Cabrillo College Program Planning Report Criminal Justice Spring 2015 Prepared by Phillip Carr 1. Background and Analysis Program Description and Goals: The Cabrillo College Criminal Justice program provides both pre and post-employment education and training for those seeking employment or currently employed in the criminal justice field. The main concentration of the academic program is to provide the highest quality of education to students preparing for employment in the field or transferring to a four year degree program. Careers paths in the field include, policing, probation, parole, corrections as well as careers in the emergency communications and the private security field. The Criminal Justice program currently provides sixteen (16) courses of which thirteen (13) of the core and elective courses are transferable. The program offers an A.A., A.S. and AS-T degree in Law Enforcement with an A.A. and A.S degree in Corrections. The program also offers one of the two fully online degree programs currently offered at Cabrillo. The criminal justice program is part of the Public Safety cluster that includes degrees and/or certificates in the Fire Technology and the Emergency Medical field. The criminal justice program currently has one full time faculty member and seven (7) active adjuncts. The program strives to maintain a positive working relationship with our stakeholders in local police and correction agencies as well as the Regional Occupational Program (ROP) providing local high school student with instruction in the justice field. We work side by side with local and state agencies to insure local public safety employees maintain required certification(s) and training requirements necessary to meet compliance with industry and licensing standards. The State Certifying Agencies include the California Peace Officer Standards (POST) and the Standards of Training for Corrections (STC), State of California and County of Santa Cruz Emergency Medical Authorities (EMSA & EMISA).
Relationships: The criminal justice program fully supports the college mission to embrace the intellectual, cultural and economic vitality of our diverse community and student population. The program strives to assist students in their quest for employment and continuing professional development in the criminal justice field. The program efforts to support the goals of the college are illustrated as follows: 1. Student outreach is a continuing an ongoing effort utilizing a variety of methods to attract and retain students in the program. Recent outreach efforts have included participating in the Fourth Grade Initiative, (S4 C), individual presentations at local high schools and middle schools, and working with our counterparts in the ROP program. Instructors within the criminal justice program also serve as advisers on both the Santa Cruz County and Santa Clara County ROP programs.
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2. Classroom instruction is provided by instructors who are current or former professionals in the criminal justice field. Instructional staff is aware of the high ethical and moral standards required for employment in the field and incorporate the standards into all classroom instruction. As professionals in the field our instructors are current and up-to-date with local, state and federal laws in addition to providing realistic and credible viewpoints concerning the demands of the profession. 3. One of the main goals of the program is in turnout highly qualified students that are capable of competing in a highly selective process. Through discussions with our stakeholders the program has included courses such as CJ/FT 150 Public Safety Careers. The course was designed to allow students a firsthand experience with the employment process from application to the final hiring interviews. Professionals from local agencies readily volunteer to participate in this program to provide our students a “real world” experience in the public safety hiring process. 4. The program continues to be successful, despite recent cuts in response to the economic downturn. Applying traditional methods of evaluation that include student success, cost, student retention and transfers to four-year universities, the program continues to be viable with the support and flexibility of staff and students alike to the required changes. 5. The academic program overall continues to maintain a near one-to-one or better ratio between FTES and TUs. Class times and dates were constantly monitored during the economic downturn to make course more accessible to our students. The resulting effort was a minimal loss of students and the ability to maintain all core and elective courses. The excellent relationship we enjoyed with our area public safety agencies was strained during the recent economic downturn. Reductions in staffing, the in service program and associated program course offerings made it difficult to maintain the previous level of service offered to our stakeholders. Subsequent efforts by the Public Safety staff developed a contingency plan to allow the agencies to contract with Monterey Peninsula College (for fire in service) and the South Bay Public Safety Regional Training Consortium (for police inservice). The past three years has been a period of rebuilding our relationship with area agencies. Efforts by the public safety staff, the current college administration and the resolve of local agencies to maintain, rebuild and improve the relationship have been successful. Outreach: The Criminal Justice program continues to maintain a close relationship with the Regional Occupational Program (ROP). Collaborations continue with ROP in both the criminal justice and fire technology programs. Both ROP programs (criminal justice and fire technology) currently have former Cabrillo students, who are now professionals in the field, acting as advisors in the ROP program. Articulation agreements and course requirements with ROP have been updated to include the new changes required for the AS – T degree program. In conjunction with the Public Safety Careers Partnership, ROP has developed high school level courses including offering the Introduction to Criminal Justice (CJ 1) course at seven (7) different high schools. Campus Programs: The Criminal Justice Department continues to work closely with Cabrillo College’s Career Education and Workforce Development Department, Cooperative Work Experience Education (CWEE), and Cabrillo 2
