COMMUNITY RELATIONS AND DIVERSITY
Course Syllabus CJV03 – T-TH
FALL 2013
Professor Ted O. Prell
NOTE TO STUDENT:
This course is transferable to any California State University (CSU) or University of
California (UC). As such the work you do in this course must be of CSU or UC quality.
Phone Number:
805-289-6145
E-mail: tprell@vcccd.edu
DO NOT Send Any Emails to Me via D2L
NOTE: If you are going to email me be sure you list your name and the course
name/number in the subject box. Without that I do not open the email, especially if I
do not recognize the email name or address. I respond to all emails from students, even if
my response is as simple as “I received your email.” If you send me an email and do not
receive a response from me it is because I did not get it. With spam blockers and other
filter systems on VCCCD there is a possibility that our system may block out your email.
If this is the case it is your responsibility to find another way to communicate with me.
Office Hours:
Mondays/Wednesdays: 2:30-3:30 PM
Tuesdays/Thursdays: 1:15-2:45 PM
Or by appointment
Office Location:
CRC-106
CLASS SCHEDULE:
T-TR: 9:00 AM-10:15 AM
CHEATING OR PLAGIARISM
VenturaCollege takes academic honesty very seriously, since ethical behavior and
integrity are vital components of ensuring mutual respect across campus. Instructors,
accordingly, have the responsibility and authority for dealing with instances of cheating
or plagiarism that may occur in their classes. Such activities could include stealing tests,
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using “cheat sheets,” copying off another’s test, or turning in someone else’s work as
his/her own.
Further, instructors have the responsibility to report instances of cheating to their Deans
in that cheating in any form is a violation of the Ventura College Student Conduct Code
and as such is subject to investigation, charges of misconduct, and disciplinary
consequences. See the Ventura College Catalog; Academic Policies and Appendices
sections. For further information on Academic Honesty, please see venturacollege.edu.
I subscribe to the academic policies found in theVentura College Catalog. Although all
are important, pay particular attention to those policies on Attendance and Absence,
and Academic Honesty.
Ventura College believes, as do I, that honesty is vital to the integrity of our College
programs, our courses, within our entire college community, and especially in the
classroom.
Academic dishonesty (such as cheating) is defined as “an act of obtaining or
attempting to present academic work through fraudulent or deceptive means in
order to obtain credit for this work. This dishonesty and/or cheating by whatever
means, including electronic, is described as, but is not limited to:
1. Submitting work previously presented in another course
2. Copying in whole or in part from another student’s test or paper
3. Using sources or material not authorized by the instructor
4. Altering or interfering with grading policies
5. Sitting in for an exam for another student or by another students
6. Plagiarizing work, such as copying sentences, phrases, or passages without citing
the source, while writing a paper or doing research and submitting this work as
his/her own
7. Sharing your paper information during an exam, test, or quiz.”
NOTE: The above “Academic Honesty” items, especially number 2, 6 and 7, apply to
any essay, research paper, test, exam, quiz or other assignment given in this class as well
as those that may be of a “take home” nature unless specifically waived by me. For help
on how to properly cite sources without plagiarizing (cheating), please make an
appointment with an English tutor (see p. 6 below).
There will be three tests. Each test will be worth 125 points. You WILL DELETE the
lowest score of the three tests. Tests will cover text, handout and supplemental materials
and include notes written on the whiteboard by the instructor, guest lecturer or as a result
of group activities. Because you will be deleting the lowest score there will be NO
make-up tests. You must take the test at the time designated by the instructor, unless an
alternative date is approved by the instructor BEFORE the scheduled test.
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DATES TO REMEMBER:
Except for the Final, these dates are tentative and subject to change.
 September 26, 2013 – Test #1
 October 24, 2013 – Test #2
 November 7, 2013- Essay due
 November 21, 2013–- Test #3
 December 12, 2013 – Final 8:00 AM – 10:00 AM
Throughout the semester you will be given outside assignments to do that are based on
in-class activities. These assignments have a value of 10 points each as follows (the
below may not be in the order of when the assignments will be made):
1. Community Policing Paragraphs
2. COP Video Exercise
3. SARA – Crime Triangle
4. Mission Statement
5. Raging River Exercise
6. “Crash” Video Exercise
7. Toxic Popcorn Exercise
8. Media – Newspaper Clippings
9. Bullying in Schools
10. Castillo Village Exercise
Each of these assignments counts as class participation and outside assignments points
(see GRADING CRITERIA below). Failure to fully participate in these activities and
turn in the required work on time will result in the loss of the class participation points.
