REQUIRED COURSE LEARNING OUTCOMES:

 1. The student will distinguish between the three components of the Criminal Justice System:

      a. Law enforcement

      b. Courts (prosecution and adjudication)

      c. Corrections

 2. The student will be able to identify ethical behavior, morality and character as applied to Law Enforcement.

 3. The student will explain the primary responsibilities of the following: a) federal supreme, appellate and district courts; b) state supreme, appellate and district courts; c) county and municipal courts; d) attorneys-prosecuting, defense, and public defenders.

 4. The student will explain and define the following terms as they relate to the judicial process in criminal cases:

      a. Arrest

      b. Bail

      c. Arraignment

      d. Preliminary hearing

      e. Indictment

      f. Plea bargaining

      g. Trial

      h. Disposition

 5. The student will demonstrate the ability to write a clear, complete, concise, and grammatically correct report, arrest affidavit, search warrant, and motion for non-testimonial evidence.

 6. The student will describe effective techniques for defusing conflict through the use of interpersonal communication in scenario-based training.

 7. The student will identify the importance, purpose, and format for investigative notes.

 8. The student will identify the characteristics of effective investigative reports and what types of reports may be required.

 9. The student will explain the importance of prompt and broad police response to “hate crimes”, to include but not limited to accurate and thorough evidence gathering, report writing, intervention and follow up.

 10. The student will explain the dynamics of prejudice which should include the:

      a. Impact of hate crimes upon their victims

      b. Meaning and causes of prejudice

      c. Relationship between stereotyping and prejudice

 11. The student will discuss the legal provisions and terms pertaining to bias crimes, ethnic intimidation, and civil damages.

 12. The student will develop a greater awareness of the impact of racial and ethnic issues on contemporary society.

 13. The student will explain the different roles and functions of federal, state, and local agencies and their interdependencies within the justice system.

 14. The student will learn about community policing and the necessary elements for implementation of community policing practice and philosophy. The student will recognize community partnerships as an integral component in community policing and problem solving.

 15. The student will be able to describe the importance of ethical conduct as it relates to the restrictions on accessing and releasing criminal justice information and associated penalties concerning the NCIC/CCIC system.

 16. Using the Law Enforcement Code of Ethics, the student will analyze situations that present conflicting values.

 17. The student will be able to identify the traits that officers should exemplify and explain the benefits of professional and ethical behavior to the officer, department, and community.

 18. The student will be able to describe the consequences of unethical/unprofessional conduct to the peace officer, department and community, and explain why an officer should respond to a co-worker's unprofessional conduct.

 19. The student will be able to define:

      a.  Stereotype

      b.  Prejudice

      c.  Discrimination

      d.  Diversity

 20. The student will be able to identify personal, professional and organizational benefits of valuing diversity within the community and law enforcement.

 21. The student will demonstrate an understanding of:

      a.  Domestic violence definitions and statutes

      b.  Domestic violence dynamics

      c.  Duties of peace officers

      d.  Protection orders

      e.  Working effectively with advocates

      f.  Interviews

      g.  Special considerations

      h.  Strangulation

      i.  Stalking

      j.  Report writing

      k.  Officer safety concerns specific to domestic violence calls

      l.  Witness intimidation

 22. The student will identify and discuss incidents of ethnic intimidation, hate crimes and responsibilities of peace officers relative to these crimes.

 23. The student will learn the roles of the officer responding to a hate crime incident and whether there is sufficient cause to believe that a hate/bias crime has been committed.

 24. The student will describe the impact of hate crimes on victims, the victim’s families, and the community.

 25. The student will recognize indicators that could lead an officer to believe an individual is:

      a.  Danger to self

      b.  Dangerous to others

      c.  Gravely disabled

 26. The student will understand the laws protecting the rights of persons with disabilities in order to serve all individuals to whom the law applies.

      a.  In a practical application, the student will recognize the impact of a peace officer when interacting with a person with a disability.

      b.  In practical applications, the student will interact with people with disabilities in a variety of commonly encountered situations.  Situations will include:

           1.  Auditory disabilities

           2.  Visual disabilities

           3.  Physical disabilities, such as epilepsy

           4.  Intellectual and Developmental Disabilities

           5.  Cognitive Disabilities, such as dementia, autism, learning disability, or brain injury

 27. To train peace officers who can identify persons with mental illness and handle situations involving persons in crisis effectively.

 28. The student will understand the complicated dynamics of sexual assault and be prepared to professionally respond to, and investigate, sexual offenses.

 29. The student will demonstrate an understanding of:

      a.  Patrol response to Sexual Assault Calls

      b.  Societal influence on Sexual Assault investigations

      c.  Assaults on persons with a disability

      d.  Consent

      e.  Offender Behavior

      f.  Victim Trauma

      g.  Prevalence and Nature of False Reports

      h.  Working effectively with Victim Advocates

      i.  Victim Interview

      j.  Evidence Collection

      k.  Forensic Medical Examinations

      l.  Drug Facilitated Sexual Assault

      m.  Suspect Interview

      n.  Follow-up Investigation Considerations

      o.  Rural Considerations (When Applicable)

 30. The student will recognize that a cognitive or intellectual disability may prevent a knowing consent.

 31. The students will understand why leadership is an integral component of the law enforcement profession, and the necessity for building future leaders.

 32. The student will describe the emotional/psychological and physical responses to stress and how they may interfere with a peace officer’s performance.  The student will identify stress management techniques.

 33. The student will demonstrate the ability to successfully identify, assess, and assist in a non-criminal dispute.

 34. Demonstrate the officer safety techniques required to safely handle a civil dispute.

 35. Display knowledge of conflict resolution techniques and problem-solving strategies required to successfully handle civil disputes.

