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Academic Education
Graduate Degrees
Master of Arts in Criminal Justice - M.A.C.J.
The Master of Arts in Criminal Justice (MACJ) degree from Arizona State University provides an in-depth study of the criminal justice professionals with a focus on law enforcement, corrections, forensics, criminology, and the court system. The degree program also requires an extensive data analysis and research component to demonstrate competency by synthesizing and applying core knowledge and skills to problems in the criminal justice system. The importance of the knowledge gained through the MACJ curriculum is underscored by the emerging trends and changes that are occurring in the criminal justice system as a result of changes in demographics, increased multicultural populations, technological developments, and terrorist activities. (2)
Coursework
CRJ 501 – Introduction to Criminal Justice: This course provides an overview American criminal justice system with an emphasis on the agencies that are responsible for the administration of justice. Students are introduced to policy issues associated with police operations, the judicial system, sentencing guidelines, corrections, and the juvenile justice system.
CRJ 502 – Introduction to Criminology: With a focus on the nature, causes, and prediction of criminal behavior, this course explores the historical need in societies to shape and control the behavior of their members so that they conform to established group norms. Study includes an examination of social sciences and legal system which acts coercively against rule violators.
CRJ 510 – Criminal Justice Planning and Program Evaluation: The strategic planning models for criminal justice policies and practices is provided through this course with a focus on the principles, techniques, and practices of program evaluation to include advanced methods of evaluation research in a real-world environment.
CRJ 513 – Courts and Sentencing: This course examines the essential functions, structure, and organization of the federal and state court systems, with particular attention on the criminal courts, the decision-making patterns of actors in judicial process, politics of judicial system, trial process, as well as the philosophy and practice of sentencing and corrections.
CRJ 516 – Criminal Justice Organization and Management: Students are provided with critical evaluation and application of policy issues associated with the organization and management of criminal justice agencies to include a review of management principles and effective leadership techniques to address present-day challenges and concerns in the criminal justice system.
CRJ 520 – Violent Crime: This course focuses on the broad range of violence through an in-depth analysis of the causes, context, and control of a wide range of violent crimes in America through the study of research on violence, theoretical causes of violent crime, patterns of violent crime, theoretical explanations of violence, prevention of violent crime, the punishment and treatment of violent offenders, as well as the application of current knowledge to social policy.
CRJ 522 – Gangs and Crime: A review of the theoretical perspectives and research on gangs and crime in America is explored through study of why gangs form, motivations for joining gangs, society’s response to the gang problems, the role of the community and the criminal justice system in the causes and control of gang membership and gang crime as well as the various types of gangs (street gangs, prison gangs, criminal gangs, etc.), gender and age-based gangs, outlaw motorcycle gangs, military gangs, and transnational gangs.
CRJ 598 – Forensics: Students are introduced to the basic concepts in Forensic Science through study of using forensics to investigate and solve crimes, crime scene evaluation, evidence collection techniques, crime lab operations, equipment and technology used to analyze and interpret physical evidence as well as the presentation of evidence in court in a manner that allows a jury to better understand the nature of what they are being told or shown.
CRJ 598 – Death Penalty: This course provides students with historical and contemporary perspectives on the use of capital punishment in the United States through in-depth study of Supreme Court decisions relating to the constitutionality of the death penalty, controversies surrounding the continued use of the death penalty as a sanction, issues of potential innocence, special populations, methods of execution, race and gender biases, costs, deterrence, and impact on international relations.
CRJ 511 – Applied Data Analysis in Criminal Justice: Study of the tools used for research design, sampling, measurement, data collection, interviewing, participant observation and ethical concerns is provided through this course with a focus on developing proficiency in quantitative and qualitative data analysis techniques.
CRJ 505 – Theory and Practice in Criminal Justice: This capstone course is taken during the last semester of coursework and requires that the student integrate material from required and elective coursework to finalize research activities and writing of a thesis focusing on a criminal justice policy or practice.
CRJ 502 – Introduction to Criminology: With a focus on the nature, causes, and prediction of criminal behavior, this course explores the historical need in societies to shape and control the behavior of their members so that they conform to established group norms. Study includes an examination of social sciences and legal system which acts coercively against rule violators.
