FEW POLICE AGENCIES HAVE SOLVED THE PROBLEM OF INTEGRATING COLLEGE GRADUATES INTO POLICE WORK, AND TURNOVER PERSISTS. THE PERSONALITY NEEDS AND BEHAVIORAL STYLES OF COLLEGE-EDUCATED OFFICERS DIFFER SIGNIFICANTLY FROM THE NONCOLLEGE OFFICERS. THESE DIFFERENCES REQUIRE SPECIAL INTEGRATION STRATEGIES. INTEGRATION ACTIVITIES REVOLVE AROUND THE FIELD TRAINING OFFICER (THE OFFICER TO WHOM THE ROOKIE IS ASSIGNED AFTER HE LEAVES THE ACADEMY), THE SUPERVISOR, AND PERFORMANCE FEEDBACK. TO FACILITATE EFFECTIVE INTEGRATION OF A ROOKIE, FIELD TRAINING OFFICERS MUST BE TAUGHT WHAT THE RECRUIT MUST KNOW AND EXPERIENCE TO COMPLETE A SUCCESSFUL PROBATIONARY PERIOD. INSTRUCTION TECHNIQUES, COACH-PUPIL INTERACTION, TRANSMITTING ACQUIRED INSTINCTS, AND EVALUATION TECHNIQUES ALSO MUST BE TAUGHT TO TRAINING OFFICERS. THE ATTITUDE OF THE RECRUIT'S FIRST SUPERVISOR AND THE INTERACTION OCCURING BETWEEN THEM IS CRUCIAL TO THE RECRUIT'S DEVELOPING A POSITIVE ATTITUDE TOWARD THE DEPARTMENT AND POLICE WORK. FREQUENTLY, NONCOLLEGE SUPERVISORS FEEL THREATENED BY COLLEGE-EDUCATED ROOKIES AND CONSEQUENTLY ARE DOGMATIC AND INTIMIDATING WITH THESE OFFICERS. SUPERVISORS MUST BE MADE AWARE OF THEIR OWN FEELINGS AND REACTIONS TOWARD COLLEGE-EDUCATED ROOKIES, AND LEARN TO COMMUNICATE ACCEPTANCE AND OPENNESS TO THEM. REGULARLY SCHEDULED PERFORMANCE EVALUATIONS ALSO ARE IMPORTANT FOR COLLEGE-EDUCATED RECRUITS. IF THIS IS ABSENT, INSECURITY AND UNCERTAINTY ABOUT PERFORMANCE AND DEPARTMENTAL ACCEPTANCE IS LIKELY TO OCCUR. (RCB)