Community Policing is a policing philosophy with roots back to the 1800's in England. It is not a specialized program or unit within a police agency, but rather a mind set or approach to policing that has proven time and time again to be highly effective. Even in times when crime rates sore, the Community Policing philosophy can lead to a faster resolution and the solving of more crimes because the police aren't working alone. Instead, police rely on the partnerships with community members that have been built upon over time.
According to the Chief Viverette, of the Gaithersburg, Maryland Police Department, "No factor has been more crucial to the reduction of crime levels than the partnership between law enforcement agencies and the communities they serve."
The United States is populated with a wide variety of identity groups that is becoming more diverse every year. The ability to police a society that is as diverse as ours is highly dependent on how well police understand cultural differences both inside and outside the walls of the police building. Within this study of community policing, "culture" includes not only identity groups based nationality and ethnicity, but also religion, gender, age, sexual orientation, and disability.
This course presents an in-depth study of the relationship between the police and the communities they serve. To gain an understanding of this relationship, students will examine historical events and the experience of various cultures with police. Students will examine the major psychological and sociological aspects of prejudice and discrimination both internally within the law enforcement profession and externally with the community.
Students will explore the S.A.R.A. problem solving model and apply it to a quality of life issue using a computer simulation in the same manner as law enforcement would do. This examination will enlighten students to the many obstacles that face patrol officers today when confronting quality of life problems in neighborhoods throughout the United States.
Student Learning Outcomes:
Online classes provide students with a non-traditional opportunity to learn free from the time constraints and walls of a classroom. To be successful in an online course, students must be self-disciplined and committed to meeting the timelines and demands of the course. Online education requires as much or more time than a traditional course presented in a classroom. In addition, students must have access to a computer and the Internet and be knowledgeable of how to use online learning software.