo Valley X X X X 10. Kellogg X 11. 12. Kirtland X Lake Michigan X 13. Lansing X 14. Macomb X 15. Muskegon X 16. Northwestern X 17. Oakland X 18. Schoolcraft St. Clair 19. Commu­ nity Service 20. 21. Washtenaw 22. West Shore X X X X Wayne Totals X 10 8 * - For full titles see Page 69 of Chapter III. 3 1 94 curricula fall under the responsibility of a vocationaltechnical dean. One of these, Lansing, Dean of the Business College. is actually under the Eight other colleges administer their curriculum through the general education dean; three, through the Dean or Director of Continuing Education, and one, (Washtenaw) through the Director of Community Services. Question 6 : What associate degrees are granted upon com­ pletion of law enforcement curricula? See Table 4.6. Table 4.6 shows six different degrees are granted fol­ lowing the completion of the law enforcement curricula. colleges offer the Associate in Applied Science; Eight five, the Associate in Arts; two, the Associate in Technology; two, the Associate in Applied Arts and Sciences, and one, the Associate in Business. One college. Highland Park Community College, has not determined the degree to be granted. northwestern Michigan College offers two degrees, the Associate in Arts and Associate in Science, depending on the student's option in selecting courses. Question 7 : What is the range of required courses in the various curricula? What is the frequency that each course in the range is required by the various colleges? See Table 4.7. There are 4 5 independent courses required by the 22 curricula. In addition, two categories, "Psychology - Other' and "Sociology - Other," each contain two or three independent courses. When the category of electives is added, the range of courses required is 48. TABLE 4.6.— Classification of Law Enforcement Associate Degrees Granted by Colleges. A.A.* College A.S. 1. Alpena** 2 . Delta 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20 . 21 . 22. Flint Glen Oaks Grand Rapids Henry Ford Highland Park Jackson Kalamazoo Valley Kellogg Kirtland Lake Michigan Lansing Macomb Muskegon Northwestern Oakland Schoolcraft St. Clair Washtenaw Wayne West Shore Totals A.A.S. A.T. A.B. A.A.A.S. U X X X X X X X X X X X X X X X X X X X X X X X 5 4 8 2 1 1 1 * _ Code: A.A. - Associate in Arts; A.S. - Associate in Science; A.A.S. - Associate in Applied Science; A.T. - Associate in Technology; A.B. - Associate in Business; A.A.A.S. - Associate in Applied Arts and Sciences; U. - Undetermined. ** - For full titles see Page 70 of Chapter III. 96 TABLE 4.7.— Range of Categories of Courses Required in 22 Law Enforcement Curricula, Classified by Description, by Five \Judges. Course Categories 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24 . 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36 . 37. 38. 39. 40. 41. 42. 43. 44. 45. 45 . 47. 48. Humber of Pnl 1o rrAa {n Category English Criminal Investigation Political Science Police Role in Crime and Delinquency Introduction to Psychology Introduction to Sociology Introduction to Law Enforcement Police Administration Electives Criminal Law Public Speaking Physical Education Traffic Administration and Control Typing Social Problems Psychology - Other Criminal Evidence and Procedure Mathematics Police Operations Interrogation and Interviewing Physical Science Chemistry Sociology - Other Humanities Economics Biology Internship History Administration of Justice First Aid Accounting Data Processing Business Law Introduction to Criminalistics Defensive Tactics Law Enforcement Seminars Geology Police Community Relations Industrial Security Freshman Seminar Photography General Business Logic Meteorology Civil Law Narcotics and Vice Control Firearms Life Science Judges that agree disagree 22 21 21 3 4 4 2 1 1 21 19 19 3 5 4 2 0 1 19 19 16 17 16 15 4 3 1 2 — - 3 4 2 1 12 12 11 10 3 4 3 5 2 1 2 0 10 9 9 9 6 5 4 5 5 6 5 4 4 4 4 3 3 3 3 3 1 2 2 1 1 2 1 1 1 1 1 2 3 4 4 5 3 3 3 2 1 1 0 2 2 2 - - 5 3 5 5 3 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 3 0 2 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 97 In 20 instances, the judges could not agree unanimously that all the courses with a common title, judged by the des­ cription of the course, belonged in a given category. Only one course, English, is required in every curricu­ lum. Criminal Investigation, Political Science, and Police Role in Crime and Delinquency are required in 21 curricula. There are 33 categories of courses required in io or less curricula. There are 22 courses that are required in less than five curricula. Question 8 : How many law enforcement curricula have full-time faculty members: The basic data pertaining to this question are presented in Table 4.8. Nine colleges have at least one full-time law enforcement faculty member; whereas, two others have more than one. Half (11 of 22) of the law enforcement curricula in the State are without a full-time faculty member. Question 9 : What is the academic preparation, teaching experience, and field-experience of the full-time faculty members? The academic preparation of the full-time law enforce­ ment faculty (see Table 4.8) ranges from one, bachelors degree to plus 10 credit hours to nine, masters degree to 60 credit hours. to plus 50 The average academic preparation (3.3 scale score) is below the scale score of 4 assigned to the category of masters degree. (See Chapter III, page 69.) TABLE 4.8.— Academic Preparation, Field Experience, and Teaching Loads of the Full-Time Law Enforcement Faculty by Individuals and Colleges. Colleges 1 2 3 4 5 6 7 8 9 10 11 Totals Averages Faculty A A A A B A B C A A A A A A 14 Academic* Preparation 1 5 7** 4 4 4 1 1 1 1 1 1 Field Experience Teaching Experience 6.5 21 5 25 4 6 6 10 20 .5 15 18 15 Number Sections per Semester 3 4 2 10 15 15 15 15 4 4 5 4 4 5 3 5 5 5 5 88 58 1 4 .5 13 5 2 10 5 45 191.5 72.5 13.6 5.2 * - See scale in Chapter III. ** - Lawyer 9 12 8 13 4 4 25 14 10.5 31 7.5 3.3 Teaching Load in Credit Hours 1.5 4 12 12 15 12 13.4 4.1 99 Seven of the faculty have an academic preparation of 1, three have 4, two have 5, one has 7, and one has 9. Half (7) of the full-time faculty have less than a masters degree. The field experience ranges from 4 years to 31 years, with an average of 13.6 years. Except in one instance, all the faculty have more than six years' The teaching experience field experience. (see Table 4.8) ranges from a half year to 13 years, with an average of 5.2 years. Two faculty have less than a year's teaching experience; whereas two have 1 year; one has 2 years, and the rest have 4 or more years. The faculty profiles (see Table 4.8) range from bache­ lors degree with six y e a r s ' field experience and a half year teaching experience (such as. Faculty A at College 1 and Faculty B at College 5) to a masters degree plus 50 credit hours, 10 years' experience field experience, and 13 years' teaching (such as Faculty C at College 5), Question 1 0 ; What is the academic preparation, teaching experience, and field experience of the part-time faculty? See Table 4.9. There are 47 part-time faculty teaching in 17 different curricula. Five colleges do not use part-time faculty. In terms of academic preparation the range is from 7 (masters degree plus 21 to 30 credit hours or LL.B. or J.D.) to 0 (less than a bachelors d e g r e e ) . The average academic preparation of 3.8 is below the scale score of 4 for a masters 100 TABLE 4.9.--Academic Preparation, Field Experience, and Teaching Loads of the Part-Time Law Enforcement Faculty by Individuals and Colleges. Colleges 1 Faculty A B 2 None 3 A B c D E A B 4 5 A B 6 7 None A 8 A B C Academic Preparation Field Experience Teaching Experience 4 7* 3 4 2 3 3 1 1 1 4 4 0 7* 5 22 2 10 3 9 9 3 3 3 3 3 3 3 1 1 1 1 1 1 1 3 3 1 1 0 1 4 0 20 20 3 .25 .25 .50 12 11 25 None A B C D E F 7* 7* 3 3 0 4 10 11 11 24 25 11 A B c 2 4 3 15 10 16 A B C A B C 0 0 3 7* 7* 3 7* 31 18 6 30 11 6 10 4 4 1 7* 7* 7* 4 3 27 9 3 10 20 3 5 4 18 19 20 21 Totals Averages * - Lawyc r 13 2 2 1 3 1 3 3 3 1 1 1 .25 3 .25 .25 .25 3 1 1 3 3 3 3 6 1 1 1 1 i .25 .25 .25 6 9 12 6 6 6 2 3 4 2 2 2 .25 .25 3 3 1 1 .50 3 3 3 3 1 1 1 1 1 1 1 3 3 3 3 3 3 3 3 1 1 1 1 1 1 1 1 3 174 1 57 .50 1 1 None None A A B C D E F G H 22 1 2.5 4 6 10 7* 1 4 15 .25 .25 4 A 16 17 .25 .25 .25 11 15 6 A A B A B C 13 .50 3 7* 9 14 .25 1 1 7* 1 3 7* 7* 10 11 12 Number Sections per Semester Teaching Load in Credit Hours A 47 2.1 6 181 3.8 4 5 1 .25 1 .50 .50 7 1 .25 3 1.5 1.5 .50 2 3.5 553.5 6 70.5 11.7 1.5 3 3 3 3.7 1.2 101 degree. There are six part-time faculty that do not have a degree and 24 that have a masters degree or more. 14 lawyers, with a scale score of 7. There arc (See Question 1 for evaluation.) The field experience of the part time faculty range from two years to 31 years, with an average of 11.7 years. Eight have less than five years' experience; whereas 10 have 20 years' experience or m o r e . The range of teaching experience is from .25 years to 13 years, with an average of 1.5 years. Twenty-three of the faculty have less than a year's teaching experience; whereas 10 have two y e a r s 1 experience or m o r e . Question 1 1 ; How do the full-time faculty and part-time faculty compare on academic preparation, teaching experience? field experience, and See Table 4.10. The academic-preparation average of the full-time faculty is 3.3 as compared to the part-time faculty average of 3.8. The average for the combined faculty (61) is 3.7. The average of the full-time faculty, with lawyers removed, is 2.9; where­ as the average of the part-time faculty, with lawyers removed, drops to 2.4. The academic preparation for the total faculty, with lawyers removed, is 2.5. The field experience of the full-time faculty is 13.6 years as compared to 11.7 years for the part-time faculty. The overall faculty average is 12.5 years of field experience. There is very little effect on the averages in field experi­ ence when the lawyers are removed. TABLE 4.10*.— Comparison of Full-Time Faculty and Part-Time Faculty on Academic Preparation, Field Experience, and Teaching Experience. Academic Preparation Categories N Total Field Experience Average Total Average Teaching Experience Total Average Full-time 14 45 3.3 191.5 13.6 72.5 5.2 Full-time Less lawyers 13 38 2.9 186.5 14.3 68.5 5.2 Part-time 47 181 3.8 553.5 11.7 70.5 1.5 Part-time Less Lawyers 32 76 2.4 406.5 12.7 45.5 1.4 Totals All Faculty 61 226 3.7 745 12.5 143 2.3 Totals Less Lawyers 45 114 2.5 59 3 13.1 114 2.5 Data abstracted from Tables 4.8 and 4.9. 103 Tho average teaching experience of the full-time faculty is 5.2 years; whereas the part-time faculty averages 1.5 years' experience and the combined faculty experience. (61) averages 2.3 years' Removing the teaching experience of the lawyer faculty produces very little change on the averages. The most obvious change in averages, when the b a c k ­ ground of the lawyers is removed, is in the academic prepara­ tion average of the part-time faculty. Question 1 2 ; faculty? What is the teaching load of the full-time Of the part-time faculty? What percentage of the law enforcement courses offered by the various curricula are taught by part-time faculty? See Table 4.11. TABLE 4.11.