Advancement Program (CAP) as part of the State Chancellor’s Office CTE grant. Members of the program also participate in the Careers Technical Education (CTE) Counsel, Instructional Planning Committee, S4C and assist with the College Master Planning. The full-time contract faculty member also serves on the advisory board of the Santa Clara County ROP program as an advisor in forensics and law enforcement and on the Santa Cruz County ROP as an advisor in law enforcement and fire technology. The CJ program continues to utilize existing campus resources and programs to improve student success and employability by adding electives from Sociology, Psychology, Communications, Fire Technology and English. With the assistance of the English department, an English 100 for CJ course was developed to address the specific writing style and format utilized in the emergency service arena. The Public Safety Student Association is a newly formed campus student led club to help promote the public safety program though community outreach and student involvement. Although the association has only met twice, there are over sixty (60) students currently signed up to be members of the association. Four- Year Universities: Twelve (12) of the classes offered in the Criminal Justice Program are transferable to the CSU systems and two (2) to the U.C. system. The program was also one of the first programs on campus to begin offering the AS-T program guaranteeing transfer to CSU campuses offering degree programs in the Administration of Justice, Criminal Justice or Justice Studies. Several of the faculty members are currently or have previously taught in the SJSU Justice Studies program. This collaboration has enabled the program to align itself with the SJSU course of study and in one instance (CJ 110) allowed a Cabrillo course to be accepted as an upper division course in the SJSU Forensics program. Costs: WSCH/FTEF (LOAD) Academic Year 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013
Criminal Justice Fall Spring 571.3 524.5 613.5 589.1 593.4 551.5 507.9 564.6 525.9 555.8
Total College Fall 600.5 625.4 603.2 586.6 552.8
The five year average for WSCH/FTEF load for the total college = 589.7 The five year average for WSCH/FTEF load for Criminal Justice = 559.8 Expenditures compared with FTES: Percent of College’s Academic Year 2008/2009 2009/2010 2010/2011 2011/2012 2012./2013
WSCH
FTEF
0.93 0.99 1.06 1.02 1.08
1.02 1.01 1.10 1.09 1.11
Average percent of college WSCH for the 5 year period – 1.01% Average percent of college FTEF for the 5 year period - 1.07% 3
Spring 613.0 603.1 586.7 569.3 556.5
Criminal Justice Base Expenditures Academic Year Program 2008/2009 $163,102 2009/2010 $167,355 2010/2011 $175,728 2011/2012 $179,903 2012/2013 $189,617
College
% of Expenses $28,576,256 $26,987,796 $26,689,764 $26,006,924 $25,252,502
% of Income 0.571% 0.903% 0.620% 0.968% 0.658% 1.050% 0.692% 1.009% 0.751% 1.044%
Five year average % of all expenses = 0.657% Five year average % of all FTES Income = 0.995% The relatively low percentage of cost compared to the high percentage of FTES when compared to previous years is a reflection of the program staff reductions and removal of the In Service program cost and percentage of FTES. In previous program plans, Planning and Research was unable to separate the academic/ in service, cost and FTES. The programs have been separated for this report and reflect only the criminal justice academic program. The average percent of expenses was 0.657% and the average percent of FTES income was 0.995% for the past five years. The percent of the college income produced compared to college expense for the last five years demonstrates the program produces more than it costs. STUDENT RETENTION Total College
Criminal Justice
Academic Year
Fall
Spring
Fall
Spring
2008/2009 2009/2010 2010/2011 2011/2012 2012/2013
85.7 85.3 85.8 86.7 88.1
84.5 84.6 86.3 86.6 86.5
91.0 87.1 89.9 85.2 87.9
83.1 91.3 85.5 88.0 88.4
The five year retention average for the total college = 86.5% The five year retention average for Criminal Justice = 87.2%
STUDENT SUCCESS Academic Year 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013
Total College Fall 68.5 69.6 70.9 71.9 72.2
Criminal Justice Fall Spring 69.5 62.0 67.9 73.2 69.0 67.1 63.8 64.6 66.0 68.4
Spring 68.9 70.6 71.9 72.9 72.3
The five year student success average for the total college = 70.9 The five year student success average for Criminal Justice = 67.2 The five year under-represented average for Criminal Justice = 63.5 While retention averages for the program are closely aligned with the college, student success within the program is low when compared with college averages. Student success for under-represented 4
