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Online Instructor’s Manual
N
for
U
Law Enforcement in the 21st Century
4th Edition
R
SE
Heath B. Grant
Affiliation
Karen J. Terry
Affiliation
D
O
C
S
lkjhgfdsa
, kjhgfdsa
PREFACE
This Instructor’s Manual is designed to serve as a supplemental guide for users of the text,
Law Enforcement in the 21st Century. Included in the pages of this manual, you will find
teaching strategies and classroom management techniques; sample syllabi; chapter-by-chapter
summaries with corresponding learning objectives; lecture outlines and sample discussion
questions for each chapter; and a test bank designed to assess students’ learning based on the
objectives of each chapter.
As you use these materials, you will find other innovative ways of teaching your students.
Should you wish to share some of your successful ideas with others, please email the authors
and provide them with the details. The best resources come through sharing experiences of
N
others. We hope you find this manual to be useful to you in your classroom endeavors, and we
look forward to hearing from you.
U
R
SE
D
O
C
S
lkjhgfdsa
, kjhgfdsa
TO THE INSTRUCTOR
Law Enforcement in the 21st Century has as its central theme the linkages across law
enforcement jurisdictions and the struggle to develop a coordinated approach to information
sharing and strategy development in the face of any crime, including terrorism. Additionally,
the text explains the connections between law enforcement and the rest of the criminal justice
system. Moreover, the importance of information sharing and collaboration across the
criminal justice system agencies (and thus the relevance of linkage blindness in this context as
well) are also woven throughout relevant chapters of the book. New technologies to combat
linkage blindness are highlighted in one chapter of the text as well.
Another theme of this textbook is the changing paradigm of policing throughout its history,
N
highlighting the movement from reactive to proactive management models. A major
philosophical and practical shift in the field of law enforcement came when Herman Goldstein
pioneered the principals of problem-oriented policing. Law enforcement agencies continue to
U
utilize the principle of problem solving today in a community oriented policing approach to
address quality of life concerns. This central element of problem solving and proactive
policing is relating underlying causes to strategy, which is yet another theme revisited
R
throughout the text.
This book is divided into three sections with the aforementioned themes woven throughout
the entire text. The first section of the book lays the framework of the law enforcement field
SE
for the reader, establishing common definitions, and tracing the origins and developments of
the field to the end of the professionalization movement. It includes an OVERVIEW of the
legal underpinnings of police work, paying particular attention to the challenges to precedents
evident in the new threat of terrorism and related legislation such as the United States Patriot
Act of 2001. The second section of the book presents the more traditional functions and
operations of law enforcement (i.e., structure and operations) in a way that prepares the reader
D
for changing dynamics to encompass evolving policing models and demands. The section also
examines challenging issues in policing, such as the important role of discretion. The final
section of the book challenges readers to analyze the future directions and trends in law
O
enforcement. Special attention is paid here to the changing demographics of the country, as
well as the impact of a post-September 11 world. Through the development of these sections,
the reader is exposed to the major issues, challenges, and functions of policing in a
developmental manner.
C
The text interactive boxes, “Linkages and Law Enforcement,” will challenge readers to relate
concepts and issues being learned in a current chapter to earlier material or current events,
S
thereby encouraging the developmental learning approach of the book. A major theme visited
across chapters is the challenge of balancing concerns of public safety with individual
freedoms or due process.
LIST OF CHANGES/TRANSITION GUIDE
The Fourth Edition of Law Enforcement in the 21st Century builds upon the developmental
framework of the first three editions, though material is updated and streamlined. The authors
included only the material that is essential to learning about the development of law
enforcement and its functions and challenges. Additional Linkages in Law Enforcement text
lkjhgfdsa
, kjhgfdsa
boxes have been added throughout the text, which help guide readers through exercises to
better learn the core concepts presented. New policing challenges, such as school safety have
been introduced, while concepts such as legitimacy have been woven throughout the text.
Important new technologies such as body cameras and LPRs are also discussed for the reader.
