P ADM 404 Homeland Security and Defense in Practice - This course analyzes, evaluates, and critiques Homeland Security plans in practice.

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Overview

This course has one Goal: Produce a graduate-level Homeland Security professional capable of demonstrating and articulating the U.S. approach to Homeland Security across the entire Homeland Security Spectrum of Operations – from Prevention to Response – from the national strategic (federal), operational (regional and state) and tactical (county and municipality) levels of government.

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Course Objectives

Upon completion of this course, students will be able to:

1. Articulate the pre-9/11 strategic setting (actors, factors, attitudes and political setting) contributing to Congressional legislation and Executive branch vision, executive orders, directives, strategies, plans and programs.
    
2. Articulate post-9/11 legal basis for implementing Homeland Security-related initiatives.
    
3. Analyze, critically assess and demonstrate knowledge of the post-9/11 Executive Branch strategies currently shaping U.S. Homeland Security initiatives.
    
4. Analyze and critically assess and demonstrate knowledge of the post-9/11 Executive branch directives and plans currently shaping U.S. Homeland Security related activities.
    
5. Critically assess and demonstrate knowledge of the all-hazards approach articulated in Homeland Security Presidential Directive-5 and the National Preparedness Guidelines.
    
6. Critically assess and articulate the National Preparedness Guidelines and the Homeland Security Spectrum of Operation described in Presidential Policy Directive-8.  Critically assess and articulate the linkage among and between the following:

• National Preparedness Vision
• 15 National Planning Scenarios
• Universal Task List
• 8 National Priorities
• Homeland Security Spectrum of Operations
• Target Capabilities List

7. Analyze, critically assess and articulate the federal process for funding Congressionally-mandated Homeland Security activities, including designation of the Metropolitan Statistical Areas, Urban Area Security Initiatives and the DHS Homeland Security Grant Allocation Formula.  Posit other feasible courses of action based on emerging factors.
    
8. Analyze, critically assess and articulate the U.S. DHS Risk Methodology, risk-based funding and risk-based prioritization of the 8 National Priorities.
    
9. Analyze, critically assess and articulate the role of Intelligence and Information Sharing in Homeland Security activities.  Include a discussion of the Intelligence Community and the Information Sharing Environment extending from federal to local unit of government level.  Highlight deficiencies and posit courses of action for consideration regarding the state and local unit of government levels.
    
10. Analyze, critically assess and articulate Critical Infrastructure Protection (CIP) from its roots in federal legislation to implementation at the local unit of government level.  Highlight deficiencies and posit courses of action for consideration regarding the state and local unit of government levels.
     
11. Analyze, critically assess, demonstrate and articulate the overall concept for the US Department of Homeland Security Homeland Security Exercise & Evaluation Program (HSEEP) to insure linkage between the most-likely planning scenarios and the impacted local unit of government (state, regional task force and local unit of government).
     
12. Analyze, critically assess, demonstrate and articulate the overall concept of emergency management at the state level; include in your discussion the protocols used to gain state-level support to incidents.

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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.

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Technical Specifications

Technical Requirements

Operating System	Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version
Processor	2 GHz or higher
Memory	1 GB of RAM
Hard Drive Space	20 GB free disk space
Browser	We recommend the latest ANGEL-supported version of Firefox or Internet Explorer. To determine if your browser fits this criterion, and for advice on downloading a supported version, please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers. Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses.
Plug-ins	Adobe Reader [Download from Adobe] Flash Player (v7.0 or later) [Download from Adobe]
Additional Software	Microsoft Office (2007 or later)
Internet Connection	Broadband (cable or DSL) connection required
Printer	Access to graphics-capable printer
DVD-ROM	Required
Sound Card, Microphone, and Speakers	Required
Monitor	Capable of at least 1024 x 768 resolution

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!

