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The FBI Academy V by Ginny Field Police Management Training ~ '3 1-3T.T-O ~2 by Larry D

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The FBI Academy V by Ginny Field Police Management Training ~ '3 1-3T.T-O ~2 by Larry D If you have issues viewing or accessing this file contact us at NCJRS.gov. t .i""' " , ,--- -~~- - .-~-~-==-~ '134338_ U.S. Department of Justice National Institute of Justice 134341 This document has been reproduced exactiy as received from the person or organization originating it. Points of view or opinions stated in this document are those of the authors and do not necessarily represent the official position or pOlicies of the National Institute of Justice, >'.,-"\ ...; ~-,-- , .\ ' Permission to reproduce this copyrighted material has been . -.. ~ granted by FBI Law Enforcement Bulletin to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permis­ , sion of the copyright owner. - -_._-- - - January 1992 l%WlJ Volume 61 Law Enforcement Bulletin Number 1 I [ Features The Evolution of Police Recruit Training t'l (2 By Thomas Shaw t:3 ct-3:38 College Education and Policing [8 By David L. Carter and Allen D. Sapp ~ 3 cf..9 g q 6 The FBI Academy V By Ginny Field Police Management Training ~ '3 1-3t.t-o ~2 By Larry D. Armstrong and Clinton O. Longenecker Page 6 Voluntary Encounters or B Fourth Amendment Seizures v,3 ~3lf-~ 'e By A. Louis DiPietro Departments 1 Director's Message 14 Police Practices 6 Focus on Training 27 Book Review Page 16 United States Department of Justice Editor-Stephen D. Gladis, D.A.Ed. Federal Bureau of Investigation Mana!1ing Editor-Kathryn E. Sulewski Washington, DC 20535 Art Dtrector-John E. Ott Assistant Editors-Alice S. Cole William S. Sessions, Director Karen F. McCarron Production Manager-Andrew DiRosa Contributors' opinions and statements Staff Assistant-Darlene J. Butler should not be considered as an endorsement for any policy, program, or The FBI Law Enforcement Bulletin service by the FBI. (ISSN-0014-5688) iSfublished monthly by the Federal Bureau 0 Investigation, 10th and Cover: In order to combat violent crime The Attorney General has determined that Pennsylvania Avenue, N.W., Washington, problems effectively, today's police officers the publication of this periodical is necessary D.C. 20535. Second-Class postage paid at must be properly trained and educated. in the transaction of the public business Washington, D.C., and additional mailing required by law of the Department of Justice. offices. Postmaster: Send address changes Use of funds for printing this periodical has to FBI Law Enforcement Bulletin, Federal been approved by the Director of the Office Bureau of Investigation, Washington, D.C. of Management and Budget. ., .", . 20535. ,"~. ISSN 0014-5688 USPS 383-310 College Education and Policing Coming of Age By DAVID L. CARTER, Ph.D. and ALLEN D. SAPP, Ph.D. n the late 1960s, the United These questions were addressed cational standards be raised, with States experienced massive in the 1967 report of the President's the ultimate goal of requiring a bac­ I social change. And, unfortu­ Commission on Law Enforcement calaureate degree as a minimum nately, law enforcement officers, as and Administration of Justice.' Spe­ standard for employment. The peacekeepers and symbols of gov­ cifically, one item that the Commission based these recom­ ernment, found themselves in the President's Commission studied mendations on the current complex­ middle of this conflict. All too of­ was a college requirement for police ity of police tasks and the need for ten, questions were being asked officers. officers to make increasingly criti­ of law enforcement. Did the po­ In its report, the Commission cal decisions. lice respond properly to civil un­ expressed the belief that a college This article addresses the move­ rest and civil disorder? Were the education would provide substan­ ment for higher education as a re­ police addressing changing pat­ tive knowledge and interpersonal quirement for employment and pro­ terns of crime sufficiently? Why skills that would significantly en­ motion in law enforcement. It will was there conflict between the po­ hance an officer's ability to provide also reveal the findings of a 1988 lice and minorities? Was the vision high quality, as well as equitable national study on police education of a "professional police" officer and efficient, service to the public. It commissioned by the Police Execu­ realistic? also recommended that police edu- tive Research Forum (PERF). The 8/ FBI Law Enforcement Bulletin -~---------------------------- article will then address the impor­ tance of cooperation between law enforcement and academia. THE POLICE EDUCATIONAL MOVEMENT One of the primary byproducts of the Commission's recommenda­ tions was the creation of the Law Enforcement Education Program (LEEP). "LEEP was a program to