April 23 – May 11, 2018
The First Line Supervision course is offered via a blended course of instructional delivery consisting of 3 days in a retreat setting where learners are required to stay on location. This is followed the next week with 3 days of facilitated distance learning. In the third week the learner will participate in 4 days of classroom instruction at the Eaton County Sheriff’s Office in Charlotte, MI, for a total of 80 instructional hours.
The instructional format is problem-based learning (PBL) – the next generation in law enforcement training. PBL is defined as a “teaching or training method characterized by the use of ‘real world’ problems as a context for individuals to learn critical thinking and problem solving skills and acquire knowledge. It involves both knowing and doing.” (Lepinski) Another definition is “an instructional method in which the teacher builds instruction around a practical problem and encourages pupils to discuss the problem in small groups, with an aim to cultivate active learning, critical thinking, and problem-solving skills among them.” (Lahden) The instructor provides the learning environment and then relinquishes spotlight and allows the student to learn the material at their own pace and through the method that works best for him/her. The instructor switches from instruction, where they provide the material, to facilitation, during which time the facilitator guides the student through learning and understanding.
The cadre of facilitators for this course includes June Rogers – (retired) DEA special agent, Bloomfield Township Police Department with Captain Phil Langmeyer, Sergeant Jeremy Herfert – Lapeer County Sheriff’s Department. The facilitators have successfully completed the 400-hour MSU School of Staff and Command and are familiar with the problem-based learning format in addition to their individual expertise in various course topics.
The fee ($1300) includes two nights lodging and all meals and break refreshments for the three-day retreat at the Kellogg Biological Conference Center in Gull Lake; break refreshments for the four days of classroom instruction at the Eaton County Sheriff’s Office in Charlotte, MI; and all handouts and access to D2L – the on-line learning management system that will be used for the three days of distance learning.
MCOLES certification is available to Michigan residents. Continuing Education Unit (CEU) credits are available upon successful completion of the 80-hour course.
Participants must have access to a computer and a webcam. Click here to review recommended browsers and computers supported by Michigan State University’s on-line learning management software, Desire 2 Learn (D2L).
Application available HERE.
Spring 2018 Course Brochure available HERE.
Problem based learning requires a smaller class size than traditional classroom instruction. All participants must be registered prior to the first day of class. Participants will be accepted on a first come, first served basis.
If you are a currently enrolled graduate or upper level undergraduate student at Michigan State University and will be enrolling for academic credit (3 credits), contact firstname.lastname@example.org or call 517-355-2197 for additional information.
If you are not a currently enrolled graduate or undergraduate student at Michigan State University and would like to receive information on obtaining Michigan State University Lifelong Education academic credits, visit the MSU RO: Lifelong Education web page.
This course has been registered with MCOLES. The course is eligible for use of 301/302 60% LED dollars. Eight Continuing Education Unit (CEU) credits are available upon successful completion.
Lieutenant (retired) Cindy Herfert
Cindy Herfert serves as an Outreach Academic Specialist for the Michigan State University School of Criminal Justice, providing in-service trainings to police officers and military personnel from across the United States. Cindy holds a Bachelor’s Degree in Criminal Justice from MSU. Cindy is a graduate of the 10th MSU School of Staff and Command class. Cindy joined the Flint Police Department in 1994 and was promoted to Sergeant in 1998. In 2014 Cindy was promoted to the rank of Lieutenant for the Patrol Division and the Traffic Division. Cindy retired from the Flint Police Department in 2015. Cindy held a variety of positions during her career, including; uniform patrol, undercover narcotics, gang investigation, homicide investigation, planning and budgeting, and community policing.
Contact Info: email@example.com
Sergeant Jeremy Herfert
Sergeant Jeremy Herfert is with the Lapeer County Sheriff’s Office and is currently assigned to supervise Patrol. He is also a Medical Examiner Investigator, a supervisor for the Field Training program and the director of the Lapeer County Sheriff’s Office Dive Search and Recover Team. He is a 1997 graduate of Michigan State University, where he obtained his Bachelor of Arts in Criminal Justice. He has been with the Lapeer County Sheriff’s Department since 1997. Jeremy was promoted to Sergeant in 2006. Jeremy has held positions in the Detective Bureau and Road Patrol, along with administrative duties of developing and revising policies, developing an employee evaluation program, and assisting in the hiring process for the department. Jeremy is a graduate of the 11th Michigan State University School of Staff and Command class.
Contact Info: firstname.lastname@example.org
Captain Phillip Langmeyer
Captain Langmeyer is a 1989 graduate of the Michigan State University, School of Criminal Justice. He is a graduate of the second class of the Michigan State University School of Staff and Command. Phil began his career with the Grosse Pointe Woods Department of Public Safety as a Public Safety Officer. He moved on to Bloomfield Township in 1992 and has been there for the past 17 years. Recently, he has been assigned as a Road Patrol Lieutenant, after spending seven years as the Administrative Lieutenant. As the Administrative Lieutenant, Phil was responsible for budgeting, grants, recruiting and hiring, and functioned as the departmental training coordinator. Throughout his career Phil has had many responsibilities, including Evidence Technician, School Liaison Officer, Field Training Officer, TASER Instructor and Reality Based Training Instructor.