— A Summary of Teaching Loads and Sections Covered by Full-time and Part-time Faculty, Winter, 19 70 Credit Hours Taught Sections Taught Total Total Faculty N Full-time Part-time 14 47 188 174 13.4 3.7 58 57 4 1.2 61 362 5.9 115 1.9 77 48 Totals Part-time Percentage Average Average 49 The full -time faculty taught 188 credit hours for an average teaching load of 13.4 whereas the part-time faculty taught 174 credit hours for an average of 3.7 teaching load. The part-time faculty make up 77% of the total faculty and taught 4 8% of the credit hours during the Winter Semester 104 of 1970 while covering 49% of all the courses (sections) offered. Question 1 3 : How many full-time students were enrolled in the law enforcement curricula? students were pre-service students? How many of the full-time How many part-time stu­ dents were enrolled in the law enforcement curricula? How many of the part-time students were practicing policemen? See Table 4.12. The data indicates that an estimated 2,296 students were enrolled in the law enforcement curricula in the State. Over two-thirds of the students (67%) were part-time prac­ ticing policemen; whereas 697 or 30% were regular full-time students. Very few (3%) regular students pursued their studies on a part-time basis. There were no policemen pur­ suing their studies on a full-time basis. Evaluative Dimensions Question 1 4 : To what extent are the objectives of the law enforcement curricula of junior and community colleges of Michigan congruent with the recommended objectives of the American Association of Junior Colleges Law Enforcement P ro­ gram Guidelines? Page 17 of the AAJCLEPG presents statements that relate to the objectives of the Associate Degree Law Enforcement Curriculum. gator. These statements were abstracted by the investi­ Five judges were asked to read the AAJCLEPG statements and then to read the "abstracted objectives.'' They were asked TABLE 4.12. — Students Enrolled in Law Enforcement Curricula by Colleges*. Full- time College Headcount 1 2 110 Policemen 6 7 8 9 10 11 12 250 25 20 110 13 14 15 16 17 18 19 Regular 75 None 23 250 65 55 250 99 450 33 25 3 4 5 Part-time 23 0 0 0 2 6 2 20 0 0 40 35 15 30 10 100 20 100 10 44 350 33 80 23 35 70 70 40 18 10 20 0 0 6 25 10 20 80 37 20 21 22 12 200 6 Regular 35 50 55 60 35 35 190 Policemen Expected Graduates 1970 120 159 60 7 80 130 4 60 30 40 29 58 3 0 8 20 2 Total 2,296 0 697 1,525 70 Per Cent 100 0 30 67 3 * - These figures are estimates. of the numbers presented. 124 No administrator of faculty member was sure 106 to indicate whether they 'agree" or ''disagree'* that the ab ­ stracted objectives adequately represent the AAJCLEPG s t ate­ ments. See Table 4.13. TABLE 4.13.— Opinions on the Adequacy of the Abstracted O b j e c ­ tives of the AAJCLEPG S t a t e m e n t s . Abstracted Objectives Judges Agree The objectives of the curric­ ulum are to meet the current and future needs of the police profession and the needs of both the terminal and transfer student. Disagree 5 0 All five judges agreed that the abstracted objectives adequately reflect the AAJCLEPG statements. The stated objectives for all institutions reporting a law enforcement curriculum, and the AAJCLEPG abstracted objectives were given to the above-mentioned panel of judges. The results of their judgment as to whether an i n s t i t u t i o n ’s stated objectives agreed with the AAJCLEPG abstracted o b j e c ­ tives appear in Table 4.14. It can be observed that five of the colleges do not report objectives for their law enforcement curriculum. Of the 17 that do report objectives, only 10 are judged to agree with the AAJCLEPG objectives. Of the ten that are judged as agreeing, six are judged to agree completely. Half of the stated objectives of the law enforcement curricula do not agree with the AAJCLEPG objectives. The percentage of 107 TABLE 4 . 1 4 . - - O p i n i o n s o n the A g r e e m e n t of the S t a t e s O b j e c t i v e s of L aw E n f o r c e ­ ment C u r r i c u l a of E a c h C o l l e g e w i t h the A A J C L E P G O b j e c t i v e s a nd A g r e e m e n t Scores*. Judged College No Stated Objective Stated Objective Agree with AAJCLEPG Congruency Score N ot agree AAJCLEPG Obtained 1 X 0 2 X 0 3 X 5 0 1 4 X 5 0 1 5 X 4 1 1 6 X 5 0 1 7 X 2 3 0 8 X 5 0 1 10 X 5 0 1 11 X 1 4 0 12 X 0 5 0 13 X 2 3 0 14 X 5 0 1 15 1 9 X 0 X 4 1 16 X 5 0 1 17 X 1 4 0 18 X 2 3 0 19 X 4 1 1 X 2 3 20 0 21 X 0 22 X 0 Totals 5 See C h a p t e r Possible 10 17 III, Page P e r c e n t a g e of c o n g r u e n c y A ll C o l l e g e s 45* P e r c e n t a g e of c o n g r u e n c y Colleges with objectives only 59% 73 for s c o r i n g proc e d u r e . 22 108 congruency for all colleges is 45%. The percentage of con­ gruency for only colleges with stated objectives is 59%. Question 1 5 : To what extent is the professional back­ ground composition of each law enforcement advisory committee to Michigan junior and community colleges congruent with the professional background composition of law enforcement advisory committee recommended in the AAJCLEPG? See Table 4.15. Seven of the 22 curricula do not have a formal law en ­ forcement advisory committee. Of the 15 that do, only two professionals, the police administrator and the academic administrator, are represented on every committee. most frequently found professional, The next 13 out of the 15, falls in the component of "other,” representing professionals, such as City Managers, Personnel Managers, Model Cities personnel, conservation officers and security administrators. Judges serve on three committees; whereas a defense attorney and a counselor are represented only once and on the same committee. Only one college (College 15) has a representative for each of the AAJCLEPG recommended professions. One college, f.'umber 1 2 , has all police administrators plus one academic administrator. There is an overall congruency percentage of 39%. If only the colleges with advisory committees are considered, the extent of congruency between the professional background composition of the Michigan advisory committees and the AAJCLEPG recommended professional composition is 59%. TABL.E 4.15.— A Compilation of Congruency Scores Between Michigan Junior and Community College Advisory Committees' Professional Composition and the AAJCLEPG Recommended Professional Composition. AAJCLEPG Recommended Professional Components Tollege No Formal Committee Police Administrator No. C.S.* Totals No. C.S. Academic Adminis­ trator Judge No. C.S. No.C.S . No.C.S. Defense Attorney Composite Scores Counselor or News Editor No. Other Obtained C.S. No.C.S. 1 2 1 1 1 1 1 1 3 4 1 1 1 1 3 1 1 T 1 1 1 1 1 1 3 1 2 1 1 1 1 1 4 3 4 4 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 5 4 1 1 2 4 1 1 2 3 4 8 1 1 1 1 2 1 2 12 5 5 6 5 4 1 1 1 1 1 1 3 1 5 1 80 15 1 Possible X X X 1 1 109 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Law Enforcement Faculty X 2 1 2 4 4 7 3 4 1 1 1 4 1 1 1 1 3 16 15 18 13 56 1 1 1 1 1 1 1 1 X X X 7 13 10 * - Agreement score - see Chapter III. Congruency Percentage All curricula 36% Congruency Percentage those with comittees 53% 154 110 Question 1 6 i To what extent are the law enforcement curricula course requirements of the Michigan junior and com­ munity colleges congruent with the curricula course require­ ments recommended by AAJCLEPG? Table 4.16 shows that all the curricula required a course in English; however, one college require the recommended six hours. (Number 9) does not Criminal Investigation is required in all but two curricula; whereas, Psychology, Introduction to Law Enforcement, Introduction to Introduction to Sociology, and Police Administration are required in all but three curricula. Logic, on the other hand, is required in only one curriculum; whereas Introduction to Criminalistics is re­ quired in six, and Police Operations and Humanities are required in nine curricula. The percentage of congruency between the course require­ ments of the curricula of the individual colleges when they are compared with the AAJCLEPG recommended curriculum course requirements ranges from a low of 52% to a high of 92% (College 8 ). (Colleges 3, 6 and 21) Two colleges (10 and 12) have 71% congruency whereas the majority fall in the 6 3% to 68% range. The overall congruency is 6 3%. Question 17; To what extent are the law enforcement faculty qualifications of the junior and community colleges of Michigan congruent with the three "ideal” faculty qualifi­ cations recommended in the AAJCLEPG? TABLE 4.16.— A Compilation and Sumnary of Congruency Scores* Between the Courses Required in the Michigan Junior and Community College Law Enforcement Curricula and the Recommended Courses Required in the AAJCLEPG. Course Congruency Reconsended AAJCLEPG Courses 2 3 4 5 6 7 8 9 10 6 3 6 2 2 1 2 2 1 2 0 1 2 2 1 2 2 2 2 2 1 2 2 2 2 2 2 1 2 2 2 2 2 3 3 3 3 2 2 2 0 2 2 2 0 2 2 0 0 2 2 2 2 2 2 0 2 0 0 2 0 0 2 2 0 2 2 2 2 2 2 2 0 3 3 3 3 3 3 2 2 2 0 2 2 2 0 2 0 2 2 2 2 2 2 2 0 2 2 0 2 2 2 2 0 0 0 2 2 0 2 2 0 0 2 0 2 2 2 2 2 2 2 2 2 2 1 3 3 0 0 0 0 0 0 2 0 2 0 2 0 2 0 3 2 2 0 0 2 2 3 3 4 0 0 2 0 2 2 0 2 1 0 0 1 0 2 2 0 2 1 ----------------Obtained 12 13 14 15 16 17 18 19 20 21 22 2 2 1 2 2 1 2 2 0 2 2 1 2 0 1 2 2 1 2 2 1 2 0 1 2 2 1 2 2 2 2 2 2 2 2 1 43 38 28 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 2 2 2 0 2 2 2 0 2 0 0 2 2 2 2 0 2 2 2 0 0 0 2 0 2 2 2 0 2 2 2 0 38 38 38 17 2 0 2 0 2 0 2 2 2 0 0 2 2 0 2 2 2 0 2 0 2 2 2 2 2 0 0 0 2 1 0 0 2 0 2 0 2 0 2 0 2 2 0 2 2 0 2 0 2 0 2 2 2 0 2 0 0 2 2 2 2 0 2 0 2 2 2 0 2 2 2 2 0 2 0 0 2 2 0 0 0 2 2 1 32 18 32 20 40 29 0 2 0 0 2 0 2 0 2 0 0 0 2 0 0 0 0 0 0 0 0 0 2 0 2 0 0 0 2 0 22 2 2 2 2 0 2 0 2 2 2 0 2 2 0 0 0 2 28 0 2 0 2 2 2 2 2 1 2 0 1 0 0 0 0 2 0 0 2 1 0 2 1 0 2 1 2 2 0 2 2 1 0 2 1 0 0 2 0 2 0 0 2 0 2 2 1 12 34 21 College Totals (Possible 38) 25 25 20 26 26 20 26 35 24 27 25 27 21 24 22 21 24 22 24 22 20 25 530 Percentage of Congruency 66 66 52 68 6B 52 68 92 63 71 66 71 55 63 58 55 63 58 63 58 52 66 English Psychology, Introduction Political Science Law Enforcement, Introduction Police Administration Sociology, Introduction Police Operations Police Role in Crime and Delinquency **Humanities Criminal Law Mathematics Criminal Investigation Public Speaking Adolescent Psychology or Social Problems Logic Criminal Evidence and Procedure Introduction to Criminalistics Electives Physical Education 1 Hours * - See scoring procedure in Chapter 111, Page 75. •* - Literature, Philosophy, and Arts. U 63% 112 The data pertaining to this question can be observed in Table 4.17. Only four colleges (Numbers 1, 7, 9 and 22) do not meet the ideal minimum of five years', or more field experience. Slightly more than half (12) of the colleges meet the ideal re­ quirements of a '!4': (Masters degree or better.) averages range from a r .50' The college (less than a bachelors degree) to a '7,! (masters plus 30, or LLB) . If only colleges with full-time faculty are considered, less than half (5 of the 11) of the colleges meet the ideal in regard to academic preparation; College 2 shows the highest average with a "4.6." Only one college (College 1) of the 11 with full-time faculty fails to meet the ideal in regard to field experience. In the total college congruency score column, one college (College 9) does not meet any of the criteria; whereas four col­ leges (Colleges 2, 6 , 10 and 19) meet all three criteria. The overall percentage of congruency, all curricula con­ sidered, is 62%; whereas when only those curricula with full­ time faculty are considered, the percentage of congruency is 74%. Question 1 8 : To what extent are the subscriptions to law enforcement journals and publications of the junior and community colleges of Michigan congruent with the subscrip­ tions recommended in the AAJCLEPG? See Table 4.18. An observation of the data in Table 4.18 shows that five of the colleges have not subscribed to any of the TABLE 4.17.— A Compilation and Summary of Congruency Scores Between the Faculty Qualification Components Recommended by the AAJCLEPG and the Law Enforcement Faculty of the Junior and Community Colleges of Michigan. Average (Ideal 4) Academic Preparation Faculty College Part-time 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Totals 2 5 2 2 1 3 1 1 2 3 6 3 3 3 1 8 1 47 Totals Full­ time only Ideal Full-time 1 3 1 1 C.S. Below Ideal 1 1 1 1 Ideal or above C.S. 4 4.6 1 1 7 7 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 14 11 14 11 Below Ideal Ideal or Above College Congruency Scores C.S. 4.5 3.2 .50 1.6 3 1 1 Average (Ideal 5) Field Experience Obtained Possible 2 3 1 1 2 3 1 1 7.3 8.4 9 23 5 1 1 1 1 1 10.6 1 5.5 8 16 14.5 13 10.5 25 15 18 15 10 10 1 1 1 1 1 1 1 1 1 1 1 1 3 2 2 3 2 2 2 2 1 3 2 2 1 18 41 66 10 25 33 4 3 4 7 4 4 1 1 1 1 4.5 7 4.6 6 1 1 1 1 3.5 1 1 3.5 1 12 3.5 Overall Percentage of Congruency 62% Percentage of Congruency Full-time only 74% 114 TABLE 4.18.