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SHORELINE COMMUNITY COLLEGE

Criminal Justice PROGRAM REVIEW

March6,2019

BYEDPHIPPEN

PHIPPENCONSULTING,LLC

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TABLE OF CONTENTS

EXECUTIVE SUMMARY AND PRIORITY SUGGESTIONS 3

PROGRAM REVIEW FINDINGS 4

INTRODUCTION 6

METHODOLOGY 7

CURRICULUM 8

ASSESSING STUDENT LEARNING 11

EMPLOYMENT OUTCOMES 14

STUDENT DATA TRENDS 15

FACULTY 20

RESOURCES 21

PARTNERSHIPS 22

PROGRAM SERVICES 23

COMPETITION 23

LABOR MARKET OPPORTUNITIES 24

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EXECUTIVE SUMMARY AND PRIORITY SUGGESTIONS

Overall Observations

TheCriminalJustice(CJ)offersoneassociatedegree(AAAS)andoneShort-TermCertificate(ChildAdvocacyStudies,orCAST).SomecoursesintheCJprogramarerequiredbyotherprogramsorarepopularelectives.Asaresult,abouteightpercentofstudentsintheprogramarepursuingaCJdegreeorcertificate(asdeterminedbyEPCor“Intentcodes”),whiletherestaretakingcoursestofulfilltherequirementsofanotherprogram.Unlessotherwisespecified,thisreviewfocusesonthosestudentswhoarepursuingaCJdegreeorcertificate.

ThisfullyonlineprogramiscapablyledbyDr.LindaForst.Dr.Forsthasdeepconnectionswiththelawenforcementcommunityandusestheserelationshipstorecruitexcellentadjunctinstructorswithextensiveexperienceinthefield,maintainarobustadvisorycommittee,andkeeptheprogramrelevantbyaddressingemergingtrends.TheadditionoftheCASTcertificatehasboostedenrollmentandcompletions,andthedepartmentisonthevergeoflaunchinganothercertificate,aNavigator,thatlookstodoubledownonthisprevioussuccess.

TheCJprogramiswellrun,producesexcellentresults,andhassomeareasforimprovement.

Priority Suggestion 1: Change the CIP Coding for This Program

ThisprogramcurrentlyhasonlyoneSOCCode,“FirstLineSupervisorsofPoliceandDetectives”.ThisisanincorrectSOCcode.BoththeAdvisoryCommitteeandfacultyagreedthatfew,ifany,graduatesbecomesupervisorsinlawenforcementupongraduation.OneofthenewSOCcodes,PoliceandSherriffPatrolOfficerislistedasNotinDemandbytheSeattle-KingCountyWorkforceDevelopmentCouncil(WDC).

Suggestions

1.1 RemovethecurrentSOCcodeandaddthreenewSOCcodes:CorrectionalOfficersandJailers;PoliceandSheriffPatrolOfficers;andSecurityGuards(pp.24-25)

1.2 SetupasystemtoannuallyreviewtheDemand/DeclinelisttoensuretheSOCsarelistedasin-demand.IftheyarenotannuallypetitiontheWDCstomakethemin-demand.(pp.24-25)

Priority Suggestion 2: Ensure that CJ Classrooms Contribute to Student Learning

CJfacultysharedfrustrationswithclassroomsatShoreline.Inoneexample,anadministratorhadtowalkthroughaCJclassroomtoenterandleaveheroffice.Inanotherexample,studentsoftheDefensiveTacticscoursecouldnottrainwithbatonsindoorsbecauseoflowceilingheights.

Suggestions

2.1Ensurethatclassroomssupportstudentlearning.(pp.21-22)

2.2EnsurethattheDefensiveTechnologyCourseistaughtinaroomwheretheuseofbatonscanbeappropriatelydemonstratedandpracticed.(p.21)

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Priority Suggestion 3: Update Program Learning Outcomes

TheexistingProgramLearningOutcomes(PLOs)havenotbeenupdatedinseveralyearsandmaybeoutofdate.Certainoutcomesuseverbsthatmaynotbethebestchoiceavailable.Finally,theProgramhasnotmappedMasterCourseOutcomes(MCOs)tothePLOs.WithoutconductingthisexerciseitisdifficulttoknowifallthePLOsarecoveredinthedegree.

Suggestions

3.1ReviewthePLOstoensuretheyarecurrentandwordedappropriately.(pp.11-12)

3.2ConductamappingexercisetoensurethePLOsaretaughtandassessedappropriately.(p.12)

Program Review Findings

Program Level Findings

1. Facultyworktokeeptheprogramcurrentinformally.Severalprograminnovationsarecurrentlyindevelopmentorwereraisedthroughthisprogramreview.(pp.8-11)

2. LindaForstdoescommendableworktoensurestudentshaveinternships.(p.8)

3. ACapstoneCourseisbeingconsideredandmayoccurinlieuofinternships.Ifthisoccurs,facultyareencouragedtoconsiderbotheducationandemploymentoutcomesindevelopingthecourse.(p.9)

4. FacultybrieflydiscussedtheoptionofofferinganIBESTPrivateSecurityCertificatetotheprogram.Thiscouldhelptheprogramandstudentsinseveralways.Ifthecertificateisdeveloped,facultyshouldexplorewaystoarticulatethecertificatewiththedegree.(p.9)