students is a full 3.3% lower than the program average and 7.0% below the college average. Overall, this reduction is thought to be a result of increased writing requirements and the elimination of the acceptance of late assignments in most of the courses offered. Additional emphasis has been placed on student adherence to deadlines and filing requirement that are a critical part of employment within the field. Meetings with our Public Safety Partners found that a full two-thirds of public sector applicants are eliminated from the hiring process by not fully completing the application and/or missing filing and testing deadline requirements. While the addition of the CJ/FT 150 Public Safety Careers course can address the issues in the hiring process, it is only offered once a year and to a limited number of students. It is thought that by having similar writing and submission requirements in each class, the overall attention to detail and writing skill will show improvement for the entire program. Student Learning Outcomes: During the program review cycle, faculty in the Criminal Justice program reviewed and assessed both course and program SLOs. Program and course SLOs were initially reviewed for content in Fall of 2011 and Spring of 2012. During the initial meetings emphasis was placed on determining if the program SLOs still met the needs of the program, stakeholders and the general knowledge required to be successful in the career as well as academic field. Faculty also reviewed individual course SLOs to confirm they still met the needs of the individual course requirement. Additional course adjustments were made to conform with state CID requirement for the AS-T. It was a general consensus that the program SLOs continued to reflect the knowledge and skills necessary to be successful within the discipline. Faculty utilized a number of varying instruments to assess course SLOs including quizzes, exam, pre and post course quizzes, written and oral assignments as well as final exams. Analysis of the assessment results found a common theme in the Criminal Justice program indicating that a number of students were having difficulties with written assignments. Basic grammar and spelling errors were found in the majority of written assignments in each class. Additionally, one of the main topics of discussion with our stakeholders during this period was the inability of applicants to complete a basic written document without errors. An English 100 for CJ course was developed with assistance from the English department (Instructor David Sheftman) to further increase student success in this area. The CJ 7 Report Writing course was also made a required core course within the CJ program as well as the CJ/FT 150 course being developed to provide information on the public sector hiring process. Analysis of the CJ 7 course found insufficient data to determine the effectiveness of the course. During the planning period the course was only offered twice due to low enrollments. Subsequent measures will need to be made concerning the effectiveness of the course, when offered again, to develop a larger database to complete the analysis. The initial analysis showed improvement from one semester to the next, but several variables could have affected the outcome. The initial decision by faculty was to increase the number of written assignments. Namely, students will complete several smaller assignments rather than one main paper. It was also suggested that each paper be assigned a grading scale that accounted for 20% of the assignment based on grammar and spelling. APA referencing was also introduced in the 2012 meeting to comply with the AS-T degree requirements and APA manuals placed in the adjunct office. A PowerPoint providing an overview of APA referencing was provided for each faculty member. Although not required, it was suggested that the instructors in Fire Technology also begin using APA to standardize requirements within the public safety cluster.
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During the Spring and Fall 2013, discussion of the course SLO assessment results again noted that written assignments and papers still continued to be problematic for many students. Those instructors assigning 20% of the assignment points found that grammatical errors were still one of the major sources for point deductions. It was also found that issues with plagiarism were relatively minor. After the Spring 2013 departmental discussion of the results, it was suggested that instructors add additional details to clarify written assignments and to provide sample papers and rubrics whenever possible. Faculty was provided resources for the creation of rubric within “Rubi Star” and other rubric online generators. During the final assessment analysis in Fall of 2013, it was found that in most courses the writing skills of the students had improved with deductions for grammar and spelling decreasing in the majority of courses. SLOs for each program and certificate were also reviewed. Program and certificate SLOs were found to be current with industry and academic requirements in the field. At the suggestion of the HASS Dean and college SLO coordinator, a request has been submitted to PRO to determine the success of students completing the English 100 for CJ course and their overall success in written assignments within the program. A similar data request will be made for the CJ 7 course once it is offered again. Student Surveys: Student surveys were conducted in the Spring of 2014 with 47 students responding to the survey. Of the students responding to the survey 76% were Criminal Justice majors with 17.4% non-majors and 6.5% undeclared. The majority of students (56.5%) in the program are taking 12-15 units and preferred morning classes (97.9%) that are taught in person (70.2%). Most students are planning a career in the criminal justice field (72.3%) with 25.5% undecided and only 2.1% with no career plans in the