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The purpose of this paper is to examine how various policing innovations, including problem‐oriented policing, broken windows, intelligence‐led policing, Compstat, third‐party policing, and hot spots, could be integrated into the community policing philosophy.

The paper provides a definition of community policing and individually examines each policing innovation to determine how they fit within the community policing philosophy.

The findings suggest that various policing innovations are wholly compatible with the community policing philosophy and that incorporating these innovations into community policing may improve their overall utility and the likelihood of their adoption.

The paper highlights the need for new ideas in policing to be built into existing policing innovations rather than developed in isolation.

The findings have implications for how law enforcement agencies fundamentally approach their work and come to understand and use policing innovations and how they are developed by scholars.

The paper is valuable to scholars and police practitioners because it clarifies the community policing philosophy and unifies various ideas regarding policing under one framework.

The purpose of this paper is to qualitatively understand the reactions of online publics to a victim cluster crisis as the crisis unfolds and offer a new way of tracking online hot-issue publics using comments on online news articles.

This research uses a mixed-methods approach, employing both descriptive quantitative techniques and qualitative thematic analysis.

Qualitative analyses of online news comments on BuzzFeed and the Huffington Post revealed that publics’ reaction to the cyber-attack on Sony, the following threats of attack, and Sony’s response to it largely ran counter to the situational crisis communication theory’s (SCCT) assumptions about victim cluster crises. Analyses also revealed a pattern in the volume of comments on the two online news outlets, supporting the conceptualization of hot-issue publics growing and decreasing as news coverage of an issue rises and falls.

The analysis was limited to one incident and two online media.

This paper provides empirical support for the use of online news comments to track hot-issue publics and what is important to them. In addition, tracking the tone and content of the comments allows for an examination of the fit of SCCT assumptions and provides a way for practitioners to understand public opinion and adapt communication plans based on insights gleaned from such data.

This study is one of few to provide empirical support for the conceptualization of hot-issue publics, and to do so using online news comments. In addition, it is one of very few to study the SCCT in real-world settings, examining real publics’ reactions to real issues.

The purpose of this study is to explore what new knowledge is gained at academic and professional conferences by describing how this knowledge complements or contradicts campus-based learning and previous experiences of graduate students. Through gaining insights into conference-based learning, researchers and policymakers can create more complex and dynamic graduate student learning experiences and design conferences that welcome and encourage graduate student perspectives and voices.

Rooted in transformative learning theory, this qualitative study explores what and how master’s level graduate students learn at professional and academic conferences.

Findings point to four categories of learning through conferences: students acquired empirical knowledge, gained insights into professional and scholarly trends and values, explored diversity of the conference body and their own belonging and benchmarked their knowledge in relationship to scholars and professionals. Interviewees gained this knowledge by linking conference-based learning to their graduate school curriculum and previous knowledge and experiences.

Findings suggest considerations for educators, policymakers and administrators to enhance learning in graduate programs through in-person and virtual conference attendance.

This study adds to minimal existing research on graduate student learning beyond the campus that contributes to holistic learning at the master’s level. The findings on conference-based learning for graduate students go beyond the common notion of conferences as places of socialization for graduate students. These findings are increasingly relevant as academic and professional conferences are being reconsidered in the shift to the virtual space.