PROCEEDINGS of tine NATIONAL SYMPOSIUM ON HIGHER EDUCATION FOR POLICE OFFICERS Washington, DC. February 471979 National Advisory Commission on Higher Education for Police Officers Office of Criminal Justice Education and Training law Enforcement Assistance Administration Police Foundation‘The Police Foundation Is an independent, nonprofit organization ‘sablshed by the Ford Foundation in 1970 and dedicated to supporting ovation and improvement in policing. These proceedings are publizhed by {he Foundation asa service. The opinions and recommeniaions are those of the symposium panigpants, and not necessanly tose ofthe Posce Founc ton. Prepared under a grant ftom the Office of Criminal ustce Ectcation and ‘Training. Law Enfowoment Assisiance Administration, Deparment of Juste, #7867 A-AXOO5S "Points of view or opinions inthis document are those of symposium par ticipants and do not necessarly represent he oll pestton or paeies of he US: Deparment of Justice rary of Congress Catalog Card No, Lc 7053106Foreword Preface Section | Section I Remarks of Daniel Dunham Remarks of Henry Dogin Panel |: What Is the Purpose of Higher Education for the Police? Remarks of Glen D. King Remarks of Edward. Kiernan Remarks of Johannes F. Spreen Remarks of Frank Carrington Remarks of G. LaMarr Howard Remarks of Ralph J. Temple Response of Tom Bradley Panel 2: What Curriculum Should the Police Study? Remarks of Ronald Akers. Remarks of Richter H. Moore Remarks of Thomas A. Reppetto Remarks of James D. Stinchcomb Response of Norval Morris. Panel 3: Who Should Teach the Police? Remarks of George T. Felkenes Remarks of Peter Lejins Remarks of Donald J. Newman Response of Lee Brown Panel 4: How Well Have Colleges Spent LEE! Remarks of Donald H. Riddle Remarks of Robert J. di Grazia Remarks of James R. Mahoney Remarks of Gerald Lynch Response of Charles B. Saunders, Jr Money? Panel 5: What Kind of Student Experience Should Federal Policy Support? Remarks of Richard H. Ward Remarks of David G. Salten Remarks of Victor G, Sirecher Remarks of Howard M. Rasmussen Response of Hugo.J. Masini Panel 6: How Should Police Departments Use Educated Officers? Remarks of Hubert Williams, Remarks of E, Wilson Purdy Remarks of Renault Robinson Remarks of Nesta M. Gallas Response of Stephen May Panel 7: Conclusion: Changing Police Education Remarks of William Arceneaux Remarks of Fred Toler Remarks of Julius Debro Remarks of Richard A. Myren Response of Palrick V. Murphy ‘Summary Remarks of Warren Bennis Seminar Leaders Participant List a 92 93 95 ov 103 104,FOREWORD ‘The report of the National Advisory Commission on Higher Education for Police Officers \was an important contribution 10 the field of criminal justice. The Commission's work focused on an issue which also is one of the objectives of the Office of Criminal Justice Education and Training (OCJET) of the Law Enforcement Assistance Administration: the need to improve the quality of postsecondary educational programs in criminal justice, OWET has been committed to providing financial and technical assistance (0 improve the quality of eduction in criminal justice and to clarify the relationship between education and human resource needs in the field, ‘Accordingly, OCJET sponsored a grant 10 the Police Foundation to conduct a symposium ‘organized around the Commission report, in order to provide a national forum for eeducators, police personnel, and public administrators to discuss the issue of education. The critical ‘elements of the discussions by more than 500 symposium participants are provided in these proceedings. The varying viewpoints are accommodated by a perspective which recognizes the postsecondary study of criminal justice as a still developing academic area of specializa tion but neverhteless as a key component of the nation’s criminal justice manpower develop- ment efforts, J. Price Foster Director Office of Criminal Justice Education and Training Law Enforcement Assistance ‘AdministrationPREFACE When it was issued in late 1978 the report of the National Advisory Commission on Higher Education for Police Officers quickly stirred a great deal of controversy. The report was tough, ‘lear, and unyielding, It said that higher education for police was stumbling in many ways, and it prescribed a variety of remedies. ‘To give focus to that controversy and provide a forum for the debate of the Commission's report, the Police Foundation joined with the Oifice of Criminal Justice Education and Training (OCIET) of the Law Enforcement Assistance Administration and the Commission in sponsor ing the National Symposium on Higher Education for Police Officers. The belief of all thre sponsors was tha! the Commission's detractors and supporters should have a full opportunity to be heard, The symposium drew more than 500 persons interested in higher education for police to hear more than 30 panelists representing a broad specttum of opinion, These pro- ceedings provide at length what was said about the Commission's repor so that readers. com bining the Commission's report with this publication, may form their own opinions, ‘The symposium and these proceedings are the results of the efforts of many persons Foremost are the members of the Commission, paniculariy its executive director, Lawrence W. Sherman, who devoted considerable time and effort to designing and contributing to the sym: posium, and its chairman, Warren Bennis, who provided a synthesis of the symposium in his Closing remarks, The staff of OCIET, especially J, Price Foster, director. and Mary Ellen Brace. project monitor, contributed their knowledge and expertise, as well as a deep sense of faimess and dedication. ‘A most notable contribution was made by Dr. Hubert Locke, professor in the Graduate ‘School of Public Affairs and vice provost for academic affairs at the University of Washington. ‘who served most ably and objectively as symposium moderator. Richard A. staufenberger, former assistant director of the foundation, helped to assemble the Commission and guided il hrougthout iis work, and he made important contributions to the planning of the symposium. John F. Heaphy, associate director of the foundation, served with reat skill as symposium program officer. Thomas V. Brady. the foundation's director of com- "munications contributed his considerable energy and expertise 10 the success of the sym- posium. Susan Michaelson worked tirelessly on substantive questions involved in the syrm- posium, and Hattie M, Carrington, conference coordinator, spent countless hours attending to every administrative detail. Mara"T. Adams, the foundation's editor, edited the proceedings and designed the conference materials. Philip Sawicki, foundation consultan\, skilfully prepared the narrative of the symposium that makes up Section I of hese proceedings, Gloria Hansen, Karen Boston, and Davia W. Scherer provided expert secretarial suppor. Patrick V. Murphy President Police FoundationSECTION IINTRODUCTION This is a report of the National Symposium on Higher Education for Police Officers, which was held in Washington, D.C., in February 1979 and which drew (0 its sessions more than’s00 police practi: tioners, academics, public officials, and others ir- terested in police higher education. The National Ad- visory Commission on Higher Education for Police Officers, the Police Foundation, and the Office of Criminal Justice Education and Training (CET) of the Law Enforcement Assistance Administration (LEAA) sponsored the symposium to provide a forum for debate of the analysis, conclusions, and recommendations contained in The Quality of Police Education,* the official report of the nine-member Commission In 1976, the Police Foundation, a nonprofit organization devoted fo improvement in policing, assembled the Commission to investigate the state of higher education for policing. The Foundation’s. board of directors believed that the interests af both policing and higher education would be well servect bya timely, thorough examination of the quality and direction of police higher education. During the past ten years there has been remarkable growth in the number of police officers with degrees from two-year or four-year institutions of higher leaming. This same period also witnessed a dramatic increase in the number of colleges and universities offering degree programs specifically in- tended for present or prospective police officers, The view that police officers need a college education 10 perform their duties more satisfac: tonly—and that colleges and universities should show more interest in educating the police—Is hard ly new, More than 50 years ago, such advocates of professional policing as Fosdick and Vollmer were Calling for higher education for the police, Until about 1965, however, progress in that direction was siow and irregular. By thal year, only about 25 percent of all American police officers had received any college ‘education, let alone a bachelor’s degree. And of the more than 1.100 colleges and universities (including Junior colleges) in the United States, only about 125 offered programs designed to meet the needs of the police, Lawrence W. Sherman and the National Advisory Commission on Higher Education (or Police Otfleers, The Quali of Pole idaccion Ion Francisco, Cal: Jossey-Bass Ihe. PubIShe, 178), In numerical terms, the changes since then are striking, By 1974, almost 47 percent of all patrol of ficers had some amount of college training, and about 2 percent had four years or more of college education. Among police managers, 42 percent had, some amount of college education, and t percent had four years or more. Among police Investigators, the percentages were even higher: nearly 60 percent, ‘wilh some amount of college education, and Is per cent with four years or more, By 1976, there were 1,345 college-level programs related to policing, hun. Greds of them in community colleges that had themselves come into existence since 1968. However these Various statistics may be judged in absolute terms, they represent an extraordinary change from the first half of the twentieth century, when college-cducated police officers were rare ins deed, The reasons for the increase in college-educated police officers are many. The domestic upheaval of the middle and latter years of the 1960s and the early, art of the 1970s demonstrated in rather conclusive. fashion that many police depariments lacked the ability to carry out many of their tasks: controlling crime, maintaining the peace, assuring, protection, for those seeking 10 make concrete use Of the righis guaranteed to them by the Constitution and its Bill Of Rights. As a result, police work came under intense. scrutiny by other elements of society, and many: ways 10 improve policing were proposed. One was, that the police should have more education. In 1967, the President's Commission on Law Enforcement and Administration of Justice recommenced that all police officers should have bachelor's degrees. Dur. ing the next several years, three other national com: missions gave direct or indirect suppert 10 this recommendation. Meanwhile, concem over all elements of the criminal justice system—police departments, pros- ecutors' offices, courts, and prisons—had prompied, the creation of the federal Law Enforcement Educa- tion Program. LEEP's main purpose was to provide Present and prospective police officers with the financial aid they needed to obtain degrees. By 1978. LEEP had distributed approximately $400 million for this purpose. Additional federal funds were available under the Gl Bill 0 assist military veterans, seeking higher education 0 prepare themselves for policing.‘The Commission issued The Quality of Police Education in late 1978, andl some of its conclusions and recommendations became the center of con toversy and debate within both higher education and policing, To further that debate and to provide an opportunity for those who both agreed and disagreed with the Commission's report 10 speak out, the symposium was held with funding from OCIET and with the assistance of the Foundation and the Commission. ‘The first section of these proceedings of the symposium is a brief description of the Commission report itself. In order to keep this section 10 a reasonable length, however, the description con- cenirates on the most far-reaching, or the most con- troversial, of the conclusions and recommendations in the teport. Obviously. those who read the report itself in its entirety will gain a firmer grasp of the full, scope of The Quality of Police Education, and all readers of this summary are urged to do that. ‘The first section of the proceedings is based ‘on the seven plenary sessions of the symposium. At these plenary sessions, panels composed of from three 10 six members discussed various parts of the report, particularly some of its principal findings and recommendations. These panelists were chosen for the diversity of their viewpoints and backgrounds. as will be evident, Readers who wish io know in detail opinions ex: pressed by the individual speakers are referred to the second section of the proceedings, which con: tains verbatim accounts of the presentations of all the panelists. When a prepared staternent was noi available, an edited transcript of the panelists remarks was used. ‘THE STATUS OF HIGHER EDUCATION FOR POLICE, OFFICERS TODAY ‘The Quality of Police Education takes as its start ing point he view that the primary purpose of higher education for police officers is 10 change police departments in ways that will Improve the quality of police performance. But the report concludes that many educational programs at many institutions fail to educate police officers in a way that will help foster change. The problem, the report says, is that much police education today is in- {ellectually shallow, conceptually narrow and provided by a faculty that is far trom. scholarly, Rather than helping to change the police, police education appears 10 ‘suppor the Status quo, teaching what the police do now instead of inquiring what they could do differently ‘This general indiciment of police higher educa- tion is accompanied by a bill Of pariculars which, the report acknowledges, does not apply to all pro- grams for police officers at all colleges and univer- silies. Nonetheless, the report contends that far (00 many institutions of higher leaming, and far 100 many police-oriented educational programs, have ‘major failings. The principal ones ate these: Weak instiutional Commitment to the Program The report's criticism is that many institutions: have esiablished police educational programs sole. ly in order to obiain a share of the federal funds available through LEP. Many of the more than 1.000 colleges and universities offering these pro: grams, the reports says, “have failed 10 make long- lerm commitments of resources to the programs, defining them as a temporary response fo a short term demand, This refusal to make a long-term commitment to police education, according 10 the Commission, is Tevealed in a number of ways, perhaps the most im- poriant being the number of parttime faculty members hired 1o teach criminal justice and other police-oriented subjects. Among the 871 educational Instilutions receiving LEP funds in 197541976, for ex- ample, 234 had not one full-time instructor. Further- more, programs that do employ fulktime faculty members offen use part-time faculty 10 an even greater extent, Among the 6,929 faculty members in LEEP-supported programs in 19751976, almost 60 percent were partiime instructors. ‘The lack of Institutional Commitment to criminal Justice- and police-oriented programs, the Commis- ‘sion concludes, is also demonstrated by too few faculty in propontion to the number of students, ex cessively heavy teaching loads for fulltime faculty members, and inadequate funding for such necessary support services as texibooks, classrooms, and administrative facilites. Poor Administrative Practices Another failing within police education is that a number of colleges have employed “questionable practices” in order to attract increased numbers of students, The first of these questionable practices has been a lowering of admission standards. The Com- mission did not find this reduction in acmission standards objectionable in itself, holding that many capable persons have been barred from college education because of culturally biased admission tests and poor secondary education, but it does con- clude that reduced admission standards offen go, hand-in-hand with weaker programs. A second questionable practice is the awarding. of academic credits toward a college degree for training received in police academies and for actual experience in policing without proper evaluation of the quality of learning derived from that experience. Thircl on the Commission's list of poor practices. is the presentation of criminal justice- and police- oriented courses off-campus, a practice which theCommission says offers an inferior setting for serious education. Access to libraries and extracur- ricular activites is usually severely limited, faculty members. and vocational counselors are often unavailable, and the student body tends «0 be com- posed primarily of other police officers, often trom the same department. Inadequate Faculty In the Commission's view, many of thase now teaching in higher education programs for police are Poorly qualified for their jobs, particularly because of a lack of academic credentials, Among all institu- tions receiving LEEP funds in 19751976, 16 percent, of the full-time faculty and 31,7 percent of the part- lime faculty had advanced degrees. Virtually all faculty members teaching without advanced, degrees are police department employees or retirect police officers, ‘The Commission does not oppose instructors with actual field experience, But, unfortunately, in the Commission's view, experience seldom is used) wisely by those instructors who have it—thatis, as a way of illustrating general principles or relating that, experience {0 the findings of scholarly research Moreover, most of those with practical experience but without advanced degrees demonstrate ttle in- ferest in research or in scholarship for its own sake. Unbalanced Curricula Many police education programs, in two-year and in four-year colleges, have serious deficiences, the Commission says. Principal is their emphasis on the practical and technical aspects of policing—how various daily tasks of the police officer should be carried out. Furthermore, the textbooks used {0 pro- vide instruction in these basic and routine tasks often are based on traditional notions of how these tasks should be caried out; few mention that a growing body of research into police methods and opera tions has begun to cast doubts on the value of tradi- tional practices. in addition, the Commission holds thal, inasmuch as most police officers will not become managers, most of the time spent on in- structing them in police management could be bet- ler spent. Another shortcoming of higher education pro- grams for the police is their frequent disregard of the moral problems confronted by police officers, Ethical questions abound in the use of police discre- tion, but college-level programs often sidestep these questions, The Commission believes that neither narrowly vocational and technical taining in policing, nor even a somewhat broader curriculum devoted to studying the entire field of criminal justice, Is likely 10 help bring about the necessary changes in policing, ‘The purpose of higher education for police officers, the Commission says, is “to develop the capacity of the police to use knowledge (0 solve problems.” Ilis, the Commission's view that only a broad education at the colleggc level—one that includes @ substantial, share of courses in the criminal Justice system—is, likely to lead to fundamental improvement in. American policing, Part-time Attendance Outside Working Hours In the past decade, the great majority of police officers who have obiained two-year or fouryear degrees (or taken at least some college courses) have done so while working fulltime as police of- ficers. ‘The Commission recognizes that many Americans have obiained higher education in just this way and that part-time attendance while work: ing ata full-time job has been the only financially feasible way ior many persons to attend college. Furthermore, the Commission acknowledges that parttime, inservice education has been necessary to mee! the short-term goal of raising the educational, Jevelof large numbers of police officers as quickly as, possible, ‘That goal has largely been met. Therefore, the Commission says. “the time has come for both federal policy and police department practice to replace the short-term goal of educating the recruited with the long-term goal of recruiting the eciucated. 1 is only then that higher education may begin to be an agent for change.” In short, the Commission believes that a full-time education in residence on a college campus—what it ferms “preservice education’ —for prospective police officers is more likely 10 lead 10 postive change within policing, (t holds that whether the parttime students are younger persons living with their families who have not yet joined police depar- ments, or somewhat older persons who are police officers with families, their intellectual interests are likely to be different from those of fulktime students, living on or near the campus. For one thing, the Commission suggests that the intelleciual motiva- tion of fulltime residential studentsis likely to exceed, that of parttime commuters. Students with some, grasp of history, psychology, the essentials of con- stituional law. modem scientific principles, the classics of philosophy and literature are more likely 10 search for improved ways 10 carry out policing, the Commission suggests. Terminal Two-Year Programs Almost half of all college programs for present or prospective police officers are offered by iwo-year institutions, called junior or community colleges. ‘The Commission doubts whether community cok leges, which tend to emphasize vocational, echnical, and paraprofessional education, have been providing high quality education for present or Prospective police officers. The Commission holdsthat, 100 offen, community colleges suffer ftom the failings listed earlier in this summary: faculty members with much experience but without ad- vanced academic degrees; curricula and textbooks that concentrate on the performance of concrete police tasks rather than on a broader understanding, Of the role of the police within the criminal justice system and in society generally. student bodies usually composed of commuters rather than residential students; and environments that place ‘grealer siress on “getting ahead’ than on intellectual Understanding of broad concepts. ‘Another problem of community colleges, in the Commission's view, is that too many offer terminal two-year associate degrees. ‘The terminal nature of police educa- tion programs in community colleges discourages further leaming in several ways ‘The most serious obstacle to further learning is the fact that Many ‘courses irom ‘two-year police education programs are not accepted for credit toward 8 B.A. degree by four-year colleges. ‘The Commission concludes that police officers ‘who start their education at community colleges are far less likely t0 obiain a bachelor's degree than those who begin by altending four-year institutions. Police Deparment Attitudes toward Higher Education In the view of the Commission, many of the weaknesses that now exist in police higher educa: ‘ion are abetted by the attitudes of police depart ments and police officials themselves. Although the Commission concedes that some police depan. ments have positive attitudes toward higher educa- tion, it argues that this attitude is not the dominant ‘one. Furthermore, the Commission says, many of the formal policies and organizational structures of police departments tend 10 downgrade the value of formal higher education and fail o lake advantage of the opportunities for change offered by using better- educated officers more effectively. Although most of the nation's police depart ments fail 0 require any higher education for police rectulls, many police agencies encourage their of ficers 10 obtain higher education after they join the depariment by offering them promotions and higher salaries if they gain college credits, The result Is in- directly’ to encourage patt-lime education, often at ine local community college. Police agencies also Indirectly discourage higher education by maintain- ing outdated organizational structures and methods inappropriate for college-ecucated police officers. Another criticism made by the Commission is that many retrogressive tendencies of police depar- menis are reinforced by considerable police agency influence over educational decisions that should be the prerogative of educators. The Commission recognizes that advisory boards composed of law ‘enforcement and criminal justice officials may well be able to offer useful advice to college and universi- ty faculties, Bul the Commission disapproves of any direct police control of the selection or promotion of facully members or in decisions on the subjects 10 be taught. ‘The Absence of Accreditation At the present time, there is no formal accredit tion of police higher education programs. The Com: mission's general view is that academic n- dependence among institutions offenng police ‘education programs might be strengthened by the creation of a specialized accreditation agency, as has been proposed by the Academy of Criminal Justice Sciences (AC)S). In order to ensure diversity in educational programs, however, the Commission holds that no single organization should be specified, ‘as the accrediting authority for higher education pro- grams in criminal justice. Flaws in LEAA’s Law Enforcement Education Program (LEEP) ‘Through fiscal year 1979, the LEEP program at LEAA was providing about $40 million each year 10 assist present or prospective police officers in ob- taining a higher education. The Commission believes that LEEP funds serve a valuable purpose and should be continued. However, the Commission notes some flaws in the way LEEP funds are administered. First, the Commission argues that LEEP officials have done less than they might have to persuade educational institutions 10 emphasize broader academic courses rather than courses dealing with basic and routine daily police tasks. Second, the Commission points out that a very small proportion of LEEP funds are available to preservice college students; the great majority of LEEP’s funds have gone to police of- ficers enrolled part-time in educational programs. ‘THE COMMISSION'S RECOMMENDATIONS: Inall, the Commission makes 43 recommenda: tions for Improving. the quality of police education. Of those, the following major ones seemed to draw the most attention at the symposium: 1. All police departments should move now 10 require new recruits to have eamed a baccalaureate degree, and no police department should require two yeats of college as the minimum qualification for police recruits, 2. Police depariments should place less em- phasis on educating the recruited and more em- phasis on recruiting the educated. The organization, policies, and practices of police departments shouldbe modified to make better use of educated person- nel 3. Community colleges should phase out their terminal two-year degree programs in police educa- tion, Meanwhile, special efforts should be made 10 Increase opportunitics for community college sludents by ensuring articulation (transfer) between, two: and four-year programs, 4, All college programs focusing on issues in policing and criminal justice should provide a broad, education useful for many careers and for living through an uncertain future, 5. Police education programs that offer voca- tional training courses (courses that irain students 10 Perform specific police tasks) should replace those courses with more analytical and conceptual Courses on issues related fo those tasks, 6. Educational background, teaching ability, research, and commitment—rather than prior em: ployment in a criminal justice agency—should be the most important critena for facully selection in police education programs. Prior criminal justice employment should be neither a requirement nor a handicap for faculty selection 7. Colleges should rely on a core of full-time. faculty to staff their police education programs and, should rely much less on part-time faculty. 8. The Congress and the administrators of LEEP should give equal priority to supporting the education of both inservice police officers and other students planning to pursue police careers, Govern- ‘ment policies at all levels should give highest priority, {0 encouraging college education of officers before they begin their careers, 9. Accreditation of criminal justice programs should be explored as a possible sirategy for chang- ing police education, but neither the U:S. Commis: sioner of Education nor the Council on Postsecon- dary Accreditation should recognize any single organization as the accrediting authority for higher education programs in criminal justice. A more broadly based consortium, such as the Join! Com- mission on Criminology and Criminal Justice Educa- tion and Standards and the organizational members Of its advisory group, is required 10 ensure that diverse curricular approaches are maintained 10. Police education faculty members should ‘seek more control over academic decisions in order to promote the objective of educating the police in- stitution for change. U. College administrators should strengthen police education as a force for change, especially by protecting police education programs from the pressures of local (police) agencies, PANEL DISCUSSIONS OF THE COMMISSION'S. CONCLUSIONS AND RECOMMENDATIONS. Although each of the panels at the symposium had been asked to address a specific topic in relation to higher education for the police, most of the panelists also expressed their general opinions of the Commission's reporl. A few of the panelists gave blanket approval to the repor’s conclusions and recommendations, and a few others focused, entirely on what they felt to be various defects in the Feport. Most of the panelists who discussed the Feport in general terms, however, balanced their remarks between praise for the Commission's will- ingness to tackle a difficult and contraversial subject and cniticism of various aspects of the report. For the most pant, what follows is an account of the cnticisms brought to bear, generally or on specific matters discussed in The Quality of Police Education, The panelists who generally had a favorable view of the report agreed, by and large, with lis conclusions and recommendations, Thus. the remainder of this summary attempts to present the often-differing kinds of cnticism leveled at the report. This focus should not be taken to mean that the tone of the symposium was uniformly critical. It Is Intended, rather, 10 refleci that a primary goal of, both the Commission report and the symposium was {0 stimulate discussion and debate over the present and future of higher education for police of ficers, Some General Criticisms of the Commission Report Among. the general criticisms of the repon, three or four occurred with enough frequency to merit be- ing pointed out here. One complaint was that the report paid 100 litle attention to the progress made in improving and ex- panding higher education for police officers during the past ten years. Even though the report does offer @ brief account of the growih in the numbers of, higher education programs for present and prospec: live police officers, several panelists clearly believed that it gave scant recognition 10 the worthwhile. achievements made in the field so far. Donald H1 Riddle, Chancellor, University of illinois at Chicago, Circle, expressed if this way. The general thrust and most of the specific fecommendations contained. in the Commission's report have long been shared by many in the field of higher education for police and others in the criminal justice system. The Academ: Criminal Justice Sciences has heard all Of the arguments and most of the recom: mendations year after year at its annual meetings: The subsiantive prob- lem with the Commission's report is that there is little recognition of changes which, have been taking! place in the field over the last ten years which reflect this thrust What we have in the Commission's report is a “snapshot,” frozen in time, which fails to recognize adequately the verysignificant and continuing changes which have been taking place. Anallied criticism was that the report's descrip- tion of the present scene in higher education was faulty, in part because of its rellance on what several panelists contended to be outdated statistics. The problem here, according to panelist James D. Stinch- comb, Chairman of the Administration of Justice and Public Safely Department at Virginia Com- ‘monvwealth University, was that particularly in recent years that is, between 1976 and 1678), “growth and change (in criminal justice education) have ac- celerated ai such a rate that gathering data, assess- Ing the state or the art, and trying to write and publish, anything very accurate was an extremely frustrating task, with information dated even before the results were complied.”” Several members of the Commis slon itself acknowledged this problem during the symposium, ‘There were a few panelists who went even fur ther than complaining about the report's defects with respect to up-to-date and accurate data. Their contention was that the Commission had begun its work with preconceived notions about the inade- quacy of higher education for police officers, and that data and information had been, at least to same extent, misused. One particularly harsh critic of the report was Richter H. Moore, President of the ‘Academy of Criminal Justice Sciences. ‘The Commission has arbitrarily picked and. chosen information from these reports which supports its preconceived notions about what Criminal justice education is or should be, and has held this forth as gospel, wrile i noring, slurring over, or aitempting 10 discredit data which do not support its position. ‘There were, as might be expected. quite op- posite: views expressed by other panelists regarding, the accuracy and conclusions of the Commission's, repon. Gerald W. Lynch, President of John Jay Col: lege of Criminal Justice, asserted that the report ‘presents an excellent review of the literature of higher education for police which is cogently organized and presented, It does not claim to be an empirical study and is basically a closely analyzed staiement of well-reasoned recommendations based on testimony, study and discussion among, the members of the Commission and the Executive Director.” From the panelists whose comments tended mainly to be ctitical of the Commission report came ‘one other type of general complaint whose frequen: cy should be mentioned, This concemed the report's “tone,” or what might be called the general, temper of its description of the state of higher educa- tion for the police. Several critics used the word, “elitist,” and Victor G, Strecher, Dean and Director of the Texas Criminal Justice Center at Sam Houston Siate University, referred 0 “the implicit pejorative undertone of the report reflecting a consistent derogation of criminal justice education; an ignoring of the history and potential of criminal justice educa- tion.” Indeed, even among some of those with a mote positive impression of the report there were, suggestions to the effect that it failed to give ade- quale recognition to some of the widespread dif- ficulties hampering the goal of improving higher education for police officers, ‘One final point should be made, however ob- vious it may be. No panelist opposed the general idea that police officers should be better educated in the future than they have been in the past, The arguments among the panelists concerned such questions as how much more education police of ficers should have, what kind of education it should, be, how they should get that education, and who should serve as their instructors, Educating the Police officer ‘The chapters of the Commission report entitled “curiculum,” “Colleges,” "Faculty," and "Student Experiences” all establish, either directly or by in- ference, the Commission's view that a broad educa- tion, no matter what the discipline, is the most ap- propriate type of education for police officers today. ‘The Commission clearly sees this type of education, as inculcating habits of mind—inquisitiveness. ra: tionality, the ability to undersiand abstract concepts. and so ‘on—most likely to impel police officers 10 ‘seek out and adapt to change, both within policing and in society generally. Although this type of liberal arts education has been prevalent in the United States, the late nine: teenth and early twentieth centuries witnessed the rise of two distinct kinds of graduate education: ad- vanced training in the liberal arts or sciences primarl- ly devoted to training the teachers of liberal arts and sciences undergraduates; and professional training in various occupations now commonly referred 10 as professions—medicine, law, architecture, ‘engineering, and others. ‘This development was followed, in tum, by: growth in the number of junior, or community, col- leges, Although such Institutions were not unknown even in the late nineteenth century, their numbers: have expanded considerably since 1945. as have their tasks, To some extent, community colleges have served 1 provide vocational, technical, and paraprofessional training not offered by four-year in~ stitutions. To some extent, they have offered high school graduates a way of “testing the waters" of higher education—that is, helping them decide whether seeking a bachelor's degree by transferring. to a four-year college or university after completing their initial two years at a community college is what they want to do. And fo some extent, community colleges have offered the only opportunity for highereducation, particularly in rural areas. ‘This brief and somewhat oversimplified discus- sion of some developments in higher education in the United States is 10 help the reader gain some perspective on the criticisms of the panelists with Fespect to the Commission's major recommenda- lions on the various aspects of higher education for police. Although the Commission's recommenda- tions tended to favor most of the aspects of the traci tional kind of liberal arts education, a large number of panelists both criticized that traditional mode (at least regarding Its appropriateness for police of- ficers) and praised various aspects of the education provided for present or prospective police officers by community colleges. In short, some of the panelists’ unfavorable reactions were expressed, directly, while others were expressed by inference. ‘This was particularly true of ihe Commission's recommendations that police departments should require bachelor's degrees of their new recruits and. that terminal two-year degree programs in policing or criminal justice should be eliminated. These two, recommendations, clearly linked to each other, drew pemaps the strongest criticisms expressed at the symposium, Two-Year Versus Four-Year ‘Some of the panelists dealt specitically with the bachelor's degree recommendation by suggesting that the Commission might be exaggerating the ex tent to which higher education can lead to changes in policing. Victor Sirecher argued that “we seem unduly attached to our conventional wisdom about the power of education and unable to grasp tis limits in value formation. The extraordinary circumstances ‘of the police life seem litle related to general proposi- tions about ethics, social standards, and ‘habits of thought. ‘Another common criticism (despite the Com- mission's recommendation that police departments make sitenuous efforts to recruit members of minor ty groups with baccalaureate degrees) was that re- quiring a four-year degree was likely (0 end the Iistoric role police departments have played in offer- ing one form of economic self-improvement often used by minority groups in the past. A four-year. liberal arts education at a residential campus, it was, argued, was far more available to the sons and daughters of upper middle class and wealthy families, few of whom have shown much interest in becoming police officers, ‘A few panelists suggested that police officers, with bachelor's degrees might find much of their work 100 boring, unpleasant, or unrewarding, 10 make it their lifetime occupation; others held that whether a police officer possessed a bachelor’s degree was less important than whether the officer possessed the competence and the personal ‘qualities necessary 10 become a leader. ‘Some panelists contended that, as things stand now, requiring a baccalaureate of new recruits, ‘would be a slaw way {0 continue to improve the educational level in most police depariments. ‘Although no one presented precise statistics on the situation today, it would appear that about half of all, present police officers silll have no college education of any kind, and the grea majority of all police of- ficers sill lack bachelor's degrees. Yet it is present police officers upon whom the educational effort ‘must focus, since tight financial conditions in many cities have limited the number of positions for new police recruits. Finally, itis worth noting that E. wilson Purdy. Director of Public Safety in Metropolitan Dade Coun- ly, Fla,, whase depariment contains an especially high proportion of officers with associate degrees, ‘opposed making a bachelor's degree a mandatory’ ‘entrance requirement, even though he considered a four-year degree “highly desirable." In his view, “junior colleges provide a resource that we can ill at. {ford 10 resitict oF eliminate, This view—that Junior or community colleges of- fer an important kind of educational diversity that would be eliminated through implementation of the Commission's linked recommendations—was ex. pressed by several panelists. Some speakers lald particular stress on the ability of two-year programs to meet the needs of a large group of students who, in earlier generations, would have obiained no higher education at all, For some students, they sug- gested, it was @ matter of economics—the choice belween spending four years aitending a relatively expensive liberal arts college or a university far from home and spending two years commuting to the local community college. For others. they argued, the appeal of the community college was its ability to meet the desires of students, many of whom are less concerned about learning in the abstract than about learning technical and paraprofessional tasks that will help them get jobs. ATlumber of speakers—most but not all of them, representing community colleges in some capacity—also argued that the Commission's report neglected 10 take note of the improvements made ‘over the past years in the curriculum for police and, criminal justice studies in two-year degree pro- grams. James Stinchcomb noted that when guidelines for law enforcement programs were developed through the American Association of community and) Junior Colleges in 1967, the guidelines "included courses in sociology, Social problems, psychology, “written communication,” government, mathematics, and logic, among Others. These guidelines, he sald, “have survived as, the foundation of hundreds of two-year programs, over the past ten years." ‘Throughout the symposium, members of the Commission answered these various criticisms of the report's discussion of community and junior co! leges by pointing out that what the Commission ‘sought was only the elimination of terminal iwo-yeat,degree programs. They sought, in other words, 10 continue the role of community and junior college educational institutions in preparing students 10 transfer to four-year institutions where they could ob: tain their bachelor's degrees. What il seemed (0 come down to was a different vision of police work, at least from their standpoint, They argued that if policing was to become a profes- sion, it would need what other professions have: persons trained to do a number of highly specialized fasks and having varying amounts of both educa- tion and training, One critical panelist was Victor Strecher, who argued that the Commission's study was ad- vorating, in effect, a police officer of the future who could be described this way: He is the consummate professional, educated fulltime in the liberal arts, ai government expense, in an elite school he has lived In. student housing with upper-middle-class, clean-cut school mates and from this combination of liberal arts education and liven ex- Pericnce has absorbed a sultable ethical foundation at every pore. He will bring the wisdom of the humanities, comprehen- son of the social sciences, appreciation of the fine arts, the rigor of scientific method, and the ability fo cope with serious human problems out (o the siteet level of ‘American policing, But James R. Mahoney, Director of the Com: munity Education-Work Councils Program of the American Association of Community and Junior Colleges, said that that image had litle to do with practical realities. Wis a more reasonable view to sce police work, as well as other Sorts of pro- fessional enterprises, as work which te- quires a whole range of variously trained and educated individuals, Justa Cursory examination of ihe medical, legal, engineering, and architectural profes” sions (the "Dictionary of Occupational Titles will do for these purposes) will reveal that while there is a cadre of per sons who might be classified as "truly ex. Ceptional persons,” the professions in- clude in very important ways galaxies of Technicians, paraprofessionais, and others who provide the services essential in allowing’ the “truly exceptional per- sons" (0 function’ at. the. highest level Community colleges “have proven their capacity 16 train and educate Ihese technicians and paraprofessionals, as they have proven their ability 10 pro: vide quality transier programs. The Curriculum for Police Education ‘The Commission's view of the proper cur- riculum for educating present and prospective police officers has two principal thrusts, The first is that police education should place far less emphasis on teaching the practical and technical aspects of, policing, including police management. ‘The ra- tionale is that these aspects will be learned either at police academies or on the job, for the most part good police management, on the other hand, will have to be learned at higher level schools of ‘management. “The second thrust of the Commission's view on curriculum was that it should also place less em- phasis on topics directly related to the entire criminal Justice system (including the police), and much more emphasis on instruction in the liberal arts and sciences, particularly the social sciences, Those panelists who addressed the mater of curriculum fo any extent appeared to have a wide diversity of views among themselves about the best curriculum for educating police officers, But there. was very litle dissent from the Commission's view that training in routine police duties alone (patrol, for example, or fingerprinting. or how {0 write crime Feports) was not a proper role for higher educational institutions, ‘One view expressed with some frequency was that the Commission's strong emphasis on a broad curriculum for police officers was premature, par. ticularly inasmuch as the Commission itself cails for 2 good deal more research into the value of many. traditional police department routines, methods, and objectives. George T. Felkenes, Director of the ‘School of Criminal Justice at Michigan State Universt- ty, put it this way: I submit that the report fails 10 recognize the essential fact that we in criminal justice education simply do not know what is the best kind of education {or police. My beliet is that there is no one best formula in this regard. If this is true, it follows that many (educational, models will have validity and value. The Founda- tion report opts for