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Hello Fellow Graduate Students:
My name is Denton Carter, a doctoral student at Morgan State University, Baltimore, MD; Cohort 25. I am asking for your assistance. You are invited to participate in a pilot study survey questionnaire, I hope to use to collect data for my dissertation. A pilot, or feasibility study, is a small experiment designed to test logistics and gather information prior to a larger study, in order to improve the latter’s quality and efficiency. A pilot study can reveal deficiencies in the design of the proposed experiment or procedure, and these can then be addressed before time and before resources are expended on large scale study (Creswell, 2012). My study is AN ANALYSIS OF INSTRUCTIONAL DESIGN AND TEACHING METHODS OF LAW ENFORCEMENT ETHICS EDUCATION AT COMMUNITY COLLEGES.
Instructions
In the survey, you will be asked to complete questions about the use and effectiveness of instructional designs and teaching methods of Ethics Education development and delivery (You do not need to have subject matter expertise or knowledge to answer the questions). It will take approximately 10-15 minutes to complete the questionnaire. The key to this pilot study is to determine if respondents taking the survey understand the questions being asked. Therefore, you are evaluating the questions for clarity and understanding. Choose any of the answers arbitrarily for question 1-44. The last few questions will solicit feedback from you about the survey construct (i.e., clarity, wording of the questions, etc.). The feedback and input that you provide will help improve my survey instrument. Eventually, this survey will be sent to subject matter experts and then to Directors of Law Enforcement Academies hosted by community colleges to complete the study.
Your participation in this pilot study is entirely voluntary. There are no foreseeable risks associated with this project. However, if you feel uncomfortable answering any questions, you can withdraw from the survey at any point. I hope for 100% participation, as it is crucial for me to learn your opinions and construct a well thought out survey questionnaire.
Your survey responses will be strictly confidential, and data from this research will be reported only in the aggregate. Your information will be coded and will remain confidential. If you have questions at any time about the survey or the procedures, you may contact Denton Carter, Doctoral Student/ Researcher, Morgan State University at 410.446.7770 or by email at the email address specified below:
[email protected]
Thank you very much for your time and support. Please start with the survey now by clicking on the Continue button below.
**** Please time yourself, when you start, and when you complete the survey.
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Part I: Use of Instructional Design Components
The below list contains components of ADDIE’s instructional design (ADDIE is an acronym for major processes for the instructional system development: (a) Analysis, (b) Design, (c) Development, (d) Implementation, and (e) Evaluation [Branson et al., 1975; Molenda et al., 2003]). Please answer the questions to what extent do you use any of the components in the development of your ethics education course or learning modules? (If you did not use any of the components, please check "Not at All").
Question #1: Does your institution ever Analyze the need for an ethics education course/ learning training module? |
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| Questions #2: Does your institution ever Design a plan for creating an ethics course/ learning training modules? |
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| Questions #3: Does your institution ever Develop the content and learning materials for an ethics education course/ learning training module using the design phase? |
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| Questions #4: Does your institution Implement steps to be used to guide the learning activity (s) of an ethics education course/ learning training module? |
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| Questions #5: Does your institution ever Evaluate the efficiency and effectiveness of the instruction of your ethics education course/ learning training module? |
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Part II: Effectiveness of Instructional Design Components
The below list contains components of ADDIE’s instructional design. If used, how would you rate the effectiveness of instructional design components in the development of your ethics education course or learning modules? (If you did not use any of the components, please check not used).
Question #6: How would you rate the effectiveness of Analyzing the need for ethics education/ learning training at your institution? |
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| Question #7: How would you rate the effectiveness of Designing a plan for creating an ethics course/ training at your institution? |
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| Question #8: How would you rate the effectiveness of Developing the content and learning materials using the design phase at your institution? |
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| Question #9: How would you rate the effectiveness of the Implementing phase used to guide learning activity(s) in an ethics education course/ learning training module at your institution? |
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| Questions #10: How would you rate the effectiveness of Evaluating the efficiency and effectiveness of the instruction in an ethics education course/ learning training module at your institution? |
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Part III: Effectiveness of Instructional Design Components
The below list contains components of Teaching Methods. If used, how would you rate the effectiveness of instructional design components in the development of your ethics education course or learning training modules? (If you did not use any of the components, please check not used).