field. The gender make up of students in the program was a bit surprising. Of the students responding to the survey 45.7% were female with 54.3% male. This stands in stark contrast to the latest Department of Justice report in 2009 which found that of the total number of employees in the law enforcement field was 73.1% male and 26.9% female. Of the total number of sworn officers listed in the same report 88.2% were male with only 11.8% female. The program needs to insure our female students are prepared to enter the field both academically and physically. The Work Standards Testing Battery (WSTB) physical fitness requirement for entry level officers in the State of California has proven to be a major obstacle for many female applicants. These fitness requirements should be addressed through collaboration and course development with the Kinesiology program. It was also noted that 55.2% of the Criminal Justice students are part of our under-represented population and primarily Hispanic. The percentage of our students interested in careers in the justice system is far above the 10.2% number of sworn Hispanic officers nationwide as reported in the 2009 Bureau of Justice Statistics report on law enforcement (Table 10). The need for additional minority representation in all areas of the local justice system is the focus of the 2012 Community Assessment Project (CAP) study funded by the California Office of Emergency Services (OES). The study description, as reported in the October 11, 2013 Board of Supervisors report on unserved/under-represented populations in Santa Cruz County, places an emphasis on improving relations and services in all areas of the local justice and mental health systems for our under-represented population. The Cabrillo Criminal Justice program has the opportunity and a responsibility to insure the level of student success for our under-represented students is increased. By providing high quality applicants to local agencies we can have a direct impact on community relationships within the local criminal justice system. 6
While program and course reviews have found the majority of our student difficulties are related to written assignments, additional emphasis should be placed on the writing skills of our underrepresented student population. The open ended written comments on the survey generally pointed to the high level of training and expertise of the instructors as the programs major strength. Having instructors who had firsthand experience in the criminal justice field was an important factor for most students. In the area of suggestions to improve the program the majority of comments were related to additional class offerings, additional day time classes and starting classes later in the day. Hands on training, tours, drivers training, shooting courses and an on campus police academy were also additions to the program students thought would be beneficial. Unfortunately, the addition of a police academy, drivers and weapons training are cost prohibitive and/or redundant to local programs already offered. There are currently five (5) Peace Officer Standards and Training (POST) certified police academies within a 40 mile range of Cabrillo, several of which are performing below their potential due to declining enrollments and hiring freezes during the economic downturn. Suggestions regarding offering classes at differing times and days are already being tested in the program schedule. The majority of the adjunct staff is currently employed in the criminal justice system and is available to teach only in the evening. All CJ adjuncts have been asked to become up to date with the CJ 1 course and will be assigned the course on a rotating basis to allowing the contract faculty member to offer additional courses during the day beginning in the Fall of 2015. The recently formed Public Safety Students association is being designed to facilitate some of the tours and hands on experience requested by students, but which are difficult to schedule during normal class hours. Results of External Data Research Labor data from the California Department of Employment Development (EDD) shows modest growth (2.9%) or approximately one hundred and eight (108) additional positions in the police, sheriff and corrections areas with median hourly earnings of $44.95 in the Santa Cruz County region through 2016. Although the data is recent, it does not accurately reflect current employment conditions in the county criminal justice field. A recent labor market survey of local agencies in our Public Safety Career Partnership found several agencies currently recruiting for sworn peace officer positions. The following agencies have or are currently in the process of hiring officers Watsonville PD (5), Santa Cruz PD (8), Santa Cruz County Sheriff (15), Santa Cruz County Sheriffs Corrections (30). Expanding to include the Silicon Valley Commute Basin found agencies such as the San Jose Police Department (200), and Sunnyvale Department of Public Safety (60), are expecting to add double the number of officers estimated by the EDD in the next three years. The largest advance in employment is in the Corrections and Private Security Fields. EDD estimates 11.5% (233 positions) additional correctional facility officers and 8.4% (724 positions) in private security. Again this estimate does not reflect current conditions in the corrections field where the California Department of Corrections and Rehabilitation (CDCR) has publically announced it will be hiring 7000 officers within the next three years. These estimates also do not take into account the recent passage of AB 109 and Proposition 47 which will require additional positions in county probation and local corrections as state prison populations are reduced. Median hourly wages in the corrections/probation fields are estimated to be $33.74. The program continues to provide students with the basic foundation for entry level service in the criminal justice field. Many local agency heads have publically expressed the desire to hire local residents as they possess a clear understanding of the local culture and issues faced by Santa Cruz County law enforcement agencies. By incorporating the concerns of our stakeholders and local issues in our curriculum the Cabrillo Criminal Justice program strives to meet the employment needs of our local agencies. 7
