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- - 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 experience in more creative and innovative between higher education and for employment or promotion. Yet, ways. Officers are urged to be the recruitment of women and three fundamental issues or ques­ proactive in program develop­ minorities? tions continue to arise. Does col­ ment and are given even broader lege education make an officer discretion. • Has progress been made in the "better"? Has there been any not­ Given the mandates of this po­ implementation of educational able change in educational levels licing philosophy, the issue of col- policies in the past 2 decades? a

lege education becomes even more over, minorities often have lower college requirements on written critical. The knowledge and skills college graduation rates as a re­ policy and should also initiate ef­ officers are required to have under sult of poorer preparation in the forts to recruit minorities who meet community policing appear to be public schools. Despite these con­ these requirements. tailored specifically to college edu­ cerns, however, a college educa­ Even so, the study found that cation, because it appears that a col­ tion can still be required for police minority representation in Ameri­ lege education makes an officer a employment. can law enforcement agencies does, more effective decisionmaker, a In the case Davis v. Dallas,4 the indeed, tend to approximate the better service provider, a better U.S. Court of Appeals for the Fifth general population. (See table 2.) communicator, and one who is more Circuit held that the Dallas Police Moreover, the educational levels of responsive to the police mission. Department's requirement of 45 se­ minority officers are virtually the mester hours of college with a "C" same as those of white officers. (See Education Levels average was a job-related require­ table 3.) Since 1960, the proportion of ment in light of the unique responsi­ Thus, it appears that a college police officers who have received bilities of the police and the public requirement is not impossible to higher education has progressively responsibility of law enforcement. mandate as evidenced by both the increased. (See table 1.) In 1967, the This decision, however, does not legal precedent and empirical average educational level of officers mean that discrimination is no data. This means that a college-edu­ was 12.3 years-barely more than a longer an issue. Rather, law enforce­ cated police force that is racially and higb school diploma. Currently, the ment agencies must continue to base ethnically representative of the average levelis 13.6, or well into the sophomore year of college. Given the time it takes to earn college cred­ its and the number of officers in­ volved in this study (250,000), this increase in educational levels is no­ tably fast. However, despite the increase in overall educational levels, a per­ Bl~ck ennial concern has been whether a college requirement discriminates 'Hi$pa~ic against minorities. This sensitive )White issue has both philosophical and tOther' pragmatic implications. Philosophi­ ,., .•; .• 'c.... ," cally, police administrators do not want to discriminate against minor­ ity groups. Pragmatically, if a police organization has discriminatory policies, it could be held liable. Unfortunately, college is a dis­ criminatory requirement, although the issue is somewhat more com­ plex. Primarily, minorities are be­ lieved to have disproportionate access to a college education. More-

------January 1992/11 ., ,,."; '·+"~f,:·::l'~~bl" ~,,',}::r::i m;=':l· '+ "::1""+"1' community can been achieved. This Education Progra.,,·s·'~r~oiici~s'RrO:~id:~crforr$wbrrioffi'2~'rs·~ ""i' only serves to make a police depart- ' ,',', "'" ".' ., .. :.... ' ,.,:~x-~-"'~"f' ":'~'M""';':'".z,.,~.'",,;. ment more effective and responsive prograin/PoliCY,,;..! cJ ... J.Nllln:~er~* .) ,J.e~rc~nt~gel to c~:n:u:~~t~~e!s~tter, the study Tuition assistance" ' ·"+·'''(''''1·'''''i,·++,m:""''i '+''l'''1 ""i'''j· ~~~;~?~i~~1i~~l~*jij "~r€;;S~~;~!:yso;(.]~-:ri!1~~li5r:i~t~,I:i:!-2!31I:·i7~~I-:·tl '~'''taftendaIlce on duty': , "'" I ' l Y , I('!:\s th an 2 percent 0 f a II sworn 0 f -",",L...;",,,,; ,. : .,' ,,' ", ,'" ,I: I" ~ : ;.', ~ 'J ! ficers. This represents a substantial 0, th,er p',' rog' rams or p'oliCies'**' '''5''-7 "".:. ~'r''''~~'''~''1'''1'i'7'' .f;,··' .. ·t> .... '~· ',. ' • , , k ~ \:, " j ,i J change over ~ ~e~ades. . 'N~':~~~at1o~.poii~ies or programs 43 "!" '1 ",,\'"'j,v8:8't""r'''i' Further, It IS IntereSting to note ~ .. t, '''1"-' ," , " , .. ""'" ""1,,.. ,~"~t·,.,,,!