community policing strategies - milwaukee area technical...

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Community Policing Strategies

Fall 2015

2015-2016 Academic Year

Location: Milwaukee Area Technical College – Main Campus

Classroom: T247

Criminal Justice: This program is designed to prepare you for employment in law

enforcement at the state, local and federal levels, as well as in the field of

private security. Many of the courses contain training directly from the

state law enforcement standards board curriculum related to the

certification of law enforcement officers.

Successful completion of this program may qualify you to enroll in basic

recruit training that leads to certification in Wisconsin.

Course Description: Community Policing Strategies – Police 907 (3 credits).

This course examines proactive community-oriented policing and problem

solving (COPPS) in the context of changes in police departments and

communities. Students will be provided with the knowledge needed to

understand the COPPS philosophy and its applications for police and

society. Students will examine the evolution of community policing, the

relationship of the police and the community in the community policing

philosophy, the implementation of COPPS, and methods of evaluating

COPPS initiatives.

Instructor: Michael Jungbluth

414-587-2282 (cell)

[email protected] (primary email)

[email protected] (secondary email)

Office Hours: By Appointment

Texts: Peak, K.J. and R.W. Glensor (2012). Community Policing and Problem

Solving: Strategies and Practices, 6th

edition. Upper Saddle River, New

Jersey: Prentice Hall.

Special Attention: Failure to possess or have access to the text for pre

class assignments, class work and exams…will have a significant impact

on your performance in this class and ultimately your final grade.

Acquiring the use of this text is required.

Wisconsin LESB Student Textbooks for Policing Strategies, Community

Resources, Cultural Competence, and Crisis Management

mailto:[email protected]

mailto:[email protected]

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Term Information: ALL classes will be held on consecutive Thursdays starting with August

27th

, 2015 and ending December 17th

, 2015. Classes will be held during

the following time frame: 1:00 p.m. to 3:55 p.m., unless otherwise noted.

Responsible

Attendance: As an adult learner you most likely have multiple roles and commitments

to juggle. In addition to being a student, you may be an employee, a

parent, community leader, or a caregiver to a family member. If you are a

full-time student, you are working to learn a wide variety of new skills and

to meet the expectations for multiple courses. As your teacher, I too have

many responsibilities and multiple roles. Therefore, we need to work

together to accomplish the intended learning outcomes for this course.

Responsible attendance means that you will plan your schedule so that you

can be present for scheduled class sessions and manage your time so that

you can complete your assignments and assessments on or before the date

they are due.

It is important that you attend all sixteen classes, during the term. If you

cannot make a class due to illness and/or other special circumstances,

please contact me ASAP. Missing activities such as, class participation,

weekly quizzes, discussion of pre-class assignments, group activities and

any other classroom activities can and will have a negative impact on your

grade. The more class time you miss the greater the impact on your final

grade.

If you leave class early or are late, please notify me. Leaving class early

and being late can and will have an impact on your grade, as you will be

missing classrooms activities. Sign in sheets and other random methods

will be utilized to track attendance.

A student may miss an aggregate total of three (3) excused or unexcused

absences during this course. Three (3) or more absences will constitute a

failure for this course and the student will automatically be dropped by

the instructor.

Class Structure: As this class will be meeting for sixteen sessions, each class will meet for

2 hours and 55 minutes.

In addition to satisfying the course description and outcomes, this class is

designed to build communication skills, both verbal and written, on an

individual and group basis. We will also work to building the skills of

analysis, critical thinking and teamwork.

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This class is accelerated in nature and relies heavily on student pre-class

preparation. Although a small portion of the class involves lecture, most

of the class is driven by student participation structured within groups and

classroom discussions. Pre-class preparation is essential to be successful

in class.

Discussion topics from the text and current events can be controversial.

Think before you speak! Please be respectful of your fellow student’s

opinions and beliefs.

Technology: In general, students are directed to turn off their cellular telephones,

personal electronic devices and not engage in social media while a class is

in session. Not only is that behavior disrespectful to the instructor and

classmates, but also does not create an acceptable learning environment. If

there is an urgent need to use your device, seek permission or excuse

yourself from the class as tasks allow. Cell phones must be put on silent or

turned off. If you must take a call, please leave the classroom while you

are conversing. Please remember that not being in class will have a

negative impact on your grade.