5. TheAdvisoryCommitteediscussedtheneedforbetterinterpersonalandinter-culturalcommunicationskillsamongstnewemployees.Providingtheseskillsinanonlinesettingcouldbechallenging.FacultyareencouragedtodiscusstheseneedswiththeAssociateDeanofTeaching,Learning,andAssessmentandherstaff,theExecutiveDirectorofVirtualCampus,eLearning,andInstructionalTechnology,and/ortheAdvisoryCommittee.(pp.9-10)

Employment Findings

1. Ahighpercentageofalumniandformerstudentsurveyrespondentsindicatedtheywereemployedforpay(over80percent).(p.14)

2. Thevastmajorityoftheseworkingalumni(13of17respondents)areworkinginanindustryrelatedtoCJ.(p.15)

3. Employmentratesandwageswereconsistentlystrongforprogramcompleters.(p.15)

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Student/Course Level Findings

1. EnrollmentinCJhasincreasedby36percentsinceAY2013,muchfastergrowththaninpeerprogramsandatShorelineProfessional-Technicaloverall,despitetheincreaseintheeconomyanddecliningenrollmentsoverallatShoreline.(pp.15-16)

2. Shoreline’sprogramisamongthesmallestofpeerinstitutions.AllcomparablePugetSoundprograms,includingShoreline’s,experiencedenrollmentgrowth.(p.16)

3. CJsstudentsoffergreaterdiversitythanfoundinindustry,andcomparablediversitytotheaverageShorelineProfessional-Technicalprogram.(pp.17-19)

4. TheadditionoftheCASTcertificatesignificantlyboostedenrollmentsandcompletions.(p.20)

5. Therewerenowaitlistissuesforthisprogram.FillratesforCJ130,241and249wererelativelylow.Facultyareawareoftheproblem,whichtheybelieveisrelatedtotherelativelyfewstudentsintheprogrampursuingtheAAAS.(p.20)

Faculty Findings

1. Thefacultyfullyparticipatedinthisprogramreviewandwereengaged,thoughtful,andhadagoodunderstandingoftheneedsofstudentsandemployers.(p.20)

2. Facultyhaveextensivereal-worldexperienceandusethiseffectivelyintheirteaching.(p.20)

3. Studentswerecomplimentaryoftheinstructorsintheprogram,frequentlymentioningtheirreal-worldexperience,responsiveness,andteachingabilities.(p.20)

4. CJstudent-to-facultyratiodemonstratesincreasingefficienciesoverthepasttwoyears.(p.21)

5. Facultymakegooduseofprofessionaldevelopmentfundstoimprovetheprogram.(p.21)

6. Republicizeonlinetrainingoptionsthatareprovidedtomeetthe10-hourtrainingrequirementanddiscussadditionalrequests,ifany.(p.21)

7. Facultysuggestedthatthenewhireonlineorientationresourcescoulduseabetteruserdesigntomoreeasilyidentifytheneededresource.(p.21)

Resource Findings

1. Facultyshouldnothaveclassroomsthatotherstaffarerequiredtousetoenterorleavetheiroffices.(p.21)

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2. TheDefensiveTacticscourserequiresadequatespace,includingceilingspace,totrainstudentsontheuseofabaton.(p.21)

3. Facultyarepleasedwiththeonlinelearningresourcesandstaff.(p.22)

Partnerships

1. Theprogramadvisorycommitteememberspresentatameetingregardingthisprogramreviewwereplentiful,engagedinthedepartment,andcommittedtoitswell-being.(p.22)

2. BecausesomemembersoftheAdvisoryCommitteearealsoadjunctfaculty,aconflictofinterestissueexiststhatcouldberesolvedbyhavingallmemberssignaconflictofinterestpolicyand/ormakingadjunctfacultyEx-Officionon-votingmembersofthecommittee.(p.22)

3. Theprogramadvisorycommitteeneedsnewmembersrepresentingabettercross-sectionoftheindustry.(p.22)

4. Termlimitsmayhelpensurenewadvisoryboardmembersrotateontothecommitteeonaregularbasis,whilegivingstaffandfacultyatooltoremoveunproductivemembers.(p.23)

Program Services

1. Respondentstothestudentsurveyindicatedrelativelyhighsatisfactionwithprogramservices.(p.23)

Competition

1. FewotherCJprogramsinPugetSoundappeartohaveinstructorswiththereal-worldexperiencefoundatShoreline.(p.23)

2. ShorelineisoneofthefewprogramsthatautomaticallyconfercreditstograduatesoftheBasicLawEnforcementAcademyortheWashingtonStatePatrolAcademy,aprogramstrength.(pp.23-24)

Labor Market Opportunities

1. Theadvisorycommitteeandfacultybelievedthatlabor-marketdatadoesnotcorrectlyportraythelabormarketforPoliceandSherriffPatrolOfficers.Theadvisorycommitteeofferedcompanyprojectionsandotherevidencethatstatefiguresarelowandthatthisoccupationisinhighdemand.(p.24)

INTRODUCTION

Inanefforttomaintainthehighestqualitypost-secondaryeducationandmeetregulatoryrequirements,ShorelineCommunityCollegehiredPhippenConsulting,LLCinfallof2018toconductaprogramreviewofitsCriminalJustice(CJ)Program.

