The Criminal Justice and Homeland Security Programs at Monmouth University strives to prepare each student for entry into the criminal justice professions while also

providing them with the academic foundation needed for independent study. 


            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.


Application Process


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


Spring Semester.


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





Educational Goals


            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.



Setting Goals and Identifying Educational Objectives


            Obvious Goals


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


Set Realistic Goals


            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.



Types of Goals – 3 Specific Areas


            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

More self-confident

Accept feedback

More self-directed


Developing Learning Objectives For Your Goals


            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 

Assessment of Progress








In the Beginning


            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


Four Experiential Stages – Your role will change over the course of the internship


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

                        Remain neutral

3.     Productive worker


Beware ‘going native”

                        So involved in doing the work that you forget about being an observer

                        Less supervision

                        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


4. Termination


                        Let clients and staff know that you are leaving

                        Any unfinished projects or reports – inform staff

                        Extended stay

                        Say good-bye

                        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

Report to 

How fits into larger system  


3.     Geographic area served by the agency 

Population of area

Population served

Square miles

Attach map

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

Arrest statistics

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

Organization chart

Responsibilities of each department

            More detail on your department

            How does it fit in? 


8.     Personnel

Total number

Breakdown by department

Ranks/titles and responsibilities

Police departments

            How many sworn officers

            How many civilian

            What percentage of officers on patrol?

            Police-to-population ratio

            How are police officers deployed?


Ethnic and gender distribution

Compare to population of area served


9.     Employment process





Start – potential   


10.  Budget


What percentage of parent government budget?

Fiscal year?

Line item?

                        Copy of budget  


            11. Special reports or orders

                        Use of Force

                        Domestic Violence

                        Sex Offender Notifications


                        Racial Profiling




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.





The role of the Mentor


            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.


The Mentor is a Teacher


            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 is a Counselor   


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 is a Role Model


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.  


A Mentor sets High Ethical Standards


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.


A Mentor is a Critic and a Cheer Leader


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 following list of Mentor duties and responsibilities is offered as a “guide” for


sponsoring agencies.


            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


internNot 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


these sessions.


            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


to discuss.







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:




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.




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.






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