Program developers must consider many issues in developing educational programs for working professionals: (a) organizational commitment, (b)departmental motivation, (c) curriculum content, and (d) multi-layered delivery systems. Professional development is more than a collection of discrete improvement efforts. Adoption of systematic plans and procedures to address singular issues no longer brings about meaningful change. Programs must explore other dimensions of change and shift the focus from what is changed to how it is planned and managed. Universities need to provide access to professional training and fund the technological resources in the development of alternative programs. Leadership is multi-layered with faculty and administrators working together. Holistic approaches that are student centered, faculty driven, and administratively supported will produce change.

The crime victims movement has expanded dramatically since 1985, including additional federal funding, passage of Victims' Bill of Rights in 49 states, state constitutional amendments requiring services to crime victims in 22 states, and the creation of private and government agencies that assist victim service providers (Tomz & McGillis, 1997). President Clinton also proposed a US Constitutional amendment for victims rights. This increasing awareness is at the forefront of policy changes at local, state, and federal arenas and is gaining media attention. Expansion of the crime victims movement is also being fueled by the shortcomings of the criminal justice system and has resulted in expansion of victim service programs in every community.

Providing current and accurate victim rights information has been a problem for many victim service professionals. The victim service provider for the county is generally responsible for providing the victim with information about their rights and available resources. This information encompasses legal services, restitution, and counseling along with other support services. However, victims more often than not have no idea what is available (Freedy, Resnick, Kilpratrick, Dansky, & Tidwell, 1994) or even where to go to obtain that information (Kilpratrick, 1986). Victim service providers need to have access to the latest information (Tomz & McGillis, 1997) and legislative changes in order to counsel victims of crime. Universities are designing comprehensive programs that provide this information and are structuring them to meet the needs of working professionals.

Program developers must consider many issues in developing educational programs for working professionals. These issues are divided into four organizational areas that a university must consider in the development process: (a) organizational commitment, (b) departmental motivation, (c) curriculum content, and (d) multi-layered delivery systems. It is the relationship of these issues that determines a program's success. The challenge of professional development is complex; it is more than a collection of discrete improvement efforts. The process most widely used has been to adopt systematic plans and procedures to address singular issues that are viewed as isolated concerns, then design plans that address these isolated issues. Too often, problems persist in ways that have not been anticipated and issues emerge that need attention. Components of professional development programs can no longer be viewed as separate parts of the whole. Improvement efforts and singular innovations are not sufficient to bring about meaningful change (Fullan, 1982, 1993). To break this recurring cycle, professional development programs should look at other dimensions of change and shift the focus from what is changed, to how it is planned and managed (Bennis, 1989; Senge, 1990).

Universities need to have a strong commitment to provide access to professional training and fund the technological resources in the development of these alternative programs. This includes financial resources for faculty and support personnel in the development process (Lan, 1997). Universities must be willing to fund startup programs and look at them as long term investments. A supportive leadership that embraces risk taking becomes an important factor in the designing process (Bennis, 1989). Involvement of higher level administration insures university commitment to funding and coordination of project implementation. Research indicates that commitment and strong leadership are the types of involvement required of higher level administrators to ensure project implementation. Leadership is multi-layered with faculty and administrators working together as team members.

Departmental Motivation

The complexity of coordinating alternative programs for working professionals is very demanding upon university departments. Starting new programs or restructuring current programs places increased workloads upon chairs and lead faculty. These increased workloads often go unrecognized in the university. Departments that have a goal to increase student access to higher education and provide training for professionals in the community seek out new ways in delivery of educational programs. This intrinsic motivation serves as a foundation and establishes an organizational culture that has learning at the forefront of all decisions (Senge, 1990).

Curriculum Content

The content of educational programs for working professionals must be current, research based, and have a practical application. Providing research-based information along with practical applications structured for working professionals provides the context for the exchange of ideas. This exchange of ideas then serves as an ongoing foundation for further research. Outside experts in the field can provide current information and promote the programs within the profession.

Multi-layered Delivery Systems

Traditional semester long courses reach only a few of the working professionals. Incorporating on site training, Internet based courses, condensed formats with videotape and satellite delivery provides the working professional with many options. Moreover, multi-structured training and education can be a lifelong process. Programs structured around centralized weeklong seminars allow working professionals to share ideas and improve their level of service. Specialized certificate programs provide working professionals recognition. In addition, by combining these courses and seminars complete degree programs can be offered.

