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.
HLS 832: U.S. Military's Domestic Imperative: Homeland Defense and Defense Support of Civil Authorities (3 credits):
This course will provide a broad overview of homeland defense (HD) and defense support of civil authorities (DSCA) as undertaken in the United States since 9/11. It will explain the military's homeland defense mission and domestic support of civil authorities during disasters, and the distinctions between the two. Any prospective homeland security practitioner and future leader within the homeland security enterprise should understand the basics of the Department of Defense’s (DOD) roles, missions, and functions in protecting the homeland.
Overview
This course will provide a broad overview of HD and DSCA and will explain the military's homeland defense mission and domestic support of civil authorities during disasters, and the distinctions between the two. Any prospective homeland security practitioner and future leader within the homeland security enterprise should understand the basics of the Department of Defense’s (DOD) roles, missions, and functions in protecting the homeland.
The goal is to provide you with the generally accepted body of knowledge in HD and DSCA required of a homeland security professional. The course focuses on a number of areas: the policies and procedures enacted since 9/11; the roles, missions, and functions of DOD in a HD or DSCA environment; the key players at the federal, state and local levels; and legal issues critical to the conduct of homeland security and defense activities. In addition to gaining a broad, general understanding of these topics, you will also gain some experience in critical thinking, develop an appreciation for the growing body of literature in the disciplines of HD and DSCA, and have the opportunity to examine key issues in depth through weekly discussion forums and formal writing assignments.
Course Objectives
- Examine the critical thinking skills necessary to advance the discourse among homeland security practitioners regarding Defense Support of Civil Authorities (DSCA) and homeland defense (HD)
- Evaluate the responsibilities and functions of the Department of Defense (DOD) associated with DSCA and HD.
- Identify and explain the major policies, legislation, and legal authorities that shape HD and DSCA.
- Explain how the United States, in an attempt to shape the strategic landscape, employs all elements of national power in support of HD.
- Identify and distinguish between the DOD’s HD and DSCA objectives.
- Identify the organizations that play a key role in HD and DSCA and evaluate the way in which they communicate within the Interagency, as well as interorganizationally with state officials and others.
- Assess the way in which relevant components of DOD respond to a set of conditions to respond to incidents and catastrophic events when needed.
- Evaluate the impact that catastrophic events, both natural and human-caused, have on DOD.
- Describe key planning considerations for HD and DSCA missions.
- Analyze the readiness challenges facing the Army National Guard and Reserve Component and how those challenges could impact HD and DSCA missions.
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.
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
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 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
- Course Starts
- Course Ends
- Course Length: 16 weeks
Getting Started Lesson Parts A and B
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Lesson 7
Semester Break
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Note: All due dates reflect North American eastern time (ET).
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.
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.
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 Policies
Deferred Grades
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.
Grading Criteria
| Assignment | Number of Assignments | % of Total Grade |
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| Weekly Discussion Forums | 14 @ 2% each | 28% |
| Super Storm/Hurricane Sandy Case Study Analysis | 1 | 18% |
| Topic Papers | 2 @ 23% each | 46% |
| FEMA Independent Study Course | 1 | 8% |
| Total | 100% |
Grading Scale
| Grade | Percentage |
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| A | 100% to 94% |
| A- | < 94% to 90% |
| B+ | <90% to 87% |
| B | < 87% to 84% |
| B- | < 84% to 80% |
| C+ | < 80% to 77% |
| C | < 77% to 70% |
| D | < 70% to 60% |
| F | below 60% |
Assignments
Discussion Forums
You will find a Discussion Forum associated with each lesson throughout the course.
Weekly Discussion Forum
Participation constitutes 28% of your final grade (14 Discussion Forums @ 2% each).
You can find the Grading Rubric for Weekly Discussion Forums in the "Grading Rubrics" Folder in the primary course Activities folder.
Super Storm Sandy Case Study Analysis
Lesson 10 is devoted to a relatively in depth examination of Super Storm/Hurricane Sandy. A case study analysis will be required and a framework for this assignment is provided.
This case study constitutes 18% of your final grade.
Topic Papers
Two topic papers of eight pages (of text...not including the title page, Abstract, and reference page(s)) in length relating to a specific HD or DSCA topic are required. Students may also choose to expand upon a topic brought up during the weekly discussion forums, as long as the subject matter falls within the themes of the course.
