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

6-1:  Explain why the way that police view their role determines the nature of the functions they perform.

1. Role-playing:  In groups of 4-6, portray 3-5 scenarios that demonstrate principles of broken windows and zero tolerance policing. Consider effective and less effective components of this approach.
2. Writing:  How does an officer’s perception of his or her role shape his or her approach to policing and interactions with citizens? Discuss in 500-800 words.

6-2:  List the priorities of the three main style of policing.

1. Role-playing:  In groups of 4-6, demonstrate how each style of policing may react to the same scenario in different ways.
2. Writing:  Imagine you are a new police officer. What do you imagine yourself to be – an enforcer, idealist, realist, or optimist? Why? In 800-1000 words, reflect on the strengths and challenges of this style.

6-3:  Describe how the three approaches to allocation are used to determine the appropriate number of police personnel for various jurisdictions.

1. Documentation:  In groups of 3-5, outline the various approaches to allocation, documenting their underlying reasons, differences, similarities, strengths, and challenges.
2. Writing:  In 800-1000 words, reflect on the importance of appropriately determining the number and assignment of patrol officers for public safety. Consider various approaches and practical examples.

6-4:  Evaluate the effectiveness of each of the four main forms of patrol.

1. Practicum:  In groups of 3-5, devise an ideal patrol strategy for your local precinct using the four main forms of patrol. Consider the strengths, challenges, and appropriate use of each.
2. Writing:  Imagine you live in a high-crime neighborhood where officers frequently patrol control in an automobile. How might officers engaging in foot and bike patrols more frequently impact your perspective of and relationship with the police? Reflect in 800-1000 words.

6-5:  Discuss implications the seminal Kansas City preventive patrol experiment and other similar research results.

1. Practicum:  In groups of 3-5, design an updated evaluation model to be used to assess the effectiveness of patrol. Consider the Kansas City preventive patrol experiment as well as your research question, methods, and hypotheses.
2. Writing:  Imagine you are an officer with control over what to do in your territory. If you are in a high-crime area, how might you fulfill your duties over your 8-hour shift in this area? Discuss in 800-1000 words.

6-6:  Describe the strategies to evaluate officer and agency performance.

1. Practicum:  In groups of 4-6, outline 7-10 officer performance measures and 7-10 agency performance measures. How will these measures provide an accurate evaluation of officers and the agency? Why is evaluation important? Present to the class.
2. Writing:  Imagine you are a police administrator in the midst of officer and agency evaluations. What are you primary hopes and concerns for these evaluations? How do you plan to use whatever feedback you receive to improve your agency? Reflect in 800-1000 words.

6-7:  Identify how the relationship between the local police and the local media can either enhance or hinder police–community relations.

1. Role-playing:  In groups of 4-6, portray 3-5 scenarios that demonstrate positive interactions between the police and media and detrimental interactions. What are the differences between these interactions?
2. Writing:  In 800-1000 words, reflect on how the media has shaped your perspective of your local police department. What can you discern about the relationships between the local media, your police agency, and the community based off these reports?