Welcome to the fourth edition of the Graduate School Newsletter! We are thrilled to bring you another issue filled with updates, achievements, and upcoming opportunities for our vibrant graduate community.
In this edition, we continue to highlight the remarkable accomplishments of our students, faculty, and alumni, whose work across diverse disciplines impacts both the academic and practitioner communities and beyond. From groundbreaking research
“The graduate school is committed to fostering a dynamic and supportive environment for all.”
projects to innovative collaborations, our graduate school thrives as a hub of intellectual curiosity and innovation.
As we move forward into the semester, we encourage you to take advantage of the many resources, events, and opportunities available to support your academic and professional growth. Whether it’s through workshops, seminars, or networking events, the graduate school is committed to fostering a dynamic and supportive environment for all.
We hope you enjoy this third edition and stay connected with all that’s happening in our community. Your contributions, whether through sharing your experiences or participating in our programs, are what make this newsletter a true reflection of our shared journey.
Thank you for being an integral part of this vibrant academic community, and we look forward to celebrating more milestones together!
Robert M. Keiser, Ph.D. M.B.A. Vice-Chancellor of the Graduate School
Keiser Seahawk Success
Campuses
Accreditation
Keiser University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award certificates and degrees at the associate, baccalaureate, masters, specialist, and doctoral levels.
Questions about the accreditation of Keiser University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website: (www.sacscoc.org).
1 University
19 Campuses
2 International Campuses
8 International Centers
8-Time Catalyst Award Winner (for Online Education)
19 NAIA Championships
3,791 Nursing Degrees Awarded Since 2017
Approximately 20% of the Student Body Are Veterans Member of the Hispanic Association of Colleges and Universities And More!
Facts about Keiser University
Founded in 1977, Keiser University is Florida's second largest independent private, not-for-profit university serving more than 20,000 students earning doctorates, masters, bachelors, and associate degrees in more than 90 career fields. 1
Keiser University Offers Day, Evening or Online Classes to Accommodate Your Schedule. 2
Over the past 46 years, Keiser University has become Florida’s largest private, not-for-profit university serving approximately 20,000 students, 3,800 employees, and more than 66,000 alumni.
Keiser University has a campus in 21 of Florida’s major and mid-sized metropolitan areas/Florida communities.
At Keiser University, students are pursuing degrees in over 100 doctoral, specialist, master’s, bachelor’s, and associate fields.
The University’s campuses provide an annual statewide economic impact of over $3 billion and directly and indirectly impact over 30,000 Florida jobs.
Keiser University ranked No. 1 in the country in Social Mobility by U.S. News & World Report in 2023.
In the last two years, nearly $76 million in scholarship funds were awarded to academic and needs-based students. The University is committed to educating and developing leaders to serve and compete globally.
The University is internationally located beyond America’s borders with regionally accredited off-campus sites in San Marcos, Nicaragua and Shanghai, China, and learning centers in Moldova, Taiwan, and Seoul. 3 4 5 6 7 8 9
Keiser University?
Graduate School Introduction Statement
At Keiser University Graduate School, we recognize the unique challenges of balancing work and study. To support our diverse student body, we offer programs in English, Mandarin, and Spanish that provide flexibility without compromising quality. Our programs are crafted to help students excel in their careers, research, and personal development. With faculty who are actively engaged in their fields, students benefit from relevant, real-world insights that enrich their educational experience and prepare them for leadership roles.
Why Keiser?
Keiser University Graduate School stands out for its commitment to practical, career-focused education that meets the evolving needs of today’s professionals. We offer a supportive learning environment where students gain not only academic knowledge but also applicable skills that directly impact their career progression. Our faculty’s dedication to student success, combined with a focus on global perspectives, ensures that graduates are prepared to thrive in competitive, international markets. For those balancing professional and academic responsibilities, Keiser offers the flexibility and resources needed to achieve both.
Criminal Justice Graduate Faculty Profiles and
Their CONTRIBUTIONS
TO THE FIELD
Frederik Turner, Ph.D.
Dr. Turner holds a Ph.D. in Criminal Justice with a focus in Behavioral Science from Nova Southeastern University. Dr. Turner has over 12 years of combined experience serving in the U.S. Navy and the Department of Homeland Security/ Customs and Border Protection as an Intelligence Analyst.
Dr. Leris Ocean is an experienced academic leader and criminal justice professional with over a decade in higher education and law enforcement. As Associate Dean of Academic Affairs at Keiser University–Pembroke Pines, she has played a key role in program development, student success, and faculty growth. With a Ph.D. in Public Safety and a background in investigative roles, Dr. Ocean brings real-world expertise to academia, having taught and developed curriculum at multiple institutions. Her leadership focuses on innovation, inclusivity, and industry alignment, ensuring students receive a relevant and rigorous education.
Gregory
Vecchi, Ph.D
Criminal Justice Faculty
Barbara Cooke, Ph.D.
Criminal Justice Faculty
Emily Restivo, Ph.D.
Criminal Justice Faculty
Alexander Toth, Ph.D.
Gregory M. Vecchi, Ph.D., retired from the FBI in February 2014 after 29 years of combined service in the military and as a federal agent. Dr. Vecchi was formerly the Chief of the FBI’s legendary Behavioral Science Unit and a career hostage negotiator.
Dr. Barbara Cooke earned a B.A. in Psychology and Dramatic Arts from the University of California, Santa Barbara. Dr. Cooke earned a MPhil in Criminological Research and PhD in Criminology at the University of Cambridge. Her research interests include rehabilitation, treatment, and correctional programming.
Dr. Emily Restivo received her Ph.D. in Criminology from the Florida State University in 2011. She has taught more than 20 courses in Criminology and Criminal and has published work in Justice Quarterly, Criminal Justice and Behavior, Crime and Delinquency, and Youth Violence and Juvenile Justice.
Dr. Toth holds a M.S. degree in Criminal Justice from the University of Cincinnati and a Ph.D. degree in Criminology from the University of South Florida. He served in the U.S. Army as a Military Police Investigator, an Orlando Police Officer, and the U.S. Drug Enforcement Administration (DEA) as a Special Agent.
13th Annual Statewide Graduation Keiser University's 2025
Keiser University’s 13th Annual Statewide Graduation Ceremony was a day to remember! Surrounded by family, friends, and loved ones, our graduates took the stage to celebrate their journey and achie- vements. This milestone is not just the end of one chapter, but the exciting beginning of another.
We honor the dedication and hard work of each graduate and can’t wait to see all the amazing things they’ll accomplish next.
Congratulations to all!
Criminal Justice Events Recent
Behind the Badge: The Virtual Experience
Professor Dr. Leris Ocean and one of our Criminal Justice students, Tashana Tidor, participated in "Behind the Badge: The Virtual Experience," an event hosted by the North Miami Police Department.
This event offered participants a chance to experience real-life law enforcement scenarios, providing a deeper understanding of the challenges police officers face on a daily basis.
It’s an excellent way to connect classroom knowledge with real-world applications.
Coffee with a Cop Event
Recently, Dr. Leris Ocean, Professor in the Criminal Justice and Homeland Security programs, represented Keiser University Graduate School at the "Coffee with a Cop" event on the Miami campus.
The initiative welcomed the Sweetwater Police Department, offering students and community members a unique opportunity to connect with local officers in a friendly and casual environment. Attendees engaged in open conversations, sharing perspectives, asking questions, and discussing key public safety issues.
We are proud to support events that strengthen community connections.
NursingResidency2025
Our Nursing Residency was a special event that highlighted the achievements and beginnings of our students.
Our graduating students received their pins, marking the successful completion of their program, while our newest students were welcomed with their white coats, symbolizing the start of their journey.
We are proud of all of them and their commitment to excellence in healthcare.
