Course

Students will write a letter to the Academy Director about their acceptance of the academy rules and regulations.

letter contains the student’s signature

letter has a signed copy of the Academy Rules and Regulations attached

letter has a signed copy of the Law Enforcement Code of Ethics attached

letter summarizes the student’s understanding of the recruit academy testing policies

letter indicates that the student has read and understands the attached documents

letter includes correct grammar, punctuation, and spelling

group discussion on court functions

determine which violations are appropriate for a municipal court versus a state court

explain that municipal courts can act only on matters covered by municipal ordinances

explain what an ordinance is

explains what a forfeiture is

explain that municipal courts generally are limited to imposing forfeitures for ordinance violations

provide modern day examples of Robert Peel’s nine principles

participate in a discussion comparing early law enforcement positions protecting walled cities with private security guards at today’s gated communities

list at least nine modern day examples of Sir Robert Peel’s principles

show through their examples that they understand Sir Robert Peel’s principles

develop civilian expectations of law enforcement officers detailing which of these expectations they feel will be the most difficult to fulfill.

participate in a discussion of the issues surrounding a law enforcement agency that is an extension of a political official

review the Magna Carta and the U.S. Constitution

participate in a discussion on what political influences there are on today’s law enforcement officers

discuss how the primary goals of law enforcement fit with community expectations

group discussion on the roles of state and federal law enforcement agencies

determine which state and/or federal agencies they would contact for assistance during an investigation

list the duties that are the responsibility of the county sheriff

find a local ordinance creating a municipal police department and list the duties of the police chief

provide a review of state and federal law enforcement agency websites

examples of community-oriented policing programs

examples of individual community members working with law enforcement to address crime (can either be a program at an agency in Wisconsin or an example students find on a agency website, etc.)

review the US Department of Justice Office of Community Oriented Policing Services (COPS) website at www.cops.usdoj.gov

identify benefits and challenges to community-oriented policing

define community-oriented policing as a concept where law enforcement and citizens work together in creative ways to solve community problems related to crime, fear of crime, social and physical disorder and general neighborhood conditions

research examples of community-oriented policing programs at a Wisconsin law enforcement agency and/or find examples of programs through an Internet search and explain why they are considered community policing and if they would work in their community

provide examples of problem-oriented policing programs/activities (can either be a program at an agency in Wisconsin or another agency.

define problem-oriented policing as a policing strategy that involves the identification and analysis of specific crime and disorder problems in order to develop effective response strategies in conjunction with ongoing assessment. This strategy places more emphasis on research and analysis as well as crime prevention and the engagement of public and private organizations in the reduction of community problems

identify benefits and challenges to problem-oriented policing

describe the SARA model and the problem-solving triangle

provide a review of the Center for Problem-Oriented Policing website at www.popcenter.org

provide an example and explanation of a problem-oriented policing program at a Wisconsin law enforcement agency or find an example of a program through an Internet search

comparing strategies such as the "intelligence-led" strategy and Data-Driven and System Approaches to Crime and Traffic Safety such as DDACTS

describe the "intelligence-led" strategy which is a strategic, future-oriented and targeted approach to crime control, focusing upon the identification, analysis and 'management' of persisting and developing 'problems' or 'risks'

explain Data-Driven and System Approaches to Crime and Traffic Safety which integrates location-based traffic crash, crime, calls for service, contacts, and officer-initiated activity data to establish effective and efficient methods for deploying law enforcement resources and addressing crime and safety

discuss other policing strategies that the class or instructor feels is relevant

Provide examples of crime prevention programs (can either be a program in an agency in Wisconsin or an example students find on an agency website, etc.)

explain the theory of crime prevention; that crime is a multidimensional problem that requires multiple responses from a variety of individuals and groups within the community

discuss that crime prevention can be divided into three approaches; primary, secondary, and tertiary crime prevention.  Each type of crime prevention attacks criminality at a different stage of development

describe components of the primary prevention approach: Environmental Design, Neighborhood Watch, General Deterrence, Public Education, Social Crime Prevention, and Private Security

describe components of the secondary prevention approach; Identification and Prediction, Situational Crime Prevention, Community Policing, Crime Area Analysis, Substance Abuse, and Schools and Crime Prevention

describe components of the tertiary crime prevention approach; Specific Deterrence, Incapacitation, and Rehabilitation and Treatment

write out a situation describing personal feelings in a particular area that could influence law enforcement decision

describe a common law enforcement situation

explain how personal feelings could influence decision

explain how law enforcement officers would be expected to react to this situation under normal circumstances

defend decisions based on the Code of Ethics or Oath of Honor

describe the decision they made based on the case study

support decision by referring to specific portions of the Code of Ethics or Oath of Honor

make a decision using an ethical decision-making model

identify the conflict of interest in a case

make a decision using an ethical decision-making model

detail how steps of the model were used to reach a decision

completing a diversity self-assessment

analyzing personal biases and relationship to duties as a professional law enforcement officer

discuss how everyone comes from different backgrounds and cultures and that each of us is influenced by that background or culture

identify personal biases

complete the Harvard Implicit Bias Test.

attend a meeting /event of a cultural group or research a cultural group they do not identify with and report back on that group during the Cultural Competence 2 course in Phase Three

recognize their personal biases, even hidden ones, and discusses how those could affect them as they do their job as a law enforcement officer

compare what biases they thought they had with the results of the implicit bias test

research a culture they do not identify with to learn more about that culture

classifying policies into type categories

explaining the reasoning behind your classification

determine if the policy is mandatory, ministerial, discretionary, need to know or need to reference (or a combination of categories)

articulate why a policy was placed in a particular category

identify the terms or phrases found in the policy that determined the classification category

developing a system for learning agency policies

plan includes consultation with an agency staff person

plan includes a reference to identifying the mandatory polices

evaluating your communication skills to become more aware of your communication habits

demonstrating "good listener" skills during a simulated conversation/contact with another person

evaluate communication skills using the self-evaluation form in the student text

explain the role for the sender in the basic communication model

explain the importance of sending a clear and concise message

explain the role of the receiver in the basic communication model

apply active listening skills during contacts and interviews

apply guidelines for asking and responding to questions

apply guidelines for making requests and giving orders

display a professional tone and demeanor during the contact or interview

introduce self and explains the reason for your contact in a way that sets the tone for a positive interaction

ask questions that will help you gather information that will allow you to resolve the call/contact

decide what action to take and how you will end the interaction

evaluating typical responses given by officers and re-writing the responses to be more helpful and professional

identify the benefits and barriers to communication in the workplace

indicate a better manner of responding to a question or statement from another individual

identify positive ways to communicate with friends and family while off duty