Public Services Cerro Coso Community College Jarrod M ...... · • Examine criminal justice and/or social science data and explain their significance. • Explain the underlying

Public Services

Version 2016-17 Approved by PR, 4-26-16

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Administration of Justice Public Services

Cerro Coso Community College Jarrod M. Bowen 16 February 2018

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Executive Summary The Public Service Program continues to grow and provide more opportunities for students and career minded job seekers. The recent edition of the Bureau of Security and Investigative Services certification will allow the program to offer a quick path into the growing field of security. The additional training will increase the earning power of the completers by allowing them the opportunity to become certified in the use of chemical agents, intermediate impact weapons, and firearms. The revitalization of the Perishable Skills Program and Advanced Officer Schools will allow the program to serve the Law Enforcement agencies in our area of responsibility. Areas of improvement for the program are on ground enrollments and productivity. A plan to increase the use of iTV has been established to address these issues. Increased interest for Administration of Justice courses in the Tehachapi area may provide an opportunity to increase on ground offerings. Finally, adding the courses to the Online Education Initiative course exchange will provide students outside of our service area the opportunity to take Administration of Justice courses.

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Part 1 - Relevance 1. Catalog Description

The Associate in Science Degree in Administration of Justice for Transfer (60 units total, 18 units in the major) prepares students for transfer to complete work for a bachelor’s degree in criminal justice or economic crime investigation. Students will be able to describe the individual functions and components of the modern criminal justice system; use introductory concepts of legal research to locate, analyze, and discuss the content of statutory and case law; and explain the underlying cause of antisocial and criminal behavior. Proper selection of curriculum electives further enables students to study other academic disciplines, such as political science, sociology, and public administration. This program is appropriate for students considering law school as well as certain careers in law enforcement.

2. Program Learning Outcomes

• Describe the individual functions and integrations of the components of the criminal justice system: police, courts, and corrections. • Use legal research skills to locate, analyze, and discuss the content of statutory and case law. • Examine criminal justice and/or social science data and explain their significance. • Explain the underlying causes of antisocial and criminal behavior. • Apply Constitutional principles to the practice of criminal justice. • Articulate, either orally or in writing, concepts or theories applicable to the criminal justice system.

3. Courses/Program Matrix

Area A--Complete the following courses (6 units): ADMJ C101 Introduction to the Administration of Justice 3 ADMJ C105 Concepts of Criminal Law 3 A Total: 6 Area B--Select at least 6 units from the following courses: ADMJ C115 Legal Aspects of Evidence 3 ADMJ C121 Community Relations 3 ADMJ C125 Principles of Investigation 3 ADMJ C131 Juvenile Procedures 3 ADMJ C151 Introduction to Corrections 3 ADMJ C230 Forensic Crime Scene Investigation 4 A Total: 19 Area C--Select at least 6 units from the following courses: SOCI C101 Introduction to Sociology 3 MATH C121 Elementary Probability and Statistics 4 Or MATH C121H Elementary Probability and Statistics - Honors 5

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PSYC C101 General Psychology 3 Or PSYC C101H General Psychology Honors 4 Program Matrix: Courses Program Learning Outcomes

A B C D E F ADMJ C101 X X X X ADMJ C105 X X ADMJ C115 X X ADMJ C121 X ADMJ C125 X ADMJ C131 X X ADMJ C151 X ADMJ C230 MATH C121 X MATH C121H X PSYC C101 PSYC C101H X SOCI C101 X

The current course offerings allow for the student to achieve the program learning outcomes. All six program learning outcomes are matched to the student learning outcomes of the two required ADMJ courses (ADMJ C101 and ADMJ C105). In addition, the program learning outcomes are reiterated through the electives of the program in specific areas that avoid unnecessary duplication of knowledge and skill. An example of this can be seen by observing how two different course student learning outcomes interact with the first program learning outcome. Program learning outcome one requires the student to describe the individual functions and integrations of the components of the criminal justice system: police, courts, and corrections. The third student learning outcome of ADMJ C101 Introduction to Administration of Justice requires the student to describe the history, development, structure, and function of American police, courts, and corrections. This SLO meets the PLO requirement by having the student describe the function of the three entities of the criminal justice system, police, courts, and corrections; however, this only covers the function of each aforementioned entity. In ADMJ C121 Community Policing, the student is required in SLO 4 to discuss the SARA model for problem solving and how to utilize the four step process. The SARA model is unique to community policing which is solely a function of the law enforcement arm of the criminal justice system; however, the goal of community policing requires interaction and policy integration with the other two arms of the criminal justice system. This is one example of how the individual course SLOs meet the PLO requirement without redundant learning. It has been identified that the newly developed ADMJ C230 course does not match any of the program learning outcomes. The Public Services Department has met concerning this issue and believes that a modification of program learning outcomes and course student learning outcomes is necessary. Jarrod Bowen and Peter Fulks will begin work on the PLO/SLO revisions during the Spring 2018 Semester and expect a completion date of Fall 2019.

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4. Program Pathway

The sequence of courses by semester was selected to ensure that incoming students have access to the two introductory required courses (ADMJ C101 and ADMJ C105) in either the online or on ground format. Although the courses are not required in any certain order, the pathway provides a roadmap of suggested courses that will allow the incoming student to complete the degree in two years or less (absent the need for remedial courses in the general education portion of the AS-T). The online offerings far exceed that of the on ground due to the high enrollment in online courses for the Administration of Justice program. The above pathway demonstrates the current paradigm; however, the Administration of Justice program has expanded into the Eastern Sierra, Mammoth, and Tehachapi areas as well as

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single course offerings in the Tehachapi and California City Prisons. It is unclear at this time the extent of expansion and/or sustainability in the aforementioned areas; therefore, we will continue to adapt and augment the pathway as necessary.