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Course Schedule

Sample Course Schedule and Assignment Due Dates

NOTE: All assignments, including weekly discussion forum posting, will be due no later than 11:59 pm EST/EDT, Sunday evenings unless otherwise specifically stated.

Course Introduction (Week 1)
Readings & Assignments:	View the Getting Started Lesson and complete the following: Self introduction in the Discussion Forum Student Questionnaire Form Academic Integrity Statement Library registration Learning Style Discussion Forum

Lesson 1 - The Strategic Setting (Week 2)
Readings:	The US Declaration of Independence The Constitution of the United States of America The Bill of Rights The Federalist Papers
Assignments:	Participate in the Lesson 1 Discussion Forum Submit your graded assignment to the Lesson 1 Dropbox

Lesson 2 - The Legal Basis for U.S. Homeland Security Initiatives (Week 3)
Readings:	Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism Act of 2001 (USA PATRIOT ACT)  Homeland Security Act of 2002 Intelligence Reform and Terrorism Prevention Act of 2004 Implementing Recommendations of the 9/11 Commission Act of 2007
Assignments:	Participate in the Lesson 2 Discussion Forum Submit your graded assignment to the Lesson 2 Dropbox

Lesson 3 - Other Shapers of Homeland Security Initiaves (Week 4)
Readings:	National Security Presidential Directives (NSPD), George W. Bush Administration Executive Orders, George W. Bush Administration. National Security Strategy, George W. Bush Administration, Sept 2002. National Security Strategy, Barack H. Obama Administration, May 2010. National Strategy for Homeland Security, George W. Bush Administration, 5 October 2007.
Assignments:	Participate in the Lesson 3 Discussion Forum Submit your graded assignment to the Lesson 3 Dropbox

Lesson 4 - Constraints & Restraints (Week 5)
Readings:	USA PATRIOT Act of 2001 Homeland Security Act of 2002 Implementing Recommendations of the 9/11 Commission Act of 2007 REAL ID Act of 2005
Assignments:	Participate in the Lesson 4 Discussion Forum Begin working in your groups to prepare to submit your graded assignment to the Lesson 4 Dropbox by the end of next week

Group Work Week (Week 6)
Assignments:	Submit your group assignment to the  Lesson 4 Dropbox

Lesson 5 - Directives & Strategies (Week 7)
Readings:	National Security Strategy National Strategy for Homeland Security HSPD-5: Management of Domestic Incidents HSPD-7: Critical Infrastructure Identification, Prioritization, and Protection HSPD-8: National Preparedness HSPD-8 Annex 1: National Planning
Assignments:	Participate in the Lesson 5 Discussion Forum Submit your graded assignment to the Lesson 5 Dropbox

Lesson 6 - National Preparedness (Week 8)
Readings:	Homeland Security Presidential Directive-8 (HSPD-8) Presidential Decision Directive 8 (PDD-8), National Preparedness
Assignments:	Participate in the Lesson 6 Discussion Forum Submit your graded assignment to the Lesson 6 Dropbox

Lesson 7 - Homeland Security Grant Programs (Week 9)
Readings	**The sections you are required to read in each of these documents is specifically outlined in the Lesson** USA PATRIOT Act of 2001 Homeland Security Act of 2002 as amended Post-Katrina Emergency Management Reform Act of 2006 (6 U.S.C. 762) as amended Robert T. Stafford Disaster Relief and Emergency Assistance Act of 1988 (42 U.S.C. 5196c) as amended Implementing Recommendations of the 9/11 Commission Act of 2007 Overview of all current DHS Grants - http://www.dhs.gov/xopnbiz/grants/
Assignments:	Participate in the Lesson 7 Discussion Forum Submit your graded assignment to the Lesson 7 Dropbox