CRJ 510 – Criminal Justice Planning and Program Evaluation: The strategic planning models for criminal justice policies and practices is provided through this course with a focus on the principles, techniques, and practices of program evaluation to include advanced methods of evaluation research in a real-world environment.
CRJ 513 – Courts and Sentencing: This course examines the essential functions, structure, and organization of the federal and state court systems, with particular attention on the criminal courts, the decision-making patterns of actors in judicial process, politics of judicial system, trial process, as well as the philosophy and practice of sentencing and corrections.
CRJ 516 – Criminal Justice Organization and Management: Students are provided with critical evaluation and application of policy issues associated with the organization and management of criminal justice agencies to include a review of management principles and effective leadership techniques to address present-day challenges and concerns in the criminal justice system.
CRJ 520 – Violent Crime: This course focuses on the broad range of violence through an in-depth analysis of the causes, context, and control of a wide range of violent crimes in America through the study of research on violence, theoretical causes of violent crime, patterns of violent crime, theoretical explanations of violence, prevention of violent crime, the punishment and treatment of violent offenders, as well as the application of current knowledge to social policy.
CRJ 522 – Gangs and Crime: A review of the theoretical perspectives and research on gangs and crime in America is explored through study of why gangs form, motivations for joining gangs, society’s response to the gang problems, the role of the community and the criminal justice system in the causes and control of gang membership and gang crime as well as the various types of gangs (street gangs, prison gangs, criminal gangs, etc.), gender and age-based gangs, outlaw motorcycle gangs, military gangs, and transnational gangs.
CRJ 598 – Forensics: Students are introduced to the basic concepts in Forensic Science through study of using forensics to investigate and solve crimes, crime scene evaluation, evidence collection techniques, crime lab operations, equipment and technology used to analyze and interpret physical evidence as well as the presentation of evidence in court in a manner that allows a jury to better understand the nature of what they are being told or shown.
CRJ 598 – Death Penalty: This course provides students with historical and contemporary perspectives on the use of capital punishment in the United States through in-depth study of Supreme Court decisions relating to the constitutionality of the death penalty, controversies surrounding the continued use of the death penalty as a sanction, issues of potential innocence, special populations, methods of execution, race and gender biases, costs, deterrence, and impact on international relations.
CRJ 511 – Applied Data Analysis in Criminal Justice: Study of the tools used for research design, sampling, measurement, data collection, interviewing, participant observation and ethical concerns is provided through this course with a focus on developing proficiency in quantitative and qualitative data analysis techniques.
CRJ 505 – Theory and Practice in Criminal Justice: This capstone course is taken during the last semester of coursework and requires that the student integrate material from required and elective coursework to finalize research activities and writing of a thesis focusing on a criminal justice policy or practice.
Capstone Project
The Performance of Police Order Maintenance Functions by Private Security Officers
My capstone project involved the examination of whether private security officers in the United States have the knowledge needed to perform police order maintenance functions within contemporary American society. Research activities focused on the: pluralistic nature of policing in American society; concept of order maintenance policing functions; order maintenance policing functions as performed by public police officers and private security officers; and legitimate exercise of police enforcement authority by private security officers.
Is government oversight of the private security industry in the United States sufficient to ensure that security officers possess the knowledge needed to perform core police order maintenance functions in American society?
From the perspective of criminology, the order maintenance policing function has been the subject of numerous crime control research studies during the last three decades. Similarly, studies within the last three decades have also begun to focus on the increasing use of security officers to perform core police functions in the United States. However, scholarly research focused on the use of private security officers as agents of social control in the performance of police order maintenance functions in contemporary American society are less prevalent and when available, are dated.
Master of Human Resource Development - M.H.R.D.