4. Conditions of Enrollment

The ADMJ AS-T degree does not have any conditions of enrollment.

Part 2 – Appropriateness 1. Connection to College Mission

Professionalism and ethics are a priority of the Public Service Department. We are committed to providing all students with the technical/vocational skills and knowledge to facilitate assimilation into the economic community. The students, the employers, and the college mutually benefit from an interactive partnership created within the areas of Public Safety. The mission of the Administration of Justice Program is a two-fold program. The first serves the core training requirements for an Associate’s of Science (AS-T) Degree for transfer and the Administration of Justice Certificate. The second offers State of California Commission on Peace Officer Standards and Training (POST) Certified training for potential employment within the criminal justice community. The purpose of the Administration of Justice degree tract is to provide high quality courses required for completion of an AS-T degree, which will further a student’s potential employment within the criminal justice system as well as allow the student to transfer to a four year university to continue their education. This facet of the program is a central link to the Career Technical Education component of the college. The POST Certification portion of the program has the most direct link to the Career Technical Education component. Through these programs students can gain the training to apply for employment as police officers, detention/correctional officers, and private security officers. This program additionally strives to continually meet the in-service training needs of current law enforcement officers. Analysis: The Administration of Justice Program supports the college mission, vision, and values. The program also supports and strives to achieve the six core goals of our Strategic Plan which help guide the departments planning process. The Administration of Justice Program offers a wide variety of coursework to provide students with timely updated course offerings to continually stay abreast of current trends and laws affecting the field. The program shows its effectiveness to the students by the employment opportunities it prepares them to enter, the training of a wide number of personnel within industry, and to the college by its generation of FTES.

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2. Determination of Student Needs

The Administration of Justice Program works closely with the advisory board to identify changing needs or requirements within the applicable fields. The enigmatic nature of the criminal justice system makes job development a challenge. The program chair is currently working with counseling to provide students with an employment pathway for the various opportunities in the criminal justice field. The library has demonstrated their continued support by maintaining textbooks for checkout as well as ordering video materials at the recommendation of the program chair. While there is not currently an Administration of Justice specific tutor, the Learning Resource Center has provided adequate support for the students in the form of English tutors and the writing lab. In order to remain current in reference to the changes in the field and the employment requirements, the program chair and one adjunct professor have completed the Commission on Peace Officers Standards and Trainings (POST) Academy Director/Coordinator certification course. Another full time and adjunct professor are expected to complete the aforementioned course this spring. In addition, the Academy Director and Coordinator are required to attend three POST consortiums per year to ensure that compliance is maintained in the Academy courses and that the college representatives are made aware of any changes in the criminal justice system. The labor market information is collected annually from Economic Modeling Specialists Intl (EMSI) and used in the development of the Annual Unit Plan.

3. Place of Program in Curriculum/Similar Programs

The Administration of Justice Program is designed to provide both short-term and long-term education to meet the needs of the various communities we service and individual student interests. There are no other programs on campus that offer similar courses and we are not in direct competition with any other program. Bakersfield College, Antelope Valley College, and Victor Valley College all offer a similar program of study; however, these programs have no direct effect on our program offering.

The Associate in Science Degree in Administration of Justice for Transfer prepares students for transfer to complete work for a bachelor's degree in criminal justice or economic crime investigation. Students will be able to describe the individual functions and components of the modern criminal justice system; use introductory concepts of legal research to locate, analyze, and discuss the content of statutory and case law; and explain the underlying cause of antisocial and criminal behavior. Proper selection of curriculum electives further enables students to study other academic disciplines, such as political science, sociology, and public administration. This program is appropriate for students considering law school as well as certain careers in law enforcement.

4. Majors and Completers

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Completion rates continue to be a struggle for the Public Services department. Currently the Law Enforcement Academy students going through the Kern County Sheriff’s Office as well as the Modular in house academies do not fall under a Certificate of Completion or Job Certificate; therefore, there is no accurate method for collecting completion data in the academies. As the Peace Officer’s Standards and Trainings) POST certificate is a requirement for employment as a law enforcement officer many students attend the academy with no intention of continuing school after obtaining employment with an agency. A Certificate of Completion was proposed through CIC Spring 2016 but was later rejected by the chancellor’s office for revisions. The revisions have been completed and the new request will be put through CIC Spring 2018. In reference to the AS-T degree, there has been a demonstrated growth since the inception of the AS-T from 6 degrees awarded to 9. A review of online and traditional on ground classes suggests a much higher enrollment in the online courses. The department has piloted iTV as a method to increase on ground enrollment in the Bishop/Mammoth area with some moderate success. It is the intention of the department to continue to monitor the success of iTV in Bishop and Mammoth as well as combine the on ground courses at IWV and KRV to increase enrollment. Finally, the Tehachapi site has the potential for on ground growth as well as dual-enrollment opportunities. The Public Services department will continue to explore the dual-enrollment options with secondary educational entities near all of our service area sites.