Dr. Robert Keiser Vice-Chancellor of the Graduate School
Hispanic Serving Institution Consortium Florida Center For Nursing
Dr. Robert Keiser, represented Keiser University in his second meeting for the Hispanic Serving Institution Consortium. Dr. Keiser is the co-chair of the community partnership committee.
During the meeting, he discussed how Florida HSIs, both public and private, can partner with industry and government to seek novel opportunities for Hispanic student advancement.
Dr. Robert Keiser, participated in the Florida Center for Nursing meeting as the Board of Director's Finance and Bylaws Chair.
Key topics included NCLEX passage rates, workforce opportunities, and challenges in academia and hospitals. FCN works to strengthen Florida’s nursing sector through research, recruitment, and retention efforts.
Women's Health Clinic in Guatemala
Keiser University Graduate School students participated in the Women’s Health Clinic in Guatemala, gaining hands-on experience while providing essential medical services to the community. Under the guidance of Dr. Lawren Mundy, they contributed to efforts aimed at expanding access to care and improving patient outcomes.
Opportunities like these allow students to apply their knowledge in real-world settings, strengthening their skills and preparing them to make a meaningful impact in their field.
Committee on Pre-K to 12 Education. Florida Senate Appropriations
Mr. Cesar Rueda, Program Director at the Keiser University Multidisciplinary Center, part of FDLRS, had the opportunity to participate in the Florida Senate Appropriations Committee on Pre-K to 12 Education.
His involvement highlights the center's commitment to supporting educational initiatives and making a positive impact in our community.
Journeys of Growth Alumni and Student Success
As a two-time Keiser University graduate, I can confidently say that my academic journey here has been truly life-changing. Studying at both the undergraduate and graduate levels, I experienced firsthand the dedication Keiser has to student success. From the engaging curriculum to the unwavering support of faculty and staff, every aspect of my education prepared me for realworld challenges and career advancement.
Before joining Keiser, I proudly served as a U.S. Army Staff Sergeant for ten years, spending nearly eight of those years overseas in Germany. As a Platoon Sergeant, I was responsible for leading and mentoring over 40 soldiers(employees) at a time, ensuring their success both professionally and personally. The leadership skills and discipline I developed in the military have been invaluable, and I was eager to bring that experience to Keiser University.
What sets Keiser apart is its commitment to practical, career-focused learning. The professors are not only experts in their fields but also mentors who genuinely invest in their students’ growth. The flexibility of course offerings, whether on-campus or online, made it possible for me to balance my education with personal and professional responsibilities.
My positive experience as a student led me to take the next step, joining Keiser University as a Graduate Admissions Counselor. Now, I have the privilege of guiding and supporting students on their own educational journeys, just as I
“Success begins with determination, but it’s consistency that carries you forward.”
was once supported. It is incredibly fulfilling to be part of an institution that prioritizes student success, fosters personal and professional development, and truly changes lives.
Keiser University is more than just a school; it’s a community that empowers individuals to reach their full potential. Whether you’re looking to start or advance your career, I highly recommend Keiser for an education that is both meaningful and transformative.
Emilio M. Lopez US Army Veteran Graduate Admissions Counselor Keiser University Graduate School
“What sets Keiser apart is its commitment to practical, careerfocused learning. The professors are not only experts in their fields but also mentors who genuinely invest in their students’ growth.”
“Over time, my work environment improved, and thanks to my new skills, I began achieving impressive results"
Hey, you! Yeah, you—the one hesitating to embark on this adventure called the MBA. Let me tell you, you’re about to do more than just enhance your professional career. As someone who has already begun this journey, I can assure you that you’ll discover many interesting things that will add value not only to your contributions at work but also to your personal life.
I’d be lying if I said an MBA will automatically make you happier or richer, but I can confirm it will significantly help you get there. If I had to highlight the three most important things the MBA at Keiser University did for me, I’d emphasize a dramatic improvement in my leadership skills, better time management, and the development of a business-oriented perspective on life.
Let’s start with how I improved my time management and productivity. As you might guess, I was working full-time to afford my education. During the day, I was responsible for analyzing large amounts of data for my company. At night, I became an MBA student, ready to learn and demonstrate my knowledge. And let’s not forget—I’m human, just like you. I also had a personal life to maintain. For example, I often traveled to another city to visit my girlfriend or took longer trips to see family and friends. You can still do all these things, but you’ll need discipline and a realistic schedule to succeed in the MBA program. I won’t lie—there were days when I felt exhausted. That’s okay; we all feel that way sometimes. During those moments, I allowed myself to rest. At first, it wasn’t easy, but over time, I learned to manage it effectively. I also met incredible students from around the world, all
juggling their own challenges, yet succeeding. I’m confident you’ll make it, too.
The leadership skills and business-oriented mindset I gained came from studying marketing, economics, accounting, finance, management, and related subjects through books, articles, and case studies. This knowledge was so practical that I could immediately apply it in my workplace. Over time, my work environment improved, and thanks to my new skills, I began achieving impressive results. Near the end of the program, my manager asked me to take on the role of Program Coordinator for an engineering program that needed significant improvements. I accepted the challenge and made numerous changes, incorporating recommendations from my Dean. Faculty and students began to notice the improvements. It’s important to note that I didn’t make these changes alone—I collaborated with various departments, discussed the best solutions, and motivated the right people to get things done. Our students are highly regarded in the industry, and the program’s success continues to grow.
My name is Félix Urrutia, and I’m the Program Coordinator for the Software Engineering program at Keiser University’s Latin American Campus. What you’ve just read is my story of success, made possible by the MBA program at Keiser University. Once you start the journey, it never ends.
Félix Urrutia, MBA Master of Business Administration, Technology Management
“I
strongly recommend Keiser University to anyone seeking a top-notch quality educationn
A little over 4.5 years ago, I was a late bloomer in my education journey, starting college at 31 years old. At the time, I resided in Florida after completing many years in the United States Air Force, so I had two different universities in mind for my upcoming schooling. I wanted the best option in all aspects, so I met with both colleges, Keiser University— Port St. Lucie being my second meeting. Since that meeting, I’ve been blown away by the university. This is true not only of the Port St. Lucie campus but also of Keiser University as a whole.
With a passion and civilian career in healthcare, I initially started with 0 credits, having to obtain all my required general education courses in under one year; I was fortunate enough to be accepted into the Radiology program and accepted into the program earlier than the anticipated start date, which just kept fueling my great experience here at Keiser. After completing that rigorous accelerated program with an associate in radiologic technology, I immediately continued to pursue my education through Keiser University because of the fantastic experience through my first two years and the great time and memories I had made over those two years as a full-time oncampus student. I am now a few weeks away from completing my bachelor's degree, and I plan to start pursuing my MBA at Keiser University this winter.
There are several reasons why I chose Keiser University & chose to stick with Keiser through each degree. Their staff, in its entirety, is nothing short
with highly motivated, dedicated, knowledgeable professionals and professors."
of professional, efficient, and constructive. Every encounter I’ve had over the last 4.5 years has been pleasant. I immediately felt comfortable after my first meeting with Tim in Admissions. Keiser's amenities, such as the writing lab, etc., are incredibly beneficial! Starting college after many years out of school isn’t an easy adjustment, so having the writing lab immediately accessible is a tremendous asset in the days of college writing. Although challenging at times, the radiology program was enriching and satisfying, with some of the best memories made. My next two years through my bachelor’s degree flew by, and I give that credit to the Professors and everyone at Keiser University.
The flexibility of scheduling by having one class a month is unmatched. This type of scheduling allows for such flexibility and success. I couldn’t imagine having multiple classes in one semester like other institutions. I strongly recommend Keiser University to anyone seeking a top-notch quality education with highly motivated, dedicated, knowledgeable professionals and professors. Keiser University's educational experience is so rewarding and inspiring that no other university can compare it to it.