In addition to the updated information in the text, the supplements to the text have been
greatly enhanced in this edition. The authors have created clearer summaries of each chapter,
test bank questions, and PowerPoint lectures for instructors to follow. The authors have also
created a MyCrimeKit supplement for students, which offers additional pedagogical
approaches to learning the material and thought-provoking questions to help guide their
understanding of the material. Both the instructor’s manual and the MyCrimeKit contain links
to supplemental information about law enforcement for those who want to develop their
N
understanding of the field beyond the introductory level.
TEACHING AND CLASSROOM MANAGEMENT IDEAS
U
Here are a few ideas that may prove helpful to you as you begin your course using the
textbook Law Enforcement in the 21st Century:
R
Beginning the Course
• Distribute your course syllabus on the first day of class. You look professional, and you
provide the students with needed information for purchasing the textbook, for evaluating
SE
course requirements, and for planning for semester assignments. Make your syllabus as
thorough as possible, giving due dates for assignments whenever possible.
• Use first-day activities such as making introductions, discussing a current event related to
law enforcement, or asking students to tell you what they anticipate learning in this
course. Whatever you choose, do something of value the very first day.
• Encourage your students to send you an email message introducing themselves. You will
D
learn about your students, and you will also learn about your students’ communication
skills.
O
During the Semester
• Start class promptly. Some instructors begin classes with a short quiz to ensure punctuality
and attendance. Others use “lecture launchers” or “class starters,” such as quotations,
C
written bloopers, examples of current events in the field, or other relevant topics. A great
way to encourage student participation is to offer extra credit for pertinent class starters or
lecture launchers that students contribute.
• Use the “Two-Minute Exercise” at the end of each class. Have students take one minute to
S
write down one thing they learned in class that day. Have them use the other minute to
write down one thing that confused them during the day’s class session. Have students
hand you these “two-minute exercises” before leaving the class. Tell students to leave
their names off the exercises so as to keep their responses anonymous. You won’t know
exactly who was confused, but you will know what caused some confusion. In addition,
you will know if your teaching strategies are effective because of the responses to the
request for one thing learned in class that day. This exercise might assist you in making
some changes to your classroom activities.
Tips on Teaching
lkjhgfdsa
Online Instructor’s Manual
N
for
U
Law Enforcement in the 21st Century
4th Edition
R
SE
Heath B. Grant
Affiliation
Karen J. Terry
Affiliation
D
O
C
S
lkjhgfdsa
, kjhgfdsa
PREFACE
This Instructor’s Manual is designed to serve as a supplemental guide for users of the text,
Law Enforcement in the 21st Century. Included in the pages of this manual, you will find
teaching strategies and classroom management techniques; sample syllabi; chapter-by-chapter
summaries with corresponding learning objectives; lecture outlines and sample discussion
questions for each chapter; and a test bank designed to assess students’ learning based on the
objectives of each chapter.
As you use these materials, you will find other innovative ways of teaching your students.
Should you wish to share some of your successful ideas with others, please email the authors
and provide them with the details. The best resources come through sharing experiences of
N
others. We hope you find this manual to be useful to you in your classroom endeavors, and we
look forward to hearing from you.
U
R
SE
D
O
C
S
lkjhgfdsa
, kjhgfdsa
TO THE INSTRUCTOR
Law Enforcement in the 21st Century has as its central theme the linkages across law
enforcement jurisdictions and the struggle to develop a coordinated approach to information
sharing and strategy development in the face of any crime, including terrorism. Additionally,
the text explains the connections between law enforcement and the rest of the criminal justice
system. Moreover, the importance of information sharing and collaboration across the
criminal justice system agencies (and thus the relevance of linkage blindness in this context as
well) are also woven throughout relevant chapters of the book. New technologies to combat
linkage blindness are highlighted in one chapter of the text as well.
Another theme of this textbook is the changing paradigm of policing throughout its history,
N
highlighting the movement from reactive to proactive management models. A major
philosophical and practical shift in the field of law enforcement came when Herman Goldstein
pioneered the principals of problem-oriented policing. Law enforcement agencies continue to
U
utilize the principle of problem solving today in a community oriented policing approach to
address quality of life concerns. This central element of problem solving and proactive
policing is relating underlying causes to strategy, which is yet another theme revisited
R
throughout the text.
