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Criminal Justice and Law Enforcement Teachers, Postsecondary

SOC 25-1111.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary teaching of criminal justice and law enforcement topics — from entry-level course delivery in university classrooms to executive-level curriculum leadership, faculty development, and institutional strategy in accredited higher education programs.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Undergraduate lecture content on foundational criminal law topics — prepare and deliver with structured notes and close adherence to approved syllabi in a postsecondary classroom setting.
  2. Classroom discussions on criminal justice concepts — initiate and facilitate under mentorship guidance within a supervised course section at a college or university.
  3. Student assignments and written papers — evaluate and grade using provided rubrics and departmental grading standards in an entry-level teaching role.
  4. Course examinations — compile and administer according to established departmental protocols, seeking colleague review before distribution.
  5. Current criminal justice literature and professional publications — read and summarize to stay informed of field developments during an initial faculty appointment.
  6. Student attendance records and grade entries — maintain accurately using institutional learning management systems in compliance with registrar requirements.
  7. Course syllabi and basic instructional handouts — prepare following departmental templates and curriculum guidelines for assigned undergraduate courses.
  8. Word processing and presentation software — apply to create course materials and lecture slides for in-person criminal justice instruction.
  9. Active listening and questioning techniques — employ during student office hours to identify learning gaps in a postsecondary educational environment.
  10. Existing course content and learning objectives — review and align personal instructional approach to meet accreditation and departmental standards.
Developing
Mid-level / Established
  1. Lectures on specialized topics such as defensive policing and investigation techniques — prepare and deliver with reduced oversight to undergraduate and graduate students in a university criminal justice program.
  2. Classroom discussions on complex law enforcement scenarios — facilitate and moderate with growing independence, encouraging critical thinking among diverse student cohorts.
  3. Comprehensive grading workflows for papers, exams, and class participation — manage routinely, providing substantive written feedback aligned with learning outcomes.
  4. Examination cycles — compile, administer, and grade efficiently, delegating proctoring tasks to graduate teaching assistants when appropriate.
  5. Professional conferences and peer networks — participate in regularly to incorporate emerging trends in public safety and criminal justice into course content.
  6. Student performance data and attendance records — monitor and analyze using institutional databases to identify at-risk students and coordinate early interventions.
  7. Homework assignments, supplemental readings, and instructional handouts — develop and revise based on observed student learning needs across multiple course sections.
  8. Course content and instructional methods — evaluate and refine each semester, integrating active learning strategies appropriate to law enforcement education.
  9. Computer-based training software and information retrieval tools — integrate into course delivery to support technology-enhanced learning in a postsecondary environment.
  10. Social perceptiveness and service orientation — apply when advising students on academic progress and career pathways in criminal justice fields.
Proficient
Senior / Expert IC
  1. Graduate and undergraduate lectures spanning criminal law, policing policy, and investigative methodology — design and deliver autonomously, adapting in real time to student comprehension and disciplinary complexity.
  2. High-level seminar discussions on non-routine or emerging criminal justice issues — facilitate with scholarly rigor, drawing on primary research and practitioner expertise in a university setting.
  3. Complex research papers and capstone projects — evaluate independently with nuanced, criteria-referenced feedback that advances graduate-level academic writing and analytical skills.
  4. Comprehensive examination programs — design, validate, and oversee for multiple courses, ensuring alignment with program learning outcomes and institutional assessment standards.
  5. Peer-reviewed scholarship, legal developments, and policy changes — synthesize and translate into updated course content, maintaining currency across the full scope of the criminal justice curriculum.
  6. Official academic records, grade appeals, and compliance documentation — manage with full institutional accountability, applying deductive reasoning to resolve discrepancies or disputes.
  7. Full curriculum packages including syllabi, learning modules, and assessment instruments — construct and maintain for an entire course portfolio within a criminal justice degree program.
  8. Curricular revisions and program improvements — plan, evaluate, and implement based on systematic analysis of student outcomes, accreditation standards, and labor-market trends.
  9. Systems analysis and complex problem solving — apply when diagnosing structural weaknesses in instructional delivery or program design within a criminal justice or law enforcement concentration.
  10. Inductive and deductive reasoning — model explicitly in lectures and case-study discussions to develop students' judgment and decision-making capabilities for law enforcement careers.
Advanced
Lead / Principal / Executive
  1. Departmental or program-level curriculum vision for criminal justice and law enforcement education — set strategic direction by leading faculty in comprehensive redesign efforts across undergraduate and graduate offerings.
  2. Junior faculty and instructors — mentor and develop through structured observation, feedback, and professional development planning within a postsecondary criminal justice program.
  3. Institutional policies governing academic integrity, assessment standards, and student records — shape and champion to align the department with accreditation bodies and professional standards organizations.
  4. Interdisciplinary research collaborations with law enforcement agencies, legal scholars, and public safety practitioners — initiate and lead to advance the scholarly reputation of the criminal justice program.
  5. Organizational-scale resource allocation for course scheduling, faculty hiring, and instructional technology — guide through evidence-based decision making in a department chair or program director role.
  6. Regional and national professional conferences — represent the institution as a thought leader, presenting original scholarship and influencing discourse on law enforcement education policy.
  7. Program-level accreditation processes and external review cycles — direct, coordinating faculty contributions and preparing comprehensive self-study documentation for accrediting bodies.
  8. Innovative instructional frameworks integrating simulation, online delivery, and community-based learning — champion and institutionalize across the criminal justice faculty to improve student outcomes at scale.
  9. Grant funding and external partnerships — secure and steward to support research, student scholarships, and curriculum innovation within the criminal justice and law enforcement discipline.
  10. Succession planning and long-term faculty development strategy — architect at the department or college level, ensuring sustained instructional excellence and scholarly productivity in criminal justice education.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.
Subscriber feature

