MONMOUTH UNIVERSITY

 

CRIMINAL JUSTICE INTERNSHIP

 

MANUAL

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

INTRODUCTION

 

            The Criminal Justice Program 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. 

 

            The Criminal Justice Internship program is an essential component of this process. This course is required of all Criminal Justice 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 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 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

 

requirements.

 

 

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

 

Formal

Sitting in class taking notes, discussing issues, specific assignments, and readings.

Primarily instructor directed.

Interaction is with instructor and other students

Informal

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       

      world        

 

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

 

            Mentor

            Coordinator                   

 

 

YOUR ROLE AS AN INTERN

 

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

                                   advantage         

                        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

 

GUIDELINES FOR GOALS 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.

           

 

GUIDELINES FOR INTERNSHIP AGENCY DESCRIPTION PAPER

 

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  

            Map

 

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   

Map

 

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?

            Shifts   

Ethnic and gender distribution

Compare to population of area served

 

9.      Employment process

Qualifications

Testing

Training

Salary

Start – potential   

 

10.  Budget

Total

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

                        Anti-terrorism

                        Racial Profiling

 

GUIDELINES FOR FINAL PAPER

 

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.

 

RESPONSIBILITIES OF INTERNSHIP FACULTY COORDINATOR

 

The faculty coordinator will initiate the search for Criminal justice agencies that

 

are willing to provide structured experiential learning opportunities for qualified student

 

candidates.

 

            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

 

preparations.     

 

            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 INTERNSHIP MENTOR

 

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.

 

 

RESPONSIBILITIES OF AN INTERNSHIP MENTOR

 

            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.

 

 

      

 

RESPONSIBILITIES OF STUDENT INTERN

 

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. 

 

PROFESSIONAL RESPONSIBILITIES

 

 

            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.

ACADEMIC RESPONSIBILITIES

 

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

 

semester.