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Syllabus
HLS 476 - Homeland Security Intelligence
This course will provide students with an in-depth understanding of the organizations providing strategic and operational intelligence support to the US homeland. Students will examine organizational roles and missions, and the relationships among federal, state, local, tribal, territorial, private sector entities, and homeland security.
Overview | Objectives | Materials | Library Resources | Technical Requirements and Help | Course Requirements and Grading | Course Schedule | Academic Integrity | Student Success and Support Resources | Additional Policies
Overview
The Homeland Security Intelligence course provides an in-depth of knowledge of key intelligence issues for homeland security professionals. The course achieves this goal by analyzing and educating students on the following intelligence issues and skills:
- collection capabilities and analytical tradecraft;
- intelligence writing;
- processes for developing relevant and timely intelligence for federal, state, and local customers;
- current and emerging threats;
- providing intelligence support to policy formulation, prevent, protect, and response functions of homeland security.
This is all important information for current and future homeland security and criminal justice practitioners.
Homeland security and law enforcement professionals are producers as well as consumers of intelligence products. This includes state and local officials who are part of the homeland security enterprise and the law enforcement network, and who must ultimately respond to potential threats and attacks.
This coursework will provide students with an in-depth understanding of the intelligence cycle, intelligence production process, analytical tradecraft, and the Intelligence Community’s organization and operations. Graduates of this course will have an advantage in applying for intelligence research specialist, criminal research specialist, and other intelligence analyst and operational positions with federal, state, and local agencies. Intelligence Officers are a key component of the homeland security and law enforcement capabilities, and represent an excellent career path for Penn State graduates.
Course Objectives
- Recognize and understand the role of the DHS Intelligence Enterprise as well as other agencies and partner organizations in the Homeland Security Intelligence Environment.
- Recognize and understand the complexity of the relationships, laws, regulations, policies and strategies that exist in the Homeland.
- Understand intelligence laws, authorities and expectations in the Homeland post 9/11 Environment.
- Recognize and understand the roles (strengths and weaknesses) of the various partners: Federal, state, local, tribal, territorial, and private sectors.
- Understand the role of the National Network of Fusion Centers.
- Understand and recognize the intelligence collection, analysis, and writing methods.
- Understand the manner with which strategic intelligence priorities are established and worked in the Homeland.
- Evaluate the pre and post-9/11 environments with regard to the law enforcement and intelligence cultures examining how homeland intelligence is conducted in the U.S.
Required Course Materials
For pricing and ordering information, please see the Barnes & Noble College website.
Materials will be available at Barnes & Noble College approximately three weeks before the course begins. It is very important that you purchase the correct materials. If your course requires one or more textbooks, you must have exactly the correct text required (edition and year).
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements and Help
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
| Help | If you need technical assistance at any point during the course, please contact the Service Desk. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information about completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
Course Requirements and Grading
The World Campus follows the same grading system as the Penn State resident program. The grades of A, B, C, D, and F indicate the following qualities of academic performance:
A = (Excellent) Indicates exceptional achievement
B = (Good) Indicates extensive achievement
C = (Satisfactory) Indicates acceptable achievement
D = (Poor) Indicates only minimal achievement
F = (Failure) Indicates inadequate achievement necessitating a repetition of the course in order to secure credit
Grading Scale
| Grade | Percentage |
| A | 100% - 94% |
| A- | < 94% - 90% |
| B+ | < 90% - 87% |
| B | < 87% - 84% |
| B- | < 84% - 80% |
| C+ | < 80% - 77% |
| C | < 77% - 70% |
| D | <70% - 60% |
| F | < 60% |
Discussion Forums
Your posting should be articulate and thoughtful - based on your takeaways from this lesson and its assigned readings, yet concise. Include examples from the lesson where appropriate to support your point of view. The discussion forum question is just the starting point for discussion. The key is to add your own insights, experiences, and additional research as appropriate. Post your response to the discussion question by Thursday of each week. Respond to two of your fellow classmates by Sunday. The objective of the discussion forum is to develop a discussion thread that stimulates critical thinking and in-depth dialogue. Professionalism and common courtesy are expected.
Information Papers
Information Papers are used in the Intelligence Community (IC). They are not intelligence products but are frequently used to advise senior management of important information. They are often used, along with briefings, to frame issues or provide updates to senior intelligence officials. IP’s are used to prepare senior officials, diplomats, and liaison officers for meetings with senior government officials or foreign liaison contacts.
Your boss has directed the following format for Information Papers. You do not have the authority to amend this format.
Warning: Do not stray from this format unless you actually enjoy having your work returned to you with a note from the Chief of Staff or your boss asking why you can't follow simple instructions (i.e., the prescribed format).
Tip: The main topics should, at a minimum, cover/address those specified topics in the Graded Assignment. Focusing on the specified topics will also preclude you from wandering into other, non-important subject areas. Your highlights - a minimum of three, please - will flow more smoothly if you begin each with an action verb (e.g., establishes, forms, produces, facilitates, enhances, etc.). Lastly, always insert a line between highlights to facilitate note-taking by your readers.
It is expected that the reader may contact the author for additional details. Information Papers should not contain opinion, conjecture, findings, or recommendations unless otherwise requested. Every supervisor has his/her way of seeking information on a subject; you'll encounter many should you seek a career in the homeland security intelligence enterprise.
Decision-makers will usually provide guidance in advance as to length, composition, topics to be included, etc. Try to capture data in short, declarative sentences vice long paragraphs. Bullet points work especially well and are generally preferred over running narrative.
