Abstract and Keywords
Since 9/11 and the burgeoning number of mass shootings across the United States (one of the more recent such tragedies, at a Parkland, Florida high school in February 2018, resulted in 17 people being murdered, 17 wounded, and worldwide student protests for gun control), police at all levels and of all jurisdictions have had to train and prepare for security threats and attacks of all types. Certainly, policing on postsecondary campuses is no exception. Recognizing that campuses are no longer wholly safe, violence-free enclaves, higher education administrators have necessarily sought highly trained and equipped campus police agencies to provide a safer environment for their academic communities.
Policing on college and university (postsecondary) campuses has a unique history, philosophy, role, and functions. Specifically, from their humble beginnings in the early 1900s through the social and campus unrest of the 1960s and 1970s, and until today, their administration, jurisdiction, authority, methods, legal mandates, technologies, and personnel have had to evolve with the times and with new challenges. In addition, like their local and state counterparts, they have come to embrace community policing and problem solving as well as develop plans for all types of critical incidents, both acts of nature and acts of terrorism. In short, history has shown that these organizations must be prepared for the entire gamut of human and natural disorder.
Access to the complete content on Oxford Research Encyclopedia of Criminology requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.