Some of these activities can only be fully completed by participating in the activity in
class.
REQUIRED TEXT:
Community Policing: Partnerships For Problem Solving, 7th Edition by: Miller, Hess and
Orthmann

It is important to obtain the text, bring it to every class meeting and do the
reading assignments from it. In-class exercises from the text reading
assignments will be made and being prepared for those assignments are an
integral part of the grading process.
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 Chapters covered in the required text are:
Week Number Chapter
Chapter topic
and Date
Number
1
Orientation
8-19
2
1
The Evolution of
Community Policing
8-26
3
2
Inside Police Agencies:
Understanding Mission
9-3
and Culture
4
9-9
3
5-6
9-16 & 9-23
7
9-30
8-9
10-7 & 10-14
10-11
10-21 &10-28
4
12
11-4
13
11-12
8
14 &15
11-18 &11-25
16
12-2
12
17
12-9
Catchup/Review
5
6
7
9
13
Notes
Understanding and
Involving the
Community.
Problem Solving:
Proactive Policing.
Implementing
Community Policing.
Communicating with a
Diverse Population.
Building Partnerships:
A Cornerstone of
Community Policing.
Forming Partnerships
with the Media.
Early Experiments in
Crime Prevention and
the Evolution of
Community Policing
Strategies.
Bringing Youths into
Community Policing.
The Challenge of
Gangs: Controlling
Their Destructive
Force.
Terminology Quiz Schedule
The quiz questions will be taken from the terms identified in the text in bold black letters.
You will find that same terminology in the text margin in bold dark blue letters.
The below is the Fall, 2013 schedule for the chapter terminology quizzes.
For each quiz you will need the 15 question scantron “Quizstrip” and a #2 pencil.
The quiz will be delivered at the beginning of class on the below dates, as soon as
roll is taken.
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These dates are tentative and subject to change.
You will be given NO MORE THAN
7 minutes to complete the quiz.
Date
9-5-13
9-12-13
9-19-13
9-26-13
10-3-13
10-10-13
10-17-13
10-24-13
10-31-13
11-7-13
11-14-13
11-21-13
Chapter Number
Chapter1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
DESCRIPTION:
Students will explore the roles of practitioners in the criminal justice field. Through
discussion and study the students will review the expectations and perceptions of the
public. Principle emphasis will be placed on Community Oriented Policing,
discretionary decision making, the use of authority, communications, crisis management
by persons working in the criminal justice system, and on the challenge of dealing with
the role of race, ethnicity, gender relations, sexual orientation, social class, language, and
culture in shaping these relations.
CONDUCT:
Students are expected to maintain a professional demeanor at all times.
“Sidebar” conversations are rude and distracting to the surrounding students as well as
the instructor and will not be tolerated.
Please be considerate and respectful of others both inside and outside the classroom.
Students are encouraged to participate in class discussion and exercises/activities as
appropriate.
Please respect the learning environment by listening when others (including the
instructor) are speaking or participating as requested during and outside of class.
GRADING:
Grades will be based on a point method (refer below) and will emphasize the importance
of attendance and participation.
Questions on quizzes and tests come from a variety of sources including, but not limited
to; lecture, the text, videos, PowerPoint presentations, guest lecturers, notes placed on the
whiteboard by the instructor or as the result of work done in group exercises, etc.
Therefore attendance to gather all of the material is vitally important to successful
completion of this course.
There will beconsequences for missed classes, early departures, and tardies as follows:
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Missing 9 hours or more – 100 points
NOTE: Three (3) tardies equal one absence.
It is your responsibility to ensure I have documented your presence if you come in after
I have taken roll or you leave before I take roll.
