FINAL REPORT – May 29, 2011SHORELINE COMMUNITY COLLEGE

CRIMINAL JUSTICE PROGRAM REVIEW

Spring 2011

Prepared by Karen Demetre, Consultant

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TABLE OF CONTENTSPURPOSE......................................................... 3

METHODOLOGY……………………………... 4

CONSULTANT REPORTFindings on Program Review Elements Assessment …………………………………….. 5

Program Information…………………………… 7Student Data Trends…………………………… 10

Curriculum………………………………………. 18 Faculty……………………………………………. 22Resources……………………………………….. 24Schedule of Classes…………………………… 25Partnerships…………………………………….. 26

Support Services………………………………. 28Revenue Potential……………………………… 29The Virtual College…………………………….. 30Competition………..……………………………. 30Program Access………………………………... 32Labor Market Opportunities………….………. 33

Analysis of Findings Institutional Issues…………………………....... 35

Program Strengths……………………………… 37 Recommendations…………………………....... 38

APPENDIXFaculty Response..……………………………… 41

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Student Survey Results………………….......... 62 Advisory Committee Survey Results………… 80

PURPOSE

The purpose of the program review process at Shoreline Community College is continuous quality improvement. This process is scheduled on a five year cycle across all instructional areas at the college.

This process serves to meet standards established by the State Board for Community and Technical College Education and the Northwest Commission on Colleges and Universities. Relevant accreditation standards are listed below:

4.A Assessment

4.A.1 The institution engages in ongoing systematic collection and analysis of meaningful, assessable, and verifiable data – quantitative and/or qualitative, as appropriate to its indicators of achievement – as the basis for evaluating the accomplishment of its core theme objectives.

4.A.2 The institution engages in an effective system of evaluation of its programs and services, wherever offered and however delivered, to evaluate achievement of clearly-identified program goals or intended outcomes. Faculty has a primary role in the evaluation of educational programs and services.

4.A.3 The institution documents, through an effective, regular, and comprehensive system of assessment of student achievement, that students who complete its educational courses, programs, and degrees, wherever offered and however delivered, achieve identified course, program, and degree learning outcomes. Faculty (members) with teaching responsibilities are responsible for evaluating student achievement of clearly-identified learning outcomes.

4.A.4 The institution evaluates holistically the alignment, correlation, and integration of programs and services with respect to accomplishment of core theme objectives.

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METHODOLOGYFirst Committee Meeting

(orientation including full-time faculty, division dean, workforce dean, institutional researcher, and consultant)

Qualitative Information Collected College website, planning guides, brochures Schedule of Classes Class Cancellations Full-Time Faculty Input (written assignment) Student Surveys (43 currently in program) Advisory Committee Roster + Meeting Minutes Advisory Committee Surveys (4) Full-Time Faculty Interview Division Dean Interview Program Review Report (2003)

Quantitative Information Collected Faculty teaching loads (full-time and part-time) Division budget figures Annualized FTES, Headcount, and % of Enrollment

(by program and by certificate + degree) Student demographics (age, gender, ethnicity, academic +

economic disadvantage) Completion of degrees and certificates Student grade distributions State and college comparative data on S:F ratios State employment data on former students

Final Committee Meeting(discussion of consultant’s report + program review process)

Completion + Distribution of Final Program Review Report

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CONSULTANT REPORT Criminal Justice Program

Spring 2011

ELEMENTS REVIEWED, FINDINGS, + ANALYSIS

1. ASSESSMENT (FAC. REPORT Pg 41)

TOOLS TO ASSESS PROGRAM OUTCOMES1.1 Program outcomes have been established for the AAAS Degree and are clearly

stated in the program website, brochure, and college catalog. Published program outcomes clearly mention communication skills, but do not refer to teamwork abilities. These could be stated more explicitly since they are important for working effectively in this field; and faculty is receptive to making this revision. Also, the brochure includes an appropriate program outcome about homeland security, which should also be included in the college catalog. It is advisable for program outcomes to be consistently represented in all public documents.

1.2 Advisory committee members seem unfamiliar with published program outcomes, which is due in part to changing membership. Since program outcomes provide the foundation for curriculum development and assessment of student learning, it is beneficial to periodically review these with the committee to deepen their understanding of the program. It is anticipated that the lead instructor will do this follow-up.

1.3 The Criminal Justice faculty is skilled at assessing student learning in this discipline and employs a variety of methods to accomplish this. All master course outlines have been well defined and recently updated. Authentic assessments of student abilities and job-related performance are prevalent throughout the curriculum; and opportunities are provided for students to apply knowledge and learn through experiential and “real life” experiences.

1.4 There is no formal system for tracking aggregate data on indicators or measures that demonstrate achievement of overall program outcomes. Monitoring of student learning over time occurs within individual courses by instructors who collect and evaluate samples of student work. Faculty reports satisfaction with performance of students and graduates who complete the full curriculum. Assessment of student learning on a program-wide basis over time is general and uses periodic feedback from current students and advisory

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committee members. Graduate follow-up consists of occasional conversations or contacts when former students voluntarily contact faculty to keep them informed. Many letters and messages from former students express a very high regard for the faculty and program.

1.5 Improved student data from the institutional researcher is a tool for assessing theprogram outcomes (such as patterns of course completion and grades earned); however, the lead instructor has found the information difficult to access. Another strategy is to select samples of student work across the program and annually document student performance levels on these. Data collection could be structured to address some of the following questions:

What projects or student work samples best represent program learning outcomes? (i.e. selected assignments, projects, presentations, exams?)

How well are students performing on these work samples? (percent of students who meet or exceed minimum standards, or percent of students who achieve essential competencies?)

What are faculty expectations for overall student achievement in the program; and how well are these being met over time? (i.e. XX% of students meet minimum standards for XXXX assignment, which is X% above/below our program outcome goal)

1.6 Self-perception does not equate to authentic measurement of student learning, but it is encouraging that a large percentage of survey respondents (43 students) gave predominantly high ratings for how well their individual learning needs were met (91%) and how well they were prepared for employment (91%). This indicates most current students are satisfied with the education provided by this program and are confident it provides adequate preparation for working in the field. More feedback from former students would further validate these perceptions. This can be difficult to achieve, but might be possible with periodic outreach using a list serve or social networking media (LinkedIn or Facebook). The lead instructor has expressed interest in an alumni association; and it might be possible to begin professional networking with former students through the internet.

1.7 State data on employment of former students (completers and early leavers) shows variable rates of employment. Around 82% (estimated average) of former students are employed one year after leaving the college, which is favorable considering the economic downturn. Faculty describes numerous types of positions for graduates and gives positive anecdotal evidence; however, there is no systematic data collection from follow-up with former students.

TOOLS TO ASSESS GENERAL EDUCATION OUTCOMES1.8 Master course outlines identify general education outcomes addressed in each

course; however, specific guidelines/criteria or performance levels (rubrics) for assessing achievement of general education outcomes have not been defined by the college. Since many courses and assignments or projects include multiple

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learning outcomes it is sometimes difficult to isolate and collect assessment data on individual general education outcomes. Although it is assumed that passing grades provide evidence of satisfactory achievement of general education outcomes, this area of assessment could be further refined as shown in the following chart:

General Education Outcomes Learning Outcome

Assessment Measure

Data Collected Evaluation of Data Actions Taken

List here the measures the program uses to assess progress toward the outcome (grades or quality of selected projects/ portfolios, stud or grad. surveys, placement data, re-tention statistics, etc.)

List here the specific data collected

Describe here what the data mean.

Describe the actions taken, based on the evaluation of the data

Quantitative Reasoning

Communication

Multicultural Understanding

Information Literacy

Gen. Intellectual AbilitiesGlobal Awareness

1.9 Faculty strives to continually assess students writing ability and verbal communication skills. All criminal justice courses involve writing projects; and students routinely participate in oral presentations, group discussions, group work, problem-solving, and role play. These experiences enable faculty to evaluate the development of intellectual skills needed in the workplace.

EVIDENCE OF ACTION BASED ON ASSESSMENT FINDINGS 1.10 Faculty continually evaluates student learning in their classes and actively seeks

feedback from students and advisory committee members. Examples of action based on assessment findings include modified instructional strategies that have improved student written reports and performance on class assignments for the Constitutional Law course and the Ethics course.

2. PROGRAM INFORMATION (FAC. REPORT Pg 45) ACCURACY2.1 Academic planning guides on the website are accurate and complete.

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2.2 The website and planning guides provide helpful information about approximate quarterly costs including tuition, books, and various fees.

RELEVANCY2.3 The program webpage has an attractive and user-friendly layout, and

includes some excellent links that provide information about the field. Although the program webpage is satisfactory, it would be more interesting and appealing if the college provided technical support to develop and incorporate video clips of students, graduates in the field, class activities and/or facilities.

2.4 Current students surveyed provided a range of responses on helpfulness of program information (website and printed materials). Over two-thirds (69%) of the respondents rated it as good or excellent; however, 26% rated it as fair which indicates there is room for further improvement. This may relate in part to the difficulty of navigating the college website. Since the Criminal Justice Program does not have a separate listing on the A-Z Index, the pathway to reach program specific information becomes more awkward (i.e. use the Professional-Technical Programs link at bottom of the homepage and Degrees in A-Z index).

2.5 Program descriptions on the website and brochure provide information about many employment opportunities associated with these degrees. Greater emphasis may be needed to highlight the fact that employee positions (especially for sworn law enforcement officers) have become more scarce and competitive due to the economic downturn, but opportunities still exist for graduates with strong skills, appropriate background, and active job search efforts.

2.6 The AAAS Degree planning guide provides sample quarter class schedules that are very helpful for academic planning. A reminder is given for students to follow the suggested course schedule as closely as possible and consult regularly with academic advisory to review course selections.

2.7 A footnote on the planning guide reminds students that internships are offered winter and spring quarters. Based on the annual course schedule it appears that 8 of the 12 core criminal justice courses are only offered once per year; and students’ academic planning might be improved by highlighting this fact on planning guides. A consistent symbol (#, *, etc.) could be used to identify these courses. Some students express the desire for more class time options, which might be an indication that they have not been using the annual class schedule to carefully plan their quarterly registration.

2.8 The Criminal Justice Career Suitability Index is included in the website and is attached to the AAAS planning guide in order to encourage realistic career planning. One student suggested that RCW’s also be provided for reference.

CURRENCY2.9 Program information on the website is updated regularly with help from David

Holmes who makes requested changes, deletions or additions very quickly.

2.10 Planning guides have been updated in the last year; and Diana Sampson in

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Advising/Counseling has revised the Direct Transfer Planning sheets to include more transfer information and advice. She is now updating the professional-technical planning sheets to include more information that supports student decision-making.

2.11 The program brochure is attractive and well done, but there are a few out-dated items. It mentions two full-time instructors and includes a program outcome about homeland security which is not present on planning guides or in the catalog. Also, the employment outlook for sworn law enforcement offices has softened and should not be described as currently being “very strong”.

2.12 The faculty regularly reviews the catalog, schedule and published materials that mention the criminal justice program. This was done recently as faculty went through the process of updating master course outlines.

CONGRUENCE2.13 Consistent headings and information about the AAAS Degree are provided

on the website and printed planning guides (i.e. quarterly costs, program description, etc.). Courses are categorized as general education (communication, computation, and human relations) in order to differentiate technical courses from transfer courses or courses that apply general education concepts to the field. This shows that accreditation standards are met.

2.14 Content is generally consistent for the website, program brochure, and planning guides. One small discrepancy is that the brochure includes a program outcome about homeland security which is omitted in the college catalog.

ACCESSIBILITY 2.15 Most program information is provided through word-of-mouth and the website.

The college has no marketing office and thus no staff or funding is provided to develop a managed marketing plan for the Criminal Justice Program. The program attracts sufficient enrollment due to its good reputation and professional networking of faculty, but more support for marketing would benefit the program.

2.16 The Criminal Justice Program is not identified separately in the website A-Z Index; and thus it is necessary to click on the Professional-Technical Program link and the listing for Degrees in the A-Z index for program information

2.17 Limited copies of the printed college catalog are available, but the website Gives access to the same information. Other printed materials include program brochures and planning guides available in various locations across the campus.

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3. STUDENT DATA TRENDS (FAC. REPORT Pg 46)

NOTE: Issues affecting accuracy of students’ program intent codes may impact some institutional data used in this review.

THREE YEAR ENROLLMENT – ANNUALIZED STATE FTES

3.1 Annualized state-funded FTES for the Criminal Justice Program is lower (approximately 10%) than the high point in 2005-06, but enrollment has improved since 2008-09 and reached 144 AnFTES in 2009-10. (Note: one annualized full-time equivalent student = 45 credits/year). This is one of the larger prof-tech programs at the college; and enrollment has continued to increase during the current academic year (2010-11). Faculty reports classes filled quickly this year and almost all classes had wait lists which obliged them to accept overloads to accommodate student needs. A section of Criminology was added because the wait list more than doubled the size of the class. This enrollment increase may be due to an upsurge in the number of high school graduates along with a larger number of mature adults seeking job training (i.e. returning veterans and dislocated workers).

3.2 Factors negatively impacting enrollment include increased tuition and fees, plus loss of a full-time faculty position has been detrimental for student advising and marketing/community networking on behalf of the program.

Year Annualized FTES A78 144A89 136A90 144

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THREE YEAR ENROLLMENT: STUDENT HEADCOUNT and PERCENTAGE OF PROGRAM ENROLLMENT

3.3 A three-year comparison of annual student headcount reveals a drop during2008-09 followed by increased numbers of students in 2009-10. Program enrollment is primarily focused on completion of degrees, although some students only intend to complete a few criminal justice courses.

3.4 The overall student to faculty ratio for the Criminal Justice Program increased over the last three years (2007-08 through 2009-10). Higher class fill-rates this year should result in an even higher student-to-faculty ratio for 2010-11. This reflects increasing demand for the program and also faculty efforts to improve efficiency, program visibility and community outreach. In 2009-10 the student-to-faculty ratio was around 22:4, which is close to the state-wide average of 25:1 for community college programs. Higher student demand is anticipated as the job market recovers and more returning veterans pursue employment in the criminal justice field.

CJ S:F Ratio

0

5

10

15

20

25

A78 A89 A90

S:F Ratio

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A78 A89 A90S:F Ratio 14.1 19.1 22.4

STUDENT GENDER: ENROLLMENT COUNT AND PERCENTAGE

3.5 Male students constitute the majority in the Criminal Justice Program (around 62% of student headcount in 2009-10). Over the last three years the number of women in the program has dropped slightly; and thus the percentage of male students has increased about 5% during this period. However, program enrollment shows a respectable proportion of female students (38%) considering the field is male-dominated.

ENROLLMENT COUNTS PERCENTAGESYear F M Year F MA78 56 82 A78 39% 57%A89 59 74 A89 43% 54%A90 54 89 A90 38% 62%

3.6 The difficulty of recruiting female applicants has been discussed with the advisory committee; and members have been encouraged to suggest ideas and programs that might increase the number of female candidates for the program.

STUDENT ETHNICITY: ENROLLMENT COUNT + PERCENTAGE

3.7 In 2009-10 white students comprised slightly more than half (57%) of program enrollment. Non-Caucasian students in all categories increased the last three years and represented 42% of total enrollment in 2009-10. These statistics show the Criminal Justice Program continues to attract and support diverse students.

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3.8 In 2009-10 diverse students with the greatest representation were: Other Race (13.9%), Asian/Pacific Islander (11.1%) and African American (9%).

ENROLLMENT COUNTS PERCENTAGESEthnicity A78 A89 A90 A78 A89 A90African American 8 10 13 5.6% 7.4% 9.0%Asian/Pacific Islander 9 12 16 6.3% 8.8% 11.1%Hispanic 7 11 8 4.9% 8.1% 5.6%Native American 3 5 4 2.1% 3.7% 2.8%Other Race 16 13 20 11.1% 9.6% 13.9%White 101 85 83 70.1% 62.5% 57.6%Totals 144 136 144

STUDENT AGE: ENROLLMENT COUNT AND PERCENTAGE

3.9 The Criminal Justice Program predominantly attracts a young student population. In 2009-10 around 72% were 24 years or younger (39% were under 20 years, while 33% were 20-24 years).

