Main Content
Syllabus
The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
Homeland Security (HLS) 801 - Homeland Security Administration - Policies and Programs:
Foundation for understanding homeland security history, the development of homeland security policies and organizations, and current management approaches.
Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Schedule | Grading | Assignments | Academic Integrity | Accommodating Disabilities | Additional Policies
Overview
This course provides students with a graduate-level, comprehensive overview of the current state of the homeland security enterprise and its multidisciplinary character. The focus is on established knowledge and methodologies in the homeland security field of study, as applied to practice. The course emphasizes analytical thinking and application of knowledge in the context of providing pragmatic solutions for homeland security professionals.
Students in the Intercollege Master of Professional Studies in Homeland Security (iMPS-HLS) Program will work in this course with their peers across the various academic specialization areas of this program (a Base Program and several Options), as described in the iMPS-HLS Student Guidebook.
Since its creation, the United States has been subjected to threats from all hazards and has often responded in an inconsistent or incomplete manner. Its political organization, consisting of a limited federal government with security powers shared among its three branches (executive, legislative and judicial), as well as with state, local, tribal, and territorial governments, has resulted in a complex decision-making landscape for the policymaker, requiring a specific risk management doctrine.
The participation of several decision-making authorities involved in the management of homeland security, and the priority of protecting individual rights and liberties, have often resulted in situations where there are imperfect responses, contributing to our vulnerability, and leading to the question of who is in charge. Students will gain familiarity with essential terms and concepts, as well as the strategic challenge of protecting the homeland because of its very broad definition. Students will further gain an appreciation for the inevitable strengths and weaknesses inherent in the makeup of the U.S. form of governance, as well as of the global context of homeland security.
The course focuses on broad concepts of statecraft, policy, capabilities, and responses in an all-hazards perspective as well as in a global context. Through the textbook and assigned additional lesson readings, multimedia lesson content, weekly discussion forums, and various analysis and writing assignments, students will be gaining a strong foundation for understanding homeland security history, the development of homeland security policies and organizations, and current management approaches. Moreover, students will learn to apply state of the art of homeland security policy, strategy, and the scholastic study of it to solving practical problems in the mission space.
Course Objectives
This is a graduate course designed to enable the student to:
- Describe the policy realm of homeland security and its Constitutional underpinnings.
- Describe the evolution of the Department of Homeland Security and the homeland security enterprise since 2003.
- Describe the structure and members of the homeland security enterprise, including the role of the private sector.
- Understand leadership requirements and skills for the homeland security enterprise.
- Conduct defensible analysis to support decision-making.
- Explain the relationship and interaction of legislative, executive and judicial actions in execution of homeland security missions.
- Describe the organizations, policies and programs of homeland security operating at the federal level.
- Explain statutory and policy initiatives that reflect priorities for the homeland security enterprise.
- Think critically about homeland security priorities and strategies.
- Develop homeland security strategies for the future.
Required Course Materials
The following materials are required and can be purchased from the Barnes & Noble College bookstore.
- Book lists are provided upon enrollment.
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.
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 can view the Online Students' Library Guide for more information.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and services. Once you have a Penn State account, you will automatically be registered with the library within 24–48 hours. If you would like to determine whether your registration has been completed, visit the Libraries home page and select My Account.
Homeland Security Resources Guide
Penn State University Libraries host a Homeland Security Resources Guide. Students are encouraged to refer to this guide as a resource to support their work on course assignments.
Homeland Security Digital Library
The Homeland Security Digital Library (HSDL) is the nation’s premier collection of documents related to homeland security policy, strategy, and organizational management.
The HSDL is sponsored by the U.S. Department of Homeland Security’s National Preparedness Directorate, FEMA and the Naval Postgraduate School Center for Homeland Defense and Security. Students are encouraged to use HSDL resources to support their work on course assignments.
Technical Specifications
| 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. |
|---|---|
| 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. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for 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.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Schedule
Note: All due dates reflect North American eastern time (ET).
HLS 801 - Homeland Security Administration - Policies and Programs
- Course Length: 16 weeks
NOTE: All assignments will be due no later than 11:59 pm EST/EDT, Sunday evenings unless otherwise specifically stated. All assignments are due based on the Eastern time zone (ET). This ensures that all students have the same deadlines regardless of where they live.
| Study and Writing Preparation Week | |
|---|---|
| Time frame: | Week 8 |
| Assignments: |
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| Semester Break | |
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| Time frame: | Week 14 |
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No classes |
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| Lesson 12: Trends in Homeland Security: The Task Ahead (*2 weeks*) | |
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| Time frame: | Weeks 15 - 16 |
| Readings: |
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| Assignments: |
This is a 2-week lesson with assignment due dates as follows:
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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 go to the Graduation Information on the My Penn State Online Student Portal.
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.
