1. Personal Teaching Statement
By Roger Clowater
Introducing students to the world of Police Foundations is an opportunity to have a real
impact in the future of policing and law enforcement. The future level of professionalism rests
in my words and actions in the classroom. I assume this responsibility with great passion and
commitment because I feel it will make a difference.
I bring together my background in policing, community relations, as a public information
officer, in outdoorleadership, and a professor of public relations to create an environment for
learning.
After a 24 year career in policing I pursued a Master’s Degree and moved into higher
education. I’ve dedicated my career to coaching, mentoring, teaching, and developing courses
and educational materials.
TeachingExperience
My first introduction to teaching in the law enforcement field was during in-service courses
within the Saint John Police Force. I developed and delivered the “Covert Video Surveillance”
course for the Atlantic Police Academy (1995); I instructed fellow students attending the
Institute of Police Technology and Management at the University ofFlorida in Jacksonville
(1995) “The Gentle Art of Persuasion – Verbal Judo Train the Trainer” course as a student
presenter. I facilitated this same course with adult learners working in the Commercial
Vehicle Enforcement Office for the New Brunswick Department of the Solicitor General. I
delivered in-service lectures at the Canadian Police College as a student presenter in the
“Multicultural Education Trainers” course (1995).
I was often called upon by my Police Force to deliver presentations to community groups,
schools, churches and organizations. On one occasion I gave a presentation to a branch ofthe
Canadian Bankers Association on professionalism one of my favourite topics. I have delivered
well over 200 such talks.
In 2009 I taught the postgraduate “Introduction to Research” course and the “Research
Project” course at Seneca College in the School of English Studies, Corporate Communication
Management Program. I was responsible for every aspect of running a course, including
creating a syllabus, choosing textbooks, developing assignments, supplementary materials,
presenting lectures and participating in the promotions board.
In 2010, I taught “Writing for Public Relations I” course at Seneca College.
In 2011, I designed and developed the course syllabi for the “Foundations ofCorporate
Communications and Public Relations” course as part of the Bachelor of Public Relations
degree for Centennial College.
In 2012, The Centre for Creative Communications, Centennial College hired me to teach the
“Communication Management” course for the winter term. I particularly enjoyed this
foundational course because ofthe breadth and variety of skills development. September

2. 2012, I taught the “Business for Corporate Communicators” and the “Professional Practice”
course. In 2013 I taught the “Communication Management” course a second time with many
elements coming together resulting in rewarding outcomes.
In 2015 I was hired to teach the Police Foundations course for the National Academy of
Health and Business where I have had to develop the content and deliver the lectures for a 42
week course leading to a Diploma in Law Enforcement / Police Foundations.
Over the last 12 years I created teaching materials to develop clients as spokespersons, focus
group leaders and to conduct strategic planning and communications audits.
Teaching is more than a one-way transmission of information and knowledge, it is a two-way
symmetrical interactive process that, engages both the student and teacher in shared
discovery and application.
TeachingPhilosophy
The most important thing that we can teach is the ability to think critically and strategically.
My experience has been that students in a Public Safety course tend to be in the course
because of their interest in the subject passion to work in a law enforcement role and are easy
to teach. However not all students arrive in the classroom in this state ofmind. I take the
responsibility to present the material in an interesting and engaging manner to nurture each
student’s desire to learn, illustrating to students how policing and collaboration with other
agencies work and its applicability in solving concrete and real-world problems.
Knowing how to approach the subject building on Bloom’s taxonomy where they don’t just
have the ability to remember facts, but take them through the understanding of the
profession to where they can apply it to situations, analyzing problems critically so they can
evaluate and create a plan with a solution that meets the needs of the situation or problem.
TeachingStyle
My personal style ofteaching is based on the following principles:
Engage the students. Students must be active participants in the learning process, rather than
passive observers. Therefore experiential learning is a strong component as well as project
based learning in my teaching style. Through strategic field trips into the world of policing
and criminal justice has enhanced my students learning. Guest speakers have also been part
of my repertoire for their expertise and my industry contacts have facilitated this.
Establish fair and clear grading policies. Despite our best efforts to inspire students to learn
simply for the joy of learning, there will always be many students who focus primarily on
whatever aspects of the material they believe will result in their receiving a good grade.
However, this is not always a bad thing, the proper grading and assessment policies can guide
these students to focus their attention on the essential points.
It is also important that grading policies be fair and relevant to the objectives ofthe course;
few things are more discouraging to students than receiving a low grade for work that they
believe is good. Grading standards must also be flexible.