one model without the necessary evidence 1 support such a position. James Stinchcomb took a somewhat different lack by suggesting that curricular diversity was. probably both inevitable and desirable. itis impossible to discuss anything Very definitively about curriculum without al least first acknowledging for the record, that curricula do differ for many good reasons. While there is certainly a valid argument for some degree of sian: dardization and ‘uniformity in any specialized field of knowledge, academia would be a boring. endeavor indeed ifaccommodation were not made for some degree of uniqueness Surely. no one would argue that instruc tional strategies used for teaching an adult returning to higher education after con-siderable work experience in the subject area Should not differ from those used to wansmit information to an 18-year-old entering college direct from high school because it was Next on the list of ap: propriate things to do. Although some of the other panelists agreed that higher education for police officers should consist of a broad academic curriculum, they disputed what they interpreted as the Commission's emphasis on the liberal arts and humanities as 100 broad 10 be practical, Richter Moore acknowledged that the cur- riculum “must be oriented toward the general field rather than specific Jobs or specific agencies, and toward the development of general analytic capabilities rather than toward a mere accumulation Of information.” At the same time, however, he argued (as did one or two other panelists) for a cur- nculum heavily weighied In the direction of instruc~ tion about the entire criminal justice system and the relationships between the system and sociely as a whole. ‘Thomas A. Repetto, vice president of John Jay’ College of Criminal Justice, outlined in some detail an undergraduate curriculum which heavily em- phasized education in such matters as criminal law and procedure, scientific principles of investigation, and the behavioral sciences, and also included a “significant amount of technical courses as well as, applied work in the field.” Only in this way. he sug: ested, were college students likely to gain a proper Understanding of the relationships between theory ‘and practice in policing. Bul, as the Commission responded, Reppetio’s model is consistent with the ‘Commission recommendations that merely call fora “proad education." The Faculty The Commission's report concludes that the quality of the faculty members teaching in police- oriented and criminal justice programs often is low, particularly when judged against the qualifications f faculty members in other disciplines and protes- sions. The Commission holds that institutions of higher learning 100 offen tend 10 employ as pro- fessors and instructors former police officials who do not hold advanced academic degrees and that ‘one way 10 correct the situation would be to retrain holders of doctorates in the liberal aris and sciences for the purpose of making them more competent 10 teach in police-orlented programs. It was clear from the presentations of the panelists who addressed the matter of faculty quali- ty that the report raises several different issues. The first is whether ihe report was accurate in clairning that quality was generally low, and this issue (like the others) attracted both support for the Commis- sion’s view and dissent from it To Peter D. Lejins, Ditector of the Institute for Criminal Justice and Criminology at the University of Maryland, there was little doubt that the great in- crease in the number of police oriented and criminal Justice programs over the past ten years caused “an absence of academically qualified personnel to feach them."" He also argued that the shortage of academically qualified personnel had a direct im- pact on the quality of courses. although “the body of knowledge on criminal behavior is twemencous very little of It Is reflected in courses for police officers," he said. This, he sug- gested, was at least partly because faculty members, who ate present or former police officials often lack familiarity with the academic literature. Donald Riddle argued that the Commission's: “material on faculty is far from current and, indeed, has been rendered obsolete by Gordon Misner's re- cent profile of the profession—a profile that indicates, profound changes have accurred during the last five years or so. ‘The Commission responded that the Misner survey of around 500 members of the Academy of, Criminal Justice Sciences, the cream of the crap of, criminal justice faculty, was unlikely to be represen- tative of the entire universe of some 7,000 faculty members teaching in LEEP-supported programs in 1975:1976, whose qualifications were the basis for the Commission's conclusions published a mere Iwo years later. Assecond issue that came up for discussion, and that was based on acceptance at face value of the Commission's argument about faculty quality, was, how {0 improve i, The Commission's answer— retraining persons with doctorates—was not the only answer, as Glen D. king, Executive Director Of the Intemational Association of Chiefs of Police. pointed out, He said that "retooling programs which would turn the so-called unscholarly expractitioners, into scholarly practitioners would be equally as beneficial for police educational programs. A third issue raised by the Commission's discus- ‘sion of faculty is whether those who teach present and prospective police officers should have more than simply a bachelor's degree and 20 or 30 years, of experience within a police department or some. other criminal justice agency. Remarkably enough, no panelist contended that a bachelor's degree plus experience was sufficient But there was disagreement on a fourth issue closely related to the previous one—that Is, whether persons who teach higher education courses oriented to police, criminal justice, or less directly related disciplines gain any benefit from having had, practical experience of some kind, Atone exiteme, Donald J, Newman, Dean of the ‘School of Criminal Justice at the State University of New York at Albany, argued that those who belong, 10 faculties should be scholars, in the purest sense of the word.scholars whose dedication should bbe 10 the field, to furthering knowledge, 10 building on knowledge, accumulating. it disseminating 1, partly through teaching but also throuh research and publication Universities by their nature. are. elitist ‘There is nothing democratic about smart- ess, about brightness, about universities and. university faculties. University faculties should be a collection of the best and ihe brightesi and the most dedicated oreseatch. The function of a university is untrammeled, unrestricted inquiry into major problems. Richard A. Myren, Dean of the School of Justice at The American University, took what might be termed an intermediate position, applauding ex. perience but suggesting that academically oriented experience (such as research into police problems: done within police departments) was much more valuable than 20 years as a patrol officer or dis patcher, Edward J. Kieran, former New York City police officer and President of the Intemational Union of Police Associations, saw things differently. [have a great deal of respect for those members of the academic community who have devoted 50 much of their time In the development of theories about police work. Unfortunately, they are forced to obtain much of the background material from second: and third-hand sources, ur first priority should be the development of police officers 10 serve as the cadre from which future police educators will be drawn, Look around at the legal profession and the medical profession, For tunately for them, their professions are ages old, and their taining and education have been established within their own fields of endeavor, We must do likewise, The Sudent Experience ‘The presentations of the panelists at the sym- posium offered little direct support for the Commis sion’s view that parttime education for inservice students who commute fo their classes should be reduced, and that both educational institutions and the federal government should pay greater attention to supporting policies favoring preservice education at fouryear residential campuses. The many reasons for the Commission's view are discussed earlier in this summary. The Commission acknowledged the difficulties of providing more police officers the opportunity to atiend four-year residential institutlons, To a number of panelists, the Commission's recommendation on this subject seemed as unrealistic as requiring all new recruits to possess a bachelor's degree and fo spend most of their college years studying the liberal arts and sciences. The nature of the objections to four-year residential education was similar to the objections 10 those other recommendations, That Is, that they were slow, unrealistic, and expensive ways of im- proving the general educational level of police of ficers. ‘The Commission conclusion regarding students that aroused the most ire among the panelists, however, was the suggestion that the motivation of many of those who had attended part-time classes for commuters during the past decade was more a reflection of their desire 10 improve their rank and pay than it was an interest in abstract intellectual endeavor for its own sake. ‘The principal objection to this opinion—and an objection that came from several panelists who were themselves educators—was that the Commis sion’s view did not reflect their own classroom ex periences. They indicated that, neither as students themselves at four-year institutions nor as insiructors al both liberal arts and community colleges, had they seen an indication of inferior motivation on the part of partilme commuters, In atleast one instance, in fact, a panelist suggested that the motivation of partie commuting students perhaps exceeded the motivation of students whose families could af ford fo send them to four-year residential campuses, Finally, it Is perhaps worth pointing out that Richard H. Ward, Vice Chancellor for Administration at the University of illinois at Chicago Circle, as signed the specific task of addressing “the student experience,” found himself praising virtually all of the Commission's recommendations except the one pertaining fo parttime courses for police officers. AS a detective in a large police department, he earned his bachelor's degree after six years of parttime courses. ‘The Influence of LEEP Funding Several of the major problems that the Commis- sion saw in higher education for the police—the overemphasis on two-year terminal programs, the large number of present and former police practi- tioners among faculties, the numbers of parttime students—can be traced, at least in part, 10 the way educational institutions have made use of funds from the Law Enforcement Education Program (LEEP). Many of these institutions have set up pro- grams primarily to take advantage of those federal funds, but the Commission believes that they made ho permanent commitment themseives to the pro- gram. AS a result, the Commission calls for con- tinued LEEP funding but with a number of revisions in the way those funds are used. Robert J. di Grazia, former Chief of Police in Montgomery County, Maryland, was even more crit ical of the way LEEP funds have been used than the ‘Commission itself. His view was this.Let _us all recognize that in ten years of LEP funds all we have truly done is kept some colleges from closing their doors, more than likely created a Proposition 13, mentality because of inflated police depariments created by tuition payments for police officers and then increased salaries because a piece of paper has been dispensed. And what have our communities received in the way of benefiis? Nothing, absolutely nothing, because police “departments are stil operating in the same old way, ignoring research data, falling to initiate new pro- grams, and failing back on time-honored traditions. Several other panelists addressed the matter of LEEP funding and contended that funds had not always been used productively. Yet Gerald W. Lynch was prepared to say thal LEEP funding had. also had some beneficial effects. His view was that LEEP money “has been the dominant factor in developing a well-educated professoriate whose: credentials have improved significantly and ‘dramatically in the past five years," and also that it had “brought a truly sizable number of police of- ficers into higher education,” many of whom would not have done so otherwise. He also believed that LEEP funds had in many colleges “functioned as a challenge grant motivating the college 10 maich the money from other sources to enrich the prograrn, build the library collection, and improve the auxiliary services." Nonetheless, Lynch—like the several others who talked about LEEP—gave suppor to such Commis sion recommendations as offering mote LEEP fun: ding for preservice education and less for inservice education, funding to help police officers take graduate-level courses in higher education. and assistance to faculty members foradditional studies. ‘Yet despite the general sentiment in favor of al rearrangement of priorities in LEEP funding. it must also be mentioned that there was what might be called a secondary opinion to the effect that rear- rangement might not cure the overall problem. Two. ‘of the speakers suggested that it might not be totally bad if LEEP funding—as the present administration has proposed—were ended completely. In effect, the end of such federal assistance would compel all programs devoted to educating the police to deter- mine whether they are doing it solely to obiain fec- eral funds or in a true attempt to improve the educa tion of the police. ‘The Matter of Accreditation AS the Commission's report points out, the carly years of ibis century saw an intensive effort in Specialized accreditation as a means of certifying the competence of institutions of higher education in the professions: architecture, dentistry, law. medicine, social work, and others. Subsequently, however, the movement toward specialized accreditation sub- sided, because the agencies that handed out ac- creditation were seen as imposing common stan- dards on diverse institutions, restricting experimen- falion with curricula, requiring institutions to spend large amounts to meet accreditation standards, and 80 on. It Is against this background that the Commis- sion's recommendation on accreditation must be. ‘seen. Essentially, the Commission believes that ac creditation should be explored as a means of establishing some general group of standards for higher education programs for police officers, but it Is concemed that such standards might be dominantly professional and technical standards, thus reducing the amount of liberal aris and sciences, In the curriculum. in order fo ensure curricular diver sity, therefore, the Commission argues thal "no ‘single organization” should be recognized as the ac- ‘crediting authority for higher education programs in Giminal Justice, As the Commission report later makes clear, the single organization it had in mind is the Academy of Criminal Justice Sciences (ACIS). which the Commission describes as apparently “largely composed of community college instruc tors, whose interests lie more in teaching and prac- tice than in research.”* In this way, the Commission seeks to assure that In any accrediting scheme the View's of another organization, the American Society of Criminology (ASC), are taken into account. The report describes the ASC as drawn more trom liberal arts and criminal justice education programs than from vocational and technical programs, although it acknowledges an overlap between the two groups. ‘The ultimate concem of the Commission is the fact that suggestions have been made to limit LEP. funding to accredited programs only. That would mean, from the Commission's viewpoint, that if ‘ACIS became the sole accrediting agency, and federal {unds went only to accredited institutions, federal funds would go primarily, if not exclusively. to institutions with professional programs rather than ‘with liberal arts or criminal justice programs. it thus suggests that the accreditaiion agency should be a more broadly based consortium, such as the Joint Commission on Criminology and Criminal Justice Education and Standards," which Is in fact a joint commission of the ACIS and ACS brought about through a request to boih organizations from LEAA. AS might be expected in a situation where federal funding is at stake, the Commission's recom- mendation on accreditation drew subsiantial com- ment, both pro and con, at the symposium. Several speakers spent some time addressing what they believed to be factual inaccuracies concerning the whole situation. For the sake of brevity, this sum- mary will confine itself to four principal points made by four different speakers. ‘The first of these was that the report's descrip- tion of ACIS and ACS was somewhat off-targel Richard A, Myren, who Is a member of both organizations, contended that ACJS could be moreaccurately described as drawing its membership from “separately structured and administered justice studies programs, while ASC is more attrac- tive to professors teaching criminal justice courses in disciplinary. settings, such as departments of sociology and poilical science. ‘The second point was that the Commission's fears that a successtul accreditation effort would reflect “only the interests of practitioners and junior college teachers are completely unfounded.” Myten went on to say, Furthermore, there was the full realization among the (ACIS. study committee's) members thal a model curriculum leads to standardization, an idea abhorrent to most, if not ali, of the committee members. The absolute intention not to fosier standardized education ap- proaches Is in direct contradiction to the (Commission's) contention and serves 10 show that ACIS recognizes the values of experimentation in the area of education. ‘The third point, made by a panelist sympathetic {0 the ASC’s position (which is opposed to accredita- tion), was that accreditation often has been inter- preted by college administrators in other ficlds as “marks Of distinction when, in fact, this Is not the case... The altainment of the ‘seal of approval’ that we call accreditation merely signifies thal a pro- gram has met minimum standards, The lofty goals ‘sought after in (the Commission's report) go much further than just minimum standards." This panelist, William Arceneaux, Cornmissioner of Education for the Siate of Louisiana, also argued that if LEEP regulations were changed to make LEEP funding depend upon whether or not an institution Is ac credited, “accreditation will be devalued and largely meaningless, ‘The fourth point, made by Julius Debro of the Joint Commission of ACJS and ASC members previously mentioned, was that specialized ac- Creditation had only a slim" chance of becoming a reality within the nex! decade because of ASC op- position Police Department influences (on Higher Education long with the other changes proposed to im- prove higher education for present and prospective, police officers, the Commission urged that a variety ‘Of means be used to reduce the influence that police depariments exert on institutions involved in such education. Although the extent of this influence varies somewhat from community 10 community. the Commission saw this police depariment in: fluence as prevalent and generally harmful to the. goal of modemizing policing. Many departments arc. more concemed that those they hire as recruits be. able to handle the depariment's present tasks rather than having @ broader leaming that might enable them to suggest how policing could be advanced, [AS one of the members of the Commission pointed, ‘out, this concern with day-io-day tasks is hard for police departments to escape. Each day is likely ( bring with itiis own crisis. But the Commission con- fended that only through departmental change and bellereducated personnel can police departments ‘expect to deal with these crises more successfully ‘Several panelists touched on the view that police Influence over educational programs should be lessened, and they divided just about equally on the question. The following two quotes are represen- falive of those who discussed the topic. ‘william Arceneaux, for the Commission's posi- tion: If college faculty exercise more control, if college administrators support that con- trol, and if police officials tefrain from try- ing {0 make academic programs mere branches of their own agencies, then police education programs can begin 10 {ulfl heir proper mission—to educate, not to «ain, Iris time to recognize that the business of policing is not merely a matter of applying set skills. The business Of policing Is highly complex, requiring that officers possess a great breadth of knowledge in many areas to serve com- munities encompassing every economic cass, every intellectual echelon, and every cultural background, The law may be the same foreveryone, but methods of enforcing adherence to the law must vary as people themselves vary. Law enforce ment must possess the quality of discem- ment, of judgment, And this must be developed before they are on the line. ‘This quality can best be developed, inmy opinion, in colleges and universitics, when students still have the time 10 ex: plore concepis insiead of making instan- faneous decisions; when they can teflect instead of react Glen King, against the Commission's position: “Throughout the entire report the view is expressed thal the police merely want (0 preserve the status quo and this desire is seen as being at the hear! of the undesir able, if not evil, influence which police ‘agencies exert on educational institutions, Tam confident that few observers of the police would accept this general view of the police as currently being preoccupied with the status quo, and further, that this preoccupation spills over to negatively in- fluence the quality of police educational programs. My experience leads me 10 conclude that the police influence, more offen than not, enhances the quality of educational programs. Changing Police Departments As this summary pointed out at the beginning,the various changes the Commission urged in the kind of higher education offered to present and pro- spective police officers are designed to help bring ‘about greater change within police departments themselves, But the Commission did not see these changes being brought about by changes in higher education alone, 11 also called for other changes, such as new organizational designs within police departments, Given the Commission's ultimate objective— bringing about change within police depart- Menis—thete was, as might have been expected, @ ‘great deal of discussion by the panelists of aspects: ‘of change itself, apart from the recommendations for ‘educational change proposed by the Commission. “This part of the summary Is an attempt to cisill the various. views of a number of the panelists on change. in theory and in practice. ‘one of the general objections 0 the Commission, report was that it had falled to give adequate recogni- on (0 the changes that have occurted in higher education for police officers over the past decade. E. ‘Wilson Purdy contended that the Commission had. ‘overlooked the changes within policing itself, Purdy pointed 0 the many changes brought about in his ‘department through its beiter-educated personnel. community resource and service units that deal ‘with school programs, crime prevention programs that bring t0 bear the entire cornmunity resources on police problems. of today, economic crime unils, organized crime units legal units, not just squad-car lawyers but teachers, writers, and individuals in the legal unit who prepare annual legislative packages to bring about changes in the law; training units that train all levels of the department and combine police-citizen training pro- grams; pro-active training 10 deal with Senior citizen problems a fulkime staff psychologist human resource development units, f6 study and evaluate the human resources within our com: munity ‘2 continual siteam of ad hoc (departmental) committees (10 review) rules, regulations, policies a management analysis bureau Nesta M. Gallas, Professor of Public Administra~ tion at John Jay College of Criminal Justice. confess- ed 10 feeling some frustration in trying to bring about change within departments, As @ personnel practitioner | pushed, un- successfully I confess, for change in the ature of the police job and in the nature of existing organizational arrangements in police agencies for managing police jobs. The traditions of police work and the concepts of officer rank and career movement as vertical, rather than horizontal or sequential. were not in tune with the need to create a profession of law enforcement based on a requirement of higher education, Edward J, Kleman, himself a former police of ficer and president of an association of police unions, was heartily in favor of a change toward higher education for police officers, because itis lke- ly (0 result in increased maierial Compensation for officers, but Frank Carrington, President of ‘Americans for Effective Law Enforcement, raised doubts about what he viewed as higher education being used 10 make police officers more “liberal and more tolerant, and thus potentially rnore likely 0 Gistegard their sworn duty 10 uphold all laws. To Howard M, Rasmussen, Director of the Division of Public Safety at Southeast Florida institute of Criminal Justice, the Commission's “assumption that the only valid objective of police education is 10 create change in the police sysiem 100 narrowly delimits the process. While change may or may not bbe a desirable thing. so certainly is the Improvement inability to perform assigned tasks."" Neither change Nor the ability 10 perform tasks was the objective of higher education, in the view of still another panelist. He found it to be essentially the generation and dissemination of knowledge. ‘A timely reminder that change does not always, occur through planned efforts emerged from the discussion of 6, LaMarr Howard. President of the National Association of Blacks in Criminal Justice. He argued that some changes in policing had been brought about by ihe feelings of citizens themseives “of what living in a democracy is all about and hav- ing heard of its concepts of equity. fairness, and humaneness.” Other changes, he said, had been brought about because of prison unrest and riots, leading to new laws on the Just and humane treat ment of those charged with crime. Finally, Ralph ‘Temple, Legal Director of the American Gwvil Liberties Union of the National Capital ‘Area, spoke trom a lawyer's perspective about the inevitable and enduring problem of American socie- ty, the problem of reconciling order with liberty. AS he saw if, the process of change in policing should be directed toward educating police officers to understand that their role is to maintain a balance between these two contflicing goals, rather than to side automatically with the forces of order. The Con- siitution, he pointed out, is a “political bible of which most police officers sill have litle com- prehension and understanding. This lack of Understanding, he adeled, is not confined 10 the police: it is a’ common shortcoming. throughout society. Together with the legal profession, he sus- gested, the police should become leaders in helping ‘American society as a whole accept the enduring ifficuties of dealing with these two goals. I is the constant attempt to reconcile order and liberty. he said, “that makes the police mission in this country a really profound one."THE SUMMING UP ‘The next-to-lasi speaker was Patrick V. Murphy, President of the Police Foundation, who noted fitst of all the “tremendous change and progress" that had. occurred in higher education for police officers since the late 1960s, There is at the present me, he sald, a ue striving for excellence among some of those in higher education for the police and in police depart. menis themselves, and he took patticular notice of another panelisi’s statement that students themselves coule be a force for beneficial change: “There's wemendous power and potential in the students,” he said, “The students don't want cheap courses, they want good courses they want that excellence.”” And that desire for excellence, he said, can carry over into policing itselt over and over again it's been my experience that police officers, when given their heads by police administrators who have overcome our traditional paranoia who ate_unthreatened ‘enough to permit police officers in lower level ranks to have their head, the results exceed all of our expectations. Murphy pointed out the necessity of educating police chiefs as well, all of whom have a high degree of authority but many of whom are stil not oriented toward change, toward higher education, in some cases not even toward beter training, For despite all the progress made within higher education programs for the police, and despite the progress made within some police depariments, Murphy said, "policingin the United States today isa disaster there are stil So many prob- Jems with us few weeks go by that there aren’! corruption cases in one city or another ‘an awiul lot of brutality, waste, neff ciency much of the taining, some of the education, perpetuates many of the myths and er- rors in our thinking and there's racism yet ‘The police are on the front line in dealing, with this problem which will be with us for a few more generations ‘Thus, he told his audience, Your work is cut oul for you as educators we need to change so much of the thinking, need to help the young police officers coming in that their thinking doesn’t get confused by some oldtimer who tells them how it used to be twenty-five years ‘ago in the "good days ‘them days. ain't coming back. fellas,”’so instruct that young police officer what it's like now, ‘what I's going to be like five or ten years from now Warten G. Bennis, Chairman of he Commission, spoke last, He particularly urged those attending the ‘symposium neither 10 accept with reservations, nor reject without qualification, the findings and recom: mendations of the Cornmission, He urged, instead, that they become disceming critics, using whatever In the report might be useful to them for the goal of improving police education, If nothing else, he sug- gested, the report could be used by thase who teach, In police-oriented or criminal justice programs, or those who teach liberal arts and sciences subjects, particularly pertinent to policing t0 obtain more fund: Ing for their programs. know if | were at the University of Cincin- nail would have marching into my office the entire group teaching criminal justice courses en masse, and say, "Mr. Presi deni, unless we get these resources to do these things, we will not be considered 10 be where we want to be. We've been talk ing fo you about this for a long time but you haven't come through, and: why not? Bennis also 106k note of the many conflicts in viewpoint that had been expressed during the sym- poslum’s three days, and said that he hoped that in the future those concemed about the education of the police, whatever their standpoint, might leam 10 manage their differences with a greater degree of ‘comity, of respect for each ather's viewpoints. The future, he said, is bright your opportunities are enormous, you're a new field, thank God. Ihave no oubt that the field of criminal justice can be a discipline just like medicine is a discipline. Criminal justice has every right 10 become a discipline certainly more than law does, and more than social work does, certainly as much as nursing does Ubelieve that the conflict you have is going 10 be useful, because without conflict there is despair, but with conflict there are choices. ‘Thus, he concluded, the choice was up to the five hundred people who had attended the sym: posium and the institutions they represented. His final words were in the nature of a parable, given hete in abbreviated form, There once was a rabbi known for his wisdom, and once a boy sought to prove. that the rabbi was not so wise. The boy had a bird in his hand, and said, ‘Rabbi, is the bird in my hand living or dead?’ The rabbi saw that the bird might be alive, and. understood the challenge. If he said the bird was alive, the boy would crush it in his hand. If he said the bird was dead, ihe bey would let I go, Thus, the rabbi answered the question this way ‘Whatever you will, my son, Whatever you willSECTION IIThe National Symposium on Higher Education for Police Of- {cers consisted of seven panei, cach organized around a chapter 0f The Quality of Police Education. The tiles of the seven panels ‘What Is the Purpose of Higher Education for the Police? ‘What Curriculum Should the Police Study? ‘Who Should Teach the Police? How Well Have Colleges Spent LEEP Money? ‘what Kind of Student Experience should Federal Policy Support? How should Police Departments Use Educated officers? ‘Changing Police Education ‘As noted in the introduction, Section 1! includes the staements and remarks of each panelist and the responses. of Commission members. ‘On the afternoon of the last day of the symposium, research Papers on the subject of police higher education were presented by ‘Thelma Hunt, P.O, M.D., Director, Center for Psychological Ser- vice, Washingion, D.C.; David 0. Friedrichs, Assistant Professor, Law Enforcement, University of Scranton: ‘Dane Bailargcon, Associate Research Scientist, Graduate School of Public Ad: ‘ministration, New York University; and Mary Ann Wycoff, Project Director, Field Evaluation Unit, Police Foundation. Middleton, Wisconsin. Copies of these papers are available by writing the Com- munications Department, Police Foundation, 1909 K Siteet, N.W., ‘Sulle 400, Washington, D.C, 20008.otlowing are the fexts of the luncheon addresses presented at the symposium. Mr. Dunham, who spoke on Monday, February 5, 1979, is the Deputy Commissioner for Occupational and ‘Adult Education, United States Office of Education. Mr. Dogin, who addressed the symposium participants on’ Tuesday, February 6, 1979, is Administrator of the Law Enforcement Assistance Administration Remarks of baniel Dunnam Good afternoon ladies and gentlemen. I bring you greetings trom Erie Boyer, Unlted Sates Commis. ‘sioner of Education, who at this hour is meeting on a topic that may be of some interest to many of the ‘education group in tis hal: that naving fo do with the possible creation of a new Department of Education, ‘want to first of all commend the Commission for its work, even to the extent of commending the con: lroversy that is raised In is repon. want o signal fo you asa Commission, arto you attending here, how Impressed 1 am with the symposium. with the fact that you've been willing to put on the table the issues Which are of concern o you about the education of America’s polloe force, that you are willing to deal with controversy andto be evenhanded aboutit. commend your energy, yourenthusiasm, and your foresight in being here. 11 is quite clear to us, individually and collectively in this room. that we're in a time of chante and renewal. This change and renewal effor is taking place ‘Oday in the face of fiscal constraint at all Ievels, in the face of changing Societal values, and in the face of the need lo be controversial about how we fee! ‘about things that affect our lives and the lives of other people. I's a time of change, and because we are always In that process, i's crically important for us to work toward progressive change—to know when i's essential and 1o have the good judgment 10 know when it's not You're here today discussing and debaling. quite heatedly as I've observed, the merits of higher ‘education for police officers. This s indeed an issue with widespread implications. The objectives and ef fectiveness of our police force impact on the safety and well-being of each person, each communty, and ‘ournation as a whole. I speak to you today as a representative of the United Siates Office of Ectucation, the ‘only office in the federal government charged with the overall responsibilty for managing and resourcing the education needs of all the people of this county, | specifically represent the Bureau of Occupational land Adult Education, which primarily administers vocational and adull education programs. Ihave some biases about that program which will surface in the early part of my comments fo you. “The Commission laid out three possible objectives for the higher education of police officers in its re cent report, the impact on the student, the impact on policing, and the impact on professionalizaion. rd like to discuss the impact of higher education for police officers inthe context ofthese three objectives. We ‘ought 1o keep in ming that each individual police officer has diferent interests, abilities, aptitudes, and aspiraions, which will affect his or her professional personal educational needs and growth, There are three overarching needs which we have to address and which should temper our thinking, our discus sion, and our continuation of the planning that should come out of this symposium, ‘The fist of hase is that we ougtht{o be very conscious of our ability to afford what we want. We want tobe able io access and to develop programs wilh perspecive on their benefit o us both humanly and in terms of economics, Secondly. an overarching concer that share with youis the importance of recogni: ing the need 10 assess very carefully the specific skils each employee needs in each job within the System. Third, 8 combination of terms, flexiilly, and articulation, Let me focus on the word flexibilly, with respect to curiculum in pantcular. People engaged in this profession, this business of policing, have to pick up the job-related skis, along withthe theory, through ‘whatever program system exists, and articulate them inio.a system which will lead to upward mobilty in that occupation, With sufficient flexibility in curriculum, in the preparation of teachers, in the provision of facies, equipment, and supplies, the system will allow people to move to their highest level of potential and. to have an open renewal and retun system that meets needs as they change. ‘Three objeciives can be ideniifed which Impact specifically on students. We can develop general qualities and/or knowledge: train students speciically for police careers; and/or create changle agents for police organizations and societies. The need for specific police training in such areas as policies, pro- cedures, specific jurisdictional laws, and weapons use will not be denied by anyone here. itis my view that this is a primary job of police academics and local police depariments, augmented, if necessary. by those programs available in communities 10 assist.“Those advocating development of genera qualities in police officers desire development of individual analytical and conceptual skis as well as broad based knowledge. They fee! that these aptitudes and al- tnibutes can be achieved through a liberal arts degree program. it might be hypothesized that such a background would assist police in dealing wih conflicts between officers and citizens, and might con: libute 1 ethical police behavior in general. However, the Commission finds, and quote, police behavior is probably determined more by the police organization and the character of police work than by ‘background of police officers.’ Other studies do not ingicate that colege-educated police officers are less likely 10 use force Or less likely 10 follow unethical practices. Law enforcement and police and enminal Justice programs of the vocational or occupational education program type can and do teach stucients ‘analytical and conceptual sills. There Is no clear dividing! line between the analytical, conceptual, and basic skill proficiency of liberal aris majors and of those experiencing the vocational education paradigm, ‘This is not to say that there may not be needed changes in police programs, happen to advocate articulated two-year programs which do not dead end, but which provide the foundation for further study ifthe student and the occupation require it. That may be the nub of the Issue \with respect to those of us who insisi on talking about terminal programs. Folks, that's term that wee out Of education ten years ago. There are no terminal programs in vocational education in this country, AD- prenticeship programs in line with the Partners for Progress apprenticeship and training standards developed by the Intemational Brotherhood of Police Officers, in cooperation with the Deparitpent of Labor, also extend beyond mere so called technical training. These programs must be at least two years, tn length an the insiructonal curriculum includes police ethics, polce discretion, and human behavior courses, as well as waditional training. rm not here 10 defend vocational education; it doesn’t need defending. I's a healthy, viable program ‘inthis country, meeting the needs of more than I6 milion people. [do want fo use this opportunity to set the record stright on placement of vocatlonally tained students. The Commission quoted Grubb and Lazer son as follows, "vocationally rained students have been consistently unable to obtain work in the fla for which they were trained,” However, the unemployment rate for youth who have completed vocational education at any level, ata secondary or post-secondary level, is generally half what itis for those that do. not complete vocational education. Moreover, 75 percent of the post-secondary vocational eclucational students who completed programs in fiscal 1976 and who were available for placement found employ- "ment in the feia for whicn they were trained or in a closely related field. This hardly suggests that voc: tionally educated persons are consistently unable fo find work in thelr fel ‘The Commission's stated Cental objective is to encourage change in policing. If one accepts such an. objective, then creating change agenis Is essential, The Commission itself states that the creation of Change agents is consistent with the objectives of higher education and/or vocational educalion, For significant change to occur, community atfitudes and police department siructures may also need to be altered, “The second objective proposed by the Commission on Higher Education for Police Officers is impact fon policing. Under this objective I is argued that higher education could improve the performance of the. police department as a system. 