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REQUEST FOR A SEQUENCE OF COURSES
LEADING TO A LAW ENFORCEMENT CLEET CERTIFICATION
SUMMARY PAGE
University of Central Oklahoma
TO:
Vice President for Academic Affairs
FROM:
The School of Criminal Justice
(Department)
2/10/2011
(Date)
College of Liberal Arts
(College)
PROPOSAL INFORMATION
Proposed Sequence of Courses
Collegiate Officer Program (COP)
Degree Designation (ex. BS, MA)
Approved/Reviewed by:
(Dept. Chairperson)
(College Curr. Com.)
(Academic Affairs or Graduate Council)
(College Dean)
(Office of Academic Affairs)
Effective Implementation Date* for the New Major
(Semester/Year)
*Assigned by Academic Affairs after Approval by the OSRHE
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Evaluation Criteria
All actions in the approval of the proposed sequence of courses are subject to a stipulation regarding the ability
to attain specified goals that have been established by the institution. At the conclusion of an appropriate period
of time, the initiative’s performance shall be reviewed on the basis of the specified goals.
A. Centrality of the Proposed Sequence of Courses to the Institution’s Mission
The sequence of courses will adhere to the role and scope of the institution as set forth in its mission
statement and as complemented by the institution’s academic plan. List the objectives of the proposed
sequence of courses and explain how the proposed sequence of courses relates to the institutional mission
and academic plan. An evaluation will be made as to the centrality of the initiative to the institution’s
mission.
(Institution’s response/rationale should follow each criteria, A through I of this policy; (Size of box provided is NOT an
indicator of the length of response expected; please include as much information as needed to thoroughly address each
standard.)
Students completing the proposed COP courses will be able to:
1. Synthesize theories, techniques, and methodologies of specified law enforcement
courses
2. Demonstrate basic knowledge, skills, and abilities associated with standard patrol
procedures
3. Assess possibilities and make sound decisions when dealing with the public
4. Employ intelligent and critical thinking to support police operations.
5. Display a working knowledge of appropriate communication styles and skills as applied
in a law enforcement setting
6. Prepare an analysis of current trends in proactive policing
7. Display ability to pass comprehensive physical, psychological, and discipline
knowledge exams
The proposed COP initiative will allow students to enroll in specified courses toward the end of the senior year.
The courses are designed to give them an additional foundation of knowledge, skills, and abilities that prepare
them for examinations required by the state and which will certify them, under the guidelines of the Council on
Law Enforcement Education and Training (CLEET) as police officers in the State of Oklahoma. The initiative
also supports UCO’s mission of “Helping students learn so that they may become productive, creative, ethical,
and engaged citizens.” This approach will ensure students are well grounded in the practical and theoretical
aspects of policing guaranteeing their ability to be productive and informed decision-makers.
Additionally, the courses will help to ensure post-graduate success of students who plan to enter the policing
arena by providing them opportunities to achieve both a bachelor of arts degree and a state law enforcement
certification. As a liberal arts initiative it aligns with the UCO mission of a metropolitan university serving the
needs of the community while preparing students as entry level professionals. In economically difficult times
many mid-size and smaller police agencies cannot afford to hire new officers and pay to send them to sixteen
weeks of CLEET training with no assurance they will be successful. This initiative fosters a new partnership
with CLEET and law enforcement officials.
Providing a foundation of discipline knowledge to students who will become competent leaders in the fight
against crime through the critical thinking skills approach in a set of specified courses would fulfill two
principal goals of the UCO Academic Plan: 1) to provide transformative education experiences and enabling
students to achieve their professional potential; and 2) to contribute to the safety and well-being of the
community by providing qualified personnel with the ability to effectively assess risk and take appropriate
action.
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The proposed preparation for CLEET certification would enhance UCO’s plan to support learning
collaborations by creating a selection of courses that have a practical team approach to learning and focus on
trends of crime reduction and prevention. The backbone to intelligent policing is data and communication.
With an emphasis on reporting and communicating the law enforcement initiatives, students would be prepared
to facilitate team initiatives, analyze, and report findings to appropriate decision makers, thereby effectively
influencing crime prevention efforts.
B. Curriculum
The curriculum should be structured to meet the stated objectives of the sequence of courses. Explain how
the curriculum achieves the objectives of the sequence of courses by describing the relationship between the
overall curriculum or the major curricular components and the objectives.
The Criminal Justice – Police coursework provides a solid foundation for all students while the courses students
will take in preparation for certification allow for specific state requirements. The combination of classes
presents both a theoretical and practical approach to develop general tools of research, writing, analysis, and
decision making.
Required COP Courses: (32 hours)
CJ 1xx2 COP Orientation
CJ 3xx3 COP Legal Orientation
CJ 1xx3 Patrol Procedures
MCOM 1123 Basic Photography
FRSC 4043 Crime Scene Processing
CJ 4433 Child Abuse & Neglect Law
CJ 4143 Family Violence Investigation
CJ 1xx3 Traffic and Accident Investigation
CJ 1xx3 LE Firearms
CJ 1xx3 LE Driver Training
CJ 1xx3 Custody and Control Tactics
(objective 2)
(objectives 2, 3, and 7)
(Subject Dependent)
(Subject Dependent)
(Subject Dependent)
(objectives 2, 3, 6, and 7)
(objectives 1, 2, 4, 5, 6, and 7)
(objectives 1, 3, and 7)
(objectives 4 and 7)
(Subject Dependent)
(Subject Dependent)
The proposed sequences of courses must meet the State Regents’ minimum curricular standards.