--A Compilation and Summary of Congruency Scores Between the Journals and Publications Subscribed to by the Michigan Community and Junior Colleges and the Recommended Journals and Publications in the AAJCLEPG. Journals* College 1 2 3 4 5 6 7 8 Congruency Scores 1 2 3 4 5 6 7 8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Q 10 11 12 13 14 15 16 17 18 19 20 21 22 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Totals 1 11 ID 11 9 11 0 3 Overall percentage of congruency Curricula before 1968, Percentage of: congruency * _ Obtained Possible 0 5 1 0 4 4 3 3 0 5 Before 1968 Obtained Possible 5 4 4 3 3 5 6 2 2 4 1 0 5 1 3 0 3 6 0 56 4 1 5 1 3 0 3 6 176 43 104 32% 41% Code: 1. Crime in the United States, 2. FBI Law Enforce­ u i^l* V U U X 1 C LXH )| J • U U U L IICIX u i. V i. A h l A l i q j . jJU ft f 4.MIXHWA.V’jJT £ in d ment Bulletin, TT Journal of Criminal Law,"Criminology :t of the Police Science, 4. P o l i c e , 5"! Statistical Abstract United Siates,' 6 . The Police C h i e f , 1. The Training k e y , 5*1 traffic Digest and Review 1 115 recommended journals or publications while two of the col­ leges have subscribed to 6 of the 8 , and three to 5 of the 8 . The three journals most frequently subscribed to are: F.B.I. Law Enforcement B ulletin, (2) P o l i c e , and (1) (3) The Police Chief, with 11 each. The overall percentage of congruency is 32%, while the percentage of congruency for colleges implementing law enforce­ ment curricula before 1968 is 41%. The distribution of college congruency scores is bimodal (3 and 4) . Question 1 9 : High (H), Average How do the individual colleges rate in (A) or Low (L) congruency on the five se­ lected dimensions? An observation of the data in Table 4.19 will show that over half (12) of the colleges have a low congruency rating on the dimension of objectives and on advisory committee com­ position. Three colleges have a high congruency rating on advisory committee composition while seven are average in this respect. On the curricula dimension, 10 colleges have a high con­ gruency rating, while 4 rate average and 8 rate low. Five colleges have a high congruency rating on the faculty dimension while 10 rate average and 7 rate low. On the learning resources dimension 10 colleges rate low, 7 rate average and 5 rate high in congruency. One college (Number 3) has all dimensions while one college a high congruency rating on (Number 22) has a low TABLE 4.19.— Congruency Ratings, H (High), A (Average) or L (Low) on Five Selected Dimensions Between Individual Colleges and the AAJCLEPG Recommendations. Objectives College 1 2 L 6 10 11 12 13 14 15 16 17 18 19 20 21 22 Totals H Faculty L L L A H H H H L L L H L L H A L L L H H H H A A H L L L 10 A L 8 A A A A A A A A A L A A L L A L L L A 4 H H H H H 3 L L L H L L L 7 H H H A A L L L L 12 L L L L L 10 H L H A L A A L L L A L L A A H H H A H H H H A L L L A L A H H H H H H H L 12 A Curricula A L 8 9 L L L 3 4 5 7 H Advisory Learning Resources L 7 10 5 10 7 5 117 congruency rating on all dimensions. One college (Number 14) does not have a low congruency rating on any dimension and two colleges (Numbers 1 and 18) have high or average congru­ ency ratings on all dimensions, but one. The profiles of two colleges can be observed in Table 4.20. TABLE 4.20.--Congruency Rating Profiles of Two Colleges on Five Selected AAJCLEPG Curriculum Dimensions. College 16 College 13 C 0 R N - H r A S " A ■ sL C Objectives Advisory Cirruculum Faculty Learning Resources Summary 1. There are 21 on-going law enforcement curricula, another will be implemented in the fall of 1970 and one in 1971. 2. Three curricula were established in the first half of the 1960's, four in 1966, two in 1967, four in 1968, five in 1969, and four in 1970. 3. There are 18 law enforcement curricula in the southern half of the state with 12 in the southeast and six in the southwest. .There are four curricula in the North half 118 with two in the northeast and two in the northwest. There are no curricula in public junior or community colleges in the Upper Peninsula. The ratio of practicing policemen to curricula avail­ able are as follows: Section Number Curricula Ratio 12 6 2 2 0 1/770 1/4 39 1/274 1/16 3 0/306 Southeast Southwest Northeast Northwest Upper Peninsula 4. There are five different titles used to describe the law enforcement curricula with 17 colleges using the title "Law Enforcement C u r r iculum’ . 5. The curricula are administered by four different administrative units: General Education Vocational-Technical (8 c o l l e g e s ) , Continuing Education leges) and Community Services 6. (10 colleges), (1 c o l l e g e ) . Six different degrees are granted: Applied Science Associate in (8 c o l l e g e s ) , Associate in Arts Associate in Science (5 c o l l e g e s ) , (4 c o l l e g e s ) , Associate in Technology (2 colleges), Associate in Applied Arts and Sciences leges, and Associate in Business 7. (2 c o l ­ (1 college). There are 4 8 independent courses required by the 22 curricula. ricula. (3 col­ Only one course (English) is required by all cur­ Twenty-one of the curricula require Criminal Investi­ gation, Political Science and Police Role in Crime and Delin­ quency, while 19 require Introduction to Psychology, Introduction to Sociology, Introduction to Law Enforcement, 119 and Police Administration. There are another 22 courses re­ quired in less than five curricula. 8. There are 14 full-time law enforcement faculty at 11 of the 22 colleges. 9. The average academic preparation of the full-time faculty is 3.3, or, between a Bachelors Degree plus 21 grad­ uate credit hours and a Masters Degree. The average field experience is 13.6 years, and the teaching experience average is 5.2 years. 10. The average teaching load is 13.4 credit hours. There are 47 part-time faculty serving 17 of 22 colleges. The average academic preparation is 3.8 or, between a Bachelors Degree plus 21 graduate credit hours and a Masters Degree. The average field experience is 11.7 years and the teaching experience average is 1.5 years. The average teach­ ing load is 3.7 credit hours. 11. The academic preparation of the full-time faculty and part-time faculty is 3.3 and 3.8 respectively. With law­ yers removed in both categories the averages are 2.9 and 2.4 (between a Bachelors +20 and a Bachelors +21 hours) tively. respec­ The average academic preparation for all faculty (61) is 3.7 (between a Bachelors +21 and a Masters Degree) while the average less lawyers (45) is 2.5 lors +20 and a Bachelors +21 credit h o u r s ) . (between a Bache­ The average field experience for all faculty is 12.7 years while the average teaching experience is 2.3 y e a r s . 120 12. The part-time faculty make up 77% of the total faculty and during the winter semester of 1970 taught 4 8 % of all the credit hours and 49% of all the individual courses offered in law enforcement. 13. There were 2,296 students (estimated) 21 law enforcement curricula in March of 1970. enrolled in Of these, (67) were part-time students and practicing policemen, (30%) were regular full-time students, students but on a part-time basis. and 70 1,525 697 (3%) were regular It was estimated that 124 students would receive an Associate Degree in 1970. 14. The congruency between the objectives of the 22 law enforcement curricula and the recommended objectives of the AAJCLEPG, expressed in percentage is 45%. The congruency b e ­ tween those curricula with stated objectives (17) and the AAJCLEPG recommended objectives is 59%. 15. The congruency between the professional background composition of the law enforcement advisory committees of the 22 curricula and the AAJCLEPG recommended advisory committee composition expressed in percentage is 36%. between those with advisory committees The congruency (15) and the AAJCLEPG recommended advisory composition is 53%. 16. The percentage of congruency between the courses required in the curriculum recommended in the AAJCLEPG and the corresponding courses required in the 22 curricula is 6 3%. The highest congruency for any one curriculum is 92% and the lowest is 52%. The highest congruency for any single course was 98% for English and the lowest .04% for Logic. 121 17. The congruency between faculty qualifications as recommended by the AAJCLEPG and the total faculty fications, expressed in percentage, between full-time faculty is 62%. (61) quali­ The congruency (14) qualifications and the AAJCLEPG recommended qualifications is 74%. 18. The congruency between the learning resource m a ­ terial recommended by the AAJCLEPG and the corresponding m a ­ terials subscribed to by the 22 colleges, expressed in per­ centage, is 32%. For colleges, whose law enforcement curricula was implemented during or before 1968, the per cent of con­ gruency is 41%. 19. The congruency ratings of colleges on the recommended AAJCLEPG dimensions are as follows: Dimensions Curriculum Objectives Advisory Committee Composition Curriculum Faculty Qualifications Learning Resource Material Number Rated High Average 10 3 10 5 5 7 4 10 7 Low 12 12 8 7 10 CHAPTER V SUMMARY AND CONCLUSIONS In this chapter, the study is summarized; the descrip­ tive and evaluative conclusions are presented; general c on­ clusions and a discussion of each are presented; recommenda­ tions are presented, and implications for future research are stated. Summary Legislative acts have initiated national and state com­ mitments to provide higher education opportunities for law enforcement personnel, leading to the rapid development of many new two-year associate degree curricula in the State of Michigan. There was no objective or systematized knowledge regarding the collective nature of these curricula. The purpose of the study was twofold; (1) to describe the associate degree law enforcement curricula in the public junior and community colleges in the State of Michigan, and (2) to determine the extent which the associate degree cur­ ricula of Michigan junior and community colleges are congruent with selected dimensions of the associate degree curriculum recommended in the American Association of Junior C o l l eges’ Law Enforcement Program Guidelines. 122 123 A survey of all (29) public junior and community col­ leges was conducted with a standard interview questionnaire. Data regarding curricula titles, sible for the programs, administrative units respon­ types of degrees granted, courses required in the curriculum, advisory committee composition, curriculum objectives, background, faculty academic and experiential teaching loads, students enrolled in law enforce­ ment, and selected learning resources materials were gathered. The data collected were organized and tabulated to p r o ­ vide a collective profile and a description of the law enforce­ ment curricula as they presently exist. Five curriculum dimensions were selected from the AAJCLEPG; tives of the Curriculum, (3) Curriculum, (1) Objec­ (2) Advisory Committee Composition, (4) Faculty Qualifications, Resources Material. namely, and (5) Learning The 'ideal standards" recommended on each of the dimensions in the AAJCLEPG were established. A scale for quantifying academic preparation data was developed. A method for determining congruency between the dimensions and the descriptive data was developed. Scales for determining component congruency scores were established on each d i m e n s i o n . Each law enforcement curricula was evaluated on each dimension on the basis of the extent (expressed in percentage) were congruent with the AAJCLEPG. that they Percentage of congruency for the combined curricula was also determined on each dimen­ sion . 