Academic Honesty: Students are expected to do their own work unless advised that

collaboration is acceptable. This means that you may use facts from other

sources if you re-write them in your own words. Anytime you quote

directly from another source or paraphrase substantially, you must cite the

source you used. When you take a test, you are expected to keep your eyes

on your own paper and protect your test paper from being copied by a

classmate.

Failure to use proper citation procedure is considered plagiarism.

Plagiarism will result in a grade of "0" if it is flagrant and/or deliberate.

Copying from another person's paper or test is academic dishonesty and

will result in a grade of "0" for that assignment. In addition, you will be

referred to student services for discipline based on college policy.

Assignments: All assignments will be turned in at the start of class or when directed by

the instructor. Failure to abide by this simple rule will result in additional

points being deducted from your score and/or zero points being assessed.

If you miss a class session unexpectedly:

1. You are responsible for identifying what you have missed and for

obtaining handout or other learning materials that were distributed

during your absence.

2. If the learning plan indicates that you missed interactive or group

learning activities, discuss alternative learning activities with me.

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3. Contact me in person, via e-mail, or via voice mail message,

explaining how you intend to make up missed work.

4. In order to receive partial credit for work missed during your absence,

you must complete and submit it prior to the start of the next class.

If you know you will miss a class session:

1. Plan ahead to submit assignments or complete assessments that will be

due during your absence prior to your absence.

2. Notify me in person, via email, or via voice mail message prior to your

absence, explaining how you intend to make up missed work.

Tutoring Services: Tutoring Services exists to help MATC students succeed academically

through specialized help. Tutoring locations are…

Downtown Campus: C201, 414-297-6791

Oak Creek Campus: A208

West Allis Campus: 249

Mequon Campus: B210

ADA Statement: If you have a disability that impacts your classroom participation and wish

to request an accommodation, contact Student Accommodation Services at

414-297-6750. They may require documentation regarding your disability

to enable them to process your request. Admission of a disability is

voluntary and will be handled in a confidential manner. MATC does not

discriminate against individuals with disabilities and fully complies with

the Americans with Disabilities Act. To ensure your academic success in

this program, you are strongly encouraged to provide your instructor with

a copy of the Instructor Notification Form from Student Accommodation

Services.

Emergency

Evacuation: Every Milwaukee Area Technical College building is equipped with a

mass notification system that will be used by the Department of Public

Safety to provide directions during and emergency. All classrooms are

also equipped with an Emergency Response Guide that provides

guidelines for dealing with emergencies. An electronic version of the

guide is available at http://matc.edu/public safety/pdf/Emergency

Procedure Guide.pdf

Students are asked to review these guidelines so they are familiar with

emergency procedures. Please notify your instructor during the first week

of the semester if you have a condition that may limit or affect your ability

to evacuate the classroom/building in an emergency.

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Grading: Students will be graded according to proficiencies demonstrated on the

weekly quizzes and/or exams, group activities, special projects, reading

points of interest, discussion of the week, class preparation, video reviews

and class participation. Class participation is mandatory!

A A- B+ B B- C+ C C- D+ D U

100-94 93-90 89-87 86-83 82-80 79-77 76-73 72-70 69-67 66-63 62 or

below

Assignment - Discussion - Participation Rubric

10-9 pts. 8- 6 pts. 5-3 pts. 2-0pts.

You interacted in classroom

discussions in a way that demonstrated deeper or

broader thoughts about a topic, rather than just rephrasing what the textbook or fellow

classmate had to say on the topic. You responded to two or

more of your peers in a way that promoted further

discussion and critical thinking.

You joined the classroom only once in the week, or

you joined in discussion for only one of the discussion questions, but in sufficient

depth. You responded to at least two of your peers in a

manner that promoted discussion but lacked

elements of critical thinking.

You participated, but did not provide further opportunity for discussion; your participation

was not substantive. You responded to at least one of

your peers in a way that explored further discussion but did not promote critical

thinking.

You did not participate or you waited until the last day

to respond to classroom discussion, with no chance

of further discussion.

Your class specific assignment covered the content sufficiently

by expanding on the main points of the conversation; you

used critical thinking and related to personal

experiences in a way that showed analysis of the topic.

Your class specific assignment covered the

content by discussing the main topics; you used

critical thinking and related to personal experiences.

Your class specific assignment covered the content by identifying the

main topics; there was little evidence of critical thinking.

