COMMUNITY POLICING

UNIT CODE COMPOL 001 COMMUNITY POLICING 001

PREREQUISITE

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Vision/Values/Mission

  • Has the organization written or revised these statements to reflect an organization-wide commitment to the philosophy and principles of community policing?
  • Does the process include soliciting input from all levels of the police department, including sworn, non-sworn, and civilian personnel?
  • Does the process include soliciting input from outside the police department: the community, business, civic officials, public agencies, community institutions (schools, hospitals, the faith community), non-profit agencies, formal and informal community leaders, and community residents?

Code of Ethics

  • Has the organization written or revised a Code of Ethics that reflects the principles of community policing?
  • Does producing a new Code of Ethics encourage input from inside and outside the organization?
  • Does the Code of Ethics discuss issues such as civility, courtesy, respect for civil rights including the right to privacy), and sensitivity to diversity?

Leadership & Management Style

  • Does the department support and exhibit leadership at all levels in implementing, institutionalizing, and maintaining the momentum of community policing? Does the department empower the community to support and exhibit leadership in this regard?
  • Does the implementation plan reflect invertingthe power pyramid, shifting power, authority, and responsibility to line-level?
  • Do managers serve as facilitators who access resources from inside and outside the department in service of community building and problem solving?
  • Do managers act as models for the behavior that they want others to follow? Does this include demonstrating sensitivity to diversity?
  • Do managers act as coaches who inspire and instruct?
  • Do managers act as mentors who guide and support?
  • Does the internal management style exhibit a striving for collaboration and consensus?
  • Does the department have a mechanism to prevent, identify, and deal with burnout?

 

COURSE PURPOSE

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The course purpose is to educate the general public on the importance of community policing as solution to the emerging security threats around the globe

COURSE DESCRIPTION

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Community policing is a policy that requires police to inherit a proactive approach to address public safety concerns. Community-oriented policing was a cornerstone of the Clinton Administration and gained its funding from the 1994 Violent Crime Control and Law Enforcement Act. The overall assessment of community oriented policing is positive, as officers and community members both attest to its effectiveness in reducing crime and raising the sense of security in a community.[1][2]

"Community policing is a philosophy of full service personalized policing, where the same officer patrols and works in the same area on a permanent basis, from a decentralized place, working in a proactive partnership with citizens to identify and solve problems."

TEACHING METHODS

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  1. Lecture by teacher (and what else can you do!)
  2. Class discussion conducted by teacher (and what else!)
  3. Recitation oral questions by teacher answered orally by students (then what!)
  4. Discussion groups conducted by selected student chairpersons (yes, and what else!)
  5. Lecture-demonstration by teacher (and then what 145 other techniques!)
  6. Lecture-demonstration by another instructor(s) from a special field (guest speaker)
  7. Presentation by a panel of instructors or students
  8. Presentations by student panels from the class: class invited to participate
  9. Student reports by individuals
  10. Student-group reports by committees from the class
  11. Debate (informal) on current issues by students from class
  12. Class discussions conducted by a student or student committee
  13. Forums
  14. Bulletin boards
  15. Small groups such as task oriented, discussion, Socratic
  16. Choral speaking
  17. Collecting
  18. Textbook assignments
  19. Reading assignments in journals, monographs, etc.
  20. Reading assignments in supplementary books
  21. Assignment to outline portions of the textbook
  22. Assignment to outline certain supplementary readings
  23. Debates (formal)