Contact Info: email@example.com
Assistant Chief Ken Plaga
Ken Plaga has worked for the Meridian Township Police Department since 1995. Prior to joining the Meridian Township Police Department, he worked as a Public Safety Officer for Blackman Township. A/C Plaga holds a Bachelor’s degree in Criminal Justice from Michigan State University and a Masters in Public Administration from Western Michigan University. Ken is also a graduate of the 229th Session of the FBI National Academy and the Northwestern University School of Police Staff and Command. Ken has served in many positions including Field Training Officer, Detective, Patrol Sergeant, Administrative Sergeant, Services Division Commander, and Uniform Division Commander. A/C Plaga has also instructed undergraduate classes for Michigan State University.
Contact Info: Not Yet Provided
June Werlow Rogers
June Werdlow Rogers, Retired DEA SAC served 28 years in federal and local law enforcement. SAC Rogers’ command experience spans sixteen years in four states and dozens of cities. She has participated in and supervised all levels of enforcement operations. She assumed responsibility as Group Supervisor (Baltimore), Assistant SAC (New York), Associate SAC (Houston) and SAC (Boston) supervising hundreds of enforcement and support personnel as well as leading numerous effective missions. SAC Rogers is credited with conceiving, developing and executing the first ever drug take back initiative aimed at reducing pharmaceutical drug abuse. In her speaking and publications (books and articles) she aims to equip law enforcement personnel professionally and ethically and to educate the public on crime avoidance.
Contact Info: Not Yet Provided
FIRST LINE SUPERVISION
Development of this course was made possible through Michigan Justice Training funds awarded by the Michigan Commission on Law Enforcement Standards to Michigan State University. It was developed in partnership with the various local agencies who are providing the learning group facilitators.
- Captain Phillip Langmeyer (firstname.lastname@example.org)
- Cindy Herfert (email@example.com)
- Assistant Chief Ken Plaga (firstname.lastname@example.org)
- Sergeant Jeremy Herfert (email@example.com)
Office Phone: (517) 355-2197 Fax: (517) 432-1787
Office Address: 655 Auditorium Road, 540 Baker Hall, Michigan State University, East Lansing, MI 48824
Office Hours: By Appointment
Utilize teaching methods that allow students to self-discover the knowledge and skills they require in a way that builds on gifts the students already possess in a context that is relevant to them.
Create a challenging learning environment that positively impacts what the student learns and what will be transferred to other circumstances.
Facilitate students’ learning how to work safely, think critically, adopt problem solving as a daily part of their job, and partner more readily with residents to tackle crime.
The First Line Supervision course is offered via a blended course of instructional delivery consisting of 3 days in a retreat setting where learners are required to stay on location. This is followed the next week with 3 days of facilitated distance learning. In the third week the learner will participate in 4 days of classroom instruction at the Eaton County Sheriff’s Office, for a total of 80
instructional hours. The instructional format is problem-based learning (PBL).
PBL is defined as a “teaching or training method characterized by the use of ‘real world’ problems as a context for individuals to learn critical thinking and problem solving skills and acquire knowledge. It involves both knowing and doing.” (Lepinski) Another definition is “an instructional method in which the teacher builds instruction around a practical problem and encourages pupils to discuss the problem in small groups, with an aim to cultivate active learning, critical thinking, and problem-solving skills among them.” (Lahden) The instructor provides the learning environment and then relinquishes spotlight and allows the student to learn the material at their own pace and through the method that works best for him/her. The instructor switches from instruction, where they provide the material, to facilitation, during which time the facilitator guides the student through learning and understanding.
- March 21st – April 18th, 2018 - Pre-Course Work - Distance Learning
- April 23rd – 25th, 2018 - Retreat
MSU Kellogg Biological Station Conference Center
3700 East Gull Lake Drive, Hickory Corners, MI 49060
Phone: (269) 671-2341 Fax: (269)-671-2165
- May 1st – 3rd, 2018 - Distance Learning
- May 8th – 11th, 2018 - Classroom
Eaton County Sheriff Office
1025 Independence Blvd.
Charlotte, MI 48813
Classroom sessions begin at 8:00 am and end at 5:00 pm with the following exceptions:
April 23rd and May 8th - class begins at 10am
April 25th and May 11th - class ends at 3pm
Participants are required to commit 8 hours/day of course work during the days of distance learning (May 1st – 3rd, 2018). The hours are 8:30 am – 4:30 pm, unless otherwise agreed upon by the facilitators – much of the distance learning work will be team work with all members of the team expected to participate.
Two nights lodging and all meals will be provided during the week of Retreat. Learners are required to remain on site throughout those 3 days of class.
Refreshment breaks will be provided during the week of classroom instruction at Eaton County Sheriff’s Office; however, lunch will be on your own.
- Police PBL Blueprint for the 21st Century (Gerard Cleveland and Gregory Saville, COPS 2007). This is provided at no additional cost.