This book is divided into three sections with the aforementioned themes woven throughout
the entire text. The first section of the book lays the framework of the law enforcement field
SE
for the reader, establishing common definitions, and tracing the origins and developments of
the field to the end of the professionalization movement. It includes an OVERVIEW of the
legal underpinnings of police work, paying particular attention to the challenges to precedents
evident in the new threat of terrorism and related legislation such as the United States Patriot
Act of 2001. The second section of the book presents the more traditional functions and
operations of law enforcement (i.e., structure and operations) in a way that prepares the reader
D
for changing dynamics to encompass evolving policing models and demands. The section also
examines challenging issues in policing, such as the important role of discretion. The final
section of the book challenges readers to analyze the future directions and trends in law
O
enforcement. Special attention is paid here to the changing demographics of the country, as
well as the impact of a post-September 11 world. Through the development of these sections,
the reader is exposed to the major issues, challenges, and functions of policing in a
developmental manner.
C
The text interactive boxes, “Linkages and Law Enforcement,” will challenge readers to relate
concepts and issues being learned in a current chapter to earlier material or current events,
S
thereby encouraging the developmental learning approach of the book. A major theme visited
across chapters is the challenge of balancing concerns of public safety with individual
freedoms or due process.
LIST OF CHANGES/TRANSITION GUIDE
The Fourth Edition of Law Enforcement in the 21st Century builds upon the developmental
framework of the first three editions, though material is updated and streamlined. The authors
included only the material that is essential to learning about the development of law
enforcement and its functions and challenges. Additional Linkages in Law Enforcement text
lkjhgfdsa
, kjhgfdsa
boxes have been added throughout the text, which help guide readers through exercises to
better learn the core concepts presented. New policing challenges, such as school safety have
been introduced, while concepts such as legitimacy have been woven throughout the text.
Important new technologies such as body cameras and LPRs are also discussed for the reader.
In addition to the updated information in the text, the supplements to the text have been
greatly enhanced in this edition. The authors have created clearer summaries of each chapter,
test bank questions, and PowerPoint lectures for instructors to follow. The authors have also
created a MyCrimeKit supplement for students, which offers additional pedagogical
approaches to learning the material and thought-provoking questions to help guide their
understanding of the material. Both the instructor’s manual and the MyCrimeKit contain links
to supplemental information about law enforcement for those who want to develop their
N
understanding of the field beyond the introductory level.
TEACHING AND CLASSROOM MANAGEMENT IDEAS
U
Here are a few ideas that may prove helpful to you as you begin your course using the
textbook Law Enforcement in the 21st Century:
R
Beginning the Course
• Distribute your course syllabus on the first day of class. You look professional, and you
provide the students with needed information for purchasing the textbook, for evaluating
SE
course requirements, and for planning for semester assignments. Make your syllabus as
thorough as possible, giving due dates for assignments whenever possible.
• Use first-day activities such as making introductions, discussing a current event related to
law enforcement, or asking students to tell you what they anticipate learning in this
course. Whatever you choose, do something of value the very first day.
• Encourage your students to send you an email message introducing themselves. You will
D
learn about your students, and you will also learn about your students’ communication
skills.
O
During the Semester
• Start class promptly. Some instructors begin classes with a short quiz to ensure punctuality
and attendance. Others use “lecture launchers” or “class starters,” such as quotations,
C
written bloopers, examples of current events in the field, or other relevant topics. A great
way to encourage student participation is to offer extra credit for pertinent class starters or
lecture launchers that students contribute.
• Use the “Two-Minute Exercise” at the end of each class. Have students take one minute to
S
write down one thing they learned in class that day. Have them use the other minute to
write down one thing that confused them during the day’s class session. Have students
hand you these “two-minute exercises” before leaving the class. Tell students to leave
their names off the exercises so as to keep their responses anonymous. You won’t know
exactly who was confused, but you will know what caused some confusion. In addition,
you will know if your teaching strategies are effective because of the responses to the
request for one thing learned in class that day. This exercise might assist you in making
some changes to your classroom activities.
Tips on Teaching
lkjhgfdsa