1! is hoped that higher education would have an impact through police forces on national societal problems, but is sill debatable whether an increase in he average educational level of the members of the police department would have an impact on changing policing, This an area In which | would lke to see further study and | would suppor It within the domains of boih higher educo: tion and of those occupations which tequite less than a baccalaureate degree program for enity inio ihe. first job. ‘The third objective relates to the police, to police professionalization, which can be subdivided Into professional behavior and professional prestige. There is now only limited evidence to suggest just how higher education would professionalize police behavior. While increased educational levels may crease police prestige—and in faci, | think they will—it may be dificult to justify higher education for this, [purpose alone. Further study is needed through original research, basic studies, and applied research, ‘Your system offers a unique opportunity in the shor term for some applied research and demonstration methodologies within its institutions of higher education, {Tam not in any way suggesting thai there is no purpose or rationale for police officers fo enroll in and compleie four-year degree programs, Quite the opposite, aS a mater Of fact, However, !am not fully Con- ‘vinced, based on the evidence in the Commission's report. that itis necessary to requite all new police recruits o have a baccalaureate degree, As evidence on higher education is compiled, we can investigate ‘and analyze the needs and benefits of higher education for police officers and we Iniend, with your 1e- quest and encouragement, 1 be involved in that ‘We in the United States Office of Education are deeply interested in your needs and. concerns for police ‘education and training nationwide. They must be discussed and they must be continued through sym- osiums such as this, pethaps on a regtional basis as well. ask and hope that the Office of Education ‘would be invited fo participate and share with you as we continue fo examine education for police as you ‘are doing here in these two and a half days. {intend to report (o Commissioner Boyer and other officals in HEW on the tesulls of your symposium. ‘You need 10 know that, along with our Bureau of Occupational and Adult Education, two other major Units within the U.S. Office of Education, and more specifically within the education division of HEW , share, ‘adireci concer and responsibilty al the federal level for your area of interest the Bureau of Higher ECuca- tion and Continuing Education and the Fund for the Improvement of Post-Scondary Education, better 20known as FIPSE. We will discuss and share your ideas and concemns. There are very postive steps we cantake. The Commission has laid out more than 40 recormenciations in this tepor alone. The Commis. ‘Sion recommended residential eclcation fellowships and leaves of absences. | wani to work with you to ‘expand on these ideas fo include such ideas as work sabbaiicals, education sabbaticals, and. a host of ‘olher ideas thai continue 'o surface as we explore the leeds of educaiion across ihe broad workforce in this county. ‘These ideas specifically for police officer renewal and opportunity for further educational experience ‘ae crtically on our minds and we want you 1o know of cur deep inierest in this endeavor. Many positive Sleps can and will be iaken if articulation and cooperation exists between local police departments, of- ficers, stale organizations, aur office, the Department of Labor, and educational instiutions at all levels. Let Us be open to allo! hese options avallable for achieving Our ullimate objectives ofa better, more eifective police force andl a healthier society. Tcammend you again for the free exchange of ideas and the genuine interest and concen for improv- Ing police officer training and education. | want 0 encourage all of us individually and collectively to con- tinue to expand this communication so that we can come 10 the nub issue, progam articulation at all levels. anc commit ourselves individually and collectively fo four things: improved access to programs at ‘whatever level; betler linkages with other Systems and throughout this system: improved use Of sources of all kinds, especialy those resources that are ihe most difficull 1o contfol—time, information, people. and ‘money; and excellence in each of these endeavors where people's education and their work are invoived Itseems fo me we can do no less, Remarks of Henry S. Dogin Lam pleased to address such an outstanding body of educators, pracitioners, and administrators in our field—criminaljastice—and I'm gratitied that all of you here are vitally interested in improving the quall- ty of criminal Justice education, AV the outsel, | want publicly to thank Price Foster of LEA's Office of Criminal justice Education and Training and his dedicated stalf for recognizing tne need now for a national symposium on higher education for police officers. Dr. Foster was one of the frst people I alked to about Constituency-bullding last November 6 when Isiarted wilh LEAA as Acting. Administrator. Since then, my colleague. Homer Broome. Deputy Administrator for Administration, andl 1 have been dealing with a number of significant issues, We deal on 2 daily basis with legislation; we deal with ‘management problems; we deal with programs; we deal with educalion—bul myths and realty keep get ing in the way of what we've doing, ll explain inal “The LEAA program. more than most any other program in government, has more perceptions—some etoneous, some no'—ihan any other program that | have ever been involved in. So many obvious ‘myths—some sill belleved by members of the press, Congress, and the public—exist today about LEAA, (One of he More abvious myins is that we're a harciware agency andl all We [und is offensive weapons or communications systerns, Those myths ore easy to deal with, Another myth is that we'rea gimmick agency. We're only interested in shooting boots or police cars oF tes that don’t ever go flat. That's another obvious myth, "Another one that is a litle harder to deal with, but we can deal with Is that LEAA was created in 68 solely 1 redluce crime and has failed, We handle that myth by explaining thal we only deal with 2 percent ‘or 3 percent ofthe folal criminal justice expencitures In the country, and we can't possibly reduce crime ourselves, “Those are the easy ones. Bul there are some others thal are very, very dificult, ancl they are taking $0 much of our time that wé are reaching out for people like yourselves fo help us deal with them. | would call these questions of both myth and reality “The first is hat LEAA has never set out to bulld constituencies, Well, that's panially tue. We're not like the medical profession or the engineering profession where there's a natural constituency. We've got con- sstiuencies, Dut they seem to be diverse, and they only seem to surface for LEAA in limes of trouble. For example, when the Atlomey General put iogetner a task force in 1977 10 determine what 10 do wih LEAA, the constituencies were cohesive—they' came together, This year, the year of our reauthorization, ur reorganization, also find thal the constituencies are coming toRether aBut [algo think the myth is somewhat true that we don’t have a natural constituency. And I think we should have a natural constituency. We have. in faci, been reaching outto deal with allof the many, many groups that work with LEAA, We have met with counties, cities, states, organizations within those three sovernmenial units; we've met with all of the police associations; we've met with the prosecutors, the public defenders, the Judges. We have reached outand we are saying o them: "Help us (0 design this pro- gram. Work with us: give us the benefit of your expertise and your ideas." I think that's the only way we ‘an build consituencies—by bullding them nto the planning process. ‘one way 10 Dulld constituencies Is 10 get the best people in the country together on a particular issue. ‘This Is one example, the issue of higher education for police officers. ‘Another particular issue thai 'm very much interested in s the crime of arson. We reached out and said {o the various public interes! groups, "We need a national stralegy.” Congress has criticized the Justice Deparimentand LEAA for not dolng anything. They're right, So we ve reached out for the top people in the country, and they are in the process of formulating a national stratesly on arson, “ATother mixture of myit and reallly i the fact that LEAA has never played a leadership role in criminal justice. Somewhat rue, somewhat false. I's true in the sense that we've never grasped Issues and sald, ‘We will put everybody together and we will play the leadership role." It's not tre in the sense that some of LEAA'S programs have naturally played @ leadership role in and of themselves. For instance, we created a career criminal program and we put many dollars into excellent conrectional programs. These became leaders in the criminal justice field, But we have never put everybody together fo play the leader ship role, and | mean bringing all the federal agencies together and the siaie and local governments, logether. We're trying to do that now in the areas of arson, vietim/witness programs, community crime prevention and white-collar crime. Finally, there is the myih and reality of tis symposium. | read the repor, The Quality of Police Educa tion, There Is alot of ruth in some of the recommendations and in some of the criticisms of our education program. There Is some truth thatthe quality of our programs is not what it should be. There is some truth thal the program has had litie impact on police performance. But again, this is @ mixture of myth and real y i'm very much impressed with some of the ideas in the repo. think i's a responsible piece of work. | don’t agree with all of i. But | do feel the report is an honest attempt to try to improve the education pro- ‘gram, and Ia Just ke 10 say that Homer Broome and | strongly suppon the LEEP program. He and I both have had experiences in connection with the program-—he in California, | with Jonn Jay College in New York. ‘One of the basic comments in the book | think we will agree with Is thal an educated police insitation would have a greater capably 10 use knowledge to solve problems and 10 change iseit The comment that LEAA should establish a research program on relationships between different col- lege curicula and the organizational performance or the police departments and the individual afficers—1 think that’s crucial, [dont think we know the effect education has on what our police do, and I'm pleased: to sce thai there is a speaker who has done some research on this Vital issue. Td like {0 see more work, one in this area Tike some of the other recammendations—those recommendations suggesting that LEAA should seek private foundation money io retool Ph.0.s in arts and sciences and criminal justice teachers. Price FFosier tells me thal we are going 10 sponsor four regional workshops direcily refated to this panicular issue. Tm Interesied in exploring. private foundations, chairs in criminal usiice. think i's of great value,’ ike to see potential police executives goo high quality schoo!s in management. Management is crucial in the running of a police department. I'm interested in this whole issue of accreditation of criminal justice pro- ‘grams, And I'm interested in College courses on policing which are continually examining just what they're doing and how they are using the body of research to change our curriculum. tn conclusion. 1 know that you will ive usa mandate and a program to improve the quality of police education and like ro thank all of you personally for taking part in this symposium, 2Monday, February’ 5, 1979 Panel: WHAT ISTHE PURPOSE OF HIGHER EDUCATION, FOR POLICE? Glen D. King, Executive Director, intemational Association, ‘of Chiets of Police Edward J. Kiernan, President, Intemational Union (of Police. Associations Johannes F. Spreen, President, American Academy for Professional Law Enforcement Frank Caringion, Ditecior, Americans for Effective Law Enforcement G, LaMar: Howard, National Association (of Blacks in Criminal Justice Ralph J. Temple, Legal Director, American Civil Liberties Union of the National Capiial Area Commission Respondent: Tom tradieyRemarks of Glen D. King | was happy to accept the invitation fo represent the IACP at this symposium, not only because the Association hhas been very actively involved in police education for a ‘feat number of years, but also because. (0 the more than 11500 members OI the Association, anything that impacts {an police education is very important "The IACP is pleased that a very substantial percentage of the heads of police educaion programs al the college ‘nd university level are included in its membership. Because of the efforis ofthat segment of membership, the quality of law enforcement has improved markedly’ in re- ent years, and we all owe to them a debi of gratitude. Twas asked lo camment speciically on Chapter 2 of ‘The Quality of Police Education, and most of my remarks will elate To the objectives of the educational process. However, Heel the necessity for comimenis of a general nature. Tam much more concerned with what The Quality of Police Education fails to say than with the conclusions 10 which it comes. My first observation is that te tile of the publication s basically Ill chosen. The book, andthe study fn which tis based, Seem less Concerned with the quality of education than with an Identification of perceived past land current shortcomings of the educational system. A {tue exploration of quality would contain both positive and negative aspects, and the positive is consistenily ignored Ifthe study Is t0 be taken literally. you must come 10 the ‘conclusion that police education has been worthless. That sa conclusion {am not a all prepared to reach. Obvious\y. problems have existed in the past, exist now, and will Continue into the future, But to sttess inose problems o the ‘exclusion of the positive contibutions which have been made serves more the needs of the professional critic than It does the ends of accurate research, “ihe IACP Is more concemed with what education can do for the police than with what the police have done to fecucation. Though this perspective differs somewhat from ‘hat ofthe educator, Itdoes not make the police practioner any less concerned wih the quality of education than is the Seademic. We face each other Ina reciprocal role relation= Ship where we ate consumers of an educational product, ‘andi the educators are the producers of that product, ‘When we speak of the objectives of police education, we are caught up in issues which have occupied. the minds of liberals and conservatives for centunes. Generalist or specialist, theoretical or use oriented ‘Cognitive learning or practical experience—ihese are con- Siderations related to the quality of all education. We are: also caught up in trends which ate apparent throughout ‘our educational institutions—ihe tendency of decreasing, umbers of siudenis to attend college, the lack of syn- Chronization Between the graduate’s major fleld of study 25, ‘and! available jobs. the resurgence of interest in vocational training, the general decrease in the quality of educational programs, grade inflation, and an inability of our high school graduates to perform basic academic skills. We are also caught up in issues which currently preoccupy other practioner groups, For example, ata recent meeting of the ‘Association of American Law Schools, a Judge urged the legal educators o resis he "forced intrusion of purely pro- fessional interests” advocating practical instead of, theoretical legal taining, This comment emerged during a citical discussion of the quality of legal education, ‘Wedon't function in isolation from other societal insite lions, We ate Caught up in the same controversies as other professional groups, and we won't resolve many of our differences during this symposium. Nor should we 10k 10 education as the means of solving all of society's prob- ems. Those who expect too much of higher education in cvitably will be cisappoinied. “The central question ralsed about the objectives of police education was wheiher i should serve as a means, tothe improvement of what is being done orto bring about ‘changes in whats being done, Since change was a preoc- Cupation from the staf! of the Commission's repor.. the ‘answer fo this question was anticipated—cducation should, have change as ts objective, The logical sequence was developed that change in the educational institution can be ‘2 means of bringing about change in the police institution. ‘The impact of education on the individual student was seen as making him a “change agent’—a person de- scribed as imaginative, critcal, and. 10 a certain extent rebelious. The change agent was said 10 be an “an: tiorganization man.” hy inilial reaction was to reject this worship of change as the most valid educational objective. Change is an am- Diguous concep! which simply means doing things i {etently. Left unknown ate ‘matiers of direction, exten- siveness, and pace, though in this case, the reference t0 the rebellious. antiorganization man implied certain unac- ‘ceptable things about the meaning of change. The 1ACP hhas existed for 85 years ancl we have come to sec change in the instiutions Of law enforcement as an evolutionary rather than a revolutionary process. 1 feel change in our feducational institutions can only take place in the same evolutionary way. Laler in the repor, suggested rections for change are ‘ted, Iound such “revalutonary” activities as: ‘crime prevention aciivities. security surveys survey's of community problems the assumption of ombudsman functions the redesign of organizational configurations. the development of new dispatching techniques the use of more permanent geographic assignmentste preparation of community profiles the conduct of research the development of more effective management practices participatory management ot doing unethical ings These things don't sound like the objectives of rebellious, antioiganizational officers. 1n fact, could well define al othe above as ways to improve what is current ly being done, |'can only assume that the Commission's report con tains the rhetonc of change for the atiention of one aur dience. while the directions of change are intended for a different audience. “The Commission's implied assumption that the oniy valid objective of police education is 1 create change in the police system too narrowly delimits the process, While ‘change may or may not be a desirable, so cenainly is the improvement in ability 10 perform assigned tasks. ‘One of the commonly mentioned objectives of eckuca- lion Is the reducion of proudice and the tendency’ 10 Scapegoat. With this in mind, | Was Surprised to find in the. ‘Commission's report what | consider to be an obvious Aispiay of prejudie. “The collecive faculty of police education programs is said to consist of “unscholarly ex-pracitioners, i another Pat of the report, the suggestion is made to federal agen: Ges hat they should sponsor te-tooling: programs 10 prepare scholars in other disciplines for teaching criminal justice. Quite frankly, 1 would prefer to think that retooling programs which would tum the so-called unscholarly ex rectlioners into scholarly expractiioners would be. cqually beneficial for police educational programs. One recommendation states the cutious need 10 “pro. fect education programs from the pressutes of local agen: ies,” Throughout the entire report the view is expressed that the police merely want to preserve ihe status quo and, this desire is seen as being at the heart ofthe undesirable. iT not evil. influence which police agencies exert on educa: ional institutions. (am confident thal few observers of the police would accept this general view ofthe police as cur ently being preoccupied with the siatus quo and further, that this preoccupation spilis over 10 negatively influence the quallly of police educational programs, The police should not become the scapegoat for educational inst ‘ions. My experience leads me to conclude that the police Influence, more often than not, enhances the quallly of ‘educational programs, The IACP has been concemed about the quality of police raining and education since its slam, in recent years, Swe have intensified our efforts to inform our membership, Of ihe problems and the possible solutions related to the Improvement of higher education. By and large. Our members have becn working 10 improve the quali’ of ‘criminal justice education programs in thelr areas. As one Of the consumers of the output of our c”iminal justice feducation institutions, ihe police have a proper role to per. form whichis in keeping with the contemporary concept of consumerism. They should be a major influence on eecucation instiuions, We recognize thal one productive way 0 influence mote directly effonts to improve the quality of criminal Justice educaiional programs Is 0 follow the model of other practtionér groups and pursue the benefis of specialized ‘accreditation, We have worked for some three or four years wilh the Academy of Criminal Justice Sciences and 26 later the Criminal Justice Accreditation Council in the. development of the accreditation procedures and ‘guidelines for post secondary educational programs. We Tecognize the breadih of involvement of both educators land pracitioners in the Council, just as we recognize the ‘applicapilly of the guidelines which the Councll has labored so long and S0 carefully 10 develop. As most of you know, the Council acted in December 1978 10 accredit ‘he first criminal justice educational program, am somewhat troubled by the Commission's recom mendation regarding accreditation that the broad-based Consortium of the Joint Commission on Criminology and Criminal Justice Education and standards is required to en: ‘sure that diverse curricular approaches are maintained in criminal justice educational programs. | read this to mean, thatthe Commission's report recommends the Joint Com: mission as an accrediting body, yet the project director of the Joint Commission has stressed that the ultimate goal of, the Joint Commission does noi include accreditation, Father, thelr objective is to Study minimum standards, “The Commissions report speaks cautiously about the [process of accrecitation, since this process may impose a common denominator’ on police education programs ‘There is always that danger. By the same token, there is a danger thai the Commission's 43 recommendations, part ff which are described as a blueprint for change, may also Impose a common denominator on police elucation pro- grams. The Commission's report does a disservice by ‘minimizing the efforts of the Criminal Justice Accredilaion, ‘Council. Alter years of work, they have established themselves as an accreding body and it does no good at this time 10 superimpose the Joint Commission over the ‘Caiminal Justice Accreditation Council ‘One recommendation stands out because it splls over into a lot of other issues. That is the recommendation that calls for community colleges to phase out their erminal two-year degree programs in police education, ideally there should be articulation berween undergraduate and graduate programs. However, we do not yet live in an, ideal world where everyone seeks to allain a doctoral degree. We live in a country made up of diverse states, counties, cles, and communities, Each has a social politcal, ‘cemographic, and economic character all its ‘own. Each ently should have a large measure of freedom, todctermine the kinds of educational institutions i fees ate ‘appropriate. In some locations and at sore points in time, a Iwo-year terminal program may be most suitable 10 the ‘community's needs. I may simply be the only college pro- ‘gram. Obviously, a police administraior would rather have 2 gtaduale of a two-year terminal degree program than a hhigh school graduate. Thus, I would be exceedingly ‘cautious about accepting this eecommendation or making Judgments about the ime span one has in mind when talk Ing about phasing out terminal police education programs lice! as though | have been caught up inthis argument before. II has been said thai small police deparimenis ‘should be phased out because they cannot render qually police service. By virtue of thei size. they cannot be profes sional nor are they capable of innovation, Many years aBO it was said that a community should get the kind of police ‘agency wants. deserves, and pays for. think the same is tue of community colleges. Ifa two-year terminal program, is what a community wanis, deserves, and can pay tor. then they should have large measure of Ireecom to deter mine just that. Further, judgments about quality must be made relative o the objectives sought by each commun ly, What those objectives are can only be determined if‘each component in the community's environment exerts Influence on the community college. Whether inis in fluence from outsice becomes domination s also a matter ‘which will vary from community to community ‘when | think of the condition of police education described in the repart, Hind itt be samewhat analogous to adolescence, Police education is going through 2 froublesome developmental period in which there has been a very rapid growth spurt. During this period, | have been disappainied when | have seen courses entitled ‘Murder incorporated" or “To Bomb and Burn, oF Not TO ‘Bomb and Burn'"—and when Ihave seen books on public ‘speaking, wnling, and statisiics for the police, But | know whatwras true yesterday is probably not true today. The in Sitution at this lime may be awkward anc somelimes in- epi. Errors are made and peopleare quick foiniervene with fecommendations, guidelines, or helpful advice. Ukimate- ly. wwisclom will prevail and the instiuson will emerge with an impressive stature and considerable stengin. 1 will have developed a realistic sense of direction and purpose. should be noted that maturation can’t be forced. I'simply takes time for the institution 10 grow through adolescence. ‘with this analogy in mind, 1 see the Commission's report as an anecdotal log of all the bad things our rapidly developing education insituion has experienced. Though the report is intended to be considered by college ad ministrators, faculty, and students for purposes of self. analysis and selt-heip, itis also intended for the broader ‘and perhaps more important aucience— members of Con: fess, Justice Deparment officials, slate legislators, stare Figher education authorities, and city administrators. 1 recall the comment of Gordon Misner stated in the report about decisions being made for politcal rather than fscadlemic reasons. We need 10 ask ourselves the question Whether we scck to help 0 improve the quality of police ‘education or we Seek 10 engage in poliics. ‘Some have come here 10 acknowledge the preeminence of the Commission and to laud its efforts 10 Improve the quality of police education, Inmy case, thave. ‘come to-express my hope that the Commission will con tinue its work by joining with others who, for many years, have been siriving to improve educational programs for the police. ‘We are in agreement when we say there are problems, ‘Bul when we start to address inese problems, we have at ferences of opinion, Let me make one final reference to my. previous analogy. Ihave come to recognize that we may do a great deal of harm if we loucly and improperly Criicize the awkwardness of a rapicly growing adolescent our purpose is honestly to help, we mustidentify both the fallures and the successes, | submit to you that inthe area (police education the successes have far outweighed the failures. Remarks of Edward J. Kiernan From the viewpoin! of a police union leader, 100k at the purpose of higher education for police officers from a slighily. diferent position than most educational anc ‘management representatives. In this day and age of high Inflation and lax revolt, education becomes a pat! of tne Collective bargaining process that hereloiore ‘was con- ‘cemed mainly with salary and fringe benefls for doing a ‘dangerous job under tying conditions. The coliege-trained. police officer will ulimately be able to demand a salary that ‘would be compatible with his position in sociery. “There has been much said in the study about police professionalization, educating for change, and career path fecucation, From a rank and fle positon, | fet that the one great need in any Of these Concepts IS the presence of police educators. We are al agreed, atleast think 50, that police want 10 be treated as professionals, and in order 10 ‘do so we must develop our own teachers from within out ‘own ranks. | have a great deal of respect for those members of the academic community who have devoted 50 much of their ime in the development of theories about police work, Unfortunately they are forced to obtain much Of their background material from second- and thicc-hand. ‘sources, In this arena of professional police education, we: are babes in the woods, Linill we grow up we are depen= ent on people from outside our ranks 10 provide the ‘education we want and need. Out first priority should be the development of police officers to serve as the cadre frorn which future police educators willbe drawn. It will not a ‘happen overnight, but Inasmuch as we are all here for the Jong run rather than the shor run, think iis imperative that {we start Now. LOOk around al the legal profession andthe medical profession, Doctors don't educate lawyers or vice versa. Fortunately for them, thelr professions are ages old and thelr training and education have been established ‘within their own fields of endeavor. We must do likewise. ‘One of the hurdles we face in this race isthe problem of ‘our postion in society. We are fighting io improve our im- ‘gfe. ralse-our standards, and elevate the “Job toits proper place as a profession. On the other hand, politcal pressures through LEAA are brought 1o bear on us 10 force ls to lower our siandards for he sake of poitical expedien cy. Doing away with entrance exams on a competiive basis, lowering the physical requirements, establishing quova hiring and promotions, all have @ negative impacton the police officer who looks to his future as a professional ‘True. the proponents of all of the foregoing have many reasons for advocating their adoption. Unfortunately ‘many of the issues wind up in court and we ate forced to stand sill for monihs and years while decisions are made and reverse decisions counter them, ‘We must start from the botiom up in this program if we ‘are to succeed, The creation of a national basic training, ‘manual and the establishment of police academies In all Sections of our counity are necessary to give to the new ppalice officer the ability 10 be competitive with any other of ficer in the country. Continuing training from within as wellas from accredited, police-orlented colleges and univer siiles siatled by police educators is a natural follow-up 10 the police academy. From this basic start we can then branch out into the specialty training in the various aspects, Of police work: crowd control, community relations, tate contol, electronic surveillance, etc, again using a com: ‘mon curriculum and again utlizing police educators. This, approach does noi do away with the ability to change con- Cepis and approaches 10 ihese areas of police work Dut ‘would make available to the police educator a network of his peers on which to try out his new concept, When ‘change comes it should come as an accepied fact rather than a shot in the dark. In this approach, 1 think that police ‘educators working in conjunction with those people from, ‘outside the police ranks can concentrate on the so-called, areas of change and prepare programs that could be of fered to the police profession as a whole for consideration “True, wha! lam proposing will take years to develop, >but | guess the only ching we have on ur side s time. Let's Remarks of Johannes F. Spreen Good moming, ladies and gentlemen. it's a pleasure for me to be in such distinguished company with so many of my friends and colleagues from both the acaclemic \world and the fleld: Ed Kiemnan—years back I broke hirn in- to he job, Pat Murphy—I worked with him in the New York. Police Academy, and 1 hadi many pleasant assaciatons, with Hubert Locke back in Detroit, ‘To achieve @ major impact on police education, the Police Foundation assembled a national advisory com- mission on higher education. The question they ac ‘dressed: How can the quality of police education be im proved to make ita more effective force for changing the police? The renort is well dane and interesting and we can, ‘agree with most of the recommendations, bur there seems to be some discrepancy between the deiails of the report ‘and the listed recommendations, We are now here for ‘open discussion and debate. That in itself will contribute 10 improvement and clarification, ‘Wein the American Academy for Professional Law En- forcement are dedicated id furthering professionalization of law enforcement and to achieving the highest level of sian- ards and ethical practices in the field, ‘There is no doub that good quality education Is essen- tial for professionalism, | would now like to address these questions to the ‘Commission: Has the Commission really come up with a panacea for our problems, or have they "pulled the plug! ‘and promulgated a pandemic plague? ‘what realy is this change that is sought in policing? Is it change that will improve the perfomance of police, Ori it change tha will impact improperly and impair the prog ress Of police professionalism? Is his report a serlous objective study, or is ita subjec- tive and self-serving effort by an academic elle change and mold policing to their own image? 1 would appear that the motivation of those who are responsible for the repon, The Quality of Police Education, is to establish an cite group of educators who will each a highly select soup. and this select group in turn will become the teachers and the agenis for change. One might, label his "academic cloning. “There have been some questions as to the validity of this Commission and the manner in which it presented its, findings: a press release damning! police education betore the report was available 10 the fle, ‘What we have here is contrived chaos through a con troversial repor that will split apart ihe police world, create 28 divisiveness among faculty and rip apart the cooperative bonds between the academic and the practical worl ‘also, perhaps worse, there is a time warp here—a lag between what the report purports and what really is today. I the repon was conceming the problem of police educa: tion of a few yeats past il could be generally accurate. 1's not relative 16 the contemporary picture. ‘The report states that the purposes of police education are generally to develop the student in various ways, either {0 develop skills and values generally, oF 0 develop his, competence for present day police work, oF © create the change agent for a new police role, The Commission report is squarely directed at education 10 create a change agent for a""new" police role and to change police depar ‘menis, ihereby solving many of policing's problems However, the Commission's constant pressure for change may present in itself a barler against change, because of the allenations the report has created among, the so-called status quo practitioners. Sure there Is 3 prob: lem between specific job training and a broad, diverse education, but why créate more of a problem? ‘To produce a repor' that seems to state that the whole educational sysiem for criminal Justice in the two-year schools and some fouryear schools has been totally ‘worthless is a disservice. k simply is not true in our opi- ion, Further the repon isa disservice to the many excellent wo-year programs and a disservice to the many fine ad junet practioner instructors and professors. Must the oniy model for educating the police be change? I doubt I, Must we do away with the two-year ‘educational contribution? I don't think so, ‘Necessary change is important and the quality of education for policing must be mainiained atthe level of lexcellence—but we also must live within the reality of our times. ‘The eradication of the wo-year Instituional taining ‘would make higher education inaccessible to many small police agencies. We must have a mix-—a proper mi, ‘Who can dispute that the purpose of higher education js t0 develop skils that will help one use knowledge ac: quited 10 solve problems? There is no reason to believe such skills cannot be developed in specialized criminal Justice majors and police science programs. Consideration must be given to the important role of, the two-year programs. There are areas where police train Ing depends on the wo-year coleges— a fact that must be recognized. Many of the faulis of the community collegeshave been conrected. Programs have been restructured. (Core curricula have been developed. Four-year institutions fare accepiing graduates {rom community. colleges. ‘Transierability of credits is improving, “There is no doubt that police need a broad understand: ing and knowledge of social conditions and human behavior; tohave the ability 10 communicate and to adhere 10 Some semblance of moral values. ‘But where is this best ‘aught? There isno monopoly on lracie in the field, There is room for cooperative competi- tion among the full professors and among the parttime professors. The student can benefit from both—and both have much to offer—in researeh ana in realty. Lberal aris professors believe in diverse education land promoting diverse ideas and viewpoints. Yet some professors seem 10 be intent on. dropping an “academic fron curain. Isn't It wrong (educationally) to exclude the educa- tionally qualified practioner from teaching, or aciminister ing a law enforcement or criminal jusice programm in a four year instiution? isn it better to welcome such colleagues ‘and have them work in cooperation and articulation with ihe other disciplines at the college? Seems io me tha! learning (rom many sources furthers. knowledge, Why should research and reality be an tegonistc? ‘Almost all students (both preservice and inservice) want the academically qualified practioner to come into thelr classrooms for “professional” viewpoints, ‘While we are stil not a profession, there has been some mavernent ioward i, While there are laws in our cok lege programs for police, on the other hand, colleges for telucation of law enforcement and criminal justice person- rel would never have gotten off the ground. without the necessary early entrance of the educated practi tioners even though pernaps that education in the past may have been somewhat less than desirable ’As we debate the rise and fall two-year and four-year institutions I would hope the concepts and objectives of police education would not be lost. fois should be made to keep up both quality of stuclents and quality of teaching, Tam indebted to members of AAPLE for some of my. remarks.” 1 would lke to read you something from one of ther: Higher education for police officers stil needs tohavea vocational/protessional orientation so that a student graduating with an A.A.. B.A. or M.S. Degree in criminal justice can come into a policing career and slant contrijuing (0 3 epanment in a practical Capacity like working fon'a Ducget, performing a trafic survey. re- Organizing a specialized unit, etc. A general Scademic. liberal ans foundation is certainly Vial and necessary for a criminal justice stu- dent to have but a whole 2 year. & year. OF graduate degree in just a lot of generalized {esoteric theory is nox eribly useful othe police ‘agencies who hire stucenis with these types of ‘degrees, These degrees are not very valuable to the stucent himself in a practical sense Unless he student just wants a "piece of paper degree) or wants i0 eave the policing career in a Shon period of ime. Criminal Justice educators and others seem to be stil caught up ‘with the old ‘taining versus education’ issue ‘Which has been around for as long as there has ‘Been criminal ustice education. We have to get away Irom the ‘eltheror viewpoint and com- 29 bine both with an aim toward providing the Criminal justice student (and pariculatly the io- Service police officen with necessary. practical land realistic education which can be used by the professional practicioner and police agen- cy. Schoo's of business were created by col- leges 10 provide this type of education and criminal Justice education would do well 10 follow suit, ‘There Should be coordination, teamwork andl articular sion between the two-year colleges and four-year colleges, ‘and both with the field, There is much to be done. Im pprovemenis are necessary in all ree areas—and there are Improvements being macle. Time does not allow me a full presentation, other than a quick recap. “In 19564, the New York Police Academy and the Baruch School of Business and Public Administration got together and started a police science program, the forerunner of John Jay College {in 1968, John Jay conferred with some community col leges in New York, AS a result, curricula were revised, police subjects were reduced, we increased the liberal arts and sciences and transferability was accepted at stohn Jay. In the seventies, the Michigan Criminal Justice Educators developed a core curriculum for police science subjecis. Additional training is included in the College program icading to cerification of officers both in two-year and four-year degree programs. ‘The Michigon Law Enforcement Training Council is presenily exploring concepts of requiring future en- trants 16 the field 10 have graduated from a two-year program with cerifcation. Michigan has also just qlsed its mandatory training, hours. «Michigan AAPLE fell that professionalism to be effec: tive must start at the top, We have passed a resolution requiring, ceriain standards for the heads of depart ments over 30 members requiring at least four years Of service and a four-year degree. We are working ‘with the legislature to mandate this by law. “There are ather improvements going on all over while ‘we are awaiting "final" answers, This report and this con- ference will eventually help lead to them t hope. ‘One quick aside a this point: The Commission’ report Indicates that there is no empirical evidence that college education improves police performance. “There Is a recent study within the Los Angeles Police Depariment interestingly by a fullime academician in cor- cert with a part-time educator practitioner with these con: clusions,** “Ten performance variables were selected for inclusion in the study. While the study showed no significant dit erences on seven ofthese fen variables, itis of interest that Significant differences were found on three. of the ten "measures studied: promotions, favorable incident reports, ‘and interpersonal’ relatonships. Business and police ‘Science majors demonstrated superiority over Iberal ats majors in the rate of promotions and favorable incident repor's. Police science majors’ rating’s on interpersonal relations were cleanly superior (0 thase of liberal aris ma ors, As the authors state, ‘These traits relate 10 being successful. doing Outstanding ‘work “and geting along with thers. These are characteristics of successfulfield police officers who must function in. ‘ividually Orin two person teams and are often ul numbered. The stteet cops work frequently tn Rostle environments to obtain compllance ‘with the law and apprehend violators, usually without the use of force. Theretore, it appears that business and police science majors should be uilized as field police officers while the role of liberal arts majors perhaps lies else where in police work. Meanwhile, may !offer, in association with Ken Moran, executive director Of AAPLE, some suggestions for the future, Reach the inservice students and develop the potential leadership group for the criminal jusice agencies, This would include individuals for whom college teaching and scholarship would be a logical career. This group would be an important source of talent for the future. Reach the young! student graduates of high schools in- Jerestod in beginning careers in criminal justice, The issues of career preparation and program design for younger preservice stuclents Is most imporiant’ for long-term, evelopment of the field ‘Support close working relationships and liaison with criminal justice agencies, The mature professions such as law, medicine, business, and engineering have achieved Considerable equilibxium in their relationship between the Insuiutians and the practitioners. These relationships serve jas a coordinating function and reduce the gop between theory and practice. “There Is Substantial potential (or curriculum develop- ment in a number of academic disciplines that bear upon, professional education for criminal justice careers—such 8S history, mathematics, economics. These should be highly productive for criminal justice education of the future: ‘Aniculation between and amiong the key elements of organized education is important, particularly between the ‘community college and the four-year institutions, because of the number of students who seek 10 move from one level tothe other, ‘Also articulation between the relatively few research’ Universities and colleges—including the community cok lege. The primary source of scholarly research has much relevance for curriculum development in criminal justice education. Lasily, itis unrealistic 10 assume that programs with “humanistic social” philosophies include only liberal arts courses taught by “Ivory tower" professors to civilan studenis with no consideration for real-world criminal justice problems. A combination of advanced education ‘and practical experience may be a stronger indicator of quality than the Ph.D, scholar. In conclusion, as you know. Plato, the Pythagoreans, land the Sophisis all had diverse educational views and, goals, In my opinion, college should be eclectic. College Should be coneemed with the gestalt, College should pro- duce a well integrated individual knowledgeable in many ‘reas—a whole individual who is Something more than the ‘sum of his individual teachings, College to me really is only a beginning for continued. lifelong leaning, Commencement from college allows the scholar to travel any of many roads. He should be general ly well prepared for any road he takes, "AAPLE, the Organization | represent, Is composed of careensis, those who are dedicated loan emerging profes sion and are bolstered with an academic background, ‘AAPLE includes the criminal justice executives; AAPLE in {ludtes the criminal justice educators: AAPLE inchides the Criminal justice planners, and, most important, it includes the line personnel, or those On the “fring line” if you will ‘AAPLE can help, AAPLE can be of service. AAPLE can be the bridge between the academic and the real word. Collaboration andl coordination Is the answer—-not separale. Cloistered worlds. The “vicarious experience” group can learn from the pracitioners, who in turn can benefit trom the research of fullaime educational searchers for tuths. wih such tuths necessary change, proper change, will TO me it tokes a team, ladies and gentlemen. we should go on from here in togeinemess and professional collaboration. Teamwork among us will bring us a better final product. ‘That beter final product will mean better ser vice to our citizens sneer teen ff ease ar tearoer ances age es eose crecehnenr eae se Boe aan enen ie, PSR ace ee eee Remarks of rank Camingion It would seem rather obvious that the purpose of education for anyone— be he policeman or not—is to im- prove sills and pertormance, both intelectual and voca fional, in his chosen field of endeavor. ‘This panel's topic is objectives of police education as {defined in Chapter 2 of the Commission's repon. Chapier 2 ‘appears (0 give us ihree aliernatives i consider: develop ‘general qualities, 2) train students for police careers: and 3), Create change agents. The first 1wo are, or should be, necessary concomitanis of any educational process an they can (and should) be applied in the area of police work 30 The third aliernative, at least in my view, Is the one which requiees the greatest attention, First of all le me say tal the Commission's repon., The Quality of Police Educa tion, Is @ welkdocurented., in-cepih study, prepared by well-respected members ofthe highest professional levels, (flaw enforcement, While concededly controversial. the report is must reading for any police professional. Never- theless, Ibelleve that, atleast with regard to the aliemnatves, ‘defined in Chapter 2, the report has assumed ts conclu“This Is 50 because the basic premise of the Commis- sion, stated on page 1 of the report is, fostering basic change in policing." If this be the case, then itis of primary importance 10 address the objective of police ‘education 10 "create change agen ‘The “creation of change axents” approach is, seman tics aside, purely and simply an endeavor, perhaps a wor- thy one, to make policemen more liberal. This conclusion ‘slems from a reacling of the report itself I cites with ap- proval the fact that ‘students in many types of colleges have become more open-mincied during their cllege careers, declining in their measured ‘authoritarianism, dogmatism. and prejudice. ‘They generally become less Conservative with regard fo public issues. ‘This is cevainly true and there is nothing wrong with it In the abstract, but to me It presents some problems, both ‘conceptual and practical, for the police. ‘On the conceptual level, the report treats the “beraliza tion” of policemen as an end in itself; there seems to be no aliemative. For example, in he area of use of deadly force the report is categorical ‘Courses on how (0 use firearms . . . should be teplaced with courses covering the law, ethics, and social Science research on police Use of force: and Police officers often use fatal force un- necessarly df legally), despite the increasing restrictions on palice Use of weapons. Now, no one in his right mind is going to suggest hata policeman confronted with an armed criminal is going 0 uminate on the social sclence parameters of tne use of Geadly force. He is going to protect his life, or that of others. Likewise, most states pesit, it they Go not mandate, 3 policeman to use deadly force as a last resort, 10 ap. prohend a fleeing murderer. robber, rapist, or arsonist, Will the educated Jaw enforcement officer simply let the ‘criminal go free because he has become ore “tolerant”? ‘And if 50, at what price (0 his own job. and to society? 1 am ‘not suggesting for a moment that policemen should be given carte blanche to shoot at whomever they please. Even the laws which petmit officers to shoot a lee ing felons carefully circurseribe the officers’ conduct What | am suggesting is that a law enforcement officer has a sworn duty 10 protect society; If the performance of that ‘duly requires him to shoot ata flecing rapist in order to ap- prehend him, he should be guided by ine law in effect in his Jurisdiction and not by the more enlighiened social ‘science concepis that he has learned in the classroom, I pu this a8 a question, not as. statement of fact. it we liberalize” the policeman 10 @ sufficiently great extent may he not begin to have qualms over the performance of his primary duty: the protection of the innocent from the predators? On a far more practical level, | beleve thatthe iberalization-oriis-own-sake” theory” simply’ will no! work, Policemen, alone in any profession, have as clients those who shoo! back. who fight back, and who have a vested interest in removing from thelr path the authoritarian, figure who just happens to come upon them in the course Of, say, an armed robbery. “The repor lists “ideal qualities” of police officers: Inielligence sufficient for making in- ‘elligent decisions, ‘olerance and understan- ding of differences between cultures, values Supporting the controls on police conduct seit Giscipline. and the ability 10 control one’s emo- tions. ‘These are indeed ennobling qualities, admirable in a vacuum, which can be espoused with fervor from behind ‘a desk in the trangullly Of the classroom. Unfortunately, the same sentiments have nothing whatsoever to do wih the realltes of police work on the siteet. Violence against police otficers—in many cases, simply because they are police officers—is increasing. The liberalized policeman may well understand the differences between his culture {and thal of the miltant protestor. But when that same pro tesior’s rick hits him on the head, “tolerance” and “understanding” are going. to disappear very rapidly. 