Additionally, the curriculum should be compatible with accreditation or certification standards, where
available. Any clinical, practicum, field work, thesis, or dissertation requirements should be included in the
proposal.
Provide the following information for the sequences of courses and for each option:
Total number of hours required for preparation
of certification:
Number of hours in general education:
Number of hours:
Number of hours in option:
Number of hours in guided electives:
Number of hours in general electives:
For AAS Degrees:
Total number of hours required for degree:
Number of hours in general education:
Number of hours in technical specialty:
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___________32________
___________N/A_______
___________32_________
___________N/A_______
___________ 0_________
___________ 0____ _____
_____N/A_______
_____N/A_______
_____N/A_______
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Number of hours in technical support courses:
Number of hours in technical related coursework
_____N/A_______
_____N/A_______
Describe how the proposed sequence of courses will articulate with related initiatives in the state. It should
describe the extent to which student transfer has been explored and coordinated with other institutions.
While there are similar initiatives in Oklahoma only three of the established sequence of courses affords
students a bachelor’s degree with the COP initiative. The campuses that are approved to offer COP with a
bachelor’s degree are located in the eastern region of the state. There are currently no campuses in the central
and western regions of the state that can provide an equivalent certification preparation of 124 plus credit hours.
The degree programs offering the COP certification in the state are typically an Associate of Applied Science.
Students applying for the proposed UCO courses in preparation for CLEET certification will be allowed to
submit requests for a transfer of credit from an appropriate program.
Specific curricular information. List courses under the appropriate curricular headings and asterisk
new courses. In the curriculum description, indicate the total number of new courses and how
development will be funded.
Required COP Courses: (32 hours)
*CJ 1xx2 COP Orientation
*CJ 3xx3 COP Legal Orientation
*CJ 4xx3 Patrol Procedures
MCOM 1123 Basic Photography
FRSC 4043 Crime Scene Processing
CJ 4433 Child Abuse & Neglect Law
CJ 4143 Family Violence Investigation
*CJ 1xx3 Traffic and Accident Investigation
*CJ 1xx3 LE Firearms
*CJ 1xx3 LE Driver Training
*CJ 1xx3 Custody and Control Tactics
Students taking COP courses will be assessed tuition and fees for the thirty-two hours. Fifteen to eighteen of the
32 credit hours could be taken as electives in the Criminal Justice Police major leaving 18 credit hours needed to
complete the preparation for certification. The minimum cost for a student accepted into COP courses will be 15
credit hours x $175.94 tuition and fees equaling $2,639.10 for an undergraduate resident student. The number
of students accepted each year has been established at 25. The minimum tuition and fee revenue for the specific
COP courses is approximately $65,977.50 per academic year.
C. Academic Standards
Clearly state the admission, retention, and graduation standards which, must be equal to or higher than the
State Regents’ policy requirements, and should be designed to encourage high quality.
The admission standards required by the proposed COP initiative for participants requesting undergraduate
credit are:
1. Must have completed a minimum of 90 hours of their undergraduate degree qualifying them for senior
status
2. Complete the application forms
3. Provide official copies of undergraduate transcripts from each institution attended with all degrees
posted. All transcripts must be from appropriately accredited institutions.
4. Provide official copies of criminal and traffic record checks from the Oklahoma State Bureau of
Investigation or appropriate state agency
5. Meet all the curricular and performance requirements and the UCO academic retention standards
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6. Are in good standing as a student at UCO or at the institution from which they plan to transfer credits
Retention and graduation standards for the proposed sequence of courses include:
1. Academic Standards. Meet the following course work standards:
(a) Overall GPA of 2.5 or higher in the sequence of COP courses
D. Faculty
Faculty resources shall be demonstrated to be adequate and appropriate for the proposed sequence of
courses. The number of faculty will meet external standards where appropriate. The qualifications of
faculty will support the objectives and curriculum of the proposed sequence of courses. Faculty
qualifications such as educational background, non-collegiate and collegiate experience, and research and
service interests and contributions, which relate to the proposed sequence of courses, should be summarized.
The institution must demonstrate that core programmatic faculty possess the academic and research
credentials appropriate to support the sequences of courses. Attach faculty vita or provide explicit
summaries.
Dr. E. Elaine Bartgis, Ph.D., post-graduate course work in counterterrorism at Mercyhurst College, and fifteen
years’ experience in law enforcement including one year as a criminal analyst and four years as an investigative
agent for the State of Oklahoma.
Dr. DeWade Langley, Ed. D. retired after 39 years in law enforcement with 15 years as Director of Oklahoma
State Bureau of Investigation. During his tenure as director the Oklahoma Fusion Center was developed and
implemented. Dr. Langley has over 35 years military experience having served as Command Sergeant Major
and has several years as a Battalion S2 Intelligence NCO.
Dr. Mark McCoy, Ed. D. retired after 20 years’ service from the Oklahoma State Bureau of Investigation with a
specialization in digital crime as a Certified Forensic Computer Examiner. Research interests include
technology in law enforcement, computer forensics, and computer crime.
Dr. John Mabry, J.D., retired after 24 years with the Federal Bureau of Investigation with specializations in
behavioral science, violent crimes, national security law and criminal profiling in child abduction cases.
