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) 802 - Multifaceted Approaches to Homeland Security and Defense
Examination of the roles of the public and private sectors and the military in preparing, mitigating, and responding to disasters. Prerequisite: HLS 811 (previously HLS 401)
Overview
This course focuses on the examination of the roles of the public and private sectors and the military in preparing, mitigating, and responding to disasters. It will motivate students to understand how to protect against and respond to the threats of the 21st century.
Preparedness and responsiveness have long been part of the law enforcement and military lexicon; however 9/11 expanded the terms' application and the number of people who held responsibility for their implementation. The result is a growing interest surrounding the nature of the terrorist threat and how intelligence fusion is essential to prevention; the role of the military in civil society; cooperation among federal, state, and local agencies as well as the private sector in response to a catastrophic event; the importance of planning and exercises to improve the mitigation of such events. This course, Multifaceted Approaches to Homeland Security, introduces relevant perspectives and concepts related to these topics and develops a framework that demonstrates their interconnectivity. In addition to providing a conceptual understanding of key ideas, it familiarizes the students with the roles played by various entities (e.g., law enforcement, intelligence organizations, the military, and federal, state, and local agencies) and the and de facto framework in which they exercise their responsibilities. The course introduces students to intelligence and the importance of intelligence fusion as a counter-terrorism force as well as the need for collaboration among all relevant actors and the integration of actions and planning. Finally, it provides an opportunity for students to apply knowledge and methodologies to real-world cases, practically assessing key components in mitigating the impact of future events.
Course Objectives
This is a graduate course designed to encourage the student to:
- Recognize the inter-connectivity of the issues being addressed and reflect on the pertinent successes, problems, and challenges related to formulating policy around homeland security and defense
- Explain what the current threat environment is, with a focus on terrorist threats
- Define the roles and responsibilities of various organizations in dealing with the man-made and natural disasters
- Explain the role of intelligence in homeland security
- Discuss the successes and challenges of inter-agency and public-private cooperation
- Apply the knowledge and methodologies learned to real-world cases and practical challenges in homeland security, with a focus on fostering a resilient nation
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.
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.
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. |
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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. |
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 802: Collaboration and Integration: Multifaceted Approaches to Homeland Security
- Course Starts:
- Course Ends:
- Course Length: 15 weeks
Note: All due dates reflect North American Eastern time (ET).
The Getting Started Lesson and Lesson 1 are both due at the end of Week 1.
| Getting Started Lesson & Lesson 1: Cross-Disciplinary Perspectives on an Evolving Homeland Security Mission Space | |
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| Time frame: | Week 1: |
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| Assignments: |
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| Lesson 2: Key Risk Constellations and Assessing the Strategic Hybrid Threat | |
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| Time frame: | Week 2: |
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| Lesson 3: Securing Against the Evolving Terrorist Threat | |
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| Time frame: | Week 3: |
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| Lesson 4: Protecting Critical Infrastructure - What is it? | |
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| Time frame: | Week 5: |
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| Lesson 6: Public Health Emergency Preparedness and Agricultural Biosecurity & Case Study II: Operation Jump Start | |
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| Time frame: | Week 7: |
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| Lesson 7: Introduction to Intelligence | |
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| Time frame: | Week 9: |
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| Lesson 8: The U.S. Intelligence Community | |
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| Time frame: | Week 10: |
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| Lesson 9: Intelligence in Counter-Terrorism and Homeland Security & Case Study III: Intelligence Brief | |
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| Time frame: | Week 11: |
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| Case Study III: Intelligence Brief | |
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| Time frame: | Week 12: |
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| Lesson 10: Examples of Missions, Technologies, and ELSI Challenges | |
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| Time frame: | Week 13: |
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| Lesson 11: The National Response Framework and the Implementation of Smart Resilience in Turbulent Times & Case Study IV: Final Case Study | |
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| Time frame: | Week 14: |
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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.
