CRIMINAL JUSTICE INTERNSHIP and HOMELAND SECURITY
In the process it is expected that students acquire the knowledge, skills and values that prepare them for productive and successful careers in the
field of Criminal Justice and Homeland Security.
The Criminal Justice and Homeland Security Internship program is an essential component of this process. This course is required of all Criminal Justice and Homeland Security students in their
senior year of study. The Internship program provides the student with the opportunity to learn about a career in Criminal Justice and also provides
Criminal Justice agencies an opportunity to observe potential graduates. An internship and senior seminar cannot be completed
during the same semester because of the great amount of time and work necessary for each course.
The major goals of the Criminal Justice and Homeland Security Internship Program are as follows:
1. To bridge the gap between classroom theory and field practice. Students will have the opportunity to gain practical experience and
make observations concerning the vagaries of “doing the job” of criminal justice. These personal experiences can then be evaluated in
terms of principles and theories learned in the classroom and in the literature of the field. This area is documented in the interns journal.
2. Students will be able to observe and evaluate the knowledge, skills and values required of a Criminal Justice professional.
3. Students will further develop their abilities as independent learners. The student will have the primary responsibility for identifying
the learning goals of their internship and pursuing their own particular educational and professional interests.
4. Students will become better informed about career opportunities, entry procedures and the requirements for success in their chosen
Criminal Justice profession.
To be considered for a Criminal Justice or Homeland Security Internship placement a student must have earned sufficient credits to graduate in the same academic year of enrollment in the Internship Course. (Ordinarily a minimum of 90 credits).
The application procedure is as follows :
1. Obtain an Application Form from the Criminal Justice Internship Coordinator or from the faculty webpage of Professor Kelly. Research
potential areas of interest and have an idea of what you want to do when you graduate. These offerings are on a first come basis and fill up
rather quickly. If you have a specific site or have a contact at a specific site make sure that is written on the application.
2. This form must be completed and submitted no later than March 1 for the Fall Semester and no later than October 1 for the
3. Two original copies of your resume must be submitted with the application form. This resume should be of professional quality and detail
your qualifications for the position sought.
4. Upon approval of your application the Internship Coordinator will grant you permission to register for the Internship course.
5. The Internship Coordinator will prepare a letter of introduction to your desired agency. A copy of your resume will be attached.
6. You will then be responsible to schedule an interview with the Internship Mentor at that agency.
7. Acceptance by an agency is not automatic. The interview is your opportunity to convince the Mentor of your qualifications and your interest
and enthusiasm for the placement.
8. After a successful interview the Internship Agreement Form will be completed and signed by you and the Mentor. This agreement
will containa description of the major learning goals of your internship and should be based on your particular interests and the agency’s ability
to provide the appropriate experiences. Also indicate the day and the hours each week that you will be attending the agency. Typically one
day a week for approximately 8 hours per day for a total of 90 hours for the semester.
9. Once the Internship Agreement has been signed by you and by the Mentor it must be submitted to the Internship Coordinator for approval.
No later than May 1 for the Fall semester and no later than December 1 for the Spring semester.
10. If approved, you may begin reporting to your Internship agency after attending your first scheduled CJ 375 Criminal Justice Internship class.
10. Failure to follow this procedure will result in your application being denied and possibly delay the completion of all required courses.
Remember that email is the accepted contact means of Monmouth University and all students should check their University accounts on a
regular basis for any changes in
Education is a continuous process through formal and informal means. Successful progress throughout an internship can be gauged by evaluating
five components of this learning process.
1. Knowledge Acquisition
Sitting in class taking notes, discussing issues, specific assignments, and readings.
Primarily instructor directed.
Interaction is with instructor and other students
Self-direction is essential in an internship.
You pursue your interests.
Day-to-day interaction is with staff, clients and community.
Provides a rich educational experience
2. Knowledge Application
Applying theories learned in the classroom through actual practice
Such concepts as authority, discretion, socialization, and social control
You will see these in action
Evaluate various theories and principles in light of actual observations.