Authoritative source data identified for 998 occupations

How a worker at each mastery level uses, directs, and evaluates AI tools in this occupation. Each statement cites its evidence inline; click a citation chip to verify the source.

Emerging
  1. AI-assisted literature review — uses an LLM to summarize recent criminal justice scholarship and surface relevant developments, then manually reviews and validates findings before incorporating them into course preparation Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Lecture content drafting — directs an AI tool to generate initial outlines or case study summaries on topics such as criminal law and investigation techniques, then rewrites and enriches the material with personal expertise and field knowledge Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. AI-assisted grading support — delegates structured rubric-based evaluation of student assignments to an AI assistant for a first-pass review, then applies professional judgment to finalize grades and written feedback Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. Discussion facilitation scaffolding — uses AI-generated prompts and scenario frameworks to prepare classroom discussion structures, while retaining full authorship of pedagogical direction and Socratic questioning Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Examination construction — instructs an AI tool to draft candidate test items across Bloom's taxonomy levels for criminal justice topics, then critically edits, reorders, and validates each item against course learning outcomes Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Adaptive learning strategy design — employs AI analysis of aggregated student performance data to identify comprehension gaps, then redesigns instructional approaches to address those gaps directly WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Advanced
  1. Curriculum-level AI integration — architects a course-wide workflow in which AI tools handle routine content retrieval, draft generation, and rubric scoring at scale, while the instructor governs all substantive pedagogical and disciplinary decisions Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. Critical AI output arbitration — evaluates AI-produced analyses of criminal justice policy, case law, or policing research for factual accuracy and disciplinary rigor, correcting errors and modeling this critical evaluation process explicitly for students as a transferable professional skill Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Evidence pack
AEI usage
Task observations: 5537
Augment share: 95%
Time saved: 83.1%
AI autonomy: 3.03
SAFI positioning
Top skill: Speaking
Score: 48.5 / 100
Quadrant: Q2_ai_augmented
precision: exact
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

Pathsmith Durable Skills Framework

Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Subscriber feature

Ten durable-skill domains mapped to four proficiency/role levels for each occupation. Each statement is aligned to the Pathsmith taxonomy, derived from trusted grounding data and mapped to occupation-specific O*NET tasks and skills.