Lesson 8 - The DHS Risk Assessment Methodology (Week 10)
Readings:	**The sections you are required to read in each of these documents is specifically outlined in the Lesson** CRS Report for Congress: The Department of Homeland Security’s Risk Assessment Methodology: Evolution, Issues, and Options for Congress (2 February 2007) Homeland Security Act of 2002 as amended Implementing Recommendations of the 9/11 Commission Act of 2007 National Infrastructure Protection Plan (January 2009) Target Capabilities List User’s Guide, 7 February 2009 “Identifying Vulnerability -  Enhancing Organizational Security in the Post 9-11 World,” Michael Taylor, 2002
Assignments:	Participate in the Lesson 8 Discussion Forum Submit your graded assignment to the Lesson 8 Dropbox

Lesson 9 - Intelligence & Information Sharing (Week 11)
Readings:	**The sections you are required to read in each of these documents is specifically outlined in the Lesson** USA PATRIOT Act of 2001 (Title IX—Improved Intelligence) National Security Act of 1947 as amended. Homeland Security Act of 2002 Intelligence Reform and Terrorism Prevention Act of 2004 Implementing Recommendations of the 9/11 Commission Act of 2007 Executive Order 12333--United States intelligence activities Part 2-- Conduct of Intelligence Activities National Strategies National Security Strategy 2010, “Intelligence,” The National Intelligence Strategy of the United States, 2009 US Intelligence Community Information Sharing Strategy, 22 February 2008
Assignments:	Participate in the Lesson 9 Discussion Forum Begin working in your groups to prepare to submit your graded assignment to the Lesson 9 Dropbox by the end of next week

Group Work Week (Week 13)
Assignments:	Submit your graded assignment to the Lesson 9 Dropbox

Lesson 10 - Critical Infrastructure Protection (Week 14)
Readings:	**The sections you are required to read in each of these documents is specifically outlined in the Lesson** Executive Orders EO 1233, Critical Infrastructure Protection in the Information Age, October 16, 2001 National Strategies National Security Strategy 2010, “Intelligence,” pp. 2, 10, 18, 19, 27, 31 and 42 The National Intelligence Strategy of the United States, 2009, p. 9. US Intelligence Community Information Sharing Strategy, 22 February 2008, p. 7. National Infrastructure Protection Plan (NIPP), January 2009, “Executive Summary” USA PATRIOT Act of 2001,  focus on and analyze Congressional intent: Homeland Security Act of 2002, Intelligence Reform and Terrorism Prevention Act of 2004 Implementing Recommendations of the 9/11 Commission Act of 2007 Homeland Security Presidential Directive 7: Critical Infrastructure Identification, Prioritization, and Protection
Assignments:	Participate in the Lesson 10 Discussion Forum Submit your graded assignment to the Lesson 10 Dropbox

Lesson 11 - Homeland Security Exercise and Evaluation Program (Week 15)
Readings:	Homeland Security Act of 2002 Let’s refine our search process and cut down the amount of research time required in this reading. Search for language related to “exercises” as it relates to training, exercising and evaluating capabilities of first responders, etc. Implementing Recommendations of the 9/11 Commission Act of 2007 Search for language to “exercises” as it relates to training, exercising and evaluating capabilities of first responders, etc. Homeland Security Exercise and Evaluation Program Scan the “What’s New” section, upper left section of Home Page. If this is your first time to a DHS/FEMA web page, spend a few minutes becoming acquainted with the type of information available on the HSEEP.
Assignments:	Satisfactorily complete and provide documentation of completion of IS-120a An Introduction to Exercises by uploading your certificate to the dropbox.

Lesson 12 - Conclusions & Reflections (Week 16)
Readings:	Review all previous course readings
Assignments:	Participate in the Lesson 12 Discussion Forum Submit your final Term Paper to the Lesson 12 Dropbox

 

Course Access

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.

Graduation

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.

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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

Please refer to the University Registrar's information about University 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.