3.10 Annual figures show the percentage of youngest students (under 20 years)

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dropped 9% from 2008-09 to 2009-10, while percentages of students 25-34 years old and those in their 40’s increased. This indicates a trend towards somewhat older students in the program, which may relate to the increasing number of military veterans and also to more individuals seeking retraining for career change because of the economic downturn.

ENROLLMENT COUNTS PERCENTAGESA78 A89 A90 A78 A89 A90

Under 20 68 65 56 47% 48% 39%20-24 50 45 47 35% 33% 33%25-29 8 9 19 6% 7% 13%30-34 7 3 8 5% 2% 6%35-39 5 6 1 4% 4% .7%40-44 1 4 6 .7% 3% 4%45-49 1 2 3 .7% 2% 2%50-54 2 1 2 1% .7% 1%55-59 0 1 1 0% .7% .7%60-64 2 0 0 1% 0% 0%65 or above 0 0 1 0% 0% .7%Totals 144 136 144

STUDENT ECONOMIC STATUS: ENROLLMENT COUNT + PERCENTAGE

3.11 The percentage of economically disadvantaged students in the Criminal Justice Program has been steadily increasing over the last three years. In 2009-10 around 21% of the students were identified as economically disadvantaged. Compared to 2007-08 this percentage represents a 10%

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increase (from 11% to 21%) which is the highest level in six years. Faculty is aware that many students face financial issues; and it is apparent that the number of part-time students has been increasing. The college does not offer endowed scholarships specifically designated for criminal justice students.

ENROLLMENT COUNTS PERCENTAGESECON_DISAD A78 A89 A90 A78 A89 A90Yes 15 20 29 11% 14.7% 21.3%

STUDENT ACADEMIC STATUS: ENROLLMENT COUNT + PERCENTAGE

3.12 The percentage of Criminal Justice students considered academically disadvantaged has decreased steadily in the last three years (from 22% in 2008-09 to 11% in 2009-10). This represents an 11% drop and is now at the lowest level in six years.

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ENROLLMENT COUNTS PERCENTAGESACAD_DISAD A78 A89 A90 A78 A89 A90Yes 67 43 34 22% 14% 11%

GRADES: FREQUENCY AND PERCENTAGE BY YEAR

3.13 During 2000-10 the highest frequency was for A grades (24%) and the second highest frequency was for B grades (21%). The next highest frequencies were for C (14%) and NC (11%). Overall the frequency of A grades declined, while frequencies for lower grades (C, D, F) increased slightly.

3.14 A distinct change is the increasing frequency of NC (no credit) at 11% for 2009-10, which may lead to student attrition from the program. Faculty seeks to maintain high standards and avoid grade inflation, but they notice older students tend to do very well in the program whereas an increasing number of younger students are under-motivated. Another factor in student success rates is English language proficiency, which is lower for some ESL students.

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ENROLLMENT COUNTS PERCENTAGES

A78 A89 A90 A78 A89 A90A 142 159 169 26% 27% 24%B 105 104 145 19% 18% 21%C 75 59 95 13% 10% 14%D 33 23 39 6% 4% 6%F 32 31 43 6% 5% 6%I 3 3 3 .5% .5% .4%N 0 3 0 0% .5% 0%NC 37 71 79 7% 12% 11%P 31 57 43 6% 10% 6%V 38 30 33 7% 5% 5%W 38 25 33 7% 4% 5%Z 17 11 13 3% 2% 2%

DEGREES AND CERTIFICATES: AWARDS COUNT BY YEAR

3.15 A downward trend is apparent for completion rates of the Criminal Justice AAAS degree. This is difficult to accurately track because of the variability in student intent. While some students declare their intent to complete a degree (DTA or AAS), others are exploring career options or seeking only selected classes and may or may not seek a criminal justice major. Other students take all the required criminal justice courses at Shoreline, but complete other core requirements elsewhere. Some elect to not finish their degree after realizing their background may interfere with employability; and others may find that personal issues prevent completion. The survey of current students indicates

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62% are presently pursuing an AAAS degree and 55% are planning for academic transfer, which shows these are almost equally balanced in the program.

3.16 A relatively small number of AAAS degrees are awarded compared to the number of students enrolled in the program. This might partially relate to the increased frequency of NC and lower grades (C, D, F) since 2007-08 as well as issues pertaining to accuracy of student intent codes. Some students may not complete AAAS degrees because they decide to transfer to a four year school but do not change their student intent code. Data on student transfer rates was not available for consideration in this report; however, the institutional researcher has been seeking ways to more accurately track student transfers.

EPC_Title A78 A89 A90Grand Total

Crim Justice AAAS 10 4 3 17FORMER STUDENTS: EMPLOYMENT SUCCESS

3.17 The 2008-09 state estimates of employment rates for groups of former students show variable rates from 55% to 100%. The economic downturn has reduced labor market opportunities in the short-term for this field, but these are expected to improve with economic recovery.

3.18 Employment rates for early leavers tend to be lower (average 70%) than for completers (average 83%).

STATE ESTIMATED EMPLOYMENT RATESEarly Leavers Completers *

2006-07 71% (40) 73% (6)83% (4)

2007-08 79% (29) 92% (6)100% (3)

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CRIMINAL JUSTICE - AAAS

A78A89A90

DEGREE COMPLETIONS

Count of SID

Year

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2008-09 62% (24) 55% (4)100% (2)

*NOTE: Completers are groups of former students who have completed 45 credits, a degree, or a certificate in the program.

3.19 Changes in the economy necessitate adjusting program marketing and student retention efforts as tuition costs increase and the job market fluctuates.

4. CURRICULUM (FAC. REPORT Pg 47).GENERAL OBSERVATIONS4.1 This program has been in existence over 30 years and enjoys a strong reputation

for quality classes and instructors with solid experience in the field. The program is highly regarded by former students and professionals in the field who often recommend it as being the best in the area. The criminal justice curriculum includes a well integrated set of foundational courses along with elective courses related to diverse areas of the field. The program serves students with a variety of career goals, including law enforcement, corrections, investigations, juvenile justice, and related areas such as preparation for baccalaureate degrees in law and criminal justice. In addition, some students only take a few courses for general interest but do not intend to pursue a degree in criminal justice.

4.2 The program offers a range of courses (core requirements and electives) for degree-seeking students pursuing academic transfer (AA-DTA) and workforce training (AAAS). The AAAS degree requires 90 credits, which is excellent because it has not fallen prey to “credit creep” (more than 90 credits) often seen in other programs.

4.3 Short-term certificates are not currently offered in the criminal justice program, which primarily focuses on degree completion. Two options were created in the past, but failed without marketing by the college. One certificate in Emergency Dispatching was requested by the advisory committee but was placed on inactive status due to insufficient enrollment. The college did not devote much time or money for marketing this option; however, requests are still being received and demand could increase with better marketing and visibility.The program also attempted to develop an I-BEST program to train ESL students as security guards. Considerable planning was done by criminal justice and ESL faculty for the Fall 2009 start date, but they indicate “something fell through the cracks and there was no marketing and consequently no students, so again the program was cancelled.” Although the advisory committee has not requests another short-term certificate, the faculty is considering two possibilities: Advocacy Skills (related to domestic violence) Multicultural Skills (for law enforcement professionals)

4.4 Both degrees (AAAS and AA-DTA) require separate courses rather than

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embedded content for general education or related instruction in communication, quantitative reasoning, and human relations. The human relations content includes 5 credits for a multicultural course, which is an excellent feature. Each degree requires 20 credits (or more) in general education/related instruction which equals 20% (or more) of total credits for the degree. This is more than adequate to meet accreditation standards.

4.5 Faculty emphasize writing, interpersonal skills, and ethics in every class.This reflects priorities expressed by advisory committee members who indicate that these abilities are extremely important in the field. In the past faculty wanted to convert the Police Report Writing course to an applied English designation (team taught with an English instructor) to meet the communication requirement for the AAAS Degree, but budget constraints precluded these efforts. However, there is still interest in exploring this option, since report writing is extremely important in the field but the current course is elective rather than mandatory.

4.6 The curriculum is planned for appropriate sequencing and experientiallearning. Prerequisite courses are not required prior to entry; however, there are prerequisite requirements for a high school diploma or GED and a college placement exam.

4.7 A few students suggested offering more courses related to the criminal justice field, but budget cuts limit new course offerings at this time.

4.8 Faculty check with the advisory committee regularly to see if there are any changes or new content they would like to suggest for the curriculum. There are no pending curriculum requests from the advisory committee. Recent feedback shows they all favor encouraging students to take a course about domestic violence issues. While the program does not offer this as a separate course, the concepts are incorporated in almost all classes. A mixture of responses (some favorable and some uncertain) was evident regarding the police ethics class requirement. The advisory committee should periodically review the current curriculum so they can give more feedback about alignment with industry needs; and this is planned for the spring quarter advisory committee meeting.

4.9 The following questions about the curriculum have occurred to the consultant: Would there be value in attempting any other short-term certificates?

Should a separate course be established on Domestic Violence, or is it preferable to embed content throughout the curriculum?

Should the Police Report Writing course be mandatory?

Would it be feasible to offer more classes on criminal justice topics?

How can the program overcome the difficulty in arranging student internships?

How can the curriculum best prepare students to compete for positions that are in demand? (since the job market is changing)

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4.10 The vast majority of student survey responses provide very favorable impressions of the curriculum:

89% rate effectiveness of curriculum as good or excellent in meeting student needs

93% view study of criminal justice as important or very important to reaching their career goals

91% rate the support of their individual learning needs as good or excellent 91% rate the preparation for employment as good or excellent.

4.11 Internships are required for the AAAS degree in order to give students better awareness of industry expectations and help them compete for jobs. A large majority (79%) of surveyed students rated adequacy of networking and interning opportunities as excellent or very good. A few students indicated they would like more help in arranging internships. Despite outstanding efforts by the faculty and advisory committee members, internships are becoming harder to arrange due to police department staffing issues and agency budget constraints. One strategy used to address this problem is to present internship as a “structured volunteer experience”, which is more appealing to agencies/employers. Another challenge is the ten-week time-frame is too short for some employers to consider.

4.12 The most frequent suggestion from student surveys is to offer more sections with different time options for criminal justice classes. Also, a few respondents would like additional classes related to the criminal justice field. In the past many core courses were offered twice per year, but these have been cut back to once per year. Also, more elective courses were offered in the past, but college budget constraints now limit support for expanded offerings.

4.13 Guidance for career planning receives predominantly positive ratings fromcurrent students (77% rate it good or excellent; and 14% rate it as adequate). Faculty give students strong support through the job application, testing, and hiring processes. Students often participate in activities such as writing resumes and cover letters as well as participating in mock interview oral boards.

DISTANCE LEARNING4.14 Most criminal justice classes are offered in a hybrid or online format.

Students can complete the AA-DTA degree option fully online. In contrast, the AAAS degree offers many hybrid courses, but some criminal justice courses are not offered as fully online. Faculty would like to strengthen the quality of online teaching in the program, which is advisable since the previous dean encountered some student complaints about it. Both faculty and students indicate that hybrid classes provide better student learning and experience with interpersonal and communication skills than the fully online classes. The survey of current students shows that most (83%) believe there are enough online courses for the Criminal Justice Program, but this might change as e-learning strategies are refined and students gain more skill and familiarity with the modality.

4.15 Advisory Committee feedback reveals favorable opinions of distance learning and also recognizes the advantages and disadvantages.

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4.16 Student survey responses indicate that many do not favor distance learning. Around half (49%) prefer hybrid classes; while the other half (51%) prefer face-to-face classes. None of the students surveyed indicated a preference for fully online courses. The majority of survey respondents (63%) would NOT consider enrolling in a criminal justice program taught entirely or mostly online, whereas 37% would give it some consideration.

4.17 On an individual class basis, faculty has noted anecdotally that retention ratesappear to be better for the hybrid classes than for the totally online classes. This is often due to students who self-advise and sign up for online courses but lack the discipline and self-direction to meet course requirements.

RECENT COURSE MODIFICATIONS 4.18 The criminal justice core curriculum has not undergone significant revision

over the last three years. Primarily changes have involved reduction of course offerings for criminal justice electives due to college budget cuts. Courses listed as criminal justice electives haven’t always had high fill rates; and some have not been available for almost two years due to budget cuts and faculty reductions. These include: Police Report Writing, Introduction to Forensic Science, and Principles of Investigation II.

4.19 Other changes include updating all master course outlines and developing hybrid and online courses.

4.20 As described previously in section 4.3 (Curriculum – General Observations) two certificate options failed due to insufficient enrollment. (i.e. Emergency Dispatcher and I-BEST for Security Guards)

PLANNED COURSE CHANGES/ADDITIONS4.21 Faculty demonstrates a commitment to curriculum improvement and

seeks industry input to ensure relevancy for the program.

4.22 Faculty is considering reorganizing a few courses and consolidating them in one class, but budget and faculty cutbacks have delayed this curriculum work.

4.23 Faculty surveyed students about their interest in an advanced criminal justice degree. Although this is not a high priority at the present time, 76% of current students indicated they would be likely or very likely to stay in the program and pursue a four-year applied baccalaureate degree if offered by Shoreline Community College.

5. FACULTY (FAC. REPORT Pg 49)

SUFFICIENCY OF FT AND PT FACULTY5.1 It is significant that the survey of current students included 26 comments (78% of

respondents) which mentioned faculty as a program strength. This positive view was also expressed by the division dean and the advisory committee survey.

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In addition, the presence of a female faculty member from this male-dominated field has proven extremely valuable as a role model for female students.

5.2 The program has one full-time faculty member and another instructor who was reduced to part-time after his tenured position was eliminated due to budget cuts. Losing one of two full-time positions 2 years ago has been a burden that now stretches the adequacy of program resources. The remaining full-time instructor now has more work to support hiring, mentoring, and coordination of part-time faculty. Further, the number of student advisees (current and prospective) far exceeds the recommended load for a full-time instructor. As a result it has become difficult to maintain the level of community networking that should be occurring; and significantly fewer faculty hours are available to devote to important administrative responsibilities for the program. Faculty indicates they “always go above and beyond what they are supposed to do”, including volunteering to advise students during summer when no one else is available.

5.3 Concern has been expressed that reduced pay and status for the former full-time instructor might lead to that key individual leaving the program. Such a loss would be very detrimental for the program and its reputation in the community.

5.4 Current faculty brings a rich diversity of knowledge to the program. All of them are experienced practitioners in their field who possess expertise which enables them to teach advanced and specialized criminal justice classes.

5.5 The one full-time instructor typically teaches 3 classes per quarter (99% load).The primary part-time instructor (previously full-time) now teaches a two thirds load (66%) each quarter during the regular academic year. Moonlight teaching assignments have not occurred.

5.6 The full-time instructor is responsible for around 52% of the total teaching effort during the regular academic year (Fall, Wtr, Spr, excluding summer quarter). This is a workable ratio of full-time to part-time faculty, but is less effective than having two full-time instructors for this type of program.

5.7 Total (combined) annualized load for the two part-time instructors is 90% of a full-time equivalent faculty (excluding summer). Combining the AnFTEF for full-time and part-time faculty during the academic year (without summer) gives a total of 1.9 full-time equivalent faculty teaching in the Criminal Justice Program. This is a reasonable proportion of part-time faculty (around 48%), but the loss of one full-time instructor has made it more difficult for the remaining one who reports lack of time for some tasks.