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
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Grading Items
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Points | Percent of total grade | |
|---|---|---|---|
| Weekly Discussion Forums | 8 @ 15 points each |
120
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30% |
| Module Assignments (2 Case Studies, 1 Intel brief) | 3 @ 50 points each |
150
|
38% |
| Final Case Assignment | 1 @ 130 points |
130
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32% |
| Total |
400
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100%
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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% |
Please refer to the University Grading Policy for Graduate Courses for additional 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.
Assignments
A general note on all assignments:
In the professional world, you usually have very little time to present your thoughts to those in charge. This is why it is essential to be concise in your assignments. Write clearly and be concise.
- In grading your discussion responses, the instructor should be able to tell your basic point from your subject line. For example, "Inter-agency Communication Requires Trust."
- The amount of space that you have to write assignments is limited, in order to get you to think about your points and avoid much of extroneous information.
Due Dates: Assignments due dates are posted on the list in the ASSIGNMENTS section of the course.
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Weekly Lesson Activities
- Good class participation is an important component of this course. At the end of each lesson there is an activity that requires your participation. Good participation includes posting substantive comments on discussion boards, reading and responding to the posts of others, and reflecting upon current events related to the course’s topics. Quality (including reference to the textbook and course lessons) and sensitivity of posted comments on the work of others is also part of the grading for this activity.
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Module Assignments
Your first requirement is to answer the discussion item/question. The objective of the weekly discussion forums is to develop a “discussion thread” that stimulates critical thinking and in-depth dialogue. The second requirement is to reply to at least two other student postings. Again, professionalism and common courtesy are expected during the weekly dialogues.
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Final Case Study Assignment
- At the conclusion of the course, each student is expected to submit a case study related to a real-world situation (which may in include your professional experience as it relates or is applicable to homeland security and defense) or a fictitious situation that applies what was learned in the modules.
- Use a case that falls within the area of topics addressed in the textbook for this course, Cross-disciplinary Perspectives on Homeland and Civil Security.
- It is expected that this case will be 1500 words in length and will address the following:
- What is the subject?
- Why is it important?
- What are the important events and time frame?
- What were the challenges faced in the case study?
- How were they addressed?
- Were they addressed successfully?
- Cases should deal with a relevant topics but may be from experiences earlier in one's career. They should be:
- Analytical, rather than informative, and expand upon one or more of the course main topics.
- Applied what is presented/found in cases to establish common elements that are transferable (e.g., criteria)
- Topics are highly flexible and should focus on issues that are pertinent to the student and can relate to other subjects in the course and Intercollege Master of Professional Studies in Homeland Security (iMPS-HLS) program generally.
- Students will use the textbook as a point of departure but to root their case study in the external research that they are expected to accomplish.
- Students are expected to conduct research rather than providing a “stream of consciousness.” Thus, citations and a bibliography must be included, and do not count in the total page count. Wikipedia is not considered a viable source of documentation by itself. Check the Wikipedia citation, if one does not exist, you need to corroborate your information.
- Students are expected to use the "Homeland and Civil Security Research Guide" from the textbook to support their research.
- Cases will be assessed on the following criteria:
- Clarity of subject – what is being examined and why is it significant?
- Defined structure of case (i.e., see questions above)
- Development of points that support questions through the use of research and experience
- Analytical strength and resourcefulness
- Professionalism of paper layout and language, including grammar and spelling (shortfalls will be clearly reflected in the assignment grade)
- Late papers will be marked down 1/2 a grade per day (not class) that they are late. No submissions are accepted after the posted last day of the course ("Course Ends" date on the course schedule).
- The instructor will be available to review outlines and help will the selection of topics.
Student Role and Expectations
Students will be expected to assess and discuss with others in the class recent events, case studies, and hypothetical situations. Seldom is there a defined correct answer, but instead students are expected to assess, analyze, and reflect upon policies, procedures, and past actions to better understand how decisions are made and suggest innovations. Therefore, communication among individuals will be an essential part of this course. This is potentially a confrontational topic and to be current must deal with information that some may consider offensive. Examples used throughout this course are not chosen to advance a specific political agenda but to challenge students to think and enhance their understanding of these issues and their implications.
- 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 Values.
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 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.
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.
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.
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.
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.