'So long as there are: individuals out there—and there: ‘are many-—who regard the law enforcement officer solely asa target, notions of “educating!” the policeman 0 have Compassion for his assailants are naive and unrealistic. Policemen can and should be educated; the higher the bet ter. Bul education alone is never going to compensate for \Wwhat the officer must face, almost on a day-lo-day basis, In many cities: hatred, contempt, insulis, threats, and ‘violence—up 10 and including death, Now, certainly, a policeman can and should be com- ‘passionate, tolerant, and so on when hes dealing withthe Jess fortunate, nonviolent people with whom his work brings him info contact, But ram not convinced that the groves of academe are the only place that he can learn this. |Lam wriolly in favor of higher education for the police. not because it will im them Ino a cadre of blue sulted Social workers, but becouse it will make them better policemen and poticewomen—more equipped to respond fo the pressures of what may be the most dangerous. demanding, difficult and, at times, the most dirty job that ‘our society has 10 ofer today. Ihave attempied 10 isolate major problem areas in this Imporant area of law enforcement; hence, this presents tion may sound somewhat cntical of the work of the Corn: mission, itis not meant as such. The Commission's repor. ‘as noted, isa major contribution to the literature. The work. one by the Commission and its sta will beneiit every law ‘enforcement professional in the country, both those who agree and those who disagree with the report's conclu- sions. The Police Foundation can be justly proud of Its ‘work product. Remarks of G. LaMarr Howard First, | Would like 10 express my appreciation t0 the Police Foundation, the National Advisory Commission on Higher Education for Police Ofticers, and the office of at Criminal Justice Education and Training of LBAA for bring- ing together this august body 10 discuss the important Issue, the quality of police education,How to control people by various sanctions for max: imal safety and the preservation of society has been with us long enough to be recognized as an historical fact. Police education, in the context of history. is relatively new. However, police education is not so new that it can con tinue 19 express ambiguity about its Objectives if CIs 10 enter, maintain, and perpetuate itself as a discipline in the ‘academic environment “Tenny’s observation that “no system . . . can ever be changed or improved uni there are Substantial umbers of individuals, both within and without, who recognize the need for change and have the competence 'o bring ff about” seems appropriate al this time. A broad, spectrum of people from within and without police educa tion per se are represented here with the competence 10 ad- tess the issue and effect change. “The tern change has many meanings, all with some validity. The responsibilty for change musi be assumed by someone, and it seems a viable altemative 10 assign this fask not primagily to those having present responsibil- ty and salaries for doing same, but to those hopeful aspirants involved in higher education, seems realistic 10 lssume thai a decade oF So later the college greduates in police education may be able to assume sufficient power ‘and suppor to effect change. However, considering pre: Sent practices in policing, we must give thought as 10 whether the college graclunte may not become assimilated and become’a part of the problem he sought to change. We can be proud of the changes which have occurred In police practices, particularly over the past decade, However, we must tecognize that the changes which have improved the status of policing did not necessarily come ‘about as a result of "planned change.” We must thank ‘many of our prisoners who, without the benetitof a college ‘education, gave Impetus 10 change in their search for justice and humane tteaiment. Prison unrest, dots, and ‘Supreme Court decisions and reversals give insight into, this. Our citzens are due some credit for thelr deologles, not necessarily gleaned through the educative process, but fom conscious and unconscious feelings of what living in ‘a democracy is all about and having heard of iis concepis Of equity. faltness, and humaneness. 1 can agree thal knowledge is a potent weapon, ‘without knowledge, bridging trom crmirsal behavior10 for- malized laws and systems 1 protect Individuals and ‘groups would not have been possible. Without a doubt, the institutions of higher education are all important in the dissemination of knowledge to the practiloner in criminal justice education, and specifically police education, We can all see relevance in the objectives tor police education as stated in the Sherman report LL objectives for the Impact of college on individual students, 2 objectives for the impact of higher education on the performance of policing as an institution, 3 .objectives to professionalize the police and enhance thelr prestige. With reference tothe first objective, impact on students, the concems stated are: | general education, the same as for everyone else: 2 equipping students with speciic skills required for competent performance for police work—note please—as it's presently structured and detined 3 molding students nto change agenis who can work ‘within police depariments to create a new police role. “The University Sysiem of Georgia states a general con- 32 ‘sensus for the objectives of police education: ‘The majority favors a broad liberal Understanding of behavior built around social ‘and behavioral sciences, with objectives being 1 different fram objectives of higher educa tion in general We can find consensus in the desirability of Bowen's goal statements for the impact of college on students (Cognitive leaming, emotional and moral development, and practical competence). For many, the goal Siaiements frase the fell right determine for themselves what the im. pact of college should be on individual students. Further, ur ‘system approach” provides knowiedge which, for all practical purposes, most students see as irrelevant once they enier the world of work. They insist that the theoretical concepis have no practical value in what they term reality ‘The cognitive base appears lost with such thoughts and presents a challenge as 10 the method used in classes: should cognitive leaning be declared! a major objective? Sherman quoted the age-old conflict in education, stated well by Aristotle: "Should the useful in fe, or should Virtue, or should the higher knowledge be the aim of our training?” Perhaps the time has come to put the argument o rest land declare both as objectives: satisfying the academ! ‘Gans who insist upon knowledge and the student cry for relevance, The students in academic setiings do keep the ‘academicians employed. What colleges expect and what ‘Sludenis seek may be the same, or atleast No! Inconsistent {5 related to personal development, Colleges must have standards. Students want employment upon graduation, Jn addition to personal enhancement. Personal, occupa. tional, and institutional goals all have relevance. Since the subject matter of this symposium is police education, it ‘seems highly impractical to proceed with police education in the academic environment without, minimally, seeking their assistance as 0 the realities of policing, cannot be assumed thatthe college graduate will be welcomed in police departments. The roles they may have 10 assume may not be commensurate wih thet iain Ing. they are accepted. Issues relating to lateral eniry divergent roles, and licensure must be examined while ‘sructuring objectives for police education, ‘The Issue of professionalizaiion as an objective stresses professional behavior and professional prestige, Exiucation appears fo be the societal response 10 profes- sionalism, Many might say ihe police have nether. 1 fake ‘exception to this. talso appears that citizens are waling for the police to achieve 100 percent perfection prior t0 beings granted a professional status, 1 would agree, crme is Geplorable In this counity. So are the reputations of policemen, However, as I view the professions of law. Psychiatry. teaching, medicine (to mention a few). 1 ask: Do all lawyers save their clients or ensure due process t0 each in court? Is all menial iliness healed or ameliorated? Do all students leave our elementary schools, high schools, anc colleges well educated? Does the physician heal or cute or improve ihe health of all of his patients? ‘Then why should the police be required to apprehend anct fensure prosecution of all persons involved in criminal behavior prior to achieving the status of being a profes- sional? Once the standards are set, policing (asin other pro- {essions of the ethical, moral, and competency standards ‘would be the major ‘ask ‘The report does not Specifically address the concerns, of ethnic groups whose objectives often center around change as foremost. Traditional police Gepartments havebeen hostile and brutal :o minorities as clients; indifferent and callous t police mandates of due process and protec: tion; and, for most, until recently either did not hire or had, denigrating hinng practices and promotional practices, For blacks and other minorities, the objectives of police education dealing with these issues must be clearly enun- cated. Remarks of Ralph J Temple ‘An ACLU lawyer ia room full of police officals isa it tle bit ike Daniel in the lon’s den, n fact, we are in the same. business, something that is too litle recognized by police officials and by libertarians alike. We are in the business of ‘making the Amencan legal system work, and fo perform, its dual and conflicting functions of achieving both liberty and order Generally, about the repor, I did not find that much aul. Maybe thar's natural, since the report calls for change and | come from the libertarian side of the spectrum. 140 {ink that just as some of the commentaries here have Cricized the report for being to0 critical of the siaic of police fedlucation, perhaps the commentaries have been a itie 100 citical of the report. ‘The teport must be seen in context. We do no! move: from where we are unless we concentrate on what itis that needs 10 be resolved. We can look al Our society today. evaluate it, and find many strengths, Our society” Is perhaps the strongest andthe best in the history of humankind, But it doesn’t do much good 10 look at that orton of the glass which is full. we want 10 improve Things, we have to focus our altention on that portion, that, half of the glass, that is empty. tm very sympathetic with the point of view, expressed here today, that you can’t lookat the problems ofthe police. institution exces in the context of the problems of society Indeed, in my own view and 'm sure In the views of many, Of you, everything that Is lacking, everything that Is defi- Cent, in the police institution, is by and large a reflection of the deficiencies in our society. ‘There is one very key exception to that. One thing that ‘most police officials and most police officers bring 10 the Job Is @ dedication 10 public service. That's why we're in ihe business. That's why those of us such as myself, an ‘ACLU attorney, and the profession of the police are in the PUblic Service. But Our society is not characterized by an at- mosphere and an attitude of public service {'sympathize with those commentators who noted that tne medical and legal professions are not he epitome of al, thas good, that we all have foaspire to. indeed, think that those professions perhaps have something to learn from, the police. You have had 10 pul up, in various corn. ‘munities, with the pressures for civilian review boards, 1° ‘about time that attention was tured on the medical and, legal professions. They are definitely in need of civilian review boatas. “There is one thing, though, that those professions can offer, thatthe police institution does need 10 emulate. Its recognized by those professions that their basic mode of, ‘operation has a certain inherent conflict with the vital in- terests they are supposed to be serving. Doctors make money by working on sick people. But they have recognized the fact that they must make sick people better. ‘They can't say, “We are going 10 perpetuate the illness, a3 Lawyers make money as long as ligation sloes on. But they're supposed to wind It up as fast as possible, Atleast lip service is paid to ths position, But I'm afraid that lip ser vice is not really paid in the police institution, Leadership really doesn’t promulgate the most fun- damental mission of the police institution, Even this report aves it, perhaps understandably. a light touch in passing ‘And that is a commitment (0 law enforcement within the context of the American system of law. Frank Carrington raised the question: Should we restrain police otficers? Police officers don't have to be trained 10 be tough in the. street, 'm not tough, but If 'm on the street, and have a ‘gun, and somebody's coming at me, 1 know enough to Kil him before he kills me. That's not really the problern. “The problem is the altnude that interprets the police mission of law enforcement and the constitutional restraints on carrying out that mission as being in compet tion, as being an adversary process. We've all heard the phrase “handeutling the police," and there is a lot of ‘grouching whenever a new cour! decision comes down pulling restraints on the police. Those restraints help define the police mission: tis whal distinguishes the American, police officer ftom most others in the world. It is what ‘makes the challenge to the police official ana io the cop on, the street a really profound one. ‘This conflict between liberty and order permeates human society. It is the same conics that comes trom, various levels—from life and death, We can't have Iie without death. W's a paradox that we have to reconcile ourselves 10, and those who fail fo do it sufficiently (ot course, we ail Go itincompletely) don't fully ve thet lives, because they're 100 busy worrying about death. Life and, death, growth and decay, stabil and change, innovation, ‘and tradition, liberty and oblameworthy for the misconcepiion, but in a matter such 285 this, greal care should have been iaken to make the pur- pose, stature, andi findings of this report crystal clear, The ambiguity is not lessened by LEAA financial support ofthis, ‘symposium which, | submi, lends some governmental credibly 10 the merits of the report which, as yet, have not been legitimately established. ‘One more serious fault needs 0 be cited, especially since the report makes some relerence to the Academy of, Criminal Justice Sciences and the American Society of Giminology ‘The membership figutes given for ACIS and ASC. 2400 for ASC versus about 700 for ACIS, are grossly ‘misleading, As of January 16, 1979, the Academy of Criminal Justice Sciences had about 1400 paid, active ‘members; the American Society of Criminology had 1302 paid, active members out of about 1900 paid members. 1n Checking with the Secretary/Treasurer of the ACIS. 1 eared that he has never been contacted by a Police Foun dation representative for membership figures, ven gran Ing thatthe data in the study may have been outcaied. it nevertheless presenis a flagranly inaccurate picture." (Ses aS Tome me ok wear ro, he auras wee cced, StkeMentprnings set have the. conesed gues proce bys ""Rlwsery oma sce Sceneeeison ‘Gia cronnal hastew Soeton= 700ACCREDITATION | would like now lo make some specific enticisms of what the repon says about accreditation of criminal justice eslucation programs and the role that the Academy of (Criminal Justice Sciences has played in that endeavor, ACIS began ls accrediation efforts in 1975 with the ap: poiniment of the Accreciiation and Siandards Commitee. ‘fier many meetings, in several different parts of the United ‘Siates, this Committee created accreditation guidelines and a document which created the Criminal Justice Accreditation Counc, The Council is now in the process of being “spur-off”'—1o use a business phrase—and will soon be completely independent of ‘ACIS. Il cannot become independent ovemight, mainly because—as Rick Moore has said—we don't have any federal oF private foundation grants 10 suppot i. The educators themselves are paying the bill or the Council, The report questions the representation ofthe ACIS Ac. ‘crectiation and standards Commitee. According, lo the feport, the committee membership was drawn more from, vocational and professional programs than fom liberal aris curricula. The report contends that because of the nar Tow interests of the Acaciemy membership, ACIS should, be denled recognition as the sole specialized accreciting, agency. ‘This is some more definional confusion on the pan of the repomt writers. ACIS andior iis Accreditation Committee {ig not trying 10 be the accrediting agency. In faci, the Ac: Gredhiation and Stanclrds Committee Is out of business, ‘When CJAC becomes financially independent, it wil note. connecied with ACJSatall. Membership in ACISIsnota re quirement for membership In CJAC, The report writers, elther through Ignorance or by design. ignore this, if ‘anyone harbors the conspiracy theory that there is a per ‘manent sweetheart contract benween the Academy of Criminal Justice Sciences and Criminal Justice Accredia. tion Counc, forget itt Let us go back belly 10 the ACIS Accreditation and Standards Commitee and the allegation that It had a nar row and parochial membership. From the very beginning, the primary goal of the ACIS for the Accreditation and Standards Commitee was 10 ‘bring together a commitee made up of members who could see beyond their immediate situation and their own institutional loyalties ant make judgments that would bein the best interest of the feid of criminal justice education, ‘The commitiee had an extremely diverse membership, “with individuals from all geographic regions of the United Stales, from both wo. and fouryear programs and fadwate schools, from public and private schools: per sons representing professional associations: various kinds of cnminal justice and public interest groups: and studenis, Indeed a letter dated June 12, 1975, 10 the Police Foun dation from Mr. William Mathias, inviting the Foundation to pparicipate in the Accreditation and Standards Committee ‘leliberations, went unanswered, according 10 Commitice records, As noted by Larry Bassi, Chairman of the Accredltation and Standards Commitee, the commitiee members were ‘acuiely aware thai cricism might be directed toward com: mittee composition, As a result, the members intensified their examination of the Issues from as many perspectives {85 possible. It's my opinion thatthe fears expressed in the report that the ACIS and ils accrecitaion etfor will reflect ‘only the interests of practtioners and junior college teachers are completely unfounded. 82 “The report argues that specialized accreditation may force many criminal justice programs based on the liberal arts 10 convent themselves 1 more practice-oriented pro: fessional Curricula, The Accrecitation and Standards Com millec. after much debate, concluded, and the accredita tion guidelines as developed by the committee state, that the development of a mode! curriculum is inappropriate, The Commilice recognized thal (too) many legitimate mis- sions existed in criminal justice higher education to make evelopment of a single model curriculum feasible. Furthermore, there was the full realization among the commitiee members that a model curriculum leads to Standardization, an iciea abhorrent to most, i not all, of the Commilice members. The absolute intention not to foster standardized education approaches is in direct contradic tion fo the Foundation’s contention and serves to show that, ACIS recognizes the values of experimentation inthe area, of education. The Accreditation and Standards Committee also demonstrated receptivity 10 ihe interes! of nontrad ional education programs. When these programs crt. (ized the accreditaion guelines as being unresponsive 10 their delivery systems, the Committee asked the group 10 study the question of accrecitation of each program and, provide advice and counsel for future consideration, It ‘scems 0 me that speculation found in the Police Founda lion report, 10 the effect that standardization of criminal Justice programs will be @ result of accreditation, is just That—speculation, Regaraing the implied selt-nteres! that ACIS has in controling the accreditation process, it should be noted that the President of the ACIS has appointed 10 the Caiminat Justice Accretion Council 17 Individuals representing the public; students; two-year, four-year, and gradual in silutlons; and various professional agencies, The Counc 's totally independent from Academy of Criminal Justice Sclences In iis operations, although it does reccive iis operating budge! from the ACIS uniil there is adequate Suppor from ihe accreditalion process iself. ACIS will be removed completely ftom the C1AC as Soon as enough in stitutions are accredited 10 form a Delegate Assembly ‘which will hen select members of ihe Council. Aulonomy, Ione of the requirements for COPA recogniiion and it will, be achieved. ‘The report argues that, although accreditation by the ACIS guidelines may improve the quality of many pro- ‘grams now in violation of lis standards, because the ACIS. ‘membership is not broadly based enough io represent all coiminal justice education, ts accreditation process may generate some negative consequences, to wit: () it will Pressure liberal ars programs in criminal justice to adopt a ‘more operationally oriented curriculuen: (2) it will foster the endorsement of the concept of the nonexistent “profes: sion” of criminal justice; and (3) it may lead to the percep- ion of minimum standards as normative standards, Hence, an atiempt to recognize an accreditation authority for police education programs should be approached cautiously and with the paieipaiion of a number of na: ttonal organizations related 1 the programs. | submit that the ACIS has recognized these consequences and has per formed a responsible service in developing a workable reasonable, and educationally sound set of accreditation guidelines. If this were not so, why are So Many of the Police Foundation recommendations all but extracted word for word from ihe ACIS document, “Accreditation Guidelines"?CONCLUSION In conclusion, 1 want to make a phil ssophical state ‘ment, and tepeat a statement | made earler, Ihave often heard it saic that a properly taught college freshman today knows more physics than Newton or Kelvin did, But tis ‘hot certain that a properly taught freshman today knows mote about law enforcement than even Wild Bill Hickok. No one—including the authors of this report—knows, what a “property iaught" police student s. But tam prone. to believe thei, just a8 the standards for an education in physics were developed basically by and within institu: tions of higher learning, the standards for an education in, law enforcement or police science, or whatever you call it wil be developed by and within the same insti tions—and I cannot see that he process will be aided much by the publication and merchandising of the sensational lvisive type of report which occupies us here, Remarks of Peter Lelins Ladies and gentlemen, thisis the midpoint of an impor: fant Conference and, as in all conferences, by the time of the midpoint, usually a certain almosphere or mood Specific to the particular conference has crystalized. Unfor tunately. | was out of fown and could not come to the con: ference earlier. So when you hear my remarks, you must forgive me for not reflecting all that has happened so far My remarks are based on the reading oF the repon and of comments on the report think the outstanding impression which this report so far has mode is that itis very ciiical of police education in tis country in the last ten years, There are some newer figures than those given in the repon, showing. that the ‘number of institutions which offer education for police of Ficers increased just exacily ten times in the past ten years, land that the number of police officers who have in theit background séme coniact with colleges and universities increased in the past 15 years from 20 percent 10 46 percent—ftorn one-fith 1o almost halt—and lam sure tha, Since 1975, itis atleast hall. SO we are discussing here & Femarkable period of upswing in attention 1 higher educa: tion and the actual realization of that higher education for ihe police forces of this nation. Perhaps one could comment that, historically, this Is probably the period that willbe remembered as the golden Period of education for police. i! may continue; it may im- prove, but certainly ths isthe Inial phase, and the repor's very sharply ctlcal attude, to a certain extent, misses this point, This is not 10 say that the crticism is Out of place—some of the enticisms stated in this report are cer: tainly well taken. But whether these negative aspects represent teal, deep faulis, or whether they just reflect the Understandable lack of strasp of the fora! situation when One stants doing something new, Is a question only history ‘will decide. Sometimes when we judge a developing. in dustry, we Judge it from the point of view of nwo Nundred ‘years later, after experience has taught us how to proceed. ‘Yer when modem industry started, it did not _Nave thal knowledge. The first sieps, and therefore many directions that were taken, were wrong and were proven tobe wrong and actually defective. So one could raise this question ‘Are the faults of hese years of police education actually the. natural faults of a completely new enterprise, the resull of eagerness to siatt acing? sa |.am not irying to bypass the report's crticisms. For in- stance, one of the shoricomings in police education is the ‘absence of qualified personnel 10 teach in this vast pro- ‘gram, But | think if you took one of the better developed ‘sciences in the United Sates. like physics forinslance, ant alll ofa Sudden increased the number ol programs tenfold in ten years. | Imagine the level of faculty qualty in that discipline would drop tremenciously. The fact is that there are a lot of academically unqualified persons teaching in the collegies—especialy, pertiaps, in community colleges: and two-year colleges, as the report points Out and Backs Up with siatistics. The absence of academic backgrounds: and teliance on experience only; the fact that so much of the faculty is only parttime (acully are valid exticisms, AS the report siates, not more than 25 percentof faculty should be partime, So to certain extent this discussion of whether the report is (00 crtical or whether tis properly cctiical isa matter of perspective. Perhaps the report should have stressed the positive fact of this tremendous increase in attention, funding, and action in the area of education ‘and given less emphasis fo the enticisms. The repor deals. with experience as far as the faculty is concemed ex: perience of a practioner on one hand, and liberal ecluca- tion in aris and sciences on the other hand. Either we teach ‘what police academies should be leaching or we give the ppolice a sleneral liberal education, I cannot understand how a repor ofthis son could fail toacknowledge the existence of a very substantial body of knowledge which deals with criminal behavior. lis motiva: ‘ion, and its social causes: which deals with the various. theories of preventing criminal behavior. and which deals: ‘with responses fo this criminal behavior by removal of the causes, by correction, by punitive sanctions, or by in Capacitation. The body of knowledge Is tremendous, and yet Ido nol find in this report any suggestion that this Is ‘what really should be taught at the college and university levels. By that 1 don't mean that the practical onenta- tions—basic knowledge about police work combined wiih study 0f closely related institutions such as prosecutions ‘and the courts—should not play an important role in the curriculum. 1 fully recognize that teaching only ‘criminological and criminal justice theory is a mistake. AS the report states. not more than about a quarier of a stu-dent's crecit hours should be directly in the subject matter (0f criminal Justice and. criminology. 1 would completely ‘agree with that, The rest of the student's program should bbe education in the area not of liberal arts so much as of social science. ‘The olher omission of the repor Is that it refers to the old-fashioned concept of the college of liberal arts and sciences, AS we know, most major universites have changed 10 the divisional structure of social sciences, physical sciences, life sciences, and so on. Although lusually the general university requiremenis inject a certain, ‘amount of all of these sciences as background, {think the: ‘Second major component in criminal Justice education ‘should be study of social sciences. Every police officer, in many ways, is an applied social scienist- psychologist, sociologist, versed! in political movements. We are asked here who should teach. in the arca of police education, there should be a differentiation among, police officers who never advance much funher, and those who will be higher administrators, planners, evaluators of police activities. think there is a ferile field tor f@ discipline of crminal justice and criminology, as a ‘specialized ciscipline of social or behavioral sciences, ‘which has as its primary task developing new knowledge. ‘with reference 10 the problem of crime, is conirol, and its prevention, and passes this knowledge on 10 bachelor’s, degiee candicaes, master's degree candidates. and Ph.D. ‘candidates, AI the same time this program could direct those specifically interested in police work to the general pbasic information which would be the province of praciical police academies. Students in this kind of a program ‘would have a broader general education in social sciences, ‘and their methodology, as well as some background in ‘quantiative methods and statistics which would enable them 1 understand the methodology and findings of research. Finally, when the top levels of educational ‘development and research development are reached, this kind of program would promote new knowledge In 3 ‘systematic way through research. This type of sy'siem would produce the necessary capable teachers, those ‘who would teacn police officers ihe body of accumulated, specific knowledge related 10 crime, broader social ‘science, some humanities, some physical science, and ‘some direct knowledge about the siructure of the opera twons of the action agencies, Remarks of Donald J. Newman, I'm very pleased fo be here, and it's no accident that I'm last if you ever have a chance 10 be a panelist, you should always be last because there are three advantages. Furst. there is a mandate 10 be briel. Second, the last panelist ge's 10 take swings at all the people who went Shead with no chance of atleast immediate retaliation. So, they can get me later, but they can’t get me today. Finally, the last panelist is supposed (0 end on a high note. ‘Well. I'm not going (0 do that. I'm going tendon alow note, T's always delightful 0 come fo a national meeting, where there's so Much consensus, friendliness, agree- ment, and happiness. Actually, this meeting, has been ‘much foo mild. | don't think there has been enousth con- roversy, andi I'm going to try 10 comtect that in he next few minutes. I've heard nothing but applause all day: ve heard no boos, I expect you to boo when I say something, ‘you dislike, Let me say that his is a fine report (Larry Sherman wrote that line). However, 1 don’t think the Commission ‘went far enough in driving a wedge between the com. ‘munity colleges and the rest of higher education. I'm going to ity Wo drive the wedge in deeper right now. To begin ‘with, our panel has the wrong. question. The question is, ‘who should teach the police? Ican answer that very simp- ly: Other police, smarter ones, “The important question we should be addressing here today is, "Who should be a faculty member in a university fora college?” The question applies whether It periains t0 criminal justice, police education, oF physics, { see no di fetence, Certainly criminal justice as an educational enter- prise is unique in many ways, in terms of university struct tute itis Unique because criminal justice is not a single discipline. tis an academic enterprise bullt around a prob- lem. There are others: women's studies, Afro-American studies, poveny, ecology, 10 name a few. But we in Criminal justice education are nota discipline in the usual ‘sense of the word, nor are we a professional school in the Usual sense of the Word. We are a unique entity: indeed, fone of the few unique structures that has survived as long asithas* Sill, we are all faculty members, we are all professors. | don't like 1 use the word teach. I dort teach anybody. | ‘ama professor. Teaching I reserve for primary and secon- ‘Gary education and training for the academies. We are pro- fessors. And the major responsibiliy, the major allegiance, fa professor Is 10 the university, not 10 the police. not ‘0 students, notto any other cohort, but io the idea of a univer: sity. In my book, a professor has to pay primary allegiance to the fact that he is in an old and honored insitution ‘So we have 1o get (0 the question of what “professor ing’ is all about. | am a conservative, een puis in mydefinition of @ university as @ collection of scholars. A university, or college, is made up of scholars whose {dedication should be 6 their field, o furthering knowledge, ‘o building on knowledge, 10 accumulating it, 10 dis. ‘seminating it—through teaching but also through research ‘and publication, Univetsiies by their nature are eltist, There Is nothing, democratic about smariness, about universities, and about university faculties. University faculties should be a collec- tion of he best and the brightest and the most dedicated 0 research. The function of a university Is untrammeled, Unrestricted inquiry into major problems. This is our oppor ‘unity. this is our destiny, this is our duty To be a faculty member, one must meet the age-old testof scholarship, There is no other test: What are the tests, Of scholarship? In this field we often think of a PAD. A. Ph.D. is usually an entry requirement. itis evidence of past scholarship in school as a student. itis an enty require ‘ment, not the end all and be all. | Know too many people ‘who assume now they have a Ph.0. they are therefore eligible 1 become a professor. They are eligible to become. lone, but not remain one nor ta move upin the ranks. Fur thermore, it is not necessary to have a Ph.D. 10 be a scholar. What Is" needed is demonstrated scholarship. On ‘our facully we have a number of people who do not have Ph.Ds, but few could quarrel with their scholarship. must ‘also ada here that faculty positions are not places to rete. “There is a standing joke in Albany. I receive calls and letters periodically from practitioners who have done their 20 oF 25 years and say they would now like fo become professors. lalways reply, "Chief, | would lke to become a police major in a highly active precinct.” The chiet always replies, “Have you ever had any experience?” | say, "No, ‘none at all, but I've had 25 years of teaching. Why can't | move over laterally?” ‘The chief always replies, “That's hetesy. unheard of." My point is clear. In my opinion, second career faculty tend to be second class, {don’t think that the major split we're dealing with is between two-year programs and four year and other pro. grams. Fouryear and graduate programs belong in the University. not the community college. Are community col leges part of the university? The answer Is mixed, depend Ing somewhat on which community college, lis mission, iis staffing. But the general answer is no, Community col leges offer post-high school eclucation. So It iS unfair 10 hhold faculty in community colleges to the same standards, that are applied to the university I does a disservice 10 all Of us to assume we're all brothers under the skin. Weare not. we have different mis- sions and we should do thase things that we do best, There are some excellent community college programs. ‘am very much in favor of them. But the community col Jeges should stick to their Job and the universities should 0 their own way. So I think that there should be a spit between faculties in the community colleges and in the four-year universities and colleges, agree with most of the recommendations about faculty in the report. Faculty should be fulltime, not part- lime, Education should be on campuses where police and, other criminal justice students mingle with students of ‘other disciplines. Police education should nat be in a precinct house, not in a gas station, not in the taining academy on Satuiday moming, it should be a campus ‘with @ brary and with stuclents mingling. I donot think that experience is desirable, field experience. in a facully member. | agree with the quote of my friend Don Riddle ‘which begins Chapier 5 on page 7, Lalso agree with the statement later on page 25 by Lee Brown, You might want {0 look both of those up.* I believe in holding faculty ‘membership 10 the highest level of scholarship, believe in ublish or perish. 1 do no! believe in teaching al the univer- sity level, but in doing research and publishing at the University level. Believe that, by God, if we do not hold to these standards we will and we should perish as an academic discipline. “do ne beteve we can any longer eg experence ashe suieien ot, gs enteral horace of a fui member ev cat oes flee ‘ivcaton preprarns Aol eucaton teats onthe rot Met accu oman expetence can he alse wcanoushy Tough ts pieces at ‘Cocina. wecantor accep hspropetion aur Deetopstan ‘heimaleclua academe cseprse fe spat ae! ‘Wen te ar aby the eed or extn enforcement of. 190 mary linc cuseng cane sass proms toa pebeaaan oats ean) Eee fecognsed a fasrg Sysem yarn, Response of Lee Brown Fellow Commission members, distinguished panel ists, ladies and gentlemen. | found it personally rewarding to have served on the Commission. As Dr, Locke indi cated, I've had the unique experience of leaving the practi tioner's role asa police officer, entering into academia. per- forming in that arena, and reiuming to the role of practl oner. ‘Thus, the insight 've obiained has been very rewarding. 'm also pleased to be able, on behalf of the Commission. to respond to the comments made by this ‘ery distinguished panel, Let me do so by responding to each individual, starting with Dr, Felkenes and his remarks, which camtied obviously a very strong enticism of the report, but which were indeed very provocative-—a Characteristic of his general presentations, Dr. Felkenes began by taking! a snot at the Commis. ssion’s “liberal arts eitism,”” and he suggested that the ‘Commission address this issue. tt did £0 by looking at What one wants 10 produce through the colleges and universities for the police establishment, And it seems, in terms of our recommendation that the objective should not bbe 10 produce a police officer, but rather 10 look at the ‘whole incividual—one who spends part of his hfe or her lie In the occupation of policing, In context ofthe pat of his oF her fe that deals with policing, it would seem that there are certain characteristics that one would want {0 see pro- duced by the colleges and universities. They are that the Individual who leaves an educational institution ata higher level should know certain things. Fitst ofall, that personshould know his or herself as @ person: should know the: ‘community and all the dynamics that go along with what swe call society; should know the role of policing in a democratic society. That person certainly should know how he or she fits into that role of serving the community as a police officer. The liberal ars tracition provides that type Of person, The point was also made thai there is No ‘one mote! for criminal justice education, The Commission Cceriainly would not argue with thai point; as a matter of faci, it would agree, and he report suggests one of three ‘models of general liberal arts education. criminal justice as an interdisciplinary liberal arts major. as police administra tion, oF as a professional undergraduate educational pro: ‘gram, Dr. Felkenes also 100k issue with the name of the ‘Commission, indicating thatthe name implied that it wes 8 {federally or govemmentally approvecibody. The Commis. sion would respond that iis io! necessarily nue that, 0 be ja national commission, one must have government spon- Sorship or approval, There are numerous examples to Sup- port the Commission's position In this regurd, ‘The ‘Carnegie Foundation Commission on Higher Education ‘and the Sloan Foundation Commission on Govemment ‘and Higher Education are only vo examples. National {does not necessarily mean federal. We do agree with the Criticism that the membership figures that were cortected, for you today are correct as corrected, * and we offer an apology for understating ihe number of people that you have in your respective organizations, Allinall, let me say that the comments were provocative bul, as often is the case, there are vanous ways of looking at the same issue ‘The Commission would agree with Dr. Lejins that ihe Issue of police education deserves critical analysis— deserves Careful observation—and this the Commission atiempted to do, Dr. Lejins addressed the issue of who ‘should teach the police, and he adequately pointed outthat this is Indeed the golden age of police education, But the, Commission would take the position that we should also. adress what has been achieved during this golden age of, ppolice education. Has, for example, the golden age of police education had any’ significant Impact on changing, the police establishmen? Some would aigue no—that there has been a perpetuation of the status quo, hat edu- ccalion has been substituled for change. The highly ‘educated police can say they are professionals by virtue of havingbeen exposed to the insiitules of higher education. Dr, Lejins also discussed some of the shoricomings of the report, many that the Commission liseli felt wete worth ‘observation. He pointed out the absence of quaified per ‘sonnel teaching. in criminal justice programs. Indeed, the ‘entire chapter on faculty addressed that issue. The over figing, concer, as alluded 0 by Dr. Lejins, that ine police eed something entirely different from what aleady exists In many other aspecis of coleges and universitis, 1s 8 serious matter of debate, | was particularly happy to hear Dr. Lejins say that the ccrticisms ate, in general, valid. But the point remains that ‘some criicism Is indeed warranted in the context of where ‘we are today in the area of higher education for the police Dr. Lelins Said inst criminal justice has a body of Sore off memcrsti fguies tha appear in he pon charge substan 1a about etme meas wero press, a0 he fgunee were cual ‘Seesnuent panengs wit hove he caneetedtgures proved by at tremens fe msreein ach 7 Te ces ie ‘ASDA Curia uske sector o3 knowledge which relates to criminal behavior, but submit, thot, 10a large Gegtee, that body of knowledge is not being developed by the teachers in our criminal jusice pro- grams, Rather, many of our other social scientists are engaging, in research necessary to produce a body of knowledge. Our observation of existing programs Sug. gests tha lit, and indeed, not enough, empirical research 's being:done by existing criminal justice programs 10 Gevelop the reqired body of knowledge. Dr Lejins men. tioned the Commission's heavy reliance on liberal ars and voiced a concer about a lack of emphasis on the social sciences. The Commission would agree with Dr, Lejins in that regard, but would be quick 10 point out that police are also applied humanists and natural scientists. thus, the Commission's recommendations on liberal arts incluce the social and behavioral sciences as a means of produ. cing that whole person who can periorm the very vital function of a police officer in a dynamic society. As | listened to Dr. Lejins' remarks, it seemed to me that, 10 @ large degree, he did not drastically disagree with what the ‘Commission report had to say. ‘The final panelist, Dr. Newman, began by saying that the repon did not go far enough in driving @ wedse between community colleges and other institutions of higher education. That was not the objective of the report, ‘and thus, probably, discretion susigests that the Commis: ‘sion not be 100 responsive to that. Criminal justice, as he. Pointed out, is not a discipline. The Commission would lake the postion that perhaps criminal justice should never become a discipline, because there are serious problems innigner education now about existing disciplines. What is ‘needed. particulary for those who serve as police officers, isaninterdisciplinary approach to the problems associated with policing. Dr, Newman also made the distinction between pro: fessors and teachers, indicating that the professor is & ‘scholar. The Commission report also aectessed that issue, in stating that a substantially large number of those who are teaching or, you wil, "professing," in criminal justice ‘education are no! doing the research necessary 0 expand ‘our body of knowledge. The question may’ be asked, why? Our research susigests that many who are teaching sn such programs have noi been trained as researchers, have not acquired the requisite skils t0 do significant em: pirical research to expand our body of knowledge in the ‘area of criminal justice Dr. Newman indicated he agreed with most of the ‘Commission's recommendations: for example, that there should be fulltime and not paruiime faculty training or ‘educating our police: that education should fake place on. ‘campuses; and that field experience as a police officer is, not necessary desirable. The point in addressing the ex. isting situation, in which many people who teach in ‘criminal justice programs do so because of their practical ‘experience, was based on the philosophy that knowledge Is not absorbed through the soles of one’s feet. Thats, one does not have to walk a beat to know about policing or be. able 10 teach in criminal justice or police programs. The premise on which the chapter dealing with faculty in Criminal justice education was based is thal many criminal Justice programs, as compared with other units of an in- stitution of higher education, Just do not have the same. level of training as should be the case, We would take the position that criminal justice education programs most cer- tainly should not became the stepchild of academia,Tuesday, February 6, 1979 Panel 4: HOW WELL HAVE COLLEGES SPENT LEEP MONEY? Donald H, Riddle; Chair, Advisory Commitee, National Manpower Survey Rober J. di Grazia, former Chief of Police, ‘Montgomery County, Maryland James R. Mahoney, Director, Community Education’ Work Councils Program. American Association Of Cornmunity and Junior Colleges: ‘Gerald W. Lynch, Pfesident, John Jay College (of Griminal Justice ‘Commission Respondent: Charles B. Saunders, J.Remarks of Donald H. Riddle [trust that | may be forgiven for making some sieneral remarks about the repor of the National Advisory Commls- ‘sion on Higher Education for Police Officers before pro- ‘ceeding to the specific topic before this panel. First, le! me et rid Of One notion. | Delleve that there are far more dif ferences than similariies belween the medical school situation at the time of the Flexner repon and the present sivation with respect fo higher education for police and the report of this Commission. The major similarity is thai the. report should provide serious national discussion of the iggues involved in criminal justice education leading to fur- ther and, indeed, accelerated change. There are, however, |nwo major difficulies, one substantive-and one procedural ‘which are inhibiting that process, The general thrust and most of he specitic recommen- dations contained in the Commission's report have long been shared by many in the fleld of higher education for police and others in the criminal justice system. The ‘Acaciemy of Criminal Justice Sciences has heard all of the ‘arguments and mast of the recommendations year after Year at iis annual meetings. Indeed, this point is substan: iiated by the numerous quotations from such statements, ‘caniained in the report. The substantive problem with the ‘Commission's report is that there is litle recognition of ‘changes which have been taking place in the held over the lasiten years which refiect this thrust, What we have in the ‘Commission's report is a “snapshot,” frozen in time, which fails 10 recognize adequately the very significant and continuing changes which have been taking place. Pethaps a "movie" rather than a "snapshot" would have been more appropmiate. The problem is compounded by the fact hat components o! the picture have been frozen at different times, some as far back as five years or more ‘Thus, the material on faculty is far from current and, in deed, has been rendered obsolete by Gordon Misner's recent protileof he profession—a profile that indicates pro- found changes have occurred during the last five years or 50. While the Commission probably could not have Avoided this problem, itcoulc ave mitigated its ienpact by recognizing, the ongoing changes taking place within criminal justice higher education, and by an acknowledg- ‘ment that lis material was Otten Outdated. ‘The procedural problem has 1 do with the way tn which the repor and lis findings came before the public. 