Dr. Don Mizell, Ph.D. retired from the Federal Bureau of Investigation with a specialization in criminal
procedure.
Wook Kang, ABD, Michigan State University, Dissertation Defense scheduled in June, 2011. Specialized
Research: Korean Policing. He has more than ten years’ experience with the Korean National Police and Seoul
Metropolitan Police Agencies.
Other faculty include:
Dr. Rashi Shukla
Dr. Shawna Cleary
Dr. Elizabeth Maier
Dr. Jamie Burns
One page vita for each faculty member is included in appendix A.
E. Support Resources
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Access to the qualitative and quantitative library resources must be appropriate for the proposed sequence of
courses and should meet recognized standards for study at a particular level or in a particular field where
such standards are available. Books, periodicals, microfilms, microfiche, monographs, and other collections
shall be sufficient in number, quality, and currency to serve the sequence of courses. Adequacy of
electronic access, library facilities, and human resources to service the proposed sequence of courses in
terms of students and faculty will be considered.
Physical facilities and instructional equipment must be adequate to support a high quality academic
initiative. The proposal must address the availability of classroom, laboratory, and office space as well as
any equipment needs. Describe all resources available.
The College of Liberal Arts possesses the facilities and technological capacity to support the addition of COP.
In addition, the College of Liberal Arts and the UCO Library have computer-dedicated laboratories that are
sufficient for any student needs. Staffs of CPDE and Information Technology are currently and will continue to
provide course design and faculty training to support this sequence of courses.
The current criminal justice holdings and online resources available through the Chambers Library are adequate
for the initial startup period of one to two years. Additional resources can be acquired with annual library
allocation funds provided to departments. Requests for additional library funds to increase holdings focusing on
crime prevention and police patrol procedures will be considered at a later date.
Approval has been given to redesign part of the first floor in the Mass Communications building to provide
office space for School of Criminal Justice faculty and staff including anticipated new hires. Funds for the
redesign have been allocated by the university and the College of Liberal Arts. The completion date of the
project is November, 2011.
F. Demand for the Sequence of Courses
Proposals must respond to the needs of the larger economic and social environment. Thus, the institution
must demonstrate demand for the proposed initiative.
1. Student Demand: Clearly describe all evidence of student demand, normally in the form of surveys of
potential students and/or enrollments in related initiatives at the institution, should be adequate to expect
a reasonable level of productivity.
While there are other COP initiatives in the state only three offer a bachelor’s degree in conjunction with the
CLEET certification courses. All of the current offerings are in the south and eastern regions of the state. There
are, however, no universities in the central or western regions of the state that offer such an initiative.
2. Employer Demand: Clearly describe all evidence of sufficient employer demand, normally in the form
of anticipated openings in an appropriate service area in relation to existing production of graduates for
that area should be provided. Such evidence may include employer surveys, current labor market
analyses, and future manpower projections. Where appropriate, evidence should demonstrate
employers’ preferences for graduates of the proposed sequence of courses over persons having
alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the
proposed initiative.
(Local/state employer demand information must be included, not solely national employer demand data.)
The Bureau of Labor Statistics reports an expected increase of 10 percent in the category of police and
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detectives through 2018. A 22 percent increase is projected for private detectives and investigators bringing their
projected 2018 total to 55,500. Since the vast majority of critical infrastructure resides in the private sector, job
opportunities in this area can be seen as one of the fastest growing job markets in the United States.
Position increases and the personnel replacement needs will make it difficult for the Council on Law
Enforcement Education and Training (CLEET) to keep up with the additional training needs of the state. These
increases also place an added burden on municipal and state law enforcement agencies to keep up with the
monetary costs of required continuing education units that commissioned officers must complete each year.
The addition of the UCO COP initiative will help offset the rising costs of police officer training.
The School of Criminal Justice advisory board has made it clear that the addition of this sequence of courses is
necessary if they are to keep up with demands in their communities.
Estimated Student Demand for the sequence of courses in preparation for certification
Project estimated student demand for the first five years of the initiative.
Academic Year*
Degrees Conferred
Majors (Headcount) – Fall Semester
0
25
25
25
25
30
25
30
30
30
2011-12
2012-13
2013-14
2014-15
2015-16

The number of participants will be limited to 25 per cohort each academic year. After 2012-13 we
anticipate two cohort sessions per academic year.
Initiatives are provisionally approved and given enough time for a planning year plus the number of years
necessary to produce one graduating class unless the institution makes a specific timeframe request with a strong
rationale.
Please indicate the specific productivity criteria and timeframe for final review of the sequence of courses:
This initiative will enroll a minimum of ____25___ students in fall ____2013__(year); and
will graduate a minimum of ___25____ students in ______2013-14_______(academic year).
G. Unnecessary Duplication
The elimination of unnecessary duplication is a high priority of the State Regents. Where similar initiatives
may serve the same potential student population, the proposed sequence of courses must be sufficiently
different from existing sequence of courses or access to existing initiatives must be sufficiently limited to
warrant initiation of a new initiative.
Provide specific evidence that the proposed initiative is not unnecessarily duplicative of similar offerings in
the state.
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While there are similar initiatives in the state, only three now offer a bachelor’s degree along with the COP
initiative. The campuses that have similar initiatives are in the eastern regions. There is no similar sequence of
courses designed for the preparation of CLEET certification in the central and western regions of Oklahoma.