Human Resource Development (HRD) is a process used to develop talent and improve the learning and performance of individuals and organizations to enhance their competence, effectiveness, and change. Educators in both the traditional classroom setting and online learning environment work to work to maximize the performance and potential within the fields of: training, learning and development; individual and organizational performance improvement; and, strategic HRD. The program provides participants with the opportunity to learn innovative approaches to address contemporary challenges in the workplace including leadership, ethics, strategy, adult education, and diversity while engaging in high-quality, applied research and professional learning. (3)
Coursework
INED 8150 – Seminar in Human Performance Improvement: Introduction to the assessment and evaluation of training programs designed to improve human performance in the workplace. Students develop critical judgment skills necessary to diagnose organizational performance issues, identify root causes of performance gaps, implement appropriate solutions, and evaluate results.
INED 8450 – Needs Assessment in Education and Industry: Theory and practice of needs assessment activities in human resource development (HRD) programs; importance of the process to the identification of content/curricula topics and the overall training environment; specific methodologies used in the needs assessment process; supportive components of various program planning systems.
INED 8470 – Instructional System Design: Theory and practice of instructional systems development activities in human resource development (HRD) programs; identification, selection and organization of subject matter appropriate for competency-based training (CBT) programs; occupational analysis techniques; rationale statements, goals and objectives; related instructional materials; participant evaluation; and instructional scheduling.
HRD 8600 – Instructional Material Development: Development and application of instructional materials and laboratory activities for training programs in education and industry; reinforcement of instructional training concepts and materials development procedures that are applied across human resource development (HRD) programs.
HRD 8490 – Evaluation of Training and Development Programs: Theory and practice of evaluation processes related to training and development in human resource development programs; developing a results-oriented approach based on specific criteria or standards; designing instruments; determining program costs; and collecting, analyzing and interpreting data to ascertain return on investment
HRD 8300 – Concepts of Human Resource Development: Theory and practice of contemporary applications of human resource development (HRD) programs; training and development functions; strategies for designing and developing programs; and application of methods, techniques and resources in the context of changing needs, technologies, demographics and economic circumstances that create the demand for different skills and knowledge in the workforce.
HRD 8700 – Consulting in Education and Industry: Theory and practice of external and internal consulting practices in human resource development programs; dynamics of a professional helping relationship; methods and techniques for initiating and terminating consulting relationships; diagnosing client situations; identification, selection and implementation of alternative problem solutions; evaluation of professional consulting relationships.
INED 8650 – Training in American Industries: In-depth review of adult learning characteristics for application of educational theories and methods to the design and delivery of instruction; techniques for maximizing engagement, motivation, collaboration, and team-building among adults in the workplace; the appropriate use of technology for the creation and implementation of effective instructional programs that best support learning and organizational goals.
HRD 8460 – Applied Public Relations: Practical knowledge and hands-on experience in public relation tools and tactics including press releases, public service announcements, crisis communication plans, speeches, newsletters, and special events to help improve the programs and services of educational organizations.
ENGL 6900 – Advance Business and Technical Writing: Application of the theories and practices of written, graphic and oral communication to include preparation of course descriptions, rationales and syllabi in the academic environment.
PSYC 8630 – Psychology of Work Motivation: Exploration of how behavior science is applied in the workplace to motivate employees including with a focus on industrial and organizational psychology, job analysis, employee selection, performance evaluation, job satisfaction, leadership, and team development.
INED 8890 – Research in Education: Introductory course to familiarize human performance improvement professionals with the nature of research and reporting processes and to help develop the necessary criteria to become critical, analytical consumers of published research.
HRD 8970 – Applied Research and Development: This capstone course is taken during the last semester of coursework and requires that the student select a special problem related to training and human resource development to complete a final written project.
INED 8450 – Needs Assessment in Education and Industry: Theory and practice of needs assessment activities in human resource development (HRD) programs; importance of the process to the identification of content/curricula topics and the overall training environment; specific methodologies used in the needs assessment process; supportive components of various program planning systems.
INED 8470 – Instructional System Design: Theory and practice of instructional systems development activities in human resource development (HRD) programs; identification, selection and organization of subject matter appropriate for competency-based training (CBT) programs; occupational analysis techniques; rationale statements, goals and objectives; related instructional materials; participant evaluation; and instructional scheduling.
HRD 8600 – Instructional Material Development: Development and application of instructional materials and laboratory activities for training programs in education and industry; reinforcement of instructional training concepts and materials development procedures that are applied across human resource development (HRD) programs.