124 A rating method in 'High", established. "Average", or "Low" terms was Each college was rated on each dimension, and a sample rating profile was drawn on two colleges. Descriptive Conclusions Question 1: How many junior and community colleges have implemented, or plan to implement, an Associate Degree Law Enforcement Program? There are 21 on-going law enforcement curricula, another will be implemented in the fall of 1970 and one in 1971. Question 2: What has been the chronological implementa­ tion sequence of the law enforcement curricula in the State? Three curricula were established in the first half of the 1960's, four in 1966, two in 1967, four in 1968, five in 1969, and four in 1970. Question 3: How are the law enforcement curricula d is­ tributed throughout the State? What is the ratio of these distributions to the population and to policemen? There are 18 law enforcement curricula in the southern half of the State with 12 in the southeast and six in the southwest. There are four curricula in the North half with two in the northeast and two in the northwest. There are no curricula in public junior or community colleges in the Upper Peninsula. The ratio of practicing policemen to curricula available are as follows: 125 Section Ratio Number Curricula Southeast Southwest Northeast Northwest Upper Peninsula Question 4: 1/770 1/439 1/274 1/163 0/306 12 6 2 2 0 What titles are used to describe the asso­ ciate degree law enforcement curricula? There are five different titles used to describe the law enforcement curricula with 17 colleges using the title "Law Enforcement Curriculum". Question 5: What major administrative unit of the college is responsible for the law enforcement curriculum? The curricula are administered by four different adminis­ trative units: Vocational-Technical (10 colleges), General Education (8 colleges), Continuing Education Community Services Question 6: (3 colleges) and (1 c o llege). What associate degrees are granted upon completion of law enforcement curricula? Six different degrees are granted: Science (8 c o l leges), Associate in Arts in Science Associate in Applied (5 colleges), Associate (4 colleges), Associate in Technology Associate in Applied Arts and Sciences ciate in Business Question 7: various curricula? (2 c o lleges), (2 colleges ) , and Asso­ (1 c ollege). What is the range of required courses in the What is the frequency that each course in the range is required by the various colleges? There are 4 8 independent courses required by the 22 cur­ ricula. Only one course (English) is required by all curricula. 126 Twenty-one of the curricula require Criminal Investigation, Political Science and Police Role in Crime and Delinquency, while 19 require Introduction to Psychology, Sociology, istration, Introduction to Introduction to Law Enforcement, and Police Admin­ There are another 22 courses required in less than five curricula. Question 8: How many law enforcement curricula have full-time faculty members? There are 14 full-time law enforcement faculty at 11 of the 22 colleges. Question 9: What is the academic preparation, teaching experience, and field-esperience of the full-time faculty m e m ­ bers? The average academic preparation is 3.3, or, between a Bachelors Degree plus 21 graduate credit hours and a Masters Degree. The average field experience is 13.6 years, and the teaching experience average is 5.2 years. The average teach­ ing load is 13.4 credit hours. Question 10: What is the academic preparation, teaching experience, and field experience of the part-time faculty? There are 47 part-time faculty serving 17 of 22 colleges. The average academic preparation is 3.8 or, between a Bachelors Degree plus 21 graduate credit hours and a Masters Degree. The average field experience is 11.7 years and the teaching experi­ ence average is 1.5 years. credit h o u r s . The average teaching load is 3.7 127 Q uestion 11: How do the full-time faculty and part-time faculty compare on academic preparation, field experience, and teaching experience? The academic preparation of the full-time faculty and part-time faculty is 3.3 and 3.8 respectively. With lawyers removed in both categories the averages are 2.9 and 2.4 (be­ tween a Bachelors +20 and a Bachelors +21 hours), respectively. The average academic preparation for all faculty (61) is 3.7 (between a Bachelors +21 and a Masters Degree) while the average less lawyers (4 5) is 2.5 a Bachelors +21 credit h o u r s ) . (between a Bachelors +20 and The average field experience for all faculty is 12.7 years while the average teaching e x ­ perience is 2.3 years. Question 12: time faculty? What is the teaching load of the part- What percentage of the law enforcement courses offered by the various curricula are taught by part-time faculty? The part-time faculty make up 77% of the total faculty and during the winter semester of 19 70 taught 4 8% of all the credit hours and 49% of all the individual courses offered in law enforcement. Question 13; Kow many full-time students were enrolled in the law enforcement curricula? students were pre-service students? How many of the full-time How many part-time stu­ dents were enrolled in the law enforcement curricula? How many of the part-time students were practicing policemen? 128 There were 2,296 students (estimated) enforcement curricula in March of 1970. enrolled in 21 law Of these, were part-time students and practicing policemen, were regular full-time students, and 70 dents but on a part-time basis. 1,525 697 (67%) (30%) (3%) were regular stu­ It was estimated that 124 students would receive an Associate Degree in 1970. Evaluative Conclusions Question 1 4 1 To what extent are the objectives of the law enforcement curricula of junior and community colleges of Michigan congruent with the recommended objectives of the American Association of Junior Colleges * Law Enforcement Pro­ gram Guidelines? The congruency between the objectives of the 22 law enforcement curricula and the recommended objectives of the AAJCLEPG, expressed in percentage is 45%. The congruency between those curricula with stated objectives (17) and the AAJCLEPG recommended objectives in 59%. Question 15: To what extent is the professional bac k ­ ground composition of each law enforcement advisory committee to Michigan junior and community colleges congruent with the professional background composition of law enforcement ad­ visory committee recommended in the AAJCLEPG? The congruency between the professional background com­ position of the law enforcement advisory committees of the 2 2 curricula and the AAJCLEPG recommended advisory committee com­ position expressed in percentage is 36%. The congruency 129 between those with advisory committees (15) and the AAJCLEPG recommended advisory composition is 53%. Question 16: To what extent are the law enforcement curricula course requirements of the Michigan junior and com­ munity colleges congruent with the curricula course require­ ments recommended by AAJCLEPG? The percentage of congruency between the courses requi red in the curriculum recommended in the AAJCLEPG and the corresponding courses required in the 22 curricula is 63%. The highest congruency for any one curriculum is 92% and the lowest is 52%. The highest congruency for any single course was 98% for English and the lowest .04% for Logic. Question 17: To what extent are the law enforcement faculty qualifications of the junior and community colleges of Michigan congruent with the three |:ideal" faculty qualifica­ tions recommended in the AAJCLEPG? The congruency between faculty qualifications as rec­ ommended by the AAJCLEPG and the total faculty tions, expressed in percentage, full-time faculty is 62%. (61) qualifica­ The congruency between (14) qualifications and the AAJCLEPG rec­ ommended qualifications is 74%. Question 18; To what extent are the subscriptions to law enforcement journals and publications of the junior and community colleges of Michigan congruent with the subscrip­ tions recommended in the AAJCLEPG? The congruency between the learning resource material recommended by the AAJCLEPG and the corresponding materials 130 subscribed to by the 22 colleges, is 32%. expressed in percentage, For colleges, whose law enforcement curricula was implemented during or before 1968, the per cent of congru­ ency is 41%. Question 19: High (H), Average How do the individual colleges rate in (A), or Low (L) congruency on the five selected dimensions? The congruency ratings of colleges on the recommended AAJCLEPG dimensions are as follows: Number Dimensions High Curriculum Objectives Advisory Committee Composition Curriculum Faculty Qualifications Learning Resource Material 10 3 10 5 5 Average Low 7 4 10 7 12 12 8 7 10 General Conclusions and Discussion Dressel theorizes that administrative structures p er­ petuate distinctions between general education and vocationaltechnical education and force the emergence of instructional units that operate as separate and distinct disciplines. As long as these characteristics persist, there will be prolif­ eration of courses and curricula, insufficient attention to instruction and academic advising, and variations in require­ ments among colleges. There is evidence to conclude that the data established in this study tends to support Dressel's theory. 131 In many instances the law enforcement curriculum is administered as a separate department under the administra­ tion of a vocational-technical dean, a business dean, a con­ tinuing education dean, or a general education dean. There are very few exceptions to the condition that the faculty are assigned to a multiple-discipline division. Three col­ leges administer their curricula through the Social Science Division; one uses the Business Division; and another, the Public Services Division. Beyond these exceptions each cur­ riculum is treated as a separate and distinct discipline. A careful analysis of the required courses and course descriptions in most curricula reveal that the law enforcement curriculum is basically a 'social science - general education" curriculum, and that with few exceptions it meets the require­ ments for the Associate in Arts Degree better than the re­ quirements for the Associate in Science or the Associate in Applied Science. Yet only eight colleges administer the cur­ riculum through the general education structure; only five colleges assign the faculty to the Social Science Division. There is no evidence that these various administrative units have definitely caused the proliferation and diversity of law enforcement courses and curricula in this State. How­ ever, the evidence in the results of this study support the conclusion that there is considerable diversity among the various curricula as well as considerable dissimilarity be ­ tween them and the AAJCLEPG. Because both factors exist, it 132 is possible to conclude that the diversity of administra­ tive units has probably had some bearing on the diversity of programs. The question of whether or not there is insufficient attention being paid to instruction and academic advising, as Dressel contends will happen, must be answered by an inferen­ tial interpretation of the data. Only half (11) of the law enforcement curricula have at least one full-time faculty m em­ ber. Seventy-seven per cent of the total faculty are part- time, and they teach 48% of the credit hours and 49% of the course sections. Part-time faculty do not normally have an office on campus, nor do they meet with students other than through classroom contact. Furthermore, many part-time faculty have had little experience in teaching in an academic setting, are not always knowledgeable regarding the totality of the curriculum, have had little experience in academic advising, are usually very busy men in their regular profession and generally do not have the necessary time, although they may want to, to devote to total instructional considerations or academic advising. Furthermore an estimated 67% of the students are parttime while they are full-time practicing policemen. There is little opportunity for students to interact with a faculty member in other than classroom contact in an institution where all of the faculty and a majority of the students are parttime . 