Curriculum Review: An extensive curriculum review took place during the development of the AS-T degree. Internal and external reviews of by the chancellor’s office were conducted for each course offered during the AS-T certification process. While currently meeting the needs of the degree program curriculum should constantly be monitored to address changing needs. Issues discussed in the “New Directions” sections address current trends and priorities in the field. Program Goals and Recommendations: 1. Facilities Improvement Improvements to the HVAC systems in the 1600 and 1500 buildings proposed in the last program plan are scheduled to take place in the Winter 2014/15 and the Summer of 2015 respectively. The 1600 building renovations are near completion. Upgrades to the HVAC system in the 1500 building have been postponed indefinitely due to funding issues and will require additional funding to complete the renovation. Media upgrades have taken place in room 1606 and 1605, 1520 and 1522 still slated for future upgrade to a “smart classroom” designation 2. Develop and offer the newly approved Homeland Security and Emergency Management (HSEM) AS-T degree program. The degree program requires four additional courses be added to the program which can utilize CJ, FT and EMT classes to complete the program. The HSEM degree also provides the opportunity for those in the FT program to transfer to a four year university as ten (10) CSU programs will be offering the HSEM degree. The addition of the degree program may also bolster declining FT enrollments. 3.
Expand current offerings in the Forensics field. The opening of the new county crime lab and the decision by the Sheriff’s Office and Salinas Police Department to civilianize their Crime Scene Investigator (CSI) positions will open a new field of opportunity for our students. Civilian field and lab CSI positions are being considered by a number of agencies as the cost of a sworn peace officer in the CSI position is cost prohibitive and deemed unnecessary by a growing number of chief officers. Additional forensic courses such as fingerprint identification, crime scene photography can be added using existing infrastructure, staff and programs within the college.
4. Continue the development of the Public Safety Student Association to include academic excellence and inter-instructional ties between the SJSU Justice Studies Program and the Cabrillo Criminal Justice program. Further community based volunteer opportunities should be explored to provide additional public recognition of the students within the program. 5. Develop a physical fitness program in conjunction with Kinesiology to improve performance for the entry level physical fitness and agility testing required by POST. Emphasis should be place on developing a program that identifies and addresses areas within the fitness test that have historically proven more difficult for female applicants. This would include the construction of a 8
six foot practice wall and the purchase of a new “dummy” for the dead weight drag performance test. New Directions: The Criminal Justice system is constantly adjusting to a variety of cultural, technical and societal changes on a global basis. Emphasis on Homeland Security, forensics, cyber-crime, crime and intelligence analysis and terrorism now includes components of all local, state and federal agencies. In order to meet these changing demands a regional approach should be considered for courses beyond the core requirements in the degree program. Partnerships with local educational providers and/or agencies should be developed to provide expanded course offerings without duplication of effort. Specialized short term courses could be developed within the proposed AB 86 non-credit formulas to offer certificates in selected areas. Appendices: 1. 2. 3. 4. 5.
SLO CJ Program Assessment - Fall Semester SLO CJ Program Assessment - Spring Semester. SLO Grid Evaluation Tracking Form Program Goals and Recommendations – No Cost – Excel format Program Goals and Recommendations – Cost Included – Excel format
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Course SLO Departmental Assessment Analysis Form Department
Public Safety – Criminal Justice
Meeting Date
August 30, 2013 & February 2014
Number of Faculty/Staff participating in dialogue
FULLTIME 1
6
Number of Faculty/Staff sharing Assessment Results Total number of faculty/staff in department Course SLOs measured List the courses SLOs whose assessment results were discussed in this meeting
ADJUNCT 5
1
8 CJ
CJ 1, 2, 3, 4 5, 6, 7,9,10, 12, 19, 41,110,111,150,155d,190A-Z
Assessment Tools (Give examples of major assignments your faculty used to measure the course SLOs)
Majority of all CJ courses utilized a combination of quizzes, exam, oral presentations and written projects.
Assessment Results (Summarize the overall results of your department)
The majority of students were passing quizzes and exam at the 70% mark or above. Written assignments were the area of most concern. Students writing ability still seems to be the most difficult area.