Your class specific assignment was not covered

or you digressed from the topic at hand.

When applicable, your written assignment was appropriate length, meeting or exceeding two paragraphs. They were

well developed, insightful and provided an opportunity for

response.

When applicable, your written assignment was

mostly appropriate length, one-two paragraphs long. Your responses were well

developed.

When applicable, your written assignment was not

appropriate length and was less than one paragraph in

length. Your DOTW was not well developed and did not offer opportunity for further

discussion.

When applicable, your oral/written assignment was

minimally developed.

When applicable, you showed professional writing skills,

grammar, sentence structure, word choice and spelling. APA

formatting and relevant references were used, if

required.

When applicable, you showed professional writing skills, grammar, sentence structure, word choice and

spelling. APA formatting and relevant references were

minimally used, if required

When applicable, you showed writing skills,

grammar, sentence structure, word choice and spelling that contained a few errors. APA

formatting and relevant references were used but

erroneous, if required

When applicable, you showed a lack of control proper grammar, spelling

and mechanics in standard English. APA formatting and relevant references were not

evident, if required.

Student Complaint Procedures: See Student Handbook or contact your MATC counselor.

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Course Information & Performance Expectations

Classroom Participation 25% of Total Grade

Quizzes 25% of Total Grade

Reading Points of Interest 25% of Total Grade

Classroom Exercises 25% of Total Grade

Learning

Objectives: Upon successfully completing this course, students will be familiar with

the philosophy of community policing and problem solving in the United

States and will develop an understanding of the processes involved in

implementing COPPS in a law enforcement agency. Students will be able

to:

Define community-oriented policing and problem solving

Explain the COPPS philosophy and how it differs from traditional

policing

Understand the various problems that are involved in

implementing COPPS in a police department and local community

Apply their understanding of problem solving to specific crime

problems in the community

Pre-Class Preparation

Required Reading: Students are required to complete the reading assignment prior to class.

All quiz and exam questions will be taken directly from the text. Students

must establish a baseline of knowledge that is offered by the text in order

to participate in an informed manner during classroom activities.

Reading/

Points of Interest: Each week students are required to complete a “Reading-Points of

Interest” worksheet. Students are required to complete this prior to class.

Discussion

of the Week: A question has been provided for each week that supports the reading

assignment. The question should be completely answered (in writing) and

should offer additional insight that will generate additional classroom

discussion. Students are required to complete the written portion, prior to

class.

Each student will be given the opportunity to articulate their findings to

their classmates.

Participation is required!

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In-Class Assignments

Quizzes: Open book quizzes will be conducted during all classes. They will be done

at the start of each class (don’t be late), except during week 1.

Group Activity: Dependent on weekly reading assignment, students will be broken down

into groups. Each group will be given several questions to discuss and

answer. The information needed to answer these questions can be attained

from the text. Your group will be allotted 30-45 minutes for discussion

and resolution. A short written report of the group’s consensus and a five-

minute oral presentation are required.

Weekly Question: Dependent on weekly reading assignment, students will be given a

scenario to resolve. Students will utilize the text as a guide and will

present their recommendations for resolution to their classmates. All

members of the team must participate in this process. All students must be

prepared to justify their actions.

Project

Exercises: Opportunities for individual and group project exercises will occur

throughout this course. Some of these may involve role-play activities. A

role-play exercise is an assessment activity in which candidates act out an

imaginary scenario that closely mirrors a situation that could occur in

current or future life experience.

Video Reviews: Dependent on the reading assignment the instructor may decide to review

a video that is relevant to classroom discussions. The instructor will

provide the student with a video worksheet that must be completed and

handed in at the end of class.

Extra Credit

Project: Due Week 12

Topic

Choose one of the following options for this assignment. Please clearly

indicate which option you have chosen.

Option 1: You are the executive assistant to the mayor of a medium-sized

city (200,000 people). Your city has a relatively small minority population

(less than 15%), but recently complaints have been surfacing that the

police are engaging in racial profiling. The mayor is getting a lot of heat

from leaders in the minority community to "do something" about it. The

police department has generally enjoyed a reputation as a progressive

department that emphasizes diversity and community policing. The crime

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rate is lower than average for your city's size. The mayor and police

department have had a good relationship so far. Write a memo advising

the mayor on specific steps she should take to address the minority

community's concerns, while not alienating the police.

