SRJC Course Outlines

6/18/2021 2:22:09 PMAJ 25 Course Outline as of Spring 2002

Changed Course

Discipline and Nbr:  AJ 25Title:  COMMUNITY RELATIONS  
Full Title:  Community Relations
Last Reviewed:3/11/2019

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled08 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade Only
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 

Catalog Description:
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The relationship of criminal justice practitioners and the community; casual and symptomatic aspects of community understanding; lack of cooperation and mistrust; study of behavior causes; ways to develop and maintain amicable relationships. Explore and analyze various ethnic groupings to prepare the justice practitioners for their future occupation .


Recommended Preparation:
Eligibility for ENGL 100A or ENGL 100.

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
The relationship of criminal justice practitioners and the community; casual and symptomatic aspects of community understanding; lack of cooperation and mistrust; study of behavior causes; ways to develop and maintain amicable relationships.  Explore and analyze various ethnic groupings to prepare the justice practitioners for their future occupation
(Grade Only)

Recommended:Eligibility for ENGL 100A or ENGL 100.
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Fall 1981
Social and Behavioral Sciences
American Cultures/Ethnic Studies
CSU GE:Transfer Area Effective:Inactive:
IGETC:Transfer Area Effective:Inactive:
CSU Transfer:TransferableEffective:Fall 1981Inactive:
UC Transfer:TransferableEffective:Fall 1981Inactive:
 CID Descriptor: AJ 160 Community and the Justice System SRJC Equivalent Course(s): AJ25

Certificate/Major Applicable: Certificate Applicable Course


Outcomes and Objectives:
Upon completion of the course, students will be able to:
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   A. Recognize the problems confronting the relation-
      ship of the Criminal Justice System and their community as well as
      the need for a criminal justice practitioner partnership in
      developing community resources and crime prevention programs.
   B. Recognize and identify that community relations are not the
      unique concerns of specialized units, but rather the concern of a
      department's entire personnel.
   C. Examine the communication process with a view to fostering and
      improving communications and understanding between the criminal
      justice practitioner and the community.
   D. Identify objectives for the Criminal Justice System and the
      community to achieve in order to understand and appreciate the
      nature and causes of the complex problems in people-to-people
      relations, with a view to improving minority and/or sub-culture
      group relationships.
   A. Identify differences in cultural backgrounds on at
least (3) ethnic groupings, e.g. African Americans, Asian Americans,
      Latino Americans, European American, Indigenous Persons of the
      Americas, and Americans of Middle Eastern origin.
   B. Identify and understand how the cultural composition of
      California is changing and how this change is impacting the de-
      livery of law enforcement services.
   C. Identify the benefits of valuing diversity
      both within a law enforcement organization and within the com-
      munity it serves.
   D. Identify and provide information concerning the evolution of human
rights, the nature and origins of prejudice, the nature and origins of
      discrimination, and how understanding these issues can contribute
      to more effective cultural contacts.
   E. Identify how current events or recent experiences can shape the
attitude of cultural groups towards law enforcement and towards other
cultural groups.
   F. Identify the difference between cultural
      stereotyping and law enforcement profiling.
   G. Identify the principles associated with
      professional community contacts and techniques for effective
      interaction with cultural groups.
   H. Identify areas of individual self-discovery
      concerning cultural contact experience and personal prejudices.
   I. Identify the critical role of gender within the context of
      particular ethnic groups and their relationship to the larger
   A. Identify the nature and historical perspec-
      tives associated with sexual harassment.
   B. Identify state and federal laws which define sexual
   C. Identify behaviors which constitute sexual
   D. Identify how to respond to sexually offensive
      or unwanted behavior in the workplace, and how to initiate a
      sexual harassment complaint.
   E. Identify the state mandated sexual harassment
      complaint process guidelines, legal remedies available, and pro-
      tection from retaliation against complainants of sexual harassment.
   A. Identify laws which define a hate crime.
   B. Identify the indicators of hate crimes.
   C. Identify legal rights of, and remedies available to,
      victims of hate crimes.
   D. Identify the impact of hate crimes on vic-
      tims, victim's families and the community.
   E. Identify elements which comprise an effective
      law enforcement response to a hate crime.
   A. Identify the psychological responses to
      stress and victimization.
   B. Identify the symptoms of stress and
      defuse crisis situations.
   C. Identify the provisions of the law relating to
      crime victims.
   D. Provide pertinent information to crime
   E. Identify the impact crime can have on in-
      dividuals and the community.
I.  The student will identify cultures and philosophies as
   they apply to initiating positive community interaction.
II. The student will identify the complex nature of person-
   to-person communications.  The student will demonstrate knowledge of
   the barriers to and the techniques for enhancing effective communi-
   cations between different ethnic groupings.
III. The student will identify the factors of why people in the community
behave as they do and to use this understanding to make criminal justice-
community relations and the concept of culture/ethnicity more effective.
IV.The student will participate in projects designed to develop
understanding of specific cultural groups.

