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Syllabus
HLS 594 - RESEARCH TOPICS
(3 credits) Supervised student activities on research projects identified on an individual or small-group basis. Capstone course for students in the Intercollege Master of Professional Studies in Homeland Security (iMPS-HLS) Base Program.
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
HLS 594 is the capstone course providing the culminating experience for students in the Intercollege Master of Professional Studies in Homeland Security (iMPS-HLS) Base Program.
- The course builds on the knowledge components and skills students have gained in prior courses in the program, and students should actively use and integrate those during their work in this capstone course.
- The purpose of this course is to provide a culminating study and research experience in order to develop additional competencies in problem identification; conducting, using, and interpreting research for problem-solving; professional writing and oral presentation; as well as group research and presentation skills.
- During the course, you will work both individually and within one of several assigned groups.
The course therefore requires you to demonstrate evidence of analytical ability and synthesis of material, as gained in the iMPS-HLS program. You are also expected to actively use knowledge, analytical insight, and experience gained in your previous classes and throughout the program as a whole.
As the capstone course that provides the program's culmination experience (in lieu of a thesis), this course does not have a weekly lesson structure but is broken down into four progressive Challenges, based on specific research topics to be addressed in individual as well as in teamwork, as defined in the respective course modules and summarized below. The focus is on using research methods such as policy analysis and scenario foresight for homeland security and national preparedness.
- Challenge 1 requires you to assess, and to some extent practice, your leadership and communication skills, in particular as they apply to a homeland security career.
- Challenge 2 requires you to assess the quality of professional writing in homeland security, focused on case studies and policy papers.
- Challenge 3 requires you to produce a brief scenario, a policy paper to address that scenario, and a PowerPoint presentation of the paper.
- Challenge 4 requires you, working in teams, to undertake scenario foresight, scenario development, scenario analysis, scenario preparedness report writing, and dissemination of findings through a PowerPoint presentation.
Course Objectives
Students will learn and gain further experience in structured problem-solving skills, communication skills, and working in groups to solve problems and present solutions. The course is designed to increase the ability of students to:
- Conduct, use, and interpret research for real-world problem-solving in the homeland security enterprise;
- Identify and assess homeland security-specific research resources and research outcomes, and evaluate their practical relevance;
- Develop the ability to identify and resolve complex problems facing decision-makers in homeland security roles;
- Improve their written and oral professional communications skills and their leadership skills as they are essential for homeland security careers;
- Work effectively in a community of scholars;
- Integrate and report group findings to key decision-makers in an evidence-based way.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.E-Book Option: An online version of one or more of your texts is available at no cost as a Penn State Library E-Book. Some E-Books will only be available online, while others will be available to download in full or in part. You may choose to use the E-Book as an alternative to purchasing a physical copy of the text. You can access the E-Book by selecting the Library Resources link on the course navigation, and then selecting the E-Reserves link. For questions or issues, you can contact the University Libraries Reserve Help (UL-RESERVESHELP@LISTS.PSU.EDU).
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
Please refer to the University Registrar's information about University grading policies.
Challenge 1 - Homeland Security Leadership and Communication Self-Assessment - 7 points
- Introduce yourself to your classmates by recording a Getting acquainted introduction using Zoom - assess yourself, and identify your strength and weakness in leadership skills as well as professional writing and oral communication, as they relate to homeland security missions and functions.
- Record a 3-4 minutes narrated PowerPoint (including 2-3 slides) in Zoom to answer to the questions posted in Challenge 1 - Leadership and Communication Assessment - Homeland Security Presentations Discussion Forum (5 points).
- Fully participate in the Challenge 1 Perspectives and Resources and the Challenge 1 Wrap-Up discussion forums (2 points).
Challenge 2 - Homeland Security Analytical Writing Assessment - 17 points
- Students will select two documents from given sets of examples of homeland security case study and policy papers and be required to critique each. Students will do so in one comprehensive paper, with an overall introduction and conclusion (5 single-spaced pages in total), following Challenge 2 Case Study and Policy Paper Assessment instructions. The response will be worth a maximum of 15 points toward the final grade.
