Competency-based education: An alternative for criminal justice education?

Over the last several years, criminal justice education In the United States has increased dramatically. Much of this growth has been in response to the needs of an evolving criminal justice field. However, there is some concern among professionals that the criminal justice system needs to be impacted more directly, and that institutions of higher learning need to be impetus for this change. To complete this task, curricula in higher education programs need to become more relevant to the needs of the system, while not ignoring the student of the educational system. This article examines the use of competency-based education (CBE) as a model that will serve the criminal justice student of today and the criminal justice system of tomorrow.     

Of Athenians and Spartans: Profiles of freedom and enlightenment in the leadership styles of criminal justice academic administrators: An essay

This essay examines the dubious relationship between the quality of criminal justice education and the kind of treatment faculty members and students receive from their academic administrators. It is based on three premises: criminal justice colleges and departments should be held to higher rational and moral standards not because they are qualitatively different from other liberal arts departments, but because they teach justice; if the virtues of criminal justice are worth teaching, then criminal justice faculty members and students should be treated in a manner consistent with these virtues; and treating criminal justice faculty members and students unfairly, disrespectfully, or irresponsibly makes them unable or disinterested in endorsing the noble nature of criminal justice. This article categorizes academic administrators as either Athenians or Spartans. The former are best suited intellectually and temperamentally to administer because they possess a talent for reasoning and act in good faith. The latter are unsuited because, regardless of how well they mask it, they practice domination, deception, favoritism, and indignity.This essay is a theoretical discourse based on the contiguity of modalities, experiences, and impressions generally shared by criminal justice educators and graduate students. Its logic is Humeian and its method is broadly ethnographic.     

Accreditation: Is it necessary? Yes!

Few issues in the past decade have aroused the interest of the criminal justice education community as much as accreditation. What accreditation of criminal justice educational programs can and cannot do is currently the subject of national debate. The goals of criminal justice accreditation, the organization of the Criminal Justice Accreditation Council that administers the accreditation project, the costs involved, and the development of accreditation guidelines are analyzed in the following article. The potential advantages and possible pitfalls of accreditation are reviewed, as are some of the legal problems in the accreditation process, such as the confidentiality of accreditation decisions.My purposes in writing this article are (1) to analyze the criminal justice accreditation efforts to date, (2) to present and to expand on the serious issues facing criminal justice education and how these are related to the desirability of having accreditation, and (3) to reflect on the problems thwarting the attempts of criminal justice education to move into a strong accrediting position. This report is meant to provide information, both general and specific, to those in all fields of education who are interested in improving criminal justice education. It is intended to stimulate thought as well as to give this writer's perspective on the accreditation efforts currently being carried out by the Criminal Justice Accreditation Council (CJAC) under the overall leadership of the Academy of Criminal Justice Sciences (ACJS). Educators and administrators often discuss accreditation in relation to their programs. Perhaps this article will clarify some of the issues and encourage a responsible approach to the improvement of criminal justice education.     

The impact of higher education on crime orientations

The formulation of crime policy is as complex as the phenomenon of crime itself. Numerous orientations to crime vie for consideration in the policy process, and the result is usually a confounding mixture of concepts and policies. It is the purpose of this study to analyze four prevalant orientations to crime and to assess the impact of a college education on student attitudes toward the different orientations. The findings suggest that criminal justice education and higher education, in general, have a significant impact on individuals' perceptions of the causes of crime and the functions of the criminal justice system. Given the increased emphasis on higher education within the justice system, the educational process is likely to play an important role in the evolution of criminal justice policies.     

Reports of our death are greatly exaggerated: A study of criminal justice academic program survival in Alabama

It has been suggested that the reduction of and eventual termination of LEEP funds for the education of inservice justice system employees would lead to a reduction in the size of criminal justice academic programs with attendant termination of many programs. However, academic programs are rarely terminated and tend to develop their own constituencies. This study examined the survivability of criminal justice academic programs in Alabama and found that while there may have been a reduction in size at some point, the criminal justice programs continue to survive, are experiencing growth in student population, and have longterm plans for program development.     

Criminal justice faculty and criminal justice students: A case for the missing data

This article reviews the most current criminal justice education research. It examines the interrelationship between the work of the John Jay College of Criminal Justice, the Academy of Criminal Justice Sciences, the Joint Commission on Criminology and Criminal Justice Education and Standards, and the National Advisory Commission on Higher Education for Police, and describes and compares some of their more important findings. Discussed are types of criminal justice programs; characteristics of criminal justice faculty, particularly in terms of earned academic degrees; agency work experience; commitment to research and teaching; types of criminal justice curricula, as typified by certain educational philosophies; and criminal justice students. Although this article notes several areas with which future research might become fruitfully involved, the area in need of most immediate attention, and the area that current research has all but ignored, is the criminal justice student.     