1 have not seen the press release, but the press accounts ‘slemiming irom it certainly picked up the most dramatic of the cateismes and highlighted the negative to the exclusion ‘of even the Commission's major thrust of trying 'oimprove the quality of higher education for police officers. while the Commission could nat control wat the press did with fis report, coukd control the release, and it could have ‘withheld ts release unil the repor iIself was available for adequate study 10 grasp the total impor of what the com> ‘mission was saying. The result has been far to0 much discussion of the "Yes we did— No we didn't" type, which {is neither enlightening nor productive. sincerely hope that this symposium can get the discussion of ihe very 1 issues confronting higher education for police back on 10 the substantive issues, Furthermore, hope that the discus: ‘sion can be carried on in a way which will contribute © real and effective dialogue which will accelerate the 50 changes alteady taking place in this field to the mutual benefit of both the police service and higher education. 'No one can seriously quarrel with the Commission's contention, in Chapter 4, that many colleges have under taken educational programs for police orn criminal justice without an adequate institutional commitment to either he quality of the program or the provision of adequate esouroes, AS the Commission correctly points Out, this lack of commitment has been manifested in a heavy (real: ly disgraceful) overreliance on parttime faculty, a shametul neglect of suppori services, especially library Fesources, and a too-casual attitice toward the quality of the programs offered. Many of the internal controis usually applied to monitor and maintain the quality of academic programs have been applied only casually. if a all. While fone need not agree with every single speciiic point made tn the Commission's repon, the general indictment against, many colleges—although by no means all—coniained in the Commission's report is* valid, and. has long been, recognized as valid by leaders in the field ‘The Commission's assessment of the reasons for this cavalier weatment of higher education programs. in ‘criminal justice Is probably also valid, However, itis not the LEEP money direcily that has been the attraction, for ac cepiing LEEP-financed students entails aditional costs Upon the colleges for aciministraion. Rather, it Is the ‘umber of stuclents whom the colleges assuene would not be there in the absence of LEEP support. Certainly iis tue, ‘hat he combination of LEP and the Gi Bil have provided a socially acceptable method of “moonlighting” for inser vice police officers, and at least fora time the hope of sup- port for preservice students, The problem has been com. ‘pounded by the fact that LEEP guidelines for awards (0 in- Ssttutions have been fairly joose, and LEAA has not applied leven those criteria very rigorously. This is particularly trie fo the guideline with respect 10 fulliime faculty. In this Fespect LEEP funds, aside from holding out a general in Centive 10 mount criminal justice programs, have en- ‘couraged or at best not discouraged, institutions in making, only minimal commitments to program quality. Atthe very least, LEAA should adhere to ts own guidelines ‘Obviously, from the foregoing remarks, tis clear Myatt believe that the Commission's recommendations with respect t0 colleges in Chapter 4 of the report have broad, ‘Support in the profession and should be supporied and in deed adopted where they ate not now practiced. No col lege should offer @ program unless it has made the com ‘mitment, supported by adequate resources, to ensure ap: propriate standards of quality. The recommendaitons that parttime faculty should be employed for no more than 25, percent of a program's credit hour production and that lipranes should bring ther library resources for police ‘edlication up 10 the level of other programs are unexcep- tionable, as is the general siicure that classroom instruc tion should take place on college campuses. These recom: ‘mendations should, anc 1 believe do, have the suppor of the enlite profession. Only slightly more controversial are recommendations 4-4 and 4-5, that colleges should not rant academic credit for police taining programs and that life experience crediis should be awarded only after careful review consistent with ACE guidelines or theirlike. My ownview Is that credit should be given only for activities, whether experience or training. that can be tested or in ‘other ways evaluated by traditional academic means ‘The only really controversial recommendation con: tained in Chapier 4 of the Commission's repor is that per ‘aining io community colleges. Unfortunately, the discus ‘sion of this recommenciation so far seems io assume that the Commission is recommending the termination of all in volvement on the part of the community colleges in higher education for police officers, What the Commission's. report actually recommends is a phasing out of their ter ‘inal two-year degree programs in police education. It also recommends, asa means of encouraging community College stuclents 10 continue their education to the bec: ‘laureate, the further development ol articulation between ‘wos and four-year programs. In making these recommen dations, the Commission recognized, quite righily, the ‘community college contributions to recruitment of police officers into higher education, Given the Commission's ob jective, which share, of a broadly based baccalaureate for police officers, this recommendation should be supported Terminal degree programs do not provide an ade. ‘quate (oundation for continuation to the baccalaureate especially if that baccalaureate is to have a broad educa: lwonal base. Although 1 know of no hard data, | would hazard the guess that studenis In community college criminal justice programs probably are transferring into baccalaureate prostrams in higher proporions than com- ‘munity college students in general. Whether or not this is the case, there seems 10 be no real need to continue ter minal degree programs in this field, t may be argued that such programs perform a training function in regions where adequate training is sill not available, if there is a need for this community college to perform a training role, such training programs should be separated from the feclucational program of the institution and conducted in'& ‘manner which does noi depreciate the value of higher ‘education nor its essential meaning In conclusion, | would reiterate that the Commission's recommendations, contained in Chapter 4, with respect 0 colleges engagted in higher education for police and other criminal justice practitioners, are those which many In the profession of criminal justice education have been espous ing for years and which Geserve our accepiance and support. Remarks of Robert J. di Grazia ‘The question being discussed this moming is, “How Well have colleges spent LEEP money?" in my opinion, the answer io that question isan emphatic, “Very poorly.” ‘Too many schools of higher leaming ate lke too many ppolice officers who are in the college programs simply for the money anc! the litle plece of paper that will continue to bring increased earnings. That certainly, on the face of it sounds like normal hurman nature. We all aspire to better ay. prestige, and whatever else usually comes with achieving higher education. Cenainly. if colleges and, lniversiies are to remain open and solvent, they must alr students to programs lor which there is a market. Unfortunately though, LEEP funds brought students and college programs that did nothing 10 full the requirements for more enlightened police practitioners who could have an impact on the desperately required changes necessary in the police service area, The product we are dealing with Is people—and Just as the smart businessman encourages his employees to leam everything possible about his product or service, i's just plain common sense for those of us in police service 10 kkniow all about our product. Our prociuct is the most com- plex mechanism on earth—man. In 1967, the need for higher education for the police ‘was emphasized by the President's Commission on Law Enforcement and Administration of justice, and | quote, ‘The quality of police service will not significant ly improve ‘until “higher educational —re- quirements are established for police person. nel... The complexity of the police task is {85 grea as that of any other profession Police departments, and particularly. larder deparimenis, should take immediate steps 0 establish the minimum educational require- ment of the baccalaureate degree at an ac- credited institution for all major administrative and supervisory positions, .. . Due 10 the ature of the police task and lis effect on Our society. there is need 0 elevate educational re quitements to the level of a college depree from an accredited institution for all future per. sone! selected to perform the functions Of a police agent. . . ‘All future personnel sery- Ing as police officers should be requited 10 have compieted af least two years of college preparation at an accredited insti Police education, in my opinion, should be broadiy’ based. comprehensive and meaningful police educa. tion should provide exposure io many disciplines, includ ing the law. physical sciences, social sciences, humanites, public administration management, and a ‘small professional police science core curriculum ‘A.wellediucated police officer is better prepared to face the challenges and complexlies of the police service in contemporary sociely. Some, anci | emphasize some, of the police sciencelaw enforcement college degee pro- grams are currently providing education dlvected loward these goals. Most, and I emphasize most, however, are no}, and are erroneously engaged in duplicating the police training that is normally provided in the police academies. Previously. | slated that many police officers are into ‘education for the money. Unfortunately, too many colleges, and universities are into the police tield simply for the "money. Wi the advent of LEAA ang the LEP funds that followed, many colleges saw 1! simply as a means 10 a profi, Quick curricula were developed: the only known, police trainers, reired FBI agents, were selected Io lead the programs; insituciors were generally frends of the reited FBI agents. of, if any slows were lel, fered police officers, were hired. The neandenthal system was perpetuated,only itnow had the stamp of approval of higher education ‘What developed were vocational training programs under the guise of education. Patrol procedure. defensive tactics firearms taining were all given three units of crecit when what was desperately required was anthropology, social Sciences, humanities and other courses that would pro: vide personal insighi. To exacerbate the situation, pro- rams were developed to make it truly easy for officers 10 attend college, They brought the classroom out 10 the police department. Beauiful. The members af the most in grown, parochial, defensive vocation were further in- sulated by having all police officers in a class. And heaven help the poor intimidated instucior if he dic not spout theory slightly fo the right of the John Birch Society line; if he did not ignore attendance requirements; did not give out all “A's” and "B's." In our complex society, there appears 10 be one point of agreement for nearly all ofthe diverse groups related to police service, Police officers cannot funciion in the man- ner in which society expects or demands without being ‘well grounded in the behavioral sciences, This, of course, requires irue college-level education and an opportunity 10 participate in a truly academic community. Social sciences ‘and the behavioral sciences can be more easily acquired Ina formal college program than on the street, although 1 agree thai both learning processes should be sup- plemented by Inservice taining programs in both sciences. How Imporant are the social scienoes andthe behavioral sciences to the officer in ihe steer? Theofficer in the streets in the closest contact with the public, He makes thousands of decisions conceming interaction with people uring his career. If he is fully conscious and knowledgeable concerning the interaction in which he is, currently involved, he will be better able 10 control a given situation, “There are numerous situations in which a knowledge of the social and behavioral sciences would. prove beneficial Improved training and education are most noticeable Inte proper handling of demonstrations, strikes, and riots, ‘The officers are more calm and relaxed: they keep thelr ‘cool,” and, therefore, are more efficient and effective. Higher education lbenefits the police through increasing the officer s ability to ariculate his thoughts, opinions, and fee! ings. Years ago, police service was a relatively simple task: In today's society, itis complex and requires many skils. ‘The officer who attends college can sharpen his skills. By allending college, the olficer is exposed (0 all types of Individuals with varying backgrounds and philosophies if ‘you force him onto the campus} which. in tum, will enable zhim {0 understand the community which he serves, In college, he is iterally removed from his peer group of fellow officers and subjected to new ideas and new ways of thinking, Today, colege graduates are vitally interested in positions which offer a challenge and provide the opportunity 10 become involved in the: problems of ‘society, They want to dedicate thelr lives to something worthwhile, Police service can provide that challenge. ‘What better way to serve people than as a police officer? The self-discipline of toughing out four years of college denotes character and purpose. Ifthe elusive goal of palice professionalism is to be attained, and it police service is ttuly to Serve society, itis absolutely essential that police of ficers be well educated. ‘One problem in police education and taining as pro: vided by police academies and, unforunaiely, grasped by too many so-called education programs, Is the reluctance 10 break with tradition. Most of the’ subjects police academies teach are extensions of long-practiced, activities. There is magnification of ihe old and very title that is new. Every activity seems 10 be oftented toward skills such as handling of firearms, arrest procedures, and $0 forth, with a smattering of law, ethics, and individual rights. Upon graduating, the police recral finds that the aciual duties of a police officer deviate considerably from wha he ‘was taught in the police academy. in most cases, he is not prepared 10 deal with the shock of a fickle public that demands law and order for the other guy and not themselves: a public that admires his actions one day and |s outraged when he takes similar action the next. Insiead ff aecepiance, he may find ostracism: Instead Of gaining, slatus. he may be treated as a scapexoat. All of this relates directly 10 training and education’ because the hardware attitude is being perpetuated. Uni police academy ‘alning and education concep are ‘changed so that the emphasis is placed on human alr. a proper college education will be necessary if only 0 generale new ideas and the opportunity 10 mix with Individuals other than police officers, when 1 sey mix, | ‘mean students ftom all categories and cultures, including minorities, ‘But with all the aforementioned needs, the National ‘Advisory Cornmission on Higher Education for Police Of ficers siaies very simply and, lemphasize, very accurate ly. “The central thrust of the eniticism is that police educa. lion is generally low in quality." 1 ask police chiets 10 stop being defensive about policing and recognize the im- provements that are so desperately needed. 1 ask therm siari paying attention to what's truly required to make theie personnel effective in the iasks they lace daily and | ask ‘acatemia (0 stop being defensive and 1 provide the ‘education that is required to help all evels of police officers, to become knowledgeable about what is truly required of them in the very complex police field We are all meeting here this week suppasedly 10 have an open forum for aring the problems raised! by the report Con higher education for police officers, Let us all recognize that in ten years of LEP funds all we have truly done is, kept some colleges irom closing their doors, more than likely created a Proposition 1a mentally because of lated police department budgets created by tution payments for Police officers, and then increased salaries because & piece of paper has been dispensed, What have our com: ‘munities received. in the way of benellis? Nothing, ab- solutely nothing. because police departments are til operating in the same old way, ignoring research data fail Ing fo inltate new programs, ana feling back on the time honored traditions Educators must look closely at what their roles are and ‘must recognize that providing this new market of police students simply with a piece of paper Is not fulfilling their [part of the bargain. Immediately stop granting credits (or police agency training programs and for all that "super police experience: bring police studenis onio the cam. uses and info the mainstream of educational lite: drop programs like “Handcutfing 102A": seek talented faculty members who bring something. more than war story Capabily tothe classroom; and emphasize the conceptual courses on ihe broader issues of police service,“The police role in our society Is too important to allow our departments to stagnate. We must move forward, but Unfortunately that push most often musi come ftom others than police chles who have been in the system for too long. Let's not have our education system fall nto the at tude and approach that the only reason we do It this way Is because that isthe way it has always been done, Remarks of James R. Mahoney ‘This statement is delivered for the American Associa won of Community and Junior Colleges. Much of it has been suggesied by local community college police educators who accepted the Association's invitation fo respond in writing 10 the Commission report, Twenty police educaiors sent their detailed reactions for the pur- ose of helping us prepare this statement ‘Also, you should know that the Association was not, Invited (nor any other broadly representative community college organization) to join the National Advisory Com- mission on Higher Education for Police Officers, The ‘Association was asked to react 10 early drafts of Chapier 4. ‘We responded in writing. ‘The result was that some few changes were made by the Commussion. “There Is much of value in the report t should be clear that in spite of the. serious cifferences we have with the flow of thought in the text and some of the recomrnenda- lions, the Association takes a postive view of the work. Police educators can learn much from it and, viewed appropriately. we fee! it can provide a base from which progress can be made, “Time permits only a few specific reactions, Highlights of ihese follow First, much of the data used in the report are old, A tot of what is said is based upon preconceptions, opinion surveys, selective references, anecdotes, and, ina place or ‘wo, inflammatory invective (Dr. Misner's quoies). 1 submit that the report lacks the very kind of scholarship which our resident eis, Dr. Newman, suggests is the comersfone of the university professonate.* Had a more thorough investigation been applied 10 the fleld as It now operates, a very tiferent sort of picture of community collesic contributions might have emerged. ‘The response letters and telephone conversations we received from community college police educators In dicate this. Somme edited excerpis fom thelr written responses follow. From Pennsylvania: ‘The college has made the same tnancial commitments 10 the Police Science Ad: ministration Program as ithas forall programs, ‘The curriculum meets all the criteria for college ‘wide programs and has a heavy liberal arts re quitement. is studenis take all core courses along with other college students. Part-time facully provide expertise nol available with ful: time college faculty: lawyers, police ad ministraiors, F&I officals, the Distr Anomey, and other degteed professionals meet college: ‘wide faculty requirements, Seu ent Aly enien nanente:pesenton a nner prterton: [Stites anche Zarpe f ntdccusls anhace pany agian? ee ‘tay ana hase conta purpose eo coriute ote aacpines hogy Srknowiedge gh srarchara pba ese hes Shoe 62 From New Jersey: ‘We have, under the auspices of he Depart: ‘ment of Higher Education, a master plan for law enforcement education, This plan covers ‘most ofthe points set forth in the book and the vast majority of colleges in the state, al all levels, comply wi its recommendations. From Wyoming: In the seven years in which the college's Jaw enforcement program has existed, the col lege has commited more than $325,000 of its budget to the program. Funds have been available for all library acquisitions the pro- gram foculty desired. The teaching load is Identical with other college departments, Mos! ‘of our in-service students do no go beyond the associate degree, because there is no 4-year degree granting institutlon reasonably nearby ‘and personnel demand in the area is nigh Preservice students typically go on to the slate university without losing a single credit. The fulltime to parttime faculty ratio is 5-1 From Georgia: ‘To receive a 2-year criminal justice degree from a University System instituion, a student must complete requirements in 8 core cur- ricuium, including humanities, natural science and math, social and behavioral science, ana Criminal justice. The criminal justice curiculurn has been siandardized for thuee years, Training courses in police academies cannot be ac: cepied for academic credit. There are no criminal justice training, programs In the cur- riculum. All fulltime and part-time faculty in all discipiines must have as 2 minimum 2 masiers degive. From New York ‘The college inaugurated its program in 1963, long before the birth of LEAA and LEP. We have 5 fulltime faculty members, all of ‘whom have masters degrees. Student-aculty ratio Is approximately 404, Fulltime to part ‘ime facully ratio is S41. Library acquisitions have kept pace with other ciseiplines in the co! lege. The grea! majority of our pre-service and In-service graduates have gone on to 4-year in- situtions where they have done exceedingly wel. Given these details, the repor's broadly negative in dictment of community college programs seems un justified, 1 suggests further thatthe study team’s investiga- tion of current program characteristics was not thorough. ‘Secondly, 0 point out one of the serious weaknesses Cf the text, I would ike fo focus on the “cooling out” theory. When the idea is firs! introduced, it is offered only 2s possibilly. The waier admis that there are no hard data (0‘substantiate I. Later, he quotes are dropped from the term ‘and the theory is presented as an accepted faci. an idea ‘does not become a fact simply because itis siated so. This ssylisic tactic is particularly unhelpful because It is so negative, Further, frequently in the erature when the cool. ing Out theory is raised, IIs balanced with a discussion of reverse transfer tends. in simple terms, reverse transfers, ‘are those stucients who move ftom attendance at four-year Institutions io two-year colleges. n lindis, for example tis, reported that 25.4 percent ofthe staie’s community college. ‘enrollment in the fall of 1978 was composed of reverse transfers (Student Enrollment Data and Trends in Public Community Colleges of tinols: Fall 1978, p. 18). Nearly 80 percent of ihe siucents were from public four-year institu ons. in other studles (Community College Review. ERIC, 1976), itis reported that this trend has increased in the last, decade. In 1970, nearly 10 percent of the community col lege population was reverse transfers: in 197 It was, estimated that community colleges accepted as many reverse transfers as they transferred students 10 four-year Insurutions, would not require a great leap of the imagination fo conclude from these facts (in much the sare manner employed by the report's writers to reach thelr conclu- sions) that maybe community colleges are doing something right and that “senior” insuiutions need 10 ex- ‘amine their approaches, “Thitd, the notion that the minimum requirement for police manpower should be a baccalaureate degree with a liberal aris cast appears impracticable, even absurd. when taken 10 the extreme. Liberal arts programs have trad sionally been and appear to remain the special preserve of the middle-class, To require such a degree, then, fles in ‘he face of national equal opportunity polices, The recom- ‘mendation appears to be unrealistic in terms of attracting, in Vollmer’s terms, ‘truly exceptional men’ (p. 31} and in, Bouza's language, "Renaissance men" ip. 42), parlly ‘because of he significant numbers of smaller, rural depart- ‘ments across the country whose pool of manpower and. baccalaureate opportunities are limited and parlly because ‘01 the nature of police work ise. Regarding the latter poini, Jetry Wilson (former Distict 0f Columbia police chief is quoted as saying that much of, police work Is routine and dull. As a result, liberal arts ‘educated police officers are likely 10 experience frustration ‘and disenchantment which could lead to early resignation, and/or unacceptable behavior. Further, although the goal is understandable and com: ‘mendable, the fact is that there are few "uly exceptional men,” "Renaissance men,” oF, 0 continue the references in Piaio's terms, “philosopher-kings" or queens, available In the world generally, Most of us are “tollers in the vineyards.” Could you Imagine the turmoil and confusion, if by some fluke even a single police department were ‘peopled with individuals who were at once: cognizant of the intricacies of social systems; expert in the latest ‘counseling modalities as they apply 10 social units; famiiar ‘with the theories of ethics, epistemology. morality. seman fics; managemenvorganization scholars: psychologists? ‘And even more far-fetched, can you imagine officers who possessed the wherewithal 10 apply all of tis information, In practical situations? Iisa more reasonable view to see police work, as well ‘as other sorts of professional enterprises, as work which Fequites a whole range of variously wralned and educated, individuals. There is need in police work for ‘Renaissance persons, as there is a need for other specially educated individuals, as there Is a need for the Specially trained technician. it seems logical toassume that, more than one sor of uniquely educated person is re uited to improve the effectiveness of police departments, land to help them respond 0 the work's complexity. The professional modeis lo which the report refers help make {his point, Justa cursory examination of the medical, legal, engineering, and architectural professions (the Dictionany ‘f Occupational Titles will do for these purposes) will reveal that while there is a cadre of persons who might be Classified as “uly exceptional persons," the professions, Include in very important ways galaxies of technicians, paraprofessionals. and others who provide the services, essential in allowing the “uly exceptional persons” 10 function at the highest level, Even though the terminology in the Commission's report attributes different values for the practitioners who work at different levels, the fact is, that, without technicians and. paraprotessionals, the pphilosopher-kings and queens would not be able 10 ply their special skils, They are very important pieces in the whole professional scheme. ‘Community colleges have proven their capacity to train and educate these technicians and paraproressionals, as they have proven their ability 1o provide quality transfer programs. Fourth, the report ignores the special circumstances ‘and needs of the large numbers of police departmenis ‘hich serve rural areas. Filth, the writers either do not understand or do not ac ccopt the unique function and service of community Col: leges. In spite of these concerns, however, there is much of value in this report. It makes at least three important con- tributions, First, While there are_many weaknesses, viewed positively, the report suggests the large array of important research which remains t© be done, the results of which will help us make changes of the appropriate kind and take ‘sieps in the right direction, myriad of research issues are raised. In fact, it appears through this report that we do not iknow a great deal, Etforts should certainly be directed at prioritzing research needs, enlisting, appropriate institu tions and indiviguals 10 conduct the research, and finding funds to suppor it ‘second, the repor Is @ useful resource for the issues ‘surrounding police higher education. in a comprehensive fashion, the’ report captures many of the significant thoughts and questions relevant 10 the field. can help police educators (and students when other balanced ‘materials are included) examine the issues, artive at in dividual conclusions, and thereby sharpen thinking. 1 can provide a valuable stimulus for a more complete and con- rete study of the entire field and its relationships with other ‘segments of higher education, the community, and police ‘adminisiraion, ‘Third, the report can provide the Incentive for com= ‘munity college police educators 10 aci more strongly as a nt, The broad, negative, and biased brush stroke which was used 10 paint community college contributions 10 police higher education clearly indicates that, in spite of your numbers, you have not exerted your potential influence, you have not broadcast your achievement, and you have let a small number of university authorities dominate professional organizations, he national commis- sions which have generated police etiucation policies over‘he past two decades (not the least of which isthe Commis: sion which oversaw the writing of the report), and the pro- fessional journals. The report makes our weaknesses in these areas apparent and Serves an Imporant function ft results in the more active participation of community cal- lege police educators in the range of professional aciviies noted here. The energy for this more active and organized, role must come from the colleges themselves and from, you who Teach and administer, local programs, The ‘Association stands ready, as it’ can, to help you in ‘whatever activities you wish to initiate Finally, the accusations and implicit explicit at times) ‘anger which permeate the report are unhelpful. Much of ‘what is offered in police education programs in com: ‘munity colleges today is excellent by any standard and falls wihin the boundaries of many of the report's recorn- ‘mendations, We need 10 have a fairer, more comprehen sive, current look at the file so that more creaible conclu: sions can be made, so that whatever changes are necessary will be firmly based on reliable information, TO achieve this Important aim, community colleges and the ‘Association are ready 10 work with other higher education, institutions and organizations, inthe spirit of collaboration, ‘and with the joint goals of improving both police higher ‘education and the quay of police work, We agree that police work is increasingly complex. we ‘agree that police education, at all levels and in all institu- lions, needs to be improved. We are convinced thatthe im- provement must come as the result of the involvement of representatives trom all postsecondary instituions, we know that community colleges have already contibuted significantly. We are willing 10 continue 10 conttibute in partnership with others, Remarks of Gerald Lynch ‘The primary concem of this Commission's report Indicates the state of our fleld. We have arived at a sul: Gent stage of development ro be concerned with now well we are doing. in the stages leading up to this we were con- cemed with doing it in the first place: whether the consti- ‘uents would accept it, whether ihe political leaders would approve of it and fund li, an whether the mode! would hold up under use and ‘scrutiny. Now that we have all ‘come this far, itis right to be concemed with quality and applaud the Police Foundation for tackling this investiga- tion. 11 was needed, In iis overall recommendations 1 wholeheartedly ‘endorse and support the tepor. | believe it poinis in the: right directions. I presents an excellent review of the erature of higher education for police, cogently organized and presented. It does not claim 1o be an empirical study ‘and is basically a closely analyzed statement of well: easoned recommendations based on testimony, study, ‘and discussion amang the members of the Commission and the executive director. While I do fundamentally support the repor’s recom: ‘mendations, and specially those in Chapter 4, | think there are a few imporant gaps and some areas that | would like Since the flow of fecleral dollars into ctiminal justice started in 1968, the expectations of what this investment might accompiisn thas become less clear. | suspect that this uncertainty goes 10 the confusion of what It is that society wants ofthe police. More than 3200 milion has been expended since 1969 ‘and we sill debate what it was that LEEP was to have done in the first place to effect change in law enforcement. The LEEP money in that quantly supported, by ils very magnitude, a mass education program. To make any impact or effect any change, large numbers of police or rectults would need a college education, believe the record is mixed on how the money was used. | think the report highlights many of the flagrant viol tions as well as many of the mediocre leveis of teaching and faculty preparation, 'ihink, however, that the report does ignore some of the sitengihs that exist in police ‘education. There are programs of high quality which ‘alteady meet the criteria recommended by the Commis- ‘sion. {think it would have been salutary t0 the field to in dicate that the goals the report recommends have actually ‘been met by some. While I do agtec that LEEP money bred many horrors, do think there are at least three ways in which the LEP ‘money has reaped real rewards, |. Tthas been ihe clorninant factor in developing a well ‘educated professoriaic whose credentials have: itn proved significantly and dramatically in the past five ‘years. 2. thas brought a sizable number of police officers in to higher education. without LEEP only a very small ‘number of those police would have gone to college. 3.1n many colleges LEEP money has actually func tioned asa challenge grant, motivating the college 10 match the money from other sources 10 enrich the program, bulld the library collection, and improve the auxiliary services | said I suppor the recommendations of the Commis- ‘sion, and do, after reading the repon. | dient after reading the news reports. The press teaction and the unavaliabilty (of he report created much of the tension and sttong fecl- Ings at the outset, The report should be read from cover 10 We know that this country was terbly shaken in the late 1960s by the civil disorder in the cites, by the soaring crime rates in every urban center, by the miltancy of the ethnic minorities and. in general fact, by the frightening, disenchantment of young and nonwhiie America, The streets of the capital had become, by day, the contionta- tion ground for the disenchanted and the establishment and, by night, unsafe for ihe passage of any of is citizens. Newark, Watts, Harlem, Detolt were ravaged, bumed, looted, and disabled. Between the antagonists siood the agents of order, our police, expected by all of us to cope somehow with the new phenomena of massive and violent challenges to social order. The unpleasant results of the confrontations led 10 the formation of commissions. studies, panels, and commitees, to analyze quickly andrecommend solutions. From all of these owed a repeated theme. the police were inadequate 10 their chores. Study ‘groups concluded that America and its institutions were in, evolutionary change and our police not only did not understand it but had, in faci, af times contributed to the melee, ‘And thus the various commissions on violence univer- sally concluded that police required higher education 19 ‘cope with contemporary disorder in a more civilized and, effective manner, In the generally accepted context of 1969 the Congress blessed the notion that educating police was a high priority item. in the politcal arena, liberals and conservatives, ‘coalesced on the value of LEP: the liberals on the premise that a more broadly educated police officer would be a mote rational law enforcer and the conservatives on the premise that a better trained police officer would be a more. effective law enforcer. It was an idea whose time had ‘come. and now. ten years later, it may be an idea whose lime has ended if President Carter's budget goes through as proposed. ‘The LEEP program was a uniquely American response to the problem: a big, well funded, revolutionary ‘aliempt 10 educate all the police of America, ibelieve in the main, despite all fis many problems, it was a valid and valiant effor to change the police, and therefore to change law enforcement Response of Charles 8. Saunders, Jr “The nature of the comments this morning all are very constructive and thoughtful, It seems 10 me that all of he preseniations have been essentially supplemental to, and ‘amplifications of, the recommendations in Chapter 4 of the ‘Commission report. 1 have not heard any dissent from those recommendations, | must say I'm a litle concemed ‘about Don Riddle’s suggestion thai we wait for the movie. | hope that people will not decide to walt for that movie in stead of reading the book. As President Lynch says, the [book should be read from cover to cover, to help place the recoramendations in the proper context 1'd lke 10 say a few personal words about this whole data question, because some of the speakers yesterday alluded to the validity of the data. This, of Course, isthe fur- amental problem of any researcher i's a very humbling hing for anybody to try 10 use data, as [found out in wating my book ten years ago. At ihat ime, | was working with ala coming Out of the President's ‘Crime Commission ‘The best of that data simply amounted 10 analysis of the 960 census data which, of course, had been collected, some years earlier. Even those dala were Incomplete. in, many cases, 1 was working with data from 1950, so that ‘when the book was finally published In 1970. 1 suddenly realized to my shock that it was ten years out of dato on publication. Ast say, that's he problem we face, Certainly, any data you use create that problem of being dated as ‘soon as you use them, The Commission used the data from te 1975 National Manpower Survey, and unt something better comes along, | think that's what we all have to work with, 1 know of no better data, CChiof di Grazia really puts his finger ona very important point, which I must say was understated In the Commis ‘Sion feport: That Is the whole question of accountability 10 the community. There is no need for the police education, ‘community 10 be defensive about this: itis a major prob lem facing higher education in general today. i's ceriainiy fair to say tha the Issue of federal conito! of colleges and, Universities is central in the mind of the college commit ty. The community is under atack trom various segments In government: they're under attack from the Congress for inadequate standards In the student ald programs; from, the Deparimeni of HEW for the way colleges handle their loan programs (the default rate, we find, is not an isolated, thing which occurs only in some sectors of the com. munityits a problem which exists throughout all elements of higher education), The Veterans Administra: tion has raised! serious questions about the adequacy of programs in which veierans are enrolled anc has ques tioned the value received for taxpayers’ collars in many of the veterans programs. A report that has just been completed examined some 0f the programs colleges conducton military bases around, the country. 1 concluded that many colleges ate, in eifec, ripping off the government with shoddy programs. The result is enormous pressure from Congress and from the aciminisiration to take action 19 demand accountabilly. and the problem essentially is that i the higher education ‘community doesn't find ways to regulate itselt, the federal ‘goverment is going {0 co for us. That raises very serious and fundamental threals to the whole concept of academic freedom and instituional autonomy—something that is oF ‘should be a cancem 10 us all Jim Niahoney provides us alternatively with another set 0f snapshots— his own—and that's perfecy fat. I's a fait ‘comment that the Commission did not concentrate on the many good programs. 1 do think we made it clear that ‘community: college programs are very important—an essential part of this whole effor—and our recommenda- ions were an attempt fo Improve those programs that existed. { might say that the cooling ou! theory should not be read as a criticism of communty colleges per se, The way the Commission used the term referred to terminal programs that do not ariculate to four-year programs. | haven't heard any comments in the last two days that | ‘would take as contradicting the assumption that hose pro- ‘grams which do not meet the standard of articulating with four-year programs are inadequate, They are terminal: by ‘definition, they tend 10 say that this is all here is. That's an lunfortunate situation. Ihave to applaud Jim Mahoney's call, fora more active role on the part of community college pro- fessors. Such a role Is consistent with the leadership role thai the Association of Community and Junior Colleges: (ACIC| has played over the lasi decade, This role is ced in in the book. inthe 1960s, with the work of sim Stinchcamb ‘and others, ACIC led the way in developing standards in a field, which, at that time, was totally devoid of standards. AS Lundersiand it, every one of the recommendations In Chapter 4 is entiely consistent with the current LEP. ‘guidelines and, as a matter fact, the one controversial, ot theoretically controversial, recommendation on two-yearterminal programs is consistent with guidelines which LEEP has had for the last four years, Under those guidelines, programs musi ariculate with four-year pro- grams, At various poinis in the chapter the Commission tes that lis recommendations are consistent with LEEP guidelines. The problem isnot stated in the chapter, but tis Apparent that if there Is any program that is not already ‘meeiing these standards, presumably that program is in violation of LEEP guidelines. The question is raised, fur- ther: What has LEP done to make sure that the programs are consisient with the guidelines that already exist? We. have a serious problem on our hands. and an open invita- ‘ion to further federal involvernent, further federal direction, further federal regulation of our programs, unless we take ‘action on our own to regulate ourselves. Twant to mention one other issue which was referred ‘oin passing, and that isthe question whether there will be any LEEP funds in fiscal 1980 al all. As you know. the ad- ‘ministration has asked for zero funding for the program. “There are two separate issues here which we need to ad- fess. The administration is also asking for transfer of LEEP 10 a proposed Department of Education. The Com Tission recommended, in Chapter &, recommendation 7, that LEP be kept intact under one administrative unit at the Department of Justice. This recommendation was developed a year ago, before the recommendations of the ‘administration for a Separate Department of Education were fully known, So we really diln't setiousty consider the administration's proposal as a whole. tt is clear, however, that in the Commission's views the program, ‘should be kept! where itis, Yetthe Department of Education ‘seems 10 be approaching reality: there Is a very good chance of the bill passing within the next few months. So the Deparment of Education is close to becoming a really, ‘and we may have 1o face the question of where we pul our ‘emphasis, whether we try to sustain funding for the LEEP. program or whether we tty 10 remove LEP trom the Feorganization proposal In order to leave it in ts present ‘organizational patter. 1! may be that our most important function is to focus on the appropriations committees and ‘make sure that LEEP tundsare restored and that hey do ce- ‘main in the budget, rather than dealing with the issue of he ‘organization of the: program, We simply may not have ‘enough time to deal with both of them. 1 raise those ques. tions for your consideration because they are separate Issues before the Congress, both of them on a fast track ‘The decisions in both cases will be made by this summer‘Tuesday, February 6, 1079 Panel 5: WHAT KIND OF STUDENT EXPERIENCE SHOULD FEDERAL POLICY SUPPORT? Richard H. Ward, Vice Chancellor, University Of linois at Chicago Circle David Salten, Provost, New York Institute ‘of Technology Victor Strecher, Dean, institute of Contemporary Corrections and Behavioral ‘Sciences, Sam Housion State University Howard Rasmussen, Director, Division of Public Safety, ‘Southeast Florida Institute of Criminal Justice, Miami-Dade Community College ‘Commission Respondent; Hugo MasiniRemarks of Richard H, Ward My comments today ate of a personal nature, as a stu deni of the criminal justice educational system, and as a faculty member who has taught In such programs. My background includes eight years asa New York Cily detec: live, and completion of my baccalaureate degree at John Jay College of Criminal Justice and my master's and doc torate in criminology at the University of Califomia at Berkeley, where I was also an office of Law Enforcement ‘Assistance participant in the Executive Development Pro- {gram during 1968 and 1969. In many ways. 1 suppose, I personify much of what the National Commission finds wrong with criminal justice higher education. 