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CRJ 198: Co-Curricular Activities - Law Enforcement -

Visual Tools - Career Pathways

Reflection on Instructional Change:

The practice I selected used by experts and faculty in the modules was Integrating Visual Tools.

I wanted my CRJ 198 /Law Enforcement Candidate Scholars' (LECS) students to use visual tools such as flowcharts and visual metaphors to help them understand complex processes. For example, I showed them a roadmap of the process of applying to a police academy and sworn law enforcement career position and explained the parts of the pathway that are difficult for students. In the Law Enforcement Candidate Scholars' Program, students are also given the opportunity to visit the academy to experience firsthand and see the process in person. The impact of the practice is that students can picture themselves throughout the process and are motivated to advance in their careers. Through the visuals and pre-academy activities students are more confident and knowledgeable in their ability to succeed, grasp the concepts and know where they might need additional mentoring and practice along the way.

The impact on teaching of using visuals coupled with practical experiences is that the students stay engaged and on task and it reduces the amount of times I have to re-teach concepts. Furthermore, students can see and hear what it's like in the academy and this motivates the students to focus and emphasize career competencies.

In addition, I interacted with the Inspiring Inquiry and Promoting Lifelong Learning with ACUE activities and felt that the learning activities that were most influential were the various ACUE implementation resources and engaging with other faculty in the FLC. I learned through discussions and observations how faculty are engaging students and helping them become independent and inspired learners who thrive in their courses and even future careers. The course inspired me to continue to refine my use of visualization tools including illustrations, multimedia tools, concept maps, sample reports and cases, interactive simulated elements and tools found at an actual academy or crime scene to help reinforce the students to engage positively during each assignment.

I enjoyed the Observe and Analyze Session, and I gathered ideas on how other faculty use groups for student discussions and activities and mid-semester feedback that I might try for my teaching to help me engage students and incorporate student suggestions into my teaching so students are motivated for their learning.

**Evidence of Instructional Change**
InstructorInstructor explaining law enforcement pre-academy application process	Students Student pre-academy experience "I have a better understanding of the academic requirements of the academy. I am also more motivated to study and prepare for the academy entrance exam."	Learning Reflective insights on experiences in career-engagement activities Revised Learning Outcomes: Demonstrate a clearer understanding of the law enforcement career pathway and how one's own skills and interests match up to this career path.

Changes in Course Syllabus and Schedules:

**Evidence of Instructional Change**
CRJ 198 Pre-Course Syllabus Learning Outcomes: Upon completion of this course the student should be able to: 1. Develop an understanding of organizational leadership. 2. Develop and improve the candidate’s ability to communicate with others through a variety of formats and styles. 3. Acquire a basic understanding of human psycho-social factors and their relationship to the effective leadership of groups and individuals. 4. Acquire basic conflict resolution and mediation skills. 5. Critically examine ones’ own leadership behavior as it relates to his/her social world. 6. Better understand oneself as a leader or member of a group. 7. Develop intercultural knowledge, competence and respect for those who are different from oneself and work collaboratively with those from diverse cultural backgrounds. 8. Develop ethical reasoning and decision-making about right and wrong conduct. 9. Demonstrate critical thinking, written and oral communication skills. 10. Civically engage with diverse communities while making a difference in the civic life of our communities. 11. Reflect on how lifelong learning skills are incorporated into one’s future careers and personal development. 12. Explain the role of race, ethnicity, social identities, and culture in shaping attitudes toward justice institutions. 13. Develop cultural and communication competence needed for a successful law enforcement career.	CRJ 198 Post-Course Syllabus Learning Outcomes: Upon completion of this course the student should be able to: 1. Develop an understanding of the attributes of an exemplary law enforcement officer. 2. Develop and improve the candidate’s ability to communicate with others through a variety of formats and styles. 3. Acquire a basic understanding of human social emotional factors and their relationship to the effective leadership of groups and individuals. 4. Practice basic problem solving, conflict resolution, de-escalation and mediation skills. 5. Critically examine ones’ own leadership behavior as it relates to ones' social world. 6. Better understand opportunities to educate and learn from community members 7. Develop intercultural knowledge, competence and respect for differences by seeking to understand, asking questions, clarifying understanding, and/or respectfully explaining one's own perspective 8. Develop ethical reasoning and decision-making skills, including reflecting on whether any possible decisions will create inequalities that will need to be addressed. 9. Demonstrate written and oral communication skills. 10. Civically engage with diverse communities while making a difference in the civic life of our communities. 11. Reflect on how lifelong learning skills are incorporated into one’s future careers and personal development. 12. Explain the role of race, ethnicity, social identities, history and culture in shaping attitudes toward justice institutions and recognize one's role in influencing community attitudes. Develop social, emotional, cultural and communications competencies needed to enjoy a safe and rewarding career. Demonstrate a clearer understanding of the law enforcement career path and how one's own skills and interests match up to this career path.

Culminating Event Presentation:

Dr. Shelby Moffatt’s IIPLL with ACUE Presentation: Video for the Fall 2023 Culminating Event

**Faculty Bio**
Dr. Shelby Moffatt	After nearly 20 years of dedicated service as a law enforcement officer with the Sacramento Police Department Dr. Moffatt crossed over to higher education as an adjunct faculty in the Criminal Justice Division at Sacramento State. He is also the Director of the Law Enforcement Candidate Scholars’ (LECS) Program which he created and founded in 2016 to help to prepare and professionally develop young women and men in a future law enforcement career. Dr. Moffatt received a Doctor of Education in Educational Leadership from Sacramento State, Master of Public Administration in Public Policy and Development from the University of Southern California, and Bachelor of Arts in Pre-Law and History from the University of the Pacific. He was nominated for the Dissertation of the Year Award in the Educational Leadership Doctoral Program for his dissertation on criminal justice academy/career academy programs' influence on youth success. He also wrote a chapter entitled “Public Safety for All? A Modern History of Diversity and Inclusion in Law Enforcement” in the book Critical Issues in Criminal Justice: Historical Perspectives. He received the Outstanding Faculty Award for Community Service at Sacramento State in 2023.

**Program Sponsors**
	This work was supported by: US Department of Education Developing Hispanic Serving Institutions Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution STEM Project STEM4Equity: P031C210012 National Science Foundation Hispanic Serving Institution Project STEMZone 1832335 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the US Department of Education or the National Science Foundation.