3. Set clear and realistic goals. Students respond best to goals that are both challenging and
achievable. Forexample, extremely easy assignments are boring, allow students to become
careless, and do not give the students any sense of accomplishment. In contrast, excessively
difficult assignments are frustrating and intimidating.
Identify and fix misconceptions early. Once a misconception takes root, it is difficult to
remove. Waiting until the next assignment or test has been graded to discover that students
are confused is a grave mistake.
Let the students make mistakes. Learning what doesn’t work is just as important as learning
what does. Students learn more from understanding why an incorrect answer is wrong than
from simply memorizing the correct answer. Experimentation is essential to education;
students must be encouraged to learn from their mistakes.
Always respect the students. A teacher must respect the goals, needs, and individuality of
each student and help each student do his or her best to achieve these goals. Not all students
respond to the same methods, come from the same background, or have the same level of
preparation.
Teachers must also respect that students have other interests and engage in time-consuming
activities outside of the classroom; there are limits to how much time students can reasonably
be expected to spend on one course.
My role in teaching is that of a guide, facilitating the learning experience….directing. Through
case studies and the use of best practices gleaned from law enforcement agencies around the
world like the Chiefs of Police Association, ILEETA, Justice Departments in North America, etc.
Course Development
Creating new assignments is important and challenging but it is also the most interesting and
rewarding part of course development. Good assignments must be interesting and relevant in
order to engage the students, and they must match the ability and background of the
students. Assignments must also be written in a manner that explains clearly, concisely,
completely and coherently what the students are expected to do and how their answers will
be evaluated. In most cases, assignments must also provide some amount of guidance about
how the concepts the students have been learning can help them complete the assignment.
The best way to organize and structure my lectures is to begin by asking myself what
questions I want to enable the students to answer. I usually work back from where I want
students to be upon conclusion of the course, then, develop the stepping stones, orthe bridge
that will get them there. So we are not only building bridges in the classroom but building a
bridge to their chosen career.

4. Roger Clowater
 Cell / Text: 416.689.9235  http://www.linkedin.com/in/rogerclowater Email roger@rogerclowater.ca 
Certifications
Licensed Security Guard
ON – Valid through
10/2016
Past certifications include
licensed private
investigator in the
Province of ON, law
enforcement officer
Province of NB. Firearm,
Kubotan, radar & trainer
in verbal judo,
multicultural education,
Member of ILEETA, ASIS
and PRSA.
Key Skills
Investigation,
Intelligence & Research,
Interviewing &
Interrogation using
Reid’s 9 Step
Risk & Crisis
Management / Business
Continuity Planning
Strategic & Operational
Planning, SARA, SWOT,
PEST
Developing Training
Curriculum & Content
Public Relations,
Corporate
Communications, &
Media Spokesperson
Education
Stirling University,
Scotland, UK
Masters of Science
Seneca College,
Toronto, ON
Corporate
Communications
Management
Atlantic Police Academy,
Charlottetown, PE
Police Technology
LAW ENFORCEMENT INSTRUCTOR
Decorated law enforcement and security management professional, with extensive
experience in the classroom teaching young adult learners employing new
teaching and learning methods, creating curriculum, course content and
delivering. Detailed knowledge of policing, security and crime prevention methods,
public relations, training needs analysis. Extensive experience in working with
diverse teams, collaboration, developing and managing diverse teams. Recognized
for building capacity through meeting training needs and best practices. Twelve
years of experience in creating strategic and operational plans, business
continuity plans, risk and crisis management planning for organizations.
Skills Summary
Information &
Communication
Technologies:
Cloud computing, online learning, Blackboard, D2L, Wikis
Software: Microsoft Word, Excel and PowerPoint
Online Social
Networking:
Facebook, Twitter, Flickr, Snapchat, Constant Contact,
Eventbrite, LinkedIn, YouTube, Blogs, Vlogs etc.
Security & Law Enforcement Experience
Self Employed,
Toronto, ON
Educator & Consultant, 2003-Present teaching Police
Foundations at National Academy, Venue Security Pan
Am Games, Security Operations HP/Securitas,
Centennial College, Seneca College.
1440 Private
Investigation Agency,
Toronto, ON
Saint John Police Force,
Saint John, NB
Private Investigator, 2000-2003
Police Officer, 1978-2000
 Academic Leadership: Illustrated in the development of the curriculum for the
Fundamentals of Corporate Communications and Public Relations course working with a
team of 5 thought leaders and professionals. Developed the content and lesson plans,
delivered the lectures for the Police Foundations / Law Enforcement Diploma Program
for the National Academy.
 Strategic Planning / Thinking: Developed the curriculum, taught and evaluated the
performance for students studying strategic and operational planning, risk and crisis
management strategies. Applied these skills in distribution, tourism, law enforcement,
security and business sectors. Performed SARA, SWOT, PEST, and critical thinking
analysis.
 Business and Financial Management: Administered an annual budget of $750M for
the Department of the Solicitor General where I analyzed equipment and training needs
of 25 Municipal Police Forces, I prioritized, and recommended purchases based on my
evaluations. My two year secondment was extended for the third year. Developed
business plans for client companies and grew a startup confectionery company from
$0.00 sales to $350M in five years.
 Team Player: Worked well with course coordinators to ensure alignment between
myself as an instructor in order for students to be presented with relevant and up to
date information around best practices. Created an air of approachability between
myself and students in order to coach, mentor and provide academic support when
required.
Able to Relocate & Travel  Available for Full-Time Assignments