The U.S. Northern Command (NORTHCOM) has published a list of recommended research topics. This is a great resource for ideas for your papers. I recommend taking a look.
Here are a few other ideas:
- What is the proper relationship between homeland security and homeland defense?
- How deeply can the U.S. Armed Forces be involved in DSCA without becoming a potential threat to privacy and liberty?
- What should the role of the National Guard be in homeland security and homeland defense? Here you should make clear distinctions between State active duty, Title 32, and Title 10 missions.
- What are the most critical legal issues for U.S. Armed Forces operating in the homeland?
- Is it time to revise the Posse Comitatus Act?
- Is current military education and training sufficient for handling homeland defense and DSCA missions?
Due dates are listed in the syllabus (Lesson 4 and Lesson 8); these papers constitute 46% of your final grade (23% each).
Students must utilize APA style for these assignments. Papers must be double-spaced, have one-inch margins, and be in Arial font 11. Information on APA style can be found in the Writing Resources folder on the main Activities page. Also, it is recommended that you consult the latest version of the APA Manual.
Students will use the following format (subheadings, under the Discussion section, may be used if necessary):
- Title page (per APA format);
- Abstract;
- Introduction or Background, to include a thesis statement;
- discuss the issue or problem to be examined, why you selected it, why it is important, and what can be expected from your analysis -- what the scholarly objective of the paper is;
- keep this section brief;
- Discussion and Analysis
- this the heart of the paper;
- devote most of your critical thinking to the Discussion and Analysis section;
- this the heart of the paper;
- Conclusions and/or Recommendations; and
- Reference page (per APA format).
These are to be objective research papers; they are not editorials, opinion pieces, or first person narratives. Your conclusions and recommendations are to be based on your research.
You can find the Grading Rubric for the Topic Papers in the "Grading Rubrics" Folder in the course Activities page.
FEMA/Emergency Management Institute (EMI) Independent Study (IS) Course
Students are required to complete the following FEMA/EMI Independent Study Course prior to the end of the term: IS-75: Military Resources in Emergency Management
Students are required to submit a copy of their certificate of completion to the Drop Box in Canvas prior to the end of the semester. If you completed this course previously, please post your certificate of completion to the Drop Box. There is no need to retake the course.
This assignment constitutes 8% of your final grade.
IS-75 Course Overview
The purpose of the IS-75, Military Resources in Emergency Management, course is to provide participants with an overview of U.S. military resources potentially available to assist civilian authorities, and procedures for obtaining and integrating military resources into disaster response and recovery operations.
Course Objectives:
- define key terms related to military resources for emergency management;
- plan for military resources in emergency management;
- identify differences, including legal authority and status, between the following military resources: active duty military, military reserves, and National Guard;
- describe available and special capabilities provided by military resources;
- explain the levels of military response available to civilian emergency management authorities; and
- describe the integration of military resources in accordance with the National Response Framework (NRF) and the National Incident Management System (NIMS).
Prerequisites
- IS-700.a, National Incident Management System (NIMS)—An Introduction
- IS-800.b, National Response Framework—An Introduction
Note: If you are a Base Option student and have already completed P ADM 803, then you have fulfilled the prerequisite requirements. If you are in a different iMPS-HLS Option or have not yet taken P ADM 803, then you must complete the two prerequisite classes listed above. Alternatively, you may have already completed these courses for another reason, in which case the prerequisites are fulfilled.
Enrolling in FEMA Independent Study Courses.
Notice: Independent Study Exams now require a FEMA Student Identification (SID) Number. If you do not yet have a SID, register for one today.
If you have an inquiry regarding the FEMA Independent Study Program, NIMS or other Emergency Management Institute (EMI) related requests such as: requests for certificates, transcripts, online test scores/results, please contact the FEMA Independent Study program office at 301-447-1200 or email Independent.Study@fema.dhs.gov for further assistance. Please do not contact the FEMA SID Help Desk as they are unable to provide assistance with these requests.
Academic Integrity
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 .
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 formal assignments and discussion forum postings and replies. After one (1) week past the original due date, I will no longer accept any late work, nor will I accept a batch posting of late work at the end of the semester.
- You must hand in all assignments to pass the course.
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
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.
Privacy
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
- 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
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.
Mental Health 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.
Accomodating 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.
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.