Educational saliency and careers in criminal justice: The case of Louisiana

While there is little consensus as to the exact form and structure of an academic criminal justice program, the traditional model of higher education, with its emphasis on qualified and productive faculty, has gained popular acceptance in the past decade. Concurrently, graduates of criminal justice programs have often found that prospective employers do not value their degrees. This article explores the relationships between student evaluations of their educational experiences, the structural characteristics identified as essential to an educational program, and the mechanisms used by ex-students to reduce dissonance caused by employer rejection or a poor job market.In 1980 a total of 411 recent graduates of eight criminal justice programs in Louisiana responded to a questionnaire designed to measure their attitudes toward and evaluations of their educations. Several key structural variables frequently associated with quality higher education failed to predict student evaluations. Two exceptions were ration of senior faculty and ratio of ex-police as faculty, and the effects of these variables on student evaluations were inverse. Overall, the best predictor of the saliency of one's educational experiences was the student's evaluation of the current job market in criminal justice. This variable was followed, in descending order by sex, ratio of faculty with senior rank, years since graduation, type of degree granted, and ratio of ex-police as faculty.     

Criminal justice students: A research note

During the last five years, there have been a good deal of discussion about the nature, purpose, and future of criminal justice education. On the whole, this research has focused upon three areas of investigation. First, it has focused upon the distribution of criminology and criminal justice programs and majors within the United States. Aside from a few comments about the composition of student bodies as an aspect of the makeup of criminal justice programs (Bennett and Marshall, 1979; Berger, 1980), there is little analysis of criminal justice students. This research note focuses upon an on-going longitudinal research effort which is tracking a cohort of criminal justice majors from their upper level college experience through the first few years of their early career development.     

Criminal justice policy and the psychology of peacemaking

Psychology which once was a primary influence on the development of criminal justice policy has, in recent decades, lost much of its ability to inform how laws and policies are made that concern punishment and social control. The reason for psychology's loss of inluence can be traced to the war on crime political rhetoric adopted by politicians and criminal justice administrators. This paper argues that an emerging peacemaking perspective in the criminal justice system allows the discipline of psychology to once again inform the discourse on criminal justice policy. Issues such as drug abuse, gun control, and capital punishment are appropriate subjects for a psychological perspective in the national debate on criminal justice policy.     

Assessing the effects of LEAA demise on criminal justice higher education

The historical growth of criminal justice education programs can be directly related to the creation of LEAA and the education incentive program, LEEP. With the demise of LEAA and federal funding, there is the natural question of what effect, if any, this lack of financial support might have on criminal justice education programs. A stratified sample of 125 colleges and universities having such programs was surveyed to determine possible effects in student enrollments, characteristics, research funding, and other perceived changes. The data illustrate that changes in student characteristics appeared to be more significant in relation to enrollment changes than did LEAA/LEEP withdrawal. Program increases have been generally related to increases in full-time, preservice students and larger numbers of minorities and females. Programs which relied heavily on part-time, in-service students declined the most in enrollments. Colleges and universities with growing graduate programs experienced growth in bachelor and associate degrees as well. The demise of LEAA funding appears to have negatively affected most dramatically technical type programs which attracted large numbers of in-service, male, part-time students. Those which broadened their student characteristics appear to have been less affected.     

Professionalizing Prison: Primitive Professionalization and the Administrative Defense of Eastern State Penitentiary, 1829–1879

This article describes the process of “primitive professionalization”—the efforts of a small set of actors to claim professional status before their field has professionalized. Using a case study of Eastern State Penitentiary (1829–1879), I examine the strategies by which one prison's administrators claimed status as professionals—those whose command of a specialized knowledge grants authority within their domain. Eastern's administrators deployed a series of evolving discursive strategies aimed at establishing themselves as professionals long before more formal, field‐wide efforts to professionalize criminal justice. These strategies allowed Eastern's administrators to establish their professional status without traditional status markers of national networks, college degrees, or special training, which emerged later. Beyond illustrating a new pathway to professionalization, examining criminal justice professionalization at this early stage illuminates the early prison's precarious position and the internecine warfare among actors competing to control its meaning.     

Criminal Justice Education and Training in North Carolina: History and Development from 1920 to 1980

This paper examines and analyzes primary and secondary data relative to the history and development of criminal justice education and training in North Carolina for six decades. Emphasis is focused on the early attempts to provide education and training for criminal justice personnel from 1920 to 1940, the expansion and improvement in criminal justice education and training from 1940 to 1960, and the establishment of criminal justice education and training programs in two-year community colleges and technical institutes and four-year senior public and private postsecondary education institutions from 1960 to 1980. In addition to discussing the similarities and differences in the methods utilized by institutions to establish criminal justice education and training programs, this paper discusses the curricula, course offerings, and characteristics of the faculties, as well as internal and external conditions, forces, and factors that influenced the history and development of education and training programs for criminal justice personnel. As a result of the impact of these and various influences from within police departments and individual institutions, educational and governmental state agencies, and from demands and needs of criminal justice personnel and society for better protection and safety, criminal justice education and training programs were in force at 15 two-year community colleges, 30 two-year technical institutes, 10 four-year senior, public institutions, and eight four-year, senior, private institutions in North Carolina in 1978.     