Option 2: You are the chief of police in a large city (about 2 million

people) with a large minority population (45%) and a crime rate that is

about average for that size city. Your department has targeted high-crime

neighborhoods for aggressive quality-of-life policing, with the result that

the crime rate has dropped significantly in those neighborhoods. Your

department has also participated with other agencies in active street-level

drug interdiction operations. Both these initiatives came out of complaints

that minority communities were not receiving the attention and resources

from the police that they deserved. Now your officers are being accused of

using racial profiling to harass innocent citizens. Your police union

president is demanding that you issue a statement supportive of officers.

Write a statement to be released to the newspapers addressing these

concerns and identifying specific strategies you intend to employ to (1)

maintain the reduced crime rate (2) identify and eliminate any racial

profiling being used.

Option 3: Research efforts in at least two cities to collect data on whether

police use racial profiling in traffic stops. Compare and contrast the

approaches and identify the strengths and weaknesses of each approach.

Your paper should include the following:

1. 3-5 pages in length (not including title and reference page)

2. A title page in APA format

3. A introduction paragraph including your thesis statement/main

idea

4. Substantial answers to all questions posed in the assignment

instructions for the option you have chosen

5. Citations and references in APA format for all sources used

(including this lesson and your text, if you choose to use them in

addition to the other sources you have found)

6. A conclusion paragraph restating your thesis and summarizing the

main points from your paper

The paper must be submitted electronically via email. A scoring rubric

will be supplied to students, who complete this assignment.

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Class Schedule

Week #1 – August 27th

, 2015

Introductions

Course Overview

Class Design Overview

Review of Syllabus & Text(s)

Critical Thinking Presentation

Week #2 – September 3rd

, 2015

Reading Assignment - Highlights/Points of Interest

Discussion of the Week

Group Projects/Lecture/Video/Guest Presentation

Quiz (Chapters 1)

Reading assignment to be completed prior to week #2:

Chapter 1: The Evolution of Policing: Past Wisdom and Future Directions

Discussion of the Week: List and describe four of the six stated purposes of all programs

involving the police and the community, per the National Institute on Police and Community

Relations.

Week #3 – September 10th

, 2015




Quiz (Chapters 2)


Chapter 2: COPPS: Partnerships in a Changing Society

Discussion of the Week: Explain the concepts of communitarianism, social capital, and

volunteerism, and the importance of each to policing.


, 2015




Quiz (Chapter 3)

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Chapter 3: COPPS: Problem Oriented Policing

Discussion of the Week: Explain the problem solving triangle and its application to COPPS..


, 2015




Quiz (Chapter 4)


Chapter 4: Crime Prevention: Creating Safe Communities

Discussion of the Week: Explain the relationship and commonalities between crime prevention

and community policing.

Week #6 – October 1st, 2015




Quiz (Chapter 5)


Chapter 5: Technologies and Tools for the Tasks: Collecting and Analyzing Information

Discussion of the Week: Explain intelligence-led policing and predictive policing.

Week #7 – October 8th

, 2015




Quiz (Chapter 6)


Chapter 6: From Recruit to Chief: Changing the Agency Culture

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Discussion of the Week: Discuss the current “cop crunch,” and some innovative ideas for

recruiting quality officers for COPPS.


, 2015




Quiz (Chapter 7)


Chapter 7: Planning and Implementation: Translating Ideas into Action

Discussion of the Week: Define strategic thinking and strategic planning.

Week #9 – October 22nd

, 2015




Quiz (Chapter 8)


Chapter 8: Assessing and Evaluating COPPS Initiatives

Discussion of the Week: Describe the value of surveys of citizens, and list several related issues

to be resolved prior to developing and administering a survey instrument.


, 2015




Quiz (Chapter 9)


Chapter 9: Training for COPPS: Approaches and Challenges

Discussion of the Week: Describe the unique challenges posed to those who engage in training

of police officers.

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Week #11 – November 5th

, 2015




Quiz (Chapter 10)


Chapter 10: Police in a Diverse Society

Discussion of the Week: Discuss some reasons why many minorities do not aspire to become

police officers and what approaches might be taken to successfully recruit minorities and women

– and thus diversify policing.


, 2015




Quiz (Chapter 11)


Chapter 11: COPPS on the Beat: Drugs, Gangs, and Youth Crimes

Discussion of the Week: What are some COPPS approaches to school violence and

cyberbullying?