FACULTY Annualized FTEF Fall – Spring Fall – Spring

Full-Time Faculty - 1 .99/yr

Part-Time Faculty – 2 .90/yrTotal FTF + PTF 1.89 AnFTEF (F,W,Sp)

Ratio FTF to PTF (FWS) 52% FTF to 48% PTF

Summer Summer

Part-Time Faculty - 1 .13 AnFTEF (Sum only)

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5.8 A successful contract class (self-support) for college in the high school is also taught in Mukilteo at Kamiak High School.

RESOURCES FOR COORDINATION WORK 5.9 Program chairs have been eliminated and non-compensated coordination

work is performed by the single full time-instructor. She confers with the primary part-time instructor (formerly full-time) when possible, but faces time constraints that compromise program coordination and development.

PROFESSIONAL DEVELOPMENT ACTIVITY5.10 Criminal justice faculty is continually learning new approaches and information

for their field. They would also benefit from more professional development related to technology and instructional methods for distance learning, but have found these offerings less than satisfactory at SCC. In particular, more face-to-face (rather than online) workshops and classes would be helpful. Another alternative is participation in a faculty learning community, although time constraints still pose obstacles for this professional development activity.

5.11 Professional development funds are ensured by the faculty negotiated agreement ($ 450 per year for each full-time instructor) and some funding is available from the Workforce Education Office. This financial support is helpful, but faculty finds that it is quite inadequate to support the cost of workshops and conferences and resources needed for professional upgrade.

6. RESOURCES (FAC. REPORT Pg 51)

ADEQUACY OF FISCAL RESOURCES6.1 Faculty, staff, and administrators work diligently to support and improve the

Criminal Justice Program. Fiscal resources are tight due to ongoing budget reductions for the college, which makes it problematic to fund additional expenditures. A primary source of income is the state general fund operating budget. Supplemental support comes from federal workforce education funds (i.e. Carl Perkins and worker retraining allocations to the college) for a variety of purposes including professional and curriculum development. Grants have not been sought to provide more support for the program.

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6.2 A reduction in class offerings has been implemented to increase class fill rates and improve instructional efficiency. This has reduced availability of both core courses and criminal justice electives for students.

6.3 The Criminal Justice Program does not have a designated program chair; and thus essential coordinating functions are handled by one full-time instructor. Loss of the other full-timer has placed more work on the remaining full-time instructor who indicates that time is the most critical resource. In this situation, more help with student advising is needed.

6.4 Since the division dean resigned in early May, an interim dean will provide administrative support for the rest of the calendar year. It is not certain what administrative structure will exist for the ensuring year (2012).

6.5 Professional development funds provided by the college are helpful but very insufficient to meet faculty needs for professional upgrade. In addition, faculty believes the college should provide expanded options for training that will help them enhance their technology skills and strategies for distance learning courses. Other than online courses, they want training that accommodates varied learning styles and helps those without advanced technology skills. Also, they suggest different classes be offered for different comfort levels with Blackboard and that classes instruct faculty in other tools and strategies for e-learning.

6.6 The college foundation has not been approached about conducting fund raising for faculty professional development, but this is worth exploring in the future.

PAST YEAR COSTS VERSUS FTES EARNED 6.7 State-funded Instructional costs (faculty salary and benefits) for the most recent

academic year (2009-10) in the Criminal Justice Program totaled approximately $ 123,237. Based on a total of 144 annualized FTES generated in state-funded courses during 2009-10, the estimated instructional cost (i.e. total faculty salaries and benefits divided by total AnFTES) was around $ 855 per annualized FTES. This cost is far less than many other professional technical programs at the college, which indicates high instructional efficiency.

6.8 The annual operating budget for goods and services is $ 1,660; and has remained stable for a number of years. This is sufficient to meet program needs because printing costs have declined as more items are posted online instead creating hard copies.

INFORMATION TECHNOLOGY, SPACE, + LAB EQUIPMENT 6.9 The criminal justice program does not require extensive physical resources.

Most of the courses use “smart” classrooms which provide functional technology for the learning environment. Also, the defense class is now better equipped with good mats required for class activities. Due to budget issues, there are no other plans for facility or equipment upgrade other than to maintain what they currently have.

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6.10 The survey of current students shows generally favorable ratings for program resources including information technology, equipment, space, and supplies (76% rate resources as good or excellent). Around one fifth (19%) are less satisfied, rating resources as fair. One student commented that the program should have more funding and their own facility.

6.11 A survey of current advisory committee members reveals some favorable viewpoints for adequacy of program facilities and resources.

7. SCHEDULE OF CLASSES (FAC. REPORT Pg 52) ALIGNMENT WITH NEEDS OF TARGET POPULATION 7.1 Faculty has put considerable thought into developing a coordinated annual

schedule of classes to support degree completion and efficient use of instructional resources. . Over the last ten years all of the in-person classes have shifted from 50 minutes per day to blocked classes (2 hr per session) which are better suited for active learning experiences. Also, the 2-hour classes have been well received by students because they minimize travel time/cost, parking issues, and time away from work or family.

7.2 Offering more hybrid and online courses has increased access and flexibility for non-traditional students, who are prevalent in the program. These course offerings have reduced schedule conflicts with 50 minute classes in other disciplines. All face-to-face criminal justice courses are provided in hybrid format. Four courses (Criminology, Administration of Justice, Juvenile Justice, and Police Operations) have only been offered online for the last two years (2 are AAAS requirements and 2 attract many non-majors).

7.3 Evening classes have been eliminated due to more stringent expectations for class fill rates (resulting from budget reductions), but hybrid or online courses provide alternatives for working students. These courses are less likely to be cancelled at the last minute which could be disruptive for student plans.

7.4 Due to budget cuts the program has been unable to offer as many sections of criminal justice classes as the faculty and students would like. Three required classes in the AAAS option are only offered once a year. While this gives students fewer scheduling options, it has reduced class cancellations which disrupt student progress. The program has not cancelled any classes in the last two years, but the down side is that sometimes students are turned away because faculty cannot accept any more overloads.

7.5 The survey of current students shows the vast majority of respondents (84%) rate class schedules as good or excellent in meeting student needs. While this is a favorable finding, there are still some students (11% of respondents) who rated class scheduling as fair or not so good. A number of student comments (6 out of 29) indicate they would like more time options for classes; however, budget constraints make it difficult to add more class sections. In the past the program offered two sections per year for core courses, but some of these were reduced

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to one section per year. Faculty sees the need to restore a second section per year for three core courses:

Administration of Justice Constitutional Law Police Operations

Although not a required core course, Defensive Tactics is also experiencing increased demand which might support a second section.

7.6 Planning guides for the AAAS degree provide good examples of recommended course sequencing to help students with academic planning. Also, the college website provides an annual class schedule which shows that one-third (4 of 12) of core criminal justice courses are offered twice per year, whereas two-thirds (8 of 12) are offered once per year. This has not been a major issue in the program because many students attend for at least two years and eventually get classes they need. Faculty constantly advise students to check with them so they don’t inadvertently miss a once per year class needed for a degree; however, it might also be helpful to provide more obvious reminders about courses offered only once per year by coding these on the planning guides.

7.7 Although availability of many online and hybrid courses in the program increases access for students with jobs and family obligations, most students surveyed prefer face-to-face instruction and indicate they would not enroll in a criminal justice program taught entirely or mostly online.

8. PARTNERSHIPS (FAC. REPORT Pg 54)

ACTIVE PARTNERS 8.1 The criminal justice faculty views partnerships and networking as critically

important to the success of the program. The advisory committee is the most regular partner and meets at least twice per year. Well organized agendas encourage mutual exchange of information, feedback, and active support of various program elements (i.e. curriculum, marketing, internships, etc.). This is a large committee with 14 industry representatives (one joined recently). The faculty is always seeking new members and is quick to find replacements when necessary. The majority of committee members appear to be employers or high level managers; and there is no labor representative, which would be desirable to have in the future. More than two-thirds participated in the last two years, but 30% (4 members) have not been present for any meetings. These inactive members should be removed from the committee. The roster shows a good mix of members who represent different sectors of the industry; and slightly more than half work in police departments. Since membership is predominantly males, more diversity (females and persons of color) would be beneficial. Full-time faculty attends regularly to engage in discussion with committee members.

8.2 Four (out of 14) advisory committee members returned questionnaires with positive comments about effectiveness of the committee. They indicated that active support is provided for the program in the form of curriculum advice, internship or mentoring for students, employment of graduates, and speakers or

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field trip opportunities. It appears some members are unfamiliar with published program outcomes or curriculum content. Also, some were uncertain whether their suggestions were considered or how the program has changed based on these. The lead instructor has planned to review curriculum with the advisory committee this quarter (May, 2011) and will do so periodically. This is an excellent approach to ensure that members are able to make informed suggestions. Also, it would be advisable to report any changes or developments that have occurred based on committee suggestions.

8.3 In addition to the advisory committee, the Criminal Justice Program works with an impressive list of other partners: Employers seeking job applicants from the program Numerous internship placements in a variety of settings Participation on community boards and committees, including highly regarded

positions such as the Board on law Enforcement Training, Standards and Education for Washington State

Involvement and networking with top law enforcement executives in the area (i.e. recent participation in hiring committee for police chief position in Snohomish County)

Training sessions with service providers (such as Seattle Police Department and Seattle FBI Citizens Academy)

Meetings with Deputy Chief in Seattle Police Department to discuss recruiting high school students in the Seattle School district

Participation in professional organizations and presentations at conferences College in the High School contract classes in Mukilteo (Kamiak H.S.) Outreach to various high school districts (Edmonds, Lake Washington, and

Mukilteo) including participation on advisory committees Membership in Sno-Isle Library Foundation and Mukilteo Schools Foundation Program chair has authored two of the top policing textbooks in the country,

which attracts professional contacts

8.4 Articulation agreements have been developed with several four year schools for student transfer. Also, faculty recently worked on an agreement with WAOL to allow their forensics class to be credited for the Shoreline C.C. forensics class.

TARGETED NEW BUSINESS OR INDUSTRY PARTNERS 8.5 Internship opportunities necessitate more partnering with local employers

in the community to provide coordinated education/training for students. Advisory Committee help is essential to expand the network of placement sites.

9. SUPPORT SERVICES (FAC. REPORT Pg 55)

COORDINATION WITH SUPPORT SERVICES 9.1 Numerous support services are utilized by the Criminal Justice Program and its

students. Technical Support Services (TSS) personnel provide good support for classroom technology and distance learning.

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9.2 Faculty frequently refers students to the Writing and Learning Studio, which provides excellent service for criminal justice students. There is also a very good working relationship with the Office of Special Services.

9.3 Career guidance and job search information is provided through Work Source and the criminal justice faculty. The student survey indicates a majority (77%) of respondents think that career guidance is excellent or very good. For 16% of respondents there is a desire for more assistance in this area; however, no negative comments or specific suggestions have been mentioned.

EFFECTIVENESS OF SUPPORT SERVICES 9.4 A survey of current students shows three-quarters (76%) of respondents find that

academic advising meets their needs (rated as excellent or good). Faculty typically receives requests for advising appointments from 10-15 students per week. The new, all-inclusive planning sheets will make it easier and faster to serve these students. A small group (14%) of surveyed students gives lower ratings (fair or not so good) to academic advising services, but comments about faculty advising are very positive. Since advising loads for potential and current students are heavy, it might be helpful to offer some group advising sessions.

9.5 The student survey indicates the majority are (69%) are satisfied with other support services (lab assistance for equipment/software, reliability of computer/software/server, tutoring, financial aid, and counseling). Although 17% of students surveyed rated these services as only fair, they gave no specific suggestions for improvement. Faculty indicates over the last few years there has been a need for the college to coordinate student services in a more effective manner. They notice steps have been taken to correct problems and better facilitate students’ experience with registration, financial aid, and transcript evaluation. However, they still hear frequent complaints and also report “many disconnects” and “it seems the procedure changes each time I encounter it.” This situation may be related to budget cutbacks and limited personnel.

9.6 Many military veterans take criminal justice classes; and faculty have heard many positive comments from students regarding the assistance they received from the Veterans Services Office.

GAPS IDENTIFIED 9.7 Faculty are often called upon to assist with transcript evaluations or discuss

math or reading levels. This is not their forte and they do not want to misadvise students, but have found it very difficult to get help. Students seeking help with transcript evaluation from those with more expertise are sent back to the criminal justice faculty when it is discovered they are seeking an AAAS Degree. Morecooperation and help in this regard is needed, especially since only one faculty member is now doing all the advising for the criminal justice students.

9.8 Lack of institutional support for marketing is a major concern for the program. More funding and staff assistance are needed to improve program visibility and attract more students with professional strategies for marketing and branding. Faculty is putting forth considerable effort for student recruitment, but

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they need help overcoming obstacles and more time is needed to do marketing and community outreach. Requesting help from advisory committee members has been productive, but might be further expanded. Also, workforce funds might be available to support some marketing materials and activities. In addition, technical support is needed to develop more interesting and dynamic web pages for the program (i.e. video clips of graduates, class activities, etc.)

10. REVENUE POTENTIAL (FAC. REPORT pg 56) POSSIBILITIES FOR REVENUE GENERATION10.1 Local and state agencies in the traditional criminal justice arena have no

need for programs currently offered by the college, because they can receive training from other organizations at little or no cost. However, the college could develop the following continuing education programs:

Certificate in Diversity Skills for Corrections/Law Enforcement Certificate in De-escalation Techniques Classes in Self-Defense for Women

Development of these programs or classes would require the college to commit resources including faculty and marketing, which faculty notes “continually falls short here.”

10.2 In the event that the Washington State Criminal Justice Training Commission must reduce offerings due to revenue short falls, the college should be ready to offer agencies and individual officers classes in leadership and management.

10.3 There is also the possibility of generating more revenue through the virtual college, but this requires dedication of appropriate resources by the college.

10.4 Another suggestion is to pursue grants, since many are available in the criminal justice training arena. Potential topics for continuing education courses include homeland security, domestic terrorism, environmental crimes, juvenile issues including cyber-bullying, community policing, private/public partnerships, volunteer programs, and tribal law enforcement (high interest area). Faculty see the need for a full-time grant writer at the college with expertise for researching and writing government or foundation grants to generate revenue for the college.

11. THE VIRTUAL COLLEGE (FAC. REPORT Pg 57)

11.1 Criminal justice faculty support the president’s vision for the virtual college. Most criminal justice courses are offered in hybrid or online format. Although criminal justice faculty are open to expanding fully online courses in order to attract students from outside the area, they believe this requires more marketing effort on the part of the college and additional resources to hire more faculty (so as to not take away from local students who prefer hybrid courses). Also, they see a critical need is to expand and improve professional development training for use of technology and instructional strategies in online learning

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(previously explained in Section 6 – Resources). These issues must be addressed for SCC to become successful as a virtual college.

11.2 Some criminal justice students surveyed are interested in distance learning, but they definitely prefer hybrid versus fully online courses as shown below:

Hybrid courses (49%) Fully online courses (0%)

In addition, the majority (83%) think that there are enough online courses presently available in the Criminal Justice Program. However, the faculty is committed to trying to offer a good balance of on-line and face-to-face courses. Only one one-third (37%) would consider enrolling in a criminal justice program that was taught entirely or mostly online. Advisory committee members are somewhat supportive of distance learning but survey respondents recognize the pros and cons.

11.3 The lead faculty has expressed a desire that the college track retention and completion rates in hybrid and fully online courses campus wide, which would be helpful in the effort to become a “virtual college”.

12. COMPETITION (FAC. REPORT Pg 58)

STRENGTHS:12.1 The Criminal Justice Program distinguishes itself by a offering a well-rounded

curriculum with a vocational focus that prepares students for various sectors of the field and also provides a strong general education component for the academic transfer option. The range of classes and experienced, knowledgeable faculty keep the program competitive.

12.2 Degree options reflect industry input and emerging trends. Students are prepared for a range of employment opportunities including careers in federal, state and local law enforcement agencies, correctional facilities, or in private security as well as some legal/paralegal positions.

