as watchmen. Under this model, officers served more or less as custodial figures whose responsibilities consisted of keeping a watchful eye over university property in the event of any defacements due to events such as water damage, fire, and other external threats. The 1950’s and 1960’s ushered in a shift from the custodial and “watchman” models of campus policing which emphasized the protection of property, and directly contributed to the shaping of campus police into more proactive and modern policing departments. The development of the modern model for campus policing arose out of a variety of social, historical, and political factors. One of these factors included the growth of student enrollment in college campuses across the country at large, following World War II. Increases in enrollment helped to transform campuses into their own municipalities, and with this change in demographic came increased incidents of crime. University presidents soon sought to implement university police forces of their own to help control various crimes and other issues that arose due to large student populations. This was done primarily through the lobbying of several state legislatures. In addition to increases in enrollment, the antiwar, civil rights, and other protest movements of the 1960s and 1970s similarly contributed to the development and evolution of campus policing as it is known today. It was during this time that colleges and universities began to hire former members of law enforcement and the military to control student protesters. With these political and social forces at play, universities continued to model the function of their police forces after city police departments, in what is known as a vocational policing. Under this model, the university would have direct oversight over the police force, and a more militarized structure of hierarchies would be at play. Similar trajectories would occur with the implementation of police officers, known as school resource officers (SRO's) in U.S. public schools. As of 2016, 77% of schools in the U.S. with 1000 or more students reported having at least one SRO on their campus at least once a week. With city police departments as a model, campus and public school police forces began to emerge as entities who operate on the basis mass surveillance on campuses. This was achieved through a myriad of mechanisms, including the solidifying of administrative systems, advocating for policing via community partnerships, standardized policing procedures and protocols, and more significantly, the arming