~.i'>"":"""'" ;; \!; , ~. ~ ; lj ~ ! ,'I ,::1 ' Ii ~ that female officers averag~ a year. '+'B'iseiAiil'§aiilfHe of 4StJdepartmeritsquerTed: . " i ... !~.. ,f,Hm,j_ ,~,?"";~,.""~,,,~L,,.{, more of college than theIr .male :, ,-~"f.,,;jri,d1uqe~.t¥itiob fo~ POST.-approvedcourses only; lekvef 04bs4nce!tor:¢0Ileke,\~",A' counterparts. (See table 4.) Pnmar- .!ellowsh,p an,.d sc.holarshpprograins; rnservice. training programs forcoJlege:credit. !" i ily this may exist because' 1) .., "l;1ostiigei'ici(fsnavemorelfianoneprogiiim. . . . "';""~'.;"~~""'~'~"("";'~'''~' , ••. ~ ,t ! ,~ ! ;. - . - , ~ £ ~ ! 1 ! "'''''!~·'':1·~··!r'·~·r~'·" '- H, .' ''';''' .. ,,' .. '' h".'~";;:h''';r•• " Women tended to beheve that they 1,f,1!~t ~d~t:Jv"> must have stronger credentials to compete effectively for police posi- tions, 2) police departments may have been more rigid in their screen­ • Departments did not require a justments, and permission to attend ing of female applicants, and 3) specific major, but most classes during work hours. (See many women entering law enforce­ required that the course work table 5.) ment tended to come from other be related to law enforcement, COOPERATION BETWEEN occupations that required a college and approximately one-half of THE POLICE AND degree, such as teaching. the departments preferred criminal justice majors. ACADEMIA Colleges and universities, par­ Policy Issues • To be eligible for promotion, 8 On policy matters related to col­ percent of the departments ticularly those offering degrees and lege, the study found that 14 percent required some college beyond courses in law enforcement and of the departments had a fOlmal col­ their entry-level requirements, criminal justice, should consider the lege requirement for employment. while 5 percent wanted a implications of changes in law en­ And, in nemly all of the remaining college degree. forcement and society as the 21st departments, applicants with a col­ century nears. As police work • A notable number of police lege education were at a competitive changes, so do the skills and knowl­ chiefs indicated that they advantage in the selection process. edge needed to be effective police believed a graduate degree Other findings included the follow­ officers. Therefore, colleges and should be required for officers ing: universities should be developing in command ranks. • The number of college credits policies and modifying curricula to To encourage college enroll­ required for employment ensure that they provide the educa­ ment and graduation, departments ranged from only 15 semester tional background that meets the instituted a wide range of policies hours to a baccalaureate future needs of the police and and programs. Some of these in­ degree, with most departments society. clude tuition assistance or reim­ requiring an average of 60 To ensure that curricula and bursement, incentive pay, shift ad- semester hours. policies address the long-term prob-

------January 1992/13 Police Practices lems and needs of law enforcement, crease, along with demands for ac­ police departments and colleges countability, efficiency, and effec­ must communicate regularly. Con­ tiveness. tinuing dialogue can close the infor­ No law enforcement agency can Police mation gap between colleges and fail to recognize the changes that are Firearrns Training law enforcement agencies. How­ taking place in policing today. The Missing Link ever, the PERF study detem1ined Among those changes are an in­ that while both academics and law crease in the educational level of enforcement officials are eager for citizens and the number of police ver the past 30 years, law such exchanges, each waits for the programs based on significantly in­ Oenforcement has come a other to initiate the interaction. Only creased police-citizen interactions. long way in the quality and through dialogue can colleges and These two developments alone are quantity of firearms training universities learn of the concerns sufficient to require review of law provided to recruits, as well as to and the needs of policing. And, only enforcement educational policies. inservice personnel. In most through dialogue can law enforce·. Therefore, the question is not cases, progress was aimed at ment learn the strengths and limita­ whether college education is neces­ making firearms training more tions of colleges and universities. sary for police officers, but how realistic. Police departments must be pre­ much and how soon. However, there was a time pared to teach the physical/voca­ Substantial progress has