Extra Credit Project Due


, 2015




Quiz (Chapter 12)


Chapter 12: More COPPS on the Beat: Selected Issues and Problems

Discussion of the Week: Discuss the approaches taken by police when addressing individuals

with mental disorders.

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Week #14 – December 3rd

, 2015




Quiz (Chapter 13)


Chapter 13: COPPS: Selected American Approaches

Discussion of the Week: Describe the major methods or achievements of two large communities

in COPPS, either their transitioning to this strategy, or in the aftermath of their doing so.

Week #15 – December 10th

, 2015




Quiz (Chapter 14)


Chapter 14: COPPS Abroad: Foreign Venues

Discussion of the Week: Describe the major methods or achievements of two large communities

in COPPS, either their transitioning to this strategy, or in the aftermath of their doing so.

Week #16 – December 17th

, 2015



Quiz (Chapter 15)


Chapter 15: The Search for Truth: The Future: Bright or Bleak?

Discussion of the Week: Define “succession planning,” and explain how it applies to COPPS.

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COPPS Resources

The World Wide Web is a wonderful resource for information on community oriented policing

and problem solving (COPPS). Many police departments and law enforcement agencies

engaging in COPPS have web sites with detailed information about their COPPS initiatives. In

addition, there are a number of web sites devoted to COPPS, which are good places to begin

searching for answers to specific COPPS-related questions.

www.communitypolicing.org :This is the web site for the Community Policing Consortium, a

partnership of five of the leading police organizations in the United States. It is funded by the

U.S. Department of Justice with a primary mission of delivering training and technical assistance

to police and sheriff’s agencies around the country. The web site includes an enormous amount

of information on community policing, including a large number of online publications.

www.cops.usdoj.gov :This is the web site for the Office of Community Oriented Policing

Services (COPS), an arm of the U.S. Department of Justice. The Office publishes a wide variety

of community policing resources, most of which are available on the web site.

www.popcenter.org :This is the web site for the Center for Problem-Oriented Policing (POP

Center). The Center’s mission is to advance the concept and practice of problem-oriented

policing by providing easy access to information about ways that police can more effectively

address problems of crime and disorder. It has an extensive online library, including a glossary

defining common POP terms.

www.policeforum.org :This is the web site for the Police Executive Research Forum (PERF), a

national membership organization of progressive police executives from large law enforcement

agencies around the country. It emphasizes research and involvement in public policy debate.

The site’s free document library includes a collection of references on problem solving and

community policing.

www.ncpc.org :The National Crime Prevention Council (NCPC) may be best known for its

mascot, McGruff the Crime Dog. Its mission is to be the national leader in helping people keep

themselves, their families, and their communities safe from crime. Their web site includes

publications and training programs relevant to COPPS.

www.policefoundation.org :The Police Foundation is an independent agency engaged in

research and evaluation. The Foundation has a number of COPPS-related projects. In addition,

the Foundation’s Crime Mapping and Problem Analysis Laboratory focuses on developing new

applications for crime mapping and on helping police departments integrate mapping and

problem analysis into their operational paradigm.

http://www.policefuturists.org/ :The Society of Police Futurists International emphasizes futures

research, long range planning and forecasting, to increase police professionalization and improve

criminal and social justice.

http://www.communitypolicing.org/

http://www.cops.usdoj.gov/

http://www.popcenter.org/

http://www.policeforum.org/

http://www.ncpc.org/

http://www.policefoundation.org/

http://www.policefuturists.org/

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Attributes of a Critical Thinker

As a participant in the Spouse/Parent Academy, we want to challenge you to become a "Critical

Thinker." Here are some attributes that will assist you...

asks pertinent questions

assesses statements and arguments

is able to admit a lack of understanding or information

has a sense of curiosity

is interested in finding new solutions

is able to clearly define a set of criteria for analyzing ideas

is willing to examine beliefs, assumptions, and opinions and weigh them against facts

listens carefully to others and is able to give feedback

sees that critical thinking is a lifelong process of self-assessment

suspends judgment until all facts have been gathered and considered

looks for evidence to support assumption and beliefs

is able to adjust opinions when new facts are found

looks for proof

examines problems closely

is able to reject information that is incorrect or irrelevant

Peak Performance (1997)

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