12.3 Many programs in the area appear to have more technical emphasis than SCC (i.e. more classes in technical writing, crime scene investigation, accident investigation, fingerprinting and other forensic areas). Since a significant percentage of SCC students are interested in a transfer degree, they need fewer technical courses and more general education.

12.4 Private schools provide competition through better marketing and stronger student support services, but Shoreline CC is less expensive, accredited, and offers articulation agreements with several four year schools.

12.5 The survey of current students indicates the program draws enrollment from a large geographic area, including 50% of the students from the greater Seattle area, 30% in-state but outside the Seattle area, and 20% out-of-state. According to the recent student survey, the largest percentages of students come from Snohomish County and Seattle. Faculty believe future program enrollment lies

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outside of the Shoreline area, since less than 1% of surveyed students reported attending high school in Shoreline; and the community has a much older age demographic than Everett, Bellevue, Highline and Green River. Faculty believes their program will remain viable if they can maintain quality of the curriculum, retain strong faculty, and expand marketing in areas from which they are already drawing students.

12.6 The primary reason that students select this program instead of attending programs at other colleges is the good reputation based on quality of faculty and curriculum. Faculty is a major asset that sets the SCC program apart from other area programs. Many students come to the SCC Criminal Justice Program from programs at other colleges which they did not find as relevant or beneficial. Also, students select SCC because it is a convenient location. Most students surveyed heard about the program from either the website or by word of mouth.

12.7 Student surveys show most (88%) are likely to recommend this program to others. It is also noteworthy that more than three fourths of students identified faculty as a major strength of this program.

WEAKNESSES12.8 Competition comes from a variety of sources including community

colleges and private schools which offer both online and brick-and-mortar programs. Criminal justice students seeking an associate (professional-technical) degree in the local area can chose from three community colleges (Bellevue, Green River, and Pierce College) or a private school (ITT in Everett), but all of these require a long commute for students residing in the local community. There is also competition from some of the closest community colleges (Edmonds, Cascadia, Everett, and Highline) which prepare students for transfer to bachelor degree programs in criminal justice at a number of public, 4-year colleges and universities in the state. Faculty report none of the above programs have posed a serious threat. Some students have commented that Shoreline’s program is preferable to those listed above and have been willing to drive past Everett and Bellevue to attend classes as SCC.

12.9 Three community colleges in the state (Centralia, Grays Harbor, and Peninsula) offer online options in criminal justice. These compete with SCC for criminal justice students because they eliminate commuting obstacles. A fully online criminal justice AAAS degree at SCC could increase the competitive edge of the program, although many current students seem to prefer face to face classes.

Community College

Degrees Certificates Online

Bellevue AA –Criminal Justice (90-91cr)AAS-DTA (transfers to WSU)

NoNo

Green River AAS-Criminal Justice (112-113cr)

Corrections – Cert Prof (35 cr)Law Enforcement – Cert Prof (40 cr)

No

Pierce Assoc Degree in Criminal Criminal Justice (44 cr) No

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Justice (104 cr) Forensic Tech (44 cr)Law Enforcement Officer (44 cr)Reserve Pre-Law Enforcement (44 cr)Corrections/Protection Office+ Correctional Career (20 cr)

13. PROGRAM ACCESS (FAC. REPORT Pg 59)

13.1 Students have two degree options (AAAS or AA-DTA), which serve those seeking entry into the workforce and/or academic transfer. The student survey indicates a 50/50 split between students desiring a transfer degree and those pursuing the AAAS Degree. At this time there are no short-term certificates available for entry level workers or upgrade of incumbent workers in the field.

13.2 The Criminal Justice Program allows open admission for those who complete prerequisite requirements. Most new students enter in the fall, but significant numbers do start in different quarters. Although the program offers this flexibility, fall quarter entrance is the basis for the annual schedule of classes and about 40% of the classes are offered only once per year. Thus, students who enter after fall quarter might occasionally encounter issues with class availability since college budget constraints limit the number of sections.

13.3 Program access is favorable for racially diverse students (42%) and economically disadvantaged students (21%). Representation for both groups has been increasing over the last three years.

13.4 Gender balance is favorable (38%) for this male-dominated field, however the percentage of females has declined over the last three years. The reasons for this are uncertain.

13.5 The range of age groups is skewed towards predominantly younger students (24 years or younger) who constitute 72% of enrollment. However, a recent increase is apparent for older students (25-34 years and 40-49 years). This is due to more individuals seeking mid-life career change due to the economic downturn, and also more military veterans returning from the Middle East.

13.6 Academically disadvantaged students have decreased dramatically (down to 11% which is the lowest in six years). Causes of this trend are unclear although the increasing number of W grades might be related. An I-BEST option attempted in the program was not successful.

13.7 Students who commute longer distances, are employed, or have family obligations might benefit from more hybrid or online course offerings that provide more convenient access to some criminal justice courses.

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14. LABOR MARKET OPPORTUNITIES (FAC. REPORT Pg 60)

INDUSTRY REPRESENTATIVES 14.1 In the current economy many agencies are reducing the number of employees.

Advisory committee members describe a decline in hiring deputies for law enforcement due to current budget challenges; however, more openings in King and Snohomish counties are expected in 2012 due to retirement of current workers. Since society continues to need qualified workers with knowledge and skill in the criminal justice field (especially police officers), the job market is expected to improve in the next few years as the economy continues to recover.

14.2 Although employee positions in local law enforcement are declining, positions in corrections are expected to increase in both King and Snohomish counties.

14.3 Advisory committee meeting minutes reveal a competitive job market which requires persistent search for entry-level jobs. Background investigations are a significant hurdle for job applicants. Faculty informs students of this and requires internships which are important to help students gain real-life experience about workplace expectations and to develop a network of professional contacts.

EMPLOYMENT PROJECTIONS14.4 The Workforce Explorer (Washington State labor market website) places service

industries among the fastest growing (projections to 2030).

14.5 According to Workforce Explorer data from 2010 the following occupational areas are projected for positive ten year growth (2008-18) in Washington State. However, growth rates vary across different regions (counties).

Occupational Areas

Short-Term Growth 2009-11

Projected Growth 2008-18

Detective + Criminal Investigators

WA State - .7%SeaKingCo - 1.6%SnohCo - 1.7%

WA State + 4.4% SeaKingCo - 1.4%SnohCo - 3.6%

Police + Sheriff’s Patrol Officers

WA State - .7%SeaKingCo - 2.4%SnohCo + .5%

WA State + 5.2% SeaKingCo - 2.9% SnohCo + 19.9%

Private Detectives + Investigators

WA State + 2.2%SeaKingCo 0%SnohCo - 1.7%

WA State + 21.3% SeaKingCo + 1.6%SnohCo - 3.6%

Correctional Officers and Jailers

WA State - .7%SeaKingCo - 2.2%

WA State + 4.3% SeaKingCo - 2.5%

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SnohCo + .6% SnohCo + 20.5%

Security Guard WA State - .6%SeaKingCo + 2.1%SnohCo + .6%

WA State + 5.4%SeaKingCo + 22.9%SnohCo + 12.3%

Forensic Science Technician

WA State - .6%SeaKingCo - 2.2%SnohCo 0%

WA State + 5.4%SeaKingCo - 2.2%SnohCo 0%

14.6 Based on the above data from Workforce Explorer the following occupations are in decline for both Seattle-King County and Snohomish County:

Detective and criminal investigators Forensic Science Technicians

14.7 Growth projections for the following occupations vary significantly for King and Snohomish counties:

Police and Sheriff’s Patrol Officers and Correctional Officers - decline for Seattle-King County and growth for Snohomish County (around 20%)

Private detectives and investigators – decline for Snohomish County and growth for Seattle-King County (1.6%)

This data has relevance for current criminal justice students since the survey indicates 40% are planning a career as a sworn law enforcement officer.

14.8 Faculty reports that in the current economy private security is hiring 20 people for every person hired into a government position, but these entry level positions pay just slightly more than minimum wage and offer few benefits. Workforce Explorer projections for security guards are very positive for the state, as well as Seattle-King County (+23%) and Snohomish County (+12%).

CONSULTANT’S ANALYSIS OF FINDINGS

Institutional IssuesInstitutional issues are apparent in some of the program findings. The following items warrant administrative attention at the college. (Note: Highlighted areas were mentioned in the 2003 program review report):

ASSESSMENT Support for faculty professional development and activities related to

assessment of program outcomes, including systems for follow up of former students (workforce and transfer) * (see NOTE)

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Criteria and tracking system to assess general education outcomes

PROGRAM INFORMATION Difficulty with functionality of college website (hard to navigate)

STUDENT DATA TRENDS Accuracy of student intent codes for validity of statistical data

Difficulty tracking success of transfer students

Lack of student retention/completion data for distance learning coursesacross the college (to support development of the virtual college)

RESOURCES Funding for prof-tech faculty development *(see NOTE)

Insufficient faculty training in technology and instructional strategies for distance learning (to support development of the virtual college)

Elimination of program chairs and full-time faculty positions in prof-tech programs

Lack of a qualified individual(s) to research and prepare grant proposals

INSTITUTIONAL ISSUES (CONTINUED)

SUPPORT SERVICES Inadequate marketing for prof-tech programs is a serious issue. More

financial support and professional level expertise are needed to plan and implement integrated strategies that will attract more students. * (see NOTE)

Lack of coordination and efficiency in various student support services has been reported by students and faculty (i.e. unclear or changing procedures cause confusion)

Insufficient support for proper transcript evaluation (i.e. math and English levels) for professional-technical students

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Lack of automated degree audit system to help students improve their academic planning and help faculty provide more efficient advising

* NOTE: Has the SCC Foundation been approached about providing support for faculty professional development? This might include workshops or mentoring on assessment of program outcomes and student learning outcomes, plus use of technology and strategies for distance learning. Other needs include funding for program marketing and endowed scholarships targeted to selected programs.

Program StrengthsThe Criminal Justice Program has numerous strengths (some of these are listed below):

STUDENT DATA TRENDS Enrollment rebound (student headcount increased in 2009-10) Student-to-faculty ratio increased steadily the last three years to 22.4 in

2009-10 and has resulted in better class fill rates Non-white students are well represented (42%) and have increased over

the last three years

CURRICULUM Diverse course offerings prepare students for a broad range of occupations

and support both workforce and academic transfer students

Restructuring of course offerings has improved efficiency

Solid foundation in technical skills for the criminal justice field

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Strong general education components

Many opportunities for experiential learning including required internships

Extensive development of hybrid and online courses

FACULTY Exceptionally knowledgeable, experienced, and dedicated instructors,

with a full-time instructor who is a leader in her field

Strong faculty efforts for program visibility and marketing, including high school outreach

SCHEDULE OF CLASSES Annual schedule of classes is efficiently coordinated to minimize

cancellations

PARTNERSHIPS Strong connections with professional and educational communities

Advisory committee has expanded membership + is very actively involved in helping the program (curriculum, marketing, internships, etc.)

COMPETITION Very positive reputation brings many student referrals by word of mouth.

CONSULTANT’S RECOMMENDATIONSNote: Highlighted areas were mentioned in 2003 program review report

TOP PRIORITY ASSESSMENT (Section 1)

Create and implement a system to assess program outcomes including follow-up on former students (Seek Perkins funds to support this effort including a developing a list serve or using social networking media to survey/communicate with current and former students)

Document follow-up actions based on findings.

PROGRAM INFORMATION (Section 2) Address findings related to accuracy, currency, congruency, and accessibility of

program information (including updating the program brochure)

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STUDENT DATA TRENDS (Section 3) Investigate factors related to increasing frequency of NC or lower grades (C,D, F)

Explore possible strategies to address low completion rates for the AAAS Degree (including improved accuracy of student intent codes)

CURRICULUM (Section 4) Consider making the Report Writing course mandatory, rather than elective

(explore development of applied English course for communication requirement )

FACULTY (Section 5) Continue professional development on instructional strategies and technology for

distance learning (possibly participate in faculty learning community)

RESOURCES (Section 6) Provide administrative help to seek more college support for program marketing

including upgrade of the Criminal Justice Program web page and brochure (possibly along with workforce education funds and advisory committee assistance). (See Page 34, Institutional Issues, Support Services)

SCHEDULE OF CLASSES (Section 7) Evaluate the cost-to-benefit ratio of offering more class sections in areas of

student demand/need (especially for Administration of Justice, Constitutional Law, and Police Operations, and Defensive Tactics)

PARTNERSHIPS (Section 8) Increase diversity of future advisory committee members (females, persons of

color, employees, and a labor representative) and retire inactive members

Ask advisory committee to review and provide feedback on program outcomes and discuss a plan for assessment of these outcomes

SUPPORT SERVICES (Section 9) Seek administrative support to provide more assistance/expertise with transcript

evaluation for criminal justice students

MODERATE PRIORITY

ASSESSMENT (Section 1) Create and implement a system to begin assessment of general education

outcomes and document follow-up actions based on findings

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STUDENT DATA TRENDS (Section 2) Seek more accurate data on transfer rates for criminal justice students pursuing

4-year degrees

Employ targeted marketing (using Perkins or workforce education funds) to increase the number of females in the program

FACULTY (Section 5) Restore second full-time faculty position when enrollment justifies it and

resources permit

SUPPORT SERVICES (Section 9) Offer periodic group advising sessions and survey students to identify needs.

APPENDIX

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FACULTY RESPONSE……………… 41

STUDENT SURVEY…………………..62

ADVISORY COMMITTEE SURVEY...80

CRIMINAL JUSTICE PROGRAM REVIEW APRIL 2011 - FACULTY RESPONSE

1. Assessment:

Currently, the Criminal Justice program offers 2 degree options. The Direct Transfer Agreement with an emphasis in Criminal Justice and the professional – technical (AAAS) degree in Criminal Justice. In the past we had a certificate degree in Emergency Dispatching that was requested by our Advisory Committee but the college put it on hiatus as there were not enough students enrolling in the class. I think there could be a demand out there for the class as we still receive calls for it but the college did not devote enough time or money into marketing it and consequently the students didn’t show up.

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We also attempted to develop a program to train security guards from students enrolled in ESL. This was called I-BEST and the program was to start in Fall of 2009. A lot of work was put into this by CJ and ESL faculty but something fell through the cracks and there was no marketing and consequently no students so again the program was cancelled.

In 2010 all of the Master Course Outlines were rewritten for Criminal Justice. The exact course outcomes differ by the class but the General Education outcomes most valuable to criminal justice students are seen throughout the classes. These include:

Communication: both orally and in writing Critical thinking Recognizing global values and beliefs Functioning well in a culturally diverse environment

We are continually assessing our students for these outcomes. All of our classes involve writing projects. It is important that the students’ writing is clear and organized. We provide feedback and also frequently refer students to the Writing and Learning studio for assistance. Our advisory committee stresses the need for all of their police officer candidates to write better.

It is also a concern among faculty, students and the advisory committee that in today’s digital age face-to face communication is deteriorating. Communication and the ability to get your point across to someone in a non-threatening and non-demeaning manner is crucial in the Criminal Justice professions and we strive to enhance verbal communication skills on a regular basis. Currently, police officers are going through a difficult time of negative publicity and it is a goal region wide and nationwide to improve and stress communication skills in an effort to increase compliance without the need for physical restraint. Our students routinely do oral presentations, group discussions, group work and problem-solving and role play in order to assess these skills. These activities also assess critical thinking skills, global values and ability to function in a diverse setting.

Faculty contribution to student success does not stop, however, at the classroom door. Faculty members continue to assess and support students as they progress through the job application and civil service hiring process when applicable and appropriate. Students are counseled about the hiring and testing process and often participate in activities including writing a cover letter, resume and participating in a mock interview oral board in an effort to enhance their ability to get hired.

There is currently nothing in place formally to track our students’ success on a program wide basis once they leave Shoreline. A few years ago we tried to implement something with the State Basic Training academy to help us track if a

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student attended the academy and whether they graduated. They were unable to accommodate our request at the time and in actuality it would be of a limited benefit as it would only include law enforcement agencies in Washington State and would not include the Washington State Patrol. It would exclude students who elected to go out of state or into other areas of the criminal justice system, entered the military, or who elected not to go into the Criminal Justice field at all.