1 was an inservice student who com. pleted my undergraduate degree partiime, taking. six years to do so; | am a veteran who received! Veterans Ad: ministration support, and 1also received OLEA funding for my graduate work, which was accomplished on. a full time residential basis in California. n looking back on those ‘years, I would have to admit that going to college fulltime, vwihout having 10 worry about the rigors ofa job, Is certain: ly much more enjoyable than atiending classes on a par- time basis, offen in conflict with work schedules, ARd, if Possible, | would advocate strongly the opportunity forall individuals to be able 00 attend college on a fulltime basis, Uniorunate'y. this is not possible for many students; the fise in adult education programs is certainly not limited to the police. believe that my undergraduate education was a good fone. and despite Some trepidation, | found myselt well repated to assume graduate studies at Berkeley. To be honesi, | believe it would be difficult for me to state categorically that nad an education which was much bet er or much worse than those of other students around me, ‘many of whom attended other programs, We have very li le information which would enable us to identify the ctiteia and characteristics which go into a solid student ex perience. In many ways, education, to the student, 10 use {an od cliche, is related 10 what one puts into it—the more you put in the more you get out “The National Commission's conclusions raise some serious questions relative 10 student experiences. in ‘criminal justice education. The Commission concludes thal preservice residential education is something we in cciminal justice higher education should strive for, and while Ido not disagree with this as a long-range goal. 1 ‘would be remiss if did not strongly support the individual Jn the career track who wishes to Improve himself or herself, or whatever reason, by pursuing a degree pat. time, Indeed, 1 find that I am not at sea with most of the recommendations of the Commission, and could support ‘most ifiaken at face value. {clo have some concer about fan overemphasis On preservice students, but one must Femember that since 1967 we in criminal ustice, both prac tihioners and educators, have been advocating a college education as an enity-level requirement for police work Nevertheless, I suppose | must also add my voice 10 those who are In service and seeking 10 pursue an education {and support inclusion of programs and funcling for such individuals believe the Commission Is correct in; 1) supporting the Law Enforcement Education Program (LEEP), 2) aulhoriz- ing LEEP to allow more intensive educational experiences through more extensive support, 3) devoting greater resources to supporting one-year residential fellowships for police officers and potential managers, 4) advocating development of a program for sending potential police cx- cecutives to high qualily management schools, 5) giving ‘equal profity to both inservice and preservice studeris, er couraging college education for officers before enwance, ‘and providing suppor for other than law entorcement ot Criminal Justice related courses, 6) and providing for bit, intensiv¢ residental periods of siudy In nonresidential pro- rams. Pethaps 1 suppor these recommendations because | feel that, overall, ey do no great damage to what view as {quality programs in criminal justice education and, overal, these could make a significant contsibution to improving quality Most of us are aware of the so-called “rip-off and ‘money-maker programs which proliferated withthe rise Of the LEP budget. I believe that anyone tauly concerned. ‘about higher education must also be concemed about the {quailty of education in criminal justice, not because itis all bad, but because in our feld I here is even one bad pro- ram all of us sutier. {ido not deny the importance of innovative programs for the importance of trying new educational delivery systems. I do believe thai every effort should be made 10 evaluate these programs, although, as | stated exilie, itis virtually impossible to measure education, and | believe that whete no measures exist, and care s NOI Taken, a pro. ‘gram will be measured by its students and by faculty in ‘other programs. Such “policing’’—no pun intended —of ccriminal justice education programs seems to me 10 be necessary duting the formative years, aS Is nse in any discipline, and there must he standards four programs are to compete with other academic programs and provide an academic experience second 10 none on campus, Unfortunately, to0 many criminal justice programs are viewed by academic administrators as money-makers, ‘and I have seen 100 many programs in which there is no ‘counseling, poor Iibrary Support, and in some cases not even @ fulltime fecully member on staff, On the other hhand, In the vast majoniy of the programs 1 have visited | believe sincere attempis were made to address quality Issues, and 1 belleve suppor for this effor has ‘been Indicated ina variety of ways. most notably in the effor's of the criminal justice faculty who make up the Academy of Criminal Justice Sciences, Unlike many professions, much of the change in criminal justice programs comes about through the Involvement of students and facully. We are finally begin- hing 10 do something about our programs. With thediminishing LEEP budget, and the end of most veterans: assistance funding, IIs likely that many. if not all, of the Charlatans who jumped inio the fieid will just as quickly ‘move on to the ex! popular area—which this year seems to be business administration. Meanwhile those programs, which have a commitment fo the fleld will survive, and as time goes on 1 believe the average criminal justice student will be integrated into campus life, receiving the benefis which accrue to al students, not the least of which is the best program that instlution is capable of offering. Remarks of avid G, Salten Itis not surprising that a Commission under the leader- ‘ship of Waren Bennis, who has written so brilliantly on how to effect organizational change, should emphasize so sttongly the need for change in American policing. What is staring, however, Is the emergence of atepor that ignores the fundamental principle, to use Bennis’ own language. thal itis possible to bring about greater organizational ef fectiveness through the utlization of valid social knowledge,""* My own personal view of the Commission fepon, The Quatily oJ Police Education, is summed up in the question put 0 Job, “Who is this that darkeneth counsel, ‘without knowledge?" In the future, this report with its harsh and largely un- Justified criticism of policing in the United States will be Subjected 10 scholarly study. At that ime, its biased, simplistic, and illogical recommendations will be ex: posed.—unfortunately, 10a relatively small constituency of jcademicians and practiioners in law enforcement. For the present, however, appearing under the aegis of the ‘isunguished National advisory Commission on Higher Education for Police Officers, the report has received an, undeserved and unertical aecepiance by the mass media, By eroding the confidence of the public and lis legislators in the education and performance of law en- {forcement personnel, the one change it has produced up to this point, alas, 1s mischievous and desttucive to the preservation and enhancement of the American system of ximinal justice. “The Commission's report, as superficially persuasive as It is essentially erroneous, led even so insightful a writer {88 Gene Maerotl {0 open a recent article in The New York Times with a quote: "The present structure of police ‘education often results in litle more than tacking credit onto police personnel and servicing the status quo." Not sur- prisingly. the editor headlined the story "Policy of En ‘couraging Policemen To Attend College is Challenged.” Further in the article, Gordon Misner was quoted as saying, “The infusion of LEEP money has brought into being the greatest number of harlots the world has probably ever seen, An awful Jot of hustlers, and some college presidents serving as pimps, are all looking for the LEP dollar. in fact, | think what is going on now in criminal justice higher education is pethaps the most ‘Scandalous thing in the history of our educa- ‘The nation’s most influential newspaper of record ‘went on to quote the report, Much police education today is intellectually shallow. conceptually narrow and provided by ines a nann,"emocreyisnevinde” Howard Business Review iach fa faculty that is far from scholarly. Rather than helping to change the police, police education appears 10 suppor the sialus quo. ‘The stald Chronicle of Higher Education (Nov. 27, 1078) ‘artied the headline, “Going Beyond "Handeutts 10" ap- parently uncer the impression thai Sherman was discios- Ing a widespread narrowness of viewpoint in the educa tion of law enforcement officers. Wherein the United States Is "Handcuffs 101" being taught” Even one of our own, trade papers, Law Enforcement News, in a recent issue catied the heavy headline, “'Police Education Programs. Fail To Make the Grade: Advisory Board Finds Over 40 Faulls in C) Schools.” One is prompted 10 ask, “Is the Status quo so appallingly bad? Does the Commission's slobal condemnation of policing and police education rest na solid base of facts? Is there a better system anywhere In the world that provides us with a model for the needed reforms? Is thete anything, at all worth preserving in the present systern?” Education ‘Technical General, Special, Liberal, Professional In his preface 10 The Quality of Police Education, Lawrence W. Sherman expresses the hope that the Police Foundavon-sponsored report of the National Advisory ‘Commission on Higher Education for Police Officers might produce an impact on police education similar to that enerated by the report of Abraham Flexner on medical ‘education 70 years ago. While Shetrman’s book will be read by criminal justice educators with great interest, small profit, and much chagrin, its impact on police education or {he quality of policing in this country is not destined 10 pro. duce the histovie changes which Flexner's work brought 0 ‘medical education and the practice of medicine. Sherman is nursing an idle hope. But in his defense I hasten to add that the Commission on Higher Education for Police Of- ficers was presented with a Set of problems much more complex and relraciory than thase Flexner faced in 1908 Specialized professional medical education, stimulaied by Flexner’s report, profoundly affected the Practice of medicine. In contrast, Sherman's findings anct conclusions appear in the context of his assumption that ‘he recent dramatic Increase in the education of police personnel has had litie impact on police performance Perhaps the Commission believes that the LEAA'sinfusion (01 $6 billion in a decade has not resulted in a reduction of the crime rate. in that connection, Milion G, Rector, prest: dent of the National Council on Crime and Delinquency. ‘argued last month that the highly critical evaluations of LEAA made by President Carier in 1076 and more recently, by John Conyers, Jr, Chairman of the Subcommittee on, aime of the House Judiciary Committee, were 100 harsh RRecior did not deny that came reduction was the summum,bonum of the LEAA effort, but pointed up three continuing. and vital needs which cannot be ignored: the necessity 10 Improve the cost effectiveness of the criminal justice ‘system. the need to dispense justice evenhandedly. and 10 bring a more humane approach to those now in our jails and prisons.» “The task of deciding what kinds of experience a stu- Gent should be exposed 10 has been a subject of deoate throughout history. Serious thinkers have always asked, ‘What education is of most worth?” What comprised an appropriate Content ofthe curriculum wasa subject of con- oversy Inthe aristocratic atmosphere of Plaio's Academy. The rival school of the time, run by tsocrates, ‘open 10 fee-paying customers, dealt with more practical subject matter. The debaie between the more liberal and the more praciical approaches 10 education persisis 10 the present day Ciicism of the experiences professional students en counterin education isnot uncommon in our country. Most Of us would prefer 1o see medical schools turn out phys cians more sensitive tothe feeling of their patients, acutely ‘aware of the broad social policy Issues inherent in medical practice, less acquisitive economically, onented more Closely to individual persons rather than 10 disease entities, ‘and the like. is widely recognized that few graduates of Jaw schools have been prepared 10 argue a case In court, ‘ro Simplify procedures s0 that legal remedies might be ‘made available to all citizens, not merely the rich. Do law ‘School graduates in sleneral recognize that their proles- ‘sion—dedicated 10 the perpetuation and enhancement of justice—places extraortinarily heavy responsibililes on the practitioner of law? Ala recent meeting of the Associa- tion of american Law Schools, the basic questions of who should be admitted 0 law school, what should be studied in law school, and how long it should take were on the agenda. The debate whether legal theory or practical sil should be emphasized has been going on for more than a hundred years, Hopefully, the controversy which the Sher- man report will escalate in criminal justice education will be equally dispassionate and intellectually penetrating. ** Bul despite these doubts, the typical citizen believes that physicians and lawyers perform well. In contrast, many milions of our ciizens are cniical of the police, in large part because they are so uncertain about thelr expec fations of what constitutes 00d police performance. Under the circumstances, a substantial level of dissatisfac tion with criminal justice education is inevitable, When you don’t know where you want 0 29. every road is the wrong, Foad. ‘The Commission's report offers no road map; if anything, It exacerbates the problem by adaing 10 the confusion 1 what a student should experience is sill being debated in medicine, law, and engineering, litle wonder that the growing pains in criminal justice education, a rapidly evolving educational program, were dramatically escalated. When the Commission continues to stress the need for change, one may ask, “Change t9 what?” Cer tainly, the role of the police is perceived very differently by liberal and conservalive Americans. What part higher ‘education can or should play in changing the behavior of law enforcement personnel will remain a subject of contin ting debate. The Commission falled to recognize that it knew very litle about the effect of higher education on "The News York Tes, arty 8,179, Op. page Police performance. Previous research in this area has fdled 10 answer the essential questions. A basic error has, ‘been continuing underestimation of the magnitude and, ‘complexities involved in the two basic coordinates. Nelther the higher education nor the police performance report it deals with has been analyzed in’ sulicient detail nor defined with the clarty and precision required for valle. and, rellable conclusions, ‘The Commission's Methodology: An Escape From Logic and Experience So many unkind things have been said by others ‘about the methodology of the Sherman study that hesitate fo heap more coals on the Commission's head, Careful dissection of the report discloses no respectable design for the generation and analysis of new empirical data However, (0 advance the argument, Jet us grant at the ‘outset thai the Commission acted within its rights in choos. Ing. 10 analyze the findings of fact and conclusions of previous studies rather than developing much new data of its own. If the Nearing | attended in Now York City was represeniative of al held elsewhere in the country, one can, ‘only wonder whether the modest quantity of new data lenerated was worth the time, effor. and money The selection of witnesses, distribution of time, and sequencing of testimony bore litle relationship t the Issties uncer investigation, of the expertise of the speakers ‘The scope and quality Of interaction was even more disappointing. In general, he oral testimony added so litle to the documenis being’read that an analysis of watlen Fesponscs 10 carefully prepared questions would have ‘served a better purpose. The content and tone of some of the questions raised by Commission members mace it ‘evident that some witnesses were regaided as “trieodly.” ‘Others, apparenily identified in advance as “hostile,” were treated with sometning less than courtesy. ‘The Commission's convictions (a) that _partiime ‘education for commuting students is inherently inferior 10 fulltime education in a residential setting. and (b) that preservice education is basically superior 10 inservice education are nothing more than assumptions, These unstated assumptions underie. virtually all of the faulty logic and simplistic seasoning that characterize the report {5 a whole, These are serious charges against a study which purports lo conform 1 ihe accepted principles of ‘academic research. Accordingly. | turn now to a con- Sideration of some recommendations, some explici ‘some implied, made in Chaprer 6, and recommendations elsewhere in the study which touch rather diectly on “student Experiences.” What follows in this necessarily brief repon is illustrative not exhaustive. But | am buoyed by the belief that other analyses of the Commission's report are now underway which will deal seriatimy with ‘every recommendation contained in The Quality of Police Education. The Commission's Recommendations and the Real World ‘The Commission's Recommendations and the Real World ‘What is the quality of education received by parttime commuter students who are working fulltime as police of ficers? In ts "open" hearings, as well asin the report itset the Commission's sweeping ingiciment of partsime education is nothing less than mystifying especially. so since a number of the distinguished Commission members are themselves products of parviime educa:tional programs pursued at great personal cost. Admitted. ly, lt would be good for future criminal Justice person nnel-indeed for Americans generally—to spend four years, in a fulltime college program, presumably in an intellec: ‘ual, schoiatly, and atisic environment. Bur higher educa tion for American police must star! from where we are. DO the Commission members really believe that itis practical for incumbent police officers 10 leave their jobs and. families for a year OF two al a time? If implemented, this, pplan might contibute ta the already distressingly high in idence of emotional stress and divorce among police. But Implementation is cleariy not about 10 occur, The view that ‘taxpayers will In the near future support extended educa ‘ion leaves for police officers so they can become residen tial students in traditional settings borders on the ludicrous. i "there now appear to be sufficient numbers of col lege gracluates interested in police careers fo fil most new recruit classes.” the recommendation that "police depart ‘menis should piace less emphasis on educating the tecruls and more emphasis on recruling the educated is no more than a Senientious slogan. If we already have ‘enough college sraduates to fil most recruit classes, what 's the justiication for withdrawing LEGP funds from the in- ‘service education of incumbent police officers and "giving. the highest priority to encourage college education of of ficers betore they begin their careers"? If "both LEEP and he Law Enforcement iniemnship Program. should remove any requirements that course. ‘work be ‘directly related” to law enforcement and criminal Justice,” why does the nation need anything more than the present Basic Educational Opportunity Granis Program? What purpose Is served by maintaining an additional specialized agency to duplicate general programs already inexistence? While police commissioners in the nation’s largest cies are sttusigling to maintain their staff in the face of tax: payers’ resisiance, how realsiic is the suggestion that "police deparments should regularly grant and encourage leaves of absence?” Shall we increase the departmental bbudlger to accomplish this practice, or reduce the number of officers policing the streets? “The Commission asks that lis recommendations be: adopted “despite the possible opposition of local police constituencies. Police officials and other members of police education program advisory boards should not ony Avoid ditect paricipaion in faculty selection but in cur Niculum content as well.” Advisory boards exercising no ‘administrative authonty give advice only. Ifthe cantent of the curiculum Is considered out of bounds, whai advice ‘should these boards be giving to college administrators? Why should the entire task of educating criminal justice personnel be left Solely 10 the college adminisizators when the Commission's own findings, Ironically. suggest that the college administrators have done @ poor job up 10 now? In developing a comprehensive curriculum which will comprise the sum (olal of siucient experiences, we are ‘wamed against the adverse influences exercised by local police agencies, Admitiedly, there are some areas in the ration where undue influence has been exercised. Where this unfortunate practice exists, the repo Is correct in ace ‘vocating reform. Bul iis reckless fo suggest hat this prac- tice is the rule “The Advisory Council of the behavioral scieno# pro- fpram (criminal justice option) al the New York Insitute of ‘Technology consists of officers of commissioner and in “spector rank of the New York City Police Department and, the police depariments of Westchester, Naseaul, anc Suf- folk counties. In addition, the Counc has enjoyed represeniation from the judiciary, cour ofticers, correction tficers, probation, and parole—virually the total spectrum of the criminal justice systemn—and a group of college a mministrators. Never, 1 repeat, never has the Council involved itself in instructional or administrative areas of he college, is role has been clearly one of policymaking. UUs highly significant that the decision by NYIT 10 offer a baccalaureate degree program (or law enforcement per- Sonne in the broacier field of behavioral sciences rather than the narrower fleid of criminal justice grew out of the. eliberations of the Advisory Council in an intelectual, in formed, and dispassionate controversy among.a clear ma- jority of praciiionors and a minonty of academicians, the {decision was taken early on 10 move tO the more general, and liberal program rather than the more specialized and technical, Even before the publication of the Finnegan study of police perlormance, the practitioner members of the NYIT Advisory Council anticipated two important tind Ings of the Baltimore study; namely. that colleye-edlucated, police officers outperformed high school educated police, ‘and that the major pursued by the police officer in college {did not atfect police performance significantly." Certainly in the New York metropolitan area, the typical paruiime inservice stucent is inteligent; he has been Selected after a highly compettive civil service examnina- ‘Hon, Usually he has already completed some college work. successfully elther before or after staring police work. His, Completion of work at the Police Academy demonstrated, tat he could deal’ with collegiate-level work. The New York State Education Department, one of the country’s, most exacting in its standards, had ruled that these courses ‘were equivalent 10 collegiate education, not merely voca- tional or technical training, The Academy's director, i should be noted, held an advanced degree from Harvard. The emouional siabllty of these fulkiime students was at least as 00d as that of the average adolescent in our regular {ullume day program. A police or conection officer who has Survived on the job for a couple of years has ture rished more valid and reliable proo! of emotional strength ‘han that furnished! by penell anc paper tesis administered, to the student who comes 10 us fresh oul of high school Police officers attending college parttime in order to ‘achieve salary incremenis are seen by the Cammission as having “a crassly utltarian View of the purpose of higher eclucation,” Measured by this pious stancard, hundreds of thousands of American school teachers and college Rro- fessors whose salary ciferentials depend on inservice graduate education would have 10 be judged as ac. ‘quisiive and materialisiic. After this disingenuous pro- ‘nounicement, the report goes on to say that "students most, Interested In leaming have no interest in serving cut their Careers as educated police officers." On the other hand, those educated police officers who remain on the job are 0 irustrated that they perform poorly. The solution 10 this Tames © Raneian "A Stacy of Relonstipe tenween Callege Eaicaon Sind Poise Perfomance i Ratimoce, Nara" The Pane Che) pus ‘are. 92 ores, sles Prnegan ier among 3 murine of ther msec [Because is saere on a! nd wide reat hevng appeared Fa tes ‘Sonal man® schon jour Piven stay el dove ba Ao ‘ara ceign resongtolege scucc as police penance Ras 35 Ser detineg bom vatabies win meprenr nd precisedilemma offered by the Commission is a model of incon- sistency and naivete, It is suggested that these college educated police officers receive advancement in pay and Dpestige while they continue to do police work instead of becoming supervisors. Obviously, the Commission 1s now advocating differential salaries based on college Credit the very point they inveigh against elsewhere in the Fepon, The Commission's conclusion in this reports a hon sequitur: the good impact that higher education might have on policing is lost as "an almost inevitable consc- ‘quence at inservice education."" Again and again. the evils, fof inservice education are pulled in out of the blue. Since NYIT received virtually NO LEP assisiance—ap- proximately $40,000 year when we were educating over 10,000 law enforcement students—we had litle vested in. Jerest in the LEEP program. However, we recognized that a large number of students who attended New York Tech's program would ot have done so if they had not been receiving veterans. benefits. Many of them, young parents, nad been ‘moonlighting on various obs. Thus, students had to sur- render an income source when they enrolled in a college program. To give these students a sense of shame about their motivations 1s an uncalled-for unkindiness. These studenis, having served the nation in iis armed forces, deserve ils gratitude. The college education these veterans benelits made possible was a coninbution not only to their personal growth but also 10 the wellare of our country. ‘Another iecommendation which indicates that at least ome members of the Commission have an antipathy for Police officers rests on the assumption that preservice Students receive a beller education because they ate pro: tected from the influences of parents and the “police sub: culture.” “The report's narrowminded, docitinalre view of patt- time studenis carties over to partiime: professors. What tuntested assumptions underlie the Commission's dictum that "in no case should par:time faculty be employed for more than 25 percent of a program's annual credit hour production"? Although the National Manpower Survew of the Criminal Justice Sustem (Vol. Vp. 6) found “ihe quality of many LEEP funded criminal justice programs to be ‘erously deficient in @ number of respects." it should be Noted that the statistics quoted to suppor that conctusion ‘were in general process rather than product measures. For example, i only 42 percent of all faculty members in Criminal justice programs were fulltime, as contrasted 10 76 percent in all colleges and universities in the count this differential s meaning{ul only ift has been previous!y’ determined in some empirical rather than a priorl manner that fulltime teachers in criminal justice programs produce significantly better leaming by students. "At my own institution, common sense as well as em- ppiical evidence led us fo the conclusion that the ‘Luminary Lecture Series: The Administration of Justice” which gave our stucients an opportunity (0 Interact in a face-to-face situation with James wilson, Patrick Murphy, Archibald Cox, Ramsey Clark, Kenneth Clark, Jimmy. Bresiin, Rober! di Grazia, Nicholas Scarpetta, Anthony Bouza, among others, provided greater motivation and a higher quality’ of learning than was 10 be found in many Giasses laught by fulllime professors with advanced degrees. Many of us have observed that fulltime ‘members of the bar, judiciary, prosecutor's office, and the like, frequently bring more enthusiasm 10 thelr parttime classroom assignments than do many fulltime pro va {essors, Not infrequently, the research actvilies of fulltime professors In prestigious universities make them less Tather than more accessible fo their students. Admittedly, a faculty should consist of a majority of full-time professional ‘academicians, Otherwise, it is dificult maintain a proper level of faculty autonomy, governance, instructional and counseling continuity. But the notion that a 42 percent ful- ‘ume faculty is inherently andi necessarily inferior finds litle ‘suppor in logic or experience. To stoop toan ad hominem, argument, one might ask the report's author "Can an i dividual serve as the executive chrecior of a National Ad- ‘isory Commission on Higher Education for Police Officers and sill meet the numerous obligations of university pro- fessor?’ Close and continuing contact with an experienced scholariieacher, an exper in his fleld, an opportunity (0 in feract with professors and fellow students over a period of time In bath formal and informal settings, is of value 10 a student in any area of higher education. But the Commis- Sion's excessive emphasis on the percentage of fulltime professors on a criminal justice facully is more an ‘obeisance to academic respectability and the status quo of the professoriate than a meaningful concern with educa tional impact and achievement, “The Commission conclucies (irom “limited evidence’ by lis own admission) that criminal justice students seck out programs where time spent siting In a class is minimal, that ney prefer ‘0 enroll in programs emphasiz- ing skills waining taught by faculty with extensive ex- ppericnce in law enforcement, but limited graduate educa- lion, Certainly, police officers who hold fulkiime jobs and ‘carry responsibil as husbands anc! fathers are attracted lo programs where an opportunity exists for a significant ‘amount of independent study in liew of classroom time. Moonlighting among police officers is widespread and, “suggests that the police officer who attends schoo! instcad ‘of eaming the extra pay which would be welcomed by spouse and children at home is more highly motivated and sellcitected than the typical 20-year-old college stu {dent So It's not surprising that police were attracted to ac- Cceleraied programs, now largely discontinued in New York by the direction of the State Education Department, But 0 infer that the police officers prefer vocattonally otlented programs because these will “help them pass the entrance ‘8nd promotional examinations in police deparimenis' fies jn the face of the facts. in most big ciles, the virtual moratorlurn on entrance and promotional examinations has greally reduced this incentive, And there is real doubt, ‘aS 10 how strong this incentive was in the first place. Ex: perience at my own insiitution suggests the reverse. The Student body, as well as the Advisory Council, opted for a behavioral science program rather than the usual criminal justice cumrloulum on the grounds that a more liberal Undergraduate program would make the police oificer ‘more sensitive, intelligent, ant effective on the ob. and that after carly retirement, the police officer sil in his forties or ‘early tities would have many more second-careet choices ‘open to him. The most frequently heard comment on this points, “We get all the criminal justice expertise we need Fight on the job.” “The recruitment and appointment of police has slowed ‘down dramatically in so many jurlsdictions that primary al- tention paid fo the newcomers rather than the incumbents, ‘would be certain 10 slow to a craw the very process of rapid and broad scale change that the Commission is ad ‘vocating. Blind to the obvious fact that I would take manyyears io achieve a critcal mass of college-educated police officers, the report, building error on error, recommends Inat “police “departments should conduct properly fevalualed experiments with new organizational designs more appropriate for colege eciucated personnel.” These architects of police reform are telling us how 10 construct the root before the ground floor nas been bull Here agai, thetoric is substituied for reality, potential confused with ‘actual performance. Aller expressing acule disappointment with the out comes of LEEP-funded programs, the Commission con- Cludes thai the goal of educating the police for change, a ‘goal which is never satisfactorily defined in the repor, is well worth the present $40 milion a year expendiure, a ‘sum, for some obscure reason, compared with that of bullding “only two strategic airforce bombers (FE:'s)." A, ‘comparison with the cost of building new prisons might have been made with more taste and greater relevance." smal par lta New Yon Sure comprsnansne psn poke ems ot 5.000 fo 000 pean celts over the hex! four ovive years The New YOK Times Febru aro pe ernarks of Victor G. Siecher Seldom have | found a report so. stimulating, $0 ‘cepable of bringing to focus the truly significant issues and licting significant commentary. There is much in the report with which to agree. particularly regarcing quality Issues of police education: facully, program, instituional ‘commitment. Specifically In Chapter 6, this panelist has no difficulty in agrecing with recommendation 6.110 continue LEEP at ils present level but 10 resiructure the program: recommendation 6.2 10 allow larger individual support Ievels (up 1© $10,000) to enable fulliime residential study {although a the present appropriation leve! of $40,000,000 the entire fund would be depleted by 4,000 police officers, a small fraction of those being assisted by LEER); recom ‘mendation 6.3. with reference 10 one year residential fellowships (only part of 6.3): recommendation 6,5 pro posing equal promity of funding for preservice and inser. vice police students, However, there is very much to contend about in the: report. For example, agreement with the specific parts of recommendations 6.2 and 6.3 noted above should not be taken as agreement with the observation that parttime commuter education has run its course for pale officers. I 's far more likely that the long-standing virgin market of police officers has been somewhat reduced and that we are now moving toward a steady-state level of productivi ¥. Vigorous exception is taken to the following specitic parts of Chapter 6. {6.5—Part 2: To fund one year fellowships “ina iverse range of disciplines.” 6.4: “Potential police executives should be ‘sent (0 the highest-quality schools of manage ment to eam graduaie degrees” (Disagree ‘with the implied generalization ) 6.6: LEEP should support a wide range of ‘academic majors. Why the sharp disagreement with these recommenda- tions? 1. There are innumerable scholarship programs for the {ull ange of academic programs, Dut very few for ‘criminal justice. DHEW (or instance, allocates literally billions of doliars for educational support and has ‘a budgetary rounding figure of $10,000,000. There 's no discemible reason 10 tap into the relatively Imeagler $40,000,000 LEP budget 10 Support non ‘criminal justice major flees, -* 2, Active recruitment for police atficers among non Criminal justice majors on university campuses Could accomplish the same result without depieting the scarce educational support now allocated 10 criminal justice. 3. The implicit pejorative undertone of the report reflecting a consistent derogation of criminal justice education: an ignoring of the history and potential of criminal justice education. 4 The Intermitent but widespread (throughout the report} confusion of kind of eclucalian and quality of education. This panelist would agter there are ‘marginal and poor police educational programs so lel us Say that and adress the quality problem head-on, rather than becoming deflected from the further development of criminal justice education and toward another kind of education, General Comments About Chapter 6 Regarding the report's implication that almost any Undergraduate academic major will do for the police and. mote specifically Tenney's statement thal a sustained ‘educational experience is required 10 establish habits of thought and ethical standards which will be durable through the law enforcement career; 1 would paraphrase the following comments from two old publications of mine. Liberal aris and social science content is an essential ‘component of all professional education but insulficient i accomplish the purposes intended by Tenney and the eport, Liberal aris education is not an ethical system, although lt may provicie a suitable foundation for one. Re. Cent history has provided for us a generous assortment of despots and thelr followers (e g., Nazis, communist dic floss, etc) who were liberally eelucated inthe classic tral tion, "We seem unduly atlached t our conventional ‘wisdom about the power of education and unable to grasp, Ms limits in valuesformation. The extraordinary cir. ‘cumstances of the police ile seem lle related 10 general propositions about ethics, social standards, and “habits of thought." The imperious socializing process of the police fal Syatem"Reee Chef August torr “esscnton ough he Pele Gare Side Moceccnge oe LEAK Mempne’ confor, Omaha‘occupation demands more than 2 onesime, preservice ‘education. A more cyclic, intermittent pattern of education ‘and influence upon perspective and behavioral options: would seem far more suited 10 the changing demands and Conditions encountered during an extended police career “The University andl Professional Education “The purpose of he university was earlier described by Cardinal Newrnan as the discovery of knowledge. Unless, we are obsessed by stocking time capsules for other ages. we may expand this definiton of purpose 10 include () dissemination of knowledge through the social system, (2) appilcation of knowledge 0 social needs. and (3) the ‘Systematic examination and promulgation of appropriate ‘Yalues. For those who would argue at the extremes that the ‘university Is primaniy a piace ol discovery, of. conversely, Primarily a place to transmit knowledge, we might ex: amine our tendency to pull process words like research ‘and teaching out o/ their interactional context and to argue ‘about their relative mens, as if they can exist separately. "Teaching In higher education requires consiant renewal land thus research: conversely. the products of research “new knowledge—require the cyclic process of testing, Verification, relinement, through the medium of cissemt nation and employment as new human technologies. This, pattern of discavery, dissemination, and refinement re- ‘quires of every applied academic ficid a continuous dnalysis of is purpases and relationship to society through the medium of the universiiy. Criminal justice education Sinis police segment of ii—having a social problem focus, requites this clarification of purpose; it requites a four ation from which fo identity and establish its linkage 10 society through the medium of the university in its own unique way. The Uberal arts umbllical represents ‘academic somnambulism in that it settles an exceedingly ‘complex issue without Our having to awaken 10 the re- ‘Sponsibilies of creative development. The report broadly implies that specialized or professional education for the police Is less desirable than a general education or a mix of ‘major fields. This Obviously raises the question whether there Is an educalional objective specific 10 Caminel justice anda tighter focus tothe police occupation. Again referring {o the panelists 1977 atticle, the following are offered as ‘professional education objectives of criminal justice which fare not met in general education. liberal arts, general management of a variety of other higher education major fields, General (Level 9 Objectives: |, Tounderstand human behavior (conventional, alter- native, deviant, criminal). 2. To understand societal responses to this range of behavior, individually, through value systems and social institutions. 3. To disseminate and. enable a broadly shared understanding of human behavior. 4.To assist the socializing institutions to minimize crime and to minimize the damaging ellects of 5. To assist the system of criminal justice to deal with ‘crime and with societal responses to crime in ap: propriate ways, 7 Level f Objectives: 1. To conduct research into human behavior and: societal responses io the range of behavior. 2. To enable and facilitate the forrnal education of the general public concerning crime and is own Fesponses to crime: 3.To educate thase who work in the system of criminal justice to: a.understand hurnan behavior perform In roles of appropriate response to crime, manage the system and components of criminal justice, and plan and develop the sysicm and components of {minal justice, 4, To educate thase who perform research and pro- vide educational services to the sicneral public and to the system of criminal justice. 5. To provide direct professional services 10 the sysiem of criminal justice, 10 ifs components, 10 socializing institutions, and 10 the general public, 25 faculty competencies permit 6, To establish conceptual linkages between the: philosophic and ethical foundations of general education and the professional competencies Peveloped In cminal justice education, leading foward ethical judgment and conduct Level il Objectives: “To integrate cximinal Justice research, instruction, and professional service into an educational system which will Sssure the discovery of knowledge, dissemination, testing, Venfication, and. refinement of that knowledge ina relleralive bullding process particular to the sciences. How does this relate 10 the question of suitable student ex: periences? It Is atthe heart of the learning experience and ‘Should be part of the education of every police student. If swe are Impatient with this tedious process, we fll short as professors. “Those report recommendations which suggest parity between criminal justice education and a. varicty of miscellaneous majors are potentially deleterious to the full evelopment and maturation of criminal justice education ‘andl the realization of high quality paricularized education for the police, Some of Ihe recommendations would ‘deflect both the attention and resources from this young, academic field and continue to misditect the developmen fal process toward general educational mode's which are Incomplete for our purposes. experiences for Which Students in Which Future World? Finally, | will address the implications of the report as: they tend to describe the police stuclent of the present and future, Caricature heightens really and thus will be ‘employed to draw out some of the repor's implicit mean- ings. “The image of the police officer of tomorrow as it ‘emerges from the report has the following elements: he is the consummate professional, educated fulkiime in the liberal arts, at government expense, in an elle school; ne has lived in student housing with upper-middle-ciass, Clean-cut schoolmates, and, from this combination of liperal arts education and liven experience, has absorbed‘a sulable ethical foundation at every pore. He will bring the ‘wisdom of the humanities, comprehension of the social Sciences, appreciation ofthe fine aris, the rigor of scleniic method. and the abilty to cope with Serious human prob: lems out 1o the street level of amentcan policing. ‘Ths speculative profile jacmittedly exaggerated by this panelist, but only slightly) Is neither new nor Undesirable, taken In the abstract, although the educa tional experience may dlfer with thal proposedl by August Volimer, the general tone of this description would fallin line with Volimer's. thrust toward professionalism. However, the repor’s speculation, in -my judgment neglects Several imporiant factors of American society and, discernible tends. Some of these are the following: the relationship between the police occupation and American social structure, with ils pronounced social mobilly pat fem, has never linked the upper-miclle-class sitaturm and, interest in the police occupation. Rather, tne police occupa tion Tiself has constiuied @ miniature social mobilty system which mirrors the large society, providing, as It does a mobility patiern from the working class level 10 @ fairly advanced professional level. Secondly, the organiz: Ing 0f police labor, with a wend toward the inclustial ralher than the professional guild models, Is not consonant with, the report's speculation. Third, differential access 10 ecuc tion as IIIs found in American socety does nat node well for the report's model. Fourth, recent trends in service oc- ‘cupaiions have been toward massive occupational di fereniiation, elaboration, and stratification rather than, toward holistic, highly varied professional status occupa- tions. The incredibly rich mix of functions found in the basic police roles is obviously ready for such diferentia- tion and stratification and Is already under way in a large number of jurisdictions, Recent taining programs in ‘managing, patrol opersiions and managing criminal in- vestigations have begun 1 institutionalize his siraufieaion effort. Directly linked 10 this general occupational tend is the observation that professionals periorm imporant ‘work, not tnvial work Professional status is accorded by general social value rather than by seltdefiniion, Presenily the mix of socially, ‘Significant and socially trivial lunciions militares against the recognition of police work as being uly professional However, trends toward stratification are the most pro- ounced Inroad against this deficiency. Another wend ‘which calls into question the repor's profile of policing Is the economic downtum which Is expected to continue for the foreseeable future, Managing! inflationary pressures is the profile for the next generation rather than growth, management Given all the foregoing variables, this panelis! would of fera possible alternative protile for policing (presented only. ‘as a more logical outcome of some current tends than the report's profile): this model would find American policing 3 {generation {torn now to consist of a host oF paraprotes- ‘sional officers al the street level who perform as observers, report takers, communicators, having very limited discre- tion. They would be highly trained within this bounded discretion to respond! 