HRD 8490 – Evaluation of Training and Development Programs: Theory and practice of evaluation processes related to training and development in human resource development programs; developing a results-oriented approach based on specific criteria or standards; designing instruments; determining program costs; and collecting, analyzing and interpreting data to ascertain return on investment
HRD 8300 – Concepts of Human Resource Development: Theory and practice of contemporary applications of human resource development (HRD) programs; training and development functions; strategies for designing and developing programs; and application of methods, techniques and resources in the context of changing needs, technologies, demographics and economic circumstances that create the demand for different skills and knowledge in the workforce.
HRD 8700 – Consulting in Education and Industry: Theory and practice of external and internal consulting practices in human resource development programs; dynamics of a professional helping relationship; methods and techniques for initiating and terminating consulting relationships; diagnosing client situations; identification, selection and implementation of alternative problem solutions; evaluation of professional consulting relationships.
INED 8650 – Training in American Industries: In-depth review of adult learning characteristics for application of educational theories and methods to the design and delivery of instruction; techniques for maximizing engagement, motivation, collaboration, and team-building among adults in the workplace; the appropriate use of technology for the creation and implementation of effective instructional programs that best support learning and organizational goals.
HRD 8460 – Applied Public Relations: Practical knowledge and hands-on experience in public relation tools and tactics including press releases, public service announcements, crisis communication plans, speeches, newsletters, and special events to help improve the programs and services of educational organizations.
ENGL 6900 – Advance Business and Technical Writing: Application of the theories and practices of written, graphic and oral communication to include preparation of course descriptions, rationales and syllabi in the academic environment.
PSYC 8630 – Psychology of Work Motivation: Exploration of how behavior science is applied in the workplace to motivate employees including with a focus on industrial and organizational psychology, job analysis, employee selection, performance evaluation, job satisfaction, leadership, and team development.
INED 8890 – Research in Education: Introductory course to familiarize human performance improvement professionals with the nature of research and reporting processes and to help develop the necessary criteria to become critical, analytical consumers of published research.
HRD 8970 – Applied Research and Development: This capstone course is taken during the last semester of coursework and requires that the student select a special problem related to training and human resource development to complete a final written project.
Capstone Project
The activity completed for my capstone project involved conducting a needs assessment associated with guidance for field training of newly certified police officers in a small rural law enforcement agency in the upstate of South Carolina. At the time that this project was completed in early 1990s there was a relative absence of formalized post academy training provided by many law enforcement agencies in South Carolina that employed less than ten police officers. However, it should be noted that this absence of formalized agency specific post academy training was not necessarily due to the belief that training was not needed. Rather, larger agencies had the talent and means to provide formalized post academy training for and newly certified officers while the majority of smaller agencies simply did not have the available resources.
Assessment activities completed for this maser’s project confirmed that there was a crucial need to integrate the knowledge, skills, and abilities obtained through criminal justice academy classroom instruction with practical field learning activities. As a result, a field officer’s training reference manual was created with the objective of providing formal guidance to assist in ensuring that newly certified officers could perform their duties in a same, skillful, and professional manner. For this small police department, the importance of developing formalized training objectives and educational materials was underscored by the fact that every member of the workforce was directly involved to some degree in providing oversight of newly certified and inexperienced officers.
Assessment activities completed for this maser’s project confirmed that there was a crucial need to integrate the knowledge, skills, and abilities obtained through criminal justice academy classroom instruction with practical field learning activities. As a result, a field officer’s training reference manual was created with the objective of providing formal guidance to assist in ensuring that newly certified officers could perform their duties in a same, skillful, and professional manner. For this small police department, the importance of developing formalized training objectives and educational materials was underscored by the fact that every member of the workforce was directly involved to some degree in providing oversight of newly certified and inexperienced officers.
Comprehensive Exam
The Master of Human Resource Development degree required passing an oral comprehensive examination and defense of my master’s project. The examination consisted of questions pertaining fundamental areas of human resource development, scholarly knowledge of courses completed during the degree program, and an in-depth discussion of my master’s project. The successful completion of the examination was judged by a three-person committee comprised of my academic advisor and two other graduate faculty with whom I had taken courses.