been when officers qualified to carry a tional skills needed for policing. made in the area of police education firearm after hitting a target 7 out Similarly, they should expect aca­ within the past 20 years, but this is of 10 times unde{ very controlled demic preparation from colleges only the foundation. Both law en­ surroundings. Yet, with all of the and universities. In tum, colleges forcement and colleges and univer­ advancements made, there is one and universities must accept the re­ sities need to build on this founda­ very basic, realistic element sponsibility of shaping academic tion to meet the challenges and missing, even today, from most preparation to meet the needs of law needs of society in the 21st century. Federal, State, and local law enforcement. The future of policing depends enforcement fireatms training Unfortunately, there is a great on the future of higher education. programs. This involves the type deal of variance in criminal justice And, higher education will be the of clothing that officers wear curricula and the quality of instruc­ currency that facilitates develop­ during such training. The tion in criminal justice programs. ment of innovative police practices Goldsboro, North Carolina, Police Therefore, colleges and universities and increased responsiveness to de­ Department believes that it has with criminal justice programs mands for police service. m introduced this missing link into should explore alternatives for pro­ its firearms program. gram review, resource assessment, Footnotes and quality control. As the 21 st cen­ Background I The President's Commission on Law tury arrives, 20th century models of Enforcement and Administration of Justice, Years ago, police officer education and law enforcement 1967. firearms training consisted of must be refined. 2 The State ofPolice Educatioll: Policy Directiollfor the 21 sf Century, Police Executive using bullseye targets. Then, because law enforcement tliscov­ WHAT THE FUTURE HOLDS Research Forum (PERF), Washington, D.C., 1989. ered that few adversaries were It is apparent that law enforce­ J D.L. Carter, A.D. Sapp, and D.W. shaped like bullseyes, they began ment will continue to face more Stephens, "Higher Education as a Bona Fide using more realistic silhouette complex social problems and in­ Occupational Qualification (BFOQ) for Police: A Blueprint," American JOllmal of Police, vol. targets. The next significant creasingly sophisticated criminal 7, No.2, pp. 1-27. improvement came with the behavior as the 21st century draws 4 Davis v. Dallas, 777 F.2d 205 (5th Cir. adoption of the FBI's Practical nearer. As a result, the demand for 1985). Pistol Course, which required effective police service will in- qualification not only from differ-

141 FBI Law Enforcement Bulletin - ______The FBI Academy A Marketplace for Ideas By GINNY FIELD, M.A.

ituated on over 300 acres on personnel and local, State, Federal, results that the FBI faculty and staff the U.S. Marine Corps Base and international law enforcement offer to local, State, Federal, and Sin Quantico, Virginia, the officers, as well as provide legal and international law enforcement FBI Academy has grown and forensic training to DEA basic agencies. changed a great deal since its open­ agents. Second, the Academy's ing in 1972. Originally constructed units provide expert operational ser­ TRAINING as a national scientific and educa­ vices to other FBI divisions, to local The formal training programs tional center designed to help pro­ and State police, and to criminal offered by the FBI Academy for the fessionalize law enforcement in the justice agencies. And, finally, the law enforcement community fall United States through formal train­ FBI faculty and staff continually re­ into six categories. The largest pro­ ing, the Academy's current mission search important new areas, such as gram is the FBI National Academy, is to raise the standards and per­ investigative and forensic tech­ an II-week academic program for formance oflaw enforcement by im­ niques, weapons, and ammunition. mid-management officers held four proving the knowledge and capa­ In addition, DEA faculty train their times a year. Other programs in­ bilities of police personne1. basic agents at the Academy. How­ clude executive training institutes To accomplish this goal, the ever, this article will focus spe­ and seminars, specialized schools, Academy's faculty and staff do cifical1y on the training, profes­ field police training, international three things. First, they train FBI sional services, and the research symposia, and police fellowships.