(Summarize the overall results of your department ) In general, how did students do on the assignment?
Student scores were at or about the 70th percentile on both exams and written assignments.
What student needs and issues were revealed?
The ability of students to complete written projects is still a major concern. The majority of criminal justice academies require a minimum 80% score to pass in the area of written reports.
Were there any areas where student performance was outstanding?
Any areas where it can be improved?
Students as a whole were gaining the major concepts presented in the course. CJ 2 found that even the most difficult areas of the law were being understood. Set the standard for written assignments at a higher level. Encourage new students to take the Eng. 100 10
CTE Certificate and Degree SLO Departmental Assessment Analysis Form Department
Public Safety – Criminal Justice
Meeting Date
Multiple Flex Week Meetings Fall 12 – Spring 14
Number of Faculty/Staff participating in dialogue Number of Faculty/Staff sharing Assessment Results Total number of faculty/staff in department CTE certificate and degree SLOs measured List the SLOs whose assessment results were discussed in this meeting
Assessment Tools (Give examples of major assignments your faculty used to measure the SLOs)
Assessment Results (Summarize the overall results of your department ) In general, how did students do on the assessment?
What student needs and issues were revealed?
Were there any areas where student performance was outstanding?
FULLTIME 1
ADJUNCT 4-8
1
4-8
1
8
All SLOs for the Law Enforcement/Corrections AA, AS and AS-T degree courses were assessed during this period. The 155D courses were not assessed during this period as the in service program was moved to CEED. SLO’s were created for 155D courses in Oct. 2013 at the request of the SLO coordinator. 155D course were assessed by the in service program staff in Fall of 2014. Combinations of written assignments, oral presentations and minor/major exams were assessed during this period. Emphasis was placed on grammar/ spelling and the introduction of APA style of referencing for the written assignments.
In general students did well in both types of evaluations. Written assignments still need improvement with content, spelling and grammar. Multiple choice/TF quizzes were found to insure reading assignments were accomplished while short answer questions were found to be more reliable to evaluate student understanding of individual topics and concepts. Some student needs revolved around the clarity of the assignment. While chapter quizzes were completed without additional input from the instructors, written assignments were found to need more detailed instructions. 11
Assessment Planning Grid for CTE Programs
Overview The PC organizes the SLO assessment for the department. In general, departments assess course SLOs during the first three years of their program planning cycle. Summer classes are considered part of the spring assessment cycle.
Generally,
departments assess each of the SLOs for every certificate that they offer during the fourth and fifth years of the program planning cycle. Some have so many certificates that this has to be organized differently. It’s up to the PC to come up with this plan (if you need help, call the SLO Coordinator). During the sixth year, no assessment is done while you are writing your program plan. Instead, you look at the assessment results for the past five years and use them to help analyze where your department needs to go and to justify funding requests in your program plan. The Planning Grid is used to help you plan when you will assess what during your program review cycle.
Where are you on the Revolving Wheel of Assessment? __2010_______ Year when you last presented a program plan to CIP Describe any course SLO assessment done since then. Include dates. SLO assessments took place each semester during flex week beginning Fall 12 through Spring 14.
Describe any certificate assessment done since then. Include dates.
SLO Assessment Planning Grid - Courses
12
Name SLOs (copy Assesse of SLO here) d Cours Fall 11 e CJ 1
CJ 2
Analyze and explain the historical development of the criminal justice system and its components. Explain the interrelations hip of the various subsystems within the justice system Explain the various theories of crime causation Compare and contrast various theories of punishment and rehabilitation in the justice system. Demonstrate the ability to identify the elements of a crime. Analyze the historical origins of American and California criminal law Critique precedent
Assesse d Spring 12
Assesse d Fall 12
Assesse d Spring 13
Assesse d Fall 13
Assessed Spring 14
Assesse d by? (names or groups) 4 CJ Inst.
3-5 CJ Inst.