Graduate Certificates
Cyber Security Management - Graduate Certificate
The Graduate Certificate in Cyber Security Management from the University of Virginia provides information technology professionals with the essential tools needed to identify cyber threats; devise appropriate defense strategies; develop policy; plan and conduct security assessments; and understand the ethical, legal, and regulatory environment as it relates to operating in cyberspace. Courses in the eighteen-credit certificate program are mapped to the National Cybersecurity Workforce Framework, as part of the National Initiative for Cybersecurity Careers and Studies as well as focusing on the Oversight and Development category within the National Initiative for Cybersecurity Education (NICE) framework. (13)
Coursework - 18 Hours (In Progress)
BUS 5010 – Cyber Security Management: This course explores the essential framework needed to design an effective information security program to include the development and implementation of policies for safeguarding proprietary information. Instruction focused on fundamental security principles that are critical to protecting information assets and network infrastructure in open access computing environments using the principles of authentication, data integrity, privacy (encryption), access control, and trust.
BUS 5100 – Cyber Law, Regulation & Ethics: This course provided an overview of the ethical challenges in the information age and introduced the complex and dynamic state of the law as it applies to behavior in cyberspace. Topics included the legal pitfalls of doing business in an interconnected world, as well as the ethical expectations for organizations that provide services through the use of computer-based systems and networks.
BUS 5020 – Security Policy Development & Assessment: This course examined the steps required in policy development, including password protection, acceptable use of organization information technology assets, risk acceptance, identification of threats, countermeasures, intellectual property, proprietary information and privacy issues, compliance reporting, and escalation procedures. Instruction of access controls, security standards, and policy implementation aligned with the United States National Initiative for Cybersecurity Education (NICE) Framework for Strategic Planning & Policy Development.(20)
Currently Enrolled
Security Studies - Graduate Certificate
The Graduate Certificate in Security Studies from the University of Massachusetts-Lowell provides students with an understanding of the complex nature of threats and how to manage them in the post-September 11th environment. Courses in the twelve-credit certificate program are focused on developing competencies and knowledge relating to homeland security strategy and policy development, critical infrastructure protection, regional and national security intelligence, and the use of new technologies in homeland security. Emphasis is placed on integrating a “big picture” policy perspective with an understanding of human behavior, systems, and intelligence analysis. (12)
Coursework - 12 Hours
CRIM 5740 – Overview of Homeland Security: After the terrorist events of September 11th, the United States embraced the homeland security monolith without a full understanding of what it encompasses. This course provided a comprehensive overview of homeland security and defense with a critical examination of the current body of knowledge and focus on understanding security threats, sources, and reasons for these threats. The roles of the key players at the federal, state and local levels, the policies and procedures enacted since 9/11, and the homeland security system in practice were also examined.
CRIM 5720 – Comparative Terrorism and Counterterrorism: This course examined a broad spectrum of terrorist groups and counterterrorism responses in over a dozen countries, including Colombia, Germany, India, Israel, Italy, Northern Ireland/UK, Pakistan, Somalia, Spain, Sri Lanka, Turkey and Yemen. This comparative analysis provided for an in-depth understanding of patterns and trends within political violence (including radicalization, tactics, financing, targeting behavior, malevolent creativity, disengagement and de-radicalization) and the many different policies and strategies adopted by governments in response to terrorist threat.
CRIM 5750 – Contemporary Security Studies: This course examined the complex nature of key domestic and international security threats and how nations respond to them. While the traditional focus of security studies has been the phenomenon of war, the field has expanded to include the threat, use and control of military force, as well as various forms of political violence such as terrorism, organized crime, and insurgency. Topics included terrorism and insurgency, transnational organized crime, weapons of mass destruction, cyber-security, intelligence, national and homeland security strategies, critical infrastructure protection, and theories of international security.
CRIM 5780 – Intelligence Analysis Policy and Practice: Intelligence analysis is fundamental to understanding the issues, problems and threats faced by the intelligence community which must focus on a wide variety of domestic, regional and transnational issues. This course examined the tradecraft of intelligence collection and analysis from various perspectives. Topics included strategies, tactics, legal and ethical implications, sources, means, methods, limitations, covert action, methods of analysis, and case studies of prominent intelligence successes and failures in the last half century.
