Public Administration (P ADM) 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.  Prerequisites: P ADM 401

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Overview

This course focuses on the legal and practical aspects of preventing and preparing for terrorist attacks on the United States and the mitigation of man-made and natural catastrophic events. The prevention of terrorism is first and foremost a law enforcement and intelligence responsibility. Notwithstanding, the private sector and the citizenry need to share a commitment to preparedness and must become increasingly responsibility for the mitigation and recovery from an event. 

Course objectives are to provoke thought and discussion around the following questions:

• What is the terrorist threat to prevent against?
• Who is responsible for prevention, preparation, mitigation, and recovery?
• What is the role of intelligence in combating the terrorist threat?
• What are the barriers to having diverse groups (e.g. public and private) cooperate?
• What applied steps, at the local, state, and national levels, should be taken to overcome these barriers?

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Course Objectives

This is a graduate course designed to encourage the student to:

• Recognize the inter-connectivity of the issues being addresses and reflect on the pertinent successes, problems, and challenges related to formulating policy around homeland security and defense

• Explain what terrorist threats are being confronted by the United States

• 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 concepts and theories learned to current events

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Required Course Materials

The following materials are required and can be purchased from a vendor of your choice:

• Our Own Worst Enemy, Asking the Right Questions About Security to Protect You, Your Family, and America, Larsen, Grand Central Publishing, NY, 2007. ISBN-10: 0446580430
• Introduction to Homeland Security: Principles of All-Hazard Response 3rd ed. (used in PADM 401) Bullock, Haddow, Coppola, and Yeletaysi, B&H Publishing, Amsterdam and New York, 2009 (ISBN 978-1-85617-309-8)

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Library Resources

Many of Penn State's library resources can be utilized from a distance. Through the Library Resources and Services for Off-Campus Users Web site, 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
• ask a librarian for research help via e-mail, chat, or phone using the ASK! service

...and much more!

NOTE: You must have an active Penn State Access Account and be registered with the University Libraries in order to take full advantage of the Libraries' resources and services. Registration and services are free!

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Technical Specifications

World Campus Technical Requirements

Operating System	Windows 2000/XP, Vista, or Windows 7; Mac OS X 10.3 or higher (10.4 or higher recommended)
Processor	1 GHz or higher
Memory	256 MB of RAM
Hard Drive Space	500 MB free disk space
Browser	Mac OS X: Firefox (current version) Windows: Firefox (current version) Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State web sites. 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 (2003 or later) iTunes/Quicktime
Internet Connection	Broadband (cable or DSL) connection required
Printer	Access to graphics-capable printer
DVD-ROM	Required
Sound Card, Microphone, and Speakers	Required
Monitor	Monitor (Capable of at least 1024 x 768 resolution)

If you need technical assistance at any point during the course, please contact the Outreach Helpdesk.

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Course Schedule

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. P ADM 802: Collaboration and Integration: Multifaceted Approaches to Homeland Security

• Course Length: 16 weeks

Module I: The Terrorist Threat: What is the strategic context? (Lessons 1-3)

Lesson 1: Defining Terrorism
Time frame:	Week 1
Readings:	Review P ADM 401 Textbook (Introduction to Homeland Security: Principles of All-Hazards Response 3rd ed. Bullock, et. al.) - Chapter 4 Laqueur, W. (Sep./Oct. 1996). "Postmodern Terrorism". Foreign Affairs. Pg. 24 – 37. (Available in Library Reserves under the Resources Tab) Read Title 22 of the USC (United States Code) for a definition of “international terrorism,” “terrorism,” and “terrorist group.”
Assignments:	Participate in the Weekly Lesson Activity.

Lesson 2: New Terrorism
Time frame:	Week 2
Readings:	Hoffman, Bruce (May/June 2008) “The Myth of Grass-roots Terrorism: Why Osama Bin Laden Still Matters”. Foreign Affairs. (Available in Library Reserves under the Resources Tab) Sageman, Marc (Oct. 9, 2009), Confronting al-Qaeda: Understanding the Threat in Afghanistan and Beyond. Testimony to the Senate Foreign Relations Committee. (Available in Library Reserves under the Resources Tab) Howard, Russell D. and Sawyer, Reid L. 2006 Terrorism and Counter-terrorism: Understanding the New Security Environment, McGraw Hill, New York.   (Available in Library Reserves under the Resources Tab) The following site provides some background information on Salafism: http://www.globalsecurity.org/military/intro/islam-salafi.htm
Assignments:	Participate in the Lesson Discussion Forum

Lesson 3: Homeland Security and Terrorism
Time frame:	Week 3
Readings:	Napolitano, Janet, (July 29, 2009) Common Threat, Collective Response: Protecting Against Terrorist Attacks in a Networked World Council on Foreign Relations. International Intelligence Cooperation Against Terrorist Targets - Phase II Hearing before the Senate Homeland Security and Governmental Affairs Committee - Eight Years After 9/11: Confronting the Terrorist Threat to the Homeland Wohrmuth, Christine. February 12, 2009 Structuring National Security and Homeland Security at the White House, Written Statement before US Senate Committee on Homeland Security and Governmental Affairs, Washington DC.  HSPD #8 and the National Preparedness Guidelines "Ten Terrorist Attacks Waiting to Happen" by Marvin Centron, Professional Pilot, December 2007.
Assignments:	Participate in the Lesson Discussion Forum