5. Summary of Student Demand Data

An analysis of the census date enrollments demonstrate a steady increase over the past three years moving from 778 enrollments in the Spring of 2015 to 1,152 enrollments in the Fall of 2017. The peak

Administration of Justice2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

AS-T 6 6 9AS 2 6 8 6 2Certificate of Achievement 3 5 3 1 1

Enrollments Sections Census Actual FTESSpring 2017 95 1,681 68.4Fall 2016 79 1,194 46Spring 2016 72 1,141 65Fall 2015 75 1,069 108.5Spring 2015 66 778 69.4Fall 2014 78 937 101.8Spring 2014 47 459 69.4Fall 2013 21 367 72.1Spring 2013 36 609 105.6Fall 2012 82 1,234 153.9

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semester for the three year period was in Spring of 2017 when there were 1,681 enrollments at census date. A further review of the data demonstrated that traditionally the Spring semester had significantly higher enrollments. It is most probable that this is due to the academies being scheduled primarily in the Spring. It should be noted that complete FTES data is not current available for Fall 2017. Many of the courses run by the Public Service department are part of the POST required Perishable Skills Program (PSP) which runs year round and usually has courses in a semester after the traditional courses of that semester has ended. This is noted here to suggest that the Fall enrollment data for 2017 may still increase once the hours for those courses has been applied. Aside from the increase in enrollment, it should be noted that the Public Services department provides training and certifications in areas of public and private safety. Increases in both aforementioned job markets indicates a continuing need for the courses offered by the Public Services department.

6. Labor Market Information and Analysis (CTE Programs Only)

EMSI data for the three-county service area (Kern, Inyo, and Mono) demonstrates a 5% growth police and sheriff’s patrol officer positions between 2014 and 2016. This far exceeds the state (2.7%) and National (1.1%) growth rates. In addition, EMSI data indicates a projected growth of 5% over the next 2 years and 8% over the next 5 years. The average hourly earnings for police and sheriff’s patrol officers are $33.92 regionally and $29.07 nationally.

7. Explanation of Employer Relationship (CTE Programs Only)

Cerro Coso Community College has maintained a long lasting relationship with the Kern County Sheriff’s Office to jointly conduct POST Basic Law Enforcement Academies. The training is conducted at the Ker County Sheriff’s Office training center on Norris road in Bakersfield, California. In addition to the academies, the training center is used for all required PSPs and for Modular Reserve academies when needed. Kern County Sheriff’s Office administrators are on the Cerro Coso Public Services advisory board and work in conjunction with the Public Services department to ensure the needs of the officers are met. In addition, an assigned Sergeant and Lieutenant from the training division of KCSO accompany the Cerro Coso Academy Director and Coordinator to the POST Director’s Consortium on a triannual basis.

8. Advisory Committee (CTE Programs Only)

The Administration of Justice Advisory Committees at each campus area meeting at least once a semester to review the programs and assist in developing and scheduling courses to meet the needs of the individual communities. Members of the Advisory Committees represent the main employers of law enforcement practitioners of the communities, student members (when possible), faculty and the local high school ROP representatives. Currently the Advisory Committee is comprised of the following members:

• Joseph Pecsi, Mayor of Bishop and former Bishop Police Department Chief • Christopher Carter, Bishop Police Department Chief (Ret,)

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• Ted Stec, Bishop Police Department Chief • Dan Nolan, Bishop Police Department SWAT Sergeant • Ron Gladding, Bishop Police Department Sergeant • Bill Lutze, Inyo County Sheriff’s Office Sheriff • Jed McLaughlin, Ridgecrest Police Department Police Chief • Nathan Lloyd, Ridgecrest Police Department Sergeant • Mike Myers, Ridgecrest Police Department Sergeant (Ret.) • Rick Smith, Burroughs High School and Ridgecrest Police Department Detective (Ret.) • Russ Albro, Kern County Sherriff’s Officer Commander (Ret.) • Doug Jauch, Kern County Sheriff’s Office Commander • Steve Castillo, Kern County Sheriff’s Office Deputy • Al Davis, Mammoth Lakes Police Department Police Chief • Mike Hale Bakersfield Police Department Lieutenant • Eric Hurtado, California City Police Department Police Chief.

The Public Services program has recently had a Private Security Licensure program approved through KCCD and the Bureau of Security and Investigative Services; therefore we are searching for an Advisory Committee specific to this area. Currently we have Matt Crow who has previous private security experience and Chris Carter who is currently working in the private security sector for the Bishop hospital as an armed guard. The Advisory Committee represents Kern County, Inyo County, Ridgecrest, Bakersfield, Mammoth Lakes, and California City. The aforementioned agencies have hired students and recruits from the Law Enforcement Academy and the AS-T program.

9. Current Cost of the Program to Students

Administration of Justice AS-T:

In reference to the AS-T the tuition is $46 per credit. All courses in the AS-T are three credit courses. Textbooks for the program are averaging $100 per text with only one book per course; however, the Public Services department is working to move to Open Resource materials for as many courses as possible. Currently we have adopted an OEM for ADMJ C105, but we are hopeful that more resources will be adopted.