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
| 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% |
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
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Grading Items
| # of assignments | Total Points |
|---|---|---|
| Questions for Consideration | 12 @ 10 points each | 120 |
| Short Writing Assignments | 5 @ 40 points each | 200 |
| Analysis Writing Assignments | 3 @ 80 points each | 240 |
| Homeland Security Policies/Programs Papers Assignments | 2 @ 120 points each | 240 |
| Total | 800 | |
Assignments
See the table above for information on how much/what percentage of your course grade each category of assignments constitutes.
It is important to remember that this is a graduate-level class. Therefore, those enrolled in the class will be graded on clarity of presentation, logic, reliance on accurate information and facts, integration of reading materials (including videos and online lectures) from the lesson into written presentations and discussions, and attention to detail. Please remember that your grades will not be based upon the position you take relative to given issues, but instead will rest upon the accuracy and effectiveness of your written presentations, including of academically and professionally acceptable substantiation of your argument. Simply arguing that you "feel" a certain way about something is not a reasonable defense of your position.
Complete instructions for each assignment are located in the lesson content. Please closely follow those instructions. The following information provides an overview only.
Questions for Consideration
Throughout the course, a Question for Consideration will be posed in each lesson. You are required to post a 150-word response to the lesson's Questions for Consideration, based on lesson content, lesson reading, as well as your own professional experience and thoughts. You must then reply to two fellow students regarding his or her answer to the Question for Consideration. Your replies should be approximately one paragraph (8-12 sentences) each.
The objective of the weekly discussion forums is to develop a discussion thread that stimulates critical thinking and in-depth dialogue. Professionalism and common courtesy are expected during the weekly dialogues. Each week students are expected to post one original reply to the question and reply to/comment on at least two other student postings. The original posting should be made soon enough (preferably by Thursday) to allow other students to read, digest, and draft a meaningful response by the end of the lesson.
FEMA Independent Study Course and Leadership Self-Assessment & Mission Statement
As part of Lesson 1, complete a FEMA Independent Study Course on Leadership and Influence, take its exam, and submit your Certificate of Completion. In addition, based on the insight gained from this independent study course, write a one-paragraph personal mission statement related to enhancing or developing your leadership skills for homeland security missions.
Short Writing Assignments
There are five short document/paper writing assignments (each 1-2 pages in length as specified in the assignment description). These include the following:
- Lesson 2 - Policy-Making Framework Assignment
- Draft a policy-making framework which a homeland security strategist/practitioner (you) would use to effectively analyze an issue to enable informed. evidence-based decision-making. The goal here is to develop your own functional framework which you can use in thinking about homeland security issues. In developing your framework, it can be helpful to start with a series of questions such as: what is the context of the issue? what assumptions about the situation and the international/domestic environment can be made? how does this issue fit within the greater homeland security strategy? what are the priorities? who can/should do something about this issue?, and how should they proceed? Include three to five traits from The Architecture of Leadership text that the homeland security practitioner needs to be mindful of in designing and using this policy-making framework. Then, apply that framework in a few paragraphs or a concise page to a recent or current homeland security issue or policy decision problem that you have identified in your daily readings or research.
- Lesson 3 - Role of the National Counterterrorism Center Assignment
- Study the role of the National Counterterrorism Center (NCTC), to include its mission and operations. Then write a two-page paper determining ways in which it could tie more effectively into your department's/agency's/entity's mission (the same homeland security department/agency/entity that you identified in the Getting Started Lesson).
- Lesson 5 - WMD Statement Assignment
- From the perspective of the same department/agency/entity that you identified in the Getting Started Lesson, prepare a one-page statement on your organization's responsibilities to prevent WMD [weapons of mass destruction] use against the Homeland and to promote readiness for chemical, biological, nuclear, and health security threats.
- Lesson 7 - Devising Future Programs and Policies Assignment
- Review and compare the major objectives and priorities derived from the so far published QHSRs [Quadrennial Homeland Security Reviews] to more recent statements and testimonies from homeland security committee hearings in the House and the Senate.
- Base your comparison on your review of relevant Congress committee work for the period of a week and list all the committee hearings you have reviewed for your comparison.
- Based on your comparison, acting in the role of a senior staff member working for the Secretary of the Department of Homeland Security, write a two-page briefing paper for the DHS Secretary which outlines the Department's future direction and emphasis after this current year and the status of the Department’s current (or, alternatively, most recent) budget request in the respective Appropriations Committees and/or sub-committees.