Question #11: Does your institution use an assessment tool to determine the need for ethics education/ training in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #12: Does your institution use customized instruction for law enforcement specific operational units (e.g., drugs, patrol, investigators, etc.) in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #13: Does your institution use ethics game competition in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #14: Does your institution use a framework for understanding the continuum of compromise (change in values-based decisions by law enforcement personnel . . . ‘Acts of Omission') of ethical behavior in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #15: Does your institution use a framework for understanding the corruption continuum (anchors a decision-making process into long-term memory) of ethical behavior in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #16: Does your institution use dilemma simulation training videos in the delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #17: Does your institution use national law enforcement disciplinary research facts in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #18: Does your institution use national code of silence research facts as a tool to understand peer pressure in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #19: Does your institution use correctional officers research facts in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #20: Does your institution use open discussions of the ethical dilemmas that result from law enforcement personnel’s anger, lust, greed, and peer pressure in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #21: Does your institution use ethical decision-making models in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #22: Does your institution use video case studies in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #23: Does your institution use live role-playing in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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Part IV: Effectiveness of Teaching Methods
The below list contains units of teaching methods. How would you rate the effectiveness of the teaching methods that you use in your ethics education courses or learning modules? (If you did not use the method, please check not used).
Question #24: How would your institution rate the effectiveness of an assessment tool to determine the need for ethics education/ training in the development and delivery of your Ethics Education Course/ Learning Training Module?
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| Question #25: How would your institution rate the use of customized instruction for specific units (e.g., drugs, patrol, investigators, etc.) in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #26: How would your institution rate the use of ethics game competition in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #27: How would your institution rate the use of a framework for understanding the continuum of compromise (change in values-based decisions by law enforcement personnel . . . ‘Acts of Omission') of ethical behavior in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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Question #28: How would your institution rate the use of a framework for understanding the corruption continuum (anchors a decision-making process into long-term memory) of ethical behavior in the development and delivery of your Ethics Education Course/ Learning Training Module?
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Question #29: How would your institution rate the use of dilemma simulation training videos in the delivery of your Ethics Education Course/ Learning Training Module?
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| Question #30: How would your institution use the rate of national law enforcement disciplinary research facts in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #31: How would your institution rate the use of national code of silence research facts (as a tool to understand peer pressure) in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #32: How would your institution rate the use of corrections officers research facts in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #33: How would your institution rate the use of open discussions of the ethical dilemmas that result from law enforcement personnel’s anger, lust, greed, and peer pressure in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #34: How would your institution rate the use of ethical decision-making models in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #35: How would your institution rate the use of video case studies in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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| Question #36: How would your institution rate the use of live role-playing in the development and delivery of your Ethics Education Course/ Learning Training Module? |
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Part IV: Demographics
The below list contains information regarding your institution:
37. Institution Location: |
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| 38. Size of the Institution |
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| 39. Delivery Method of Ethics Education: |
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| Questions #40. Do you offer a separate ethics course? |
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| Question #41. Is ethics education embedded in several courses or learning modules? |
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| Questions #42. If a separate ethics course is offered, is it a credit course? |
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| Question #43: Do you offer a separate ethics training for supervisors? |
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| Part VII Your observation about the instrument. Questions # 44 Provide feedback on the clarity of the instructions: | | |
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| Question #45: Estimated time to complete the instrument: | | |
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| Question #46: Was the appropriate vocabulary used? If not, can you recommend a suggested wording for the questions (please provide the number of the question in your revised comment: | | |
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| Question #47: What state are you in? | | |
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