Law Enforcement Academy:

The Law Enforcement Academy is also $46 per credit with the Level III being 5 credits, the Level II being 11 credits and the Regular Basic Academy being 20 credits. In addition to tuition, students in the Academy courses are required to purchase uniforms, equipment, firearms, and ammunition. The average cost of the aforementioned can easily top $1700. In an effort to reduce the cost of the program to the students, the Public Services department has purchased equipment and ammunition. The equipment is issued to the student at the beginning of the course and returned at completion or drop of the course. While the student is still required to purchase uniforms, this cost is below $200. As for the firearm, the student may purchase or borrow a handgun for use in the Academy. The text for the

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Academy is supplied by POST in the form of 43 workbooks known as Learning Domains (LDs). The students in the Kern County Sheriff’s Academy receive printed LDs from the college at $85 for a complete set. Students in the Modular III and Modular II Academy are provided the LDs electronically in Canvas.

Part 3 – Currency 1. Staffing

The below table provides the available information for full-time and adjunct FTEF and productivity. The Public Services department currently has two full-time faculty members. Academies at the Kern County Sheriff’s Office and the in-house Modular presentations as well as the PSP training are staffed primarily by adjunct faculty. The requirement to keep adjuncts below 0.67 load has caused some difficulty in the academies and PSP training. This is due to POST 1070 requirements for certain training. According to the POST Administrative Manual certain specialized training such as impact weapon, firearms, and chemical agents, require a specialized certification for the instructor. This requirement can make it difficult to find certified instructors to ensure that adjunct faculty in these areas do not surpass the aforementioned 0.67 load. The Academy Director has been working to certify more instructors in 1070 specializations to increase the available instructor pool.

2. Professional Development

The Commission on Peace Officer’s Standards and Trainings (POST) requires 24 hours of continuous education to remain current as an instructor. This requirement is similar to the KCCD requirement for maintaining proficiency in the discipline. POST offers several approved trainings in various areas of law enforcement and classroom management. In addition to POST trainings, the Public Services department has made use of the Public Agency Training Council (PACT) which offers trainings in the areas of law enforcement, fire technology, and legal liability.

3. Facilities and Physical Resources

Currently the Public Services Program shares a modular building with the EMT program. The modular building has office space, a classroom area, and additional storage in an outside container. The gymnasium is used for the Arrest and Control section of the law enforcement academy and the west parking lot is used for the slow speed Emergency Vehicle Operations Course (EVOC) core five training

Semester FTEF FTES/FTEFSpring 2015 1.4 19.6

Fall 2015 1.4 77.5Spring 2016 2 32.5

Fall 2016 1.4 32.9Spring 2017 4 17.2

Fall 2017 1.2 Not Yet Calculated

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and testing; however, if the academy is granted a level I academy this area will no longer be sufficient for the EVOC course given the addition of the high speed requirements in level I. The gun range off of Brown road is used for the firearms and chemical agent portion of the law enforcement academy. The range does not currently have running water or latrine facilities.

Due to the lead exposure corresponding with loading and firing the amount of ammunition required by POST it is imperative that a solution to the latrine and hand wash station is adopted. The Academy Director has suggested a contract with Benz Sanitation for the rental of portable facilities during this timeframe. A more permanent solution might include the creation of a fully functional range on the college property or nearby BLM land.

Since the last program review, equipment that has been purchased for the program include: a Force Option Simulator, accident avoidance lights and remote control for EVOC, two patrol units, light bars, sirens, transport separator, vehicle roll bars, and recruit equipment for the academy i.e. duty belts, protective vests, holsters, redgun mock firearm, radio, OC spray, handcuffs, etc. In addition, the college has purchased ammunition and chemical agents for the academy in accordance with the requirements of POST. The Academy Director works closely with POST to ensure that all equipment is properly maintained, continuously updated or calibrated as needed, and authorized for use in the academy setting.

4. Technology

The Public Service program has several laptops used primarily for the Modular Academy. These computers are used for testing purposes in order to satisfy the POST Test Security Agreement between Cerro Coso Community College and the Commission on Peace Officer’s Standards and Training. In addition, the Public Service department has a Force Option Simulator that is used in the academy, the ADMJ C230 on ground course, PSP training for law enforcement agencies in the service area, and for the Ridgecrest Police Department Citizens Academy. Operation of the Force Option Simulator requires a POST 1070 certification. The Canvas shell is also used for online courses as well as academies. Technology needs are identified by the advisory board as well as by direction of POST.

5. Marketing

The individual academies have been advertised via flyers and posters that have been created locally. The program is working with the Public Relations department to develop a trifold hand out that will provide information about all of the offerings in the program instead of focusing solely on the academy. In addition, there has been a request placed in the 2017-18 Annual unit plan for hand out materials such as Sheriff star stickers with the program name and contact information and patrol car magnets with similar information. Full-Time and Adjunct faculty participate regularly in the Career Day and I’m Going to College 5th grade outreach events. During these events there are available materials for the AS-T program as well as a demonstration of the Redman suit used in training defensive tactics in the

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academy. The current lack of marketing is apparent and the program chair takes responsibility for this oversight.

Part 4 – Student Achievement 1. Course-Level Student Performance Data

Administration of Justice AS-T: Retention and success rates are at an all time high for the 2016-2017 year with an average retention rate of 98.7% and an average success rate of 95.2% demonstrating a five year increase from the 2012-2013 academic year where retention rates were 92.0% and success rates were 82.6%. This is a 6.7% increase in retention rates and a 12.6% increase in success rates overall. As previously mentioned, there has also been an increase in degrees awarded in the Administration of Justice AS-T from 6 to 9.

