ACADEMIC RESPONSIBILITY AND THE POLICE OFFICER STUDYING INDEPENDENTLY

• NCJ Number: 48691
• Journal: ADULT LEADERSHIP Volume: 24 Issue: 5 Dated: (JANUARY 1976) Pages: 180-182
• Author(s): R S PROUT
• Date Published: 1976
• Length: 3 pages
• Corporate Author: Adult Education Assoc of the USA
• Publication Format: Article
• Publication Type: Program/Project Description
• Language: English
• Country: United States of America

Annotation

INDEPENDENT LEARNING COURSE (CORRESPONDENCE COURSE) CURRICULUM DESIGN AND THE MAINTENANCE OF ACADEMIC STANDARDS FOR INDEPENDENT STUDY BY LAW ENFORCEMENT OFFICERS ARE DISCUSSED.

Abstract

WITH THE GROWING EMPHASIS PLACED ON EDUCATION AND TRAINING IN LAW ENFORCEMENT, COURSES MUST BE DESIGNED FOR OFFICER-STUDENTS WHO DO NOT HAVE ACCESS TO REGULAR ON-CAMPUS COURSES. THE GOAL OF ALL CRIMINAL JUSTICE EDUCATION, REGARDLESS OF SUBJECT MATTER, IS TO INSTILL HUMANISM. CURRICULUM DEVELOPMENT WILL REQUIRE AN ASSESSMENT OF NEEDS IN THE AREAS OF ATTITUDES, SKILLS, AND EDUCATION. THE LEARNER MUST BE VIEWED AS AN ACTIVE PARTICIPANT AND NOT AS A PASSIVE RECIPIENT OF COURSE MATERIALS, AND THE COURSE MUST BE EVALUATED IN TERMS OF END BEHAVIORAL CHANGE IN THE LEARNER. IT IS ALSO IMPORTANT THAT THE EDUCATOR BEAR IN MIND THE NATURAL LIMITATIONS OF AN INDEPENDENT COURSE OF STUDY, INCLUDING: (1) THE LACK OF CLASSROOM INTERACTIONS WITH PEERS AND INSTRUCTORS; (2) COURSES REQUIRING PHYSICAL PERFORMANCE (SUCH AS THOSE IN FORENSIC SCIENCES) ARE USUALLY NOT ADAPTABLE; (3) THE CAPABILITY FOR PURSUING TANGENTIAL MATERIAL IS LIMITED AND LIBRARY FACILITIES MAY BE LACKING; (4) THE MEASUREMENT OF CONCEPTUAL CHANGE IS DIFFICULT WHERE MULTIPLE CHOICE OR TRUE/FALSE TEST FORMATS ARE USED; (5) THE LACK OF IMMEDIATE FEEDBACK MAY LIMIT THE LEARNER'S CURIOSITY AND MAY RESULT IN AN INGRAINING OF INCORRECT PERSPECTIVES; AND (6) INPUT ASSOCIATED WITH THE INSTRUCTOR'S PHILOSOPHY, PERSONALITY, AND TEACHING METHODOLOGY MAY BE LACKING. RIGOROUS ACADEMIC STANDARDS MUST ALSO BE MAINTAINED. PROCTORED EXAMINATIONS ARE A NECESSITY IF STANDARDS OF ACADEMIC RESPONSIBILITY ARE TO BE MAINTAINED. A PREENROLLMENT AND A POSTCOURSE MEETING BETWEEN THE EDUCATOR AND THE STUDENT ARE ALSO RECOMMENDED. FINALLY, IN VIEW OF THE NEED FOR PROGRAM EVALUATION, THE FOLLOWING CONSIDERATIONS SHOULD BE INCLUDED IN CURRICULUM DESIGNS: CLEAR DEFINITIONS OF COURSE OBJECTIVES, PREPROGRAM EVALUATION OF STUDENT COMPETENCIES, COURSE ORGANIZATION DESIGNED TO MEET COURSE OBJECTIVES, ANALYSIS OF COURSE ORGANIZATION IN RELATION TO THE CLARITY AND ACADEMIC LEVEL OF THE MATERIAL, AND ACADEMICALLY RESPONSIBLE METHODS FOR ASSESSING COURSE-RELATED BEHAVIORAL CHANGE. REFERENCES ARE PROVIDED. (JAP)