Examples: Deference Exchange
Styles of Policing
Pure legal advocates/Moral agents
3. Skills Improvement
Improve job-related skills
Oral and written communication
Listening and interviewing
Research and computer skills
4. Personal Development
Develop confidence and self-reliance.
Develop decision making and problem solving skills.
Your values may be challenged
Handle difficult and stressful situations.
Time management is crucial in an internship and in a job
5. Professional Development
Can help you evaluate your interest in pursuing a career in criminal justice.
Realization that time may have to be spent in line positions before moving
on to investigations, youth work, etc.
Insights on how to gain employment in your field of interest
Opportunity to clarify career goals.
You may find that area chosen does not suit you.
Important – Always perform your internship with professionalism and
with an eye to the future. Don’t burn a bridge as the contact may assist you in other areas.
1. Learn about the actual practices of the criminal justice field and the functions of your position and others at your field site
2. Attempt to apply what you have learned in the classroom to the real
3. Gain experience and contacts that will aid in the search for employment
Only 90 hours
May not be allowed to perform certain duties
Ideally 1 day a week
8 hours per day
What are your goals for that day?
Determine with mentor
Have a frank conversation with your mentor and provide them with a copy
Of this manual.
1. Knowledge acquisition
What is it that you would like to learn?
Direct your time and efforts to that information and knowledge
2. Performance assessment goals
How well do things work?
4. Personal growth
Become more open-minded and more assertive
Identify specific activities that will help you reach your goals
Example: Arrange tour with Police Officer Smith – Community Relations Officer
Identify specific kinds of information you would like to get from P.O. Smith
Do this before tour with officer Smith
Become familiar with the structure of the agency
More will be required as you go along
Good time to ask questions – not expected to know much
Should not be embarrassed to ask questions
The more questions you ask the more you will learn
Questions mean you are interested in the job
Later doing two things
Performing some duties
Plus objectively evaluating your experiences
1. Initial entry
Concerns about being accepted
Some staff might resist
May feel as uncomfortable as you do
Record your first impressions
Positive or Negative
Feeling of marginality or intrusion
As you become more involved this should dissipate
2. Probationary period
Increased access to clients
Develop more confidence
Compare theoretical operations of Criminal Justice agencies with
every-day workings of an agency
Keep asking questions
Are you perceived as not interested?
Are you perceived as inquisitive?
Bring up book learning
Age – disadvantage
Clients may not consider you as a part of the agency
Clients may try to “get over” on you
Beware of cliques – don’t be drawn in
3. Productive worker
Beware ‘going native”
So involved in doing the work that you forget about being an observer
Begin seeing things more as an insider
Observe discrepancies between stated goals and objectives of the
agency and actual practice
Bring this stuff back to class
Let clients and staff know that you are leaving
Any unfinished projects or reports – inform staff
Provide Mentor with a copy of your paper
The guidelines for the student’s goal paper are as follows. A two-page paper describing in detail the student’s goals and aspiration for their internship. The student should be as detailed as possible in what they wish to accomplish in their internship. The paper should be a report format paper that has a title page indicating the student’s name, course title, University affiliation and title of the report.
The following items are meant only as a guideline to assist you in preparing a comprehensive description of the criminal justice agency in which you are doing your internship. It is not meant to be all-inclusive, and some items may be more appropriate for some agencies than for others. This report should be in narrative form and supported by appropriate documentation. APA format is required by the Department. The course syllabus will describe in greater detail the length of each paper required. (This is available at Professor Kelly’s faculty website.) Remember this is a writing intensive course. Each agency is different, with different structure, history, budgets, etc.
1. Historical background of area and/or agency
2. Federal, state, county, municipal
How fits into larger system
3. Geographic area served by the agency
Population of area
Delineate service areas, ie. Patrol sectors, county divisions, etc.
4. Physical plant, ie. Training Academy, Prison
5. Services provided
Mission Statement – copy
6. Workload – analyze official reports
Uniform Crime Reports
Number of cases handled
Number of clients served
Success rates/ conviction rates (How do they know if they are being successful?)
7. Organization of department
Responsibilities of each department
More detail on your department
How does it fit in?