Programs that Enhance a Holistic Approach

The Department of Criminology at California State University, Fresno has used a multi-layered delivery approach as a foundation in designing programs to educate victim service providers. The focus has been a holistic approach in designing continuous learning networks (Senge, 1990) that serve working professionals. To meet the needs of the working professional, the department has participated in the National Victim Assistance Academy. This one-week academy traces the history of the victims movement, expands upon the dynamics of the criminal justice system, provides information regarding current status of victim's rights, and incorporates information on domestic violence, child abuse, sexual assault, counseling, restitution, and crisis intervention. The academy is a university-based foundation course in victim assistance and victimology developed through a grant from the U.S. Department of Justice Office for Victims of Crime. The one-week academy is conducted simultaneously on the campuses of California State University, Fresno, the University of Maryland, University of North Texas, and Washburn University. These four sites are connected by state-of-the-art distance learning technology that allows experts and faculty at each site to participate and teach sections through compressed video. Moreover, the distance learning technology provides up-to-date training and information for victim service providers throughout the United States.

Expanding upon the academy, the CSU Fresno's Department of Criminology offers courses that enable students to receive a certificate in Victim Services. These courses have been videotaped to provide victim service providers increased levels of access to higher education. Students can complete the academy and enroll in additional videotaped courses. Victim service providers can use these videotapes to design effective staff development programs. Local counties can design local staff development programs that utilize an academic program and customize additional training for their local area. An edited condensed tape was created to expand training to other victim service providers as a non-credit course. This holistic approach provides various levels of information that meet different needs of both the novice and expert.

Students can enroll in the videotape and/or academy courses and use these credits toward a Bachelor of Science degree in criminology with an emphasis in victimology. The Department of Criminology currently broadcasts the complete degree program over an interactive satellite network throughout the state of California, enabling students in remote rural under served areas access to higher education. Students that are unable to attend all the classes due to changes in work schedules will have access to the complete degree program through a combination of videotape and Internet courses. The Department is currently expanding their courses on the Internet to provide additional access for working professionals.

Future Expansion

California State University, Fresno is expanding student access and the departments that have a holistic approach to meeting the needs of the working professionals are leading the way. The Department of Criminology is expanding their training and degree programs into local law enforcement agencies and prison facilities, with non-traditional students in mind; programs are being developed that meet their unique needs. A Masters Degree in Criminology will be delivered to an off-campus site specifically designed for police officers, structured around their work schedules to improve student access.

Educational Opportunities

Educational programs for working professionals have to be designed for many different levels of education. California State University, Fresno's Department of Criminology has designed a wide range of educational programs to meet these various levels. What makes their programs successful has been this holistic approach, which allows working professionals to continue their education as lifelong learners. Universities need to offer a variety of courses, from simple one-course programs to complete undergraduate and graduate degree programs. Working professionals need access to training and education, and committed departments can develop high quality programs that meet their needs.

Conclusion

Programs that combine a variety of educational opportunities enhance each other. The Criminology program at California State University, Fresno is growing because of the excellent faculty and how they design programs that improve access to higher education and meet the needs of working victim service professionals. Improving student access has been one of the essential factors in the growth. The leadership and their desire to meet the needs of these working professionals provides the internal motivation to explore alternative means of delivery.

Various levels of support need to be delivered in a holistic manner in which top administrators provide the necessary leadership, direction, and incentives to keep alternative programs going. There must be commitment to provide enough resources for faculty to be engaged. A multi-layered approach incorporates adequate equipment, technical support, faculty knowledge, and motivation with student access and learning as the goal. Using a holistic approach that is student centered, faculty driven, and administratively supported will produce change.

The organizational commitment provides the needed resources to support programs as they grow, while leadership at the various levels within the university provides the vision. Faculty committed to providing the latest research, exploring the latest trends; improves the current curriculum. These factors along with a multi-layered delivery system improves student access and establishes the foundation to design and provide education for working professionals.

References

Bennis, W. (1989). On Becoming a Leader. New York: Addison Wesley Publishing.

Freedy, J. R., Resnick, H. S., Kilpatrick, D. G., Dansky, B. S., & Tidwell, R. P. (1994). The psychological adjustment of recent crime victims in the criminal justice system. Journal of Interpersonal Violence, 9(4), 450-468.

Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reforms. New York: Falmer.

Fullan, M. (1982). The Meaning of Education Change. New York: Teachers College Press.

Kilpatrick, D. G. (1986). Addressing the needs of traumatized victims. The Practical Prosecutor, 15-18.

Lan, J. (1997, February). Meeting Technology Challenges in Teacher Education: Responses from Schools and Colleges of Education. Paper presented at Annual Meeting of the American Association of Colleges for Teacher Education, AZ.

Senge, P. M. (1990). The Fifth Discipline. New York: Doubleday.

Tomz, J. E., & McGillis, D. (1997). Serving crime victims and witnesses. Issues and Practices. Washington, DC: U.S. Department of Justice, National Institute of Justice.