- Fully participate in Challenge 2 Perspectives and Resources and the Challenge 2 Wrap-Up discussion forums (2 points).
Challenge 3 - Individual Analysis: from Case to Scenario - 28 points
This challenge requires you to:
- select a case from the textbook as instructed; based on that case, develop a scenario (resulting in a half-page scenario description) of a homeland security program at federal or state, local, territorial, or tribal (FSLTT) level on increasing resilience to the kind of hazard addressed in the case and your scenario.
- actively using your learning experience and outcomes from Challenge 2, write a policy analysis paper addressing that scenario (4-5 single-spaced pages of text body, in the layout specified in Challenge 3 Policy Analysis Paper) (20 points).
- deliver a narrated PowerPoint presentation (6-8 slides) of your policy paper's findings and provide comments to other students' presentations (5 points) in the Challenge 3 Narrated PPT Presentation Discussion Forum.
- fully participate in the Challenge 3 Perspectives and Resources, the Challenge 3 Life After Death by PowerPoint, and the Challenge 3 Wrap-Up discussion forums (3 points).
Challenge 4 - Scenario Foresight-based Collaborative Problem Solving - 48 points
The final challenge focuses on forward-looking (scenario-based) problem solving and problem-solving skills and requires group work. This challenge requires you to:
- Follow the specific instructions (including point-of-departure case selection from the DHS Significant Cases collection) and use the resources in the Challenge 4 module.
- Share with your group a 2-3-page, single-spaced report contributing initial scenario foresight information and analysis, based on extrapolating on the point-of-departure case chosen by your group in a 5-10 years time frame; this report also needs to include a draft contribution to the comprehensive scenario description that your group will need to develop (ungraded).
- Based on an initial analysis of the underlying case, develop a Group Work Plan for a Scenario Foresight Study that will result in a futuristic (5-10 years time frame) scenario (1 point).
- As a group, accomplish the integration of the scenario information and develop a coherent description of your scenario (4 single-spaced pages), including a title for your scenario; a list of recommended resources in addressing the scenario; and a list of criteria you would apply to assess how well a group responds to your scenario (7 points).
- Your scenario will be given to one of the other groups, which will respond to it (this will be your Scenario End User Group). You will later on asses that response.
- You will then be provided a scenario that was developed by a different group. Analyze that scenario and develop a recommended course of action on how to improve preparedness for it (1 point).
- Written Scenario Preparedness Report – submit a 35-40 page, double-spaced report on scenario preparedness based on your analysis of the scenario you were provided (20 points).
- Deliver a narrated PowerPoint presentation of 12-15 slides in total, presenting to an imagined executive decision-maker the main findings and recommendations from your Scenario Preparedness Report and provide comments to other groups' presentations (10 points).
- Submit your group’s Evaluation of your Scenario User Group: a peer review of how well the group that was given your scenario analyzed it and identified and addressed preparedness challenges (2 points) – propose a score from 0 to 100% for that group's overall accomplishment in dealing with your group's scenario, applying the evaluation criteria you listed in the assignment: Scenario Integration, Description, and Assessment Criteria.
- Submit a 2-page reflective paper - each individual in the group will prepare a comprehensive professional paper, identifying and assessing the way in which the group went about its work during the semester: how the group divided work among members, how the group communicated throughout the process, how effective the group process was, where risks were and how they were managed, and how you would assess each of the group members, including yourself (5 points).
- Fully participate in the Challenge 4 Perspectives and Resources and the Challenge 4 Wrap-Up discussion forums (2 points)
Discussion forums - 8 points
The goal of the course discussion forums in each of the Challenges ("Perspectives and Resources" and "Wrap-up") is to generate scholarly conversation between all the course participants, including in preparation for and assessment of the research teamwork in Challenge 4. So be sure to make complete and reasonably timely contributions (no later than 24 hours prior to the final due date), review the posts, and reply to at least two of your fellow students' comments (a minimum of two replies is a requirement). For example, an initial posting made in the evening of the last day (posted due day) of the discussion forum and replies made a few minutes before midnight of the forum's closing day will only have a limited impact on class discussion, which will be reflected in the assignment score.