E-Learning & Online Teaching - Graduate Certificate
The Graduate Certificate in E-Learning and Online Teaching from the University of Wisconsin-Stout provided an in-depth study of the theories, principles, tools, and techniques associated with e-learning in the academic education and corporate training environment. Courses in the fifteen-credit certificate program are focused on developing the knowledge and skills needed to effectively teach or train online and serve as leaders in distance learning initiatives. The culminating activity of the certificate program requires that students demonstrate their educational knowledge, skills, and competencies through the completion of an internship as an online instructor for a graduate level education course under the mentorship of a cooperating instructor. (6)
Coursework - 15 Hours with Internship
EDUC 760 - E-Learning for Educators: The E-Learning for Educators course provides tenured trainers and educators with the knowledge and skills needed for the design, development, and implementation of learning materials in the online environment. Working as both a student and instructor in the D2L (Desire 2 Learn) and Moodle (Modular Object-Oriented Dynamic Learning Environment) course management systems provided valuable experience for future teaching endeavors. Additionally, the use of educational materials and tools through Lynda.com provided an opportunity for learning the latest instructional techniques using video-based training to increase student engagement and productivity in the online learning environment.
EDUC 761 - Collaborative Communities for E-Learning: The concept of collaborative learning has been widely used in the traditional classroom setting to group students in a manner that allows for the exchange of ideas to increase knowledge and interest in a given topic. In the online learning environment, the advances in communication technologies within the last decade has now allowed educators to provide students with a method for engaging in a constructive dialog and exchange of ideas with their peers. Accordingly, this “Collaborative Communities in E-Learning” Course from the University of Wisconsin-Stout was focused on providing social learning opportunities that promote the development of students higher-order thinking skills. As an instructor, this course provided valuable insight into the importance of creating an online learning environment that uses technology to nurture the development of social learning communities.
EDUC 762 - Assessment in E-Learning: The Assessment in E-Learning course provides the opportunity to improve teaching effectiveness with hands-on practice with the incorporation of online assessment tools into the learning process as well as the development of rubrics for evaluating student activities. An additional focus of study was associated with the student-centered teaching approach with the instructor functioning as a facilitator to empower students to develop a personalized program of education tailored to their learning styles, interests, and goals. By gaining a more comprehensive understanding on the educational assessment process I am better positioned to evaluate individual and group learning activities in both the traditional classroom setting and online environment.
EDUC 763 - Instructional Design for E-Learning: The Instructional Design for E-Learning course provides the skills necessary to develop self-paced e-learning products, print materials, computer-based training, courses, workshops, webinars, orientations, and tutorials as well as improve existing curriculum and instruction. This course provided me with a keen insight into the design, development and implementation of instructional materials for the online educational environment. Additionally, this course addressed accessibility concerns associated with the use of educational video and audio media as well as how to evaluate the effectiveness of online course design and delivery.
Internship - Online Instructor
EDUC 764 - E-Learning Practicum: The E-Learning Practicum is the capstone activity for completing the E-Learning and Online Teaching Graduate Certificate from the University of Wisconsin-Stout. For my culminating academic endeavor, I completed an internship serving as an instructor for a University of Wisconsin-Stout Assessment in E-Learning online graduate course (EDUC 762). This opportunity provided a valuable online teaching experience for applying the knowledge, concepts, and skills that I obtained through the certificate program to assist other students in achieving their learning goals and enhance their critical thinking skills.
Undergraduate Degrees
Bachelor of Science in Organizational Management - B.S.
The Bachelor of Science in Organizational Management from Southern Wesleyan University provides a broad foundation in business law, financial accounting, marketing principles, strategic planning, and risk management. With a consented focus on the psychology of work motivation, supervisory methods, and business ethics the degree program develops the competencies needed to coordinate strategies designed to align capabilities, resources, and goals with organizational objectives. (4)
Associate of Public Service in Criminal Justice - A.P.S.