Term Retention Rate Success RateSpring 2017 98.7% 92.2%Fall 2016 99.2% 95.3%Summer 2016 97.3% 95.1%2016-2017 Total 98.7% 95.2%Spring 2016 97.1% 91.8%Fall 2015 97.3% 92.8%Summer 2015 96.0% 87.3%2015-2016 Total 97.1% 92.0%Spring 2015 95.0% 91.6%Fall 2014 98.1% 94.0%Summer 2014 96.6% 88.5%2014-2015 Total 96.7% 92.6%Spring 2014 91.5% 82.4%Fall 2013 89.1% 77.4%Summer 2013 80.1% 70.5%2013-2014 Total 89.3% 79.2%Spring 2013 93.0% 80.4%Fall 2012 91.6% 85.3%Summer 2012 89.8% 75.0%2012-2013 Total 92.0% 82.6%

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Law Enforcement Academy: In the Police Academy there has been an increase in enrollments from the 2016-2017 fiscal year from 45 to 85 students for the 2017-2018 fiscal year. As an occupational prgram the Law Enforcement Academies currently have 91% of completers working in the second fiscal quarter and 89% working in the fourth fiscal quarter. The high number of employed completers seems to demonstrate program effectiveness. 2. Employment Data (CTE Programs Only) Administration of Justice AS-T:

Students completing the Administration of Justice AS-T are attaining employment at a rate of 84% in the second fiscal quarter after exit and 79% in the fourth fiscal quarter after exit. Of these, 91% attained a living wage.


Similar number were demonstrated for completers of the Law Enforcement Academy with 91 % employed in the second fiscal quarter after exit and 89% employed in the fourth quarter after exit. Completers of the Law Enforcement Academy attained a living wage at a rate of 87%. It should be noted that the Public Service department has recently been approved by the state and the Bureau of Security and Investigative Service to offer Security Guard certification training. EMSI data shows an expected increase in the field of 7.8% by 2020. This increase in California exceeds the National average in the field of security.

3. Achievement of Program Learning Outcomes

PLO 1: Describe the individual functions and integrations of the components of the criminal justice system: police, courts, and corrections.

Target: 75% Assessment Method: Multiple choice, true/false, and short answer assessments. Essays. Research Papers. Assessment Date: October 2017 Recent Results: Met PLO 2: Use legal research skills to locate, analyze, and discuss the content of statutory and

case law. Target: 75% Assessment Method: Multiple choice, true/false, and short answer assessments. Essays. Research Papers. Assessment Date: October 2017 Recent Results: Met PLO 3: Examine criminal justice and/or scoial science data and explain their significance.

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Target: 75% Assessment Method: Multiple choice, true/false, and short answer assessments. Essays. Research Papers. Assessment Date: October 2017 Recent Results: Met PLO 4: Explain the underlying causes of antisocial and criminal behaivor. Target: 75% Assessment Method: Multiple choice, true/false, and short answer assessments. Essays. Research Papers. Assessment Date: October 2017 Recent Results: Met PLO 5: Apply Constitutional principles to the practice of criminal justice. Target: 75% Assessment Method: Multiple choice, true/false, and short answer assessments. Essays. Research Papers. Assessment Date: October 2017 Recent Results: Met PLO 6: Articulate, either orally or in writing, concepts of theories applicable to the criminal

justice system. Target: 75% Assessment Method: Multiple choice, true/false, and short answer assessments. Essays. Research Papers. Assessment Date: October 2017 Recent Results: Met

Assessment History Summary SLO # Target Semester Met? Semester Met? Semester Met? PLO 1 75% FA17 Yes PLO 2 75% FA17 Yes PLO 3 75% FA17 Yes PLO 4 75% FA17 Yes PLO 5 75% FA17 Yes PLO 6 75% FA17 Yes

a. Gaps and Improvements Made No gaps were identified in the Program Learning Outcomes; however, after reviewing the PLOs with the department and the advisory board, it was suggested that the PLOs undergo a revision for clarity of purpose. Jarrod Bowen and Peter Fulks will begin a revision of the PLOs after the individual course SLOs have been revised. b. Summary of Program Learning Outcome Achievement

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Currently all of the PLOs meet or exceed the target. It would appear that the students are demonstrating adequate concept comprehension in reference to the stated learning outcomes of the program. It should be noted that the PLOs were only assessed once. More data will be collected once the PLOs have been redefined. The department has made the decision to assess the PLOs on an ongoing basis with more frequent intervals in order to have more data to determine student success in reference to the Program Learning Outcomes.

4. Achievement of Course Student Learning Outcomes Administration of Justice AS-T:

5-Year Assessment History

Course SLO # Target Semester Met? Semester Met? Semester Met?

