Law enforcement agencies are increasingly adopting scenario-based training (SBT) to enhance the transfer of training by immersing officers in realistic simulations that develop decision-making,…

The Department of Justice Community Oriented Policing Program awarded Arizona State University a cooperative agreement valued at $491,864 on October 1, 2025, under the Public Safety Partnership and Community Policing Grants program (CFDA 16.710) to develop scenario-based training tools for law enforcement.

The award funds the creation of online tools, video content, and interactive learning modules that address logistical and instructional limitations in law enforcement scenario-based training. Deliverables center on enhancing instructor capabilities through Representative Learning Design and the Constraints-Led Approach—evidence-based methodologies that enable instructors to design realistic training environments, manipulate constraints such as space and time to develop specific skills, track learner progress, calibrate difficulty, and deliver calibrated feedback. The training emphasizes coaching practices within scenario-based environments, including techniques for adapting scenarios for novice learners and tailoring feedback based on performance. All materials will be disseminated via an interactive website, promoted through national law enforcement networks, and made available on the COPS Office Training Portal.

Performance runs from October 1, 2025, through September 30, 2027, with work performed in Scottsdale, Arizona.

Texas State University serves as a sub-recipient under the award, receiving a sub-grant awarded on April 23, 2026, to support development of the training tools under the initiative "Better Training to Enhance Community Trust: Developing Training Tools to Transform Law Enforcement Learning."

Law enforcement agencies are increasingly adopting scenario-based training (SBT) to enhance the transfer of training by immersing officers in realistic simulations that develop decision-making, tactical, and communication skills. Despite its promise, SBT presents several limitations: (I) logistical challenges related to space, time, and personnel; (II) excessive complexity for novice learners; and (III) limited opportunities for instructors to isolate and refine specific technical skills. This project proposes the development of a suite of national training tools designed to support the more effective and scalable implementation of SBT in law enforcement. To address these challenges, the tools will focus on enhancing instructor capabilities through two evidence-based approaches: representative learning design (RLD) and the constraints-led approach (CLA). RLD offers a theoretical foundation for designing training environments that replicate essential elements of real-world encounters to optimize learning, while excluding non-essential features. CLA equips instructors with strategies to develop specific skills by manipulating constraints such as space, time, and rules of engagement. Project deliverables will include online tools, video content, and interactive learning modules centered on shaping training environments using RLD and CLA. Core instructional competencies addressed will include designing and adapting scenarios, tracking learner progress, calibrating difficulty, cueing and feedback techniques, and fostering reflective and inquiry-based coaching practices. All materials will be disseminated via an interactive website, promoted through national law enforcement networks, and made available on the cops office training portal. Importantly, this training will emphasize "how to coach" within SBT environments (such as adjusting scenarios for new learners or tailoring feedback based on performance), thus complementing existing SBT programs focused on what to coach, like the alerrt level I train-the-trainer course. The proposed project directly addresses CPD priorities by enhancing organizational capacity, promoting promising practices in community-focused training, and improving the public image of policing through more adaptive, human-centered instructional strategies.