H. Cost and Funding of the Proposed Sequence of Courses
The resource requirements and planned sources of funding of the proposed initiative must be detailed in
order to assess the adequacy of the resources to support quality initiatives. This assessment is to ensure that
the initiative will be efficient in its resource utilization and to assess the impact of this proposed sequence of
courses on the institution’s overall need for funds.
Provide evidence of adequate funding, which will include, but not be limited to:
1. Reallocation of Existing Resources: The institution must provide evidence of campus funds to be
reallocated to the proposed sequence of courses. The source and process of reallocation must be
specifically detailed. An analysis of the impact of the reduction on existing initiatives and/or
organization units must be presented.
Students taking COP courses will be assessed tuition and fees for the thirty-two hours. Fifteen to eighteen of the
32 credit hours could be taken as electives in the Criminal Justice Police major leaving 18 credit hours needed to
complete the preparation for certification. The minimum cost for a student accepted into COP courses will be 15
credit hours x $175.94 tuition and fees equaling $2,639.10 for an undergraduate resident student. The number
of students accepted each year has been established at 25. The minimum tuition and fee revenue for the specific
COP courses is approximately $65,977.50 per academic year.
2. Tuition and Fees: The institution must provide evidence of a projected increase in total student
enrollments to the campus as a result of the proposed initiative.
Additional
Year
Students
First
25
Second
25
Third
30
Fourth
30
Fifth
30
3. Discontinuance or Downsizing of an Existing Initiative or Organizational Unit: The institution must
provide adequate documentation to demonstrate sufficient savings to the state to offset new costs
and justify approval for the proposed sequence of courses.
Current staff and faculty administer and provide instructional support for COP, with no additional classrooms or
physical space required. While there will be some costs (adjunct compensation), the revenue will outpace the
added cost. See page 10.
Cost/Funding Explanation
Complete the following table for the first five years of the proposed initiative and provide an explanation of how
the institution will sustain funding needs for the life of the proposed initiative in the absence of additional funds
from the State Regents. *The total funding and expenses in the table should be the same, or explain sources(s)
of additional funding for the proposed sequence of courses.
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Cost/Funding Summary:
Resource Requirements
A. Funding Sources
1st Year
2nd Year
3rd Year
4th Year
5th Year
5,000.00
5,000.00
5,000.00
5,000.00
5,000.00
Total Resources Available
from Federal Sources
Narrative Explanation/Justification
Total Resources Available
from Other NonState Sources
Narrative Explanation/Justification:
Sources
Existing State Resources
Narrative Explanation/Justification:
State Resources Available through
Internal Allocation and
reallocation
Narrative Explanation/Justification: Re-allocation from previous department, and current allocations approved by
the President’s office.
Student Tuition
65,977.50
65,977.50
79,173.00
Calculation is based on tuition
and fees at the
undergraduate/resident student
taking 18 hours (minimum).
Narrative Explanation/Justification:
Number of students times tuition, university fees, college fees, and online fees.
TOTAL
70,977.50
70,977.50
84,173.00
79,173.00
79,173.00
84,173.00
84,173.00
B. Breakdown of Budget
Expenses/Requirements
Staff:
Administrative/Other
Professional (Half time staff
member)
1st Year
2nd Year
3rd Year
4th Year
5th Year
0
12,000
0
12,000
0
12,000
0
12,000
0
12,000
Faculty (part-time)
12,240
12,240
12,240
12,240
12,240
Graduate Assistants (1/2 time)
3,640
3,640
3,640
3,640
3,640
Student Employees (1/2 time)
2,250
2,250
2,250
2,250
2,250
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Narrative Explanation/Justification: Allocations for the Graduate/Teaching Assistant position was originally
funded the President’s office and will be absorbed into the regular departmental funding. This and the additional
salaries listed above positions are needed to manage the sequence of courses and assist faculty members in the
delivery of the course content. Additional funding for part-time faculty will be required for specialized topics.
Equipment and Instructional
500
500
500
500
500
Materials
Narrative Explanation/Justification: Onetime desktop computer expenses for the new staff hire. Those funds are
provided to each department by Academic Affairs.
Library
0
0
0
0
0
Narrative Explanation/Justification: Departmental funds currently allocated by the Library are sufficient for the
any additional acquisitions produced by the proposed sequence of courses.
Contractual Services
0
0
0
0
Narrative Explanation/Justification
There are no anticipated contractual service expenses.
Other Support Services
0
0
Commodities
50
50
0
50
0
50
0
50
Printing
100
100
100
100
100
Telecommunications
Travel
50
600
50
600
50
600
50
600
50
600
0
0
0
0
0
Awards and Grants
0
Narrative Explanation/Justification:
The consumables and telephone service will be funded from current departmental E & G and course fee monies.
TOTAL
$31,450
$31,450
$31,420
$31,450
$31,450
I.
Review and Assessment
Describe evaluation procedures for the proposed initiative. These procedures may include evaluation of
courses and faculty by students, administrators, and departmental personnel as appropriate. Plans to
implement the review and outcomes-level student assessment requirements as established by State
Regents’ policies should be detailed. Review procedures shall include standards and guidelines for the
assessment of student outcomes implied by the course objectives and consistent with the institutional
mission.