Dante Rosini, Jr
The Interconnectedness Between Leadership/Public Service and Life-long Learning
Donald DeSormoux Dean of the Graduate School Accounting, Business, CJ, Homeland and Technology Programs
Lifelong enrichment in learning is an important aspect of public service leadership, especially from an emergency perspective, such as first responders consisting of firefighters, law enforcement, and emergency medical services. In this high-pressure working environment, continuing education and leadership development can provide enhancement support for this critical workforce.
Leadership in public service entails so much more than managing teams and plans. It in-
volves walking with integrity, and where an inch of variation might result in the disintegration of all efforts. Good leaders in some of these fields are often under heavy scrutiny, and the levels of training and education are a focal point for successful operations. For example, a police officer running a community outreach program or a fire chief overseeing an emergency operation must show a blend of technical skills and a high emotional capacity to lead and succeed. Leadership, however, does not stop with execution. Mentorship is also a key part of the process.
Coaching and motivation skills help build trust, the foundation for a positive relationship. Thus, leaders should help establish a collaborative focus with meaningful connections and support (Fliegel, 2016). Good leaders with more experience impart their wisdom and knowledge to help those new or less skilled. This type of commitment is the centerpiece of lifelong learning, forming the backbone of the emergent leader for public service and first responders.
The groundwork for this professionalism is advanced education, given that it develops the person’s critical thinking and ethical reasoning, as well as the ability to analyze and implement complex issues. Education policy and standards evolve with time.
The input and communication for changes are only as good as the environment or evaluation methods utilized (Grogan, 2013). Equally important is that education directs lifelong learning, especially in fast-paced environments that keep shifting gears. Often, leaders can find graduate education programs that provide further insight into disaster preparedness and community resilience measures.
Education empowers one to become a fit leader while instilling an ability to learn, grow, and adapt throughout life. Through lifelong learning, public service professionals can take on any challenge facing the world with confidence, competence, and genuine commitment to their communities.
References:
Grogan, M. (Ed.). (2013). The Jossey-Bass Reader on educational leadership (3rd ed.).
San Francisco, CA: Jossey-Bass. Fliegel, J. (2016). Coaching up! Inspiring peak performance when it matters most. Hoboken, NJ: Wiley.
Homeland Security and Emergency Management Education:
Lessons from the L.A. Fires
Dr. Frederick W. Turner II Ph.D., D.P.A. Graduate Chair
Criminal Justice & Homeland Security
Thick plumes of smoke rose high into the sky as fierce Santa Ana winds pushed flames relentlessly through the dry canyons of Palisades and Altadena. Families hurried to evacuate, the glow of advancing flames casting an eerie orange light over their homes—a sobering reminder of nature’s raw and unforgiving power. The ongoing wildfires across the Los Angeles area, including Palisades, Eaton Canyon, and Altadena, are a stark reminder of natural disasters’ increasing frequency and intensity. These fires underline the urgent need for robust homeland security and emergency management education. Specialized training equips professionals to manage the complexities of modern crises, saving lives and mitigating long-term impacts.
The Vital Role of Emergency Management Education
Emergency management education is a cornerstone of homeland security curricula, providing future professionals with the skills and knowledge to address complex and diverse emergencies. By fostering collaboration between disciplines like public safety, environmental science, and communication, these programs ensure students are prepared to work across organizational boundaries. According to Kapucu and Ustun (2018), effective crisis management relies on collaboration between agencies and stakeholders, which highlights the need for coordinated leadership and interagency communication in responding to public sector emergencies. Homeland security programs integrate these principles into the curriculum, preparing students to
The Digital Transformation: A Glimpse into the Future of Teaching and Learning
engage with government agencies, non-profits, and private stakeholders to promote cohesive crisis response efforts. This approach strengthens response capabilities and builds resilience, ensuring communities are better prepared for future emergencies (Kapucu & Ustun, 2018).
These educational programs also tackle the psychological and social challenges that disasters bring. Training in disaster psychology is essential for helping survivors process the trauma of fleeing their homes in the face of advancing flames. A firefighter’s reassuring words, guided by this training, can be just as important as the tools they use to fight the fire. Programs that focus on building community resilience and recovery after disasters play a crucial role in ensuring long-term recovery, as highlighted by Bethke et al. (2015).
Lessons from the L.A. Fires
The devastation caused by the L.A. fires has revealed significant gaps in public preparedness and emergency response systems. Entire neighborhoods were reduced to ash, with charred remnants of lives scattered across the blackened earth. Firefighters, drenched in sweat and soot, worked tirelessly to battle walls of flame while displaced families sought shelter in crowded evacuation centers, their faces etched with exhaustion and fear. Integrated approaches, including evacuation drills and public information campaigns, are crucial for minimizing harm and building community resilience. These strategies ensure that residents are equipped with the knowledge and tools needed to respond effectively during emergencies (Wen et al., 2024; Fu & Zhang, 2024).
Additionally, the fires have underscored the urgent need for enhanced interagency collaboration. The coordinated response involving local firefighters, state agencies, and federal resources highlights the importance of training programs to foster seamless communication and cooperation among diverse stakeholders. As Haverhals and Peterson (2024) discuss, effective inter-organizational relationships and cross-sector partnerships are essential in disaster preparedness, particularly for protecting vulnerable populations.
Another significant takeaway is the role of technology in disaster management. Drones, for instance, have been instrumental in mapping fire spread and identifying hot spots (Ramos, 2024). Advances in predictive modeling and artificial intelligence further enhance disaster response by providing real-time data and enabling more accurate risk assessments. Homeland security education increasingly incorporates these technological tools, equipping future leaders to respond effectively and anticipate and mitigate potential disasters through innovative solutions.
Bridging Education and Practice
Homeland security and emergency management education go beyond theoretical knowledge by integrating practical training. Programs often simulate real-world scenarios to provide students with hands-on experience in decision-making under pressure. As Lopez-Gil (2025) argues, these simulations are invaluable in preparing professionals to manage the chaotic environments characteristic of disasters. The L.A. fires also highlight the importance of in-
corporating sustainability and climate adaptation into emergency management education. Jasthin et al. (2024) stress the need for environmentally sustainable practices, such as constructing firebreaks (A gap in vegetation or other combustible material that act as a barrier to slow or stop the spread of a wildfire) and using advanced hazard mapping techniques to prevent and mitigate the impacts of wildfires.
Building a Resilient Future
The increasing frequency of disasters like the L.A. fires underscores the necessity of investing in homeland security and emergency management education. These programs prepare individuals to lead during crises and build the foundation for resilient communities. As Al Qassimi (2024) notes, multi-agency collaboration and training for upper management are critical components in reducing vulnerabilities and enhancing preparedness. Through targeted education, we can equip communities to withstand future challenges better, minimizing the devastation caused by disasters. The lessons from the L.A. fires illustrate that proactive preparation, rooted in education, is essential for safeguarding lives and fostering resilience.
