From police to professor: Making the move to academia
Many law enforcement officials fantasize of retiring to that dream job teaching in academia. They dream of working 20 hours a week with students who hang on their every word. Usually, that fantasy is set in a more temperate climate where the sun never sets. For many who pursue the ivory tower second career path, the cold wind of reality sets in as they turn in their application. How do you get those positions and what should expect when you get there? For reasons of space, and since veteran law enforcers are most likely to migrate to two-year educational institutions, I’ll confine the examination to teaching opportunities in community colleges.
Beyond the attractiveness of the perceived academic lifestyle, the real satisfaction for long-time educators like me is the realization that community college instructors are the Disneys of education. Community college professors help make dreams come true. I derive immense satisfaction, when contacted by students going back over a decade, from graduates who have turned their lives around. It is terrific to see that have evolved into successful law enforcers serving their communities. A good community college experience is part of that evolution.
And peaking of that envisioned lifestyle, while community college instructors do not have the pressure of the “publish or perish” time consuming research agenda present in many tenure track university settings, community colleges engender their own demands on faculty with an increased emphasis on teaching load. Not only are there more sections of classes to teach, the numbers of students in those classes is usually higher. That is particularly true these days with a struggling economy that causes community college enrollments to skyrocket. That said, community college professorships are plum jobs and the competition is fierce.
With the advent of a booming on-line criminal justice oriented push in recent years, teaching at a distance has it’s attractive elements as well, though that primarily is an adjunct or part-time gig. Full-time teaching posts at community colleges, while they may require some on-line teaching load, the emphasis is still on the classroom teacher.
The instructional settings are varied and their applicability in your career plan depends on your interests, strength of resume, and your willingness to relocate. Government-run community colleges tend to have exclusivity in their service area, as they usually are part of a statewide, interconnected system.
Formulate a Plan
Next, you’ll have to decide if you want to teach on the academic side of the house or train cadets in an academy setting and officers in advanced or specialized courses. Some educational institutions’ criminal justice programs have the unusual luxury of wearing both hats (teaching in both basic academy and advanced training, as well as criminal justice associates degree courses). Others have those separated under distinct academic and vocational or continuing education umbrellas. You may even consider higher-level academic posts that are primarily executive level, non-teaching posts in a director or dean level slot.
If your target is teaching in an academic setting, your educational accomplishments will have more weight. If your sights are set on training, your experience and instructor certifications will have greater emphasis for the hiring committee.
On the academic side, most institutions, particularly those that are regionally accredited, will look for you to possess a regionally accredited master’s degree in criminal justice or a related field (criminology, law enforcement, corrections, public administration, etc.) or a master’s degree in another area with an additional 18 graduate credit hours in criminal justice or a related field. There are six regional accrediting bodies in the United States and you are best served by having all of your college degrees under one of those “seals of approval.” (Check out this site for more detailed information on regional accreditation, what it means, and the six accreditation organizations: http://distancelearn.about.com/od/accreditationinfo/a/regional.htm)
Some places will allow you to teach academic courses with only a regionally accredited bachelor’s degree in criminal justice or a related field along with relevant experiential requirements. It would behoove you to identify your target employer and find out what their requirements are so that you can earn the credentials prior to your application being filed with them.
If training is more your bag, you will need to take an instructor techniques course (or whatever your state’s POST or criminal justice standards education and training honchos require). If your goal is to teach firearms or another high liability area such as vehicle operations, you may have to take additional instructor training courses.
After completing the train the trainer courses, many states require you to undergo an instructional internship and be evaluated by an experienced instructor and students prior to being granted state certification as a law enforcement instructor. Bear in mind that a few years down the road, your state may require you to show teaching time and proficiency in the training area in order for that state certification to be renewed.
Full-time jobs in the academic and training slots are few and far between. The competition is fierce especially in destination states such as Arizona, North Carolina, and Florida. Having been based in the Sunshine State for a number of years, I frequently get calls from officers, deputy sheriffs, and troopers across the nation (especially from snowy cities) who are looking for advice on how to move to Florida and teach criminal justice students.
A great way to garner that experience is to contact your local community college and pursue a part-time instructor slot. Being an adjunct is not a lifelong job, though some enjoy the stint for years. Rather, it is a way to fine tune your teaching skills and showcase your commitment to facilitating student learning and success.
Breaking in as an adjunct isn’t easy though. For those that think that politics in policing is rough and tumble, let me point out that college politics can be brutal. Some academics have too much time on their hands and can obsess over petty jealousies and other issues. Having worked for community college criminal justice on a part-time or full-time basis in New Mexico, North Carolina, Florida, and Ohio, I can attest that there are some folks who will be like that everywhere.
Police vs. Academic Culture
Softening the edges of the rough and tumble police persona go a long way towards smoothing the transition from cop culture to academic arena. Such macho moves as wearing your gun exposed and spouting profanity may work well with the crew at the station, but it will elicit gasps of horror from a workforce that more readily gets their feathers ruffled.
Teaching at a community college does have some commonalities with the police world. Both involve interacting with diverse people and creating an inclusive environment where marginalization is kept to a minimum. And both deal with people at varying educational levels in a manner that is not condescending. Respect is a centerpiece of human relations for both endeavors.
Finding the Jobs
Part-time teaching posts are harder to discover. While your target college may advertise part-time faculty positions on their website, the web postings are usually out-dated and incomplete. Quite often, there is a full-time faculty or staff person in charge of academic and academy programs within a criminal justice department. Get to know that person. Share your area of expertise with him or her and be there for them when they get caught in an instructor-scheduling bind. You may even come in occasionally as a guest speaker until you can carve out your niche.
A typical breaking into the academic teaching arena scenario is involves a long-time instructor that gets sick or has other commitments that pull him or her away from the classroom. Be that “Johnny (or Joanna) on the spot” that will fill in and solve that educational manager’s problem. Eventually, through your flexibility of schedule and helpful approach, you may find that you can claim “ownership” for that course or academy block of instruction.
Teaching in a community college can be a very rewarding pursuit. Many students a hunger for those law enforcement veterans that can bring their real world experiences into the classroom to make academic theories come alive. Having been a professor and a manager over teachers, I believe that the most effective teachers are those that can balance thought-provoking academic theories with compelling real life experiences and war stories. That instructional blend, coupled with dynamic presentation skills, helps to excite and mold the next generation of enthusiastic, service-minded criminal justice professionals.
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