I. Attitudinal Measures
Entry-Level Assessment: Each cohort of student participants will be given a survey near the beginning
of the first set of courses to determine the importance of specified sequences of courses and how the
preparation for law enforcement certification is meeting those needs. The completed surveys will be
analyzed and become part of the departmental assessment process.
Exit-Level Assessment: Each cohort of student participants will be asked to complete an anonymous
exit survey designed to obtain their level of agreement with a series of statements describing their
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attitudes toward their work in COP. The completed surveys will be analyzed and become part of the
assessment process.
Analysis: The department assessment committee will present the results of both entry-level and exitlevel attitudinal surveys to faculty and to the Director of the School of Criminal Justice on an annual
basis. A detailed comparison of entry- and exit-level results will reveal the degree to which student
attitudes toward their work have changed between the first and final courses in COP.
II. Behavioral Measures
Entry-Level Assessment: The COP Coordinator will ask students entering the sequence of courses to
complete an anonymous survey rating, on a five-point scale, their level of participation in activities
appropriate for or characteristic of professionals entering the field. The Coordinator will provide an
analysis of the survey to the faculty and the Director of the School of Criminal Justice.
Exit-Level Assessment: Students will be required during their final semester of course work to
participate in the CLEET comprehensive examination process. Data on the success rates of students
completing the examination process will be collected and analyzed. The final assessment will be
presented to Director of the School of Criminal Justice each academic year.
Analysis: The results of the entry-level surveys and CLEET comprehensive examinations will be
incorporated into the departmental assessment report/plan annually. A detailed comparison of entryand exit-level results will be reviewed by the Director of the School of Criminal Justice and faculty
members to determine any needed changes in the process.
III. Cognitive Measures:
Exit-Level Assessment: An assessment data will be collected and analyzed by the department
assessment committee members. Results of the analysis will be submitted to the Director of the School
of Criminal Justice and faculty members to determine any needed changes in the process.
IV. "Closing the Loop"
In the course of its annual review of the results of attitudinal, behavioral, and cognitive assessment the
faculty members who are part of COP will identify noticeable trends and will, with members of CLEET,
identify curricular changes to address observed opportunities for improvement in the sequenced courses.
Additionally, an advisory board for the School of Criminal Justice will review the assessment results
with faculty members to determine short and long term goals and objectives for continuous
improvement of the COP initiative.
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APPENDIX A: One page faculty curriculum vitas.
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2404 Pennington Avenue
Edmond, Oklahoma 73003
Phone: (405) 285-1595
E-mail: ebartgis@uco.edu
E. Elaine Bartgis, Ph.D.
Education
1994
Ph.D.
1988
M.A.
1986
B.A.
Experience
July 2009 – present University of Central Oklahoma Edmond, Oklahoma
College of Liberal Arts Assistant Dean, Associate Professor, and
School of Criminal Justice, Assistant Director
University of Oklahoma
Norman, Oklahoma
Adult and Continuing Education
University of Central Oklahoma Edmond, Oklahoma
Criminal Justice
University of Central Oklahoma Edmond, Oklahoma
Criminal Justice
2004 – 2009 University of Central Oklahoma Edmond, Oklahoma
Assistant Professor, Assistant Director
July 1994 – May 2004 Fairmont State University, Fairmont, West Virginia
1973 – 1988 State and local Law Enforcement Officer, Oklahoma
Articles and
Presentations
Shukla, R., and Bartgis, E. (2008). “An analysis of clandestine methamphetamine
Laboratory seizures in Oklahoma. Crime prevention & community safety, 10(2),
pp. 97-110.
Shukla R., Bartgis, E. & Bernhard, S. (2008). “Oklahoma’s meth lab problem and
Legislative responses, Edmond, OK: University of Central Oklahoma Public Policy
Institute.
Shukla, R. and Bartgis E. (2007). In Gerber, J., & Jensen, E. L. (Eds.), Encyclopedia of
White collar crime (pp. 191-195). Westport, CT: Greenwood Press.
Oliver, W.M. and Bartgis, E.E. (1998). “Community policing: a conceptual framework.”
Policing: An International Journal of Police Strategies and Management. (21) 3. pp. 490509.
Grants and Funding:
UCO Grant Award, Faculty Research Assistant Request Grant, “Comparative Analysis
Of Peruvian and United States Law Enforcement,” UCO Office of Research, $3,000
(2008-2009)
UCO Research Grant, “Methamphetamine in Oklahoma,” Co-PI, UCO Office of
Research and Grants, $7,500 (2008-2009)
UCO Regular Grant, “An Examination of Methamphetamine Problem in Oklahoma,”
Co-PI, UCO Graduate College, $7.500 (2007-2008)
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DONALD N. MIZELL, Ph.D., Instructor
University of Central Oklahoma
BACKGROUND: 37 years of professional experience include: Ten years on active
duty (USMC) as a Marine Officer and pilot; Ten years of University and College-level
teaching at the United States Naval Academy, Anne Arundel (MD) Community College,
Wayland Baptist University, Central New Mexico Community College, the University of
Phoenix, and the University of Central Oklahoma. Twenty-one years of Law Enforcement
as an FBI Special Agent/Pilot.