Writing Assignments

Assignment	% Total Grade
Discussion Forum Participation	10%
Graded Assignments	50%
Term Paper	30%
FEMA Course Completion	10%
Total	100%

Grading Scale

Grade	Percentage
A	94% to 100%
A-	90% to 93%
B+	87% to 89%
B	84% to 86%
B-	80% to 83%
C+	77% to 79%
C	74% to 76%
C-	70% to 73%
D+	67% to 69%
D	64% to 66%
D-	60% to 63%

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Citations and Writing Style Requirements for Written Assignments

Click here to link to the PSU Libraries APA Citation Guide.
 

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Course Assignments

• Discussion Forum Participation: Throughout the course, a discussion forum question will be posed in each lesson. You are required to post your thoughtful response to the discussion question. You must then reply to two fellow students regarding his or her answer. Your replies should be thoughtful, yet concise.  (Simply writing "I agree." is not a substantive reply.)
   
• Graded Assignments
  • Executive Summaries:

An Executive Summary (EXSUM) is a synopsis of a longer document (usually attached).  It is designed to provide decision-makers/readers with a more concise Summary of the facts detailed in the longer document; detailed analysis and information is usually found in the longer document.

EXSUM generally do not provide courses of action, recommendations and/or personal opinions - analysis, assessment of issues and findings are normal, however.  If the main diocument includes Courses of Action, Analysis, Findings and Recommendations, then it is appropriate to include them in the EXSUM.  EXSUM do not generally include references (e.g., footnotes, endnotes and/or bibliographies); those are found n the main document.

For PADM 404. EXSUM will focus on either a current or emerging issue designated by the Faculty Instructor.  Consider the longer document as notional; you will not have to develop it.  Students will role-play as a member of the Homeland Security community informing another stakeholder within the community. You are not required to gather data on your notional municipality, state or task force; these national scenarios replicate normal tasks assigned to Homeland Security professionals.

Length:  Do not exceed 500-1000 words.  The recommended format follows; you may however, amend this as required to suit your data:

Format: as follows

Memorandum For [Recipient]

From [You]

Subject:  [Title of Graded Assignment]

Date [Date of Submission]

1. [General Overview (general nature of the subject (Introductory Statement))]
2. [Key Points about the Issue]
3. [Background Facts Bearing on the Issue]
4. [Potential Impacts on the State, Region, County and Municipality]
5. [Summary / Closing Statement]

• Information Papers:

Information Papers are used in the public-sector at every level of government - and that means that each of these levels has its own peculiar style or format manual prescribing what elements should be covered in the paper.  They are generally used to inform newly-arriving officials/supervisors of unfamiliar, existing or emerging issues.   As the name implies, they are used to provide the most essential information about a particular subject and should leave the reader with a general understanding of an issue or subject.

It is expected that the reader may contact the author for additional details.  Information Papers should not contain opinion, conjecture, findings or recommendations unless otherwise requested.  Every supervisor has his/her way of seeking information on a subject; you'll encounter many should you seek a career in Public Administration.

Decision-makers will usually provide guidance in advance as to length, composition, topics to be included, etc.  Try to capture data in short, declarative sentences vice long paragraphs.  Bullet points work especially well.  Citations (footnotes & endnotes) are not usually used unless otherwise indicated by your particular agency style/format manual; it is expected that you can provide the reference if asked.

Information Papers are routinely used with accompanying an PowerPoint presentation as Handouts during cabinet meetings, interdepartmental communications and external presentations/briefs to Homeland Security oriented individuals/committees.

Length: 750-1000 words.

Although no specific format is prescribed, the recommended format for this course is provided herein.  You should include the subject of the Information Paper under the Title, a Purpose paragraph, a Background paragraph, a General Topics section that contains the major topical information.  Bullet points usually indicate sub-topics.  A Point of Contact (POC) line is used at the end in case the reader has additional questions; it usually contains the writer's name, email address, phone number and date prepared.

Margins:  1" all around (to save paper - budget cuts!)