Literature in criminal justice education

Although generally accepted as an interdisciplinary field, criminal justice has focused on the social sciences. Criminal justice education, if it is to remain vital and growing, has to experiment with courses involving material beyond the social sciences. Using examples found in many law schools, criminal justice instructors can employ the art or humanity of literature in their classes. Fiction, especially short stories and one-act dramas, can be inserted into core courses or used as the basis for a special course on criminal justice and literature. The new approach offered by literature encourages students to reexamine various aspects of the criminal justice system.     

Innocence Commissions: Due Process Remedies and Protection for the Innocent

Currently the American criminal justice system has no institutional mechanism to evaluate the conviction of an innocent person. An innocence commission would fill this gap. The commission would automatically review any acknowledged case of wrongful conviction, whether the conviction was reversed on post-conviction DNA tests, or through development of new evidence of innocence. Upon review of these cases, the commission would recommend remedies to prevent such miscarriages of justice from happening again. This paper commences with a review of the primary areas of wrongful conviction, followed by recommendations made with respect to the substantive components constituting innocence commissions. To empirically demonstrate the fiscal soundness of creating an innocence commission, data was gathered pertaining to the state of Arizona. Statements from criminal justice professionals and politicians in support of innocence commissions conclude our discussion.     

General systems theory and criminal justice

Criminal justice agencies are organized sequentially — “output” from one agency is “input” to the next — but most scholars argue that criminal justice is not a system in a theoretical sense. In this article, it is argued that general systems theory (GST) reveals important insights into criminal justice structures and functions. Specifically, it is argued that the criminal justice system processes “cases” rather than people, and that the common goal of criminal justice processing is to “close cases so that they stay closed.” It also is argued that processing capacity progressively declines, in that at each system point the subsequent agency cannot input as many cases as the previous agency can output. Each agency therefore experiences “backward pressure” to close cases in order to reduce input to the next agency. Overall, this article highlights that criminal justice agents and agencies are best understood as operating in the context of the larger whole, thus it is concluded that criminal justice is a system in the sense of general systems theory.     

Relative prestige of criminal justice doctoral programs

Organizational sets are made up of organizations with interchangeable personnel, important activity common to members, and a prestige order. The prestige order in other academic disciplines has been identified, and the survey reported here was an attempt to provide some preliminary information on the prestige order among criminal justice doctoral programs. A survey of a sample of Academy of Criminal Justice Sciences members and other criminal justice educators revealed several programs consistently receiving high ratings. These programs are likely to have a substantial influence on the development of criminal justice graduate education by providing models for graduate programs, personnel to staff criminal justice programs, and establishing the standards by which quality education will be defined. In addition, the importance of a list of characteristics pertaining to quality education was examined, and library resources and several faculty attributes emerged as those perceived as most important for quality doctoral education in criminal justice.     

Student Perceptions of Juvenile Offender Accounts in Criminal Justice Education

In criminal justice programs, a major teaching objective is to expose students to the wide range of experiences and career paths available in criminal justice. Technological advances increase instructional strategies so that students may gain more realistic educational experience and correct erroneous perceptions about the criminal justice system. This paper describes one such strategy for online criminal justice students, a virtual prison tour, founded on the principles of social learning, experiential learning, and e-learning. In an upperclass course in juvenile delinquency, 43 students viewed a video of incarcerated juvenile offenders recounting their experiences of institutionalization, sentences, challenges, programming, and fears upon release. Student responses to seven quantitative questions and one qualitative question revealed that the video greatly impacted their attitudes, understanding, and perceptions of the juvenile justice system and provided pedagogical benefits. This strategy can be used to help criminal justice educators enhance student learning so that students experience a major aspect of the juvenile justice system.     

Forensic science and criminal justice: An analysis of curricular models

The multi-disciplinary field of forensic science frequently finds its academic home within criminal justice programs. After examining the reasons for this academic linkage, an analysis of criminal justice curricular models and courses was undertaken to assess their applicability to forensic science education and careers. The authors concluded that the relationship between criminal justice and forensic science can be mutually beneficial; however, most criminal justice programs do not provide adequate preparation for meaningful careers in forensic science.     

Criminal justice: An emerging academic profession and discipline

The recent history and current trends of criminal justice educational programs are examined in light of traditional definitions of professions, disciplines, and sciences. The author concludes that criminal justice is clearly emerging as a unique academic profession and as a nontraditional discipline. The nature of contemporary criminal justice education is discussed to develop predictions of its directions.