- Lesson 8 - PPD-21
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Presidential Decision Directive PPD-21 (Critical Infrastructure and Resilience) was signed by President Obama in February 2013 and remains relevant today. This directive is aimed at identifying and strengthening the security and resilience of the major elements of the United States' critical infrastructure through systematic preparation for the threats that pose the greatest risk to the security of the nation. PDD-21 reflects the complex issue of productive collaboration between the public and private sectors. It calls for efforts to “address the security and resilience of critical infrastructure in an integrated, holistic manner to reflect this infrastructure’s interconnectedness and interdependency." The directive covers cyber resilience issues as well under a mandated risk management framework. The National Infrastructure Protection Plan (NIPP) meets the requirements of PPD-21. It outlines how government and private sector participants in the critical infrastructure community work together to manage risks and achieve security and resilience outcomes. For this assignment, consider that PPD-21 designates both physical and virtual areas of infrastructure protection and consider the NIPP approach to "partnering for critical infrastructure security and resilience." With that in mind, pick one area of infrastructure protection. Explain how DHS and Sector Specific Agencies will ensure security of that particular infrastructure and what specific steps it may take to do so. Provide your comment on it in at least three paragraphs (1-2 pages), including identification of specific needs for partnering within the public sector (across different tiers of government -- federal, state, local, territorial, and tribal [SLTT]) as well as with the private sector.
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There are three Analysis Writing Assignments. These are more substantial document/paper writing assignments (each 3 pages in length) that require a higher level of synthesis and research to complete. They include:
- Lesson 4 - Presidential Study Directive Assignment
- Draft a three-page Presidential Study Directive (PSD) in which constitutional issues in homeland security missions and in addressing current domestic threats be analyzed. Remember that you, as the President of the United States, are signing this PSD. It may be written in such a manner that it is focused on the department/agency/entity that you identified in the Getting Started Lesson or it may be focused more broadly. Use PSD-1 as an example and template, but adapt it to the topic and scope of your PSD. This is both a substantive and a procedural exercise, so creative thinking is encouraged.
- Lesson 6 - Defense Support of Civil Authorities (DSCA)
- In a three-page assessment, review the role of the Assistant Secretary of Defense for Homeland Defense and Global Security in his/her capacity of representing DoD in the interagency policymaking community. In your document, list the sorts of Interagency Policy Committees he/she might attend and the relationship of his/her office to USNORTHCOM. Also, specify when and how the request is made for defense support of civil authorities.
- Lesson 10 - National Preparedness Report
- Write a three-page analytical review of the latest National Preparedness Report. Your analysis should reflect the major themes and issues which were highlighted and the overall assessment of the United States' posture on a range of incidents that challenged homeland security and societal resilience and confirmed the need to enhance preparedness across the whole community, following an all-hazards approach. Focus your discussion on those themes and issues that required activating core capabilities across the five mission areas outlined in the National Preparedness Goal: prevention, protection, mitigation, response and recovery.
Homeland Security Policies and Programs -- Research Papers
You must develop the following two three-page research papers:
The first research paper, Interagency Collaboration, should identify areas where greater interagency collaboration at federal level, and internationally, would lead to more effective homeland security policies and programs in the future. This paper is due at the end of lesson 9.
The second research paper, QHSR Issues, is due at the end of lesson 12, must address the following key analytical questions:
- How have major programs and policies changed across Quadrennial Homeland Security Reviews (QHSR)?
- What changes in risk assessment do you find between the QHSRs? What is your assessment of these changes?
- Based on current threat and overall security considerations at the present time, what specific areas of new emphasis, new polices and new programs should be itemized and prioritized in the next QHSR?
Please refer to the Lesson 9 and 12 modules for more guidance on these two research papers.
Upload your papers into the Homeland Security Policies/Programs Dropbox in the Lesson 9 and 12 folders.
Optional Live Online Sessions
You will have the opportunity to meet with your instructor and your classmates live to talk about Lesson topics, current events, and upcoming course activities through a program called Zoom.
Zoom provides many resources to help you make the most out of your Zoom sessions:
If you are unable to attend the Zoom session at the designated time, each meeting will be recorded so you can view the session at your convenience. It's a great opportunity to interact with your peers and your instructor.
Academic Integrity
Submissions may by checked by Turnitin for originality and for potential academic integrity issues.
According to Penn State policy G-9: Academic Integrity , 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 ). 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, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures 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 .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources 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.
Policies
Late Policy:
Please review the due dates as outlined in the course schedule. If you believe you will not have access to a computer close to an assignment's due date, you should plan ahead and submit your work early. Anything submitted after 11:59 PM on the due date will be considered late, and the following late deductions will apply:
- There will be a 10% grade deduction for any late work including assignments, draft work, and discussion forum postings and replies. After one week past the original due date, any late work will no longer be accepted. A batch posting of late work at the end of the semester will not be accepted.
You must hand in all major assignments to pass the course. Major assignments are: Short Writing Assignments; Analysis Writing Assignments; and Homeland Security Policies/Programs Papers Assignments.
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.
Additional Policies:
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Military Students
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.
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.
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.
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.
- Requests for taking exams or submitting assignments after the due dates require documentation of 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 Principles
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.
Last reviewed: 2020-08-14