 

[Title] Information Paper

[Subject] "Post-9/11 Legal Basis for Homeland Security Initiatives"

 

Purpose.  To provide information on ...[state the specific purpose here]

Background.  Provide a general background on the subject of the paper.

[General Topics here].  List the major topic and a general Overiew.

• Major highlight #1
• Major highlight #2
• etc.

For Additional Information: [List the primary & secondary sources or hyperlinks]

POC:  Name, Office, email address, phone number and date developed (e.g.,

Jim Powers, OHS, jfp18@psu.edu, 717-385-5187, 11 September 2011)

 

• PowerPoint Presentations
  
  PowerPoint presentations are an excellent medium to capture key highlights and brief groups or key decision-makers. The Notes Pages function/portion of PowerPoint is very important because it can convey amplifying details to the actual brief.  When printed in Notes Pages format, the brief become an excellent Handout.  Briefing attendees will use these Handouts after the briefing concludes so it is very important for these Notes Pages to contain the major points/highlights. Once outside the presentation, attendees will not remember all the details, but will refer to these Handouts for a refresher.
   
• Decision Papers

Decision Papers are used throughout the public- and private-secors to convey options (sometimes referred to as courses of action), analysis of options and recommendations to decision-makers.  They are usually the result of a request from the decision-maker but may be used by chiefs of staff/executive assistants to move issues further towards a decision.

For the purposes of this course, the following format will be used:

[Title]:  Decision Paper

[Subject]:  Xxxxxx Yyyyyyyy Zzzzzz

1.  Purpose.  To provide information on ...

2.  Background.  Background leading to the Decision Paper.

3.  Options.  [Include at least 2 options/courses of action]

Option 1: 

Option 2:

Option 3:

4.  Analysis of Options

5.  Recommendation [recommended Option].

6.  Point of Contact
 

• Team Projects:

Team Projects demonstrate collaborative thinking, dialog and encourage creative and critical analysis.  Length:  1500-2000 words.  No specific format is prescribed.
 

• Term Paper

Reflecting on your experience in this course, write an Information Paper with two distinct parts:

• Part 1:  The Homeland Security Grant Program: Opportunities, Challenges and Obstacles to Preparedness (Length: 2000-2500 words)

• Part 2:  Articulate your conclusions, perceptions and reflections of what you have learned, the potential for using this information/education in the future, how you hope to apply this in a future Homeland Security-oriented position and any other perceptions about Homeland Security-related programs and activities in general. Include a discussion on either the possible entry-level positions you could seek to begin your career in Homeland Security or areas in your own local government where you think you could make an impact. (Length: 1000-1500 words.)
   
• FEMA Course Completion

Enrolling in FEMA Independent Study Courses (http://training.fema.gov/IS/)

The EMI database was built several years ago using the SSN as a student identification number.  EMI is working to modify the database; however the number is necessary to track each student's training progress.  The Internet exam submission pages are socket layer secured, and all student information is maintained in a secure government database system. 

If you have reservations about the use of your SSN EMI can assign you an account tracking number after you provide proof of U.S. citizenship (U.S. photo copy of a passport, U.S. voter's registration card, U.S. birth certificate).  The downside is you must then remember and use this unique nine-digit number for all future Independent Study Program transactions, and most higher-learning institutions will not recognize the course work for college credit, because the SSN is not associated with the course work.

If you want EMI to assign your account an alternate student ID number, fax your name, phone number, shipping address, and email address, along with a photocopy of your voter registration card, U.S. passport, or birth certificate to: (301) 447-1201, or mail your request to:

EMI - Independent Study Program
16825 South Seton Avenue
Emmitsburg, MD 21727-8998

You must wait to receive your student ID number before you submit your exam.  You will then be able to use this nine-digit number in lieu of your SSN.  Please be aware that this action can take several weeks. Please provide an email address, so EMI can provide your student ID number as quickly as possible.

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Academic Integrity

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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 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 major assignments to pass the course.

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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.

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