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METHODOLOGY

Meetings

• Oneone-and-a-half-hourmeetingwithDivisionDean,programchair,andInstitutionalReviewstafftoidentifymajorissuesoffocus.

• Twotwo-hourmeetingswithstaffandfacultytodiscussallaspectsoftheirprogram.

• Oneone-hourmeetingwiththeCJProgramAdvisoryCommitteetodiscusstherelevanceofthisprogram.

Documents Reviewed

• Onesurveyofcurrentstudents(n=27,4percentresponserate)

• Onesurveyofalumniandformerstudents(n=43,19percentresponserate)

• Studentdemographicdata

• Classcancellationandwaitlists

• Studentcompletiondata

• StudentcompletionratiosforCJ,Shoreline,andthestate

• Studentgradedistributions

• Comparativedataonstudent-facultyratios

• Comparativedataonfull-timetopart-timefacultyratios

• Programandcourselevelfillrates

• Labormarketdata

• JobopeningsdatafromEMSI

• Programlevellearningoutcomes

• Collegeandprogramwebsiteandplanningguides

• AnnualizedFTEs,headcount,andpercentofenrollmentbyprogramandbycertificate/degree

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Surveys

Theprograminstitutedanalumniandcurrentstudentsurveylastyear(seetheseparatedocument,“CriminalJusticeSurveys”foracopyofthesurveyresults).SurveysweredistributedbyShoreline’sMarketingandCommunicationsDepartmentusingMailChimpandSurveyMonkey.Oneemailandonefollow-upemailweresenttobothcurrentandformerstudentsresultinginaresponserateof19percentforcurrentstudentsand5percentforformerstudents.Theresponserateforcurrentstudentsiswithintherangeofresponsesseeninpreviousprogramreviews.Theresponserateforformerstudentsislowerthanexpected.Forthisreason,manyofthequantitativedatacollectedinthatsurveyhavebeenomitted.Theresultsthatarereportedhereshouldbeviewedqualitatively.

CURRICULUM

Facultyconstantlyworktokeepthecurriculumrelevantthroughinformalmeans.Forexample,ontheadviceoftheadvisorycommitteetheyexpandedatwo-creditcoursetoafive-creditcoursebecauseofthedemandsoftheprofession.Theyalsocreatedashort-termcertificate,ChildAdvocacyStudies(orCAST)basedonemergingtrendsandstudentdemand.Thiscertificatehasbeenpopular.Othercurricularchangesbeingconsideredinresponsetoindustryand/orstudentdemandaredescribedbelow.Whilenotallwilllikelybeimplemented,theydemonstratetheeffortfacultyputintoensuringtheirprogramremainscurrentandin-demand.

Work-based Learning

Work-basedlearningexperiencesareanimportantcomponentofprofessional-technicaleducation.Theseincludeinternships,jobshadows,andothertypesofpracticalexperience.Theyhelpstudentsincorporatetechnicalskillsintoreal-worldsettingsandreal-worldexpectations.Theyimprovecriticalthinkingskills.Andtheycanhelpleadtoemployment.

Mostprofessional-technicalprogramsstruggletoofferwork-basedlearningtotheirstudents.Facultyhavelittletimeoutsideofteachingandadministrativedutiestodevelopwork-basedlearningopportunitiesfortheirstudents.Someprogramshavehadinternshipcoordinatorsinthepast,butthesepositionsrarelyexisttoday.

Shoreline’sCJprogrambucksthetrend.Whencommentingaboutpositiveaspectsoftheprogram,CJstudentsandalumnifrequentlymentionedtheinternshipopportunitiesavailabletothem.Havingtheseinternships(orothertypesofwork-basedlearningexperiences)clearlybenefitstheprogram,bothwithregardtoprogramcompletions,thequalityofeducationavailable,andthejobplacementsfortheirgraduates.Nothavingtheseopportunitieswouldnegativelyimpactallthreeoftheseprogramdomains.

Itisimpossibletoattributespecificstrategiestothesesuccesses.Butoneisclearlystronglyrelated:theprogramchairLindaForst.Sheisclearlyactivelyengagedinthelawenforcementcommunityandspendssignificantpersonaltimecultivatingrelationshipswithherlawenforcementpeers.Shesitsonadvisorycommittees,boards,andtakesotherstepstobesuresheiscurrentandunderstandsthedemandsofthelabormarket.Shedoesthispartofherjobsowell,thisrevieweratfirstassumedthatsupportinginternshipswasaculturalpartoflawenforcement,asitiswithhealthcare.

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Butthecontraryistrue.Staffingshortagesandlaborissueshavemadeinternshipsmoredifficulttoattainintherecentpast.YetLindaisabletogetinternshipsforanystudentthatneedsone.Shebringsauniquecombinationofprofessionalexperience,interpersonalskills,anddrivethatprovidesenormousbenefitstothedepartment.

Capstone Course

TheCJAAASisoneofthefewprofessional-technicaldegreesatShorelinethatrequiresaninternship.Whilemanyotherprogramsrequiredinternshipsinthepast,facultyfoundthemtoodifficulttomanageandtheyhavebeenphasedout.Throughpersonalrelationshipsandcreativity,CJfacultydoanexcellentjobofacquiringinternshipsforeachstudent.Basedonresponsesfromstudentandalumnisurveys,studentsappreciatetheseinternships.