10 lower platy calls for service, tO stabilize situations found ‘o be high priority, torefer these 10 [professional specialists in ensis. intervention, contlict "management, and enforcement of the more serious laws ‘These paraprofessional would handle the very large volume of low priority service requirements and would perform very well at that level of functioning. They would Not be professionals in any Current Getinition of the term, However, the strafed police occupational systern would Cconiain those consummate professionals pictured by the feport bui in fewer numbers and in a quite different delivery system. This straified police occupational system, is more likely 10 requlre an educational model which is very large, appropriately stratified to fit the o¢cupational sirata, aniculated among the various strata and insttutional setings, and geographically decentralized throughout the United States 10 meet local needs ‘This speculative description of a police occupational system would lead 10 educational needs not at all com- rehended within the report. In fact the educational re- quirements would be directly contrary {0 many of the recommendations of the report. | would close with a judg ment that conceptions of thé police role in only a supraprofessional wholeness are essentially conservative and fail 10 recognize some of the more prominent current features of American social lie. Rematks of Howard M, Rasmussen ‘The subject of change is always a difficult topic—ait ‘cult for those who ate in the feld of law enforcement an policing and difficult for those of us in police education, Change and proposals for change are threatening. They threaten many individuals and institutions because they Imply by the nature of the suggestions for change that we have been doing something wrong in the past Since, in the end, it will appear thal my comments and response 10 the report are somewhat negative, itis impor- tant that | preface my remarks with sore words of ap- preciation, 1 would like to thank and express my appreciation 10 the Police Foundation for taking the risks involved in spon soring and funding this important study of police higher edtucation inthe United states. I would also like to thank the Oifice of Criminal Justice Education and Training of LEAA 76 {or sponsoring this symposium, so thal we would have an opportunity 10 react 10 the report and its recommendations. Such a study, published repon, and symposium are valuable, By advocating a particular View of the past, pres lent, and future, i generates and crystallizes other views. probes scholars io engage in further research, and focuses discussion and debate, This is a valuable contribution 10 the siate of the ar. Before | review Chapter 6, | think i's important to go back to some ofthe foundations laid in previous chapters. ‘The major problem with this whole cepon is the assump: tion that the purpose of higher education for the police 1S “educating the police for institutional change.”" Other aims are discussed, but this one purpose emerges as the major objective. Neither the authors nor the researchers demonstrates‘any substantial consensus for such an objective. The state- ‘ment ihat "most of the objectives offered for poilce educa- tion are compatible with this objective and primary con- cer of the Commission is also not demonstmaied oF substantiated, reviewed a number of the books in higher education listecl In the bibliography and used for footnotes. and thers not listed due to more recent publication dates. find litle support for such a major objective. The most trequent- ly stated goals, objectives, and purposes of higher educa tion evolve around the generation and dissemination of knowledge Eble siates, “There Is no single aim for education. tts leven dificult 10 conceive of higher educational institulions serving single purposes." ‘Although the purposes and aims of higher education {or police were not specifically assigned for comment, this, narrow and limited Objective permeates the whole report ‘The components of curriculum, faculty, student ex: periences, etc., are juciged against this Objective. This ob- Jective also becomes the basis for many of the subsequent recommendations, It would appear that Dr. Bennis’ influence can be observed in this regard, He has authored a number of foulstanding and excellent books on change, His writings ‘obviously reflect this orientation, [have fo admit that Ihave ‘used both the second and third editions of The Planning of ‘Change? in my so-called occupationally oriented criminal Justice coutses. I believe thal personal, group, institutional, and social ‘change ate imponant and ihe concepts and processes ‘should be taught in police education. However, it should not be the primary purpose of education. ‘Therefore, if we disagice regarding this purpose of police education, we- will quile naturally disagree with ‘many of the findings of this repor, lis Dasis {or judging, quality and performance, and ts recommendations. especially those relating to student activites and ex: periences, ‘Since I fin very few other disciplines held 10, judged ‘and measured by such an objective, | for one do not sup: port “educating the police for institutional change,”" as the ‘major or primary objective. | support change, if improve ‘ment akes place. However, the more important goal isthe ‘generation and dissemination of knowledge. Responsinle and positive institutional changes may then evolve as a ‘subgoal ofthis ectucatlonel process. Such a view of higher ‘education for police is the foundalion for the remainder of my remarks. Chapter 6, “student Experiences,” is also based uporr this change objective, However, another underlying foun: dation of the Commission's Judgments and recommenda: tionsis the emphasis on Iberal aris. hough, learned my bachelor’s degree from a lineral aris callege in sociology ‘and psychology and found it an appropriate model and. route for me, | would never suggest that it should be adopted as the one and only madel of higher education, In fact, the lbcral arts moxie! is currently under severe attack. Feldman has said that as a nation, “we are every ‘Rapa EE, Pojessors as Tears Sn Francco, Calms: sss "Ronnngorcnange Tins Et New vox Hel Rest and WEIN, TE, ‘year sacriicing thousands of young people on the altar of, ur doubiful and exclusive obsession with the so-called eral aris"2 Thad obtained my Bachelor of Atts and completed al course work needed for the masters degiee at Michigan ‘State University's School of Criminal Justice before joining, police deparment. However, there were many times that | wished | had @ mixture of practical experience in police work as | worked toward these degrees. There is no ques: tion that this model contains several advantages, but i also has some disadvantages, The problem is that police ‘education Is 100 new and incredibly litle data exist 0 sup- [port any model over another {believe therefore itis 100 S00n to make sucha signif: ‘cant decision. History may prove that the occupational model was the better alternative. | would not want 10, preclude that possibilty by advocating one modet and clirinating all omners, ‘The Commission appears to ignore the current trends Inhigher education. il would seem that some members do, ‘not function in higher educational institutions, are unaware Of tends and issues, or choose (0 ignore those that donot suppor their views, Most of you can recall the "good 0d, ays" stories and cartoons. The report reminds me of several. It would appear that the Commission Is recom. ‘mending that police education should "return to Jal, do not pass go, and do not collect $200" from LEEP and begin, ‘where the rest of higher education was in the early 1960s, ‘We will soon be entering the 1980s, and | would hope that police education would catch up ralier than regress 10 the ‘world of the sf00d old days of fullime students, dormitories {the noise level was s0 loud 1 couldn't study)—in other ‘words, the concept of residential education. By the way. the research on college students who live at home was kind of interesting, I'm nat sure how relevantit was to what ‘we are doing here, but I was interesting, | don't believe that such a recommendation is realistic ‘Most community college campuses are not residential in, design or function, The Commission also ignores that one of the relatively new trends in stale universities Is upper division only, junior and senior commuter campuses. ‘As Milton Stern has said, “full-time studenthood is 4o- ing ihe way of fulltime mothemood."* The partiime stu deni is f@si becoming the majority in our college classrooms. It appears that this wend will continue in the foreseeable future. ‘Although, the Commission reports some research to “substantiate iis suppor of fulltime, resicent education, the research is not conclusive or exhaustive. Lagree that a lot of learning takes place outside of the classroom: however, ‘many fullame students do not even avail themselves of these opportunities, sly experience in teaching in a state university and two community colleges is that the fulkime ‘employedipartime student is generally better motivated and more challenging 10 teach, than the fulltime andior preservice student. if we move toward all preservice Sludents, we would miss the mix that can enrich the leaer- Ing of all students in the classroom, erence ora Reco une 97 28, ‘ito wong wit er utes” ohare Mion on‘Another eriicisen that { have of the Commission is the way the report attacks the community colleges. tis lot of funto be @ Monday morning quarterback and the Commis: sion must have thoroughly enjoyed this role. ‘The report basically ignores the purposes, functions, goals, and ob- Jectives of he community college, The significant conibu- tion of community colleges is well documented, They exist ‘orespond to and serve ihe educational and training needs of the community whether that means university parallel o career education, They were willing to get into police anc ‘criminal justice education in the 1950s and 1960s before federal LEEP (unds became available andi when most of the colleges and universities that the Commission seems to favor refused to get their hands dirty, Hoover and Lund siate that "the growin in bac: calaureate and graduate programming has followed by ‘wo and three years previous expansion in associate level programming leading 1 the conclusion that programming, In senior institutions is more a product of the demand generated by associate degree gracluates than other fac- tors.* Community colleges are obviously not represented on the Commission; very few were invited andlor were able to appear at the regional public forums, and the American ‘Association of Community and Junior Colleges was notin volved either. Hind such a lack Of representation and input to be reflected in this report | am also concemed abou! the Commission's heavy Ccicism of some of the early pioneers and leaders of this, field. Although, on page ai, the Commission acknowl edges “an imporant act of leadership.” | believe the ‘cnticism is unfair when viewed Irom the perspective af the historical development of police and criminal justice edu- cation. Academic wasteland and “Intellectual aridity” 10 the contrary, the contributions of individuals such as Tom ‘Crockeii, Jim Stincncomb, Denny Pace and Jimmie Styles, deserve our sincere appreciation and thanks, ‘As | slated in the beginning, the overall flavor of my remarks has probably appeared negative. Thisis probably the result of my disappointment withthe report supports, apparently on purpose, a very provincial and narrow: perspective of the future of higher education for police. It generally advocates one model prematurely, as all facts, ‘re not in, Allthese wonderful Ph,0.s in he liberal aris Who are to be “re-ooled” (God knows how) do not appear 10 hhave conitibuted very much research to the problems of, educating the police “There is no question that academics Outsice of criminal Justice have contributed significantly 1 the fled of criminal justice, but so have people within the faculty ranks of the {iscipline of criminal jusilce. | don’t see hordes of ars and science facully interested in leaching potice. 1do, however, see the need 10 expose preservice and inservice police students to these faculty through the prevalent general education and social science approach ullkzed in most ‘community colleges and universities. “The feld of police and criminal justice has many needs and problems. It is in need of educated personne! from many diverse educational experiences and disciplines. New employees should have as much callege education {as possible. Inservice personnel should continue their ‘education, Education and leaming, both formal and infor: mal, should be a lifelong continuing process. Leaming should never stop. Provision must be made to ensure thal police personnel continue their eclucation throughout their ‘cateers. Learning and education are not and should not be erminal, Diverse majors should be encouraged, Personnel, are needed a all levels of the organization who have Gegrees in sociology, psychology. business, politcal science, public administration, etc, and police and criminal justice. Personnel with a variely of eciucational ‘majors can be a real asset to the police organization, pro- vided the knowiedgte is utlized by the organization, ‘A multiplicity of higher eclucational models should be encouraged and funded. Substantial research ipa all models and other factors regarding police education ‘should continue. ail of us must redouble our efforts if We fare 10 succeed. We must work ‘ogether—palice ad: miinistrators and practitoners, educators, educational ad. ministrators, government agencies, LEEP, and Students—most especially students—to ensure that ex cellence in police education becomes our objective and ultimately our accomplishment, [Rssoeon of Commun aha Cesege, WPM Response of Hugo Masini Fimake my summary as brief as possible. There's no {question but that the work of the Commission doesn't stop, ‘with the report, although the Commission will be going out Of business, Nonetheless, IIS an effort that was begun ‘and, {orn what t've heard here today, I'm sure will Con tinue, Your contiputions will make that possible. ihink [need to react in a general way to several of the caticisms, and by the way. not negatively. My position is, ‘where do we go from here? we accept the fact that Somewhere along the line thee may have been some mistakes made, Enough has been said about methodology and data. We've all worked with dala, It there's one thing I've learned from those of you in educa tion and in the area of research. i's that when puting data 78 {ogether and preparing @ repon, be very careful o explain, {hat the interpretations, the conclusions, and the recom ‘mendations made are tentative and hat as the data are ex plored and new cata gathered, those may be modilied, Cleary. the Commission understood that, because one of lis recommendations, which was mentioned here today, had 1o do with ihe need for further research, Twas delighted 10 have been asked 10 serve on the Commission, I've heard others here applaud the Police Foundation for being willing fo assume this very important task of funding suchan effor, incidentally, rwas the Police Executive Research Forum, which represents a group of, {educated police chiefs, interested in education and serving,the major cities, that asked the Police Foundation to under. take this repo. If Tread Don Ridalle and Jim Mahoney corectly, when the Commission goes out of business, there will be 9 voice Coming from education picking up where: we lef off. In ef fect, what was said here loday was, "Well, we've heard a lot of this before, and i's very good. Maybe we should have been saying, i Jouder ourselves ‘Some speakers have alluded io a "Madison Avenue’ ‘approach in the news stories about the repor. | certainly would not want to have given my time to a Commission Shida study an the publication of a book that wasn’t read I'm delighted that the report reached so many of you and, prompred you toattend this symposium. The Commission ‘cannot take responsibilly for some media reporiing—for example, the aricie referred to in the New York Times. im ‘mediately ater It was published I gota telephone call up in Hartjord asking me about it. asked them (0 ead the aricle to me and my impression was thatthe person who wrote the antcle had not read the report. As it tumed out he had, ‘and as a malter of fact, he had conferred with the staff of the Commission, Nonetheless, lthink that ihe anicle gave a very poor pieture of what the repor Is all about, Several people remarked that they had been concerned until they read the report, | think that’s a positive sign. By the way, my talking about the cticisms is ‘something of an acknowledgment of David Selten's, remarks thal the report painted a black picture. Again, We've all been involved In research. We all 100 to see ‘what's 00d and bad, and the emphasis always is 0 try (0 Dring about improvement, But italways seems that people ‘pay mos' attention to the bad part. Afterall, this is nothing, More than an appeal 10 educators (0 reexamine what ‘we've been doing well and what we've been doing badly and 10 mave togeiher 10 Go a better job in the futur. | want 10 hum 19 a couple oF signilicant remarks made by Dick Ward, We all begin with an assumption. { can’t demonstrate, and 1 don't expect to for some time 10 come, that colloge-educaled police officers are doing or will be doing a better jod, AS a matter of fact, that's teribiecilem- mma for police chiefs, Here we are, appealing for money 10 ‘suppor education for police officers, sometimes support ing budget requests Tor extra pay Tor college-educated police officers, and we can't demonstrate that college- fesucated police officers are doing a better ob. But believe that we'te preity well ready to accep! the assumption, because we understand that the general level of education Is rising, and that the police Job has already become very ilferent in terms of the 10e police officers play, That role will change considerably in the sex! ten years. Because there wil continue {0 be a need in the police world to develop from within, it will bea tong time before there's the kind of lateral entry that will lessen the demand to bring, people up from within, It you look at Chapter 6 and lis recommendations. what the Commission Is doing Is 10 encourage Congiess. LEAA. the federal, siate, and local government fo continue and expand financial support to enable police profes sionals and the educational instituions to offer educational ‘opportunities 10 young women interested! in law enforce ment before coming into police work; 0 permit more extensive support 10 individuals already in police work land 10 enrich educational opportunities with residential ‘education fellowships. graduate schoo's of management. land intensive residential expenences. In short, what the ‘Commission is really recommending is what a number of the beter instiutions have already been doing, or tying 10 {do, oF thinking about doing. Dick Ward pointed out that there may’ be an overem- phasis on preservice education in the repon. 4 closer look. Bt what ihe report was really saying. in thai chapter shows, that it spoke about equal priorities, so Dick's concem is not guile on the mark, In no Way does the report suggest that there is no longer a need t© work with people who are already employed and who have the capacity and the in terest in furthering their education, Dick also pointed out that we will have partiime students with Us for a long me to come. The report recognizes that, and says that because they will be there fora long ume to come, itisimportant to enrich their educa ‘ional experience and make it better, Dr, Strecher called our attention to the economic reality of individual Sunpen. I would like to go back to something | Said a moment ago. If you read the report carefully, you ‘will recognize thal the Commission did not suggest that LEEP should be the sole support of criminal justice Students. LEAA, LEP, the federal government, the slate government, local government togeiner can make Ii possi Die to increase the level of financial supporto individuals. Dr. Sirecher also pointed to what he felt was a denigrating, of criminal justice programs or colleges. I don't know that there was any denigrating, As reread the book, I wish that ‘we had been stronger in terms of spelling out the very teal and imporant role that ihe criminal justice institutions play {88 centers for education and research. 1 think the Commis ‘sion recognized that by dealing with the very issue of ac- Crechitation. In no way were we saying thal there need not be criminal justice schools of education. ‘one final comment, Dr, Rasmussen said that he felt that the Commission was atlacking the community cok leges. Here, 100, if you look at the report itself. you will, recognize that there continues tobe a role for he communi ty colleges, again, | wish that the report had been stronger Ii terms of pointing to the major contributions made by the community colleges, “The eriticigms and the comments by everyone here will be valuable in giving us all a betler understanding of what the Commission is talking about‘Tuesday. February 6, 1070 Panel 6: HOW SHOULD POLICE DEPARTMENTS USE EDUCATED OFFICERS? Huben Willams, President, National ‘Organization of Black Law Enlorcement Executives E, Wilson Purdy, President, Police Exec Research Forum Renault Robinson, National Information officer, National Biack Police Association Nesta M, Gallas, international Personnel Management Association “Commission Respondent: Stephen MayRemarks of Hubert willams 1 want 10 commend the Commission forthe effort of puting together the report on higher education. tI has done nothing else that we can all agiee on, the Commis. ‘sion has certainly stimulated lot interest and discussion abouta matter thas very important inthe law enforcement communtiy. “The topic hat we've been asked 10 address today is How should police departments use educated police of ticers?" What Comes 10 mind inialy is the nature Of the sucture within departments that esiabishes the way police executives use educated officers. For example police depanments have systems of accountabity the Denefiis go 16 postions that are determinable by rank within the hierarchical suucture. 1 most policing it out County. sergeants are accountable to lieutenants. ond lleulenanis (0 capiains. Police officers, a8 a rue, sock to achieve advancement in the ranks as proniy’ over at tempting to obtain education, That's why. when the Com: mmission took its forum across the country in every single Instance police officers mentioned advancement as the umber dne reason for being educated “They want 10 be advanced in ranks just lke everybody else. They want to See the economic rewards and the benefits that go wilh im proved status Education in the abstract means very litle when i's placed against such things as the amount of money that you're going 10 eam on your Job; the kinds of ings that you're Boing to be able to do for your fornily wil the ‘money earned on the job. I've found thar this question ot economies is equally important. The division that’s be- coming apparent in his symposium is determinable athe bottom line on the basis of economics. seems 10 me an awiul lot of concem is exhibted over this question of education as i reflects ise n two-year OF four year cur Hicula. | wonkier whether the basis for that view is founled ‘on how much of the largesse—ihe LEEP dollars, assuring the continuation ofthe progam—will go 10 insitutions, In ‘ther words, its the basic question of he old ple, how will that pie be divided up. There seerns to be much mare em phasis on those issues than an the question of education for police oftioers have looked at some ofthe issues raised by the Com- mission with espectio the function an purpose of educa tion, One of the points hat the Cammission raises is that the Durpose isto help create a new Kind of job, which college educated people will be more likely 10 create. I's no! a Question of screening in competence within the profes: Sion ‘As a police executive, running a potice agency, have iiculty dealing with those kinds of considerations when we're trying 50 desperately in the major eles © keep the public safety function infact seems 10 me thal we're #O- ing 1o have to focus some attention on fundamentais, which may not be found within the brooder specttumn of education. 1 see a role for both two-year and four-year ine Silluions. The question was raised earlier on one of the panels thatthe function of taining and skill development should be a. function for police academies. Police academies haven't done a very good Job The teason thal 83 law enforcement exists in the frst place isto provide for the Gelivery of services. To the exient that we can provide eft cient, quality services we have a place and a role in our society We have (0 take a close 100k at the functions of police Contes and the: context in which the agencies function, A _grea! majority of policing in this country takes place where. the great majony of people are. Since more than 70 per Cent of our population lives on about 2 percent of the land, the major urban center is where we find our people, and ‘that's where we find the majority of police inthis country We find them in the major cies trying to provide services, and we have to look at the milieu of he cities, the context of the cies, the service delivery system that exisis within ihe cies. We find, when we take’a look at that, we cannot view law enforcement education in the abstract, We have to deal with people; that's the basis of policing, as policing must be a people-rclated product. We have 10 be con ‘cemed about the fact that the majerlty of the people Inthe inner cities are members of minority communities. SO when we talk about educational standards we have to be cconcered that the standards do not overreach and ex. ‘clude the very people that law enforcement wants to atract ©F that the police are insensitive to the people they serve. ‘The Commission looked at this problem in some fespects and it argued against the proposition that validated tests are either possible or have meaning. The validated tes's go more than Just 0 the question of, minorities in law enforcement, which | submit is a critical factor for those police agencies attempting 10 cope with the very difficuli problems facing the cites, We have to be able 0 communicate with the people and consequently, we have fo try (0 find a reasonable mix of people in policing in felation 10 people In the community, But when Wwe esiablish standards in our testing system, or when we cesiablish standards for entry into law enforcement thal te quite a college degree, then the question is inevitably rais fed whether ihe college degree has relevance 10 the job. ‘That's the Griggs v. Duke Power Company argument: ihe relevance of testing to the job. Beyond that is the question, whether there's any predictability In the test, What dif ference does ii make if you have atest and you get 100 peo- Die to pass the test, if you cannot tell whether the top 8 people thar passed he test are any more competent to per- form the job than the people that failed the test? That's an Unvalidated test. And that's precisely what we have, People who run police agencies, as I do, wan! 10 see some compeience: in employees, because what youre looking (or is performance. The only way to improve the policing profession is to improve performance. Now i we. Can show that a college degree Is going to improve perfor. ‘mance in policing, then {think thatthe college degree is an, adequaie standard, But we have 10 ask if the college degree Is going 10 exclude the very people that law en- forcement needs fo attract. The way the Commission, looked at it was to view people in law enforcement as In- ‘service and those who have not yet entered law enforce. ment as preservice, Educational institutions that develop, programs for policing develop programs that attract etherpreservice or inservice students. When LEAA looks at the Uisinbution of LEEP dollars, it does a 90V%0 percent ratio. ‘That Is, 90 percent of LEAA money goes 10 inservice sludenis; 10 percent Of LEAA money goes to preservice Studien, “The members of the National Organization of Black Law Enforcement Executives (NOBLE) believe that the LEEP program should be continued, but we question ‘wheiner the disiibution factors ate designed 10 improve the overall system of law enforcement. We think that 10 some degree, this problem has been looked at rather "myopically, Don't belleve that we can airact minorites into, law enforcement uniess we look at the institutions that are going 10 train and educate them. There should be a greater "mix Of those institutions within the black community, par- ‘iculatly the southern colleges, where you can expect 0 at- tract people that may go into the law enforcement profes- sion and enhance it I question whether we've go! any percentage of Har- vvard or Princeton graduates in law enforcement. It we want college graduates, we ought 10 go after them, The ‘Commission reports that 50 percent of he people receiving LEEP money who mage a commitment 1o go into some ‘agency of criminal justice never even applied. They never filled out an application. Where come trom. that's called a rip-off, The money Ought f0 go to people who are going 10, lake the job and 10 thése people who, when they do take the Job, are going t0 provide police agencies with the siay~ Ing. power © meet current responsibilities wrile we try 10 improve the system of policing. We cannot improve that system of policing if we ignore these curtent problems, ‘As much as | agree with the acadernicians who have mace the point that we need a well-rounded individual in law enforcement, we must fist be able t© provide (or he basic delivery of services. tf we cannot do that, then the feciucational community wil not be providing a substantial Service f0 the law enforcement community. It's not a ques: lion of academicians siting back and thinking out this, problem in the abstract, as if somehow the policing com. "munity is doing to fit their schedules, their programs. their personnel, everything else into some standard established In academia. 1's not going to happen that way. what we've goto dois lake a hard look al what theexisiing prob: lems are in law enforcement agencies: ty 0 find some Means of providing suppor and assisiance to the people running those agencies fo cope with those problems, The Next slep is 10 try 10 find some way of improving the delivery system and of improving the way police officers, go about doing the job. Bul you cannot take the last step fst. We've got 10 look first a the fist step. {believe that there isa clear role for the two-year educa ‘ional insitutlons as wel as for the advanced insti tions—four years and beyond. We need to take a look at ‘what's happening and try 10 define what roles exist and 10 see whether we can develop some curricula that are going {© speak 10 the realities that confront police officers in ‘Amenica In 1979 and for the next decade or so. I cannot, asa ditecior of police, takea Ph.D. or alawyer Into my department and place him in command of 2 precinct. That requires a captain, and it doesn't make any difference whether the indivielual has a Ph.D. or has a law degree or some other graduate degree, 1 requires a >precinc! captain. until we change ihe structure and the flow Of things, that is going to be what we face in the immediate future, Personne! with college degrees wil find themselves providing various levels of staff support to the people who. ‘will un the agencies. ideally, we should have people with, broad exposure to academics running the agencies, but we will not have that in the Immediate future, The mere fact thal an individual has a bachelor's degree does not mean that he’s going 10 be a good, song leader and discharge, the responsibilities of his position in-a proper and an effec: live manner. People in leadership postions have 10 find ‘educated people who can discharge their responsibilities, Jn an effective manner So we look at those who are educated and hope that within that group well ind strong, leaders who can run the policing institution and improve the police profession. Remarks of wilson Purely welcome the opportunity to be with you here today. 4s important in forums such as this that we present the police officers’ point of view as well as the academic point (0 view, both of which are very important, Chapter 7 deals, ‘with changing the police. The Quatiy of Police Education, which Is the tile of the book that we were all sup 1posert 10 read, isa rather cilical review of police education. ‘We can consider ita real landmark. I's not important par ticularly wheiher we agree with itor disagree with i. We can still look at tas a landmark in aur business. sa useful 100), 1a be used to reevaluate and to redirect our effons wherever we see the need, “The Police Executive Research Forum, of which thave had the privilege of serving as president, represents the ‘major police departments througthout the United States. To be eligible for membership you must have 200 members Jn your department and each chief must have at least a bachelor's degree. The Forum subscribes to education for law enforcement personnel, Our tite, Police Executive Research Forum, Includes research. its members see a great need for esearch. The final word in the tle, Forum, 1s extremely Important; it has becn a missing ingredient for ‘many years. Ladies and gentlemen, this meeting today isa forum. ithas been a vigorous forum, andi we applaud you for participating. The imporiant thing Is (0 take this quality of police education, dissect, analyzeil, and see where we can make use of it. Top people in the field, you are here to day for your collective efforts in examining this issue Police education is new compared 10 the other disciplines. In the late 19308 and the early 1980s Ae Brand: Siatter and I were among the frst dozen or 50 people inthe United states 10 receive degrees in the flela of law entorce- ‘ment known.as police administration, want you 10 know I was a lonely time when we went out of the university into the police field and debated each time whether to conceal the fact that we had a college desiee. Ant, of course. has. gone on 10 be recognized a the number one leader in the. fleld of police education and has made tremendous con-tributions to the field. Years later we see the great com- "munity coliege development and we recognize the work of Jim Stinchcomb and a number of others who have. par ticipated in making that program the great success that itis, ‘So, in about a 40-year period, we've seen the bifih, the ‘grOw'th, and the development—with many successes and Many fallures—of a whole new educational field: police service. This new ficid has given us a limited body of knowledge and a limited research capability, and itis ifn portant that we continue to develop both, Thave had the opportunity t0 serve at the municipal the county, the state, the federal, and the miliary police levels. I've taught al the junior college and the university level. I eamed. a preservice degree and an inservice degree. and now head the largest police department in the ‘southeast United States. I!is my elle! that education has had a temendous impact on the police, and 1am much, ‘more excited about the future of law enforcement than I ever have becn about the past. American policing is hhealthy. With your help. there Is every reason 10 be op: timiste. ‘The four-year degree ishigiily desirable, We can recruit from thousands of bachelor’s degree applicants now. A few years ago this was noi possible, Federal regulations re- {quire broader based recruitment io meet affirmative action requirements, and 1 predict that eventually the supply: ‘among blacks will meet the demand as police education efforts continue. We must now resort to selective cert tion to provice eligibility lists for anglos, lains, blacks, and, females, and therefore | oppose ihe establishment of 3 four-year degree as a pre-employment requirement. think supply will fake Care of the demand ‘The success of the junior college movement in the United Siates clearly incicates that itis firmly in place. And 4 provides a continuing opportunity for police education that we can ill afford either 10 eliminate or to jeopardize. Continued development is essential. A healthy blend of Dresevice and inservice education is desirable. its a real pleasure to observe young people enter the police service ‘and, with an opportunity 1o gain an education while work Ing, See them blossom into outstanding students and out- standing police officers. Our junior college programs are broad-based educational programs. A faculty mix is also desirable. The academicians’ fear Of practitioners with academic credentials is unfounded “There is a growing pool of praciioners with outstanding: academic credentia's, and efforts should de made 10 ‘search oul and screen thase individuals for the faculy ‘The major thrust of Chapter 7 seems to indicate that police education has not resulled in changing the police or the police organizational siructure. { submit that whoever did the looking did not see what they were looking at Phenomenal changes have taken place. One of the sreatest changes has been altitudinal. Can you think of anything more Important to come out of an educational rogram than a change of attitude? Today i's. the lneducated ones who are embarrassed. instead of those 1 us who leamed to read and write. organizational or structural change means going from a pyramid to a circle, straight line, oF jigsaw configuration In one big, revolu tionary Jump, then we are ignoring the law of evolution ‘An indepth look at whal is taking place will be reveal Ing. About 70 percent of the members of our depariment, the Dace County Public Safety Department, have college degrees. About hal of those are two-year degrees and ‘about half of them are four-year degrees. We have many Master's degrees and seven Ph.D.s. The top staff, with he exception of a couple of individuals, all have at least four. ‘year dogrees (most of them have masters degrees), and {he result has been a real change. Today's organization, {and performance oniy faintly resembles that of 12 years, ‘ago. Most of the new design originated with operational Personnel who had educational backgrounds; unit Changes: changes within the organization; community resource and service units that deal with school programs. Grime prevention programs that bring 10 bear the entire community resources on police problems of today, whether it be welfare, housing, something 10 eat of whatever, staffed by educated police officers operating on their own initatlve out of both headquaners and distict levels. We have economic crime units; organized crime units t0 deal with conspiratorial crime: organizational ‘changes that deal with crime problems not even reported in the Uniform Crime Repon legal units, notjust squad car lawyers but teachers, writers, and individuals who prepare ‘annual iegisiative packages io bring. about changes in the Jaw; raining units that tain all levels of the department and Combine police-ciizen training programs, What do we do ‘with one of the greatest problems facing us tomorrow. the, ‘senior ciizen problem? The problem al tertorisin? These programs are suggested by, developed by, presented by members of the department with educa tHonal backgrounds. We have a fulltime staff psychologist, dealing with community probloms and with professional problems. There are human resource development units, 'o study and evaluate the human resources within our ‘community 1 learn how we can gain from them. now we ccan recruit from them and how we can work with the Vorious Segments of our society. A connnual stream of ad, hoc committees reviews all rules and regulations, ll, Policies, all standard operating procedures, all acl ministrative orders. A management analysis bureau operates the researchidevelopment unit for the depart ment. There Is lateral entrance at levels other than ihe Patrolman and there are stalf inspections 24 hours a day Also significant Is the elimination of services that were: previously thought io be essential 1 police: the operation Of @ jail, animal control, auio Inspection. civil detense, wrecker services, ambulance services, and many more All ofthe foregoing developed as the result of the studies, ‘evaluations. and recommendations of educated personnel within the department, 31 We bul See, instead of just looking, we will lear that "much of the police service is not sill operating in the same. Old way. Almost before our eves, the neanderthal man nas, developed a higher forehead.Remarks of “Renault A. Robinson ‘What | intend 10 say will depart a litle from the basic arguments that were advanced in the report. The whole argument of trying, 10 Improve ihe service Is a good one, Dut you teally can’t do it with the one prong of education, alone. Most of us ate concemed about police effectiveness, ‘Can they get the Job done? I don't mean what we'd like 10 ‘sec, bu! what we know exists today. When I was a young ‘officer 1 worked in the vice squad. Those of you who've had thatexperience probably nave smiles on your faces. A college degree wouldn't have gotten me a pasition on the ‘vice squad. Some of you may have had the opportunity of ‘working in the planning division. Surely you realize that ‘education had nothing to do with planning in most major ‘cy police departments. Many ofthe finest police captains ‘with whom | have worked couldn't administer anything beyond the station level, but were damn good policemen—without a college degree. And did carpentry ‘work on the side. Tm not against higher education, There's a place fori, {or instance, ina city where tnere are thousands or millions, (of people and that depariment needs someone with Com puter Skil 1o plan beat pattems. But basic services are rendered by the patol office-—not the capiain, not the Police chiets, nor the lieutenants, not the sergeants. The essential quality for a patrol officer Is ihe ability to get along, ‘with people, and that quality cannot be measured in terms of a college degree. You all know that, The police depart- Ment is the arm of government thai touches most in dividuals. 1's not the mayor's office, not the federal ‘government, i's not some high-faluting executive, i's the ‘cop on the beat, whether he's on the comer or he answers ina scout car, and you all know that too. What we're all about iso ty and figure Out how we can make that person, perform better. 'AS I tead the report, | found that many concems were not discussed. If we ate going 10 make any kind of real, Suggestions for improving police services, we first must understand that nationwide there are 500,000 or 600,000, police officers, most of whom don't have a college educa- tion, ‘the litle college that many of them have is inade- ‘quate. We all realize that getting on the detective squad has, nothing to do with whether you've got a degree. In many ties clout stil rules, We all realize that police departments fare creatures of local government, controlled by the politcal sysiem, You have go! 10 deat wiih that. If you're going to talk about improving police service, 1 sit here and ‘ignore that is (Oly. The important thing is to convince the Chief executives of most major American cities that they ‘should improve police services because i's to their Denetl. ‘One of the main reasons that the police service is inet- fective is that we have overlooked those who could help, us. Women are a good example, Police departments would be much more effective il maybe half our ranks. |were women, Many of he problems we've been unable 10 solve in terms of dealing with the citizens would be, resolved If women were present ‘We've never been about delivering services, have we? Have we ever been concemed about serving and protec- ing? Oh yes. around the mayor's house. and in the major business areas, but have we been concemed about it where the crime rates are the highest?” No, And that's where we're most ineffective and we sit here toclay con- sidering how 10 make police departments more effective land we're faking about a college degree. You can't deal ‘with violent crime with a college degree. Let's keep It in ts proper perspective, College-rained police officers are great In cenain functions, but as an entry level requirement, i's ridiculous. Why are we denying that an individual who is a foreman at Ford Motor Company right now could be a ‘good commander of police—a man who has empathy ‘with people. who can get along with people and geta job one from people? Are we going 10 eliminate him from our ranks because he didn't get a college degree? College ‘edlucation standards cannot be used as criteria for effective police work, but there is a place in police work for college ‘education, Remarks of Nesta M, Gallas In a prior appearance before the National Advisory Commission on Higher Education for Police Officers | ‘Spoke Of the push toward professionalism in law en- forcement—both its rhetoric and! its reality. On the reality, side, | emphasized the cttcal role of higher education if this difference was 10 make a difference. 1 said that "in police work, as commonly performed, {higher education| fs controversial as is professionalism” and that “there are these, both in and ou! of police circles, who assume more, ‘education, per se, is betier although we have no hard data 0 Suppor this" and that “there are those in and out of police circles, who are discaintul of and who do not want ‘an educated cop." Since the hearings and since the publication of the Commission's repor, | have not ‘discovered from a research, experiential, or sensitivity base any reasons for revising these: statements. | applaud, the Commission for capturing, in The Quality of Police Education the past and the present scene as I have ex perienced ii ‘My allention today Is not, however, directed atthe past norat the present, iis directed at the future that is change, “specifically "Changing the Police” as presented in Chapter 7 of The Quality of Police Education. in this chapter It is, argued that “police departments have failed to take advan- {age of higher education as a resource for change.” Lagree, ‘Some directions for change are presented using higher education as the resource for change with six recommen= dations as steps or strategies for starting the change process, [find myself both cornfortable and uncomfortable with these recommendations. My comfort comes from my con: vicions that conilic! creaies change and controversies.‘create contlict. Certainly the recommendations presented in Chapter 7 are controversial. They are precipitating con- ficts which are creating a climate for change. My discomfort comes from the complexities that are faced by both academics and practiianers in managing the conficis that have been precipitated, I recognize the fallacy of assuming that conflicts can be resolved. They cannot. They can only be managed. My concem Is how well we will manage the conilic's, Willi! be constructively ‘or will tbe desiructively—for this will determine the direc lions of change. To manage conflict constructively. it must first be surfaced. This national symposium is certainly a courageous and commendable step in surfacing the con: flics. The test we face, regardless of our position on the recommendations, is how andl in what directions we will move in coping with things. In presenting my views, let me point to some specilics pertinent io the recommended siregies. Before doing this {need to preface my remarks with another prior statement that “despite the perception of shared goals, police depat- ‘ments, if tealistically viewed, are more different than they are alike." Any caitcisms, and thus discomfort, t have about the recommendations have to do wih the extent 10 which they may be perceived as general prescriptions. Isolated from the premises on which they are based and abstracted from the uniqueness of the situations and the ‘environments in which their application is anticipated | support and enthusiastically endorse the premises on which the strategies are based. Asa personnel pracilioner | pushed. unsuccessfully 1 confess, for change in the nature of the police Job and in the nature of existing ‘organizational arrangements in police agencies tor manag- Ing police jobs, My reasoning was that the components of Dolice work. iis performance and Is effectiveness as related 10 higher education. rested on a personal and a slluational base and not ihe traditional task and! rank base. ‘The lack of attention 0 behavioral and situational data a3 felated 10 the police person, the police process, and the police product in contemporary terms bordered on the ‘dramatic. The traditions of police work and the concepts of officer rank and career movement as Vertical rather than horizontal or sequential were not in tune with the need 10 Create a profession of law enforcement based on a require- ‘ment of highet education. The approaches to work design, fof work technology were not based on intellectual, cognitive, or concepiual demands for coping with aiferent kinds of police activites in an environmental context, They were based on perpetuating a delineation of police tasks ‘and ranks the pertinence of which was tec to the past and Not to the present. How police personnel and administators concep: tualize the current scene. their role in creating change and ‘managing conflict, and their convictions aboul the need for change and the conflicis which have been and are being, aired in regard to change are the crux of what | perceive as 8 crisis in higher education for police as a resource for change. My discomfort bordered on distress ai a seminar ‘session | recently conducted on managing conflic. One police officer clescribed the orientation of the Key police of ficial in his aggency as announcing that there would be no Contlic in his department as long as he was there. Since Cconifict Is @ reallly in organizational ife, | Raven't much hope for change in that depariment; ¢., as long as he is, there. Managing the conflicts that create change is a behavioral process. Differentiation Is basic 0 the construc. tive use of conflict in the change process, As a behavioral Scientist, lam slightly encouraged by what appears to be a growing sensiviy to leaming from the behavioral Sciences as it relates 10 police work and police effec liveness. This learning focuses attention on thinking in con- ‘ceptual, situational, and systemic terms, Le. in looking at police work and police deparmenis behaviorally as they interact with their environment, is social, technological, economic, political. and physical aspects. The recommen dations in Chapter 7 have to be thought through in a situa. ‘ional and environmenial context, ot in the abstract | foresee, and the report suggests, the need for experimenia- tion, Inmy days as a practitioner, learned the hard way that cconsinuctive change Is a gradual process (what we now call inctemenialism) thal requires the involvernent of par- fies to tne change in a discovery process. I affected patties are 10 invesi in change they must be involved in this discovery process, Consequently, ihe discavery process ‘must take place In a particular pole sesting. It must in. volve a sampling of those who willbe the recipients as well as the agenis of change. A sampling ofall levels of the traditional police hierarchy need o be engaged in nonhlerarchical cncounters 1 explore the poteriial for change . The rules of the exploration require the reprimand- Ing of any who engage in grand or global generalizations that defy translation in practical or operational terms for the ariicular police department that dares to delve into a discovery process. The rules also require the ostracizing of known or suspected cynics who by thei orientation ate the enemies of change, the perpetrators of the destructive use of conflict, and the perpetuators of the pathological cond lions that the report describes as existing in regard to civil service and unionism—as the "major barriers to change." ‘AS a realist. 