EDUCATION: Ph.D. Madison University, Criminal Justice Management, May 2001
ABD, Ph.D. Program, University of Maryland-College Park, Political
Science (International Relations/National Security and Constitutional Law), May 1981
M.A. Political Science, California State University- Fullerton,
(Constitutional Law and International Relations), June 1976
B.A. Political Science (International Relations), University of
Oklahoma, May 1972
SPECIALQUALIFICATIONS: Advanced research and studies: Constitutional Law, International
Relations, and National Security Affairs. Credentials in Higher Education from the State of California
including: Chief Administrative Officer, Supervisor, Student Personnel Worker, and Instructor; FBI
Special Agent/ Special Agent Pilot and Bureau Instructor Pilot; FAA licensed pilot- Single Engine, Multiengine and Helicopter
PROFESSIONAL ACCOMPLISHMENTS
Higher
Military Faculty- United States Naval Academy-Taught
Education:
courses in International Relations, U.S. Foreign Policy and National Security Affairs.
Qualified to teach courses in U.S. Government, U.S. Constitutional Law, Criminal Law (Substantive and
Procedural), Comparative National Security, Criminology, and Criminal Justice/Law Enforcement
Management; Faculty Adviser to the U.S. Naval Academy Foreign Affairs Conference. Presenter
(representing the USNA) at the 1978 Air Power Symposium, Air War College. Co-founded the U.S. Naval
Academy Chapter of Pi Sigma Alpha, National Political Science Honor Society; Served on the U.S.N.A.
Faculty Forum and Faculty Affairs Committees.
Adjunct Faculty- Anne Arundel Community College Arnold, MD
Adjunct Faculty- Wayland Baptist University
Adjunct Faculty– Central New Mexico Community College
Faculty Member - University of Phoenix
Faculty Member - University of Central Oklahoma
Law
Federal Bureau of Investigation, Special Agent/Pilot- 20+ years
Enforcement: Investigated Federal Crimes including: Violent Crimes, Interstate Theft, Interstate
Transportation of Stolen Motor Vehicles, Illegal Drugs, Organized Crime, Crimes on the Indian
Reservation, Street Gangs, Fugitives, Undercover Operations, White Collar Crime, and Special Operations.
Received several incentive awards for investigations. Managed large-scale investigative operations
including oversight of numerous task force personnel from various police agencies including budgeting,
scheduling and operations. Coordinated investigative functions with United States Attorney's Office and
State and Local District Attorneys.
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Curriculum Vitae
A. DeWade Langley, Ed. D.
Education
Ed. D., 2007 Applied Educational Studies, Oklahoma State University
M.S., 2004 Natural and Applied Science, Oklahoma State University
B.S., Law Enforcement, Northwestern Oklahoma State University
Professional Experience
Professor/Director School of Criminal Justice
University of Central Oklahoma……………………… 2010 - Present
Director
Oklahoma State Bureau of Investigation………………1995-2010
Deputy Director
Oklahoma State Bureau of Investigation…………….…1990-1995
Special Agent-Inspector
Oklahoma State Bureau of Investigation………….……1977-1990
Deputy Sheriff
Custer County Sheriff’s Office………………………….1971-1977
Training and Certifications
OSBI Academy Graduate…………………………………….1971
Southwest School of Polygraph…………………………...….1977
Southern Police Institute - Administrative Officer Course
University of Louisville…………………..…………..…….1986
CLEET Advanced Law Enforcement Certificate
Teaching Experience
Oklahoma State University – Adjunct Instructor
Aviation Security (Graduate)
Aviation Security (Under Graduate)
Terrorism and Asymmetrical Warfare
Aviation Ethics
Southwestern Oklahoma State University – Adjunct Instructor
Leadership in Law Enforcement
Southeastern Oklahoma State University – Adjunct Instructor
Ethics in Law Enforcement
Instructor – Law Enforcement Leadership and Administration
International Criminal Investigative Training Program (ICITAP)
Tirana, Albania (Three week Course) 1994
Lectured on Leadership in Law Enforcement at the Safety and Security University in
Beijing, China, 1991
Military Experience
Retired United States Army National Guard having served over 35 years in numerous
leadership positions including, Drill Sergeant, Senior Drill Sergeant, Master Sergeant, First
Sergeant, and Command Sergeant Major.
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JOHN P. MABRY
SUMMARY OF QUALIFICATIONS

FBI - 23 years federal law enforcement experience with the Federal Bureau of Investigation,
including 10 years investigating violent crime, organized crime and white collar crime cases;
2 years in the behavioral sciences working child abduction and serial homicide cases; 7 years
supervising violent crimes, terrorism and foreign counterintelligence; and 5 years as the Chief
Division Counsel for the Oklahoma City Division.

Teaching Experience - 20 years teaching experience as an FBI Police Instructor, Legal
Instructor and Firearms Instructor.

Legal Experience – Graduate of the University of Alabama School of Law; member of the
Alabama State Bar; former Alabama State Courts Magistrate/Warrant Clerk; former Law
Clerk to the Honorable Judge Peter T. Fay, U.S. Court of Appeals, 11th Judicial Circuit,
Miami, Florida.
EDUCATION
B.S. Business Administration (1981)
Major: Accounting (With Honors)
Minor Studies: Sociology and Criminal Justice
University of Tennessee / Knoxville, TN
J.D. Law
(1984)
University of Alabama
Tuscaloosa, AL
PROFESSIONAL EXPERIENCE
Federal Bureau of Investigation (1985 - 2009)
Career History:
 Special Agent, Norfolk, VA 1985-1990.