References
Al Qassimi, S. (2024). Building a disaster-resilient energy sector within the United Arab Emirates–A critical analysis of the approaches for mitigation, vulnerability reduction, and response. Salford Repository. Retrieved from https://salford-repository.worktribe. com/output/2640251
Fu, Q., & Zhang, X. (2024). Promoting community resilience through disaster education: Review of community-based interventions with a focus on teacher resilience and well-being. PloS one, 19(1), e0296393. https://doi.org/10.1371/journal.pone.0296393
Haverhals, L., & Peterson, L. (2024). Exploring Cross-Sector Partnerships to Understand Disaster Preparedness for Older and Vulnerable Populations. Innovation in Aging, 8(Supplement 1), 491. https://doi.org/10.1093/geroni/igae098.1604
Bethke, L., Bird, L., Sigsgaard, M., & MacEwen, L. (2015). Overview: Incorporating safety, resilience, and social cohesion in education sector planning. UNESCO-IIEP. Retrieved from https://www.sidalc.net/search/Record/dig-unesdoc-ark:-48223-pf0000234792/ Description
Jasthin, R., Harini, E. K. S., & Primasatya, R. F. (2024). Hazard mapping in Sembalun-Senaru hiking trail, Mount Rinjani National Park. IOP Conference Series: Earth and Environmental Science, 1366(1), 012014. https://doi.org/10.1088/1755-1315/1366/1/012014
Kapucu, N., & Ustun, Y. (2017). Collaborative Crisis Management and Leadership in the Public Sector. International Journal of Public Administration, 41(7), 548–561. https://doi.org/10.1080/01900692.2017.1280819
Lopez-Gil, J. F. (2025). Addressing the impact of forest fires in Quito on youth health. Frontiers in Public Health, 13. https://doi.org/10.3389/fpubh.2025.1532865
Ramos, J. (2024). Examining the role of drones in public safety agencies across Texas. SHSU Institutional Repository. Retrieved from https://shsu-ir.tdl.org/server/api/core/ bitstreams/c38d7214-6410-430e-89ed-85dccc497e4c/content
Wen, Y., Ariyaningsih, Guo, C., Ray, A., & Shaw, R. (2024). Improving social resilience to forest fire from community perspective. Natural Hazards Research. https://doi.org/10.1016/j.nhres.2024.08.004
Young, H., Bell, J., & Kelly, K. (2024). Faces of fortitude: Diverse caregivers providing complex care. Innovation in Aging, 8(Suppl_1), 238–239. https://doi.org/10.1093/geroni/igae098.0770
Understanding the Difference Between Criminology and Criminal Justice
Dr. Alexander G. Toth Professor Criminal Justice, Criminology, & Homeland Security
Here at Keiser University (KU), we offer a Doctor of Criminal Justice (DCJ) degree and a Doctor of Philosophy (PhD) in Criminal Justice and Criminology degree. Often “criminal justice” and “criminology” get used interchangeably, however the two terms are used to describe related yet distinct fields of study (Young & Strudwick, 2022). The purpose of this article is to provide an overview of these two related academic disciplines.
Criminology encompasses two broad areas of interest both of which are related to criminal and deviant causation. It is significant to note that “crime” and “deviant” behavior are not always synonymous with one another. Crime involves violating a criminal statute that is established and enforced by a government, whereas deviance is the violation of an accepted societal norm (Hammond, et al. 2018). The first area of study in criminology is why people commit crimes and/or engage in deviant behavior. The second area of interest in criminology is why people are victimized. While the study of criminology is very theoretical based its areas of interest may at times address practical crime prevention strategies (Young & Strudwick, 2022).
The study of criminal justice focuses on three main areas: law enforcement, courts, and corrections. These three components serve as the foundation of the criminal justice system. The academic field of criminal justice is extremely practical in nature and often involves examining the policies that are used to influence the main components of the justice system. It is important to note that reviewing these policies may require the study of various criminological theories (Young & Strudwick, 2022).
As can be seen while the academic fields of criminal justice and criminology are related, they are distinct areas of study. Each has similar yet distinct areas of interest with criminology being more theoretically based and criminal justice being centered upon practical institutional applications. Here at KU, as was referenced earlier, a student can explore either one of these exciting areas of study at the doctoral level.
References:
Hammond, R. J, Cheney, P., Mitchell, J. & Ness, S. (2018). Introduction to sociology. Utah
Valley University Press, Orem, Utah. Young, S. & Strudwick, K. (2022). Teaching criminology and criminal justice. Palgrave MacMillian, Camden, London.
Juvenile Justice Reform
Embracing Rehabilitation and Community-Based
Alternatives
Dr. Emily Restivo Professor Criminal Justice & Homeland Security
Diversion Programs: A Promising Alternative
Historically, juvenile justice in the U.S. relied heavily on detention and incarceration, but this model has faced increasing criticism for not addressing the root causes of delinquent behavior. Studies show that juvenile detention often exacerbates behaviors, contributing to higher recidivism rates and stunting youth development. Overcrowded, underfunded detention centers fail to provide adequate rehabilitative resources for reintegrating youth into society. This has led to a push for reform, with scholars like Gupta-Kagan (2021) calling for an approach that considers the developmental differences between juveniles and adults. Understanding that young people are still in the process of development helps create more effective interventions that account for factors such as family dynamics, mental health, and peer pressure.
Diversion programs are one of the most e ffective alternatives to detention. These programs aim to redirect young offenders away from formal justice proceedings and into community-based services that address the causes of delinquent behavior. Rather than being detained, juveniles in diversion programs receive education, counseling, and skills development designed to prevent future offenses.
These programs take various forms, such as mental health or substance abuse treatment, restorative justice initiatives, and mentoring. They hold juveniles accountable while addressing underlying issues like trauma. According to Laird (2021), international models, particularly in Europe, show that diversion programs are successful. For example, youth offenders in some European countries participate in restorative justice circles, where they engage with victims and the community to make amends.
The Role of Community-Based Interventions
In addition to diversion programs, community-based interventions are crucial to reforming juvenile justice. These initiatives keep youth in their communities, providing them with the support and resources necessary for success. Rather than isolating youth in institutional settings, community-based programs create positive environments that help young people make better choices. Community interventions include family counseling, job training, recreational activities, and after-school programs. As Cavanagh, Paruk, and Grisso (2022) note, these programs not only prevent recidivism but also strengthen community ties by involving families, schools, and local organizations in the rehabilitation process. They offer a holistic approach, ensuring young people have strong support networks.
Moreover, community-based interventions help reduce racial and socioeconomic disparities in the juvenile justice system. Research indicates that youth of color are disproportionately represented in detention facilities, but community-based programs offer more accessible alternatives, reducing this overrepresentation and promoting equitable rehabilitation opportunities (Bolin, Applegate, & Ouellette, 2021).
The Importance of Developmental Understanding
A key component of juvenile justice reform is incorporating developmental science into the system. Research on adolescent brain development shows that young people’s brains are still maturing, particularly in areas related to decision-making, impulse control, and understanding long-term consequences. This has profound implications for how juvenile offenders should be treated. As Lesnick, Abrams, and Barnert (2023) argue, juvenile justice systems should focus on rehabilitation, recognizing the developmental immaturity of young people. Instead of relying on punishment, rehabilitation-oriented approaches acknowledge that youth can change and grow with the right support.
Looking Ahead: Moving Toward a More Just System
As juvenile justice reform continues to evolve, it is clear that the future lies in rehabilitative and community-based approaches. Shifting away from punitive measures and focusing on supportive interventions offers young offenders a better chance of becoming successful members of society. Diversion programs and community-based interventions have proven effective and humane, demonstrating the potential for reform. With ongoing research, advocacy, and policy changes, the U.S. can build a juvenile justice system that reduces recidivism while helping young people build better futures. By embracing developmental science and prioritizing rehabilitation, the nation can create a more just and equitable system for all youth.
Exploring the Role of
Victim-Offender
Relationships
in Homicide Injury Severity
Dr. Lee Topolewski Ph.D. in Criminal Justice and Criminology Graduate School Alumni
Despite the extensive research related to homicide, injury severity and the nature of victim-offender relationships remain underexplored. This quantitative, retrospective case study utilizing archival homicide cases seeks to contribute to the growing body of literature regarding the unique dynamics of homicide. Several injury severity scoring matrices were applied to this study’s sample (N = 116) to provide more insight into the complexities of single homicides in relation to injury severity and distribution. This study served to investigate the association between the nature of the victim-offender relationships and injury severity and the correlation between injury severity of the face, head, and neck; and the closeness of the victim-offender relationships.