- Good to Great Policing: Application of Business Management Principles in the Public Sector (Police Executive Research Forum, COPS Office). This is provided at no additional cost.
Participants must have access to a laptop (LAN connectivity is required and wireless LAN connectivity is highly recommended). Participants will need Internet access for the pre-course work. The laptop will be used during the first class session.
Participants will also need a microphone and webcam starting April 23rd, 2018.
Recommended software includes Adobe Acrobat Reader (11 or newer) and Microsoft Office 2007 or newer including Excel, Word and PowerPoint.
Recommended browsers and computers supported by MSU’s online learning 3 management software, Desire 2 Learn (D2L) include the following latest version of Internet Explorer, Firefox (highly recommended) for Windows; Firefox for Macintosh; Firefox Unix/Linux
Participants will be given an MSU user name and password that will give access to MSU’s D2L system as well as other MSU distance learning resources.
A written submission addressing an assigned problem-based learning problem will be due prior to May 11th, 2018.
If the Pre-Course work is not completed by Wednesday, April 18th, 2018 the learner will be dropped from the course and will have to re-register for a future school.
This course is PASS/FAIL with evaluation rubrics used to evaluate the learner’s level of achievement re: the identified behavior-based learning objectives. Four rubrics will be utilized with 100 points per rubric. To continue beyond the first week of class, learners must have earned a minimum of 160points (80%) of the possible 200 points. To successfully complete the course learners must have earned a minimum of 320 (80%) of the possible 400 points.
Pre-Course Work. Prior to attending the first day of class students are required to complete a four to eight-hour self-paced distance learning course of instruction. This pre-course work insures that all students arrive for classroom instruction with a minimum baseline understanding of his/her responsibility for and accountability to learning.
- Introduction to Bloom’s Taxonomy and Critical Thinking Skills.
- Introduction to Evaluation Rubrics.
- Introduction to the Problem Based Learning process.
Classroom (3 days) – Mandatory attendance for the first three days of the course. Behavioral objectives include:
- Demonstrate an understanding of DiSC profiles
- Identify different DiSC profiles and give appropriate praise
- Identify different DiSC profiles and communicate effectively
- Demonstrate an ability to organize and relay information to an audience
- Differentiate between cognitive level competence and Emotional Intelligence
- Discuss the five skills essential to emotional intelligence
- Differentiate between different conflict resolution styles
- Identify and summarize personal conflict resolution styles
- Practice conflict resolution strategies
- Apply non-verbal and active listening skills during classroom discussions
- Demonstrate a familiarity with technology software through the completion of tasks assigned by the facilitators
- Demonstrate an ability to meet deadlines by completing student assignments on time
- Interpret and promote agency mission, values and goals for all employees as described by agency strategic plans
- Discuss leadership and modeling appropriate behavior
- Applying crime analysis procedures and theory through the completion of classroom exercises
- Develop professional relationships that enhance productivity and maximize motivation
- Demonstrate facilitation skills as modeled by the instructors
- Apply knowledge of team building practices to student activities
- Organize and lead a team meeting
Distance Learning (3 days) – Behavioral objectives include:
- Analyze data to identify and resolve problems
- Examine and formulate schedules according to dept. policy
- Create supervisory level reports according to department procedures
- Summarize essential components of Collective Bargaining Agreements
- Monitor and document behaviorally specific performance
- Implement corrective action practices and analyze results
- Identify poor performing employees and document behaviors
- Conduct full, fair and impartial internal investigation that is consistent with agency guidelines and identify corrective actions to be taken
- Compose a written report that justifies corrective action
- Summarize available employee assistance programs and uses
- Demonstrate an awareness of agency policies and procedure throughout the learning process
- Identify employee information that should be considered confidential by legal statute and dept. policy
- Incorporate evidence based practices in all forms of investigations
- Demonstrate effective time management skills in conducting and completing all exercises
- Practice task prioritizing
Classroom (4 days) – Behavioral objectives include:
- Demonstrate effective time management skills in conducting and completing all exercises
- Identify and apply the concepts of situational leadership in a classroom exercise
- Teach and/or coach employees in job duties, knowledge and traits consistent with their level of development (Mager’s knowing v. doing)
- Develop staff training strategies to address performance in a classroom exercise
- Optimize the transfer of knowledge and skills from the classroom to job performance
- Create strategies to recognize high performing employees as well as confront low performing employees
- Summarize and discuss The President’s Task Force on 21st Century Policing
- Discuss and demonstrate an awareness of cultural issues, sexual harassment and other legal issues
- Discuss ethical behavior and leadership
Participants are paid employees while attending class and completing distance learning course work. Rules of attendance and conduct are the same in the classroom as during a regular work assignment. Attendance information will be maintained. Absences and tardiness will be reported to the learner’s agency at the time they occur.
Conduct and Dress:
Only proper business casual (slacks and shirts with collars) attire shall be worn by learners during classroom sessions. Blue jeans, tank tops, shorts, sandals, and jogging suits will not be worn in the classroom. Firearms – Be guided by your departmental policy.