ADMJ C101 SLO 1 75% FA14 No SP15 Yes FA15 Yes

SLO 2 75% FA14 Yes

SLO 3 75% FA14 Yes

SLO 4 75% FA14 Yes

SLO 5 75% FA14 Yes

SLO 6 75% FA14 Yes

SLO 7 75% FA14 Yes

SLO 8 75% FA14 Yes

SLO 9 75% FA14 Yes

SLO 10 75% FA14 Yes

SLO 11 75% FA14 Yes

SLO 12 75% FA14 Yes

SLO 13 75% FA14 Yes

ADMJ C105 SLO 1 75% FA13 Yes

SLO 2 75% FA13 Yes

SLO 3 75% FA13 Yes

SLO 4 75% FA13 Yes

SLO 5 75% FA13 Yes

SLO 6 75% FA13 Yes

ADMJ C115 SLO 1 75% SP14 Yes

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SLO 2 75% SP14 Yes

SLO 3 75% SP14 Yes

SLO 4 75% SP14 Yes

SLO 5 75% SP14 Yes

SLO 6 75% SP14 Yes

SLO 7 75% SP14 Yes

SLO 8 75% SP14 Yes

SLO 9 75% SP14 Yes

SLO 10 75% SP14 Yes

SLO 11 75% SP14 Yes

SLO 12 75% SP14 Yes

SLO 13 75% SP14 Yes

SLO 14 75% SP14 Yes


SLO 2 75% SP14 Yes

SLO 3 75% SP14 Yes

SLO 4 75% SP14 Yes

SLO 5 75% SP14 Yes

SLO 6 75% SP14 Yes


SLO 2 75% SP15 Yes

SLO 3 75% SP15 Yes

SLO 4 75% SP15 Yes

SLO 5 75% SP15 Yes

SLO 6 75% SP15 Yes

SLO 7 75% SP15 Yes

SLO 8 75% SP15 Yes

SLO 9 75% SP15 Yes

SLO 10 75% SP15 Yes

SLO 11 75% SP15 Yes

SLO 12 75% SP15 Yes

SLO 13 75% SP15 Yes


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SLO 2 75% SP14 Yes

SLO 3 75% SP14 Yes

SLO 4 75% SP14 Yes

SLO 5 75% SP14 Yes

SLO 6 75% SP14 Yes

SLO 7 75% SP14 Yes

SLO 8 75% SP14 Yes

SLO 9 75% SP14 Yes

SLO 10 75% SP14 Yes

SLO 11 75% SP14 Yes


SLO 2 75% SP14 Yes

SLO 3 75% SP14 Yes

SLO 4 75% SP14 Yes

SLO 5 75% SP14 Yes

SLO 6 75% SP14 Yes


SLO 2 75% FA16 Yes

SLO 3 75% FA16 Yes

SLO 4 75% FA16 Yes

SLO 5 75% FA16 Yes

Law Enforcemnt Academy:

5-Year Assessment History

Course SLO # Target Semester Met? Semester Met? Semester Met?

SLO 2 75% SP17 Yes

SLO 3 75% SP17 Yes

ADMJ C142 SLO 1 75% SU15 Yes

SLO 2 75% SU15 Yes

SLO 3 75% SU15 Yes

SLO 4 75% SU15 Yes

SLO 5 75% SU15 Yes

SLO 6 75% SU15 Yes

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SLO 7 75% SU15 Yes

SLO 8 75% SU15 Yes

SLO 9 75% SU15 Yes

SLO 10 75% SU15 Yes

SLO 11 75% SU15 Yes

SLO 12 75% SU15 Yes

SLO 13 75% SU15 Yes

SLO 14 75% SU15 Yes

SLO 15 75% SU15 Yes

SLO 16 75% SU15 Yes

SLO 17 75% SU15 Yes

SLO 18 75% SU15 Yes

SLO 19 75% SU15 Yes

SLO 20 75% SU15 Yes

SLO 21 75% SU15 Yes


SLO 2 70% FA16 Yes

SLO 3 70% FA16 Yes

SLO 4 70% FA16 Yes

SLO 5 70% FA16 Yes

SLO 6 70% FA16 Yes

SLO 7 70% FA16 Yes

SLO 8 70% FA16 Yes

SLO 9 70% FA16 Yes

SLO 10 70% FA16 Yes

SLO 11 70% FA16 Yes

SLO 12 70% FA16 Yes

SLO 13 70% FA16 Yes

SLO 14 70% FA16 Yes

SLO 15 70% FA16 Yes

SLO 16 70% FA16 Yes

SLO 17 70% FA16 Yes

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SLO 18 70% FA16 Yes

SLO 19 70% FA16 Yes

SLO 20 70% FA16 Yes

SLO 21 70% FA16 Yes

SLO 22 70% FA16 Yes

SLO 23 70% FA16 Yes

SLO 24 70% FA16 Yes

SLO 25 70% FA16 Yes

a. Gaps and Improvements Made ADMJ C101 Introduction to Administration of justice Student Learning Outcome #1 fell below the target of 75% during the Fall 2014 assessment. The SLO reads: Compare and contrast criminological theories used to explain crime and criminality. The initial question used to assess this SLO was a True/False question that read “In the Consensus Model all agencies are working in their own best interest.” Only 71% of the students answering the question got the right answer. After discussing the question with other instructors in the department the decision was made to move away from the True/False format and create a multiple choice question where a student must slect a criminolocal theory based on the fact pattern provided. The question was assessed in the Spring and Fall of 2015 all with scores over the 75% target. b. Summary of Student Learning Outcome Achievement Assessment of the SLOs for the Public Service departement has demonstrated a high success rate for students in the applicable courses in reference to the SLOs. It should be noted that the SLOs for each course were only assessed once if they demonstrated marks above the 75% range. After discussing this with the department, the decision was made to increase the frequency of SLO data cpollection to provide a clear picture of the student’s concept comprehension in reference to the SLOs. In addition, the department is currently revising all of the SLOs for the ADMJ AS-T and Academy courses. It should be noted that the program feels there are too many SLOs in several of the courses. Therefore, a complete revision of the SLOs is underway to condense the learning outcomes. 5. Assessment Schedule for Next Program Review Cycle