133 Information regarding the composition of law enforcement students was extremely sparce and hard to get. In institutions that did not have a full-time faculty member, the information as to the number of students actually enrolled in the curriculum versus the number being enrolled in a course was provided as estimates and sometimes based on very vague evidence. In most instances the administrator had little knowledge regarding the discipline of law enforcement; in some instances there were no advisory committee; and when part-time faculty are added to these two conditions, it is doubtful that the counselors could be very well-informed by the administrator to be able to carry out their responsibilities. Even in institutions with full-time faculty, knowledge regarding the students was limited, in many instances, to mere headcounts. The evidence from this study allows the conclusion that the 13 curricula developed in the State during and since 196 8 paid little attention to the AAJCLEPG; to when they did they, for some reason, chose to ignore the recommendations. Only one college has a curricula congruency percentage above 71%, namely, 92%. Only one college has formed an advisory committee that meets AAJCLEPG. Nine of the 13 col­ leges implementing programs since 196 8 have done so without a full-time faculty member. Two others, established before 1968, still do not have a full-time faculty member, and neither of them plan to hire one for this coming year. Furthermore, 134 three* of the four colleges implementing programs since 1968 and hiring a full-time faculty member, hired one with less than a masters degree. In one instance, the faculty member hired had less than a masters degree, less than minimal e x ­ perience, and no teaching experience. There is evidence to conclude that AAJCLEPG, although providing a significant national reference point, are in need of immediate revision. First, they provide no philosophical statement regarding the role of the police in modern society. Secondly, objectives are not specifically stated, but rather alluded to in a sevenparagraph statement. Thirdly, there appears to be some con­ flict between the expertise of the AAJCLEPG committee and the national expertise represented in the Marsh study in regard to the course 'Introduction to Criminalistics". The AAJCLEPG recommend it as part of the curriculum, whereas the Marsh study showed that 65% of the 35 experts appraised the course as unimportant. All other courses in the AAJCLEPG curriculum appear to be congruent with the Marsh study recommendations. Fourthly, the recommendations regarding faculty qualifications are not specific enough. This is particularly true regarding occupational experience. The specifications as to the kind, level, range, and amount of experience is not presented. Fifth, there are no recommendations regarding a student accounting system that could be adopted by the colleges so that national, state, and local data could be gathered to 135 evaluate the composition of law enforcement students, to observe shifts in the composition over the years, to plan to meet National and State needs, and to plan curriculum revi­ sion to meet student and law enforcement needs. There is evidence to conclude that the location dis­ tribution of law enforcement curricula is adequate in the Lower Peninsula but that a curriculum is needed in the Upper Peninsula. Most of the curricula half of the State. (18) are located in the southern This corresponds very well with the popu­ lation distribution and the related law enforcement personnel needs. Over half of the Curricula (12) are located in the Southeast Section where over half of the population and law enforcement personnel are distributed. There is one private junior college, S a u m i , (not part of the survey) in the Upper Peninsula that offers law enforcement courses. Two colleges. Northern Michigan University and Lake Superior State College (not part of survey but visited by writer) are seriously plan­ ning two-year associate degree law enforcement curricula. Michigan Technological University visited) (not part of survey but is considering the possibility of establishing a curriculum. Gogebic Community College and Bay De Noc Community College are not considering programs. The population distribution and the number of police officers (306 estimated) in the Upper Peninsula would not warrant the establishment of two or three curricula. The 136 broad geography of the Upper Peninsula, however, poses a serious problem if the need for higher education for police officers is to be met. Presently, there is no public college law enforcement curriculum in the Upper Peninsula. There is reasoning and evidence to justify a conclusion that a four-year law enforcement curriculum should be imple­ mented at Northern Michigan University. Northern Michigan University is geographically the most centrally located college in the Upper Peninsula. The quality of the general education faculty is regarded highly, and the learning resources materials available are believed to be the most extensive collection in the Upper Peninsula. There are presently only two universities University and Michigan State University) law enforcement curricula. (Wayne State offering four-year With 22 associate degree programs reaching maturity within the next few years, the needs for potential transfer students must be considered. The implementation of a four-year curriculum at Northern Michigan University would be salutary for the following reasons: 1. It would provide a law enforcement curriculum in a public institution in the Upper Peninsula. 2. It would provide a quality cadre of law enforce­ ment faculty that could teach the on-campus course offerings: and through well-designed continuing ed u ­ cation arrangements, the faculty could commute to all areas of the Upper Peninsula. A cadre of part-time faculty, under the development and supervision of the full-time faculty at Northern Michigan University could be developed at locations throughout the area. 3. Law enforcement personnel could be advised to p ur­ sue their general education requirements at their local 137 institutions on a continuing education basis. They would be able to pursue the law enforcement require­ ments when offered in their localities by Northern Michigan University. 4. It would provide an additional transfer institution for the State for students who wish to pursue a bacca­ laureate degree. A significant percentage of the stu­ dent body of Northern Michigan University come from the lower peninsula. 5. It would relieve undergraduate enrollment demands at Michigan State University; allow that institution to concentrate more on graduate level offerings, and, hopefully, thereby provide a cadre of qualified faculty to supply the needs of the associate degree curricula throughout the S t a t e . There is evidence to conclude that some of the existing curricula in the Southeast Section of the State should be ex ­ panded and strengthened. Although 12 curricula exist in the Southeast Section of the State, the needs as reflected in the ratio between curricula and estimated law enforcement personnel is one to 770 as com­ pared to one to 4 39 in the Southwest, one to 2 74 in the North­ east, and one to 16 3 in the Northwest. Six of the curricula do not have a full-time faculty member, and three of them are located in densely populated areas v/here the needs are greatest. Furthermore, four of the six operate with extremely limited learning resource materials. One college with one of the largest estimated enrollments operates with one full-time faculty member who has less than a masters degree but exten­ sive field and teaching experience, and six part-time faculty members, one of whom has no degree at all. All the part-time faculty teach more than one course and in one instance as 138 many as 12 credit hours. Clearly, two more full-time faculty are needed in that institution in order to provide unity in instruction, academic advising with students, and a high quality program. Another institution, with one of the largest estimated enrollments, operates with eight part-time faculty members, all of whom are well-qualified academically and experientially, but most have very limited teaching experience. Clearly, at least two full-time faculty are needed in this curriculum immediately. Furthermore, its learning resource material is severely limited; its objectives of the curriculum have not been established, and its advisory committee function is informal. This is one of the latest curricula to be developed, and it is located in an area where great demands for its im­ plementation were made; consequently, some allowance must be made for the apparent lack of sound academic planning. There is evidence to conclude that approval for imple­ menting an associate degree curriculum at North Central Michi­ gan College should not be g r a n t e d . North Central Michigan College plans to implement a law enforcement curriculum in the fall of 1971. With the two curricula already established in the Northwest Section of the State, the ratio of estimated law enforcement personnel to curricula is one to 16 3, the lowest ratio for any area of the State. Assuming that the student enrollment in law enforcement curricula would be low, the institution could not consider, 139 from an economic point of view, a fully qualified full-time faculty member. However, North Central Michigan College could provide their district law enforcement personnel the general education portion of a law enforcement curriculum. Arrangements for law enforcement faculty from Northwestern Michigan College to offer law enforcement courses periodically at North Central Michigan College could be made and thus satisfy that area's need. There is evidence to conclude that the academic prepara­ tion and teaching experience of the associate degree law en ­ forcement faculty in the State of Michigan is low and that their field experience is h i g h . Thirty-three of the 61 faculty degree or more. If lawyers involved 18 or the remaining 46 (54%) have a masters (15) are removed, then (39%) have a masters degree or more. Considering that in most instances, the lawyers involved teach only the law courses in the curricula and that the law courses represent a small percentage of the law enforcement courses, the vast majority of the law enforcement courses are taught by a faculty of which 39% have a masters degree or more. In the 1955 junior and community college faculty qualification study cited in Chapter II (see footnote 32), 6 2% of the faculty had a masters degree or more. There is no reason to believe that this percentage has lowered since 19 55 if Gleazer's statement in 1967 as cited in Chapter I (see footnote 58) is accepted. 140 The overall faculty average for teaching experience is 2.3 years. However, the 47 part-time faculty average teaching experience of 1.5 years. (77%) have an There is no data with which to compare these two averages, but based on the writer's experience in junior and community colleges, they seem low. The overall average of the faculty for field experience is 12.5 years, with little difference between the full-time (13.6 years) and the part-time (11.7 years). Again, based on the writer's experience, these averages seem high. There is evidence to conclude that congruency is low between the state and the AAJCLEPG on the dimensions of; Objectives, Required, (2) Advisory Committee Composition, (4) Faculty Qualifications, and (1) (3) Courses (5) Learning Re­ sources Mat erials. The overall percentage of congruency between the objec­ tives of the curricula in the state and the AAJCLEPG objec­ tives is 45%. If just colleges with stated objectives are considered, the percentage of congruency increases only to 59%. The overall percentage of congruency on advisory com­ mittee composition is 36%, on curriculum requirements 63%, on faculty qualifications 62%, and 32% on learning resources materials. On curriculum objectives, 10 colleges rate High, and 10 Low; on advisory committee composition, three rate High 141 seven Average, and 12 Low; on curriculum, four Average, ten rate High, and eight Low; on faculty qualifications, five rate High, seven Average, and ten Low. Only one college rates High on all dimensions, and only one college rates Low on all dimensions. Every study reviewed— G a m m a g e , Vaupel, Rutherford and Marsh--found a lack of congruency among curricula, and each recommended concerted efforts be made to establish more uni­ formity. Vaupel concluded that one of the problems appeared to be the lack of a national voice to establish directions. The AAJCLEPG were published in 1968, yet wide diversity and lack of congruency persists in this