16 I FBI Law Enforcement Bullet.u:;nl------1

The FBI National Academy networking opportunities. These other month. Thirty-five to 40 mem­ The FBI established the Na­ include the National Executive In­ bers attend each session. The cur­ tional Academy program in 1935 as stitute (NEI), the Law Enforcement riculum-conceptual in nature­ recommended by a national confer­ Executive Development Seminar covers the topical areas of future ence on crime convened at President (LEEDS), the Executive Public social, economic, and political Franklin D. Roosevelt's request. Speaking and Media Training trends. The Institute also covers cur­ Twenty-three officers attended the schools, and the National Law rent legal trends, media training, first National Academy session. Institute (NLI). foreign policy, stress management, Today, the ll-week National Acad­ ethics, and management styles. The emy program trains 1,000 munici­ The FBI National Executive program's faculty comprise leading pal, county, and State law enforce­ Institute authorities from academia, busi­ ment officers annually. Each session A IS-day executive training ness, and government. also has a limited number of spaces program, the FBI's National Execu­ allocated to Federal and interna­ tive Institute (NEI) is designed for Law Enforcement Executive tional officers. Since early 1935, the chief executive officers (CEOs) Development Seminar 167 sessions of the National Acad­ of the largest law enforcement orga­ Created in January 1981, the emy have graduated. nizations in the United States and Law Enforcement Executive Devel­ Candidates for the National various countries. The FBI invites opment Seminar (LEEDS) has Academy must be nominated by the participants based on their member­ graduated over 600 national and in­ heads of their agencies and must ship in the Major City Chiefs, em­ ternational police administrators. meet certain broad selection criteria, ployment as a 'CEO of a major law This 2-week executive development such as age, law enforcement expe­ enforcement agency, or the recom­ program, concentrating on changes rience, education, physical fitness, mendation of the FBI's legal attache and trends in the external environ­ and general reputation among their in an embassy. ment, caters to CEOs of medium­ peers. The FBI sustains all costs for The NEI, begun in 1976, con­ sized municipal or State law en­ training National Academy stu­ sists of three 5-day cycles held every forcement agencies. Attendees dents, including instruction, books, supplies, meals, lodging, transpor­ tation, and dry cleaning and laundry services. The National Academy pro­ gram consists of college-level ... the Academy's courses designed for experienced "current mission is to police administrators and command personnel. Through a long-standing raise the standards and affiliation with the University of performance of law Virginia, students can earn up to 16 enforcement by undergraduate college credits or 9 improving the graduate credits. A wide range of knowledge and vocational subjects complements capabilities of police the academic portion of the National Academy program. personnel. Executive Training Different units at the FBI Acad­ "Ms. Field is a writing instructor at the FBI Academy in Quantico, Virginia. emy offer top law enforcement executives various instructional

------______January 1992/17 ,

schools range in length from a few hours to several days, with some lasting 2 weeks. International Symposia Additionally, a wide variety of significant law enforcement issues are discussed in symposia held "Based at the regularly at the FBI Academy. The FBI Academy, Academy creates an international the HRT forum with a climate conducive for remains in a discussing current and emerging constant state ideas in law enforcement. Issues of training .... " such as drug demand reduction, vio­ lent crime, futuristics, DNA testing, and laboratory management make up just a few of the topics. choose from 15 electives to design 3 NLI biannually, devoting one ses­ Each year, international sympo­ days of their program. One day is sion to legal advisors and one to sia also search out topics of interest allotted to media training. prosecutors. to the forensic science community. Since 1983, the Academy has held Executive Public Speaking and Specialized Schools 14 symposia dealing with current Media Training For officers needing more tai­ forensic issues for over 2,700 scien­ In early 1989, Academy in­ lored instruction, the Academy also tists worldwide. structors began teaching two special offers specialized schools dealing