The Associate of Public Service in Criminal Justice from Tri-County Technical College provides the knowledge and skills needed for working in the law enforcement profession. The degree curriculum encompasses a blend of theory and procedures in the criminal justice system with a focus on the three primary components of law enforcement, courts, and corrections. Coursework also included the study of criminal law, constitutional law, juvenile justice, criminalistics, and private security as well as exposure to the related disciplines of psychology, sociology and political science. (5)
Continuing Education
Teaching Adult Learners (2.4 CEUs)
The Certificate in Teaching Adult Learners through the University of Georgia explores the newest educational methods to create a student-centered classroom necessary to address the unique needs and motivations of adult learners. Completion of 24 course hours (2.4 CEUs) examines different learning styles as well as a host of innovative teaching techniques and educational tools designed to turn adult students into active learners. (14)
Generational Learning Styles (1.6 CEUs)
The Certificate in Generational Learning Styles through the University of South Dakota examines the multi-age classroom of the 21st century with four generations of adults now raising families, going to work, going to school. Completion of 16 course hours (1.6 CEUs) provides trainers and teachers at all levels with information concerning how to incorporate the values and expectations of different generations into the design, development, and delivery of educational content. (15)
Supervision and Leadership (4.8 CEUs)
The Certificate in Supervision and Leadership through the University of Cincinnati provides an in-depth study about leadership and supervision strategies for influencing, directing, and enhancing employee performance. Completion of 48 course hours (4.8 CEUs) covers learning objectives associated with developing the practical skills needed to prepare for the complex social, cultural, and professional issues encountered in organizational leadership positions. (16)
Paralegal Training (7.2 CEUs)
The Certificate Courses in Paralegal Training through Tri-County Technical College's Online Instruction Center provides an opportunity to develop a better understanding of the scope and role of paralegal professionals in the legal system. During completion of 72 course hours (7.2 CEUs), the three certificate courses emphasized theoretical, practical, and technical applications of legal skills as identified below. (17)
(1) Certificate in Legal Terminology, Process, Ethics, Tort and Contract Law (24 Course Hours, 2.4 CEUs)
(2) Certificate in Evidence, Legal Interviewing and Investigation (24 Course Hours, 2.4 CEUs)
(3) Certificate in Legal Document and Analysis (24 Course Hours, 2.4 CEUs)
(1) Certificate in Legal Terminology, Process, Ethics, Tort and Contract Law (24 Course Hours, 2.4 CEUs)
(2) Certificate in Evidence, Legal Interviewing and Investigation (24 Course Hours, 2.4 CEUs)
(3) Certificate in Legal Document and Analysis (24 Course Hours, 2.4 CEUs)
Crisis Hostage Negotoition (14.4 CEUs)
The Certificate Program in Crisis Hostage Negotiation through the Institute of Police Technology and Management at the University of North Florida involves a series of progressive courses designed to develop and enhance the skills necessary to respond to a hostage incident or a person in crisis and de-escalate the situation. The completion of 144-course hours (14.4 CEUs) involved participation in challenging and complex scenario-based practical exercises to gain an in-depth understanding of negotiation team operations and interaction with command and tactical personnel. (18)
(1) Level I, Practical Hostage Negotiations (4.0 CEUs)
(2) Level II, Intermediate Negotiation Strategies (4.0 CEUs)
(3) Level III, Advanced Negotiation Concepts (4.0 CEUs)
(4) Negotiating the Suicide Crisis (2.4 CEUs)
(1) Level I, Practical Hostage Negotiations (4.0 CEUs)
(2) Level II, Intermediate Negotiation Strategies (4.0 CEUs)
(3) Level III, Advanced Negotiation Concepts (4.0 CEUs)
(4) Negotiating the Suicide Crisis (2.4 CEUs)
Negotiating with the Mentally Ill (4.0 CEUs)
The Certificate for Negotiating with the Mentally Ill through the National Alliance of Mental Illness (NAMI) is designed for law enforcement officers who serve as first responders to most crisis events given the lack of mental health services across the United States. The NAMI 24 course hour (2.4 CEUs) Crisis Intervention Team (CIT) program is an innovative, community-based approach to improve the outcomes of encounters between law enforcement and the mentally ill. (19)
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