 Special Agent, Houston, TX 1990-1995.
 Supervisory Special Agent, Child Abduction and Serial Killer Unit,
Quantico, VA 1995-1997.
 Supervisory Special Agent, Oklahoma City, OK 1997-2009:
- Violent Crimes Squad Supervisor (5 years)
- Terrorism and Foreign Counterintelligence Supervisor (2 years)
 Chief Division Counsel (5 years)
United States Court of Appeals, 11th Judicial Circuit (1984-1985)
Miami, FL
Position: Law Clerk to the Honorable Judge Peter T. Fay
Duties: Drafted appellate opinions for cases heard before Judge Fay and other Judges of
the U.S. Court of Appeals for the 11th Circuit.
Alabama State Courts (1980-1981)
Tuscaloosa County, AL
Position: Magistrate/Warrant Clerk
Duties: Issued misdemeanor and felony arrest warrants based upon the sworn testimony
of law enforcement officers, victims and witnesses.
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Mark R. McCoy, Assistant Professor
University of Central Oklahoma
Forensic Science Institute
Edmond, Oklahoma
EMPLOYMENT:
Assistant Professor
University of Central Oklahoma
 Assistant Professor – Criminal Justice
 Assistant Professor – Forensic Science Institute
 Digital Evidence & Cyber Security Program Administrator
Deputy Inspector
Oklahoma State Bureau of Investigation
 Supervisor of OSBI Computer Crimes Unit (Retired, 2005)
2005 – Present
2001--2005
Special Agent
Oklahoma State Bureau of Investigation
1985 -- 2001
 Conducted and coordinated investigation of computer crimes and performed the forensic examination of
digital evidence (Certified Forensic Computer Examiner)
 Testified in State and Federal Court as an expert witness in Digital Forensics
Police Officer
Tulsa Police Department Tulsa, Oklahoma
Military Officer/ Captain
United States Marine Corps
1984--1985
1980--1984
EDUCATION:
Ed.D., Occupational and Adult Education, School of Educational Studies, College of Education, Oklahoma
State University, Stillwater, Oklahoma, 2000.
M.S., Forensic Science, National University, San Diego, California, 1984.
B.S., Public Administration (Criminal Justice –Minor), Western Michigan University, Kalamazoo, Michigan,
1980.
TRAINING AND CERTIFICATIONS:



4000 plus hours of Law Enforcement Training, 1000 plus hours of Computer Forensic
Training
CLEET Advanced Law Enforcement Certificate and Advanced Instructor Certification
Certified Forensic Computer Examiner (CFCE), International Association of Computer Investigative
Specialists (IACIS)
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ONE PAGE CURRICULUM VITAE
WOOK KANG
EDUCATION
2011 (Expected)
1999
1994
Doctor of Philosophy (Ph.D.) in Criminal Justice
Michigan State University, East Lansing, MI.
Master of Public Administration, Graduate School of Public
Administration, Seoul National University, Seoul, South Korea.
Bachelor of Law, Department of Law, Korea National Police University,
Kyunggi Province, South Korea.
PEER-REVIEWED PUBLICATIONS
Nalla, Mahesh and Wook Kang. (2011) “An Assessment of South Korean Police
Officers’ Perceptions of Organizational Characteristics in the Post-Reform Era.”
Policing: An International Journal of Police Strategies & Management. 34 (2): 326-346.
Kang, Wook and Dae-Hoon Kwak. (2008). “Place-Based Policing and Policy Implications.”
Korean Journal of Police Science 8 (2): 61-87.
Kang, Wook and Mahesh Nalla. (Forthcoming) “Perceived Citizen Cooperation, Police
Operational Philosophy, and Job satisfaction on Support for Civilian Oversight of the
Police in South Korea.” Asian Journal of Criminology.
Kutnjak Ivković, Sanja and Wook Kang. (Forthcoming) “Police Integrity in Korea.”
Policing: An International Journal of Police Strategies & Management.
TEACHING EXPERIENCE
Instructor (Michigan State University) - Issues in Terrorism
Teaching Assistant (Michigan State University) - Proseminar in Criminal Justice,
Law Enforcement Intelligence, Homeland Security
Instructor (Korea National Police University) - Introduction to Criminal Justice,
Introduction to Policing, Police Administration
Police Ethics, Korean Police History
PROFESSIONAL EXPERIENCE
2005 – 2007
2001 – 2005
1994 – 2001
Captain, Instructor, Department of Police Science, Korea National Police
University.
Captain, Korea National Police Agency (Police Headquarter).
Lieutenant, Seoul (Capital of Korea) Metropolitan Police Agency.
PROFESSIONAL AWARDS
2006
Best Instructor Award by President of Korea National Police University.