Breakdown by department
Ranks/titles and responsibilities
How many sworn officers
How many civilian
What percentage of officers on patrol?
How are police officers deployed?
Ethnic and gender distribution
Compare to population of area served
9. Employment process
Start – potential
What percentage of parent government budget?
Copy of budget
11. Special reports or orders
Use of Force
Sex Offender Notifications
The following items are meant only as a guideline to assist you in preparing a comprehensive description of the criminal justice agency in which you are doing your internship. It is not meant to be all-inclusive, and some items may be more appropriate for some agencies than for others. This report should be in narrative form and supported by appropriate documentation. APA format is required by the Department. The student should incorporate their goals and aspirations, description of agency, other aspects of the Agency relative to the final paper. The student might want to utilize aspects of their experience detailed in their journal in the final paper. The paper must be at least ten pages in length, excluding abstract, title page, footnote page and reference page and must have a conclusion section of at least two pages. The student should think of this paper as a possible writing sample for future employment.
The faculty coordinator will initiate the search for Criminal justice agencies that
are willing to provide structured experiential learning opportunities for qualified student
The coordinator arranges for authorization to establish an internship program and
personally meets with the agency representatives to describe and formulate the
procedures necessary for a successful and mutually beneficial enterprise.
The coordinator acts as liaison between the Monmouth University Criminal
Justice Program and the sponsoring agency.
The coordinator publicizes the various Internship placements, screens the
applicants, and makes referrals of qualified candidates.
The coordinator monitors the interns through visits to agency sites, phone contacts
with mentors, and scheduled seminars with students.
The coordinator guides the Internship Experience
The coordinator presides at seminars
The coordinator assists students in their research efforts and in their presentation
The coordinator is always available to discuss sensitive or interpersonal issues
that may arise at the Internship agency.
The coordinator continuously cultivates additional internship sites.
According to Webster’s dictionary a mentor is a wise and trusted counselor. An
effective internship Mentor therefore, is a person who is not only knowledgeable in
his/her professional field but also has the ability to develop a close and trusting
relationship with a student intern. The following description of the various attributes of
an effective Mentor may provide guidance for any person who has decided to take on the
responsibilities of mentorship at their respective agencies.
A Mentor is a supportive person who will acquaint the intern with the workings of
an organization and introduce the intern to those members of the agency who will
be helpful in fulfilling the intern’s goals. Typical areas of concern are:
What are the rules of conduct for the intern? What is the organizational structure
of the agency? What relationships exist between the various departments in the
agency? What is the proper protocol regarding such things as rank structure,
chain of command, etc.
A Mentor helps the student intern set priorities for the internship experience.
Through listening and encouraging, a Mentor can gain insight to an intern’s career
aspirations and direct learning experiences in ways that might help the intern to
evaluate career goals.
A Mentor serves as a concrete example of what is possible to achieve. The
Mentor inspires interns and sets standards of quality that interns should strive to
fulfill. Leading by example makes the Mentor more credible.
With the responsibility of teaching others comes the responsibility to takes ethics
seriously. Truth, accuracy and ethical behavior within the profession should be
stressed and encouraged.
The Mentor must serve in the sometimes uncomfortable role of critic, but should
try to balance negative criticism with positive direction. Mentors should set high
standards of performance and give honest and productive feedback. In this
manner a student can be encouraged to be his/her best.
A Mentor acts as a Sponsor
A Mentor should be in a position to oversee an intern’s development. A Mentor
should be able to “bring along” an intern by “opening doors” and providing
opportunities for learning.
Although these credentials may seem daunting, the successful Mentor will derive great
satisfaction in the knowledge that he/she has had an important and positive impact on the
career aspirations of a future criminal justice professional.
The person selected for the mentoring position should have some supervisory
rank and/or administrative position.
The mentor should conduct the initial interview of the intern applicant to
determine his/her qualifications and acceptability for the position.
A clear outline of the student’s duties and responsibilities should be determined at
the initial interview.