stimulate criminal justice Dr. Carter Dr.Sapp personnel to attend college .... the belief was that better­ Dr. Carter is a professor at the School of Criminal Justice at Michigan State educated law enforcement Uniyersity in East Lansing, Michigan. Dr. Sapp is a professor at the Department of Criminal Justice Administration at Central Missouri State officers would provide more University in Warrensburg, Missouri. responsive, more comprehen­ sive, and more insightful police service. In the long term, as college-educated officers rose into police Goals set target dates by which po­ sue of whether college education leadership positions, they lice departments should establish made for a better police officer still would explore new ap­ formal educational requirements. remained. proaches, with more creativity However, some observers of the and better planning."2 education movement urged caution NATIONAL STUDY ON POLICE EDUCATION The financial incentives made and expressed concerns that newly available through LEEP formed created curricula and policies were In 1988, the Police Executive the nucleus of a movement to sup­ not based on empirically tested hy­ Research Forum (PERF) commis­ port higher education for law potheses and behavioral criteria. sioned a study to be conducted on 3 enforcement. And, for the most part, their criti­ police education. PERF is one or­ In response, colleges and uni­ cisms rang true. ganization that has been continually versities developed 'law enforce­ Yet, it wasn't until the early concerned with the diminishing at­ ment/criminal justice degree pro­ 1980s that the focus on higher edu­ tention given to police education grams, and police departments cation for law enforcement dimin­ over the past decade. It places high began to establish incentive pay, ished. Funding for LEEP was re­ emphasis on college education for educational leave, and other policies duced drastically, and eventually, law enforcement officers and has related to education. Interest in po­ the program was dropped. Then, established the baccalaureate degree lice education grew, characterized grant priorities changed, and finan­ as one of its minimum membership by increased research and growth in cial support for police educational requirements. organizations related to criminal research was virtually nonexistent. Moreover, police executives justice education (such as the Acad­ And, because of the increasing at­ who are members of PERF raised a emy of Criminal Justice Sciences). tention placed on crime-related is­ wide range of questions about the Further incentive was given when sues, such as drugs and violence, state of police education. Specifi­ the National Advisory Commission police education became a matter of cally, these executives wanted to on Criminal Justice Standards and secondary importance. But the is- know: --------------------------------------------------------------------January1992/9 and policies related to college? And, what does the future hold? Are College-educated Officers Better? Unfortunately, the research did not show a conclusive "yes" or "no" answer to this question because in­ dividuals have different ideas and interpretations of what makes an of­ ficer "good." For example, the re­ search indicates that officers with a college education are less authori­ tarian and cynical. Many would be­ lieve this to be a positive effect. Yet, others argue that officers must be authoritarian and cynical in order not to be viewed as gullible. To these people, a college education would have a negative impact on an officer. The entire debate of the effect of college education on policing took on an added dimension with the ad­ • How many police agencies • Is the education movement vent of community policing. In the require formal higher educa­ making progress? last decade, the philosophy of com­ tion for employment? The study conducted attempted to munity policing experienced explo­ • How many agencies give answer these questions. sive growth. As a result, many po­ preference for college-edu­ lice managers adopted a new cated applicants? SURVEY RESULTS operational philosophy for their de­ After surveying approximately partments that drastically changed • How many have formal or 250,000 officers, the study con­ the way law enforcement views it­ informal requirements of cluded that in general, the state of self and its approach to accomplish­ college education for police education is good. Also, there ing goals. promotion? has been a steady growth in police Under community policing, • What existing policies provide officer educational levels over the line-level police officers are given incentives for higher educa­ past 20 years, with an increasing broader responsibilities and are tion? number of departments requiring charged with performing their jobs • What is the relationship some type of college
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