Review_of_Journal_Article

BUILDING A CRIMINAL JUSTICE PROGRAM AS AN EDUCATIONAL, COMMUNITY, AND PROFESSIONAL RESOURCE Philip Dolce wrote on the development of a Criminal Justice program at the community college level to include the students, community, major elements of criminal justice (police, courts, corrections and juvenile offenders), as well as academic personnel to have a fully integrated and interdisciplinary program. The program was developed at Bergen Community College in Paramus, New Jersey around three major themes: education and extra-curricula experiences of student, construction of joint projects uniting criminal justice practitioners in the four major fields, and a focus on suburban criminal justice. A great emphasis was placed on the contributions that the students should have within the community. There was an Educational Career Day planned, along with a Criminal Justice Club, encouraging students to become active members of Criminal Justice Professional Organizations, using local agencies and organization for qualitative and quantitative research projects, Seminars in Terrorism, Professional Criminal Justice Seminars, Seminars on Gangs in Suburbia, and the school of thought regarding suburban criminal justice. Dolce defines this phenomenon as "relationship between the civic order and spatial landscape.” The students of the college have developed a completely original 13-part television series entitled ‘‘Suburban Criminal Justice: The Bergen County, New Jersey Experience’’. The series is broadcast on cablevision and is the first television series on suburban criminal justice. The Bergen Community College of New Jersey was awarded the John L. Blackburn Award of the American Association of University Administrators in 2000, also the Chair Academy Outstanding Leadership Award in 2001, and in 2002 the college was awarded the National Education Association Award for Teaching. These awards show the thoroughness and thoughtfulness that was placed on the development and implementation of a holistic, socially diverse, and civically responsible curriculum. Leadership and support for the program came from the president, academic vice president, dean, and advisory committee to include major stakeholders within the community of the criminal justice profession and within the greater community at large. This included members of federal, state, and local criminal justice personnel who could advise the director and college on how best to train students for careers in their given agency. In order for this program to succeed, the support system had to be in place for the faculty, administration and students. The roles were clearly defined and therefore the group dynamics were essential to the motivation of the students within the program. This was made evident by many staying within the community to serve. Mr. Dolce stated in the summary of the article “that the program must have a sense of purpose that is shared by all and extends beyond the college. The program must relate to the civic life of the community and well as to the needs of the profession and thus a sense of place is essential.” These ingredients are the very heart of what is required for a successful program.