state. Efforts by the recently formed Michigan Association of Law Enforcement Edu­ cators may produce some uniformity in regard to law enforce­ ment courses; but unless attention is given to the entire curriculum and other important dimensions such as faculty and learning resources material, it is unlikely that association will be able to improve the overall level of law enforcement education in this state. There is evidence to conclude that a "teaching method" course should be established for all part-time faculty. Eight of the 11 colleges that do not have a full-time faculty member have no immediate plans for hiring full-time faculty. Consequently, a reduction credits taught by part-time faculty future. inthe percentage of isnot likely in the near Most of the part-time faculty have earned degrees 142 in disciplines that do not normally require courses in methods or theory of instruction. Considering their limited teaching experience and busy schedules it is unlikely that they have amassed any appreciable knowledge regarding learning principles, teaching methodology, learning materials technology, student advising, or the construction of tests and other evaluative devices. Although most of the colleges have a faculty orientation period before the beginning of each school year, only one is known to require the part-time faculty to attend. Further­ more, these orientation periods do not, in most instances, include a 'teaching methods" course. A brief, but comprehensive and intensive "teaching methods' course for part-time faculty (and full-time faculty in some instances) might be beneficial in improving the in­ structional quality of the law enforcement courses in the State of Michigan. Recommendations From this study, the following recommendations have emerged: 1. That the American Association of Community Colleges and the International Association of Chiefs of Police reactivate and expand the advisory committee that developed the 1968 Law Enforcement Program Guidelines and change them to include the following: a. determine a philosophical statement as to the role of the police in modern society. b. establish specific objectives for law en­ forcement higher education based on the stated role of the police. 143 c. analyze the present recommended curriculum in light of (a) and (b) above and to include considerations for published research on law enforcement curricula. d. be more specific regarding faculty qualifica­ tions and other curriculum dimens i o n s . e. establish guidelines for a student accounting system. f. establish a rationale# an organizational frame­ work# and operational procedures for a national law enforcement higher education accreditation system. 2. That the Michigan Association of Law Enforcement Edu­ cators expand their concerns to include the following: a. develop a philosophical statement regarding the role of the police in the State of Michigan. b. develop specific objectives, based on the stated role of the p o l i c e , that can be adopted by all curricula. c. encourage the revision of any curriculum that does not appear to be related to the objectives agreed upon. d. encourage colleges that are operating with parttime faculty to hire at least one qualified full-time faculty member. e. develop curricula uniformity, that would naturally flow from the common objectives (b abov e ) # in regard to the courses required# the title of the curriculum# the type of degree granted, the administrative unit responsible for the curriculum, and learning resources m a t erials. f. develop a method of student accounting that would provide meaningful data for state-wide, as well as local planning, and feed-back for curriculum revision. g. for areas where a community college without a law enforcement curriculum exists, develop a brochure to be mailed to police officers that would encourage them to pursue recommended gen­ eral education courses available to them. 144 h. develop a course outline to prepare part-time faculty for teaching responsibilities, the out­ line should be designed to include relevant learning theories, teaching methodology, learn­ ing materials technology, student advising, and student evaluation m e t h o d s . 3. That the program planning division of the State Depart­ ment of Education give serious consideration to the fol­ lowing : a. encourage and subsequently approve the develop­ ment of a four-year curriculum at Northern Michigan University. b. deny approval for the development of any new associate degree curricula in the State. c. encourage the expansion and quality development of all law enforcement curricula in the state, particularily in the Southeast Section. d. formally request the American Association of Junior Colleges and the International Associa­ tion of Chiefs of Police to reactivate the National Advisory Committee on Law Enforcement Programs and pursue the matters set forth in Recommendation 1. e. formally request the Michigan Law Enforcement Educators Association to pursue the matters set forth in Recommendation 2. f. adopt the basic method of curriculum evaluation developed in this study and evaluate other cur­ ricula in the State that have National guide­ lines or standards established. Implications for Future Research Unanswered Questions 1. What is the comprehensive descriptive profile of th associate degree law enforcement curricula in other states and in the Nation? 145 2. To what extent would the associate degree law en­ forcement curricula in other states and in the Nation be con­ gruent with the AAJCLEPG? 3. V/hat effect does the lack of congruency among curricula have on meeting the basic educational needs of law enforcement personnel? Methodology and Limitations 1. The method developed in this study for evaluating curricula can be adopted and applied to any curriculum that has curriculum guidelines or standards established. The guidelines must be comprehensive in dimensions covered and be specific in regard to the "ideal standard" within each com­ ponent of each dimension. 2. In this study the guidelines did not provide specific "ideal standards" for each component in two of the dimensions. Consequently, ''clinical judgment' techniques were employed and the reliability and validity of the judgments are not known. 3. Refinements to the mthodology could be made by establishing the "weights" to be given to each component con­ gruency score. For example, should the congruency score of "1" on "field experience component of faculty member" be given the same weight as the congruency score of "1 " on "academic preparation component"? 4. The method merely deals with the matter of whether or not a component characteristic is present or absent, or, meets a standard or does not meet a standard. It does not 146 allow a direct evaluation of the function, or , the quality or effectiveness of the function. For example, an advisory committee may have a congruency score of rl '5 in each recom­ mended component and thus be rated "High". However, this will not allow a conclusion that the advisory committee func­ tions appropriately, or effectively, or that it meets at all. Further, determining that various courses are congruent in respect to description does not provide any information regard ing how closely what is taught in the courses is congruent with the description. 5. Although the method has some limitations, it can b refined and expanded. Furthermore, a review of the literature as presented in this study, a review of appropriate sections of the psychological abstracts of the last two years, and con­ versations with two educational psychologists, both reputedly current in the literature have not revealed a similar method for evaluating curricula. Thus the method could be perceived as a major step in the direction of establishing more refined and comprehensive means of evaluating curricula. BIBLIOGRAPHY Books A Report of the President's Commission on Law Enforcement and the Administration of Justice. The Challenge of Crime in a Free Society. New York: E. P. Dutton & Co., Inc., 1968.-------------- Adams, Thomas F . 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C h i c a g o , Illinois: Institute for Training in Municipal Administration, 1954. Police Science P r o g r a m s . Washington, D.C.: Association of Chiefs of Police, 1967. International Report of the President's Commission on Law Enforcement and the Administration of Justice. The Challenge of Crime in a Free S o c i e t y . Washington, D . C . : U. S. Government Printing office, 196 7. Rockefeller Brothers Fund, Inc. The Pursuit of Excellence: Education and the Future of America. New Y o r k : Doubleday C o . , I n c ., 1956. 149 Rudolph, Frederick. The American College and University. New York: Alfred Knof, 1962. Ryans, David G. Characteristics of T ea ch e r s . Washington, D.C.: American Council on Education, 1960. Stewart, Frank Mann. A Half Century of Municipal R e f orm. University of California Press, 1950. The 1950 United States Census of Population. U. S. Depart­ ment of Commerce, Bureau of Census Special Report, P.E. The 1969 Annual R e p o r t . Law Enforcement Officers' Training Council. Lansing, Michigan: State of Michigan, Depart­ ment of State Police. The Report of the President's Commission on Law Enforcement and the Administration of Justice. Task Force Report: The P o l i c e . Washington, D.C.: U. S. Government Printing Office, 1967. Thornton, James W . , Jr. The Community Junior C o l l e g e . 2nd Printing. New York! John Wiley & Sons, I n c ., 1964. Toch, Hans. Legal and Criminal Psychology. Rinehart, and Winston, I n c ., 1961. New York: Turner, William W. The Police Establishment. Putnam's Sons, 1968. Uniform Crime Reports for the United States. u! s! Department of Justice, 1§66 . New York: Holt, G. P. Washington, D.C.: Weston, Paul B., and Wells, Kenneth, M. The Administration of Justice. Englewood Cliffs, N. J.: Prentice Hall, I n c ., r^r: — Wilson, James Q. Varieties of Police B ehavior. 2nd Printing. Cambridge, Mass 7 : Harvard University Press, 1969. Wilson, Logan, ed. Emerging Patterns in American Higher Edu­ cation . Washin g t o n , D . C .: American Council on Education, 1965. Woods, Arthur. Crime Prevention. versity P r e s s , 1918. Princeton: Princeton Uni­ 150 Journals Alprcn, M. ’Survey of Courses and Programs for the Prepara­ tion of College Teachers." Journal of Teachers Educa­ tion , XIII (September, 1962). Axelrod, Joseph. "An Experimental College Model." tional Record, (Fall, 1967) . Educa­ Brandstatter, A. F. "The School of Police Administration and Public Safety, MSU." Journal Criminal Law, Criminology and Police Sci e n c e , XLVIII (May, 19 57). Brazziel, William F. "Curriculum Development and the Larger Learnings." The Educational Record, (Summer, 1966). Brereton, George H. "The Importance of Training and Educa­ tion in the Professionalization of Law Enforcement." Journal of Criminal Law, Criminology and Police Science, LII, No. I (May-June, 1961). Brown, A. "Psychology in the Investigation of Crime." Journal, (London, 1943). Police Brunner, K. A., and Lindquist, C. B. "Recent Faculty and In­ structional Practices in Junior Colleges." Junior C ol­ lege J o u r n a l , XXX (February, 1960). "Curriculum Planning and Development." Research, XXXVI (1966) . Review of Educational Day, Frank D. "Administration of Criminal Justice: An Educa­ tional Design in Higher Education." Journal of Criminal Law, Criminology and Police Sci e n c e , L V I , 4 (19<>5) . Day, Frank. "Police Administrative Training." Journal of Criminal Law, Criminology and Police Science, XLVII ---------------------TT956-57V.-- --------Dressel, Paul L. Revision." "Specific Points for Curriculum and Course Journal of Educational Research, LIX (1966). Dunkel, H. B. "Training College Teachers." Education, XXIX (January, 1958). Journal of Higher Farber, M. L . , and Bansfield, W. A. "College Teaching as a Profession." Journal of Higher Education, XXIX (Feb­ ruary, 1958) . Fields, R a l p h R. ,* M a s t o n , J o h n W. ; W a l l s , J a m e s P. "Educa­ tional Programs." R e v i e w of E d u c a t i o n R e s e a r c h , XXXV (1965). 