1 wonder about the reactions of tradi tonaliss in law enforcement 10 a discovery process. Will they invest time and energy with an open mind? As an Idealist | perceive some exciting times with academics and procttioners in an exchange Of ideas about the creation ‘and development of a police profession for which college. graduates, women, men, minorities, majorties will be in ‘abundant supply. Asan optimist, Imeasure tne perceptions, Of the few that anger and pessimism will pass and a erical ‘mass will emerge committed 10 the constructive usc of conflict in changing the police. The report of the National Advisory Commission on Higher Education for Police Of ficers has provided the springboard for change. itis a land- ‘matk report and 1 am pleased (o have been a part of the proceedings that led fois findings and publication and a Participant in this symposium,Response of ‘stephen May ‘AS Hubert Locke has indicated, t've been involved in the birth, the launching. the operation, and the drafiins of the final report of the National Advisory Commission on Higher Education for Police Officers. | therefore approach this session and iis work with something less than com- plete objectvily. I must say that I have been involved in a umber of other commission and task ‘orce studies anc | ‘don't think I've ever been involved in one in which there ‘was @ more genuine and vigorous effort 10 seck out the views of people in the field, both before the report was tinal and then, in terms ofthis symposium, to elicta response. ‘All of us are extremely pleased with your interest and your diigent presence here. ‘Asa matter of fact, lam reminded on this occasion of a ‘sory they tell about the late and great governor of my state of New York, Alited E, Smith. Iiseemed, a number of years, ago, that when the governor was in office in Albany. he Gecided he would take one of his periodic tours of the Upsiate New York afea, specifically 10 visit the state prison, In Aubum. The warden 100k the governor in tow and they visited the workshops and saw the other activites which #0 on behind bars. At the conclusion of the tour, the ‘warden gathered ali of the inmates below them In the courtyard and called upon the govemor to say a few words, Now, Al Smith was, of course, 2 veteran of ‘thousands of public oraions, but he found himself at alos aS 10 how to begin his remarks on this particular occasion. He knew, for example, that it wouldn't be appropriate 10 commence with the usual "Fellow citizens," bécause, by virtue Of their incarceration, at least some had forfeited those privileges. And especially in that rural seting, he knew that it would not be safe fo start out with the usual ‘Fellow Democrats,” because he had more than a sneak ing suspicion that some of that other political faith were ‘galhered there, So he merely said, “I'm delighted 10 see so many of you here today." In an entirely different context. those are my sentiments today. 1just canno’ tel you how pleased 1am with the interest and effon you've made 10 be ete, and with the obvious effort which has gone into the presentation by all of the panclists, Surely we must underscore the fact that no amount of Improvement in police education is really going 10 pay offal natetfon in which allot youare involvedis going. to {go for naught—unless we get our police departments in ‘shape 0 maximize the role Of those educated police who join their ranks. We'te all very much aware, and it's been, Tepeated by a number of speakers here. that police institu: tions are slow to change, So litle has been done, with the exception, possibly, of Bud Purdy's deparment, 10 adapt to the fact that we've going to have increasing, numbers of college educated police officers. ‘You know lof the statistics that we have today: neatly half of the sworn police officers in this country have some college education. There are exceptions to that fact, which, ‘we did underscore in the report, bul somany of our depart ments have been bound by tradition, wedled to the status, quo—often not by their own choosing, may I say—that many top police administrators simply have to deal with, Gay-to-day crises and don't have the time to focus on the. fact that perhaps there are olher ways and betier ways of doing their job and of delivering their services. ‘Our chiels often feel hemmed in by civil service and by 88 the unions, as Nesta Gollas has indicated. and many of them have found that the quast-milianstic, authoritarian structure inhibits the development of new thinking. The. emphasis is ofien on patrol, which is @ pretty dull and routine activity: the police profession is not always highly regarded by the public, $0 the college-educated potential police recruk may be deterred from entering our depart ‘menis or, if they get there, may not stay very long. So how do we make police work altractive, simulating, and rewarding. and also make the perfor. ‘mance of College-educated men and women pay off in more effective police services? That Is one of the very tough questions whieh confronted the Commission in try ing to put logether this particular chapter. Some people thought that his was the weakest ‘chapier in the report, that It wasn’t specific enough and it ‘wasn’t definite enough. Other paris of the repor are both of those. But, as Nesta Gallas has pointed out here today, we were hampered by the fact that there hasn't been much, research and evaluation as io how police depariments can, adap! themselves 1o new situctures, new ways of doing things, pariculariy to maximize the involvement of colege- ‘educated police officers. Pethaps LEAA has got to get ‘more active in that fie. Both Hubert Willams and Renault Robinson, who are out there on the flnng line, so eloquently anc pragmaticaly brought home the message that we're talking about very people-oriented profession, dealing, with the delivery of Services. Bud Purdy has brought about phenomenal Changes in his Gepanmentand rm full ofadmiration forthe, ulline he has given us of changes in aide and structure in that department. Ido have to point out that if you have a 70 percent college-educated department, that’s fairly atypical. The norm is under sO percent and, of course, the, ‘Commission had 10 deal with the national picture. From my perspective as a former municipal official ‘and as a present state government official, Id like 10 discuss a point which Renault Robinson made, that we've {G01 Io get the story actoss and we've got 1o educate a lot ‘more people about the things we've been talking about at this symposium. The task which | think all Of us share is to get this message across o mayors and county executives ‘and municipal and county officials, who can make many (1 the basic decisions that affect the delivery of police ser- ‘vice. That is where so many key decisions are made, and many municipal officials could use the education which, many of you are uniquely qualified 1o provide. Finally, Nesta Gallas touched on the question that has really brought us together here, the question of how we, having surveyed the Issues raised by the Commission report, can manage the conflict and the dynamism of the lashing ideas to lead 0 constructive change. | think the Spiral this symposium has been great, Everybody has, ‘spoken his piece and will continue t0 do so. There's also a recognition that we all share the same objectives. and 1 think theres an atude that we can disagree without being, disagreeable. 1 snare a confidence that emerging from this, Symposium we can work together, sticking with a task ‘whieh is long-erm in nature, and that we can work in the fend 1o improve not only police education, but the perfor ‘mance Of Our vital police all across this country.Wednesday. February 7, 1979 Panel 7: CONCLUSION: CHANGING POLICE EDUCATION william Arceneaux, President, State Higher Education Executive Officers’ Organization Fred Toler. Past President, National Association of state Directors of Law Enforcement Training, Julius Debro, Principal investigator Joint Commission on Criminology and ‘Cfiminal Justice Education and Standards Richard A. Myren, Director, College of Public Affairs, Center (or the Administration of Justice ‘The American University, ‘Commission Respondent: Patrick V. MurphyRemarks of ‘william arceneaux | consider ita compliment to be asked to participate in this symposium on improving the quality of police educa tion, and | appreciate the oppertunity to be here, During this session, we three panelists will be address ing the recommendations contained in Chapier # of the Commission's report, entiled “Changing Police Educa tion.” For the most par, | find that the recommendations for change point in the right direction, but 1also have some |words of caution. speaking in my capacity asa state com- missioner of higher education, my focus will be on those five recommendations which have the greatest application {0 issues in my balliwick, Summarized, these recommen dations ate as follows: 1. that police education faculty should have more control aver academic decisions: 2. that college adminisiraiors should protect police education programs from the pressures of local agencies: 3. that police officials should avoid direct participation In academic decisions such as the hising and pro- ‘motion of faculty and the determining of curriculum, content 4. that state education agencies—not state law enforce ment training councils—should supervise police ‘education programs fo ensure quality and provide resources; anc S.thai accreditation of criminal justice programs ‘should be explored as a strategy for changing police ‘education, “The first three of these: recommendations can be con: sidered together, for they all deal with one major issue: the role of insittions of higher learning inthe collegiate ecuca lion of law enforcement personnel. college facully exer cise more control, if college administrators suppor that Control, and if police officals retrain from trying to make. ‘academic programs mere branches of their own agencies, then police education programs can begin to full their proper mission—to educate, not 10 train, Colleges and Universities are aptly referred to as institutions of higher Jeaming, not higher traning: and their first uncon is o pro: duce educated individuals, The product of a higher educa- tion institution should be more than a skiled technician ina specialized field; he should possess a broad awareness of he major theories of past and present scholats in adaitton ‘ofamilanty with his chosen profession. itis the purpose of higher education to develop the individual's capacity for reason, 10 foster wisdom in thought and action. Thai which the student gains in his college years should serve him the rest of his days, not only in his career—for careers can Cchange—but in every facet of hisife. Ifa student is limited by @ narrow curriculum which is visually dictated by a specialized profession, he is ited forever, This is tue of all academic disciplines. Itis time to recognize that the business of policing is not merely matter of applying set skills. The business of policing Is highly complex, requiring that officers possess ‘a greal breadih of knowledge in many areas t serve com- a "munities encompassing every economic class, every in fellectual echelon, and every Cultural background, The law may be the same for everyone. but meihods of enforcing adiherence to the law must vary as people themselves vary. Law enforcement personnel must possess the qual. ty Of discernment, of Judgment. And this must be developed before they are on the line, This quality can best be developed, in my opinion, in colleges and universites, when students sill have the ime to explore concepts in Stead of snaking instantaneous decisions: when they can reflect instead of react, Police education is the responsibilty of college: faculty land. not police officials. 1 police officials are providing, guidance and supervision t0 line police officers. develop- ing deparimenial policies and procedures, and directing their own personnel matters, they have no energy left 10 save to the academic enterprise. 1 police officials are doing, their jobs—and Lam certain that they are—they do not have the time to be educators and researchers. concur with the Commission's recommendation that facully should Mave more control over academic deci ions, administrators should protect that contro, and that the proper province of police officials—instead of trying 0 ‘establish courses and curricula—is the community which, ihey serve, and, 90 fat as can tel, the communities need thelr full attention now more than ever. Consistent with Keeping the education of policemen in the hands of educators is keeping the statewide coordina: tion and planning of police education programs in the hands of state higher eclucation boards, This, also, is one of the Commission's recommendations, and | whoieheart ‘edly agree with it, Since the programs under discussion are first and foremost academic programs, they fall under the Jurisdiction of academic boards, not professional councils I have been informed that, in a few states. the state law enforcement training councils have the power to prescribe, hours and courses that students must take in cenain insti: lions. Such authority has been proposed several times in my own state, Louisiana, but without success, | Would lke to emphasize that | am not encouraging a discontinuance of dialogue be!ween training councils and state ecucation boars. between police departments and academic departments, but am urging that there not be a Confusion of roles. The primary responsibilty of state train {ng councils is (0 establish minimum standards for the selection and training of police officers. Setting 1c ‘quirements for degree programs is exclusively the respon. Sibilty of higher education instiutions and boards. The training councils and the education boards need @ close ‘working relationship. They must involve themselves in a Constant dialogue, but they must not extend their authority, into each others fles. They can and should make recom- ‘mendations to each ether based on their Knowledge anc ‘expertise, but neither should have the power to dictate policy in the other's jurisdiction, Finally, 1 WOuld like to focus on the recommendation for improving the quality of police education that 1 thinkdeserves very careful attention. This recommendation Urges that professional accreditation of criminal justice pro: rams be explored asa method of upgrading the quality of police education, ‘The Commission reported that_two professional associations are in some disagreement over accredits tion—the Academy of Criminal Justice Sciences and the ‘American Sociely of Criminology. The particulars of the debate would take 100 long 10 recount here, but one specific Objection made by the ASC is noteworthy: that ac recitation standards might be interpreted by college ac- ministaiors as marks of distinction when—in. fact—his is not the case. The ASC has a justilable argument. believe {nana support the concept of sel accreditation, but the at talnment of the “seal of approval” that we call accredi {ion merely signifies that a program has met minimum standards. The loity goals sought after in The Quality of Police Education go much further than just minimum stan- dards, The dean of a graduate schoo! in a major research university once complained io me that the programs in his University that had received professional accrediation also had the most trouble in elevating standards—chietly because some thought achievement of the minimum goals of accreditation indicated excellence, when. in fact, i Indicates only adequacy. This is a lamentable—but com mon—misconception, and one which police educators ‘ought to keep clearly in mind. Although it may seem today that accrediation standards would foster vast improve: ‘ment, in a decade these same standards could serve as a ‘deadbolt! lock on an institution's attempts 10 achieve real excellence. This must not be allowed 10 happen. ‘Therefore, | urge intense examination of accreditation as 3 mode of upgrading police education. Accreditation has its ‘strong points and beneflis, but they are primanly the iden titication of an appropriate body of knowledge for profes: ‘sional education in any given discipline, including police ‘ectucation, ‘There is another matter regarding this issue of ac ‘creditation that demands even greater attention, and that is the possibilty that LEP funds will be awarded only 10 ac credited programs. | wll be blunt: this isa comuption of the meaning of accreditation, Accreditation in education is and ‘always has been stictly voluntary. Much ois worth lies in the fact that i is Sought without Coercion or hope of finan: ial reward. If LEEP regulations are ever amenced 10 make funding contingent upon accreditation, then accreditation will be devalued and largely meaningless. To my knowledge, tying funds fo professional accreditation s nos one in any other area—itis unthinkable that the authors of LEP regulations would even consider it. cannot be {0 firm on this matter. Accreditation must not be mandated as, a prerequisite to receiving funds. “The process of accreditation is essentially a good one, butit is no panacea. {urge that, fit is explored as an instru ‘ment of upgrading the qualily of police education, i be ex plored thoroughly and with extreme cate. ‘On the whole, I find the Commission's report io be ‘quite valuable and the recommendations for improving police education 10 be excellent. The importance of 8 broad education cannot be overstated, and the necessiy Of having educators do the educating cannot be overem phasized, However, | would like to point out—as the Com: mission itself pointed out inthe first chapter of lis, report—that higher education alone cannot effect great ‘changes in policing. Higher education is only one of a ‘umber of influences on police officials, and many of the necessary changes must be cartied Out by legislators, police departments, training councils, and police officers themselves. in concert with all segments of policing higher education can produce significant results, Butt can hol succeed in solitude. In conclusion, | commend the Commission for urging higher education institutions to ‘educate the man, while encouraging police academies 10 train the policeman. Remarks of Fred Toler A few years ago we didn't discuss quailty of police education, The big question then was if we would have police education. To raise questions and discuss quality at Ins early stoge of development is a remarkable achieve ment, My ha's off «© you, Our discussions at this point have reached the eighth and final chapier of the repor, “Changing Police Education, So far we have been unable. to agree upon the objectives for police education, oF the ‘curriculum. We cannot agree on who should teach the ‘courses, who should pay for them, or even who should a= tend, 1am happy 10 know thal we are ready fo change police education. | don't believe we should treat this report js the one containing all the answers. While it is a Creditable piece of research itis by no means the first or even the best, It lffers only to the exient that it was ana. twonal study, ‘While the authors view themselves and the universities fas agents of change they likewise view those within the system as proponents of the status quo. The treatment of police siancards councils in this ight is unfortunate. By not recognizing the role occupied by the police standards Councils they remained uninformed about many excellent research projects ‘Over the past ten years, from what Ihave seen within the criminal justice system, the police siandarcs councils, 92 areindeed agents of change and responsible either directly, fr indizecily for many of the changes that have taken place. In my own stote we have been instrumental in research ‘The legislative act which created the police standarcs council charged it with stimulating and conducting rescarch in law enforcement. Since 1 have been with the staie—some ten years—we have spent several milion dollars in pure research. in Texas, California, New Jersey, land Michigan the standards councils joined forces to pro- ‘duce the major police research effor of this decade, Project STAR. That project alone has generated volumes of material, most of which has yet 10 find lis way into the edlucational system, or even the training system for that matter. We. the police siandards councils, have recog: nized the past achievements of educators, we have tried 10 build incentive plans to deal with your products and to en: courage eace officers to continue their education. But at the same time we must operate within the world of realty, ‘so permit me fo describe the situation of the law enforce. meni profession as il exists within my stale, and most of yours, Last year, In Texas, approximately 52,000 degrees ‘were conferred. An estimated 750 of thase were in law en forcement, During this same time 7,000 persons were recruited inlo law enforcement. The police slandarcs‘council has the authority fo mandate a baccalaureate degree for entry, as the report suggests, However, we are. stil a Jong way from it, resardiess of how desirable it would be. Sucha standaid would require that 3 percent of all graduates become peace olficers, ‘At this ume Texas has 33,000 peace officers, employed by 2.163 separate depantments. Of these agen: cles, 272 serve populations of fewer than 10,000, The me- dian salary in those 372 departments is $612 per month. In these departments, 3 percent of the officers have an associale degree and % pervent have a baccalaureate degree. In both cases. 2 percent of the degrees are in ‘criminal justice. Within the population range from 500,000 ‘01 millon, we have Is law enforcementagencies. Here we have 3 percent with associale degrees and ia percent with baccalaureate degrees. Two percent of the associate degrees are In law enforcement; 7 percent of the bac: ccalaureate degrees are in law enforcement. In this popula tion range. the median salary is $48 per month, Roughly 10 percent of all peace officers in Texas have the bac. calaureate degree. While this represents a significant gain ‘over the past ten years, iis litle better than average when ‘compared to the progress made by our population in heir early twenties. ‘The report falled to address the issue of minority in- volvement in law enforcement and how their recommen- ations would impact on these groups, which must be considered if any change so be meaningful. A profession in which 5 percent of the members are black and 14 per cent are Hispanic must deal wih adverse impact and validity of any requirements imposed, regardless of how appealing they may be. ‘These are some of the things with which the police Standards councils must deal in their efforts 10 proies. slonalize the police officer. True, education Is a key 10 that »rofessionalization: however, itis not ihe only key. Simply changing the curriculum of the law enforcement degrees actos the nation would have litle Il any effect on the pro. fession at this time. Nor will mandating that all applicants {or police officer be college graduates solve our problem, ‘when we are currently in a lawsuit for requiring @ G.E.D. ‘Generally speaking, | admire the courage of the Com- mmission. think they have said some things which needed tobe said: frankly, there's more excitement in law enforce ‘ment education than we have seen in the last seven or ‘eight years. My only disappointment was that the Commis. sion tried to do it al themselves, 1 would rather they had eniisied the suppor of the students, police councils, ad- ministrators, police chiefs, and tied (0 generate a ‘cooperative effort among all concerned, Remarks of Jullus Debro | would like t0 express my sincere appreciation to the Police Foundation for granting the Joint Commission the ‘opportunity 10 respond to the section on changing police education. We all ogree that the report has stimulated discussion, and at times that discussion has been very heated. The report was much-needed and perhaps now ‘we can get down to the business of changing the qually of police eclucation in post-secondary programs, ‘Before | begin my discussion of the section on chang- Ing police education, let me briefly explain to you the role of the Joint Commission on Criminology and Criminal Justice Education and standards. “The Joint Commission was established as a resull of ‘an LEAA grant from the Office of Criminal Justice Educa tion and Training in November 1978, The grani was award- fed to the Academy of Criminal Justice sciences, but with the express stipulation that the American Society of Criminology provide four members of the elghemember board, The primary purpose: of the Commission Is 10 esiablish minimum standards for post-secondary educa ‘ion programs in criminal justice and criminology. “The research thrust OF the project has been iwotokd: first, to identify all criminology and criminal Justice pro- ‘sramns nationwide, and secondly, io conducta state-of the- art survey which would provide basic information on sluccnis. facully, and programs in the area of criminology ‘and criminal justice ‘The program is not designed to establish accreditation guldelines but only 1 provide some indices of what Minimal standards should be in post-secondary educa- tion, 3 We have four major objectives for 1979: L Completion of the state-ofthean survey and lmplemeniation of research on criminology and cuiminal justice. 2. Continued involvement of the Joint Commission ‘and the advisory committee in maters of policy and dissemination Of information related 10 criminal Justice and criminology higher education 3. Review of minimum standards efforts in other pxo- fessional disciplines with a view toward develop- ment of an Inilal set of variables which relate to quality higher education in criminal justice and criminology, 4.4 major Consideration at the outset of this project as, and continues 10 be, the lack of an adequate data base upon which sound decisionmaking can 'be made in the formulation of minimum standards, During the second year, ihe primary research phase will be completed. My comments this morning will be dltected at the recommendations and the chapter which deals. with changing police education First the recommendations: Police education faculty members should seek more ‘contol over academic decisions in order to promote the objective of ecucating the police institution for change, We ase that, as standards for faculty imprave, the control of programs throughout institutions will improve. College administrators should strengthen police education as a force for change, especially protectingppolice education programs from the pressures of 1ocal ‘agencies, We endorse the recommendation, but with the ‘proviso that local agencies should be allowed 1o present their views about programs and should act as pressure ‘groups, since they will be using our students eventually. Police officials and ather members of police education program advisory boards should avoid dlrect participation, Jn such academic decisions as faculty selection or promo- tion. We agree. Faculty selection and promotion must be left to the colleges and universities if they are going 10 have ‘academic freedom, Accreditation of criminal justice programs should be explored as a possible strategy for changing police educa: tion, but neither the U.S. Commissioner of Education nor the Council on Post-Secondary Accreditation should recognize any. single organizaion as the accrediing ‘authority for higher education programs in criminal justice ‘A more broadly based consortium, such as the Joint Com: mmission on Criminology and Criminal Justice Education, and Standards and the organizational members of lis ac visory group, is tequited io ensure that diverse curricular approaches are maintained. ‘We see this recommendation as the most controversial land would like 10 go on record as stating thal we are not concemed with accreditation but only with establishing minimal standards. Once standards are established, you should decide whether or not they should be used for ac- Creditation purposes, “The American Sociological Association, Criminology ‘Section, has gone on record indicating that itis diametrical- ly opposed to establishing standards for criminology and, ‘Criminal justice programs. The board of the Joint Commis: sion, which has D&S, Frank Scampitl, Edith Fyn, C. Ray lellery. and Harry Allen from the American Society of, ‘Criminology, all have expressed their opposition to ac: reditaiion. The four members ftom the Academy of ‘Criminal Justice Sciences, while generally opposed 10 us- Ing the Join Commission as an accrediting branch, sup: port accreditation. in fact, George Feikenes, Director Of he Criminal Justice Program, michigan State University, is the president of the accreditation council, Latry Bassi president-elect of the Academy of Criminal Justice ‘Sciences is a member of the accrediing body, as well as the present president, Richiet Moore Accrediiaion is a possibilty, but the chances are slim that this will be a reality within the nex: decade because of the opposition from academics throughout the field, ‘The broacier Issue Is whether or not criminology and ‘criminal justice education should be teated differently from sociology, psychology, history, economics, etc wiihin colleges and universities, those disciplines are not subjected to individual accreditation policies, bu! ye, those: Scholars are well-educated and some are poorly educated, but may be on facultles of colleges and universities. Cer. ‘ainly there is a need for standarels, but |]am not sure they should lead to accreditation, The teaching of eclucation dit- fersin certain regions, and what is neeced in one area may not be needed in another. itis my opinion that accrediation efforis have been citecied at the lower levels of post- Secondary education and not atthe higher levels, If we are going to talk about accreditation at all, we should also look very closely at the masters and docioval level programs, Accreditation efforis should be uniform and applied equual- ly across the board and nol just primarily atthe community colleges. Perhaps we should start at the Ph.D. granting in- stitutions for accreditation purposes and work down, because the top schools could provide the Kind of guidance that is necessary to establish quality education, ‘ale education agencies, and not state law enforce- ment taining councils, should ensure that colleges provide. their police education programs with adequate resources, and otherwise guarantee their quality. We agtee. ‘Sale and federal agencies influencing Ihe disiibution of LEEP funds should give lowest priofty 1o narowiy technical police education programs and highest priority 10 programs with a broader Curriculum and beter educated, facully. We agree. 1 personally have some concems about LEP funding. As you know, LEEP has been cut out ofthe. bbuclget for the coming fiscal year. in the past, it has been resiored because you have applied pressure on the Con: ‘gress, My concem is that eventually the funds will go and, then the colleges and universities will have 10 make a definite commitment 10 mainiaining the program without those funds, Those programs that survive on LEP tunds. will Cease 10 exist—perhaps this is a good thing. 1 would Suggest that we start planning for that eventuality. ‘Congress should Keep the current programs of ne Law Enforcement Assistance Administration's Office of Criminal Justice Education and Training intact under one administrative unit at the Department of Justice. We en dorse that recommendation with the provision that educa tional funds i the past have no! been under the discipline jn which they support, and that LEEP funding is only a ‘small portion of funds necessary 10 provide our studenis ‘with quality education, ‘Congress should amend the statutory authorization of the Vocational Education Program to exclude police and, criminal justice programs from eligibilty. We agree. “The Education Commission for Police acknowledges ‘hat police education must be changed, and that different Strategies will be required for different colleges but they fail, 'o indicate what specific way’ they can be done. Certainly facully improvement, resource improvement, and deci- sionmaking by the colleges involved will assist, bul we. need more then that. We stil do not know whether ar Not education makes a difference in the kind of policing we receive, Should education be specialized or general? bon Riddle, Chancellor of the University of tlinois at Chicago Circle has indicated that police should pursue liberal aris education. He has. recommended three strategies for change in the present method of educating, police: faculy development, 2) curriculum development, and 3) adequate support to police education programs, ftom administrators on college campuses. He recommends that academic administrators should ‘abandon the exploitation of students and faculty in police cedlucation programs.” The National Advisory Commission, ‘on Higher Education for Police Officers has Suggested that, the exploitation isa direct result of LEEP funding, Dick Myten, Dean of the School of Justice, American University, has indicated that LEEP monies play the strongest role in shaping police education, What would happen to police education if there were no LEEP funds? “The Commission has indicated that most of he police: ‘education programs have been created in the lastien years ‘and that most, even though the evidence is Not conclusive, were created as a direct result of federal funds (LEP). Yet the Commission Indicated that the dramatic increase in ‘educational levels of the police has had litle impact on the performance of police, Perhaps we should aenit that per formance levels are not entirely measurable by education‘and deal more specifically with the kind of services pro- ‘vided 10 the communities in which we serve. “ust a few words about off-campus enrollments, The author seems to assume that off campus enrollment Is. ‘eitimental tc higher education because siudents spend it lle time on college campuses, While residency is Impor tant, lam noi sure whether or not education quailty suffers. “There is an indication that administrators may feel that students may drop oul of school. However, the concern, though teal, is not overt The author refers to the early stasis of development of police education programs. Ceriainly Gene Carle was cor rect in stating that the University of Cincinnat ald allow cer- tain officials in the police division 16 shape the curriculum, but that was in the t960s—some fificen years ago. “The reportalso states that "by absorbing the police into the college decisionmaking process, the college avers the potential threat of police cticism of ihe college, either for failing to provide a police education program oF tor pro viding one that does not meet with the approval ofthe local police. In closing. 1 would like fo Say that the Commission has done an excellent job in defining the parameters of The ‘Quality of Police Education. While I may disagree with some of the recommendations, they have provided a forum for us 10 discuss our disagreements, On behalf af the Joint Commission on Criminology and Criminal Justice Education and Standards | would lke 10 thank the Com mission for this opportuniy 10 adress such a wide and diverse audience. Remarks of Richard A. Myren, Although this symposium has revealed a great ceal of disagreement about the exact status of criminal justice ‘education In the United states today, 1am sure that mnost of us will agree that change has been, Is, and will always con tinue 10 be a necessity in higher education programs, in cluding those tha are crime. and justice-related. For exam pple, [happen o belleve thai the ime has come: for criminal Jusiice programs, which in the last decacie have mace police science and other agency oriented programs nachronisms, t0 drop the adjective "“cnminal” and ex ‘pand their cancem to Include the problems of al ree (or. mal justice sysiems: cvil, criminal, and juvenile, This ‘Means that discussion of how change can be accom: plished in higher education is both timely and timeless, My remarks will be addtessed t0 ways in which desied change ean be achieved, Let me begin by saying that 1 agree with all of the recommendations in Chapier 8 ofthe repo, The Quality of Police Education, except ihe last half of 8.4 which reflects a misundersianding of the Academy of Criminal Justice Science's move toward accreditation, That mis ‘understanding has heen clarified by other speakers, 31s endorse the text discussing the recommendations Chapter 8, except that Ido believe that we as educators can provide outreach programs of quality 10 nonresidential Siudents. Let me nove now 10 some personal views On ‘achievement of change in higher education ‘One mechanism for fostering change is 10 build se- {quences concentrating on change into the curricula of our programs. Such sequences would deal with the theotles ‘and principles of change as well as with strategies for and skils needed in achieving change. They are concerned ‘wiih personal, organizational, and broader social change, Such Sequences can facilifale change In both higher {education and in justice systems as well. Such a sequence \was Dull! nto the curriculum ofthe State University of New ‘York at Albany School of Criminal Justice in about 1960, the first of its kind that 1 know of. Our academic programs also ‘can assist thelr students in learning how o achieve change bby tying. into teaching and action research programs such 8 thal of the Knowledge Transfer instiute of American University, where Dr. Ronald Havelock and his colleagues. ‘are now adapting techniques learned in studying change In agriculture, education, and medicine 10 achievement of change in justice systems. The need for capitalizing on that stream of social science research has been recognized recently by the Law Enforcement assistance Adminisira- tion in the issuance of atleast three requests for proposals, Another and perhaps the most important poiential resource for change in justice studies programs is their faculties. It is a simple inuth that without a good faculty there can be no good program. There Is no reason today why the faculty in criminal justice programs should not ‘now meet all of the customary academic criteria for intial employment, term renewal, salary increases, promotion, and eventual award of tenure, Qualifled facully applicants are available. In criminal justice facully personne! dec: sions, the usual standards of excellence in scholarship, teaching, and service should be demanded. One of the rec herrings frequenily intoduced inio that decisionmaking, process is whether faculty members should be required 10 have had operational experience in a justice agency. The leglumate question that should be asked instead is whether the faculty candidate has mastery of the subject mater 10 be taught. That mastery can be achieved in a number of ‘ways, But one of the effectively contributing elements is, almost always postgraduate education 10 the doctoral level. Exceptions are incleed rare, although they do exis ‘Another. aimosi essential, element in the social and behavioral sciences, where criminal justice programs fal |S field experience. But that experience can be par simoniously obiained in a research setting, Operational ex: perience comes ina very poor second. A candidate who hhas had two years of experience designing a research pro} lec’ and gathering data during implementation from a varie. ty of police depermenis will have learned more about the Issues involved in that fwo years than would have been leaned from 20 years of operational experience, My belief thai faculty quality Is determinative of pro- ‘gram quality leads naturally 10 suppor for the proposition Stated in the repor that criminal justice faculty members Should seek more contol over academic decisions in ‘order lo promote the objective of educating criminaljustice personne! for change. Note thar I refer to criminal justice ‘education rather than police education. To the extent that they sill exist, narrowly agency-orlented programs, ‘whether concentrated on police or on corrections, are now vestiges of the past, As the repon points out, however, faculty control can go wrong, and the poorer the faculty in terms of scholarship and other conventional indicia of‘academic excellence. the more certa itis that they will go wrong in a big way. But the answer is not fo turn to ad: inistraive contol, The answer for administrators who [re competent academic leaders IS 10 shift control from, iheir own faculty when questions are ralsed about the ‘competence of that facully o the broader academic pro- fessoriate, calling in acknowledged leaders among, Criminal justice academicians to stucly the program and. make recommendations for changte. One of those recom: ‘mendations, should the situation be bad enough, might ‘well be a form of academic receivership in which coniral ver the criminal justice unit is placed in the hands of an acknowledged acaciemic leacier until the program can be turned around with the advice and guidance of outside ex pens. That kind of solution is heroic, however, and will be Fequired only in exceptional cases. Frequently an ‘academic unit that is not performing at the desired level of academic excellence requires only sttong administrative ‘Suppor in making a self-study, perhaps with the ald of out side consultants, in orcer to get back on track. should also be pointed out that the broader academic community has done litle to assist those of us who are ‘caminal justice educators 0 establish high standards of x Celiencr for our field, Not only have justice studies pro- -gfams not been held fo the usual standards of excellence ‘on many campuses, but ney nave not even been allowed Toaspire 19 such standards, Our professoriatc has frequent ly been told that itis a teaching faculty, that itis not «0 Become invoived in research. “If any energy remains after, teaching the third or fourh course of the term, teach a fourth oF fh—do not waste that energy on research.” In pubic institutions, justice studies programs are held up as texamples of how the college OF university Is serving, the faxpayers as an argument for a larger budlget. But when, the adaitional funds are obyained, they do not trickle down, to the justice studies program. in private institutions, justice studies programs are expecied io make a return of from three 1© five dalars for every collar invested so that other, less popular, programs can continue to operate with dofiets, Our fellow acaciomics in the colleges and univer- ‘ies have generally applauded rather than protested such polices. If hat was tue In the plush days of the sixties. how much more isn’t bound to be so now that budget scarcity is upon us? Although primary responsibilty for ihe excellence of our academic programs les on our faculles, ‘we desperately need the assisiance and support of our fellow faculties on campus and of our academic ad: ministators. ‘Given the leadership that they deserve from facully land adminisirators, our student bodies can also make a major conitibution to establishment of high standards of fexcellence in justice studies programs. It is my personal ‘experience that, once exposed (0 the logic behind tradi tonal high standatcis of excellence, students wil support, movement toward compliance with those standards whether they are regular fulltime students or employed, arttime students. It Is frequently quite effective for Sincere, welkinformed students 10 present 10 central 96. University officials @ program's neec for more resources 10 facilitate change. Another source of support for change In criminal Justice higher education programs lies in the academic ‘associations of the professors in justice studies programs. ‘The association that has been most acive in this regard in our fleid is the Academy of Criminal Justice Sciences. The, ther principal independent association Is the American Society for Criminology. My opinion, based on long years, ff active membership in Oth, is thal the description of, these on page 205 of he report is open ‘© misinterpretation. ‘ACIS can be more accurately characterized as drawing the. bulk of jis membership from separately structured and ad: ministered justice studies programs, while ASC Is more at- tractive 1o professors teaching criminal justice courses in cisciplinary settings such as cleparimenis of sociology and. politcal science. in many cases, those programsarenoias, broadly based in the liberal aris as are separately suc: tured Justice programs. Many, if not most, of the ACIS, ‘members ftom four-year colicses and universities arc also, ‘members of ASC, but that association is less attractive 10 the community college members of ACIS, probably. because ASC has never shown any Iniezest in the role of, those programs in higher education, ACIS meetings, on {he other hand, have long included sessions at which cur riculum and general issues of program quality have been liscussed, Those contacts among faculty members and, ‘administrators [torn two-year, four-year and graduate level programs have resulted in program changes for the beter. Curriculum development and articulation were faciliaicd Minimum standards and more desirable qualifications for faculty were discussed and established, Many Iwo-year progiams were persuaded 10 limit thelr major {quitements So thal the student could gel a better rounded, education. Programs wiih structural weakness will not simply g0 away if ignored. ASC and the criminal justice Sections of other groups such as the American Sociological ‘Association and the American Society of Public Ad ministration should join with ACIS in allempiing 10 per ‘uade those justice studies programs that stil do not meet national stafdiards (0 improve. One last source of support for change can be the ad- Iministrator of the justice studies program. If chosen for qualties of academic leadership, that individual can facilitate change In at least three ways, The proper leader ‘can convince the faculty that change s needed and can in- fluence the direction and pace of that change. The proper leader can attract new facully members who are commit. {ed to the building of a change-orlenied program and can. also attract talented young men and women 10 enrollin the. program, And the proper leader can elicit suppor from the College or university bureaucracy as wellas om the grant- warding agencies, both public and private, so as 10 pro- Vide opportunity for his faculty as well as challenge. For a faculty to have the challenge without the opportunity isthe definition of frustration, in shor, change has been and can be achieved. !hope we get on with the taskResponse of Patrick V. Murphy My personal thanks (0 all of your who are taking so uch time from your busy schedules to join with usin this forum. thope that all of you will fee! that has been worth ‘while, think the benefits that will accrue from your wil Ingness 10 speak ffeely and blunily about some of the issues in the report will pay dividends in the future. The Police Foundation has been privileged and honored tobe a par of all ihis, as thave myself. want you to feel that the Police Foundation is {0 be called upon if we ean be of assistance ‘Before making some comments, I¢ lke to thank our ‘distinguished moderator, Dr. Hubert Locke, who Is also chairman of the personnel committee of the Police Foun: