Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 1 of The Illinois Commitment Crime Scene Investigation Northwestern Business College - Chicago What issue or need is addressed by the effective practice? The College’s objective is to present criminal justice students with real world experience in the area of police science in general and active learning techniques to facilitate learning. In this practice, the focus is on crime scene preservation and investigation in particular. Description of the effective practice: Students in our Criminal Investigation Course attend a presentation by a Crime Scene Investigator with the Illinois State Police. The investigator discusses the misconceptions that the public has concerning the real role of the crime scene investigator. He also discusses and demonstrates several tools that are used such as fingerprint lifts, plaster tire casts and ultraviolet lighting to determine the presence of substances. He shares with the students some of the cases he has worked on and the evidence collected. He explains how the evidence leads to conclusions concerning the cause of death and method of execution of the offense. The students then participate in a mock crime scene investigation. The faculty create several crime scenes at the school. The scenes are made as realistic as possible with the use of shell casings, costume blood and simulated bullet holes. Victims are positioned in the crime scenes and witnesses are supplied to the students. The students then go about the task of securing the crime scene, identifying and tagging evidence and interviewing and memorializing witness statements. A specific example: A crime scene was created in the bookstore by one of the college's professors. Four current municipal police officers were recruited to act as victims, witnesses, and police personnel. The crime presented to the students was an armed robbery. Bullet casings, blood splatters, a victim, bullet damage, witnesses, and a dead victim were all left at the scene for students to process. Students were to photograph the scene, interview the witnesses, and arrive at conclusions based upon the evidence. Each student was given a role to play in this exercise and graded on their performance. Another example: One of the professors at the college was able to secure the SWAT truck shared by several local suburban police departments for class demonstration which coincided with a college-wide student event. The vehicle and three active SWAT officers displayed the equipment and procedures used by the team. Weapons and armor were available for all to handle and understand. The two hour program was highlighted by students being outfitted in full body armor weighing over 100 pounds. Final example: One of the college professors in this program is a Master Instructor in the Police Simulator which is co owned by several southwest suburban police departments. The professor was able to invite his class to participate in a six hour session. Students were given a laser gun and instructed to respond to different orchestrated calls including a burglary, a traffic stop, an armed robbery, a domestic dispute, a car jacking, and several other scenarios. Students were graded by how well they gave verbal commands, the appropriate use of force, and their reaction times. How does this practice achieve sustainability? The crime scene exercise is a valuable tool in our crmiinal justice program to train future police officers in an important area of police science. Faculty teaching the course are either current or retired law enforcement personnel and bring real life scenarios to the students. Students are excited to take part, and it is wonderful to note their enthusiasm while training for the exercise and carrying out the investigation. Photographs are taken and displayed in the class rooms. We have noted that many actually seem to become transformed into quite serious police officers during the exercise. Students entering the program are told about the crime scene investigation exercise and look forward to participating in it. What are the results/measurable outcomes? Students are graded by at least two instructors on their use of proper police procedures in terms of crime scene preservation and investigation. Students also submit written reports concerning the investigation which are graded. Instructors then provide feedback to the students concerning their performance. Through this role playing exercise, students learn what is expected of them in actual law enforcement. Also, students rely on their writing skills to prepare an accurate report which is necessary for law enforcement personnel to be able to do. Contact Information Name: Diane Ritz Email: dritz@nwbc.edu Phone: (847) 318-8550 8
Direct Connection to Policy Area 1 of The Illinois Commitment Customized Registered Nursing Training – An Alternative Approach CCC - Malcolm X College What issue or need is addressed by the effective practice? The United States is facing a critical shortage of registered nurses. The Cook County Bureau of Health Services faces this dilemma every day. In order to mitigate the nursing shortage, Malcolm X College established a partnership with the Bureau to train the Bureau employees as registered (RN) nurses through a 30 month parttime evening nursing program. The aim of the partnership was to increase the number of RNs for the Bureau to meet the demands of patients and also develop a model to implement best practices in nursing and other health care career education. Description of the effective practice: The program was designed by both the Bureau and the College in terms of its curriculum, scheduling, recruitment, selection, support, and monitoring. The program followed the college associate degree in applied science nursing curriculum which includes general education requirements and registered nursing education requirements. However, all courses were scheduled in the late afternoon or evening to accommodate the working schedule of students during the day. Students were allowed to take a part-time course load. The courses were delivered in a cohort structure. The first cohort of students was recruited and selected by the Bureau initially among over 300 applications. The initially selected applicants were further screened and tested by the College according to the admission criteria and 35 students were selected for the first cohort. Their tuition, fees, and books were all paid by the Bureau. As some of them had not been engaged in formal academic instruction for years, students have been provided with tutorial services on Saturdays paid by the Bureau also. The program operation has been monitored by both the Bureau and the College through regular meetings to discuss the progress of the cohort How does this practice achieve sustainability? The program has continued for more than two years. Both the College and the Bureau are very committed to its success. The Vice President of Instruction at Malcolm X College has been directly involved in every phase of the project and hired an administrative assistant to handle day to day operation. The Bureau has assigned its Director of Nursing to serve as the primary liaison to the project. The leaders of both sides have regular meetings to discuss the progress of students, identify issues, make decisions together, and take responsibilities to address any concerns. What are the results/measurable outcomes? The first cohort started with 35 students and is continuing with 23 students with a retention rate of 66 percent. The remaining students have just finished the last course of the seven nursing course curriculum. Contact Information Name: Cecile Regner Email: cregner@ccc.edu Phone: (312) 850-7050 9
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