151 Gabard, E. Caroline, and Gabard, Charles. "The Present Status of Police Literature." Journal of Criminal Law, Crimin­ ology and Police Science') XLVIII (May, 1957) . Germann, A. C. "Law Enforcement Programs in Institutions of Higher Learning." American Association University Pro­ fessors Bulletin, XLIV (September, 1958). ’ Germann, A. C. "Curriculum Development for Law Enforcement in the State Colleges." The Police Chief (April, 1961). Germann, A. C. "Scientific Training for Cops?" Journal of Criminal Law, Criminology and Police Science^ L^ 2 (July-August, 1^39). Goldstein, Herman. "Administrative Problems in Controlling the Exercise of Police Authority." The Journal of Criminal Law, Criminology and Police Science, L V I I I , 2 u s r s s - ) .--------------------- ----------------------------- Gourley, G. Douglas. "In-Service Training of Policemen by Universities and Colleges.'' Journal Criminal L a w , Criminology and Police Science"^ XLIV (1933-54) . Jeffrey, Clarence R. "Pioneers in Criminology: The Historical Development of Criminal Justice." Journal of Criminal Law, Criminology and Police Science') L (May-June, 1959) . Kennedy, Robert F . "Crime in the C i t i e s : Improving the Admin­ istration of Criminal Justice." Journal of Criminal Law, Criminology and Police S c i e n c e , L V I I I , 2 (1969). LeGrande, J. L. "Two-year and Four-year Law Enforcement Edu­ cation Programs." P o l i c e , XII, 6 (July-August, 1968). Leonard, v. A. "Educational Policy and the Police." Journal of Criminal Law, Criminoloqy and Police Science, XXXIII TMay-April, 1942-43). --------------------Louwage, F. E. "The Tactics of Criminal Investigation." Police Journal (London, 1940) . MacQuarrie, T. W. "San Jose State College Police School." Journal of Criminal Law, Criminology and Police Science, XXVI (1935) .----------------- ----- --------------------McGrath, E. J. "Preparation of College Teachers: Some Basic Considerations." Journal of Teacher Education, XIII (September, 1962) . McManus, George. "Human Relation Training for Police." Journal of Criminal Law, Criminology and Police Science, XLVI (May, 1955). 152 Merrill, M. A. "Intelligence of Policemen." sonnel Research, V (1927) . Journal of Per­ John J. , and V o r i s , Eugene. "Police Science Education in the United States: A National Need." Journal of Criminal Law, Criminology and Police Science^ L V I , {December, 1965) . Mirich, Muehleisen, Gene S. "Standards and Training for Police Offi­ cers." Commission on Peace Officers and T r a i n i n g. State of California (March, 1965). Myren, Richard A. "A Core Curriculum for Undergraduate A ca­ demic Police Training." Journal of Criminal Law, Criminology and Police Science] X L I X , 5 (Januarv-FebruaryT 1959T. ----- ----------- Newman, Charles L., and Hunter, Dorothy Sue. "Education for Careers in Law Enforcement: An Analysis of Student Out­ put, 1964-1967." Journal of Criminal Law, Criminology and Police Sci e n c e , LIX, I (1968). Parker, W. H. "The Police Role in Community Relations." Journal of Criminal Law, Criminology and Police Science, XLVII (1956). Pricert, S. S. "Do Junior College Teachers Need Professional Preparation?" California Journal Educational Research, XIV (March, 196X5“] Rainey, B. G. "Analysis of Criticisms of Junior College Teachers by University and Senior College Staffs." Junior College J o u r n a l , XXX (December, 19 59). Scott, Robert H. "Michigan Responds to the Crime Control Act." Michigan Municipal Review, XLII, 3 (March, 1969). Sloane, Charles F. "State Academies for Police." Journal of Criminal Law, Criminoloqy and Police Science, XLV, I (May, 1955). ------------------------Smith, Alexander B.; L o c h e , Bernard, and Walker, William F. "Authoritarianism in College and Non-College Oriented Police." Journal of Criminal Law, Criminology and Police S cience, LVIII, 2 (196$T. Vollmer, A. "The Selection and Distribution of Police Per­ sonnel." City Manager Y e a r b o o k , Chicago (1931). 153 Dissertations and Theses Carnahan, James E. "Higher Education and the Administration of Justice." Unpublished dissertation, University of Arizona, January, 1968. Felix M. "The Evolvement of Pre-Service Law Enforce­ ment Education at the College and University Level. Unpublished dissertation. University of Idaho, 1965. Fabian, Kinerson, Kendall Scott. "A Study of the Academic and Pro­ fessional Preparation of Junior College Teachers of Physical Science. Doctor of Philosophy dissertation, Department of Teacher Education, Michigan State Uni­ versity, 1957. Loomis, William G. "A Study of the Formal Preparation of Academic Teachers in Community Colleges with Proposals for Oregon. Unpublished dissertation, Oregon State University, 1965. Marsh, Richard F. "A Core Program Proposal of Undergraduate Studies for the Professional Preparation of Law Enforce­ ment Personnel in Four Year Colleges and Universities." Unpublished Masters thesis, Florida State University, December, 1969. Rodehorst, Wayne LeRoy. "An Analysis of the Introduction of Vocational Technical Education Programs in Michigan Community Colleges Established before 1930." Doctor of Philosophy dissertation, College of Education, 1964. Rutherford, James W. "The Feasibility of Instituting a Police Curriculum at the Junior College Level." Unpublished Masters thesis, Michigan State University, 1964. Vaupel, Carl F. "A Survey and Analysis of Two-year Police Science Curricula in the United States with Recommended Criteria." Unpublished dissertation, University of South Dakota, 1968. APPENDIX A 154 OMINBUS CRIME CONTROL AND SAFE STREETS ACT June 19, 1968 Pub. Law 90-351 Sec. 4 0 6 . (a) Pursuant to the provisions of subsections (b) and (c) of this section, the Administration is authorized, after appropriate consultation with the Commis­ sioner of Education, to carry out programs of academic educational assistance to improve and strengthen law e nforcement. (b) The Administration is authorized to enter into contracts to make, and make, pay­ ments to institutions of higher education for loans, not exceeding $1,800 per academic year to any person, to persons enrolled on a full-time basis in undergraduate or graduate programs approved by the Administration and leading to degrees or certificates in areas directly related to law enforcement or p r e ­ paring for employment in law enforcement, with special consideration to police or cor­ rectional personnel of States or units of general local government on academic leave to earn such degrees or certificates. Loans to persons assisted under this subsection shall be made on such terms and conditions as the Administration and the institution offering such programs may determine, except that the total amount of any such l o a n , plus interest, shall be canceled for service as a full-time officer or employee of a law enforcement agency at the rate of 25 per centum of the total amount of such loans plus interest for each complete year of such service or its equivalent of such service, as determined under regulations of the Admin­ istration . (c) The Administration is authorized to enter into contracts to m a k e , and m a k e , payments to institutions of higher education for tuition and fees, not exceeding $200 per academic quarter or $300 per semester for any pdrson, for officers of any publicly funded law enforcement agency enrolled on a full-time or part-time basis in courses in­ cluded in an undergraduate or graduate Academic educa­ tional assistance. 155 Loans* Tuition and f e e s . 156 program which is approved by the by the Administration and which leads to a degree or certificate in an area related to law enforcement or an area suitable for persons employed in law enforcement. Assistance Service agreements, under this subsection may be granted only on behalf of an applicant who enters into an agreement to remain in the service of the law enforcement agency employing such applicant for period of two years follow­ ing completion of any course for which payments are provided under this subsec­ tion, and in the event such service is not completed, to repay the full amount of such payments on such terms and in such manner as the Administration may prescribe. APPENDIX B A LIST OF INDIVIDUALS INTERVIEWED INCLUDING THEIR POSITION, THE COLLEGE AND THE DATE 157 A List of Individuals Interviewed Including Their Position, The College and the Date College Individual and Position George Hopkins, Dean of Business James, Person Business Division Chairman Donald Oates, Faculty, Law Enforcement Ronald Rousch, Faculty, Law Enforcement Arthur Oettmeier, Acting Dean of Academic Affairs Owen Homiester, Associate Dean General Education Paul Leek, Faculty, Law Enforcement Donald Dombrowski, Faculty, Law Enforcement John Eaton, President John Schwertz, Dean of Vocational-Technical Education John McCrystal, Dean of Instructional Affairs Austin VanStratt, Faculty, Law Enforcement Wayne Kreuger, Dean Occupational Studies Arthur Kaherl, Director of Admissions Allen Reed, Dean of Vocational-Technical Education Herman Bordowich, Faculty, Law Enforcement Fredrich Robbins, Dean, General Education Jack Carlson, Chairman, Social Science Division Paul Davis, Director Community Services Frederick Stephanski Director Continuing Education Keith Shuert, Dean, Auburn Campus Eugene Freeman Faculty, Law Enforcement 158 Date Lansing 2/19/70 Lansing 2/19/70 Lansing 2/19/70 Lansing 2/19/70 Delta 2/20/70 Delta 2/20/70 Delta 2/20/70 Delta 2/20/70 West Shore 2/23/70 West Shore 2/23/70 Northwestern 2/25/70 Northwestern 2/25/70 Kirtland 2/26/70 Kirtland 2/26/70 Alpena 2/27/70 Alpena 2/27/70 Flint 3/2/70 Flint 3/2/70 Washtenaw 3/4/70 Schoolcraft 3/5/70 Oakland 3/6/70 Oakland 3/6/70 159 Individual and Position Wally Ollila Director Continuing Education Robert Neva11 Director Continuing Education Karl Pilla Dean of Instruction Paul Schroeder Faculty, Law Enforcement Frank Blockford Dean of Academic Services Lyle Robertson Dean Center Campus Mike Stacey Director Security Art Kingsbury Chairman Public Services Paul H. Jones Dean of the College William Valade Director Continuing Education George Cole Academic Director William Colovas Program Director Harlan Hegler President Arnold Metz Dean, Vocational-Technical Education Clarence Knight Faculty, Law Enforcement Curtis Merton Dean of Instruction Tom Nyquist Dean of Vocational-Technical Education Robert Tupper Dean of Students Howard Bernson Director Community Services Edward Huntington Dean of Vocational-Technical Education John Wetterholt Faculty, Law Enforcement Robert Duffy Dean Vocational-Technical Education Charles Hillary Faculty, Law Enforcement College Date Jackson 3/9/70 Monroe 3/10/70 Henry Ford 3/11/70 Henry Ford 3/11/70 Macomb 3/12/70 Macomb 3/12/70 Macomb 3/12/70 Macomb 3/12/70 Highland Park 3/11/70 Highland Park 3/13/70 Wayne 3/13/70 Wayne 3/13/70 St. Clair 3/23/70 St. Clair 3/23/70 St. Clair 3/23/70 Mid-Michigan 3/24/70 Mid-Michigan 3/24/70 Montcalm 3/24/70 Montcalm 3/14/70 Muskegon 3/25/70 Muskegon 3/25/70 Grand Rapids 3/25/70 Grand Rapids 3/25/70 160 Individual and Position Robert Steely Dean of Vocational-Technical Education Raymond Byrd Faculty, Law Enforcement Ben Standen Assistant Dean of VocationalTechnical Education Joseph DeSantos Dean of Instruction Stanley Hergenroder President Harold Shaffer Dean of Instruction Walter Gendzwell Director of Continuing Education Eugene Huang Faculty Gerald Caspary Chairman, Engineering Department Larry Sain Faculty A. B. Neiger Director General Studies Jacob Solin Dean of Instruction Arny Anderson Assistant Dean VocationalTechnical Education Roger Bratanina Dean of Instruction College Date Kellogg 4/6/70 Kellogg 4/6/70 Lake Michigan 4/7/70 Southwestern 4/8/70 Southwestern 4/8/70 Glen Oaks 4/8/70 Lake Superior 4/22/70 Michigan Technical4/22/70 Michigan Technical4/22/70 Northern Michigan 4/23/70 University Northern Michigan University 4/23/70 Gogebic 4/23/70 Bay De Noc 4/24/70 North Central 4/25/70 APPENDIX C 161 Michigan Junior and Community College Law Enforcement Curriculum and Faculty Questionnaire 1. College _________________________________ Date ______________ 2. Address _________________________________ 3. Date founded ______________________ 4. Accreditation ________________________________________________ 5. Enrollment for 1969-70 - College ________________________ Day Night F.T.E. 6 . Enrollment Day Night ______________________ _____________________ Fall 1969 - Law Enforcement 9 Hrs./Less _________ 12 or more __________ 9 Hrs./Less _______ 12 or more 7. Administrator to whom faculty report 8. Name of L. E. Program _______________________________________ 9. Date program implemented ____________________________________ 10. Degrees offered inL. E . : Assoc. Arts _____________________________________________ Assoc. Applied Science ________________________________ Other 11. System: Semester Quarter Trimester 12. Special admission requirements for L. E. Students: Yes ____________ No___________ If y e s r explain ________________________________________ 13. Entrance exams used at college: 14. Any trouble with transfer of L. E. credit? Yes __________ No_____________ If yes, explain: 162 163 Identifying information - 2 15. Courses (L.E.) offered: Day only ______________ Night only ____________ Day & Night ___________ 16. 