The student may be dropped from the class upon missing the ninth hour. Do not
depend on me to drop you if you exceed the nine hour standard.It is your responsibility
to track your absences, tardies, or early departures.
As an example, for this class, you can miss only six (6) class meetings before being in
jeopardy of being dropped from the class or losing 100 points from the final grade.
NOTE: The only excused absences are for jury duty and military duty. Other than that
there is no such thing as an excused absence; you are in class or you aren’t. There is no
“make-up” process for work and/or classes missed.
Attendance is an important part of the educational/learning process. My expectation is
that you will attend, be on time, and stay for each entire class. See above under
“GRADING.”
PLEASE NOTE: No assignment, including exams, will be accepted after the due date
(refer to “dates to remember” above) EXCEPT with the approval, in advance, of the
instructor. Any exception will be granted on a case by case basis. It is the student’s
responsibility to seek approval to turn in late work during the instructor’s scheduled
office hours or by appointment.
Any papers or other assignments that are turned in late will result in a reduction in
the number of points awarded for that assignment.
GRADING CRITERIA
 Essay
250 Points
 3 tests @ 125 pts. ea.
250
“ (delete the lowest score)
 12 quizzes @ 10 points each 100
“ (delete the lowest two scores)
 Class Participation and
Out of Class Assignments
100
“
 Final
300
“
TOTAL
1000 POINTS
900-1000
Points = A
800-899
“ =B
700-799
“ =C
600-699
“ =D
Less than 600 “ = F
Do not wait until the last minute to do your assignments. Excuses such as “I didn’t have
time to do it, I had to work overtime, I had child care problems, I had a sports event to
participate in, I was sick, etc.” will not be accepted.
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Do not turn in your work by leaving it in my box OR e-mail me your assignments unless
you get my permission first.
Be sure the computer you are using and its software are compatible (I.E. Word v. Word
Perfect, IBM v. Mac, etc.) with other computers you might be using to ensure you have
your work done on time. I will not accept flash drives or CDs.
Unless otherwise specified, all work will be type written using standard academic font,
(12 characters per inch cpi, usually Times New Roman – but any font will work as long
as it is legible) and double spaced. Failure to meet this criteria could result in a reduced
grade or a zero (“0”) grade for that work.
If you have any special needs for educational assistance or you are not sure if you have
special needs I encourage you to go to, or call (805-289-6300), the Educational
Assistance Center (EAC) and explore their services and resources that may help you as a
college student. I will be happy to provide you with directions to the EAC or to take you
directly there. This course requires a lot of written communication. It would be to your
best interest, if you think you may need help in the area of reading comprehension and/or
writing skills, to take advantage of the EAC or other college resources available to you.
For other Support Services refer to the current Class Schedule.
Tutors
Ventura college students can receive free tutoring at the TutorCenter located on the first
floor of the LRC. English tutors are available by both appointment and drop in basis.
These tutors can help with the “homework” assignments. While they may not know the
details of the actual class material, the English tutors can be of benefit when it comes to
helping you flesh out your ideas, writing at a college level, and using proper citations.
Note however, this is not a “proof reading” service. You must be willing to sit down and
work together with the tutor.
Ventura College also has a Reading and Writing Center located in LRC-155, 805-2896371. This center assists students developing their reading and writing skills.
Turn off your cell phone or put it on vibrate in class. Answering a phone call or text
message during class is strongly discouraged. If you get a call/text during class, and you
must respond to it, quietly leave the classroom and quietly reenter when you are through.
Using electronics during class is prohibited and will be cause for exclusion from class.
STUDENT LEARNING OUTCOMES
Student outcomes: At the end of this course, the student will be
able to:
Recognize and discuss the difference between Police Community
Relations and Community Oriented Policing
Apply the S.A.R.A. model in problem-solving as it applies to
community oriented policing
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Assessment
Oral presentations,
group projects, essay
tests
Group projects, in-class
discussions, in-class
Explain the impact that ethics, emotions and prejudices have on
discretionary decision making
writing exercises, essay
tests
Group projects, in-class
discussions, in-class
writing exercises, essay
tests
STUDY GUIDE:
Study guides will be emailed to the student about one week prior to the scheduled test. If you
attend lectures, take notes, participate in class activities AND review the student material in
your text you can better prepare for examinations.