1Communication9 statements
Emerging
  1. Lecture delivery — presents introductory criminal justice concepts using structured notes and prepared slides to undergraduate audiences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Syllabus communication — drafts course syllabi that outline criminal law or investigation technique objectives in clear, accessible language O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Classroom discussion facilitation — guides student dialogue on criminal justice topics by posing open-ended questions and managing turn-taking in seminar settings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Written feedback — provides written commentary on student papers addressing criminal procedure or public safety policy with specific, actionable guidance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Lecture adaptation — delivers lectures on topics such as defensive policing and investigation techniques by adjusting vocabulary and examples for undergraduate versus graduate audiences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Scholarly writing — authors course materials, professional reports, and academic manuscripts on criminal justice topics using precise, discipline-standard language Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Active listening in advising — elicits student concerns about course content or career pathways through reflective listening and targeted follow-up questions during office hours Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Public and professional communication — presents criminal justice research findings at national conferences and translates complex legal or enforcement concepts for diverse professional audiences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Curriculum narrative — constructs program-level communication frameworks that ensure coherent messaging across criminal justice course sequences, department communications, and accreditation documents Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
2Leadership8 statements
Emerging
  1. Classroom authority — establishes clear behavioral and academic expectations in criminal justice courses during the first week of instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Peer collaboration initiation — volunteers to contribute to departmental course-review committees or law and government curriculum task forces Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Instructional mentorship — guides junior teaching assistants in grading criminal justice examinations and facilitating case-study discussions with increasing independence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Curriculum ownership — takes initiative in revising an assigned criminal law or public safety course in response to field developments or student performance data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Program development leadership — leads the planning, evaluation, and revision of criminal justice curricula, coordinating faculty input and aligning content with professional standards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student development — mentors graduate students pursuing careers in law enforcement, corrections, or criminal justice research by connecting them with fieldwork and publication opportunities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Departmental vision — champions new program directions in criminal justice education, securing faculty buy-in and institutional resources for emerging areas such as cybercrime or restorative justice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Field leadership — serves on national criminal justice education or law enforcement advisory boards, shaping standards for postsecondary criminal justice instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
3Metacognition8 statements
Emerging
  1. Instructional self-assessment — reflects on the clarity and pacing of introductory criminal law lectures after each class session and notes areas for adjustment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — identifies which teaching approaches—case studies, simulations, or Socratic dialogue—align best with specific criminal justice learning objectives Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Feedback integration — reviews student evaluation data from criminal justice courses and adjusts instructional plans based on identified misunderstandings or engagement gaps Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Scholarly self-monitoring — tracks personal knowledge gaps in emerging criminal justice subfields and creates structured plans to address them through literature and conferences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Course design reflection — evaluates the effectiveness of assessment instruments in criminal justice courses by comparing intended learning outcomes against actual student performance patterns Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Teaching philosophy articulation — documents a coherent, evidence-based teaching philosophy that explains the rationale behind chosen pedagogical strategies for criminal justice instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program-level cognitive modeling — models metacognitive strategies explicitly for graduate students in criminal justice, teaching them to monitor their own legal reasoning and investigative analysis processes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Institutional learning audit — leads systematic reviews of criminal justice program outcomes, using findings to recalibrate curriculum maps, instructional methods, and faculty development priorities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
4Critical Thinking9 statements
Emerging
  1. Case analysis introduction — applies basic legal reasoning frameworks to identify relevant statutes and precedents when preparing lectures on criminal law topics Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Assignment evaluation — distinguishes between well-supported and poorly reasoned student arguments in introductory criminal justice papers using established rubric criteria Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Evidence evaluation — assesses the methodological quality of criminal justice research studies when selecting readings and integrating findings into course content Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Policy critique — analyzes assumptions embedded in public safety and law enforcement policies when facilitating classroom discussions on criminal justice reform Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Curriculum logic — evaluates the internal coherence and evidentiary basis of criminal justice course sequences, identifying logical gaps or outdated assumptions in learning objectives Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Examination construction — designs examination questions that require students to synthesize criminal law principles, evaluate competing evidence, and defend reasoned positions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Investigative reasoning instruction — teaches students to apply systematic, evidence-based reasoning to simulated criminal investigation scenarios, modeling hypothesis testing and assumption identification Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Scholarly inquiry — generates original critical analyses of criminal justice theory, enforcement policy, or legal doctrine through peer-reviewed research that advances field knowledge Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Institutional problem-solving — applies rigorous analytical frameworks to departmental challenges such as program accreditation gaps, student retention disparities, or curriculum relevance debates Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration8 statements
Emerging
  1. Departmental participation — attends faculty meetings and contributes input on criminal justice course scheduling and resource allocation discussions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student group facilitation — supports student teams in completing collaborative criminal justice case analyses by clarifying expectations and monitoring group progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Interdisciplinary coordination — collaborates with sociology, political science, or legal studies faculty to align course content where criminal justice topics intersect with other disciplines Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Practitioner partnership — works with law enforcement agencies or corrections departments to integrate current field practices into classroom instruction and guest lecture programming Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Curriculum co-development — collaborates with fellow criminal justice faculty to design, sequence, and assess a coherent degree program that reflects shared learning outcome agreements Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Diverse perspective integration — facilitates classroom environments where students from varied backgrounds—including those with law enforcement experience—contribute meaningfully to criminal justice discussions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Research collaboration — leads multi-institutional research teams investigating criminal justice topics, coordinating roles, managing data-sharing agreements, and co-authoring publications Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Community-engaged scholarship — builds sustained partnerships with criminal justice agencies, advocacy organizations, and policy bodies to create experiential learning and applied research opportunities for students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
6Character9 statements
Emerging