Most of the information we have is from students voluntarily contacting us to keep us informed – as we often request of graduating students- or if they need a letter of reference for graduate school, law school or job. I would argue that students can succeed without necessarily following the typical path of a criminal justice student.

In addition to expressing their satisfaction with the criminal justice program to the faculty members and through surveys, students also show their satisfaction by recommending the SCC criminal justice program to friends. Approximately 25% of the students surveyed for this review indicated they were referred to this criminal justice program by friends or acquaintances. We get a great deal of referrals from past students especially when they enter the criminal justice field and may encounter students looking to enter the field. Our program is often recommended as being the best in the area. Specifically, many students cited being informed about Shoreline’s program by police officers, students, friends, acquaintances, and parents. They also mentioned their own independent research into programs around the area. The fact that the faculty also networks by participating on community boards and committees especially highly regarded positions including the Board on Law Enforcement Training, Standards and Education for Washington State is noticed by students looking for programs or by law enforcement practitioners looking to make appropriate recommendations to inquiries. Recently, the program chair participated as part of a screening and hiring committee for a police chief’s position in Snohomish County. Working together and networking with top law enforcement executives in the area is invaluable in terms of promoting the program and keeping on top of relevant local issues. Students also appreciate this “real world” experience. We have also encountered many students who came to the SCC criminal justice program from programs at other colleges that they did not find as relevant or beneficial.

Faculty members frequently encounter law enforcement practitioners who started their careers at Shoreline. Recently, the program chair attended a presentation as a guest of the Sheriff of Snohomish County (Sheriff John Lovick). He was the keynote speaker at a large middle and high school in Snohomish County and was introduced as a “proud graduate of Shoreline Community College” which is a huge endorsement of our program for students in the audience. The program chair also recently attended an international conference in Toronto and was approached by an individual who wanted to meet me when he heard I was from Shoreline Community College. He is a well-known author and professor of criminal justice in Texas who got his start at Shoreline in the 90’s. He told me

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that when he came here he wasn’t sure what he wanted to do but took a criminal justice course and loved it. It gave him direction, he focused on his studies and later went on to get his masters and doctorate in criminal justice and to excel in the academic arena. The program chair has also been contacted by individuals, locally and outside the area, who observe that she is the author of 2 of the top policing textbooks in the country. To accomplish this, the author must be on top of all of the latest trends and issues around the country – this knowledge can be extremely valuable to students. All of these associations lend tremendous validity to our program.

It is most gratifying to faculty to receive letters from former students applauding our program and its impact on their lives. One student recently wrote

“I was a student of yours about a decade ago. I’m emailing you because I think of you often; you made an enormous impact on the path I chose in life. Although I never followed through on my degree, I did end up finding success through an environmental business niche….my true reason for contacting you is to let you kmnow how much of an impact your teaching had on me…you reached me, you reached all your students. You engaged us; chyallenged us. You taught me the criminal justice stuff and more. For some reason, the way you commanded the classroom left an impression on me. You were always informative, yet forgivintg. You never made me feel dumb. In fact, you made me feel smart. You empowered me. Your teaching style is unmatched. When I say I think of you often, I’m not kidding. Sometimes I feel weak and without direction and then I think of you and I think of the fact that you did it…I could too. Thank you for giving me an amazing educational experience. I give you so much credit….. “

This past January, a student wrote in a card “Thanks so much for all of your support. You have been so inspiring to me and I really value having had you as my professor”

Another sent an email also in January that said “I just got a letter saying I graduated from Shoreline with a degree in Criminal Justice and I wanted to thank you for your help throughout the past two years, especially for helping me set up my internship. I can’t thank you enough.”

After graduating in June 2010 and heading to a 4 year program, a student wrote “I wanted to take the opportunity to thank you for everything you have done for me. You have given me invaluable information and help throughout the year. It really means a lot that you took the time to go above and beyond what you needed to do. I owe a lot of my success to you!!!!”

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Another student wrote recently, “I am thankful that life has steered me toward Shoreline Community College and given me an opportunity to meet someone like yourself. I am grateful to learn from you everyday in class. Thank you for everything.”

A year ago I received an email relating the following. “Many years ago I graduated from Shoreline CC with my AA degree in Criminal Justice. You probably don’t remember me as many students pass through the program but I wanted you to know the positive impact that program has had on my life. When I entered SCC, I was like many of my peers and had no idea what exactly I wanted to do with my life. It was not until my first quarter in Criminal Justice that I realized my calling. The professors, including yourself, were charismatic, motivating and had stories that could not be made up. For the first time in my life I was excited to go to school and began becoming passionate about a particular path. I enlisted in the Marine Corps, and graduated from Officer Candidate School. Now I serve in the Marine Corps Reserves and am in charge of training. When I returned home, I was hired by the City of Renton Police Department which is where I interned as a student at SCC. Since being commissioned as a police officer, I have been living the dream and loving the job! I also decided to continue my education and am graduating shortly from CWU as a Law and Justice major. I will be applying to the Masters in Criminal Justice at Seattle U. I believe in service, contributing to the greater good, and giving back to the community. These are the same reasons I went into law enforcement and the same reasons I will be pursuing a career in education. I want to give back to the field of criminal justice, and hopefully have the same impact on the students as you had on me. Thank you for your service.

A former student who is now pictured on our CJ brochure wrote to thank us after he graduated and started on his 4 year degree. He is a Lt in the corrections field and now serves as a member of our advisory committee.

Informally, students every year request we take our picture with their families at graduation and we get invited to graduations by former students at upper division programs around the country – including Rutgers University – a premier Criminal Justice University and we’ve even been invited to several weddings. Our students often consider us a big part of their lives and that means a lot and reflects positively on our program.

It also warrants saying that a student’s success in the criminal justice field is often outside the control of any criminal justice education or the influence and guidance of the criminal justice faculty. Though we have used a “Career Suitability Index” for over 10 years, we still have students that choose to ignore the guidance it gives them and continue through the program either deciding not pursue a job in criminal justice when they finish or hoping that it won’t apply to them. We have had students progress through the program satisfactorily only to be unable to obtain a job due to “background” issues. In fact in our advisory

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committee survey it was noted that although the employment picture is currently down it is anticipated to come back up in the next couple of years and there is always a need for “QUALIFIED criminal justice applicants. The biggest hurdle is getting past the background investigation.”

I believe it would be beneficial in many ways if we could have some type of alumni association, whether SCC in general or CJ specifically. We could provide free membership for a year or two and then charge a nominal fee. It could serve as a networking tool and the school could keep both alumni appraised of happenings around the school but the alumni could also serve as mentors and / or a source of internships.

2. Program Information:

All of our information is up-to-date and thorough. Shoreline CC has made an effort to ensure that students are receiving good information. Diana Sampson in Advising and Counseling has done a wonderful job of updating all the planning sheets to include transfer information and advice. Now that she has finished the Direct Transfer Planning Sheets she is working on the professional – technical planning sheets. These new, updated forms are all – inclusive. Students now have all the information to make informed decisions in these forms rather than having to hunt information down in several places.

Our students prefer to come and meet with faculty for advising. Often what we do is career type advising both for students and potential students. They want our viewpoint since we are very familiar with the jobs and we know the current issues in the local hiring arena. It is not unusual to have 10-15 students a week on average request appointments for advising. These all inclusive planning sheets make it a bit easier and faster for us to serve these students as now things we used to repeat for each student are printed on the form.

We update the website on a regular basis to make sure all the information students might need is there. The links are also checked to make sure they’re valid and helpful. The technical staff – David Holmes in particular- is very helpful and very responsive to our requests. He makes requested changes, deletions or additions very quickly.

We are very proud of our brochure. Not only is it accurate, relevant and informative; it features SCC Criminal Justice graduates in the photo. While soliciting input regarding the brochure update, it was the advisory committee that suggested we use our graduates. One of the chiefs had just hired one of our student / interns as an officer and recommended him as one of the graduates featured. It worked out well as we used that officer (in a local municipal uniform) as well as our student that now works for Monroe Correctional and a female serving in the military, and presented an accurate depiction of our graduates’ success for potential students.

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We are open to suggestions and solicit input from students and other stake holders as far as what other information they might find helpful for the brochure, planning sheets or the website such as links to other helpful sites etc. Among the students surveyed for this report, 43% ranked the college website and printed materials as “good” with 26 % rating it “fair” and 26% rating it “excellent.”

Criminal Justice faculty regularly reviews the catalog, schedule and various published documents that include criminal justice. This was done in depth recently as we went through the MCO process.

There are really no marketing efforts being undertaken at SCC regarding the criminal justice program. There apparently is not much funding.Faculty has on numerous occasions placed “business card” ads in high school sporting programs. Generally, these are cost-effective as they are only $50-100 and generally get published anywhere from 8 – 15 times a year depending on the program. This effort is made to attract student-athletes in particular as there is a fitness requirement for many criminal justice professions and often the personality that criminal justice attracts is similar to the personality that an athlete possesses.

3. Student Data Trends:

It is difficult to locate this information. Our enrollment seems to be up in 2010-2011. The classes filled quickly and almost all classes had wait lists and faculty took overloads to accommodate the students’ needs. We had to add a section of Criminology as the wait list more than doubled the size of the class.

Completion rates are difficult to measure. We have students that are undeclared CJ majors but take a number of the courses that we recommend. We have students who have declared for a CJ transfer degree and students who have declared for a CJ A.A.A.S. degree. There have been a number of students that are returning to school in order to explore employment options in the CJ field. They may or may not declare a CJ major. They take one or two courses and leave the College. We’ve also had some students that take their CJ classes at Shoreline and their other core requirements at colleges closer to where they live. As stated earlier, some students may elect not to finish their degree after they come to the realization that due to background issues, they may not be able to obtain employment.

On an individual class basis, faculty has noted anecdotally that retention rates appear to be better for the hybrid classes than for the totally on-line classes. This is often due to students that self-advise and sign up for online courses thinking they will be easier but lacking the discipline to follow through. I have asked for and would love to see the college track this information campus wide especially

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considering they want to become a “virtual college.” As an example, in the fall of 2010 – Intro to Criminal Justice was offered in two formats. There was a totally on-line class and a hybrid class. The totally online class had 3 failures out of 27 students and the hybrid had 1 failure out of 34 students. The other issue is that regardless of the format students “disappear” for reasons outside their schooling and SCC – related to the many issues and challenges they face in their life. On the other hand our student demographics have changed a bit in the last year or so. We have an increase in vets as the Iraq war has downsized and we also have more career changes with the downturn in the economy. From our experience, these students seem highly motivated and able to continue with their educational plan despite the challenges life throws their way. These more mature and serious students seem to have higher completion rates that a few years ago.

4. Curriculum:

The Criminal Justice curriculum has not changed muchin the last 3 years. Primarily, the changes have occurred due to budget cuts as we had to cut some of the offerings. The classes we chose to cut consist primarily of the criminal justice electives. These were chosen because students have choices and if one isn’t offered it is a challenge that can be overcome. We have courses listed as Criminal Justice electives that in fact haven’t been available to students for almost 2 years due to budget cuts and faculty reductions. These include Police Report Writing, Intro to Forensic Science, and Principles of Investigation II. These classes are electives and not essential to prepare the students and sometimes did not fill. They used to be allowed to go on with smaller numbers of students but that is not the case any more so we have stopped offering them. The required CJ classes are for the most part still offered twice a year with a couple of exceptions. We are constantly advising our students to at least touch base with us so they don’t inadvertently miss the once a year class they need as part of their degree. We check in with our advisory committee at every meeting to see if there are any changes they would like us to make – anything new we should add or encourage etc. We want our students to be the best candidates possible.

There are several topics our advisory committee has brought up on a regular basis. They are classes / topics we already cover but we note how they continue to be of importance to the chiefs. These include writing, interpersonal communications skills, ethics and the topic of domestic violence. Critical thinking is a skill they value and want emphasized and in fact is now the academy and field training model for all new recruits. (The department chair was on the committee that oversaw this significant change in the training process at the academy). The criminal justice faculty has always emphasized critical thinking and continues to do so in every class that is taught.

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As mentioned earlier, writing and interpersonal skills are emphasized in every class. We have a class devoted to Ethical Issues in Criminal Justice which is required in the AAAS degree and highly recommended in the transfer degree. Interestingly, since Ethics is also considered a philosophy course we get many non-majors and this is a great opportunity to educate the public on the current issues. We also incorporate ethics issues into every class we teach. It is involved in everything. Our advisory committee is very supportive of this. One advisory member stated on the survey “…ethics, honesty, integrity are hallmarks and are an area where applicants consistently fall short (unfortunately).” We do not offer a class in Domestic Violence per se but again incorporate it in to almost all of the classes we offer. It is a huge topic that always comes up and there are always items in the news involving domestic violence that we use as a discussion base. Additionally, we have added the women’s studies course Gender, Violence and Social Change to the Criminal Justice professional electives as an option for AAAS students. We also highly recommend it to transfer students as a Social Science elective. Many of our students have taken this class and highly recommend it for students looking to go into the criminal justice field as it helps them to understand this very complex and prevalent problem. The advisory committee (100% of respondents) reported that they support the faculty’s encouragement of students to take this class.

There are no pending requests from the advisory committee as far as our curriculum is concerned. We (faculty) are looking at perhaps reorganizing a couple of courses and consolidating them into one class but due to budget cutbacks and faculty cutbacks this has to be placed on the back burner. The advisory committee reported in their surveys that they do provide input as to the curriculum and also that faculty solicits opinions and recommendations from them as to how best prepare the students for criminal justice positions. The comment was made however that some advisory committee members were unaware of exactly what the curriculum was. That is a valid comment there has been some turnover in the last couple of years and unless we are talking about specific issues and needs we haven’t really discussed what the exact curriculum is. We have a meeting in May and I will ensure that both the AAAS and transfer curriculum is outlined and they are given the planning sheets for both. This will update members who haven’t made all of the meetings and also educate our new members. Most members felt our curriculum in general was aligned with industry needs.

5. FACULTY:

Currently, there are 2 primary faculty members in Criminal Justice. They were both full-time until last year during budget cuts when one faculty member was demoted to part – time after receiving his tenure. Therefore, we are providing our class load with 1 full-time faculty member, 1 part-time faculty, and 1 adjunct that is currently used to teach 3 classes a year. He teaches primarily on-line.

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Last year, he taught 2 classes but due to demand this year we had to add a class at the last minute. Contractually, we are not allowed to have the newly reduced part-time faculty member teach more classes so we need to supplement with an adjunct.

The demand on the faculty in the criminal justice discipline is somewhat different than the demand placed on faculty in other disciplines. We have a total of 16 different classes as well as “Special Topics” and “Individual Projects” offered in Criminal Justice and there is currently 1 full-time, 1 part-time and 1 adjunct teaching these classes. There is a lot of “prep” involved in keeping these classes up to date and certainly if we have to change instructors at the last minute there is a lot of work.

As the advisory committee noted, one of the strong points of our program is the faculty who were practitioners. Maintaining contact with the current practitioners and soliciting their input is crucial to the success of the program. Both faculty members do that on a regular basis through networking and community service opportunities in the law enforcement arena. Again, it has become very difficult to maintain the level of networking that should be occurring now that one of the faculty members is part-time and not allowed to participate in these activities contractually. Additionally, with all administrative and advising responsibilities falling to the one full-time faculty member there are significantly less hours to devote to that important activity. Networking allows us to have the most relevant curriculum, obtain valuable guest speakers and build relationships for future internships or employment.

Students also rate the faculty as one of the strongest attractions of the Shoreline program. The fact that there are 2 individuals with extensive criminal justice experience who can not only provide them with the educational information but can also advise them concerning career goals is very important to them. Many of our hours of advising are spent advising regarding career paths. Our faculty is unique in that we can provide a balanced gender view as well as varied geographic experience. A tremendous number of female students have voiced the opinion that having a female faculty member in this male-dominated field is extremely valuable. I have in fact had several students who have taken criminal justice as an elective and then changed their major to criminal justice after taking the intro class. Some comments from students in the current survey include:

The teachers are passionate about the subject and make it their mission to see that students are prepared for the real world.