TRANSFER POTENTIAL
For transferability information, please consult the Ventura College Catalogue located on the
web at http://www.students.vcccd.edu/cats/vc_13-14 catalog.pdf. For additional
transferability information contact the Ventura College Counseling Department, the Transfer
Center, or the ASSIST website, at http://www.assist.org.
COLLEGE POLICIES
College-wide policies are stated in the Ventura College Catalog and include enrollment
limitations, student rights, cancellation of classes, affirmative action, drug and alcohol policy,
alcohol/drug free environment, sexual harassment policy, campus security policy, student
right to know act statement, student rights and responsibilities, academic integrity, student
appeals, grievance procedure, and disciplinary procedure. The catalog is available on the
internet at http://www.students.vcccd.edu/cats/vc_13-14_catalog.pdf.
STUDENT ACADEMIC INTEGRITY
Ventura Community College is committed to providing students with a quality education
that upholds high academic standards; the academic integrity of each student is valued.
Academic integrity means academic honesty or the ethical adherence to guidelines set by
individual instructors and the College. The academic integrity of each student is crucial
not only to that individual student’s quality of education but to the academic reputation of
Ventura College as a whole. Academic dishonesty jeopardizes individual students and the
educational mission of Ventura College.
For more information regarding possible violations, penalties, and procedures, see the VC
Catalog, available on the internet at http://www.students.vcccd.edu/cats/vc_1314_catalog.pdf.
DISABILITY ACCOMODATION STATEMENT
Any student who feels he or she may need an accommodation for any type of disability
should make contact with the Educational Assistance Center (EAC) in the
Administration building. Phone (805) 289-6300.
NON-DISCRIMINATION STATEMENT
It is the policy of Ventura College and their Board that there will be no discrimination
or harassment on the grounds of sex, race, color, marital status, sexual orientation,
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religion, national origin, age or disability in any educational programs, activities, or
employment. Persons having questions about equal opportunity and nondiscrimination
should contact Mr. David Bransky, Assistant Dean, Student Services, Title IX Officer,
and Section 504/ADA Coordinator, (805) 289- 3138 or Dean Tim Harrison,
289-6348/6121
ESSAY
For this assignment you will write a 4-5 full page community policing related research essay.
Because this is an essay, not a report, it must contain a thesis statement which clearly states your
position on a community policing related issue. Support your thesis with a minimum of three (3)
sources. Include a works cited page documenting your sources.The title page and any
reference/resource page(s) DO NOT count as part of the 4-5 FULL pages. Papers not meeting
the page number criteria will be graded starting at 70% of full value.
The essay can be on any of the subjects below:
 Racism
 Racial Profiling
 Diversity
 Prejudice and/or Discrimination
 Stereotyping
 The Evolution of Community Policing
 Problem Solving in Community Policing
 Effective Communication in Community Policing
 The Media and Community Policing
 Crime Prevention and Community Policing
 Youth and Community Policing
 Gangs and Community Policing
 Schools and Community Policing
o Your essay can also be on any crime prevention or community policing topic
mutually agreed upon, in advance, by you and me.
A thesis statement in an essay is a one- or two-sentence condensation of the argument or analysis
that is to follow. That condensation is a thesis statement.
Your essay should contain a thesis statement for the following reasons:
 to test your ideas by condensing them into a sentence or two
 to better organize and develop your argument
 to provide me (your reader) with a “guide” to your argument.
For instance you may choose as your essay topic Community Policing and Drugs. Within that
topic you narrow the topic down to the DARE Program. Your thesis statement depending on
your argument or analysis may be something like:
The Drug Abuse Resistance Education (DARE) program was developed through a joint effort of
the Los Angeles Police Department and the Los Angeles Unified School District in 1983. A
report on DARE by the United States General Accounting Office concluded that the program has
had no statistically significant long-term effect on preventing differences on children’s attitudes
toward long term drug use compared to children who had not been exposed to the program.
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This thesis statement will answer the question your paper explores. In this case the DARE
Program has been categorized as ineffective. So your question might be “Is the DARE program
ineffective?”
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