Topics and Scope
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I. Criminal Justice System and Contemporary Society
   A. Roles of the Police, Judiciary and Corrections
      1. Historical perspectives
      2. Contemporary roles
      3. Role interactions within the Criminal Justice System
      4. Role interactions with the community
   B. Criminal Justice Culture
      1. Self-image of the police, judiciary and corrections
      2. Personalization of social and legal problems
      3. Job-related stress
II. The Communication Process
   A. Conceptualization
      1. Definitions
      2. Modes of communication
      3. Verbal and non-verbal factors which contribute to negative
         responses to law enforcement
   B. Developing human awareness
1. Of people and sub-cultures
2. Of events
3. Of environment
4. Of world view of cultural/ethnic groups
5. Of the source of cultural/ethnic values
   C. Techniques for enhancing effective communications
      1. Basic and applied skills
D. Disseminating knowledge and understanding
      1. Helping the public to understand the criminal justice function
      2. Communicating information to the public
      3. Inter-agency exchange of information
   E. Media relations
      1. Impact of crime news by the media
      2. Responsibility of media in crime reporting
      3. Responsibility of Criminal Justice System in crime reporting
III.Discretionary Decision Making
   A. Definition vs. discrimination
   B. Discretion vs. discrimination
   C. Policy making
IV. Community Resource Development
   A. Concept of community resource development
      1. Identification of the range of social and criminal problems
         dealt with by the Criminal Justice System.
      2. Inadequacies of the Criminal Justice System in dealing with such
   B. Overview of available resources
      1. Federal
      2. State
      3. Local
      4. Private
   C. Development and utilization of resources
      1. Law enforcement
      2. Judiciary
      3. Corrections
   D. Awareness of scientific inquiry utilizing the Scanning, Analysis,
Response Assessment method
      1. Identify the problem
      2. Collect and analyze information
      3. Cooperatively collecting and implementing solution
      4. Evaluating the effectiveness of the strategies selected
V. Crime Prevention
   A. Defining the problem
   B. Concept of crime prevention
      1. Responsibility of the Criminal Justice System
      2. Role of the community
   C. Crime prevention programs
      1. Hardware emphasis
      2. Peopleware
   A. What is a professional
   B. Cultural difference of this view
   C. Accountability
VII.Role Playing and Dialogue Sessions
   A. Guest speakers and representative chosen from ethnic groups will
      be utilized to expose the student to a wide variety of the view-
      points expressed during the lecture topics. Speakers should also
      be drawn from the Administration of Justice system to provide in-
      sight to the "system's" view of such topics.
VIII.Group Topics
   A. Topics and procedure for study shall be determined by the instruc-
      tor. These projects should pertain to the lecture topics and be
      designed to provide the student with a further analysis of the
IX.Cultural Diversity and Awareness
   A. Introduction
        1. American mosaic: One people of many
        2. California mosaic
        3. Sonoma County mosaic
   B. Definitions
        1. Race/racism
        2. Ethnic group/ethnocentrism
        3. Gender
        4. Minority group
        5. Acculturation
        6. Assimilation
   C. Race, Ethnicity and Gender in the Twentieth Century
X.Community Policing
   A. Police vs. changing times
   B. Community Based Policing
XI.Overview of Instructor's personal objective in teaching this course
   is to assist the student to become a productive member of his or her
   community and to help the student to enter the Criminal Justice field.
XII.Cultural Diversity in California
   A. What is it?
   B. Where did it come from?
   C. Cultures new to the United States?
   D. Immigrants vs. refugees vs. undocumented persons
   E. California laws which define a cultural group
   F. Terminology associated with diversity, ethnicity, and human
   G. California's cultural past, present and future
   H. Professional, personal, and organizational benefits of valuing
      cultural diversity
   I. Historical evolution of human rights in the United States
   J. Definitions of prejudice and discrimination, and the difference
      between the two.
   K. Ethnic groupings may include African Americans, Asian Americans,
Latino/Chicano Americans, European Americans, Indigenous persons of the
Americas, and Americans of Middle Eastern origin.

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  1.  Notebook requirement; mandatory.
 2.  Group projects: 3 oral presentations, 1 written paper.
 3.  Reading Assignment associated with current community relations

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
10 - 40%
Term papers
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
20 - 40%
Discussion of video presentations; group projects
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
10 - 20%
Performance exams, ORAL PRESENTATIONS
Exams: All forms of formal testing, other than skill performance exams.Exams
10 - 20%
Multiple choice, SHORT ESSAY.
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
20 - 40%
Vocabulary lists; attendance.

Representative Textbooks and Materials:
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1. California POST Basic Course Workbook Series, Learning Domain 3 -
Community Relations, California Commission on Peace Officer Standards
and Training and Office of State Publishing, Year 2000 edition.(editions
modified every one to three years depending on legal and other State

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