March 4, 2013
TO:
John Huber
FROM:
Steve Lettic
SUBJECT:
Request for Accreditation of the Military Police School (s)
I am requesting consideration of the military police schools for the Marines, Army, and Air
Force, Navy, and Coast Guard as “prior learning” and its consequent accreditation for the
purpose of obtainment of the AAS degree in Administration of Justice (AJ) or Criminal Justice
(CJ) degree. With this request I am providing supportive documentation establishing the
connection of degree outcomes to college-wide learning outcomes, CJ student learning
outcomes to degree outcomes, and Military Police school learning objectives to CJ student
learning outcomes.
Military police schools, or their equivalents, typically conducted and administered by the
respective branches of service. Once vetted and assigned as a military police officer the
candidate is sent to a multi –phased training regimen that lasts anywhere from three months
to one year. The course of instruction is managed and delivered by veteran military personal
serving in the police or security service function. As a condition of assignment all newly
assigned military law enforcement officers must satisfactorily complete the military police
school of instruction, which is designed to provide the knowledge and skills requisite to their
safe, effective, and proper service.
Approximately one-half of the MP curriculum involves skills training, such as defensive tactics,
emergency vehicle operation, marksmanship, and equipment maintenance/ operation, for
which I considered no related learning objective in my evaluation. The remainder of the
curriculum utilizes a problem-based learning methodology, requiring the student to
synthesize and apply instruction provided in a traditional classroom setting, and sometimes
involving learning objectives that are repetitive and/or differently stated. In those instances, I
consolidated or rephrased in an attempt to achieve some semblance of uniform formatting.
In evaluating and reviewing the responsiveness of MP learning objectives to AJ student
learning outcomes, I offer the following class-by-class determination of coverage and
equivalency.
MP Accreditation Request
Page 2
INTRO TO CRIMINAL JUSTICE (CJ&101) (5 Credits)
No equivalency by MP curriculum
THE JUSTICE SYSTEM (ADMJ102) (5 Credits)
No equivalency by MP Curriculum
CRIMINAL LAW (CJ&110) (5 Credits)
No Equivalency by MP Curriculum
COMMUNITY RELATIONS (ADMJ105) (5 Credits)
No equivalency by MP curriculum
While certain of my outcomes are met by MP, other important ones
are not. I believe that a MP graduate would benefit from attending
this class, given emergence of community policing and the importance
of community to law enforcement success.
LAWS OF ARREST SEARCH/SEIZURE (ADMJ213) (5 Credits)
Equivalency by MP Curriculum
Only one of my objectives [I.A. (5)] is not covered by MP curriculum. I do
not deem this fatal to a finding of equivalency.
JUVENILE JUSTICE (CJ&106) (5 Credits)
No equivalency by MP Curriculum
FUNDAMENTALS OF POLICING (ADMJ212) (5 Credits)
Equivalency by MP Curriculum
The MP Academy covers this well.
AJ COMMUNICATION (ADMJ217) (5 Credits)
Equivalency by MP Curriculum
There is a large number of MP objectives relate to communication skills,
1) interrogation techniques; 2) non-verbal communication; 3)
statement analysis; 4) child interviewing; or 5) confessions.
CONFLICT MANAGEMENT (ADMJ215) (5 Credits)
Equivalency by BLEA Curriculum
INTRO TO FORENSIC SCIENCE (CJ&240) (5 Credits)
Equivalency by BLEA Curriculum
MP
Accreditation Request
Page 3
In summary, the MP curriculum provides adequate response to, and coverage of, five classes
offered within the HCC Administration of Justice program (Laws of Arrest, Search/Seizure;
Fundamentals of Policing; AJ Communication, Conflict Management; and Intro to Forensic
Science.) Consequently, I believe that MP could be appropriately and defensibly approved for
twenty-five (25) Justice credits.
Thank you for your consideration.
Steve Lettic
Attachments (10)
CC:
Babs Cerna
Alice Madsen
Jeff Wagnitz
AJ STUDENT LEARNING OUTCOMES
RELATED LEARNING OBJECTIVES
(Notations Refer to Related Degree Outcomes.)
(Notations Refer to AJ Student Learning Outcomes)
AJ Class: Intro to Criminal Justice (CJ&101) MP Academy
(5)
I.A. (1)
Understand the roles and responsibilities of
the disciplines and practitioners within the
criminal justice field
I.B. (1)
Understand the nature and function of
criminal law
IV.A. (1) Understand the design and function of the U.S.
Constitution
IV.A. (2) Identify freedoms and rights provided by the
Bill of Rights
IV.A. (3) Explain how the Bill of Rights serves as a
limitation on government
AJ STUDENT LEARNING OUTCOMES
RELATED LEARNING OBJECTIVES
(Notations Refer to Related Degree Outcomes.)