Methodology:
Archival U.S. homicide data were analyzed, incorporating victim and offender demographics, relationships, and injury details. Variables included age, sex, race, and injury severity scores: Injury Severity Score (ISS), New Injury Severity Score (NISS), Homicide Injury Scale (HIS), and Abbreviated Injury Scale (AIS)-based metrics (Li et al., 2018; Tamsen et al., 2015). These scores quantified injury severity across body regions, including the face and neck. While
many of these injury severity matrices have been applied in trauma research, the application of these tools in homicide research has been underexplored. Using these matrices to understand the correlation between the victim-offender and injury severity patterns, this study highlights their potential as a valuable tool in criminogenic research.
Two hypotheses guided the research:
1. Higher injury severity scores in the face and neck correlate with closer victim-offender relationships (e.g., intimate partners) compared to acquaintances or strangers.
2. Intimate relationships are associated with more severe overall injury scores than non-intimate relationships.
Normality testing (Q-Q plots) revealed non-normal data distributions, leading to the use of non-parametric tests like the Kruskal-Wallis test to examine differences in injury severity across relationship categories (Gibbons & Chakraborti, 2011).
Findings:
The study results revealed that amongst the severity scoring matrixes used, the two matrices used to examine the injuries to the head and neck produced statistically significant results. Of these results, more severe wounds were perpetrated in intimate partner homicides and in other relative homicides as compared to acquaintance homicides. However, no significant differences in facial injuries across victim-offender relationships were found in this study’s sample. These results challenge the assumption made by previous studies that suggest that intimate partner homicides specifically involve disfigurement or targeted attacks aimed at the face (Gujrathi et al., 2022).
Implications:
The findings from this study and the significance of these findings help to understand homicidal violence and how injury severity may differ according to victim-offender relationships. However, the results also challenge existing assumptions about the intensity of physical violence in intimate partner homicides. This deviation raises further questions, such as what other aspects of the victim-offender relationship could contribute to injury patterns other than emotional proximity. Could psychosocial or situational factors such as motive, weapon choice, or premeditation play a much larger role in the severity of violence? Additionally, how might sociocultural influence impact the expression of violence in different relationship groups? These gaps in understanding highlight the need for future research to explore the complexity of homicidal dynamics .
Conclusion:
This study provides a unique perspective on how relational dynamics shape injury patterns by applying injury severity scoring systems to homicide research. However, continued research is needed to fine-tune the injury severity matrices so that they can be applied to different populations with significant results if they are meant to assist law enforcement and forensic professionals.
References
Gibbons, J.D., & Chakraborti, S. (2010). Nonparametric Statistical Inference (5th ed.). Chapman and Hall/CRC. https://doi. org/10.1201/9781439896129
Gujrathi, R., Tang, A., Thomas, R., Park, H., Gosangi, B., Stoklosa, H. M., Lewis-O’Connor, A., Seltzer, S. E., Boland, G. W., Rexrode, K. M., Orgill, D. P., & Khurana, B. (2022). Facial injury patterns in victims of intimate partner violence. Emergency Radiology, 29(4), 697–707. https://doi.org/10.1007/s10140-022-02052-2
Li, F., Liu, S., Lu, X., Ou, Y., & Yip, P. S. F. (2018). Application of the injury scales in homicides. Forensic Science International, 292, 83–89. https://doi.org/10.1016/j.forsciint.2018.09.010
Tamsen, F., Logan, F. K., & Thiblin, I. (2015). Homicide injury quantification: Correlations and reliability of injury severity scores applied to homicide victims. Homicide Studies, 19(1), 88–100. https://doi. org/10.1177/1088767914558142
Training in Prisons The Impact of Dog
Over the last 40 years, over 330 prisons in the US and worldwode have implemented dog training programs (DTPs), which serve both rehabilitative and practical purposes. These programs generally focus on either preparing shelter dogs for adoption or training service dogs. DTPs provide vocational training and rehabilitation opportunities for incarcerated individuals. Participants may receive education in dog care, training, or even certification in fields like grooming and veterinary assistance. Programs vary in duration, typically lasting from three weeks to two years, and use positive reinforcement methods to train dogs in commands, tricks, or specialized tasks. Housing arrangements for the dogs differ, with some
Dr. Barbara Cooke, Professor Criminal Justice & Homeland Security
programs requiring inmates to care for the dogs in their cells, while others use on-site or off-site kennels.
Evaluating the effectiveness of DTPs involves assessing a broad range of outcomes. For dogs, participation often results in improved socialization and adoptability, increasing their chances of finding permanent homes and avoiding euthanasia. Service dogs trained in these programs fulfill vital community needs. For inmates, DTPs provide emotional and psychological benefits, such as reduced stress, improved self-control, and enhanced empathy. Participation can foster better communication skills, patience, and relationship-building abilities. The therapeutic presence of
dogs in prison culture, where touch is often stigmatized, can also alleviate loneliness and anxiety.
DTPs appear to positively impact institutional behavior by reducing behavioral infractions and improving relationships between inmates and staff. However, evidence regarding the programs’ ability to reduce recidivism is mixed. Factors such as program structure, participant demographics, and cultural or geographic variations may influence outcomes. While some studies have shown reductions in offending post-release, others have found no significant effect. Nevertheless, DTPs offer a strengths-based approach to rehabilitation, addressing the negative impacts of incarceration and promoting personal development.
Challenges remain in systematically evaluating DTPs, including measuring longterm outcomes post-release and optimizing program designs. Research is needed to identify the most effective program structures, selection criteria, and training methods to maximize benefits for both inmates and dogs. This is an excellent area for new criminologists to begin their research careers.
Beyond prisons, principles from DTPs can enhance everyday dog ownership. Positive reinforcement, high-value rewards for critical commands like recall, and hand-feeding techniques can strengthen the bond between humans and dogs. Reinforcing calm behavior and using appropriate reinforcement schedules are also key to managing pet behavior.
In sum, DTPs represent a promising rehabilitation tool that benefits both inmates and dogs, though further research is necessary to refine their implementation and assess their broader impacts. Applying the principles of psychological theory to everyday dog training offers opportunities to improve human-animal interactions while promoting the growth of prison-based dog training programs. This is a summary of an article written by Drs. Barbara Cooke and Graham Towl that was published in The Psychologist.
To read the article in full, please click here: https:// www.bps.org.uk/psychologist/dog-training-programmes-unleashed.
10 Fun Facts About Homeland Security and Criminal Justice
Did you know….
1. Prison Reformers and Restorative Justice Advocates Are Changing the System
A growing movement of criminal justice reformers is pushing for changes like restorative justice programs, which focus on rehabilitating offenders through reconciliation with victims rather than relying solely on punitive measures. This approach is gaining global attention!
Source: www.vera.org
2. . The U.S. Has a National Crime Victimization Survey (NCVS)
The National Crime Victimization Survey, is conducted annually by the Bureau of Justice Statistics. This survey gathers information on crime incidents that are not reported to law enforcement, providing a more comprehensive picture of crime in the U.S. The NCVS includes data on crimes such as assault, theft, and household burglaries.
Source: https://bjs.ojp.gov/data-collection/ncvs
Professor Criminal Justice and Homeland Security
Dr. Leris Ocean
3. Victim Advocates Play a Crucial Role in Supporting Crime Survivors
Victim advocates work alongside law enforcement to ensure that crime victims receive the resources and support they need, such as counseling, legal support, and emergency assistance.
Source: www.trynova.org
4. There Are More Than 20,000 Local Police Departments in the US
There are over 20,000 local police departments, ranging from small-town forces to large metropolitan agencies across the United States. Local police are the primary responders to crime, providing an extensive network of law enforcement across the country.