3 -4CJ Inst
4 CJ Inst.
4 CJ Inst.
13
4 CJ Inst.
CJ 3
CJ 4
setting case law. Evaluate the various kinds of evidence available in a given case and explain its admissibility in court. Explain the procedures used to evaluate and maintain the integrity of circumstantial and direct Demonstrate the ability to relate legally admissible evidence to the corpus delicti of the crime under investigation Analyze the procedures involved from arrest to release within the Justice system. Analyze the components of the Justice system and explain the interrelatedne ss of the differing components. Compare the justice system components and their
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
14
CJ 5
CJ 6
differences at the local, state and federal levels. Analyze the impact of racism on the criminal justice system. Identify, anticipate and pose problems relative to policing in a multicultural society. Compare and contrast the differing strategies for the administration of justice in a multicultural and diverse community. Describe the fundamental techniques of investigation and crime scene protocols and procedures. Identify categories, definition and handling procedures of physical evidence and it value to the investigation. Explain and identify the legal
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
15
CJ 7
CJ 9
CJ 10
considerations of an investigation. Prepare a complete criminal case report containing all relevant information. Demonstrate the ability to complete various standardized reporting forms. Identify specific laws and procedures pertaining to juveniles Differentiate between legal processes concerning adults and juveniles in the justice system. Articulate the methods for juvenile delinquency prevention. Document a crime scene using reports, photography and diagrams, and demonstrate this knowledge in practical exercises.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
16
CJ 12
Recognize, collect, handle, package and preserve physical evidence, including DNA evidence, using safe and appropriate methods, and demonstrate and articulate this knowledge Demonstrate foundational knowledge in specific types of evidence processing including fingerprints, blood spatter, firearms, impression and trace evidence Explain the procedures for the collection and preservation of DNA evidence to prevent contamination . Analyze and evaluate new legislation related to the criminal justice system Evaluate the effectiveness
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst. 17
CJ 19
CJ 20
of current legislation related to drugs, gangs and domestic violence. Describe the evolution of the correctional system in the United States Describe the legal issues, specific laws, and general operations of corrections Compare and contrast the relationship between corrections and other components of the judicial system. Evaluate the differences between adult and juvenile corrections probation, and parole. Recognize and distinguish between the principles and philosophies of the classical and positive schools of criminology Identify how the above principles
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
18
CJ 41
CJ 110
have been implemented into the criminal justice system today. Identify background factors which are prevalent in the delinquent population. Analyze the specific characteristics of controlled substances and the laws regulating their use. Demonstrate a knowledge of applicable law as it relates to search and seizure Analyze and evaluate a crime scene and develop a plan for processing the scene. Assess, select and implement the appropriate evidence collection techniques to assure thoroughness and minimize contamination
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
5 CJ Inst.
5 CJ Inst.
19
CJ 111
of the evidence. Critically assess the legal justifications for the use of various force options. Justify the demonstratio n of the proper fighting stance, balance and movement necessary to execute a defense from an aggressive attacker. Analyze a situation and apply techniques required to defend him/herself in the following situations: sudden aggressive attack by unarmed opponent, multiple opponent attack, weapons retention, weapons attack (gun, knife, and club), and ground attack.
4 CJ Inst.
4 CJ Inst.
4 CJ Inst.
20
CJ 150
155d
Identify public safety employment opportunities. Describe the public safety hiring process Recognize personal strengths and weaknesses as they relate to hiring requirements Explain how to be a successful candidate for public safety entry-level positions. Demonstrate various law enforcement related skills and knowledge to the degree established by the training agency in accordance with any governmental requirements.
4-5 CJ Inst. 4-5 CJ Inst 4-5 CJ Inst
4-5 CJ Inst
InService Staff
Criminal Justice Program 2015 Goals and Recommendations – No Cost
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You may need to adjust the row-height (far left edge of the sheet) to accomodate longer descriptions. Save the file to your computer. April 20, 2015 Criminal Justice Program Planning
1.
1 2.
2 3.
3 4.
4 5.
5
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Goals and Recommendations
Description: Improvements to HVAC system in the 1500 proposed in the last program plan and currently unfunded
Cost 50,000.00
Develop Homeland Secuirty and Emergency Management degree program.Three TU's per section , four sections yearly est.
$44,880.00
Expand offerings in Forensics to include a fingerprint identification andcrime scene photography course The three TU's per sec. two sections yearly estimate. Purchase of additional forensics equipment to expand course offerings including comparision microscopes, laser crime scene documentation equipment and DNA processing supplies Develop a physical fitness program in conjunction with Kinesiology. Three TU.s
$21,000.00
15,000.00 $12,000
6.
Purchase of replacement "drag dummy", purchase of materials andconstruction of six foot practice climbing wall.
$2,000
7.
Smart classroom installation Room 1522 Joint FT and CJ for In service program needs.
44,000
6
7 8.
8 9.
9 10.
10 .
.
22
Criminal Justice Program 2015 Goals and Recommen dations – Cost Included