Semester Grading
| Assignments | Points | |
|---|---|---|
| Introduction | Getting Acquainted Zoom Recording | not graded |
| Challenge 1 | Challenge 1 Perspectives and Resources Discussion Forum participation | 1 |
| Leadership and Communication Assessment - Presentation on most critical current homeland security challenge (Zoom Recording) | 5 | |
| Challenge 1 Wrap-up Discussion Forum participation | 1 | |
| Challenge 2 | Challenge 2 Perspectives and Resources Discussion Forum participation | 1 |
| Practical Assessment of Homeland Security Analytical Writing | 15 | |
| Challenge 2 Wrap-up Discussion Forum | 1 | |
| Challenge 3 | Challenge 3 Perspectives and Resources Discussion Forum participation | 1 |
| A Policy Analysis Paper including a scenario | 20 | |
| Life After Death by PowerPoint Discussion Forum | 1 | |
| A Narrated PowerPoint Presentation of the Policy Analysis Paper | 5 | |
| Challenge 3 Wrap-up Discussion Forum | 1 | |
| Challenge 4 | Challenge 4 Perspectives and Resources Discussion Forum participation | 1 |
| Choose a point-of-departure case for scenario development, based on the options given to you by the instructor, and discuss your group preference(s) with your instructor and in class before finalizing your choice | -- | |
| Initial scenario foresight information collection and analysis (individual) | Contribution to Scenario integration and description assignment | |
| Group Plan for Scenario Foresight Study (own scenario) (group) | 1 | |
| Scenario integration and description - to be provided to one of the other groups (group) | 7 | |
| Group Plan for Scenario Analysis - scenario given to you by another group (group) | 1 | |
| Written Scenario Preparedness Report – analyzing the scenario provided to you from a preparedness point of view (group) | 20 | |
| Narrated PowerPoint Presentation of main findings and recommendations from the report (individual contributions) | 10 | |
| Scenario User Group Evaluation (group) | 2 | |
| Reflective Paper | 5 | |
| Challenge 4 Wrap-up Discussion Forum | 1 | |
| Total | 100 | |
According to Penn State's grading system, 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
| Letter 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% - 0 |
According to Penn State's grading system, the final course letter grade will be assigned based on the instructor's comprehensive evaluation of the student's scholastic achievement in class. There is no mandatory 1:1 percentage - letter grade ratio.
The student must submit all assignments and pass each challenge in order to receive a final course letter grade.
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Please refer to the University Registrar's information about University grading policies. If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
- Course Starts: August 24, 2020
- Course Ends: December 11, 2020
- Course Length: 16 weeks
- Deadlines: All assignments will be due on the specified dates unless otherwise specifically stated.
Note on readings: Do the readings in the order provided in each Challenge. They are structured in such a way as to build upon one another or interact in certain ways.
Note for students in the International Track: Students from the International Track within the iMPS-HLS Base Program will be assigned to a dedicated group and be given specific additional information, and instructions as to which set of case studies and scenarios to choose from, focusing on the international dimension of homeland security.
| Course Introduction & Challenge 1: Homeland Security Leadership and Communication Self-Assessment | |
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| Time frame | August 24 - August 30, 2020 (Week 1) |
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| Challenge 2: Practical Assessment of Homeland Security Analytical Writing | |
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| Time frame | August 31 - September 13, 2020 (Weeks 2 - 3) |
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| Challenge 3: Individual Analysis - from Case to Scenario | |
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| Time frame | September 14 - October 4, 2020 (Weeks 4 - 6) |
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| Challenge 4: Scenario Foresight-based Collaborative Problem Solving | |
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| Time frame | October 5 - December 11 (Weeks 7 - 16) |
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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 courses) and policy GCAC-805 Academic Integrity (for 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 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.
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.