Source: www.bjs.gov
5. Homeland Security Operations Span Beyond U.S. Borders
The Department of Homeland Security (DHS) isn’t confined to the U.S. borders. The DHS works internationally with partners to combat terrorism, prevent cybercrime, and disrupt drug trafficking operations. The U.S. Customs and Border Protection (CBP) collaborates with agencies around the world to secure the supply chain and prevent illegal goods from entering the US.
Source: www.cbp.gov
6. The U.S. Marshals Are America's Oldest Federal Law Enforcement Agency
Established in 1789, the U.S. Marshals Service is the oldest federal law enforcement agency in the country. They are tasked with apprehending fugitives, protecting witnesses, and transporting federal prisoners.
Source: www.usmarshals.gov
7. The U.S. Secret Service Was Originally Founded to Combat Counterfeit Money
The U.S. Secret Service was founded in 1865, not to protect the president, but to investigate and prevent counterfeit currency, which was widespread after the Civil War. It was not until 1901 that the US Secret Service took on the responsibility of protecting the president and other high-ranking officials.
Source: www.secretservice.gov
8. Federal Protective Service (FPS) Protects Federal Buildings
The Federal Protective Service (FPS) is responsible for providing security to federal buildings across the U.S. They protect over 8,500 facilities, including courthouses, federal offices, and research labs. FPS officers are part of the broader Department of Homeland Security.
Source: www.dhs.gov/federal-protective-service
9. The U.S. Has a National DNA Database (CODIS)
The Combined DNA Index System (CODIS) is a national database used by law enforcement to link DNA evidence from crime scenes with known offenders. The system helps solve cold cases and identify suspects in ongoing investigations.
10. The FBI Can Predict Criminal Behavior Using Behavioral Profiling
The FBI’s Behavioral Analysis Unit (BAU) uses psychological profiling to predict a criminal's next move, helping law enforcement agencies track down serial offenders. The BAU’s work has been featured in many popular TV shows and movies, although real-world investigations are far more advanced.
In nearly every active shooting in schools, universities, and workplaces, there are missed opportunities to prevent or at least mitigate targeted violence. We must understand that forecasting and preventing active killer attacks IS possible and begins with a proactive and preventive mindset. Research shows that approximately 91% of school attackers are current or former students, and nearly all of them engage in some form of “leakage,” which is knowingly or unknowingly providing clues to their intent to commit violence against people or the school itself. For example, suppose a school is focused on perimeter security, metal detectors, and other security methods that keep out an intruder. In that case, they are prepared for only 9% of the problem when the real threat is from within.
Another factor to consider as part of the prevention mindset is that attackers don’t just “snap”; no one wakes up one morning and decides to shoot up a school or workplace. In nearly all ca-
ses, they plan, prepare, and evolve over time. Almost all of them who desire to kill follow a sequenced planned lethal violence track: fatal grievance/crisis, violent ideation/intent, researching/planning, and preparing/ optimizing before they breach and attack. What is essential to understand is that the offender is not an “evil monster” who commits “senseless” violence; instead, they are people we know and love who are in a crisis, which is neither evil nor senseless. It is simply an understandable state of mind where, from their perspective, they can’t cope with the situation anymore, and their efforts to get help from others have failed. Their crisis has risen to the point where violence becomes the answer. Then, they research, plan, prepare, and carry out the attack.
Prevention requires focusing on evaluating the behaviors that relate to the pathway to violence. These behaviors are the basis of correlation and causation. Focusing on demographic “shooter profiles” based on sex, gender identity, race, and ethnicity is not relevant other than in describing past cases; they have no assessment or predictive value and should not be used. In addition, prioritizing behaviors or conditions that do not consistently occur during these attacks is a recipe for false positives. Mental illness and guns are often presented as the cause, which they are not. First, not all attackers have mental illness, and most mentally ill people are
not violent. Second, not all attackers use guns. About 40% of school attackers use edged weapons. Both mental illness and guns should be considered in any threat assessment; however, they should be treated as second-priority threat enhancers to the primary planned lethal violence track behaviors. For example, mental illness can affect the perception of the grievance, and guns certainly increase lethality.
The prevention mindset is rooted in behavioral threat assessment and appropriate interventions. Connecting the “dots” is not enough. You must use a process that identifies the right “dots” to connect. Not all dots are the same. The goal is to understand when a person is in crisis and to make efforts to resolve it by becoming their social support. Just like an FBI negotiator would do. If you can resolve the underlying grievance and resulting crisis, you eliminate the motivation to kill, thus preventing violence. It's not as difficult as it sounds, but it takes effort to implement an effective process and structure.
References:
Vecchi, G. M., Markey, M. A., & Daniels, J. A. (2023). Fatal grievances: Forecasting and preventing active killer attacks in school, campus, and workplace settings. Routledge.
FBI. (2023). FBI Active shooter incidents in the United States. U.S. Department of Justice.
USSS. (2019). Protecting America’s schools. National Threat Assessment Center.
Professor Criminal Justice & Homeland Security
Dr. Gregory M. Vecchi
Ensuring Climate Resilience for Individuals with Disabilities
Dr. Frederick W. Turner II
Ph.D.,
D.P.A.
Graduate Chair
Criminal Justice & Homeland Security
Keiser University Graduate School
Are We Prepared to Help Everyone?
As climate change intensifies, who gets left behind?
From hurricanes to wildfires, climate disasters are becoming more frequent and severe. But for individuals with disabilities, these events present unique challenges—inaccessible evacuation routes, communication barriers, and shelters that aren't designed for their needs (Fox et al., 2007).
Despite making up 15% of the world’s population, in-
dividuals with disabilities are often excluded from disaster planning (WHO, 2023). Without inclusive policies, climate emergencies will continue to disproportionately impact disabled communities.
What Are the Challenges?
Barriers Faced During Climate Disasters:
• Limited evacuation options – Many shelters and public transport systems aren’t wheelchair accessible (Nagata, 2021).
• Communication challenges – Emergency alerts often lack sign language, braille, or easy-to-read formats (Kelman & Stough, 2015).
• Medical needs – Power outages can disable life-supporting medical equipment (Morris et al., 2020).
• Higher mortality rates – Studies from Hurricane Katrina, Sandy, and the Japan earthquake show that disabled individuals face disproportionately high death rates during disasters (NOAA, 2011).
Policy Gaps: Why Are We Falling Behind?
Most climate policies don’t address disability-specific needs.
While global frameworks like the Paris Agreement and Sendai Framework acknowledge vulnerable populations, they lack mandates for disability-inclusive adaptation (Schipper, 2020; UNDRR, 2015). The Americans with Disabilities Act (ADA) ensures accessibility in public buildings yet does not explicitly address climate resilience (Morris et al., 2020).
The good news? Some countries, like Japan and New Zealand, are pioneering inclusive emergency planning—but there is still much to do (Nagata, 2021).
How Can We Create Inclusive Climate Adaptation?
Five Solutions for More Inclusive Climate Resilience:
1. Mandate Accessibility Standards – Emergency shelters, evacuation routes, and public warnings must accommodate disabled individuals (Mace, 1998).
2. Conduct Inclusive Emergency Drills –Disaster simulations should actively involve disabled individuals to test real-world challenges (Stough & Kelman, 2018).
3. Improve Accessible Communication –Governments must provide alerts in multiple formats (e.g., braille, sign language, and audio messages) (Kelman & Stough, 2015).
4. Develop Tailored Evacuation Plans –Cities should designate accessible emergency routes and provide disability-friendly transport options (New York City Office of Emergency Management, 2013).
5. Engage Disabled Communities in Policy Development – People with disabilities must be included in decision-making to ensure policies reflect real needs (Phillips, 2015).
Why Universities Should Lead the Change
What role can universities play?