Whilenodecisionwasmadeduringtheprogramreviewperiod,thedepartmentwillbeconsideringreplacinginternshipswithacapstonecourseinthefuture.Thereasonsbeingconsideredaremultipleandinclude:

• Personnelshortagesinlawenforcementmakeitincreasinglydifficultforagenciestohostinterns;

• Somestudentbackgrounds(e.g.,criminalrecords)makeitdifficulttolandinternshipsinlawenforcement;

• Emergingskillsrequests(seebelow)suggestthatacapstonecoursemightbeaproductivewaytomeetemergingneedswhilehelpingstudentsincorporatetheireducationinpracticalways.

Internshipsareaneffectivewayforstudentstogainemployment.Forthisreason,ifthedepartmentmovestowardsacapstonecourseinlieuofinternships,theyareencouragedtodosowiththedualgoalofmeetingeducationoutcomeswhilehelpingstudentswiththeiremploymentprospects.

IBEST Private Security Certificate

Finally,duringthisprogramreviewfacultyandadministrationbrieflydiscussedthepossibilityofaddinganIBESTprivatesecuritycertificate.Theynotedthatthiscertificatecouldhelpprovideemploymentoptionsforstudentswhomayhavedifficultypassingtherigorousbackgroundcheckrequiredbylawenforcementagencies.MakingthecertificateanIBESToptioncouldhelpstudentswhostrugglewithbasiceducation,whilealsohelpingtosetShorelineapartfromotherCJprogramsinPugetSound.Iftheymoveforwardwiththisoption,theyareencouragedtoexplorewaysthiscertificatecouldarticulatewiththedegreetohelpprovideoptionsforcompleterswhowishtocontinueonwiththeireducation.

Improving Interpersonal Communication

TheAdvisoryCommitteediscussedacoupleofchallengestheyfacewithnewhiresthatcouldbeaddressedthroughcurricularchangestothisprogram.Thefirstisthatnewhiressometimeshavedifficultywithverbalcommunication,especiallywiththechallengingconversationsthatlawenforcementpersonnelarerequiredtomanage.Theynotedthatsomenewhireshavenotpracticedverbalcommunicationenoughtosufficientlymanagetheseconversations.

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FacultyinattendanceattheAdvisoryCommitteemeetingdiscussedthechallengesofprovidingstudentswithverbalcommunicationskillsinanonlineformat.Providinginterpersonalskillstrainingcanbechallengingforanonlineprogram.Indeed,withoutspecificstrategies,onlinetrainingcouldexacerbatetheverylackoftheseskills.FacultyshouldseekhelpfromtheAssociateDeanofTeaching,Learning,andAssessmentandherstaffand/ortheExecutiveDirectorofVirtualCampus,eLearning,andInstructionalTechnologytoimproveinterpersonalskillstrainingthroughtheonlineformat.

FacultycanalsoengagetheAdvisoryCommitteeinadiscussionaboutwaystheycouldhelpcurrentstudentsthroughroleplayactivities.Facultyalsodiscussedhowacapstonecoursecouldhelpaddressthisissue.

Applied Inter-cultural Competence

Thesecondissuewasrelatedtointer-culturalcompetencies,orcompetenciesneededtoworksuccessfullyamongavarietyofnationaland/orethniccultures.Onecommandernotedthattheyareworkinghardtorecruitfromminority,especiallyimmigrantcommunities.Somecandidatesgetweededoutofinterviewsbecausetheirnonverbalcommunicationcuesdiffersignificantlyfrommainstreamnonverbalcues.Forexample,somecommunitiesmakelittleeyecontact.Inamainstreamcontextthiscouldbeinterpretedasdishonesty.However,insomecultureslookingsomeonedirectlyintheeyecouldbeinterpretedasimproper.Thecommitteediscussedtheneedforinter-culturaltrainingthatcouldbebetterappliedtolawenforcementscenarios.Somemembersofthecommitteeindicatedthatthiscouldbealsoofferedtoincumbentworkersascontinuingeducation.

Facultydiscussedwhetherthistrainingcouldbeofferedinlieuofexistingmulticulturaleducation.Howeverexistingcoursesrequiredunderthisprerequisitearefocusedonhelpingstudentsunderstandpowerstructuresandsystematicissuesrelatedtoracism–issuesthatareimportantforlawenforcementpersonneltounderstand.Addressinginter-culturalapplicationstowillneedtobecoveredthroughtheexistingcourses,addingacapstonecourse,orthroughadditionalchangesthatcouldcomeinthenearfuture.

Physical Fitness

InresponsetoafewresponsestothestudentandalumnisurveysandcommentsfromtheAdvisoryCommitteefacultyalsodiscussedaddingsomePhysicalEducationcoursestotheelectiveoptionstohelpstudentsimprovetheirphysicalfitness.

New Navigator Certificate

Theprogramwilllaunchanewcertificateinthecomingmonths.Manylawenforcementagenciesareexperimentingwithembeddedmentalhealthprofessionalswhopatrolwithlawenforcement.Thesementalhealthprofessionalsarereliedupontode-escalateconflictsandprovidecrisiscounselingandimmediatelinkstosafety-netorganizations.