Police Fellowships skills-oriented courses entitled "Ex­ with a broad range of criminal jus­ ecutive Public Speaking" and "Ex­ tice-related topics, including man­ The National Center for the ecutive Media Training." These agement, communications issues, Analysis of Violent Crime courses comprise 3 days of instruc­ and behavioral science and forensic (NCAVC), established in June tion and role playing designed to technologies. Training in these spe­ 1984, is a behavioral science and help executives in public speaking. cialized schools ranges in length data processing center oriented to­ writing, dealing with the news me­ from 3 days to 4 weeks. ward law enforcement. Two units dia, and appearing on television. within the NCAVC-the Behav­ Field Police Training ioral Sciences Services Unit The National Law Institute For over 40 years, the FBI (BSSU) and the Investigative Sup­ Since 1984, the Academy has Academy's Field Police Training port Unit (ISU)-coordinate a 10- presented the National Law Institute Program has provided training to month Fellowship Program in (NLI) , a 1-week training program the law enforcement community, criminal investigative analysis. designed for police legal advisors, free of charge, in investigative, This program trains selected violent and since 1989, also for prosecu­ managerial, and administrative mat­ crime investigators from local, tors. The NLI may be the only na­ ters. While Special Agents from one State, Federal, and international law tional training provided for the of the FBI's field divisions provide enforcement agencies at no cost to cadre of attorneys serving as fu11- much of the training, as time and the agency. After 3 months of inten­ time legal advisors to law enforce­ budget restrictions allow, instruc­ sive training and academic pro­ ment agencies nationwide and for tors from the Academy also travel to grams, the Fellows analyze and con­ State and local prosecutors and first local, State, and regional facilities to sult on ongoing and unsolved assistants. The Academy hosts the conduct schools. Most of the crimes of violence. Graduates return to their agencies to offer their ser­ unusual, bizarre, or repetitive vio­ and incorporates this information vices to their law enforcement orga­ lent crimes. It is divided into three into criminal investigative analyses. nizations. Thirty-two men and subunits: The Criminal Investiga­ women have graduated from the tive Analysis Subunit, the Violent The Special Operations and Fellowship Program since 1984. Criminal Apprehension Program Research Unit (SOARU) (VI CAP) Subunit, and the Arson The SOARU provides opera­ PROFESSIONAL SERVICES and Bombing Investigative Ser­ tional support in the various compo­ TO LAW ENFORCEMENT vices Subunit. These subunits pro­ nents of crisis management, hostage Another way the FBI Academy vide investigative support through negotiation, and special weapons fulfills its goal of professionalizing profiles of unknown offenders, and tactics (SWAT). SOARU per­ law enforcement is by offering in­ personality assessments, search sonnel also provide, by request, on­ vestigative and operational help to warrant affidavit assistance, expert scene or telephonic operational as­ the law enforcement community. sistance in crisis or hostage The Academy's programs and re­ situations. sources in this area include the Na­ tional Center for the Analysis of ... the FBI Academy The Forensic Science Research Violent Crime, the Forensic Science "fulfills its goal of and Training Center Research and Training Center, tele­ Added to the FBI Academy in conferences, and the Hostage Res­ professionalizing law 1981, the Forensic Science Re­ cue Team. enforcement". .. by search and Training Center offering investigative (FSRTC) provides the international The National Center for the and operational help to law enforcement community with a Analysis of Violent Crime the law enforcement resource dedicated to research and In addition to its role in training, training in forensic science. The the National Center for the Analysis community. , , FSRTC coordinates and sustains a of Violent Crime (NCAVC) also broad-based program that includes provides professional services to testimony, and on-site crime scene hosting international symposia and law enforcement. The NCAVC of­ assessments. They also provide providing investigative support in fers these services through its three consultations on major violent such areas as bomb data analy­ member units: The Behavioral Sci­ crimes, investigative strategies, in­ sis, digital image processing, and ence Services