Advising and help are always available The experienced professors at Shoreline are excellent The students will know more than 80% of the population and have the

beginning skill set to start into a career in the cj field

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Criminal justice advisors and teachers do an excellent job preparing students with knowledge and skills for the field

The students are informed about which professions desire those with degrees in CJ. Opportunities at departments or other programs are mentioned on a fairly regular basis. Suggestions for what kind of experience and how much are provided as well as where to get it.

The instructors are helpful to get me started into different criminal justice courses

The instructors provide useful information on any questions or concerns a student may have.

Excellent teachers with experience and effective communication style The fact that the subject and the students matter to the teachers The instructors really know what they are teaching because they have

lived it. The professors are well educated and informative. I feel like they care

about my education and want me to succeed.

When listing the strengths of the criminal justice program on the student survey approximately 50% of the respondents added comments specifically indicating the faculty and their experience and the instruction they provide as program strengths.

It is critical we do everything possible to retain our talented and desirable faculty and allow them to do what they do best which is provide an excellent learning experience for our students. Our faculty is what sets the Shoreline program apart from other area programs. The devotion to the field of criminal justice pushes them to provide the best education and ultimately the best candidates possible to their chosen career field. Because of this love of the field of criminal justice and the desire to provide excellent candidates, the faculty always go above and beyond what they are supposed or allowed to do. For instance, during the summer when we are not under contract we come in on a regular basis to advise students since there is no one else here to do it. The program chair regularly sets up appointments with inquiring students and prospective students via email for appointments one day a week during the summer. We also continue with our committee work outside the college during the summer as needed. The concern is that with reducing pay and status a faculty member might leave the program and impair the currently stellar reputation of the faculty and program. As everyone in the education field knows, the faculty and the program reputation are intimately connected.

6. RESOURCES:

The criminal justice program does not ask for much in the form of physical resources. There was a time in the early 2000s when we talked of enhancing the

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forensics program in response to the popularity of the career field due to shows like CSI. That discussion ended when a building that was going to house chemistry and forensics labs went out the window. Since then the budget issues at SCC have ceased any discussions of expansion. (One student did comment on the survey that they giving the program more funding and ultimately their own building would improve the program and help it flourish.)

Our most important resource currently is time. With the cutbacks around the campus more and more functions fall to the faculty and with cutting back one of the faculty to part-time, the issue has become even more critical. With the decrease in the number of faculty hours available for advising, some help with advising could be helpful. In reality, this would be limited as the students need the practitioners’ advice in most cases for academic / career guidance. However, we are often called upon to assist with transcript evaluations or discussions about math or reading levels and we have found it very difficult to get help. In some areas of the college if the student is enrolled in a transfer program (CJ) they might talk with them and provide advice but if they are technically an AAAS student they send them back to the program faculty. That is not our forte and we do not want to incorrectly advise a student. I have seen some students that had mistakenly filled out the “transcript evaluation” form indicating they were a transfer student just so someone would do it. I think there needs to be increased cooperation in that respect especially with only one faculty member now doing the advising.

Professional Development is also extremely important as this profession and its model policies are constantly changing. Technology, both in the hands of the bad guys and the good guys is evolving daily and students need to be aware of it to assist them later in their safety as well as in their hiring process. The networking that takes place in these organizations is also critically important. Both faculty members take this very seriously and spend their own money constantly to obtain this information by purchasing journal subscriptions, joining professional organizations, purchasing books and videos as instructional materials and attending professional conferences. The college allotment doesn’t even begin to scratch the surface. Obviously, this is not a topic of discussion at this time but as this report is to cover a 5 year time frame this is a topic that needs to be addressed in better economic times.

I also think the department could improve its support of faculty members in the technology arena in particular distance learning. I address that in the section on the virtual college.

7. SCHEDULE:

Prior to 2001, our schedule was primarily a 5 day a week – 50 minutes a day schedule. We made a decision to try scheduling block classes. Gradually over

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the last decade all of the classes that are in person are in the block format. We did this for a couple of reasons. First, most of the information we present just doesn’t fit well in a 50 minute format. We often do group work, have discussions, watch videos or have guest presentations. None of these techniques are conducive to the 50 minute format. Additionally, as we knew from our own personal experiences, our students often take time off of work to come to class and may have to obtain someone to fill in or they may need to work over to make up the hours. It has been extremely successful and our students love it as it minimizes their travel time, gas expenses, parking challenges and time away from work or child care. Many of our students are non-traditional students and these are very real issues for them and they have made it clear they prefer this schedule. The more traditional college age student has adapted well and also seems to like it. On occasion there have been some comments that taking a 2 hr class keeps them from taking a class in another discipline that only has 50 minute classes. This has become less of a concern as the entire college has embraced hybrid classes and the use of online classes have been expanded.

We also used to run classes in the evening to cater to students who worked 40 hour weeks during the day. The numbers in the night classes were rarely over 20 and sometimes less. These classes were allowed to run at the time in an effort to expand the program. With time the college began to adhere more strictly to a headcount and often classes would be cancelled at the last minute, totally frustrating the students and frankly driving them elsewhere.

As mentioned earlier, due to budget cuts, we have been unable to offer as many sections of the classes as we might like to. Currently there are 3 “required classes” in the AAAS program that are only offered once a year. The students, obviously not understanding the big picture and looking at it from their perspective of ease in getting the classes they need, are not happy with this phenomenon. When asked what changes would improve the program or service to students on the survey several mentioned they would like to see criminal justice classes offered all year (currently they are not offered at all in the summer) or all classes offered every quarter except summer and having classes offered both on line or in person. The biggest complaint we have gotten over the years was when a class was cancelled at the last minute totally disrupting the students’ plans. Many told us it would or did cause them to go elsewhere for the class. We haven’t had to cancel any classes in the last 2 years as we have cut back so much but now there is sometimes the disappointment of not getting in to their desired class because it is full- even with the faculty taking overloads.

With the efforts of SCC to increase online opportunities, we have devoted the time and resources that used to go into the evening program into the online program. This gives students who are unable to attend during the day the opportunity to take the class online. All of the face to face classes are hybrids.

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Perhaps our students are not the norm but they do not seem to like the online format for classes. This comes through in person as they tell us that and was backed up by the responses in the student surveys. None the less, in order to conform to the mission of a virtual college we are committed to trying to offer a good balance of on-line and face to face classes. According to the student survey, 48% of the students prefer hybrid classes and 51% prefer totally in person with no one preferring totally on-line classes. As you would expect, 79% felt there were enough online classes available. While 37% said they would enroll in the criminal justice program if it was entirely or mostly online; 62% said they would not. When the students were asked what changes would improve the program or service to students, comments included “fewer online classes” “I would rather not take a class than take it online” and ”less online classes.”

For the last two years, Criminology, Administration of Justice, Juvenile Justice and Police Operations have only been available online. Two of those, Administration of Justice and Police Operations are required for AAAS students though not for transfer students. These classes were chosen as online staples for several reasons.

Criminology and Juvenile Justice also lend themselves very well to students who are not criminal justice majors and in fact both attract a significant number of non-majors. Some of these students are looking for online options and these classes seem interesting. Offering these classes on line has probably increased enrollment on a more regular basis. Both of them routinely fill and often demand an overload. This past winter (2011) we had to add a section of Criminology due to the number of students enrolling and the length of the waitlist. This allows students who might not otherwise be exposed (non-majors) to criminal justice learn a bit about the topic and some of the major crime issues. Ultimately, they will be better citizens.

The disadvantage to totally online classes is the lack of in-person interaction. We also often like to have experts in the field come to class to speak to students or we arrange field trips to provide expanded learning activities. Though I continue to do this even with the class being on line, students are often not able to attend. I often offer extra-credit points for attendance to entice them to attend as I know from previous student reaction they find these trips extremely valuable. Unfortunately, the turn out is still less than it used to be for the in person classes. For instance, in Juvenile Justice we take a trip to the Echo Glen Juvenile Institution. This is a trip that has led to significant career path decisions with some previous students. The last couple of years (when the class has been online) I have averaged approximately a third of the class attending this enlightening trip.

8. PARTNERSHIPS

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The criminal justice faculty views partnerships and networking as critically important to the success of our program. The advisory committee is our most regular partner. We have an excellent working relationship with our committee partly due to the fact that we were practitioners. As with any occupation there is turnover. When a member retires or gets a new position which doesn’t allow them to attend meetings, we are quick to obtain a replacement. We are always looking to expand our horizons and recruit members from professions other than law enforcement. We do have a member (and former student) from Monroe Correctional Institute, and have recently added someone from Adult and Juvenile Detention with King County as well as a regional supervisor in Loss Prevention for a large grocery chain. The Loss Prevention representative was arrived at with the help of a student. We value the input of the committee and they are aware of this and indicated that on their survey. The Advisory committee and their agencies are a great source of ride-alongs, speakers, contacts, internships and even employment for our students.

Both faculty members believe that networking with local agencies and service providers is crucial to our success. We both serve on committees around the area with other criminal justice service providers and on occasion attend training with service providers to both build relationships and expand our knowledge base. I have attended yearly seminars several times which were sponsored by Seattle PD and targeting female public safety leaders from around the state. Last year I attended and graduated from the Seattle FBI Citizens Academy which was an 8 week class given by the Seattle FBI and composed of community leaders. I was also asked to serve as part of a selection committee (with other law enforcement leaders) for the police chief in a city in south Snohomish County. I am also an active member of the Sno-Isle Library foundation and the Mukilteo Schools foundation. Both faculty members are on advisory committees for local school districts. This keeps us networking with other professionals on the committees and also serves to expand the reputation of the Shoreline program. We are involved with the Edmonds School District, the Lake Washington School District and the Mukilteo School District. We also have a forensics class that is offered at Kamiak High School and is given academic credit through Shoreline Community College. This College in the High School program is viewed as an opportunity to recruit additional students. It is taught by a well-qualified Chemistry instructor and the equipment he has obtained is well superior to anything we have and since we’ve in fact had to stop offering this class, this arrangement has proven to be a win-win situation.

I have also had a few meetings with a Deputy Chief in the Seattle PD discussing the recruiting challenges of the law enforcement profession with the idea of putting a program together targeting high school students. The goal would be to target students in the Seattle School district and give a brief presentation concerning decision making and how to keep their options open so they don’t make an error that would preclude them from a law enforcement

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career. We have a rough power point presentation with an idea of who we would like to target. The thought was to start small and team teach this class. Due to budget cuts and the other faculty member being made part – time this would be a difficult commitment to make and with the budget and other issues in the Seattle PD- they too are unable to commit to this undertaking at this time. Both agencies support this idea and it is viewed as a way of expanding the recruitment of under-represented populations for both continuing education (Shoreline CC) and as police officer candidates. This is a program I learned about while presenting at an ACJS conference in 2010 in San Diego. It is currently being used with success in Baltimore and the professor and former Federal Agent heading up the effort feels it has helped expand the applicant pool. I was meeting with the Seattle Chief on another issue when I presented this idea to him and he liked it and did some research with the Seattle School District before we met again. All 3 partners are on board with the idea.

Recently, we have worked an agreement with WAOL to allow their forensics class to be credited for our forensics class here at SCC.

I also routinely encourage- students to take Citizens’ Academies put on by local municipal and county police agencies. This is a win-win situation for all as it helps students discern their career choices, network with practitioners, gain valuable information and insight, and often serve as volunteers for the agency. Every student who has done this has raved about the experience.

9. SUPPORT SERVICES:

Over the last few years, there has been a need to coordinate Shoreline’s services to students in a more efficient manner. It appears that Shoreline CC has noted this need and is taking steps to correct this and to facilitate the student’s experience with registration, financial aid and transcript evaluation. I often hear complaints and I have encountered many disconnects and at times it seems the procedure changes each time I encounter it. I am sensitive to the fact that these other departments have also suffered cut backs and are working with limited personnel and most likely are doing the best they can. I do think there is room for improvement.

I have been impressed with the Writing and Learning Studio and their willingness to help students and speak to classes. I also have a good working relationship with the Office of Special Services.

I have nothing but great things to say about the support that SCC gives the Veterans. We have a lot of veterans in our Criminal Justice classes and I fully support anything we can do to make their transition easier. I have only heard good things about the Veteran’s center from these students and believe this is a huge step in the right direction.

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The area that I would like to see Shoreline improve is the area of grant writing. I would think there would be enough going on to employ a full-time grant writer. I am sure there are many grants available in the criminal justice training arena. Though most are for in-service (and this is something else the college could explore through continuing education) my guess would be that there would be money available to colleges also. Some of the areas being discussed by the IACP and others around the nation include topics such as homeland security, domestic terrorism, environmental crimes, juvenile issues including cyber-bullying, community policing, private/ public partnerships, volunteer programs, and perhaps of most interest to us – tribal law enforcement. If we had someone with the expertise for researching and then writing (government or foundation) grants we could enhance our offerings college wide, make more services available to students, and ultimately generate revenue by decreasing our costs. Perhaps some of the staff or faculty positions that are being eliminated could be maintained.

10. REVENUE POTENTIAL

We routinely solicit information from our advisory committee about training needs for their personnel. Since local and state agencies can receive training from other sources like the Washington State Criminal Justice Training Commission, the Federal Law Enforcement Training Center, and Homeland Security at little or no cost, our local partners have no need for the programs we currently offer.

Looking outside the traditional criminal justice arena, the College could produce a Diversity Skills for Corrections/Law Enforcement certificate program. Another area that the College could explore is a certificate program on De-escalation Techniques. The College could consider offering classes in Self Defense for Women. In the event the Washington State Criminal Justice Training Commission reduces it's training offerings as a result of revenue short falls the College should be ready to offer the agencies and individual officers classes in the area of leadership and management. If any of these continuing education programs or certificate programs were to be developed it would take a commitment on the part of SCC to devote the resources to the project including marketing which continually falls short here.

There is also the possibility of generating revenue through the virtual college again with the dedication of appropriate resources by SCC.

THE VIRTUAL COLLEGE

I have really already addressed this under schedule or curriculum. We are open to expanding our offerings in order to attract students from outside the area but

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we would need 2 things. Marketing efforts on the part of SCC to obtain those students and the faculty to teach the classes so as to not to take away from our local students who seem to prefer the hybrid classes. I have had several upset students who came to SCC after BAD experiences with some of the online colleges and it was quite shocking to hear what they had paid for the privilege. We certainly could offer a better program at a much lower cost and in some states in-service personnel get $ to attend college. It would require a commitment from SCC to provide the resources and training as we could not successfully do it at this time with what we have without hurting our current, local students.

Regarding on-line education and the related technical education, the options here need to be expanded. I am aware of the fact that a lot of different options to enhance our on-line classes exist. However, the training for those is always online and that does not take into account all the varied learning styles. That will serve the needs of the people who are technologically saavy and comfortable in that environment while the rest of us wonder what exactly it is and how it would benefit us. I did attend a class during opening week pertaining to grading on Black Board and it was standing room only, not enough computers to go around, and we never even finished the topic because there were so many questions. Clearly there was a need and I never saw any kind of follow-up class, but it is possible I missed it. I think there needs to be different classes offered for different comfort levels regarding Black Board and all the other tools available to us. Not everyone is comfortable learning things on the computer as a computer specialist would be. It is not second nature to everyone nor do we like to feel “stupid” when we ask questions. If we want to be a virtual college this needs to improve.

12. COMPETITION

Our competition can be classified in a few different ways. Private sector competitors, community college competitors, on-line competitors and brick/mortar competitors.

