(2 Equivalent Classroom Hours*)
Instructional Goals:
This program reviews the set of skills needed for conducting an investigation of motor vehicle theft. It has been reported that most vehicle thefts are done to satisfy demands for specific vehicle parts and/or whole vehicles. Thieves who use the vehicle retagging and salvage/switch operations create the demand for ordering stolen vehicles. There is also reason to believe that many are stolen with the permission of owners committing insurance fraud, and that few are actually stolen by amateurs.
The program is appropriate for all that have a role in the investigation of motor vehicle theft - including police officers, security officers and insurance investigators. It is intended for use within a regular vehicle theft prevention program of on-the-job training, formal technical training and follow-up evaluation in the field.
Student Performance Objectives: A successful student graduate:
Testing with corrective feedback for incorrect responses, and reinforcement for correct responses follows a discussion of each objective.
Method of Instruction: Computer Based Education and Training using the most recent version of the microcomputer lesson, Motor Vehicle Theft, Twentieth Edition. A study guide is provided for note taking and evaluation.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training over 2,000 sworn police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.
(2 Equivalent Classroom Hours*)
Instructional Goals:
The Passenger Vehicle Identification Manual, published annually by the National Insurance Crime Bureau (NICB), is a major resource used in the investigation of motor vehicle theft by police personnel and insurance investigators. Competent use of this NICB manual and computerized versions of this manual, such as VIN edit-type systems, are necessary tools of the job.
The program is a test of information provided in the NICB manual. It provides guided practice and tests in decoding vehicle identification numbers (VINs). Users decode VINs by answering questions while using a copy of the NICB manual.
The computer-assisted program provides reinforcement when the user's response is adequate and gives corrective feedback when the user makes an error. The user is given an opportunity to retake test questions missed on the first try. A special DATA key refers users to numbered pages in the NICB manual containing answers. The program is limited to use of VINs and is intended for use within a regular program of on-the-job training, formal technical training, and follow-up evaluation in the field.
Student Performance Objectives:
Method of Instruction: Computer Based Education and Training using the most recent version of the microcomputer lesson, Passenger Vehicle Identification, Tenth Edition. A study guide is provided for note taking and evaluation.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training over 1,400 sworn police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.
FOR POLICE OFFICERS
(2 Equivalent Classroom Hours*)
Instructional Goals:
A program designed to test fundamental knowledge of physical evidence potential in terms of its relative value, and packaging and transmittal of evidence to the forensic science laboratory. The qualities and skills represented by one's keen observation, deduction, perseverance, and the ability to recognize the need for, and enlist the aid of science when necessary are important to the criminal investigator.
During this century the scientific examination of evidence found at the scenes of criminal offenses has played an increasingly important role in the investigation of crime. The forensic science laboratory has become an essential resource utilized by those who have a role in criminal investigation involving various crimes against persons and property, motor vehicle theft, etc.
The evidence potential, program content revolves around the class question: Does the evidence item present potential re: either class characteristics alone or class and individual characteristics? This leads to a translation about the relative value of physical evidence. Student officers are to identify information about items of physical evidence, which the forensic science laboratory may produce or develop. Once entrenched, the student officer can easily transfer this means of assessment into practical field application. Subjects covered represent a sample of evidence items frequently encountered by investigators, e.g.: fingerprints, dust and grime, blood and other body fluids, grease stains, fabric weave, paint transfers, fibers, tool marks, glass, soil, vegetation, tire tracks, and physical matches. The potential for DNA genetic profiling is included.
Student Performance Objectives:
Method of Instruction: Computer Based Education and Training using the most recent version of the microcomputer lesson, Evidence Potential and Packaging and Transmittal to the Forensic Science Laboratory, Seventeenth Edition.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.
(2 Equivalent Classroom Hours*)
Instructional Goals:
This advanced program on criminal investigation is steeped in the principles of social science. It is structured to provide a clear, informative testing interspersed with questions and immediate feedback. Constant interchanges between the user and the lesson occur. It is based on instructional techniques found effective in training over 2,000 sworn police officers during a five-year period at the University of Illinois, Police Training Institute.
The program is appropriate for training police officers, fire service officers, vehicle theft investigators, security officers, correctional officers and investigators in general who have a role in asking questions when there's a resistance to answer questions. Insurance fraud investigators may also benefit from this program.
It is the responsibility of graduates of this program to adapt the principles and concepts for implementing change to current practices and legal mandates. This program does not teach the law. It is hoped that this program will serve as a basis for improved interview and interrogation practices.
Student Performance Objectives: The successful graduate:
Method of Instruction: Computer Based Education and Training using an Internet records system, and the most recent version of the microcomputer lesson, The Functional Components of Interrogation, Sixteenth Edition. A study guide is provided for note taking and evaluation.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training over 2,000 sworn police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of the time it would take to study this lesson and properly fill out the student note taking guide, or to teach these materials in the traditional classroom setting. Actual microcomputer time varies among students.
(2 Equivalent Classroom Hours*)
Instructional Goals:
The purpose of the pretest and posttest is to verify that the students have the prerequisites for instructional modules, and when completed, that they have demonstrated the required level of learning. This learning certification module uses criterion referenced, automated question banks to provide a basis for "state of the audience" testing and measurement to manage the instruction by computer.
Computer managed instruction (CMI) has the capability to keep and maintain explicit individual records of the performance of each student. This becomes immediate feedback to the instructor on the progress of each student and the extent of student achievement. These results summarize the collected data and allow a statistical treatment of them. Through this means, record keeping capabilities are truly remarkable and can be of important assistance to individual students, instructors, field training officers, and the training program itself.
Student Performance Objectives:
Method of Instruction: Computer Based Education and Training using the most recent version of the microcomputer lesson, Pretest and Posttest, First Edition.
This program is designed for Microsoft Windows equipped personal computers (PCs). It is based on techniques found effective in training numerous police officers at the University of Illinois, Police Training Institute, Champaign-Urbana, Illinois USA.
*Equivalent Classroom Hours (ECH's) represent an estimate of at least the time it would take to deliver these materials in the traditional classroom setting. Actual microcomputer time varies among students.