(Notations Refer to AJ Student Learning Outcomes)
AJ Class: The Justice System (ADMJ102)
(5)
I.A. (1)
Know the roles and responsibilities of the
positions comprising the courthouse
workgroup
I.A. (2)
Identify the critical stages of the criminal
justice process – arrest through sentencing –
and the constitutional implications of each
I.A. (3)
Understand the system of presumptive
sentencing in Washington State, and the role
of the Department of Corrections in
implementing it
IV.A. (1) Explain the historical importance of the
American jury system and the current efforts
to improve it
IV.A. (2) Understand the impact of the criminal law
revolution upon defendant rights
MP Academy
AJ STUDENT LEARNING OUTCOMES
RELATED LEARNING OBJECTIVES
(Notations Refer to Related Degree Outcomes.)
(Notations Refer to AJ Student Learning Outcomes)
AJ Class: Criminal Law (CJ&110) (5)
I.A. (1) Understand the statutory measures in
combating organized crime
I.A. (2) Understand the availability and applicability of
affirmative defenses to criminal charges
I.B. (1) Understand the functions of criminal law and
the constitutional limitations of it
I.B. (2) Know the elements of homicide, rape, burglary,
theft and other selected crimes
I.B. (3) Distinguish felony from misdemeanor
I.B. (4) Explain the scheme of the Uniform Controlled
Substances Act
MP Academy
AJ STUDENT LEARNING OUTCOMES
RELATED LEARNING OBJECTIVES
(Notations Refer to Related Degree Outcomes.)
(Notations Refer to AJ Student Learning Outcomes)
AJ Class: Community Relations (ADMJ105)
(5)
MP Academy
IV.A. (1) Understand the importance of positive
interactions and relations of community and
criminal justice agencies
IV.A (1) Identify community and victim services for
child victims of physical and/or sexual
violence, and adult victims of sexual assault
IV.A. (2) Identify programs and efforts used to
promote community relations
IV.A. (1) Identify four ways that showing respect
benefits an officer on the street
IV.A. (3) Discuss emerging issues in police-community
relations
IV.A. (4) Acquire the skills, knowledge, and
information required to address property
crimes and their prevention, through the use
of research and community resources
IV.A. (4) Understand the role of the community in
community policing
IV.A. (5) Participate as a volunteer in communitybased programming
IV.A. (4) Identify community expectations of police
delivery services
IV.A. (4) Apply the key elements of community
partnerships
AJ STUDENT LEARNING OUTCOMES
RELATED LEARNING OBJECTIVES
(Notations Refer to Related Degree Outcomes.)
(Notations Refer to AJ Student Learning Outcomes)
AJ Class: Laws of Arrest, Search and
Seizure
(ADMJ213) (5)
MP Academy
I.A. (1)
Understand the probable cause and
particularity requirements of the 4th
Amendment
I.A. (1)
I.A. (2)
Explain the concept of “Independent
Grounds”
I.A. (3)
Identify situations wherein arrests may be
made without warrant
I.A. (4)
Identify situations wherein searches may be
conducted without warrant
I.A. (5)
Identify pre-trial identification procedures
and explain the constitutional implications
thereof
III.A. (1) Explain limitations and safeguards judicially
applied to police interviews and
interrogations
Given problem statements, determine if
there is probable cause to issue a warrant for
arrest
1.A. (1) Determine legal requirements for warrant
service in public, first-party residence, and
third-party residence
I.A. (1) Recognize the level of suspicion required to
perform a social contact and Terry stop
I.A. (1) Explain the exclusionary rule and “fruit of the
poisonous tree” doctrine
I.A. (1) Explain the importance and purpose of the
knock and announce requirement
I.A. (1) Define “criminal procedures” and identify the
sources and benefits thereof
I.A. (1) Compare and contrast substantive law and
procedural law
I.A. (2) Explain how the Washington State
Constitution relates to Miranda warnings
I.A. (3) Differentiate between an extraditable and
non-extraditable warrant
I.A. (3) Given a series of scenarios, determine
whether or not the power of arrest exists
I.A. (3) Identify the four elements of a lawful arrest
I.A. (3) Memorize and recognize mandatory arrest
situations
I.A. (3) Explain how gambling offenses apply to the
misdemeanor presence rule in RCW
10.31.100
I.A. (4) Differentiate between the different types of
searches
I.A. (4) Identify situations where a peace officer may
enter a residence without a warrant to
ascertain the status of children who may be
victims of abuse or neglect
III.A. (1) Explain Miranda warnings as per the U. S.