Given that our nearest brick and mortar competitors are located a significant distance and commute away from us; Everett Community College, ITT Everett (both located in Everett WA, approx 20 miles north of Shoreline) Bellevue College (located in Bellevue WA, approx 20 miles east of Shoreline), Highline Community College (located in Des Moines WA, approx 30 miles south of Shoreline) and Green River Community College (located in Auburn WA, approx. 35 miles southeast of Shoreline) , they have not posed a significant threat. In fact, we have had students comment that they preferred our program to all those programs listed above. Some have been willing to drive past Everett and Bellevue to attend our program. We are not aware of students leaving for another CJ program.

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Of 9 programs in the area, most seemed to have more of a technical emphasis than SCC. There were more classes in the areas of technical writing, crime scene investigation, accident investigation, fingerprinting and other forensic areas. Skagit Community College has a program dedicated to preparing students to be Park Rangers. Many of our students are interested in a transfer degree and consequently need and desire the less technical courses. The private sector competitors have some advantages with superior marketing and better support services once they get students in the door. Shoreline’s advantages include the fact that we are much less expensive, we are accredited and we have articulation agreements with several four year schools. Anecdotally, there have been several students that commented that they learned more here than at ITT at significant less cost. When asked why they started at ITT instead of Shoreline, they all responded that they weren’t aware of Shoreline Community College in general or more specifically the Criminal Justice program.

Shoreline could be vulnerable to our on-line competitors in the short term. There is a segment of the student population that prefers on-line classes for a myriad of reasons. There is the question of how well the on-line students will be prepared to perform in the very intimate human affairs arena that law enforcement and corrections officers work. Employers are still waiting to see if undergraduate on-line course work prepares entry level candidates for a successful career. The student survey indicates that current students don't like on-line classes and prefer face to face classes. Our advisory committee indicates they have mixed feelings about online preparation but are nervous about losing the person to person interaction.

We have little to fear from our competitors if we maintain the quality of our program and the faculty and make more efforts to promote and market the department. It's the age demographic of our catchment area that limits our enrollment. The Shoreline community is older than the communities that feed into Everett, Bellevue, Highline and Green River. As mentioned earlier word of mouth is a strong generator of students for the Criminal Justice program and as detailed earlier many obtain this information from friends, family, police officers they meet and police recruiting personnel they may contact. According to our survey our students come from all over the region and in fact do drive by other community colleges to come here for our program. Less than 1% of the students reported last attending high school in Shoreline. The biggest percentages of our students come from Snohomish County (26%) including Everett, Mukilteo, Edmonds, Marysville and Sultan; and Seattle (21%). Two students come from south of Seattle (Puyallup and Burien); 2 from Kirkland; and several from various island communities including Gig Harbor, Oak Harbor, Port Angeles, and Poulsbo. The other students can be a little harder to determine as they last attended high school in New York, Pennsylvania, California, Oregon, Alaska, Canada, the Philippines, and Japan. It’s clear our future lies outside the Shoreline area and it is imperative to keep our reputation

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as the best Criminal Justice program in the area to keep those students driving by other programs. If we could market our program effectively to the areas from which we’re already drawing students (for whom the benefit of the program outweighs the drive) who find out about our program through word of mouth, we could greatly increase our numbers.

13. PROGRAM ACCESS

The Criminal Justice program allows anyone to enter the program consistent with SCC’s open enrollment. Some students contact us while in high school, some at the beginning of various quarters and others when they get laid off from a job. We tend to get most of our new students in the fall but we have significant numbers that start in all different quarters. Our program in the AAAS degree has a “suggested” progression and this tends to correspond with starting in the fall. This is not etched in stone and many students have started with other courses in different quarters and have been successful in the CJ program. As stated earlier the biggest challenge regarding employment are student’s background issues. Therefore we suggest they fill out the “career suitability” form and self-assess their likelihood for employment before they decide which academic path to follow. Faculty assists them with this evaluation if they request.

Our student surveys indicate a 50 / 50 split between students desiring a transfer degree and those pursuing the AAAS degree.

With the economic downturn there seems to have been an increase in mid-life students. These students tell us they have been laid off and in some cases just want to change careers in an effort to obtain a more meaningful career and give back to the community. Currently we have had an increase in the numbers of vets returning from the Middle East desiring to pursue a criminal justice education. I have noted an increase in minority students as well as female students. Anecdotally, faculty notes approximately 60% male students and 40% females. Students of color are definitely better represented than a few years ago. There appear to be more Hispanic and Asian students majoring in Criminal Justice perhaps as high as 25%. While the majority of our students want to go into law enforcement many of the non-traditional students are looking for support roles in the criminal justice system.

I think we will see an increase in students returning from the wars. Criminal Justice and the military are very closely aligned and tend to attract the same type of candidate. Though the market has slowed down on hiring due to budget cuts, it is expected to pick up when the economy improves.

14. LABOR MARKET

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The labor market for graduates of the Criminal Justice Program is fluid. Available jobs are a function of many factors, ranging from community perceptions of crime, popularity of crime fighting TV shows and of course revenue flow. In the current economy many agencies are reducing their number of employees. In January of 2011 the three largest cities in New Jersey each laid off more than half of their officers. Yet, the U.S. Border Patrol is currently hiring nearly 200 agents a month. The Washington State Department of Corrections has been reducing its staff for the last 2 years. The private security officer market has always hired more people than government agencies. In the current economy private security is hiring 20 people to every person hired into a government position. Entry level positions in the private security industry pay just over minimum wage with few if any benefits.

The Washington State Criminal Justice Training Commission's website lists criminal justice related employment opportunities and the vast majority are looking for experienced officers that are already certified to benefit from the numbers of officers that have been laid off in some jurisdictions. Consequently, it would be difficult at this time for new college graduates to get hired.

Our advisory committee members' comments regarding our regional employment prospects echo these more general observations.

“Although KCSO is in a hiring freeze now as far as new/lateral deputy hires, I foresee it picking up late in 2011 in order to prepare for a 'mass exodus' in 2012 when our current contract expires. Many deputies eligible to retire are waiting until the end of 2012 to pull the plug in order to take advantage of our current lucrative contract pay scale. Since it takes about a year to hire/train new people, I foresee openings in 2011 to fill those expected voids in 2012”

“For law enforcement the employment opportunities are certainly limited due to the current state of the economy. For corrections, there is likely growth as Snohomish County continues to expand their contracts with King County cities as well as takes a more active role in transport services. For King County the new SCORE facility will open in a year or so and that should open some employment opportunities”

As the economy improves and tax revenues increase, corrections and law enforcement agencies will rush to fill the vacancies they have carried as a result of revenue short fall. There is also a fear of increased crime as a result of layoffs and in fact that has been realized in some jurisdictions. It is very difficult to outsource criminal justice jobs. Our students will be well prepared to fill those entry level vacancies and the most productive use of their time while waiting for the job market to improve would be spent in school learning the criminal justice profession. In the long run the outlook for criminal justice employees – police officers in particular- is excellent. As is true with many occupations we need to get over the current economic challenge.

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CRIMINAL JUSTICE STUDENT SURVEY APRIL 2011

Zoomerang Survey Results

Shoreline Community College

Program Review - Spring 2011

Criminal

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Justice STUDENT SURVEY

Response Status: Completes

Filter: No filter applied

Apr 07, 2011 1:53 PM PST

Your feedback is needed on the Criminal Justice Program. This is an important part of the college's program review process to help faculty and administrators better understand student experiences and needs at the college. Student input will be summarized without names and shared with the faculty and dean to use in future planning and program development. Thank you for your assistance. We value your feedback and suggestions.

1. Why are you taking Criminal Justice courses? (Choose all that apply)

in pursuit of a career   34 79%as a hobby/personal enrichment   13 30%to transfer to a bachelor's degree   16 37%

to become a better citizen   9 21%

Other (please explain)   1 2%

2. What high school did you last attend? (please include city where it is located)

43 Responses

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3. Check all degrees you are presently pursuing at Shoreline Community College.

AAAS degree   26 62%Criminal Justice Direct Transfer Degree   23 55%

4. Are you a first year or second year student in the Criminal Justice Program?

First Year   26 62%

Second Year   16 38%

Total 42 100%

5. Describe the career in which you plan to be working five years from now.

Sworn Law Enforcement Officer   17 40%Civilian Support staff in law enforcement   1 2%

Private investigator   1 2%Prosecutor's office or public defender's office   0 0%

Courthouse staff   0 0%

Federal agency   6 14%

Lawyer   1 2%

Parole or probation officer   3 7%

Corrections officer   2 5%

CJ Research or teaching   1 2%

Advocate   1 2%

Juvenile justice system   0 0%

Other, please specify   10 23%

Total 43 100%

6. If Shoreline Community College had a four-year applied baccalaureate degree in Criminal Justice, how likely would you be to stay and pursue the degree?

No chance   0 0%

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Not very likely   4 9%

50-50   6 14%

Likely   10 23%

Very likely   23 53%

Total 43 100%

7. How important do you think the study of Criminal Justice is to your career goals?

Not important at all   0 0%

Not very important   0 0%

50-50   3 7%

Important   8 19%

Very important   31 74%

Total 42 100%

8. Which type of classes do you prefer?

Hybrid classes   21 49%

Totally online   0 0%

Totally in person   22 51%

Total 43 100%

9. Are enough online courses available in the Criminal Justice Program?

Yes   34 83%

No   7 17%

Total 41 100%

10. Would you consider enrolling in a Criminal Justice Program that was taught entirely or mostly online?

Yes   16 37%

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No   27 63%

Total 43 100%

Directions: Rate the program on each of the items listed below by clicking on the most appropriate number (5 - High, 1 - Low). If an item is not applicable, click on the 'NA' button. Comments are encouraged and may be written under each item.  Please do not mention individual faculty names. Thank you.

11. Helpful program information on college website and printed materials:

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Poor Not so good

Fair Good Excellent N/A

.0 0 11 18 11 2

0% 0% 26% 43% 26% 5%

12. Curriculum meets student needs:

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Poor Not so good

Fair Good Excellent N/A

.0 0 3 14 24 2

0% 0% 7% 33% 56% 5%

13. Support of your individual learning needs:

Top number is the count Poor Not so Fair Good Excellent N/A

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of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

good

.0 0 3 15 23 1

0% 0% 7% 36% 55% 2%

14. Adequate preparation for employment (knowledge and skills for the field):

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Poor Not so good

Fair Good Excellent N/A

.0 0 3 15 23 1

0% 0% 7% 36% 55% 2%

15. Adequate guidance for career planning:

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Poor So-so Adequate Very good

Excellent N/A

.1 0 6 15 18 3

2% 0% 14% 35% 42% 7%

16. Adequate networking and interning opportunities:

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Poor Not so good

Fair Good Excellent N/A

.0 1 4 18 16 4

0% 2% 9% 42% 37% 9%

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17. Adequate program resources (information technology, equipment, space, supplies):

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Poor Not so good

Fair Good Excellent N/A

.0 0 8 17 15 2

0% 0% 19% 40% 36% 5%

18. Class schedules meet student needs:

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Poor Not so good

Fair Good Excellent N/A

.0 1 4 16 20 2

0% 2% 9% 37% 47% 5%

19. Academic advising meets student needs:

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Poor Not so good

Fair Good Excellent N/A

.0 1 5 9 23 4

0% 2% 12% 21% 55% 10%

20. Effectiveness of other suppport services (tutoring, financial aid, counseling, etc.):

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Poor Not so good

Fair Good Excellent N/A

. 0 0 7 18 11 6

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0% 0% 17% 43% 26% 14%

21. How likely are you to recommend program?

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Not at all Not likely 50-50 Likely Very likely

N/A

.0 0 2 10 27 3

0% 0% 5% 24% 64% 7%

22. How did you hear about this program?

Website   19 44%

Advisor   13 30%

Other, (please explain)   11 26%

Total 43 100%

23. Why did you select this program rather than one at a different college?

36 Responses

24. What are the program strengths?

33 Responses

25. What changes would improve the program or service to students?

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29 Responses

1. Why are you taking Criminal Justice courses? (Choose all that apply)

Respondent # Response1 To understand my current cumminity.

2. What high school did you last attend? (please include city where it is located)

Respondent # Response1 Austin E. Lathrop HS, Fairbanks, AK2 Northwest Family Academy in Poulsbo, WA3 Sultan High School, Sultan4 Kamiak H.S., Mukilteo5 G.I.S.S., Salt Spring Island, British Columbia,

Canada6 Nathan Hale High School (Seattle, WA)7 St Andrew's Catholic School, Manila,

Philippines8 Bothell High School9 Nova. Seattle,wa

10 Inglemoor High School, Kenmore Washington

11 Marysville Pilchuck, Marysville, WA12 Shorewood in Shoreline13 The center school, Seattle WA14 Maria Carrillo High School15 Bishop Blanchet HS in Seattle, WA16 Cascade High School, Everett WA17 UW18 everett high school, everett,wa19 Highline High School - Burien, WA20 Hilo High School-Hilo, Hawaii21 shorecrest shoreline,wa22 Oak Harbor High School, Oak Harbor, Wa23 Lower Dauphin High School (Hershey)24 Puyallup High in Puyallup Wa25 West Valley High School Fairbanks, Alaska26 Meijo Univ. Senior High School, City of

Nagoya, Aichi, Japan27 Canarsie H.S., Brooklyn, New york -

June.1976.28 The Center School (Seattle School District)29 GED

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30 Henderson Bay Alternative High School31 Lewisburg High, Lewisburg, PA32 Edmonds hights Edmonds.33 Edmonds Woodway34 Enterprise HS, Enterprise OR 198535 Shorewood High, Shoreline36 Meadowdale37 shorewood highschool in shoreline WA38 Homeschooled39 Lake Washington High School (Kirkland, Wa)

40 Edmonds Woodway High School, Edmonds, WA

41 Juanita High school Kirkland WA42 Iglemoor43 Port Angeles High School. Port Angeles

5. Describe the career in which you plan to be working five years from now.

Respondent # Response1 Security2 Homeland security/ Immigration3 Social Worker4 Forensic psychologist5 I work for myself.6 Sworn Law Enforcement Officer or Federal

agency7 Cold Case Detective, Social Worker, missing

person locator, FBI special agent, something in human trafficking, cop

8 Re-Habilitation Specialist9 psychology

10 Army9. Are enough online courses available in the Criminal Justice Program?

Respondent # Response1 Some classes have been canceled/cut from

the program because of budget cuts.2 there seems to be only a limited selection.3 I have only seen one online class for criminal

justice thus far. I would prefer the fully in person class but if someone had a lot of responsibilities in life they may not have the time.

4 Undecided.

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5 Classes that mostly require rote memorization, for example, Criminal Law, could be learned just as well online

6 I don't do well with just online programs.7 CJ online is pointless. I could get my

neighbor to do all my work.11. Helpful program information on college website and printed materials:

Respondent # Question 11: Additional Comment1 Needs Updating2 RCW's should be provided to students!!3 The choice of text books and other

supplementary books is very good. The reading material on the website complements the book materiel well.

4 Too early to tell.

12. Curriculum meets student needs:

Respondent # Question 12: Additional Comment1 The classes are interesting, informative, and

provide good experience interacting with others in group settings.

2 Too early to tell.

13. Support of your individual learning needs:

Respondent # Question 13: Additional Comment1 The teachers are passionate about the

subject and make it their mission to see that students are prepared for the real world.

2 Advising and help are alway available.3 Too early to tell.

14. Adequate preparation for employment (knowledge and skills for the field):

Respondent # Question 14: Additional Comment1 The experienced professors at Shoreline are

excellent.2 The students will know more about the

criminal justice field than 80% of the population and have the beginning skill set to start into a career in the CJ field.

3 Too early to tell.4 Criminal justice advisor and teache XXXXX

does an excellent job preparing his students with knowledge and skills for the field.

15. Adequate guidance for career planning:

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Respondent # Question 15: Additional Comment1 The students are informed about which

professions desire those with degrees in CJ. Opportunities at departments or other programs are mentioned on a fairly regular basis. Suggestions for what kind of experience and how much are provided as well as where to get it.