However,therecurrentlyarenoformaltrainingprogramspreparingthesementalhealthprofessionalsforthiswork.Workingcloselywithindustry,Shorelineidentifiedneededcompetenciesincluding:

• Backgroundonlawenforcementculture,language,andoperations;

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• Areviewoftheconstitution,law,andlegalstructures;• Explicitguidelinesonwhenandhowtointervene;and• Trainingonreportwriting,testifying,andotherwaysinwhichtheywould

formallyinteractwiththejusticesystem.

Thereisclearlystrongindustrydemandforthistraining.Somemembersoftheadvisorycommitteediscussedsendingbothincumbentworkersaswellasnewhires.BeingthefirstinthestatetoofferthistrainingwillprovidesignificantcompetitivebenefitstoShoreline.Thereappearstobesufficientdemandtolaunchthecertificate.

ASSESSING STUDENT LEARNING

Program Outcomes

Thefollowingchartdisplaystheratetowhichformerstudentsfelttheywereabletoperformtheprogramoutcomes(listedacrossthebottom).Asstateearlier,theresponserateforthissurveywaslowandtheseresultsshouldbeviewedqualitatively.Onecanseethatrespondentstothissurveyreportedahighdegreeofachievingallprogramoutcomes.

Facultydiscussedthecurrentprogramleveloutcomesduringthisprogramreview.Theyrealizedthattheprogramleveloutcomeshadnotbeenupdatedinseveralyearsandnotedthatitwastimetogothroughaformalreviewoftheseoutcomes.Twoprogramoutcomeswereidentifiedasneedingimprovement.Thefirstis“evaluatefederalandstateconstitutionsandtheirrespectivecriminalcodes.”The

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02468

1012141618

The Criminal Justice AAAS degree has the following learning outcomes. Please rate the extent to which, by the end of your program, you were able to do the following:(if you did not receive this certificate,

please select next)

Definitely not

Not really

Sort of

Yes, Definitely

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verb“evaluate”isdefinedas“determiningthesignificance,worth,orconditionofusuallybycarefulappraisalandstudy.”Facultynotedthat“evaluate”wastheincorrectverb.

Thesecondprogramoutcomethatneedsconsiderationis“fairlyenforcethelawswhichregulatepublicconduct.”Theverb“fairly”isdifficulttomeasureobjectively.

Asacomponentofupdatingtheseprogramlearningoutcomes,thedepartmentshouldworkwithStudentLearningandSuccesstomapMasterCourseOutcomestheprogramlearningoutcomes.Thiswillhelpfacultyunderstandwherelearningandassessmentoccursthroughouttheprogram,identifyinggapsthatcouldimproveuptakeofprogramlearningoutcomes.

Grades

AnexaminationofCJcoursesuccessandgradesrevealsthatCJpassratesandgradesareslightlylowerthanallShorelineProfessional-Technicalprogramsduringthesametimeperiod.Thiscouldbeoccurringbecauseofthesmallernumberofstudentsintheprogram,relativetoallProfessional-Technicalprograms.Withasmallsamplesuchasthis,asmallchangeinthenumberscanmakepercentchangesappearlarge.Facultyalsoindicatethatifstudentsarenotsuccessfulintheircoursesitisoftenbecausepersonalissuesareimpactingtheirperformance.

CJ(Intent)CourseSuccessbyAcademicYear1

1 The legend is unavailable in the charts related to Course Success. Dark grey is “Pass”. Light grey is “No Pass Upper”. Orange is “No Pass Lower”. Blue is “Drop”.

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Professional-TechnicalProgramCourseSuccessbyAcademicYear

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Grade distributions in the following table reveal fairly consistent and objective grading practices from year-to-year. Year-to-year variability is attributed to the relatively small numbers of students with CJ intent codes (approximately 100-125 students depending on the year).

CJ (Intent) Prof-Tech

EMPLOYMENT OUTCOMES

Tounderstandemploymentoutcomes,twodatasourcesaretypicallyused.First,CJalumnisurveyresponsesregardingtheiremploymentstatusisconsidered.Over80percentofalumnirespondentsreportedthattheywereemployedforpaypart-orfull-time,ahighnumbercomparedtootherShorelineprofessional-technicalprograms.

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54

Yes, full time (30+ hoursper week)

Yes, part-time (less than30 hours per week)

No02468

1012141618

Are you currently employed (for pay)?

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Whenrespondingtoanopen-endedquestionabouttheircurrentjobsandresponsibilities,13of17respondentsindicatedtheywereworkinginafieldrelatedtotheCJprogram,includinglawenforcement,advocacy,anddispatch.Thisisahighcorrelationandpointstotherelevancyoftheprogramandthetightlawenforcementlabormarket.

TheseconddatasourceistheDataLinkingforOutcomesAssessmentdatabasecompiledbytheWashingtonStateBoardforCommunityandTechnicalCollegeslinkingprogramoutcomesandemploymentdata.Thisdatashowstheemploymentoutcomesforalumnithatcompletedtheirdegreeorcertificate.Thedatadoesnotshowwhatjobstheseindividualshave.

Academic Year Estimated Employment

Rate for Completers

Estimated Employment

Rate for Leavers

2012-2013 86% 80%

2013-2014 77% 57%

2014-2015 76% 90%

2015-2016 81% 86%

2016-2017 100% 71%

Theemploymentrateforcompletersisconsistentlyhigh,year-to-year.Theemploymentrateforleaversisalsoconsistentlyhigh.