Higher education institutions have a unique opportunity to lead disability-inclusive climate action. Universities can:
• Incorporate disability-inclusive disaster planning into public policy and environmental science curricula.
• Conduct research on climate resilience and its impact on disabled populations (IPCC, 2022).
• Partner with local governments to develop inclusive emergency response plans.
• Ensure campus safety policies accommodate students and faculty with disabilities during extreme weather events.
Final Thoughts: No One Left Behind
Climate adaptation must be inclusive. If we fail to integrate disability-specific policies into climate resilience strategies, we risk leaving millions behind in the face of natural disasters.
By enforcing accessibility mandates, engaging disabled communities, and prioritizing inclusivity, we can create a future where everyone—regardless of ability— has a fighting chance against climate change.
References
Armitage, R., & Nellums, L. B. (2020). Considering inequalities in the school closure response to COVID-19. The Lancet Global Health, 8(5), e644. https://doi.org/10.1016/ S2214-109X(20)30116-9
Banks, L. M., Kuper, H., & Polack, S. (2017). Poverty and disability in low- and middle-income countries: A systematic review. PLOS ONE, 12(12), e0189996. https://doi. org/10.1371/journal.pone.0189996
Fox, M. H., White, G. W., Rooney, C., & Rowland, J. L. (2007). Disaster preparedness and response for persons with mobility impairments. Journal of Disability Policy Studies, 17(4), 196–205. https://doi.org/10.1177/10442073070170040201
Kelman, I., & Stough, L. M. (Eds.). (2015). Disability and disaster: Explorations and exchanges. Palgrave Macmillan. https://doi.org/10.1057/9781137486004
Mace, R. L. (1998). Universal design in housing. Assistive Technology, 10(1), 21–33. https://doi.org/10.1080/10400435.1998.10131957
Morris, J. T., Schild, L. C., Katz, J. N., & Brewster, R. (2020). Emergency preparedness and the ADA: Evidence from natural disasters. Journal of Disability Policy Studies, 31(3), 153–162. https://doi.org/10.1177/1044207320910829
Nagata, T. (2021). Lessons from the 2011 Great East Japan Earthquake: Community health and resilience. International Journal of Environmental Research and Public Health, 18(3), 854. https://doi.org/10.3390/ijerph18030854
New York City Office of Emergency Management. (2013). Hurricane Sandy after action report and recommendations to Mayor Michael R. Bloomberg. https://www.nyc.gov/ assets/em/downloads/pdf/hurricane_sandy_aar.pdf
Phillips, B. D. (2015). Inclusive emergency management for people with disabilities. In I. Kelman & L. M. Stough (Eds.), Disability and disaster (pp. 61-77). Palgrave Macmillan. https://doi.org/10.1057/9781137486004_3
Schipper, E. L. F. (2020). Climate risk and adaptation: A disability-inclusive perspective. Climate and Development, 12(9), 768–779. https://doi.org/10.1080/17565529.2020.182 1662
United Nations Office for Disaster Risk Reduction (UNDRR). (2015). Sendai Framework for Disaster Risk Reduction 2015–2030. https://www.undrr.org/publication/ sendai-framework-disaster-risk-reduction-2015-2030
World Health Organization (WHO). (2023). Disability and health. https://www.who. int/news-room/fact-sheets/detail/disability-and-health
Bridging the Gap:
Addressing the Training Deficit in Police Responses to Uncrewed Aircraft Systems
How Keiser University is integrating AI into graduate studies
As uncrewed aircraft systems (UAS) technologies become increasingly accessible, law enforcement must address both lawful and unlawful uses. From possible safety risks to intrusions of privacy, these technologies call for informed and ready reactions. But many police officials lack the required knowledge to handle UAS events, and federal help in this regard is insufficient (Galante & Halawi, 2024).
The Training Need
Many times, police agencies run without thorough training courses catered to UAS operations. Most participants in a recent survey conducted by the Daytona Beach Po -
lice Department showed either minimal or no UAS related training (Galante & Halawi, 2024). This shortfall leaves police unprepared to negotiate difficult situations, such as knowing Federal Aviation Administration (FAA) regulations or separating legitimate from criminal UAS operations. Officers run the danger of violating the rights of legitimate UAS operators or failing to properly handle threats without uniform training. Lack of practical, scenario-based training increases these risks and generates major departmental liability issues (Galante & Halawi, 2024).
Restricted Federal Direction
and Assistance
The main governing body for UAS operations in the United States is the FAA. Though it has created a "Public Safety and Law Enforcement Toolkit," its reliance on voluntary compliance compromises its efficacy (FAA, 2022). Local police agencies are left to interpret and apply difficult rules with little direction or tools. The FAA's emphasis on conventional aviation also leaves law enforcement to handle UAS-related events without the required support. For instance, because of poor coordination between federal and local authorities, UAS pilots flying in prohibited airspace could avoid detection or prosecution. Lack of federal-local cooperation impedes enforcement and raises the possibility of unsolved security and safety issues (Galante & Halawi, 2024).
Bridging the Gap
Solving these difficulties calls for a diverse strategy:
• Mandatory Training Courses
Federal requirements should necessitate UAS response training for law enforcement organizations. These courses have to cover thorough education on FAA rules, legal issues, and pragmatic response strategies.
• Improved Federal Aid
Standardized training and enforcement policies must be developed by the FAA and other federal agencies working with local law enforcement. This covers supplying tools, money, and real-time access to federal UAS operation data (FAA, 2022).
• Cooperation Between Agencies
Addressing jurisdictional difficulties requires cooperation among federal, state, and local entities. Clear procedures have to direct investigations and enforcement activities to guarantee public safety and respect of legal norms.
• Public and Officer Education
Public knowledge on the legal application of UAS is as much of a need as that of officials. Community engagement projects can support law enforcement's and UAS operators' mutual trust and compliance building.
Conclusion
Law enforcement and the federal government must react proactively given UAS technology's rapid proliferation. Police agencies can better negotiate the complexity of UAS events by filling the present training shortfall and improving federal support. Ignoring action runs the danger of endangering public safety and therefore diminishing the possible advantages of this advancing technology.
References:
“ Our twofold goal is to maintain the highest standards of academic excellence while ensuring our students are equipped with the essential AI skills needed in the modern job market”
Federal Aviation Administration (FAA). (2022c, June 14). Public safety and law enforcement toolkit. Retrieved from https://www.faa.gov/uas/public_safety_gov/ public_safety_toolkit
Galante, A. & Halawi, L. (2024). An evaluation of the “Police response to uncrewed aircraft systems operations” online training program. Collegiate Aviation Review International, 42(1), 118–137. https://ojs.library.okstate.edu/osu/index. php/CARI/article/view/9736/8607
Research Overview
Dr. Wayne Roper
My dissertation explores whether the minimum age and educational requirements and basic training hours for law enforcement officers correlate with the number of civilians shot and killed by law enforcement and the number of police officers' line of duty fatalities. The study examines the critical relationship between law enforcement training standards and public safety outcomes. I explicitly analyze how variations in a state's minimum training requirements influence police shootings and killings and police officer fatalities in the United States. This examination arises from the growing scrutiny of law enforcement practices and the fundamental role of training in preparing police officers to make quick, informed decisions in high-pressure situations.
Key Findings and Implications:
• Background of the Problem: This section contextualizes the challenges associated with law enforcement training and police use of deadly force in the United States. It highlights the disparity in a state’s academy minimum training requirements and their potential implications on officer preparedness and public trust.
• Training and Use of Force: This study investigates how increased basic law enforcement training hours affect the likelihood of police shootings and killings of citizens and fatalities of police in the line of duty.
• Racial Disparities in Police Use of Force:
Research shows that Black Americans, comprising 13% of the U.S. population, represent 34% of those disproportionately killed by police each year, with a fatality rate 2.8 times higher than that of White individuals (Nix & Shjarback, 202).