Year 1 Year 2 Year 3 Year 4 PLOs

PLO 1 x PLO 2 x PLO 3 x

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PLO 4 x PLO 5 X PLO 6 x

SLOs ADMJ C101

SLO 1 x x x SLO 2 x x x SLO 3 x x x SLO 4 x x x SLO 5 x x x SLO 6 x x x SLO 7 x x x SLO 8 x x x SLO 9 x x x SLO 10 x x x SLO 11 x x x SLO 12 x x x SLO 13 x x x

ADMJ C105 SLO 1 x x x SLO 2 x x x SLO 3 x x x SLO 4 x x x SLO 5 x x x SLO 6 x x x ADMJ C115 SLO 1 X X SLO 2 X X SLO 3 X X SLO 4 X X SLO 5 X X SLO 6 X X SLO 7 X X SLO 8 X X SLO 9 X X SLO 10 X X SLO 13 x X

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ADMJ C121 SLO 1 X SLO 2 X SLO 3 X SLO 4 X SLO 5 X SLO 6 X ADMJ C125 SLO 1 X SLO 2 X SLO 3 X SLO 4 X SLO 5 X SLO 6 X SLO 7 X SLO 8 X SLO 9 X SLO 10 X SLO 11 X SLO 12 X SLO 13 X ADMJ C131 SLO 1 X X SLO 2 X X SLO 3 X X SLO 4 X X SLO 5 X X SLO 6 X X SLO 7 X X SLO 8 X X SLO 9 X X SLO 10 X X SLO 11 X X ADMJ C140 SLO 1 X X X SLO 2 X X X SLO 3 X X X

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ADMJ C142 SLO 1 X X X SLO 2 X X X SLO 3 X X X SLO 4 X X X SLO 5 X X X SLO 6 X X X SLO 7 X X X SLO 8 X X X SLO 9 X X X SLO 10 X X X SLO 11 X X X SLO 12 X X X SLO 13 X X X SLO 14 X X X SLO 15 X X X SLO 16 X X X SLO 17 X X X SLO 18 X X X SLO 19 X X X SLO 20 X X X SLO 21 X X X ADMJ C149 SLO 1 X X SLO 2 X X SLO 3 X X SLO 4 X X SLO 5 X X SLO 6 X X SLO 7 X X SLO 8 X X SLO 9 X X SLO 10 X X SLO 11 X X SLO 12 X X SLO 13 X X SLO 14 X X

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SLO 15 X X SLO 16 X X SLO 17 X X SLO 18 X X SLO 19 X X SLO 20 X X SLO 21 X X SLO 22 X X SLO 23 X X SLO 24 X X SLO 25 X X ADMJ C151 SLO 1 X X SLO 2 X X SLO 3 X X SLO 4 X X SLO 5 X X SLO 6 X X ADMJ C230 SLO 1 X X X SLO 2 X X X SLO 3 X X X SLO 4 X X X SLO 5 X X X

Part 5 – Action Plans 1. Analysis of Current Program Strengths


The Administration of Justice AS-T program full-time and adjunct faculty work continuously to make improvements to the online and on ground courses. Full-time faculty Peter Fulks has made great use of the Canvas Learning Management System to track peak times when students are online to provide more effective learning environment and increase contact availability with online students. In addition, Professor Fulks continues to search for OER materials to decrease the cost of text books for students in the AS-T program. Adjunct faculty Chris Carter has grown the AS-T offerings in the ESCC area with the use of iTV by maintaining physical contact with students on both campuses. Adjunct faculty Victoria Del Pellegrino provides her students with real life experience by staging mock trials in the Kernville court

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house. Full-time faculty Jarrod Bowen provides real life experience to the students in the AS-T by arranging tours of correctional facilities.


We are offering PSP and AO courses to the Kern County Sheriff’s Office, Ridgecrest Police Department, Bishop Police Department, Inyo County Sheriff’s Office, Mono County Sheriff’s Department, and the Mammoth Lakes Police Department. In addition, we are working on finalizing an agreement with the Bakersfield Police Department, China Lake Police Department, and the Federal Law Enforcement in Bridgeport. The completers of the Law Enforcement Academy are demonstrating a high rate of employment and attainment of a living wage with 91 % employed in the second fiscal quarter after exit and 89% employed in the fourth quarter after exit. Completers of the Law Enforcement Academy attained a living wage at a rate of 87%.

2. Analysis of Improvements Needed


Although the enrollments overall have increased for the AS-T program, on ground enrollment for IWV and KRV have suffered greatly. The low enrollments in these two areas have adversely impacted productivity. After discussing the issue with the department, the Advisory Board and the Dean of Career Technical Education, the department will experiment with iTV for IWV and KRV and well as the two ESCC sites in an attempt to bolster enrollments. Another area in need of improvement is dual enrollment courses with high schools in the various service areas. Jarrod Bowen and Peter Fulks will be meeting with high schools administrators in California City, Tehachapi, Bishop, and Mammoth in an attempt to increase the dual enrollment offerings.