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ELIZABETH MAIER
1117 Cambridge Drive
Yukon, OK 73099
EDUCATIONAL BACKGROUND:
University of Nebraska at Omaha
Omaha, NE
Doctoral Program in Criminal Justice
Recipient of the UNO Dissertation Scholarship
Dissertation on Juvenile Courts in Nebraska
Defended Dissertation – July 2006
Graduation – December 2006
Texas A&M University, Bush School of Government & Public Service
College Station, TX
Recipient of a George H. Bush Fellowship
Recipient of the Holt Scholarship
Masters in Public Service and Administration, May 2002
The George Washington University
Washington, DC
Recipient of a Presidential Leadership Scholarship
B.A. in International Affairs, December 1999
Concentration in international economics and minor in religion
TEACHING EXPERIENCE:
ASSISTANT PROFESSOR, Norwich University
Northfield, Vermont
 Teach undergraduates in Introduction to Criminal Justice
 Teach undergraduates in Juvenile Justice & Juvenile Delinquency
 Teach undergraduates in Courts
 Teach undergraduates in Criminology
 Teach undergraduates in Research Methods
 Incorporate service-learning into at least one course a year
 Serve as academic advisor to 25 undergraduates
 Faculty advisor for the university’s chapter of Alpha Phi Sigma
8/2007-05/2011
INSTRUCTOR, University of Nebraska at Lincoln and Omaha
8/2004-05/2007
Lincoln and Omaha, Nebraska
 Taught undergraduates in Police and Society, Criminal Courts, Survey of Corrections, Institutional
Corrections, Research Methods, Juvenile Delinquency, and Criminology
 Selected text for each course and supplemental reading materials
 Created lectures, exams, and homework assignments
 Scheduled several field trips to local correctional institutions
 Arranged for guest speakers from practitioners
 Lectured twice a week for each course
PUBLICATIONS:
Maier, E., and Gagne, B. (2010). Service-learning has a statewide impact on sexual violence. In M. A.
Cooksey & K. T. Olivares (Eds.), Quick Hits for Service-learning: Successful Strategies by Awardwinning Teachers. Bloomington, IN: Indiana University Press.
Maier, E. (2009) Juvenile court variations: Procedural and processing differences in a Midwestern state.
Juvenile and Family Court Journal, 60 (1), 37-53.
Maier, E. (2008) Teaching tips: In-class activities. American Society of Criminology Newsletter The
Criminologist Teaching Tips Column (March/April).
PRESENTATIONS:
 Presented research papers at American Society of Criminologists annual meetings in November 2004, 2005,
and 2009.
 Presented research paper at Academy of Criminal Justice Sciences annual conference in March 2009.
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CURRICULUM VITAE
Rashi K. Shukla
Education
Ph.D., 2003. Criminal Justice. Rutgers University, School of Criminal Justice.
M.A., 1996. Criminal Justice. Rutgers University, School of Criminal Justice.
B.A., 1994. Criminal Justice. University of Central Oklahoma, Department of
Graduated Cum Laude.
Sociology.
Teaching Experience
Associate Professor, University of Central Oklahoma, Department of Sociology,
Criminal Justice and Substance Abuse Studies, Edmond, OK. 2009–Present.
Assistant Professor, University of Central Oklahoma, Department of Sociology,
Criminal Justice and Substance Abuse Studies / School of Criminal Justice,
Edmond, OK.
Grants/Funding
UCO Regular Grant, “Understanding Methamphetamine Manufacturing in
Oklahoma,” UCO Office of Research and Grants, $5887 (2011-2012)
UCO Regular Grant, “An Examination of the Methamphetamine Problem in
UCO Office of Research and Grants, $4,888 (2010-2011)
Oklahoma,”
Publications
Shukla, Rashi & Bartgis, E. Elaine. 2010. Responding to Clandestine Methamphetamine
Manufacturing: A Case Study in Situational Crime
Prevention. Criminal Justice Policy Review, Vol. 21, No. 3, pp. 338-362.
Chamard, Sharon & Shukla, Rashi (Eds.). 2010. Expanding the Boundaries:
Selected Papers from the 17th Environmental Criminology and Crime Analysis Symposium.
Security Journal, Special Issue, 1-2.
Shukla, Rashi and Kelley, Margaret. 2010. “Examining How Decisions to Use Marijuana
Change Over Time,” In Natarajan, M. (Ed.), Drugs of Abuse: The International Scene (pp. 423447). Farnham, U.K.:Ashgate Publishing. (Reprinted from Substance use and Misuse, 42 [9],
2007).
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Jamie L. Burns
Curriculum Vitae
Home Address:
509 Hampton Court
Ada, Oklahoma 74820
Phone: (580) 332-4278
Office Address:
Department of Human Resources
Criminal Justice Program
East Central University
1100 East 14th Street, PMB B-5
Ada, Oklahoma 74820
jburns @ecok.edu
Phone: (580) 559-5578
Email Address:
Education
Ph.D.
2006, Sociology, Oklahoma State University, Stillwater, OK
M.S.
2002, Sociology, Oklahoma State University, Stillwater, OK
B.A.
1999, Sociology and History, Ouachita Baptist University, Arkadelphia, AR
Dissertation
Families of Homicide Victims Speak: An Examination
Of Perceptions of the Criminal Justice System and Capital Punishment
Positions Held
2006 – Present
2003 – 2006
Assistant Professor, Department of Human Resources, Criminal Justice,
East Central University
Campus Initiative to Reduce Crime Against Women (CIRCAW)
State Victim Assistance Academy Curriculum Developer, East Central
University
Teaching Associate, Department of Sociology, Oklahoma State University
2001 – 2003
2005
2000 – 2001
2000 – 2002
Teaching Assistant, Department of Sociology, Oklahoma State University
Mentor/Tutor for Student Athletes, Oklahoma State University
Research Assistant, Department of Sociology, Oklahoma State University
Correctional Officer, Cimarron Correctional Facility, Cushing, Oklahoma
2007 – Present
2008 – Present
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