Learning objectives should be clearly established. These objectives should be
determined by discovering what the student hopes to learn; what talents and abilities the
student has; and what the mentor can realistically provide in terms of opportunities to
satisfy these objectives. Usually four or five major learning objectives should be
identified. The degree of achievement in learning these objectives should form the basis
of evaluating the intern’s success.
The mentor should assign tasks that provide genuine learning opportunities for the
intern – Not Busy Work. An ideal situation would be where the organization derives
some benefit from the work done by the intern while the intern is engaged in a learning
experience that satisfies his/her internship goals.
The mentor should consult on a regular basis with those members of the agency
who work closely with the intern.
Weekly meetings with the intern will help to evaluate progress, identify problems,
plan new experiences and answer questions. The intern’s Journal should be reviewed at
An attendance record should be maintained. A sample copy of such a record is
included in this manual. See Professor Kelly’s website.
At the conclusion of the internship the mentor will evaluate the student. This
evaluation will constitute 20% of the intern’s final grade. A standardized form is
provided for this purpose and the student will provide same to mentor. The student will
be evaluated on such criteria as: attendance, punctuality, attire, initiative, interest level,
communication skills, quality of work, cooperation, and temperament.
The mentor and the faculty coordinator should meet at the agency site during the
academic semester at a time when the intern is scheduled to be there. This will give the
coordinator the opportunity to see first hand how the internship is progressing and also
provides an opportunity to discuss any problems or misunderstandings that may arise. In
any event, the mentor should feel free to contact the coordinator any time there are issues
The student intern is expected to report to the internship site for no less than eight (8)
hours per week and no more than ten (10) hours per week during the academic semester.
A total of ninety (90) hours should be achieved over a ten (10) to eleven (11) week span.
Report to the agency / intern mentor on the appropriate days and times. Absences
must be reported to your mentor and to the internship coordinator. These absences must
be made up before the end of the semester.
Report to all agencies in proper attire and neatly groomed. Continue in this
manner unless otherwise authorized by the agency.
Participate in the program according to the terms of the Internship Agreement
unless changes are authorized by your mentor and/or the faculty coordinator.
The basic role of a student intern is to observe and ask questions. You may be
given more independence as you earn the confidence of your mentor. However, you
should never perform the duties of agency personnel without some supervision.
Do NOT carry any weapons. Interns have no official powers of arrest or authority
to use physical force.
You are being placed into a position of trust. Do not make any news release
regarding the agency, its personnel or its clients. Should you become aware of any
confidential information, KEEP IT CONFIDENTIAL.
Occasionally difficulties will arise that interfere with the attainment of the goals
of the internship. It is the responsibility of the intern to bring this to the attention of the
mentor. If that is not practical, then the intern must notify the faculty coordinator.
The intern has the PRIMARY responsibility for the success of the internship. This
includes identifying learning goals, pursuing appropriate experiences, asking questions,
and evaluating observations in terms of key principles of criminal justice.
The intern will be graded based on the following criteria:
1. DAILY JOURNAL
Daily records should be maintained in a manner consistent with syllabus.
Daily entries should include the date, time and assignment at the
beginning of the workday. (see website examples) Duties, tasks and
observations should be noted as soon as possible after the event. Analyses,
evaluations and conclusions should be fully and completely recorded.
Proper journal entries can help your mentor to gauge your progress. It also
provides the faculty coordinator with insights to assist student interns to
maximize objectives and minimize problems.
The journal should be brought to all meetings with the mentor and all
meetings with the coordinator.
2. INTERNSHIP SEMINARS
There will be a seminar of all student interns during the first weeks of the
semester. At this initial meeting all pertinent aspects of the various
internships will be discussed. Duties and responsibilities will be
enumerated and questions will be answered. Subsequent seminars will be
scheduled to share internship experiences with fellow students and elicit
feedback on your observations and conclusions.
3. FINAL PAPER
During the course of the internship the student intern will identify
specific areas of academic and professional interests. These areas will
constitute the foundation for the student’s final report.
The primary purpose of this report is to demonstrate the degree to which
the intern has achieved his/her educational goals and objectives. The final
paper is further described in the syllabus.
A presentation of this paper will be made at a colloquium at the end of the