Constitution
III.A. (1) Explain “custody” and “interrogation” as
triggers for Mirandizing
AJ STUDENT LEARNING OUTCOMES
RELATED LEARNING OBJECTIVES
(Notations Refer to Related Degree Outcomes.)
(Notations Refer to AJ Student Learning Outcomes)
AJ Class: Juvenile Justice (CJ&106) (5)
I.A. (1)
Understand the critical stages of the juvenile
justice process
I.A. (2)
Distinguish dependency from delinquency
I.A. (3)
Explain the differences between the adult and
juvenile justice systems
I.A. (4)
Identify and describe community-based
programming for the support and/or
correction of juveniles
MP Academy
AJ STUDENT LEARNING OUTCOMES
RELATED LEARNING OBJECTIVES
(Notations Refer to Related Degree Outcomes.)
(Notations Refer to AJ Student Learning Outcomes)
AJ Class: Fundamentals of Policing (ADMJ212) (5)
MP Academy
I.A. (1)
Understand how policing developed in the
Northeastern, Southern, and Western United States
I.A. (1)
I.A. (2)
Distinguish traditional policing from community
policing
I.A. (1)
I.A. (3)
Explain how a sheriff’s duties differ from those of a
police chief
I.A. (2)
I.A. (4)
Understand the jurisdiction and authority of law
enforcement officers at the city, county, state and
federal levels
I.A. (5)
Identify forms and causes of police deviance
II.A. (1) Explain and apply the S.A.R.A. model to an
appropriate field situation
I.A. (4)
I.A. (4)
I.A. (4)
I.A. (4)
I.A. (4)
IV.A. (1) Describe the organizational structures of typical city
and county law enforcement agencies
IV.A. (2) Know the components of the typical screening
process, and the preparatory steps necessary for
success as an officer applicant
I.A. (4)
I.A. (4)
I.A. (4)
I.A. (4)
I.A. (4)
I.A. (5)
I.A. (5)
I.A. (5)
I.A. (5)
I.A. (5)
Given a problem, analyze the information
obtained and decide on a response using the
problem-solving model
Using the problem-solving model, determine
effective responses to various security
situations
Compare the differences between traditional
policing and 21st Century policing
Choosing the appropriate time to get
involved in an off-duty incident
Identify the best practices for initial response
and reporting of a child physical abuse,
sexual abuse, or neglect situation
Explain the officer’s role in bomb and
explosive incidents
Explain the officer’s role involving hazardous
materials, and list eight first responder
actions
Explain how calls for law enforcement
services are initiated and describe/compare
three different types of calls for service
Articulate an officer’s authority and
responsibility in a social contact, Terry stop,
and taking at-risk youths into custody
Recognize the enforcement authority granted
by specific statutes and how each applies to
the officer’s role in traffic law enforcement
Describe an officer’s authority, responsibility,
and tactical considerations in high-risk
vehicle stops
Describe the difference between absolute
and qualified immunity for officers
Define the “public duty” doctrine and how it
developed
Explain the importance of self-control as an
officer
Strategize on how to avoid embarrassing
behaviors while on duty
Identify the key elements of ethics
Identify the consequences of unethical police
conduct
Analyze common ethical dilemmas
encountered by officers
II.A. (1) Given a problem, analyze the information
obtained and decide on a response using the
problem-solving model
II.A. (1) Define “problem-solving” and the “crime
triangle”
II.A. (1) Explain and define each step of the problemsolving model (S.A.R.A.)
AJ STUDENT LEARNING OUTCOMES
RELATED LEARNING OBJECTIVES
(Notations Refer to Related Degree Outcomes.)
(Notations Refer to AJ Student Learning Outcomes)
AJ Class: AJ Communication (ADMJ 217)
(5)
MP Academy
III.A. (1) Understand the techniques for successful
suspect interrogation, as per the John Reid
school of interrogation
III.A. (1) Determine when to use “strip phrases”
III.A. (1) Given a role-play scenario, demonstrate
tactical communication skills
III.A. (1) Properly advise a suspect of Miranda rights
III.A. (1) Follow proper procedures for reinitiating,
questioning or conversation with a suspect
who has invoked rights
III.A. (1) Give examples of invalid waivers and explain
III.A. (1) Summarize the rules for children and their
Miranda waivers
III.A. (2) Perform a field interview
III.A. (2) Identify the benefits of interruption and
paraphrasing
III.A. (2) Interview witnesses, given a bar fight or
crowd scenario
III.A. (2) Compare and contrast interview/admin
questions from interrogation questions
III.A. (3) Identify the types of courtroom evidence
III.A. (3) Recognize hearsay and the exceptions to
hearsay
III.A. (3) Determine how to prepare for courtroom
testimony
III.A. (3) Demonstrate effective methods of courtroom
testimony
III.A. (3) Differentiate between the strategies and
tactics of the prosecution and defense in a
trial process
III.A. (3) Identify the various venues in which an
officer will be required to testify
III.A. (3) Explain what foundations must be laid in
order to allow hearsay testimony of a K-9
handler
III.A. (4) Identify the factors to be taken into account
in making a threat assessment
III.A. (4) Recognize non-verbal communication signs
that can be read as signs of anxiety or danger
III.A. (2) Distinguish interviewing from interrogation
III.A. (3) Explain the “dos” and “don’ts” of testifying in
court
III.A. (4) Explain how truthfulness and deception are
determined through verbal and non-verbal
communication, statement analysis, and
polygraphy
III.B. (1) Identify the elements of police reports
III.B. (2) Know how to organize, format, and write a
police report
III.B. (1) Take a witness statement
III.B. (2) Create an investigative report, given a crime
scene scenario
III.B. (2) Properly document the crime scene search in
a case report
AJ STUDENT LEARNING OUTCOMES
RELATED LEARNING OBJECTIVES
(Notations Refer to Related Degree Outcomes.)