Completers–AverageWages(2012-2016)

CompletionYear Completers Leavers

2012-2013 $21.05 $14.80

2013-2014 $19.01 $15.80

2014-2015 $17.68 $16.16

2015-2016 $28.06 $21.67

2016-2017 $27.10 $25.51

Reportedwagesforthisprogramwereconsistentlystrongerforcompletersthanleavers.

STUDENT DATA TRENDS

Enrollment

Asthefollowingtableshows,CJFTEenrollmentincreasedfrom33studentsinAY2013to45studentsinAY2017(a36percentincrease).Thiscomparestoa17percentincreaseinEducation/EarlyChildhoodEducationanda4percentaveragedecreaseinallProfessional-Technicalprograms.CJ’sincreasecanbeattributedtoastrategiceffortonthepartoffacultytokeepenrollmenthigh.Theyaccomplish

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thisbyensuringpromptresponsestoanyprograminquiry.Aswillbeseenlater,thenewCASTcertificatehascontributedtoincreasingenrollmentsaswell.

FTEbyAcademicYear

CJ EDUC/ECED Prof-Tech

ThefollowingtablecomparesShorelineCJFTEwithotherlocalcolleges.Shoreline’sprogramisamongthesmallestoflocalcolleges.ThisislikelyattributabletoShoreline’ssmallservicearea.ItisimportanttonotethatShoreline’sprogramgrewby22percentduringthistimeperiod.2Mostotherschoolsalsoexperiencedsignificantenrollmentgrowthduringthistimeperiod.ThisgrowtharoundPugetSoundoccurredduringatimewhenmostprofessional-technicalprogramsweredeclining,mostlyattributedtothestrongeconomy.

FTEComparisonbyYear

Shoreline GreenRiverCollegeBellevueCollege

PierceCollegeFortSteilacoom

HighlineCollege

EverettCommunityCollege

PierceCollegePuyallup

2014-15 36.82 108.78 84.67 76.48 31.95 3.00 14.222015-16 34.22 111.56 92.89 85.15 41.60 3.33 12.672016-17 43.98 127.35 87.44 47.20 39.02 65.09 15.002017-18 45.00 135.78 88.00 50.84 45.73 61.89 14.12

2 The percent enrollment increase here (22 percent) differs from the previous figure (36 percent) because the previous figure included an additional year, 2013-14, which had low enrollment.

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Student Demographics

CJrangesbetween38to60percentfemaledependingontheyear,comparedtoindustry,whichwas15percentfemalein2016.3Shoreline’soverallProfessional-Technicalprogramsonaveragearebetween52and56percentfemale.Between38to60percentofCJstudentsarenon-white,comparedtolessthan20percentinindustryandslightlylessthanhalfinShoreline’sProfessionalTechnicalprograms.

AhigherportionofCJstudentsareyoungerthaninProfessionalTechnicalprogramsoverall,possiblybecausetheoccupationsthisprogramfeedsaremorephysicallydemandingthantypicalProfessionalTechnicalprograms.

ThisprogramservesamoreeconomicallydiversepopulationthanShoreline’sProfessionalTechnicalprogramsonaverage.

CJAge

Prof-TechAge

3 Industry comparisons in this section are from https://datausa.io/profile/soc/331012/ downloaded February 2019.

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CJSex

Prof-TechSex

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CJRace/Ethnicity

Prof-TechRace/Ethnicity

CJPellEligibility Prof-TechPellEligibility

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Completion Data

ThefollowingtablecomparestheCJprogram’sratioofstudentsperworkforcecertificatesanddegreesearnedtoShorelineProfessional-Technicalstudentsandthestateasawhole.

AllWorkforceCertificatesandDegrees

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

State Ratio 21%. 20% 20% 22% 20% 20%

Shoreline

Completions 1.317 1,229 1,273 1,164 1,300 1,204.Headcount 5,203 4,681 4,205 4,132 4,862 5,089Ratio 26% 26% 30% 28% 27% 24%.

CJ

Completions 9 8 16 16 16 23Headcount 104 98 81 65 86 80Ratio 9% 8% 20% 25% 19% 29%

WiththeadditionoftheCASTcertificate,programcompletionsincreasedtocloselymatchShoreline’soverallratio.

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Criminal Justice – AAAS 9 7 7 6 4 9 Child Advocacy Studies – ST Na 1 9 10 12 14

Fill Rates

Fillratesaredeterminedbycomparingthenumberofstudentsenrolledinacourseduringanacademicyear,withthatcourse’scapacityfortheyear.Threecourseshadrelativelylowfillrates:CJ130(InformationGathering–anelective),CJ241(PrinciplesofInvestigationI–arequirementforthedegree),andCJ249(PoliceOperations–arequirementforthedegree).Facultywereawareofthelowratesfortheseclasses.Eachisofferedonlyonceperyear.ThelowenrollmentforthesecourseshighlightstheobservationthataminorityofstudentspursuetheAAAStolaunchacareerinlawenforcement.

FACULTY

CJ’schairandseveralpart-timeinstructorsfullyparticipatedintheprogramreview.Theywereengaged,thoughtful,andhadagoodunderstandingoftheneedsofstudentsandemployers.CJhasonefull-timeandtenassociatefaculty.Allfacultyhaveextensivereal-worldexperience,whichpositivelycontributestothesuccessoftheprogram.

