These lively and stimulating ideas for use in and out of class reinforce active learning. The activities apply to individual or group projects.

11-1:  Define the general concept of police corruption and how it is investigated.

1. Documentation:  In groups of 3-5, outline the background, findings, and subsequent actions of the Christopher Commission and the Mollen Commission.
2. Writing:  Though the Christopher Commission and the Mollen Commission had significant findings about two major police departments, there is not conclusive evidence or certainty amongst the public that proper anti-corruption reforms have been implemented. In 800-1000 words, discuss the persistence of corruption, the difficulty in implementing solutions, and the consequences for public trust.

11-2:  Identify specific examples of police corruption.

1. Practicum:  In groups of 3-5, design 5-7 action points to combat corruption.
2. Writing:  Excessive use of force has gained increasing publicity over the past two years, resulting in a growing movement against police brutality and racial bias in policing. In 800-1000 words, discuss how police agencies can proactively partner with communities to rebuild trust and combat excessive use of force, while balancing proper support and safety protocols for officers.

11-3:  Describe the findings of research on police misconduct and use of force.

1. Practicum:  In groups of 4-6, imagine you are a team of researchers seeking to examine police misconduct and use of force in your precinct. Devise 5-7 action points to comprise your research plan. Consider the research question you are addressing, methods you will use, and potential obstacles.
2. Writing:  Use of force occurs in only a small percentage of cases but gets a significant amount of attention publicly. From the perspective of a police officer, what are your thoughts and concerns around instances in which you must decide whether or not to use force? Reflect in 800-1000 words.

11-4:  Discuss the impacts of police misconduct, particularly in terms of police-community relations.

1. Documentation:  In groups of 3-5, create a diagram and/or outline that demonstrates the impacts of police misconduct on police-community relations. Consider its impact on democracy, reflection of racial biases, and effects on public safety. Present to the class.
2. Writing:  In 1000-1200 words, reflect on the impacts of racial bias in policing. Consider, for instance, how citizens who experience abuse from police might perceive officers, the law, and the justice system. Also consider that those who face the most police harassment also typically live in high crime areas. How does harassment then affect public safety? Discuss other points or examples you deem of importance.

11-5:  Evaluate some of the alleged causes of police misconduct.

1. Documentation:  In groups of 3-5, outline alleged causes of police misconduct, including examples of each and potential ways each could be addressed.
2. Writing:  In 500-800 words, reflect on how police subculture can either contribute to or dissuade misconduct.

11-6:  Describe the relationship between management, administrative issues, and police misconduct.

1. Role-play:  In groups of 4-6, create 5 scenarios which show different ways police administrators can address misconduct in their department.
2. Writing:  Imagine you are an officer who knows several of your colleagues are engaging in bribery. What factors would you consider when deliberating whether or not to inform appropriate authorities about this issue? Reflect in 1000-1200 words.

11-7:  Summarize the ways in which police agencies and individuals are held accountable for officer conduct.

1. Role-playing:  In groups of 4-6, portray a scenario of a citizen oversight commission inquiry into a local police department, and a scenario of an internal affairs inquiry into the actions of several officers.
2. Writing:  In 800-1000 words, discuss how transparency and accountability are critical for police-community relations and democracy.