(Notations Refer to AJ Student Learning Outcomes)
AJ Class: Conflict Management (ADMJ 215)
(5)
MP Academy
III.A. (1) Understand the dynamics of human response
to stress
III.A. (1) Review and discuss line-of-duty deaths,
survivor benefits, and ways in which a
department’s response to tragedy affects
survivors’ level of distress
III.A. (1) Discuss police suicides and how they can
affect family and benefits
III.A. (1) Explain vicarious victimization
III.A. (1) List examples of acute and chronic grief
reactions
III.A. (1) Name and give examples of the four types of
stress and the impact of each
III.A. (1) Identify three results of unmanaged stress
III.A. (1) Identify three ways to counteract stress
III.A. (2) Identify the best practices for communicating
with victims of sexual assault during an
investigative interview
III.A. (2) Identify signs and symptoms of suicide risk
and describe effective intervention
techniques
III.A. (2) Demonstrate effective diffusing techniques in
dealing with an angry or uncooperative
citizen
III.A. (2) Demonstrate at least three “do’s” and
“don’t’s” in dealing with persons with mental
illness
III.A. (2) Explain a victim’s physical and emotional
needs
III.A. (2) Understand the dynamics of domestic
violence
III.A. (3) List three strategies for handling excited
delirium cases
III.A. (3) Identify the three phases of empathy
III.A. (3) Apply active listening and use conversational
prompts
III.A. (2) Identify and apply diffusing and controlling
techniques to effectively resolve crisis or
conflict situations, such as victimization,
domestic violence, suicide, and abnormal
behavior
III.A (3) Understand the roles and responsibilities of
criminal justice personnel in dealing with
persons in crisis
III.A. (4) Complete the FEMA certification program
AJ STUDENT LEARNING OUTCOMES
RELATED LEARNING OBJECTIVES
(Notations Refer to Related Degree Outcomes.)
(Notations Refer to AJ Student Learning Outcomes)
AJ Class: Intro to Forensic Science
(CJ&240) (5)
MP Academy
II.A. (1) Know and apply the techniques of crime
scene processing
II.A. (1) Explain bomb sweeps and roles in searching
premises
II.A. (1) Evaluate a crime scene and determine what
is the relevant evidence
II.A. (1) Create a crime scene kit
II.A. (1) Demonstrate crime scene search methods,
including strip/line, grid, radius/wheel,
zone/quadrant and spiral
II.A. (1) Explain how officers can use non-destructive
techniques while searching a crime scene
II.A. (1) Identify the informational elements
necessarily included in any crime scene
diagram
II.A. (1) Given evidence items in a crime scene,
demonstrate both the baseline and
triangulation method of measurement
II.A. (1) Using appropriate method of measurement,
complete a crime scene diagram and all
associated paperwork
II.A. (3) Identify the forensic science disciplines
(including coroner and medical examiner)
that relate to death investigation both at, and
outside, the death scene
II.A. (5) List and explain possible indicators of child
abuse and neglect and provide examples of
each
II.A. (5) List types of evidence an investigator may
collect in a child abuse or neglect case and
explain appropriate evidence gathering
techniques
II.A. (5) Identify best practices for the investigation of
elder abuse, neglect and exploitation
II.A. (5) Given various scenarios, choose the best
search method for each situation
II.A. (5) Identify arson indicators for residential,
commercial, and vehicle fires
II.A. (2) Know and apply the procedures for locating
and lifting latent fingerprints
II.A (3)
Explain the involvement and use of scientific
methodology in criminal investigation
II.A. (4) Understand the process and purposes of
autopsy
II.A. (5) Explain and describe the investigative
techniques, both generally and specifically, to
homicide, burglary and theft