Studentandalumniwerecomplimentaryofallinstructorsinthisprogram,mentioningseveralbyname.Responsesaboutfacultyfocusedontheirreal-worldexperience,responsiveness,andteachingabilities.

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Faculty Workload

CJstudent-to-facultyratiohasdemonstratedincreasingefficienciesoverthepastcoupleofyearsastheprogramhasgrown.

Year CJ ECED/EDUC PROFTECH

AY 2013 1:15 1:20 1:13

AY 2014 1:19 1:22 1:13

AY 2015 1:16 1:17 1:12

AY 2016 1:21 1:15 1:13

AY 2017 1:22 1:21 1:13

Professional Development

Theprogramchairusesprofessionaldevelopmenttoattendlawenforcementconferences.Shoreline’sprofessionaldevelopmentallowanceonlypaysforapartofthecostsoftheseconferences.Theseconferencesallowhertonotonlykeepuptodatewithemergingissues,butalsotoforgeanddeepenrelationshipsshehaswithlawenforcementleaders.Theserelationshipsarecriticaltotheoperationofherprogram.

Adjunctfacultyhaveprofessionaldevelopofferedthroughtheirlawenforcementpositionsandisrequiredforthemtokeeptheirbadges.Theyusetheseresourcestostaycurrentwiththeprofession.

Duringtheprogramreview,therewasarequestforonlinetrainingoptionstofulfillthe10-hourtrainingrequirement.However,ShorelinebeganofferafullcomplementofonlinetraininginSpringof2018.Shorelinemayconsiderrepublicizingtheseoptionsassomefacultyapparentlymissedtheearlierannouncement.Itmayalsobeausefulexercisetoreviewavailableoptionswithfacultyanddiscussanypossiblechanges,ifany.

Similarly,facultysuggestedthatthenewhireonlineorientationresourcescouldbeimproved.Theynotethatittakessometimetowadethroughthematerialsofferedtoidentifythecontentthatisneeded.Abetteruserdesignoftheseresourcesmayhelpimprovetheexperience.

RESOURCES

Classroomsshouldsupportstudentlearning.Theysharedafewexampleswheretheoppositewastrue.Inoneexample,becauseofthebuildinglayout,anadministratorhadtowalkthroughaclassroomtoenterorleaveheroffice.Inanotherexample,acomponentofthedefensivetacticscoursecouldnotbetaughtinaclassroom.DefensiveTacticsteachesstudentstheproperuseofthebatoninself-defenseandapprehensionscenarios.Becausebatonsextendthereachofusers,theinstructorsharedthatstudentswerehittingtheceilingwiththebatons.Theyadjustedbytakingtheclassoutside.

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Facultysharedthatthebuildingtheyarecurrentlyhousedinisslatedfordemolition,buttheyhavenotyetbeentoldwheretheywillbehoused.Theirnewclassroomspaceshouldcontributetostudentlearningandtheaboveconcernsshouldbeaddressed.

Facultyseemedpleasedwiththeonlinelearningresourcesandstaffavailabletothem.Theywerehesitanttotransitiontoonlinelearning,buttheexperiencehasbeenpositive.

PARTNERSHIPS

Active Partners

AtthemeetingtodiscussthisprogramreviewtheCJadvisorycommitteehad14membersrepresentinglawenforcement.Theadvisorycommitteememberswereallengagedinindustryandmadeactivecontributionstothedepartment,includinginternships,jobopportunitiesforstudents,andparticipatinginShorelineevents.

Potential Conflict of Interest

Somemembersoftheadvisorycommitteeare(orhavepreviouslybeen)adjunctinstructorsintheprogram.TheCJprogramusesavarietyofadjunctinstructorswhoareworkinginthefield.Thisisaprogramstrength.Theadvisorycommitteeisrobustanditisnotsurprisingthatthereareissomeboundary-creepbetweenadvisorycommitteemembersandadjunctinstructors.

Thiscouldbecomeaconflictofinterestissueifadjunctinstructorsparticipatingontheadvisorycommitteewereseentobesupportingprogramchangesthatwouldbenefitthemfinancially.Thiscouldbeaddressedbyeitherhavingandfollowingaconflictofinterestpolicyforthecommitteeand/orbyhavingadjunctinstructorsserveasex-officio,non-votingmembers.

It’sworthnotingthatthisismoreofanopticsissuethanarealissue.Thevastmajorityofadjunctfacultyhavelittletonofinancialstakeintheprogramandareteachingasacommunityservice.It’salsoabitironictobediscussinghowadjunctfacultycouldbeenrichingthemselvesthroughthisprogram–mostconversationsaboutadjunctfacultycompensationhaveadifferenttheme.Finally,lawenforcementpersonnelareheldtohighethicalstandardswithfairlyclosepublicscrutinyregardingtheirmaintenanceofthesestandards.Nonetheless,theperceptionexistsandcouldbeaddressedrelativelyeasily.

Professional Diversity of the Advisory Committee

Theadvisorycommitteedidnothavememberswhorepresentcorrections,socialwork,privatesecuritycompanies,orotherorganizationsforwhichtheyarepreparinggraduates.Thecommitteehashadtheserepresentativesinthepastandtheprogramchairisawareofthisissuecurrently.Theprogramshouldactivelyrecruitforadvisoryboardmembersrepresentingthefullspectrumoforganizationsforwhichgraduateswork.