17. Students graduated: 1967 _________ Degrees Cert. 1968 ________ Degrees Cert. 1969 ________ Degrees Cert. 1970* (Est) Degrees ____________ Cert. Students transferred before graduation: 1967 ___________ 1968 __________ 1969 ___________ 18. Other L.E. services: e.g., training: 19. Number full-time L.E. faculty ______ 20. District boundaries: 21. Tax base _________________ 22. Millage ___________________ 23. L.E. Faculty Salary Range Part-time 164 Faculty Form Institution Name Faculty Full-time Part-time Title or Rank Academic background: A. High School? B. College: C. Degree: D. 1 2 AB 3 years BS Narie of College Name of College 1. Major Hrs 2. Minor Hrs Degree: MA MS 1. Major Hrs 2. Minor Hrs E. Total credit hours in LE courses all levels F. Total credit hours in Social Science G. H. Total credit hours in Sciences Courses in education: 1. 2. 3. 4. 5. I . Honors J. 5. Scholorship Fellowship Experiental Background: A. Teaching: 1. 2. High School a. b. Name(s) _______ Years __________ c. Subjects taught College a. Name(s) b. Years Assistantship 165 Faculty Form - 2 c. 3. 4. B. Subjects taught Training a. Type ____________________ b. Full-time equated years c. Subjects taught _______ Other Other work related: Employer_______ Describe positions held From_____ To 166 Law Enforcement Learning Resources Materials Questionnaire Dear We are attempting to develop a central file in regard to a collection of law enforcement learning resources m a t e r i ­ als available at the various junior and community colleges that offer a Law Enforcement Curriculum. Would you kindly provide answers to the following q u e s ­ tions : 1. Approximately how many books do you have in your collection that pertain to the general topic of law enforce­ ment and police administration? ________________________________ 2. What periodical titles do you subscribe to that are related to law enforcement or police administration? Please list. 3. What vertical file materials do you have, or re ­ ceive regularly, that pertain to the topic? 4. What films do you have that pertains to the topic? Sincerely, APPENDIX D 167 Instructions for Classifying Courses 1. The 3 X 5 cards you have been given are the course title and description of all the required courses in all of the law enforcement curricula in the junior and community colleges of Michigan sorted into what is believed to be common categories. The attached work sheet is a listing of these categories by course title. 2. For each course on the list there is a pack of 3 X 5 cards each containing a course title and description. The 3 X 5 card on the top of each pack marked "Sample" is a sample course description for each respective pack. Each card has a number (e.g., 1-1, 1-2, 1-3, e t c . ) . 3. The first category on the list is English. Take the pack of 3 X 5 cards identified by the top 3 X 5 card labeled "Sample English" and work with it in the following manner: A. Initial (1) (2) (3) (4) (5) B. Study the sample description. Take the next 3 X 5 card and study the descrip­ tion. Compare the elements of the description with the sample description. If you judge the descriptions to be similar place it in an "agree" pile. If you judge the description as not similar then place it in a disagree pile. Proceed through all of the 3 X 5 cards in the category in the manner described a b o v e . Second Sequence (1) Take all the descriptions you have placed in the "disagree" pile and proceed as follows: a. b. c. 4. Take each description and compare it against the sample description in all the other cate­ gories . If you judge the description is similar to the description in another category, record the card number and the category you judge it should be in on the work sheet under "Relocation". If you judge the description is not similar to any of the categories record the card nu m ­ ber under "Independent category" on the work sheet. Replace all cards to their original category. 168 Instructions - continued 5. Proceed to the second course listed: Criminal Investiga­ tion. Treat all the descriptions in this category in the same manner as described for English. Continue down the list of courses. 6. Considerations. A. Do not be concerned if the course titles differ. It is the general intent of the description that is im­ portant . B. The sample description is not intended to be a model, but rather a place to start. As you proceed through the descriptions in a category, allow each one you add to the "agree" list to become part of your con­ sideration of "similarity" for the next one. When you complete the judging of descriptions in a p ar­ ticular category you may find that your "accumulative" description is broader than the sample descriptions. All descriptions placed in the disagree pile should be reviewed in light of your "broader" description before considering a comparison with other categories or placing it in an independent category. 170 Name of Judge Work Sheet Categories and numbers Disagree Card number 1. English 2. Criminal Investigation 3. Political Science 4. Police Role in Crime and Delinquency 5. Introduction to Psychology 6. Introduction to Sociology 7. Introduction to Law E n ­ forcement 8. Police Administration Relocation to category number Card Number of all courses that should be treated independently 171 Categories and numbers 9. Disagree Card number Electives OMIT 10. Criminal Law 11. Physical Education OMIT 12. Public Speaking 13. Traffic Administration and Control 14. Typing 15. Social Problems 16. Psychology Other 17. Criminal Evidence and Procedures Relocation to category number Card Number of all courses that should be treated independently 172 Categories numbers and 18. Mathematics 19. Police Operations 20. Interrogation and Inter­ viewing 21. Physical Science 22. Chemistry 23. Sociology other 24. Humanities Disagree Card number OMIT 25. Economics 26. Biology 27. Internship Relocation to category number Card Number of all courses that should be treated independently 173 Categories numbers and Disagree Card number 28. History 29. Administration of Justice 30. First Aid 31. Accounting 32. Data Processing 33. Business Law 34. Introduction to Criminal­ istics 35. Defensive Tactics 36. Law Enforcement Seminars 37. Geology Relocation to category number Card Number of all courses that should be treated independently 174 Categories and numbers 38. Police Community Relations 39. Industrial Security 40. Freshman Seminar 41. Photography 42. General Business 43. Logic 44. Meteorology 45. Civil Law 46. Narcotics and Vice Control 47. Firearms Disagree Card number Relocation to category number Card Number of all courses that should be treated independently APPENDIX E 175 Instructions for Evaluating Abstracted Objectives 1. Study the seven paragraphs taken from the AAJCLEPG labeled "Rationale Statement". 2. Read the 3 X 5 Objectives". 3. If you "agree" that the abstracted objective is a good synopsis of the Rationale Statement, check the "agree" column below. If you do not agree check the "do not agree" column. card labeled "AAJCLEPG Abstracted Agree _______ 4. Do not agree _______ If you "do not agree" write an abstraction of the rationale statement that you believe would be the best synopsis. 176 177 RATIONALE STATEMENT IN AAJCLEPG Two-Year Law Enforcement Degree Programs Curriculum Content General education courses as well as professional courses vary somewhat in existing law enforcement degree programs. This variation can be attributed to differences in the history and development of individual programs, institutional philos­ ophy, and the particular needs of local police agencies. Con­ sidering the rapid manner in which these programs have emerged in the community colleges, similarities among existing programs are far more remarkable than differences. Basically, three types of curriculum patterns have been developed, each in response to one of the following needs: 1. A program heavy in the skills required for law en­ forcement entrance. This program, often called a "terminal" or "vocational" program, is intended for the student who does not wish to continue his education beyond the associate degree. 2. A program heavy in general education content. This program, often called a "transfer program", is intended for the student who plans to continue his education beyond the community college and wishes to meet the lower-division course requirements of the university of his choice. 3. A balanced program which would provide a good back­ ground in professional courses reinforced and supported by a number of carefully selected general education offerings. Such a program is designed to meet the needs of both the "terminal" and the "transfer" student. Because experience indicates that a large percentage of police students elect to continue their education beyond the associate degree and because it is not possible to predict with accuracy the educational demands for advancement in the law enforcement career field in the years ahead, the American Association of Junior C o l l e g e s ' Committee for Curriculum Development in Associate Degree Programs in Law Enforcement, after careful study and deliberation, recommended as a general guideline the adoption of the balanced police program. The committee, in reaching its conclusions, explicitly reported that such a program was recommended not because of its rela­ tive transferability, but because it was best designed to meet the current and future needs of the police profession. The concept of a balanced police curriculum is meaning­ less if the objective of the program is merely to prepare the 178 student for immediate performance of basic mechanical law enforcement tasks. Such a program assumes that basic opera­ tional skills will be imparted subsequent to employment, in the recruit or basic training program. Given such an assump­ tion, AAJC's advisory council strongly urges consideration of a balanced program of the type outlined below. AAJCLEP CURRICULUM OBJECTIVES The objectives of the curriculum are to meet the cur­ rent and future needs of the police profession and the needs of both the terminal and transfer student. APPENDIX F 179 Instructions for Judging Institutional Curriculum Objectives Against the AAJCLEPG Curriculum Objectives 1. Read the objectives presented on the 3 X 5 "AAJCLEPG Curriculum Objectives". card labeled 2. The pack of 5 X 8 cards represent the curriculum objectives as stated by each college. (All colleges that do not have stated objectives are pre-recorded on your worksheet and the 5 X 8 card will indicate "no objectives".) 3. Each 5 X 8 4. Read the stated objective on each card having one. If you agree that the stated objective on the 3 X 5 card, check the worksheet "Objectives Congruent" next to the number that matches the number on the 5 X 8 card. If you do not agree that it is congruent check "Objectives Not Congruent." 5. Proceed until you have checked all 22 cards. card is numbered 1 through 22 cards. 180 181 WORKSHEET Objectives Congruent 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Objectives Not Congruent