  1. Academic integrity modeling — applies consistent and transparent grading standards to all criminal justice assignments and communicates policies clearly at course outset Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Professional conduct — maintains appropriate boundaries and respectful communication when discussing sensitive criminal justice topics such as race, policing, and incarceration Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Ethical instruction — presents contested criminal justice topics—such as use-of-force policy or prosecutorial discretion—with balanced, evidence-based treatment rather than advocacy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Record integrity — maintains accurate and confidential student attendance, grade, and advising records in compliance with FERPA and institutional policy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Accountability in assessment — acknowledges and corrects grading errors or assessment design flaws in criminal justice courses promptly and transparently to students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional ethics instruction — models and teaches the ethical codes governing law enforcement, corrections, and criminal justice research within course content and advising interactions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Inclusive professionalism — creates equitable learning environments in criminal justice classrooms by actively addressing bias in course materials, discussions, and student interactions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Institutional integrity leadership — advocates for fair, transparent, and ethical policies in criminal justice program admissions, faculty hiring, and student discipline processes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Ethical scholarship — upholds rigorous standards of research integrity in criminal justice publications and calls out methodological or ethical violations in the broader scholarly community Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
7Creativity8 statements
Emerging
  1. Instructional variety — incorporates documentary clips, court transcripts, or news case studies into criminal justice lectures to move beyond standard textbook presentation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Novel assessment design — creates original case-based homework scenarios that require students to apply criminal law concepts to realistic fact patterns Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Simulation design — develops role-play or mock-trial exercises that immerse students in investigation techniques, prosecutorial decision-making, or courtroom procedure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Curriculum innovation — introduces emerging criminal justice topics—such as cybercrime, AI in policing, or restorative justice—into course content before they appear in standard textbooks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Pedagogical experimentation — pilots hybrid or flipped-classroom instructional models in criminal justice courses, evaluating their impact on student engagement and learning outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Original scholarship — produces creative research designs that explore underexamined criminal justice questions, employing innovative methodologies or interdisciplinary frameworks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Program reinvention — redesigns entire criminal justice degree concentrations to reflect evolving field realities, incorporating experiential, technology-integrated, and community-engaged learning components Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Field-shaping contribution — develops novel theoretical frameworks or instructional models for criminal justice education that are adopted by peer institutions and cited in the professional literature Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset9 statements
Emerging
  1. Field currency — reads newly published criminal justice research and law enforcement policy updates to close personal knowledge gaps identified during course preparation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Feedback receptivity — welcomes student course evaluations on criminal justice instruction quality and identifies at least one concrete change to implement each semester Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Conference engagement — attends criminal justice and law enforcement education conferences to absorb emerging scholarship and bring new perspectives back to course content Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Instructional iteration — treats failed classroom activities or low-performing exam cohorts as diagnostic data, redesigning approaches rather than attributing outcomes solely to student effort Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Colleague learning — seeks peer observation and feedback on criminal justice teaching practice, treating constructive critique as professional development rather than evaluation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Stretch scholarship — pursues research or teaching assignments in adjacent criminal justice subfields to broaden expertise and model lifelong learning for students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student growth framing — communicates to criminal justice students that legal reasoning and investigative analysis skills are developed through practice and effort, not fixed aptitude Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Learning culture cultivation — establishes departmental norms that celebrate intellectual risk-taking, transparent failure analysis, and continuous improvement in criminal justice program quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Mentorship through modeling — openly shares personal scholarly setbacks—rejected manuscripts, revised research designs—with graduate students to normalize persistence in criminal justice academia Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness8 statements
Emerging
  1. Classroom presence — enters criminal justice lectures with focused attention, setting aside administrative distractions to engage fully with student questions and discussion Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Emotional regulation basics — recognizes personal reactions when discussions of controversial criminal justice topics—such as police brutality or wrongful conviction—become charged and pauses deliberately before responding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Intentional pacing — monitors the energy and comprehension level of criminal justice students during lectures, adjusting tempo or switching modalities when attention signals diminish Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Stress-aware advising — approaches student advising interactions with patient, non-reactive attention, particularly when students are distressed about academic performance or career uncertainty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Deliberate discussion moderation — facilitates emotionally sensitive criminal justice discussions—on race, incarceration, or victimization—with regulated affect, intentional framing, and awareness of student psychological safety Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Workload self-management — monitors personal cognitive load across teaching, grading, research, and service obligations and makes intentional prioritization decisions to sustain instructional quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Trauma-informed pedagogy — designs and delivers criminal justice course content on victimology, violence, or systemic injustice with sustained awareness of student trauma histories and deliberate pedagogical safeguards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Organizational mindfulness modeling — introduces mindful reflection practices into criminal justice program culture—such as structured debrief protocols after intense simulation exercises—to normalize intentional processing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude9 statements
Emerging
  1. Academic persistence — completes demanding course preparation on criminal law and investigation techniques under tight semester timelines without compromising instructional depth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Difficult feedback tolerance — receives critical peer or administrative feedback on teaching performance and remains constructively engaged rather than defensive Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Classroom adversity navigation — maintains instructional momentum and professionalism when criminal justice classroom discussions become confrontational or emotionally volatile Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Research resilience — resubmits rejected criminal justice manuscripts with substantive revisions, treating peer critique as refinement data rather than personal failure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Sustained scholarly output — maintains an active research agenda in criminal justice topics across heavy teaching loads, departmental service, and institutional demands Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Curriculum defense — advocates for evidence-based criminal justice curriculum revisions in the face of institutional resistance, funding constraints, or faculty disagreement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student advocacy under pressure — persists in supporting at-risk criminal justice students through bureaucratic, financial, or academic obstacles without disengaging from their developmental needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Field-level courage — publicly challenges flawed criminal justice policies, enforcement practices, or research orthodoxies through scholarship and professional service, accepting the professional risks involved Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Institutional change endurance — leads multi-year criminal justice program transformation efforts through accreditation cycles, budget crises, and personnel turnover without abandoning core quality commitments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Source anchors that ground each statement