Unit, the Investiga­ terviewing techniques, and prosecu­ DNA analysis. Technical informa­ tive Support Unit, and the Special tion strategy. tion and resource material available Operations and Research Unit. In addition, the ISU serves the through the FSRTC's Forensic Sci­ national law enforcement commu­ ence Information Resource System The Behavioral Science nity through two computerized net­ (FSIRS) increase communication Services Unit (BSSU) work programs: VICAP and the Ar­ and cooperation between the FBI The BSSU principally provides son Information Management Laboratory and forensic scientists training in violent criminal matters. System (AIMS). VICAP collects, around the world. However, it also acquaints the collates, and analyzes aspects of criminal justice community with re­ violent crimes to be compared, Teleconferences sources available in the NCA Vc. identified, and charted through Many organizations use satel­ computer analysis. It then alerts lites to deliver televised training and The Investigative Support Unit agencies that may be seeking the education programs, and the FBI (ISU) same offender for crimes in their Academy is no exception. A mul­ The ISU offers investigative jurisdictions. AIMS detects tempo­ tiagency training network co-spon­ and operational support to law en­ ral and geographic patterns found in sored by the FBI Academy and the forcement agencies confronted with serial arson and bombing incidents Kansas City, Missouri, Police De-

------January 1992/19 partment, the Law Enforcement dedicate themselves to enhancing port law enforcement in the fight Satellite Training Network the profession's effectiveness against violent crime, terrorism, and (LESTN) has offered free or low­ through research, four units conduct drug trafficking. The program con­ cost video teleconferences to law the most prominent studies: The centrates on biochemistry, drug and enforcement since March 1986. An­ NCA VC, the FSRTU, the Firearms explosive detection and analysis, nually, LESTN broadcasts six live Training Unit (FTU), and the Op­ immunology, chemistry, physics, teleconferences to an audience of erations Resource and Assessment and polygraphs. The Visiting Scien­ over 20,000 officers. Set as a long­ Unit (ORAU). tist Program allows forensic scien­ distance classroom, the teleconfer­ tists from crime laboratories and ences allow law enforcement per­ NCAVC's Research and academia to conduct research at the sonnel from every State, parts of Development Program FSRTC. Canada, and the Caribbean to talk NCAVC'sResearchandDevel­ The Firearms Training Unit directly with program speakers opment Program focuses on about important issues. multidisciplinary studies in serial The Firearms Training Unit's (FTU's) research has significantly The Hostage Rescue Team impacted law enforcement. While The FBI formed the Hostage the unit's members research such Rescue Team (HRT) in early 1983 areas as nonlethal weaponry, body as a special counterterrorist force armor, and alternative weapon sys­ "The Academy creates tems, their main thrust involves offering a tactical option for extra­ ordinary hostage situations occur­ an international forum continually testing and researching ring within the United States. Based with a climate a variety of ammunition and weap­ at the FBI Academy, the HRT re­ conducive for ons. The unit publishes its findings mains in a constant state of train­ discussing curre!!t and each year in an Ammunition Test ing, research, and of course, readi­ Report, which is sent to any agency emerging ideas in law requesting it. The FTU plans to do ness. When notified by the Director enforcement. of the FBI or his designated repre­ the same with the test results from sentative, the team can deploy its new weapons testing program. within 4 hours, with part or all of its The Operations Resource and personnel and resources, to any lo­ " Assessment Unit cation within the United States orits and violent crimes, arson, threats, territories. computer crime, and counterintelli­ The Operations Resource and gence matters, as well as hijacking, Assessment Unit (ORAU) at the RESEARCH crisis management, and areas relat­ FBI Academy identifies, designs, Research conducted at the ing to hostage negotiation and and conducts major, often innova­ Academy plays an important role SWAT operations. Faculty from tive, research projects to use in in the continued development of major universities, members of the fonning policy and making opera­ the law enforcement profession. mental health and medical profes­ tional decisions within the law en­ The