2 Too early to tell.

16. Adequate networking and interning opportunities:

Respondent # Question 16: Additional Comment1 Networking within the class is excellent and

teachers may sometimes give information on people they know who can help for specific interests. There is one class for internships but the teachers also advise students to try to attend the community police academies.

2 Too early to tell.17. Adequate program resources (information technology, equipment, space, supplies):

Respondent # Question 17: Additional Comment1 provide RCW's2 The resources for the classes are sufficient

for the manner the instructors teach in.3 Too early to tell.

18. Class schedules meet student needs:

Respondent # Question 18: Additional Comment1 Criminal Justice courses should be offered

year-round.2 The days are good and the hours are not

extremely early but there are no classes for the afternoon.

3 Too early to tell.

19. Academic advising meets student needs:

Respondent # Question 19: Additional Comment1 XXXXX is an awesome and helpful adviser.2 My advisor XXXXX was helpful to get me

started into different criminal justice courses.

3 The instructors provide useful information on any questions or concerns a student may

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have.4 Too early to tell.

20. Effectiveness of other suppport services (tutoring, financial aid, counseling, etc.):

Respondent # Question 20: Additional Comment1 I have not made use of these services thus

far. I know people who would not be able to attend without financial aid and i may have to consider tutoring in math or writing.

2 Excellent support services, especially for students that ask for it.

3 Too early to tell.

21. How likely are you to recommend program?

Respondent # Question 21: Additional Comment1 I think SSC has an excellent CJ program.2 Too early to tell.3 Hell yeah!

22. How did you hear about this program?

Respondent # Response1 Law Enforcement Officer2 From orientation at new students for fall

quarter 2010.3 School Employee4 Walked onto campus to look at the course

guides.5 Was interested in this program and was told

that Shoreline had the best.6 Friend of a friend.7 searched for CJ programs at local

community colleges8 WorkSource-Worker Retraining9 Student

10 Several acquaintances recommended Shoreline when I started to look around for CJ programs.

11 My mother told me about it when I was in high school and said the SCC CJ program was better then what was BCC no known as BC

23. Why did you select this program rather than one at a different college?

Respondent # Response1 Good reputation of the instructors

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2 I had friends attending it.3 It was the closest college that offered the

program.4 This was the best Criminal Justice program

based on my research.5 Best in WA for AAAS Degree in Criminal

Justice6 Cost and closer to residence7 I heard from my family, that attended

Shoreline CC, that the staff is very caring and the programs will kick start you to the field you want to get into. My brother recommended Shoreline CC full heartedly.

8 I had heard that shoreline had one of the best programls in the state.

9 Close proximity.10 Good way to complete my goals11 I was told that shoreline community college

has a good program so I decided to try and explore for myself

12 already attending at SCC13 I feel that online teaching is not as effective

as actual class.14 Shoreline has a very good cj program15 Its close to where I live. From looking at

other college websites this college seemed to have more CJ classes.

16 My friend suggested the campus because it is where he attends college. It is within reasonable driving distance and when i went to visit before registering it seemed like a pleasant environment. This will be my 3rd quarter at shoreline and the students/instructors are a big part of wanting to remain at SSC.

17 Wanted to go to Shoreline CC18 No particular reason.19 Was told Shorelines was the best.20 It sounded reputable and was at an

accredited college so I could transfer to a 4-year university.

21 I chose SCC because I used to be an ex-change student of Shorecrest High School, and I have many friends here.

22 It is close by.

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23 Because the Criminal Justice program is only offered in a limited number of community colleges and Shoreline Community College was the closest the to my travel commute.

24 It gets me closest to obtaining a 2 year transfer degree, I want a useful degree that is career oriented (as opposed to a masters in political science, theatre or art history, etc.). This is the only CJ program I found at local community college. I've found that I need a lot of encouragement to succeed- something that I could never get from teachers in huge classroom settings. I function better and learn more in smaller settings.

25 Location and Worker Retraining Program26 It was the only one.27 because im not at a different college28 Student recommendation29 the staff is far better30 i have always wanted to work in this field

and also am interested in working for state or fedral government and shoreline community college has the best criminal justice program than other colleges

31 Prior student at SCC32 Local school to the seattle area. Cost

effective compared to most schools around. its the only complete criminal justice program around.

33 Shoreline CC's program was recommended to me by several people. Also, Shoreline was closer to me than other two-year colleges that offer CJ programs.

34 Ive herd the CJ program at SCC was better then at Bellevue College and I belive SCC offers a few better classes. Also, some of the CJ teachers are AMAZING instructers.

35 I live very close to shoreline cc36 Interested in Criminal Justice

24. What are the program strengths?

Respondent # Response1 Outstanding professors2 Dedicated instructors and well thought out

courses.3 Great staff teaching it, lots of networking

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opportunities, the class times don't conflict, the textbooks are easy to read

4 The experienced professors, lectures and textbooks.

5 Professors, Classes offered6 Great instructors7 They have several different classes that

teach about the law, criminals, criminal justice system, and more. The program doesn't just teach about it, but gives insight on how to deal with the system and understand as well as helps use the knowledge to pursue a career in it. The program has a wide range of great classes.

8 the instructors , and the weath of knowledge given by them

9 Experienced professor.10 Instruction is excellent11 very good information and help from the

proffesors.12 XXXXX!13 2 years14 Very good instructors.15 The teachers16 The manner in which students are set up to

work interact and support each other. The fact that the subject and the students matter to the teachers whether they admit it or not.

17 Excellent teachers w/experience, and effective communication style

18 The educators are amazing!19 The teachers.20 Too early to tell.21 The professors' experience.22 Librarian help.23 This program builds the strength of

character, knowledge, pride, and considerable devotion to the criminal justice world.

24 The teachers. They have so much experience to draw on, I have full faith in them to help steer me in the direction I am wanting to go, and put me on the right road to my dream career.

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25 encompasses all needed subjects and allowed myself to complete 2 year program in 1 year due to prior degrees fulfilling pre-requisites.

26 The Teacher27 Staff28 the instructors really know that they are

teaching because the have lived it.29 the advisors/teachers who have

tremendous experience in the field as police officers.

30 The proffesor's are well educated and informative. I feel like they care about my education, and want me to succeed.

31 There are a variety of different classes to choose from. I find this to be a very good aspect of the program, because I had a lot of options to look at when choosing which classes I wanted to take for my Transfer Degree.

32 For me personally, XXXXX played a huge roll on my outlook of school and chasing my dreams. He is somoene im so glad who taught me and can tell future students about.

33 Good teacher

25. What changes would improve the program or service to students?

Respondent # Response1 None2 I would like to see criminal justice classes

applied to areas other than the electives.3 Have more classes available at different

times. It seemed like there was one time option for taking a class on campus or you could take it online. I would rather not take it at all than online.

4 Fewer online classes5 Criminal Justice courses should be offered

year-round.6 Make the classes every quarter, excluding

Summer.7 I can not think of any improvements to the

program.8 Nothing.9 I haven't yet noticed anything thay needs

improvement.10 A more detailed introductory to internship

information, job preparation and how to

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obtain those goals.11 The quality of instructor is very important.

The school should retain good instructors by taking student surveys each quarter. Those instructors who are not effective should be eliminated.

12 More funding.13 More CJ related classes, such as report

writing14 Perhaps a mock trial student activity outside

of class if there isn't one. The mock trial at my high school seemed raise interest in learning more about criminal justice.

15 N/A16 Less online classes. I believe that you learn

better with other students around you in the classroom. Online classes do not teach you to work together and it is harder to ask questions.

17 Too early to tell.18 The program is currently perfect for me.19 More money. Better transportation.20 More funds for the program to flourish and

if possible in the near future, a separate building for the program to take place.

21 It would be nice if the 2 year transfer degree and the 2 year AAAS degree had the same requirements.

22 Certain instructor with very aggressive teaching style that uses public humiliation and profanity actually de-motivates and discourages many young students from actively participating in discussion or asking questions. This instructor also treats students as if they really don't care about the class or content and talks down to them which made even myself-an older student who has many years of education-reluctant to participate because of how I was treated on many occasions. Education is not just about attaining knowledge, but also about learning to function in a way that fosters mutual respect and open discussion. Although young students may often ask 'obvious' questions, how an instructor deals with them determines whether this student will continue to be open to learning or to shut down. Knowing a subject is not enough. Knowing how to foster and

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encourage curiousity while setting and maintaining boundaries and expectations is indeed an art and a skill.

23 I do not have enough experience or knowledge to make that judgement.

24 Perhaps core classes offered more times during the year.

25 less online more in classroom classes.26 more classes27 It would be nice to be more involved with

the field. I would love to be able to work hands on with some of the equipment I will be using in the near future.

28 I sometimes get dissapointed classes are only offerend once a year. But due to buget cuts i suppose thats understandable. Other then that, the CJ program at SCC is great and Ive really enjoyed it!

29 Hands on learning

CRIMINAL JUSTICE ADVISORY COMMITTEE SURVEY SUMMARY

April, 2011

Shoreline Community CollegeWinter 2011

Criminal Justice Program ADVISORY COMMITTEE SURVEY

Your feedback is needed on the Criminal Justice Program. This survey is an important part of the college’s program review process to help faculty and administrators better understand how industry representatives view the program and its ability to meet labor market needs in this field. This is part of the program’s required External Evaluation. Advisory Committee input will be summarized without names and shared collectively with the faculty, dean and you to use in future planning and program

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development. Thank you for your assistance. We value your feedback and suggestions. Our goal is 100% response. THANK YOU!

Directions: Please insert comments, checkmarks, or numerical ratings as indicated for each question below and then save the document to preserve your answers. You may forward the completed survey to: Jskaare@shoreline.edu. We would appreciate your response by: Monday, April 4, 2011

Advisory Committee:

1. How long have you been a member of the CJ Advisory Committee?Total: 1 _____ Less than a yearTotal: 2 _____ 1-5 yearsTotal: 1 _____ 6-10 yearsTotal: 0 _____ Over 10 years

2. How well do you think the advisory committee functions, and what improvements would you suggest? - Rate from 5 (high) to 1 (low) _______ or Don’t Know____.

Total 5: 1Total 4: 1Total 3: 0Total 2: 0Total 1: 0Total Don’t know: 2

- Comments: Difficult to know as I have only attended one meeting. I think we do OK. I have always found college staff very willing to listen and I have

also felt very much a part of decision making for the CJ program.

3. What role does your organization play in supporting the program?- Total: 2 ___ advice on curriculum- Total: 0 ___ equipment donations- Total: 4 ___ internship or mentoring opportunities for students- Total: 4 ___ employment opportunities for graduates- Total: 2 ___speakers or field trip opportunities- Total: 0 ___ other: (describe_______________________________)

4. Do you feel your suggestions are considered when they are made at the advisory committee meetings? (Check one)

Yes ____ No_____ Sometimes____ Don’t Know_____Total Yes: 1Total No: 0

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Total Sometimes: 0Total Don’t know: 3

Curriculum

5. How would you describe the major strengths of this program? Always solicit opinions and recommendations from those in the job—who else

knows better how best to prepare students, right?? Difficult to know from one meeting. The agenda was short and there was not much

discussion concerning proposed changes. Provides good insight on relevant information pertaining to the Criminal Justice

Programs, and available Internship locations. The fact if is technical/vocation based.

6. Have you seen the published outcomes for the Criminal Justice Program or participated in a discussion of these with committee members?

Yes_____ No _____Total Yes: 2 Total No: 2

7. Do you like the Police Ethics class requirement?Yes_____ No_____ or Don’t know _____Total Yes: 2* Total No: 2 Total Don’t know: 1

*I have not yet seen the curriculum. However, ethics, honestly, integrity are hallmarks and are area where applicants consistently fall short (unfortunately).

8. Do you support the encouragement of students taking “Gender, Violence and Social Change” to increase their knowledge in domestic violence issues? Yes_____ No_____ or Don’t know_____

Total Yes: 4 Total No: 0 Total Don’t know: 0

9. Based on your experience as an advisory committee member, how well is the program curriculum aligned with industry needs?- Rate from 5 (high) to 1 (low) ________ or Don’t know____.

Total 5: 2*Total 4: 0Total 3: 0Total 2: 0Total 1: 0Total Don’t know: 2

* I think quite well based on what I know.

- Comments: I have not reviewed current curriculum.

10. What suggestions do you have to help the program better align with current and emerging industry needs?

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Advise us too busy to attend meetings where you are in the program and what the current curriculum is . . . how it has changed based on recommendations, etc. I don’t want to answer “don’t know” to everything. . .

Without reviewing the curriculum I cannot adequately answer this question. None at this time. It would be helpful to do a quick run-though of all courses offered as part of the CJ

program itself so the Advisory Committee can be well apprised. It’s been a while since we’ve reviewed the menu of courses.

11. What are your opinions concerning online instruction vs. face to face instruction in this subject matter?

I think either works, but of course depends on the student and how best they learn. There is certainly pro’s and con’s to both methods of instruction. On line allows for

greater flexibility and long distance learning but requires a greater emphasis on student interaction with other students and the instructor. Face to face instruction is undoubtedly a more effective method of communication as it is instantaneous and all the non-verbal communication cues are present. It is more limiting than on-line and much less flexible.

I believe that both are excellent, although the online may be more work for certain individuals.

I am of the old school and am not a fan of on-line. However, I know that does not reflect the realities of student needs/expectations today. I still like to keep focus on student/instructor contact time, in-person, whenever possible.

12. Do you have any suggestions for making the program more relevant to your needs, or any way we can serve you or our students better?

Please tell us where the program is now so our recommendations can be more applicable.

If the program is designed to review curriculum and make suggestions based on current industry standards then I would need to complete that review before answering this question.

No suggestions at this time, I am a Correctional Employee and realize the demand for the workforce is less than of Law Enforcement.

Resources and Facilities:13. Based on your experience, how adequate are program resources (space,

information technology, equipment, faculty, etc.) and what are the unmet needs? - Rate from 5 (high) to 1 (low) ______or Don’t Know ___I___

Total 5: 2Total 4: 0Total 3: 0Total 2: 0Total 1: 0Total Don’t know: 1

- Comments:

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Not sure as to the specifics of “program resources” but there is a library and a computer lab and faculty to assist in area of need.

I think we’re pretty good. I am sure there are always unmet needs due to budgetary constraints.

Comparison with Other Programs:14. What do you believe makes this program unique or different from other

programs in the surrounding area? I am also on a similar committee for ITT, but cannot attend their meetings either I do not have experience with other programs nor am I very familiar with the

programs currently being offered at Shoreline. I don’t believe there are a lot of programs in this area. It’s a excellent start and

open for advancement or the next level of college. Practitioners who comprise faculty.

Employment Prospects:15. How would you describe the regional employment outlook for graduates of

the program? (Please elaborate about the current economic downturn and any impact it may have on job opportunities.) Although KCSO is in a hiring freeze now as far as new/lateral deputy hires, I foresee

it picking up late 2011 in order to prepare for a ‘mass exodus’ in 2012 when our current contract expires. Many deputies eligible to retire are waiting until the end of 2012 to pull the plug in order to take advantage of our current lucrative contract pay scale. Since it takes about a year to hire/train new people, I foresee openings in 2011 to fill those expected voids in 2012.

For law enforcement the employment opportunities are certainly limited due to the current state of the economy. For corrections, there is likely growth as Snohomish County continues to expand their contracts with King County cities as well as takes a more active role in transport services. For King County the new SCORE facility will open in a year or so and that should open some employment opportunities.

Although there is an economic downturn and several workforces appear to be cutting back, there are still several job openings in this field of work.

There is still quite a bit of competition for QUALIFIED criminal justice applicants. The biggest huirdle is getting past the background investigation.

Questions or final comments? Looking forward to having more discussion of these issues at an upcoming CJ

Advisory Committee meeting!!

Developed by K. Demetre, Consultant and Linda Forst, Criminal Justice Professor - Winter 2011

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