Currently the area most in need of improvement in the Academy is enrollment. The rigorous background check performed by the Kern County Sheriff’s Office for their Academy has adversely impacted their enrollment. In addition, the Bakersfield Police Department no longer uses KCSO for the Academy as they have created their own Academy through Bakersfield College. This has greatly reduced the previously high enrollment Academies run through KCSO. The Academy Director has spoken on several occasions to the Lieutenant in charge of the Bakersfield Police Department Academy about returning to Cerro Coso for their training needs. This discussion is ongoing but hopeful. The in house Modular Academy run by Cerro Coso has maintained a steady average on enrollment; however, this average is too low for continue sustainability. It is generally believed by the department and Advisory Board that the low enrollment is the result of not having a certified Level I Academy. As it is, the recruits finishing the Modular III and II can only be employed as reserve officers and not full time peace officers. Discussions with POST concerning the approval of a Level I Academy are ongoing.

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3. Response to Previous Strategies

Strategies from the last Program Review (2011):

IMPROVE STUDENT ACCESS, RETENTION, AND SUCCESS 1. Improve attrition rates for all programs through the development of student support systems 2. Improve retention rates for all programs by working with basic skills courses and supporting

students who demonstrate need for improvement in all academic areas. PROVIDE EFFECTIVE LEARNING AND EARNING PATHWAYS FOR STUDENTS

1. Development of alternative methods of instruction for students in the more rural communities serviced by CCCC

SUPPORT STUDENT LEARNING THROUGH APPROPRIATE TECHNOLOGY 1. Increase student learning support systems through the use of Computer Assisted Instruction

(Moodle), simulated learning, use of Podcasts for visual demonstration purposes, and the development of student support courses (learning lab and online tutoring).

2. Provide training of instructors in new technologies, e.g., ITV, simulation aid, which will maximize the success of students in those classes.

Progress on the Strategies from the last Program Review:

Improve attrition rates for all programs through the development of student support systems

Status: In Progress – In reference to the Academies, the department has developed a Pre-Academy Orientation course that measures student readiness for the rigorous nature of a Law Enforcement Academy. No formal student support system has been developed for the AS-T degree as of this date.

Improve retention rates for all programs by working with basic skills courses and supporting students who demonstrate need for improvement in all academic areas.

Status: In Progress – This strategy is listed as in progress because it is an ongoing initiative. Students in the AS-T degree and the Academy courses are provided information about the available resources for tutoring. In addition, the online courses use the embedded librarian.

Development of alternative methods of instruction for students in the more rural communities serviced by CCCC

Status: Revised – In lieu of developing alternative methods of instruction for rural areas of the college, the department will increase the use of iTV to address this strategy.

Increase student learning support systems through the use of Computer Assisted Instruction (Moodle), simulated learning, use of Podcasts for visual demonstration purposes, and the development of student support courses (learning lab and online tutoring).

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Status: In Progress – This strategy is listed as in progress because it is an ongoing initiative. Peter Fulks has worked to increase the efficacy of the current Learning Management System (Canvas) by making use of the available tools, videos, links, podcasts, and data collection metrics.

Provide training of instructors in new technologies, e.g., ITV, simulation aid, which will maximize the success of students in those classes.

Status: In Progress – This strategy is listed as in progress because it is an ongoing initiative. Training on the Canvas LMS is being offered by Peter Fulks through Lunch and Learn opportunities as well as Flex day Events. In addition, Jarrod Bowen and Christopher Carter were certified as Force Option Instructors through POST so that they can provide training on the Force Option Simulator.

4. Two-Year Program Strategies

Strategy Increase number of instructors certified in POST 1070 courses Measurement of Completion At least two certified instructors in all 1070 areas Timeline Completion date estimated at Fall 2020 Role(s)/Responsible Academy Director

Strategy Obtain OEI approval for the courses in the AS-T degree plan so the courses can be added to the exchange

Measurement of Completion

OEI approval

Timeline Completion date estimated at Fall 2020 Role(s)/Responsible Peter Fulks

Strategy Increase course offerings in the AS-T to include a Constitutional Law course Measurement of Completion

CIC approval of course

Timeline Completion date estimated at Fall 2019 Role(s)/Responsible Jarrod Bowen

5. Five-Year Program Strategies

Strategy Develop a POST approved Level I Modular Academy Measurement of Completion

POST approval

Timeline Completion date estimated at Fall 2021 Role(s)/Responsible Academy Director

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Strategy Develop a state approved Fire Academy Measurement of Completion

State approval

Timeline Completion date estimated at Fall 2023 Role(s)/Responsible Academy Director

Part 6 – Supporting Documentation [The following data is to be supplied by the Office of Institutional Research:]

1. Section Level data by course (5 year aggregate broken out online, onsite, combined) a. Number of sections b. Enrollment first day, census, end of term c. FTES, FTEF, Productivity (FTES/FTEF) d. Course Retention Rate e. Course Success Rate f. Method of delivery (F2F, hybrid, ITV, online)

2. Student Demography by discipline (5 years aggregate) a. Headcount b. Age c. Gender d. Ethnicity

3. Awards (5 years) 4. Others as appropriate, in consultation with the Institutional Researcher

[The following data is to be supplied by the department:]

1. Identify where SLO Reports for all courses within the program(s) can be accessed. 2. Identify where PLO Reports for all courses within the program(s) can be accessed. 3. Advisory Committee Meeting minutes (CTE Only) 4. Others, as appropriate, such as department minutes, employer surveys, marketing brochures

Documents

Public Services Cerro Coso Community College Jarrod M ...... · • Examine criminal justice and/or social science data and explain their significance. • Explain the underlying