Academy's staffresearchforen­ sions, and other law enforcement forcement community. Some of the sic and investigative techniques, representatives join the Center's areas this unit covers include offi­ strategies, and equipment that sup­ staff on these research projects. cer survivability, law enforcement port and enhance law enforce­ training needs, law enforcement ment's ability to perform its duties. FSRTC's Research stressors, officer fitness, and un­ Then, they share their findings with The FSRTC' s research program dercover agent profiles. Most of other law enforcement agencies works to develop new forensic these are long-term or ongoing worldwide. analysis methods and standardize studies, the results of which will While all units at the Academy techniques and procedures to sup- become available to law enforce- ment agencies later through publi­ 1992 LESTN Teleconferences cations, courses, conferences, or consultations. or 7 years, the Law Enforce­ viewing audience. Programs are Additionally, the ORAU con­ F ment Satellite Training presented at no cost to law en­ sults with law enforcement agencies Network (LESTN), sponsored by forcement, and agencies are regarding research methods, evalua­ the Federal Bureau of Investiga­ encouraged to videotape LESTN tion techniques, statistics, and un­ tion and the Kansas City, Mis­ broadcasts for future training uses. dercover/field operational func­ souri, Police Department, has Agencies can receive broad­ tions. It provides instruction in broadcast video teleconferences to casts if they have a C-Band dish job-oriented statistics, research law enforcement agencies nation­ antenna and a tuner. Or, they can methods, and evaluation. wide. The training and education use a facility that has satellite The OARU also administers the programs featured on LESTN receiver equipment, such as an Academy's three-story libra:iY, cover a wide array of law enforce­ emergency services center, hospi­ which contains over 40,000 docu­ ment topics. tal, etc. Also, many community ments, one of the largest law en­ In 1992, six teleconferences colleges and universities offer their forcement collections in the world. are scheduled. The dates and viewing sites and recording Law enforcement professionals topics of each are as follows: centers as a courtesy to police throughout the world use the re­ • February 12 departments. search services provided by the As a means of notifying "Wellness and Fitness Pro­ library's trained staff. agencies of LESTN teleconfer­ grams: A Holistic Approach ences, a bimonthly flyer announc­ CONCLUSION to Health" ing the programs is sent to all law Over the years, the FBI Acad­ • AprilS enforcement agencies. The flyer emy has developed into a unique "Handling Individuals Under lists the schedule and satellite training center for law enforcement. the Influence of Drugs and coordinates for each program, The Academy's facilities are tech­ Alcohol" which are also announced on each nologically advanced and well­ live broadcast. • June 10 maintained, and its faculty is Because LESTN is classified uniquely qualified both academi­ "Field Training Officer as an occasional broadcast service, cally and by virtue of their vast ex­ Programs: Selection, Train­ the satellite coordinates may perience in law enforcement as both ing, and Evaluation" change occasionally. Therefore, instructors and researchers. The • August 12 agencies should check the coordi­ Academy's staff continually strives nates listed in each flyer to "Ethics: Doing the Job Right to fulfill its primary goal of ensure that they receive the and Doing the Right Job" professionalizing the law enforce­ teleconference. ment community by combining the • October 12 For more information on best elements of both the academic "Policing in the 21st Century" LESTN teleconferences, contact and vocational worlds. the FBI Teleconference Program, • December 9 Thus, the Academy provides FBI Academy, Quantico, Virginia local, State, Federal, and interna­ "Evaluation of Managers: 2213~, 1-703-640-1145, or the tionallaw enforcement with formal Measuring Management's Teleconference Program, Video training of many kinds, investiga­ Performance" Seminar Unit, Police Department, tive and operational support, and the Each teleconference lasts 3 2700 East 18th Street, Kansas results of exhaustive research into hours, from noon to 3:00 p.m. City, Missouri 64127, 1-816-482- all areas oflaw enforcement. It truly Eastern Standard Time, and 8250. m is a marketplace for ideas. m includes telephone calls from the

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