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Advisory Committee Terms

Itisimportanttoensurethatnewadvisoryboardmembersrotateontothecommitteeonaregularbasis.Thisdoeshappencurrently,butonaninformalbasis.Theeasiestwaytodothisistoensurealladvisoryboardmembershavestaggeredterms.Staggeredtermsnotonlyensuresthatnewideasareconstantlybroughttothecommittee,butitprovidesadministrationwitharelativelyeasywayofremovingunproductivemembers.

PROGRAM SERVICES

CurrentstudentsweresurveyedregardingtheiropinionsofCJ’sprogramservices.Theywereaskedtorateeachcomponentonascaleof1(poor)to5(excellent).Theratingswere:

Element RatingHelpfulprograminformationoncollegewebsiteandprintedmaterials

4.4

Effectivecurriculumstructure:(Didthesequenceofcoursesmakesense?Didtheskillsyoulearnedinoneclasstransfertothenextclass?)

4.52

Supportofindividuallearningneeds 4.36Adequatepreparationforemployment(knowledgeandskillsforthefield)

4.45

Adequateguidanceforcareerplanning 4.2Adequateprogramresources(informationtechnology,equipment,space,supplies)

4.22

Classschedulesmeetstudentneeds 4.52Academicadvisingmeetsstudentneeds 4.5Effectivenessofothersupportservices(tutoring,financialaid,counselingetc.)

4.47

TheratingsforCJ’sprogramelementswereinlinewithotherprogramsatShoreline.Opencommentsabouttheprogramincludedseveralcommentsaboutthevaluablesupporttheyreceivedfromtheprogramtohelpthemgainemployment,includinginternships.

COMPETITION

Shorelinepridesitselfthattheirinstructorshavereal-worldexperience.Indeed,onlytwoothercompetitiveprogramsnotereal-worldexperienceoftheirfacultyontheirwebsite,andonlyoneprovidesthedetailofShorelinessuchasfacultybios.Themajorityofsurveyrespondentschosethisprogrambecauseofthelocationoftheschool.Quality/reputationoftheprogramandthecost/valueoftheprogramwereothersignificantdeterminingfactors.

Otheruniqueprogramcomponentsincludeoffering30transfercreditsfortheAAASand20creditsfortheAA-TthatareautomaticallyconferredforstudentswhohavecompletedtheBasicLawEnforcementAcademyortheWashington

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StatePatrolAcademy.Onlyoneotherprogram(Everett)offersautomaticconferralofcreditsforthesestudents.

CurrentstudentswereaskedwhatotherprogramstheyconsideredbeforeselectingShorelineandtheirresponsesindicatedthatShorelinecompeteswithseveraldifferentpublicandprivateprogramsinWashingtonandacrossthecountryincluding:

• NorthSeattleCollege• EdmondsCommunityCollege• UniversityofWashington• EverettCommunityCollege• BellevueCollege• CascadiaCollege

LABOR MARKET OPPORTUNITIES

Thefollowingchartportraysthelabormarketforthisprogram,basedondataavailablefromtheStateofWashington.

OCCUPATION DEMAND STATUS (WA) JOB GROWTH

(King & Snohomish Counties Combined)

SOC SOCTITLE King County Snohomish County 2018 2020 2022

33-1012 First-Line Supervisors of Police and Detectives

NOT IN DEMAND BALANCED 1,072 1,115 1,152

33-3012 Correctional Officers and Jailers BALANCED NOT IN

DEMAND 2,278 2,302 2,321 33-3051 Police and Sheriff Patrol

Officers NOT IN DEMAND IN DEMAND 4,001 4,089 4,157

33-9032 Security Guards IN DEMAND IN DEMAND 10,349 10,878 11,362

TheonlySOCcodelinkedwiththisprogramis33-1012First-linesupervisorsofpoliceanddetectives.AdvisoryCommitteemembersnotedthatmost,ifnotall,policeandsheriffdepartmentsfillthesepositionsthroughinternalpromotions.

AdvisoryCommitteemembersandfacultynotethatlessthan5percentofgraduatesgainemploymentinlawenforcement,andinsteadfindemploymentopportunitieswithcorrections,inprivatesecurity,andelsewhere.Forthisreason,itmaymakesensetolinkthisprogramwiththeadditionalSOCcodeslistedabove.

AllAdvisoryCommitteemembersalsostatedthatthereisanextremeshortageofqualifiedcandidatesforlawenforcementpositions.Inresponsetheyhaveloweredhiringrequirements,areofferinghiringandreferralbonuses,andincreasingtheirrecruitingactivities.TheystronglydisputethatPoliceandSheriffpatrolofficersarenotindemandinKingCountyandhavedatatobackitup.

Forthisreason,iftheprogramremainslinkedwithPoliceandSheriffpatrolofficersShorelineshouldconsiderpetitioningtheSeattle-KingCountyWorkforce

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DevelopmentCounciltoremovethe“notindemand”declarationforthisoccupation.Thiswouldmakeiteasierforstudentstogainfinancialaidtoparticipateintheprogram.Thisrequestwillneedtohappenannuallyastheselistsareautomaticallyreseteachyear.