 36. The student will analyze the freedoms and rights afforded to individuals under the U.S. Constitution and the Bill of Rights.

 37. The student will analyze the freedoms and rights afforded to individuals under the Colorado State Constitution and amendments with the U.S. Constitution.

 38. The student will discuss situations illustrating the intersection of race, gender, and disability, and their impact on law enforcement.

 39. The student will examine cultural biases and beliefs regarding people with disabilities.

 40. The student will be able to identify behaviors of mental illness to aid in responding to mental illness related crises.

 41. The student will recognize that, in itself, a mental health crisis or disability is not criminal in nature and that a more lasting solution is to divert those persons away from the criminal justice system.

 42. The student will recognize behavioral cues that may make it necessary to isolate, contain, and assess a person in crisis, for their own safety.

 43. In a practical application, the student will apply verbal and non-verbal strategies when responding to a person in crisis that may allow for de-escalation of emotion and more successful resolutions.

 44. The student will be able to identify people with suicidal or homicidal ideations.

 45. The student will identify how to build and sustain productive partnerships community advocacy organizations and other resources for problem solving.

 46. The student will understand that a community is not a monolith but is comprised of multiple interests and viewpoints that should be considered and respected.

 47. The student will recognize that enforcement action is not always necessary or beneficial to solve a community problem.

 48. The student will recognize that at-risk populations can be more vulnerable to victimization.

 49. Distinguish between behaviors that can be the result of a disability which might be similar to signs of intoxication, such as inconsistent responses or non-responsiveness to questions, coordination issues, heightened agitation, or inability to focus.

 50. The student will understand effective communication techniques for interacting with people in multiple contexts and with various emotional states and disabilities.

 51. The student will discuss effective techniques for communicating with individuals or groups and the differences between the two.

 52. The student will explain how a traumatic experience can adversely impact a person's ability to clearly communicate.

 53. The student will use effective techniques for defusing conflict and stress using interpersonal communication in reality-based training.

 54. The student will describe the various communication considerations when dealing with diverse populations.

 55. The student will describe adaptive verbal and non-verbal de-escalation strategies for people disabilities, including recognizing the need for sign language, interpreters, and interactive communication devices, for example a cell phone.

 56. The student will be able to explain rights granted to victims of crime by Victim’s Rights Act, including but not limited to the legal requirements for providing victim’s written notice.

 57. The student will be able to define law enforcement responsibilities to victims of crime, including persons with disabilities.

 58. The student will recognize the benefits of developing relationships with disability advocacy organizations that can assist throughout the investigation.

 59. The student will explain that CRS 18-9-111 broadened the definition of a bias-motivated hate crime to include physical, cognitive, or mental disability.

 60. The student will explain the protections afforded to persons with disabilities under the Americans with Disabilities Act and why they were needed, including but not limited to providing effective communication and reasonable accommodations for people with disabilities

 61. The student will be able to define disability as defined by the Americans with Disabilities Act. 42 U.S. Code § 12102 - Definition of disability

 62. The student will describe the types of safety nets, service providers, and resources to assist persons with disabilities, their families, friends, and caregivers.

 

 Community College Specific Outcomes and Topics

 1.  The student will be able to identify and demonstrate ethical behavior, morality and character as applied to Law Enforcement.

      a.  Understand ethical expectation of law enforcement by various group within the community

      b.  Identify common ethical situations that law enforcement officers are placed in. Then demonstrate appropriate ethical responses to address the situation.

           i.    Conflict of interest

           ii.   Gratuities

           iii.  Information for person gain (NCIC)

           iv.   Define character of law enforcement and how it embodies ethics

 2.  The student will identify and demonstrate the problem-solving responsibilities of a peace officer at the scene of a domestic dispute.

      a.  Explain and describe domestic violence definition to include intimate relationships

      b.  Understand the duties of an officer to include:

           i.    Demonstrating an awareness of cultural considerations

           ii.   Determining if a crime has taken place

           iii.  Identifying Predominant aggressor

           iv.   Establishing Probable cause

 3.  The student will identify crisis states and crisis interventions when dealing with emotionally disturbed individuals.  Select and apply appropriate skills for dealing with people in crisis to include mental illness, extreme emotional distress, and or drugs/alcohol.

 4.  The student will apply effective techniques for diffusing conflict through the use of oral-verbal and non-verbal communication skills.

 5.  The student will demonstrate the importance, purpose and format for investigative notes.

 6.  The student will describe and demonstrate the characteristics of effective investigative reports and what types of reports may be required.

 7.  The student will identify and evaluate incidents of ethnic intimidation, hate crimes, and the responsibilities of peace officers relative to these crimes.

 a.  The student will explain the importance of prompt and broad police response to ethnic intimidation (18-9-121, C.R.S.) and "hate crimes,"

 b.  To include: accurate and thorough evidence gathering, report writing, intervention and follow up investigations.

 8.  The student will explain and identify the dynamics of prejudice, discrimination, and implicit bias.

 9.  The student will evaluate and analyze the legal provisions and terms pertaining to bias crimes, ethnic intimidation, and civil damages.

 10. The student will examine and understand the impact of racial and ethnic issues on contemporary society.

 TOPICAL OUTLINE:

 I. Components of the criminal justice system

 II. Responsibilities of the law enforcement officer

 III. Communication techniques

 IV. Prejudice and hate crimes

 V. Ethics

 VI. Disabilities

 VII. Mental health

        A.  Respondents

        B.  Officers

        C.  Stress

        D.  Trauma