Related titles
Adjunct Criminal Justice Instructor · Adjunct Criminal Justice Professor · Adjunct Instructor · Adjunct Professor · Assistant Professor · Associate Professor · College Faculty Member · College Professor · Criminal Justice Adjunct Instructor · Criminal Justice Assistant Professor · Criminal Justice Associate Instructor · Criminal Justice Faculty Member
RAPIDS apprenticeships
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O*NET skills
SpeakingActive ListeningCritical ThinkingActive LearningLearning StrategiesReading ComprehensionWritingInstructingMonitoringJudgment and Decision MakingComplex Problem SolvingSystems AnalysisTime ManagementSocial PerceptivenessService Orientation
Knowledge domains
Education and TrainingEnglish LanguageLaw and GovernmentPublic Safety and SecurityCustomer and Personal ServiceComputers and ElectronicsAdministration and ManagementPsychologyAdministrativePersonnel and Human ResourcesCommunications and Media
Abilities
Oral ExpressionWritten ExpressionWritten ComprehensionOral ComprehensionSpeech ClarityInductive ReasoningDeductive ReasoningProblem SensitivityNear VisionInformation Ordering
Work styles
DependabilityIntellectual CuriosityIntegritySocial OrientationAchievement OrientationCooperation
Technology
Computer based training softwareData base user interface and query softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareElectronic mail softwareOptical character reader OCR or scanning softwareSpreadsheet softwareOffice suite softwarePresentation software
Tasks · seed anchors for statements
  1. Prepare and deliver lectures to undergraduate or graduate students on topics such as criminal law, defensive policing, and investigation techniques.
  2. Initiate, facilitate, and moderate classroom discussions.
  3. Evaluate and grade students' class work, assignments, and papers.
  4. Compile, administer, and grade examinations, or assign this work to others.
  5. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  6. Maintain student attendance records, grades, and other required records.
  7. Prepare course materials, such as syllabi, homework assignments, and handouts.
  8. Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.
CIP education codes
03.020843.010043.010243.010343.010443.010743.010943.011043.011243.011343.011443.011543.011943.012043.012143.012243.012343.019943.030443.039943.040143.040243.040343.040443.040543.040643.040743.040843.049945.0401

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith Durable Skills Framework. © 2026 EBSCOed.