Citations (footnotes & end notes) are not usually used unless otherwise indicated by your particular agency style/format manual; it is expected that you can provide the reference if asked. I suggest, however, that you include citations on your copies in case the boss asks where you derived the information. Your boss may delete these as the Information Paper moves forward in final form.
Information Papers are routinely used with an accompanying PowerPoint presentation (printed as a Handout) during cabinet meetings, interdepartmental communications, and external presentations/briefs to Homeland Security oriented individuals/committees. In fact, many agencies provide an Information Paper and the PowerPoint presentation - printed in Notes Pages format - to meeting attendees or note-taking purposes.
- Required Length: 750-1000 words. Note: I only count the Background & Main Topics/Highlights sections.
- Required Font Size: Preferably 11 or 12 pt; use nothing smaller than 11 pt nor larger than 12 pt.
- Required Margins: 1" all around (to save paper - budget cuts!)
The following format will be used in this course; do not stray from it. The bolded/black text must appear in every Information Paper. You must include, at a minimum, the following items:
[Type of paper/correspondence; this must appear] Information Paper
[Subject/Title of your paper] "How to Craft Information Papers"
Purpose. To provide information on [the subjects specified in the Graded Assignment]
Background. [Provide a paragraph which introduces the subject to your readers. This should include a general background, events that may have led to this subject being an issue, etc. Additionally, include an introductory statement that introduces your main topics - usually depicted as bullet points/highlights.]
[Major Topics that contain the major topical information you wish to highlight; bold and set them against the margin as indicated below. Provide a 1-2 sentence Overview of the major topic and then use indented bullet points to indicate the key highlights of each of your Major Topics. Think of this particular section as your de facto Table of Contents. For example:]
Composition of Information Papers. Information Papers are used throughout all levels of the Intelligence Community to provide general information on a given subject to senior officials and their staff. Here are three major highlights (DO NOT USE THE WORDS “HIGHLIGHT”… in your paper.):
- Information Papers are short - no more than 1000 words.
- Sub-highlight #1 (Begin each highlight with an action verb to stress the highlight.)
- Sub-highlight #2
- Information Papers provide general information; specific details may be requested in other papers.
- Sub-highlight #1
- Sub-highlight #2
- Information Papers can be used as Meeting Handouts during meetings or sent electronically.
Uses of Information Papers. Depending on the particular government agency, elected and appointed officials may choose the Information Paper type of correspondence to inform constituents of emerging issues or simply revisit previous information.
- Information Papers should be written with no specific recipient in mind unless otherwise directed.
- Information Papers may be sent electronically in mass mailings.
- Information Papers should not ask questions, provide opinion or appear to be in any way condescending to the readers.
For Additional Information: [These are the references used in the preparation of this Information Paper; please use APA style and limit to three good sources, no Wikipedia]:
[Reference #1]
[Reference # 2]
[etc.]
POC: [Point of Contact (author), office or office symbol, email address, phone number in case there are follow-up questions and date prepared]: Jim Powers, OHS, jfpowers@comcast.net, 717-123-4567, 1 Jul 12 (This line is used at the end in case the reader has additional questions; it usually contains the writer's name, email address, phone number and date prepared.)
Late Assignments: Late assignments on papers will be accepted up to one week after the due date with the instructor's prior consent. The paper will receive an automatic deduction of 10 percent. Late discussions are not accepted.
Please refer to the University Registrar's information about University grading policies.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.
- Course begins:
- Course ends:
- Course length: 16 weeks
Getting Started and Lesson 1: The Intelligence Cycle
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Lesson 2: The Intelligence Community
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Lesson 3: Analysis, Classification, and Reporting
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Lesson 4: Learning Assessment and Live Online Collaborate Session
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Lesson 5: 9/11 The Failure and Response: The Intelligence Sharing Environment (ISE)
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Lesson 6: Sources of Intelligence Part I
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Lesson 7: Sources of Intelligence Part II
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Lesson 8: Policy and Political Capital
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Spring Break
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Lesson 9: Targets and Threats
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Lesson 10: Threat Assessment and Collaboration Session
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Lesson 11: Managing the Intelligence Function
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Lesson 12: Federal Law Enforcement Roles and Responsibilities in Intelligence Support to Protect the Homeland
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Lesson 13: State Law Enforcement Roles and Responsibilities in Protecting the Homeland
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Lesson 14: How the Intelligence Community Prevents Terrorism in the Homeland
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Lesson 15: Learning Assessment and Live Online Collaborate Session
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal
integrity; respect other students' dignity, rights, and property; and help
create and maintain an environment in which all can succeed through the
fruits of their own efforts. An environment of academic integrity is
requisite to respect for oneself and others, as well as a civil community.
In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.
All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.
Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.
Student Success and Support Resources
The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:
- Finances—tuition, scholarships, and financial aid
- Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
- Enrollment and Registration—course planning, adding and dropping courses, and much more
- Course Work and Success—academic advising, tutoring, and other services
- Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more
Following are some key resources.
Student Disability Services
Penn State welcomes students with disabilities, whether permanent or temporary, visible or hidden, into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Graduate students: Please see the Student Disability Resources website for graduate student resources.
Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.
Counseling and Psychological Services
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Military Student Information
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Additional Policies
- Privacy Notice:
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
- Student Responsibilities and Conduct:
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Values.
- Report Bias:
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.