• Community Policing vs. Aggressive Policing:
Evidence suggests that community-oriented policing strategies are associated with lower rates of officer assaults. In contrast, aggressive policing strategies tend to increase the risk of violent encounters (Hine et al., 2016).
• Quantitative Research Approach:
This approach uses a quantitative longitudinal research design incorporating a two-stage analytical process comprising descriptive and inferential statistical analyses. The inferential statistical analysis was an OLS regression. The study evaluates the effects of state training requirements on law enforcement outcomes.
• No Significant Correlation Found:
The study found no statistically significant correlation between police officers’ minimum age, education requirements, or basic training hours and annual police-involved shootings or officer fatalities.
Conclusion & Future Research:
Although the study does not identify a direct correlation between age and education requirements, or basic training hours and incidents involving deadly force, as well as police fatalities in the line of duty, it emphasizes the necessity for additional research into other significant factors. These include implicit bias, de-escalation training, mental health crisis intervention, and various policing strategies.
The findings inform the ongoing discussion on police reform and training policies designed to reduce fatalities among both civilians and officers.
References:
Hine, K. A., Porter, L. E., Westera, N. J., & Alpert, G. P. (2016). The understated ugly side of police–citizen encounters: Situation, suspect, officer, decision-making, and force predictors of officer injuries. Policing and Society,28(6), 665–683. https://doi.org /10.1080/10439463.2016.1251430
Nix, J., & Shjarback, J. A. (2021). Factors associated with police shooting mortality: A focus on race and a plea for more comprehensive data. PLOS one,16(11), Article e0259024. https://doi.org/10.1371/journal. pone.0259024
Trump’s 2020 Executive Order on Safe Policing
E-Campus
In June of 2020, President Trump signed his Executive Order on Safe Policing for Safe Communities. Encouraging police departments to improve transparency, increase training, and to be more accountable, time ran out on his first term before action could occur towards making this a reality. However President Trump now has more four (4) years to make this earlier executive order a reality. Will progress be made after these years of delay?
Recall that President Trump’s executive order called for independent credentialing
bodies and enhanced training requirements for law enforcement agencies. Independent credentialling bodies could have the ability to demonstrate to law enforcement agencies existing deficiencies when compared against what is determined to be professional best practices as well as provide guidance to achieve operational effectiveness and process improvement. As one who serves as an expert witness in civil law cases involving law enforcement agencies, such guidance and advice, if followed, could definitely aid law enforcement agencies as cases I have been involved in as an expert witness for the defense routinely find that these agen-
Dr. Chuck Russo Public Administration & Criminal Justice
cies fail to follow professional best practice guidance found in such collaborative efforts as the National Consensus Policy on Use of Force. This document was crafted by eleven (11) of the most significant law enforcement labor and leadership organizations in the US to establish best practices for the profession. All too often in my expert witness work I find that many years after the document was created agencies still do not follow established “best practices” and pay the price for such shortcomings when civil lawsuits are settled.
Additional training was stressed in President Trump’s 2020 Executive Order on Safe Policing for Safe Communities in the areas of use-of-force, de-escalation techniques, and mental health, homelessness, and addiction response. The executive order acknowledged that policies over the years have shifted social burdens onto the shoulders of law enforcement professionals however specialized training, education, and other resources necessary to properly address these burdens did not accompany this shift. Hopefully within the next four (4) years, we can see a push by the federal government to right this oversight and bring the necessary training, education, and resources to our law enforcement officers and agencies so they can best respond to these growing societal burdens they deal with on an all too common basis.
Education is one area where Keiser University, and other such institutions, can help President Trump achieve his goal. Earlier research has reported that law enforcement officers possessing a college degree are 40%
less likely to discharge their firearm in the course of their law enforcement career. When examining other types of force utilized by officers, college degreed officers also are seen as more favorable compared to officers with only some college and officers with only a high school diploma/GED. The concept of the college degreed officer as having “more tools in his/her toolbox” to solve the given situation allows for more opportunities for situations to be resolved with what can be viewed by most as a “successful outcome”.
While time initially ran out on President Trump in regard to his 2020 Executive Order on Safe Policing for Safe Communities, he now has more four (4) years to make this earlier executive order a reality. By reinvigorating his earlier executive order, he has the ability to make agencies more transparent, provide the population with a better trained and educated law enforcement officers, and thus improve the law enforcement profession.
FDLRS Grant Information and Multidisciplinary Center (KUMDC)
TheKeiser University Multidisciplinary Center (KUMDC) is one of six regional Florida Diagnostic and Learning Resources System (FDLRS) Multidisciplinary Centers providing a range of services including screenings, assessments, mentoring for children and youth at risk for or who have been identified as having complex medical, educational, emotional, or behavioral problems and other risk factors for poor educational/academic outcomes. KUMDC also provides consultation, technical assistance, and pre-service and in-service training for teachers, school and district personnel, families, health care professionals, university students and faculty, and community providers working with students.
The center’s goals support the indicators within the Bureau of Exceptional Education and Student Services (BEESS) Strategic Plan and the Florida Department of Education (FDOE) Strategic Performance Plan to prepare students with disabilities enrolled in public K-12 programs for high academic achievement and successful postsecondary outcomes.
Our primary service area includes Glades, Hardee, Hendry, Highlands, Indian River, Martin, Palm Beach, Okeechobee and St. Lucie counties.
Service for Educators
Provide consultations/case conferences.
Develop and provide professional development.
Deliver trainings and technical assistance to school staff interacting with students with disabilities.
Support school teams in identifying and implementing effective strategies to improve transition planning and post school outcomes.
Provide evidence-based recommendations for increasing student self-determination, engagement, and participation in various academic activities.
Disseminate information and resources on local, state, and national disability su-
Service for Community
Deliver professional development, trainings, and seminars for community service agencies
Serve on various interagency councils
Host, facilitate, or support district and regional transition conferences, disability awareness events, and health/wellness fairs.
Disseminate information and resources on local, state, and national disability supports.
Develop and provide webinars and trainings
Disseminate information and resources on local, state, and national disability supports
Provide consultation
Facilitate virtual parent/ family support groups
Provide ongoing direct therapy services. WE DO NOT: 1) 3) 2) 4)
Serve as members of the IEP development team.
Serve the role of professional advocate.
Participate in performance evaluations of school personnel.
Conduct Student Seminars
Mentoring for postsecondary transition planning and self-determination
Facilitate virtual student peer groups
Conduct screenings, evaluations, and assessments in the areas of Educational and Functional academics, Transition, and Functional Behavior
A brief note of Appreciation to Readers
Dear Keiser University Graduate Community,
We’re excited to share the 4th edition of our newsletter, focused on the vital fields of Criminal Justice and Homeland Security. This edition explores the challenges, advancements, and opportunities within these sectors, featuring articles that highlight the work of professionals dedicated to making a difference.
Criminal Justice and Homeland Security are at the heart of protecting our communities, and we hope the insights shared inspire you to continue your impactful work in these fields.
Thank you for your continued support. We look forward to bringing you more articles and stories in future editions.
What’s Next: Upcoming Editions
Stay tuned for our next editions! Each upcoming issue will continue to delve into the latest trends and breakthroughs in different topics, bringing you fresh perspectives and insights. We’re excited to keep you informed and engaged with our regular updates.
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When the Keiser family decided to transition Keiser University to a not-for-profit university and gift it to the community, we made Keiser University a priority in our personal philanthropy. We know that 100% of every gift we make goes toward helping students achieve their goals and have seen first-hand the power and transformational impact of a KU education. Please join us in generously supporting the unique mission of Keiser University, a mission that centers on educating students to be employable, skilled, responsible, and accountable.