Case Study 1: Mumbai
Time frame:	Weel 4
Assignments:	Read "The Lessons of Mumbai" located in the Case Study #1 Folder under the Lessons Tab. The assignment instructions are located in the Dropbox - Submit your paper to the Dropbox in the Case Study #1 Folder

Module II: Civil-Military Relations (Lessons 4-6)

Lesson 4: Civil-Military Relations: What is it?
Time frame:	Week 5
Readings:	Bland Douglas L. , “A Unified Theory of Civil-Military Relations” Armed Forces & Society, Vol 26 #1 Fall 1999, p. 7-26. (Available in Library Reserves under the Resources Tab) Desch, Michael C., Civilian Control of the Military: The Changing Security Environment, John Hopkins Press, Baltimore, MD, 1999. Chapters 1 & 2 (Available in Library Reserves under the Resources Tab) Thomas Paine’s Federalist #8 The Literature of Civil Military Relations, Peter K. Forster
Assignments:	Participate in the Lesson Discussion Forum

Lesson 5: Civil-Military Relations: International & Domestic
Time frame:	Week 5
Readings:	TITLE 10 > Subtitle E > PART I I> CHAPTER 1211 > § 12406. National Guard in Federal service Disaster Assistance: DoD’s support for Hurricanes Andrew and Iniki and Typhoon Omar, US
Assignments:	Participate in the Lesson Discussion Forum

Lesson 6: Civil-Military Relations: State's Rights vs. Federal Responsibility
Time frame:	Week 7
Readings:	Review the Preamble & Article II of the U.S. Constitution Posse Commitatus Act Insurrection Act DoDD 3025 Governor’s Guide to Homeland Security - Chapter 5
Assignments:	Participate in the Lesson Discussion Forum

Case Study II: Operation Jump Start
Time frame:	Week 8
Assignments:	Read the documents locaed in the Case Study #2 Folder under the Lessons Tab. The assignment instructions are located in the Dropbox - Submit your paper to the Dropbox in the Case Study #2 Folder

Module III: Basic Concepts of Intelligence (Lessons 7-9)

Lesson 7: What is Intelligence?
Time frame:	Week 9
Readings:	Read the “Overview of the Report” from the Commission on the Intelligence Capabilities of the United States Regarding Weapons of Mass Destruction
Assignments:	Participate in the Weekly Lesson Activity.

Lesson 8: The U.S. Intelligence Community
Time frame:	Week 10
Readings:	Remarks and Q&A by the Director of National Intelligence, Mr. Dennis Blair, US Chamber of Commerce National Security Task Force Meeting, Washington DC, July 22, 2009 Review: “Overview of the Report” from the Commission on the Intelligence Capabilities of the United States Regarding Weapons of Mass Destruction
Assignments:	Participate in the Lesson Discussion Forum

Lesson 9: Counter-Terrorism and Homeland Security Intelligence
Time frame:	Week 11
Readings:	Intelligence Reform and Terrorism Prevention Act of 2004, as well as the summary at http://www.globalsecurity.org/intell/library/congress/2004_rpt/s2845summary.htm Homeland Security Intelligence: Just the Beginning, Stephen Marrin, November 2003 Lowenthal, Mark. (2006). Intelligence. Cq Pr., Chapter 12 - The New Intelligence Agenda (Available in Library Reserves under the Resources Tab) American Jihad, Bruce Hoffman, “National Interest online” 4/20/10
Assignments:	Participate in the Lesson Discussion Forum

Intelligence Brief
Time frame:	Week 12
Assignments:	Upload your Intelligence Brief to the Intel Brief Dropbox located under the Lessons tab.

Module IV: Interagency Cooperation (Lessons 10-12)

Lesson 10: Interagency Cooperation
Time frame:	Week 13
Readings:	Read the Quadrennial Homeland Security Review Report: A strategic framework to secure the Homeland, Department of Homeland Security February 2010
Assignments:	Participate in the Lesson Discussion Forum

Thanksgiving Break
Time frame:	Week 14

Final Case Study
Time frame:	Due Week 15
Assignments:	Upload your Final Case Study to the Final Case Study Dropbox located under the Lessons tab.

Lesson 11: Legislating Interagency Cooperation
Time frame:	Week 15
Readings:	Visit FEMA’s NRF Resource Center web site for information on the National Response Framework Read the NRF and the 15 Emergency Support Function Annexes - all accessible at the NRF Resource Center Review Chapter 7 in Introduction to Homeland Security, Bullock et. al. 3rd ed.
Assignments:	Participate in the Lesson Discussion Forum

Lesson 12: Public-private Partnership and Application
Time frame:	Week 16
Readings:	Stockton, Paul N. and Roberts, Patrick S., Findings from the Forum on Homeland Security After the Bush Administration: Next Steps in Building Unity of Efforts, Center for International Security and Cooperation, Stanford University, February 12, 2008.
Assignments:	Participate in the Lesson Discussion Forum

 

Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account userid and password, you will continue to be able to access the course materials for one year from the day the course began (with the exception of library reserves).

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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 Items   Points Percent of total grade Weekly Lesson Activities (discussion forums, short papers, etc.) 12 @ 10 points each (There are 13 activities, but I will drop the lowest grade.) 120 30% Module Assignments (2 Case Studies, 1 Intel brief) 3 @ 40 points each 120 30% Current Event Discussion Forums 4 @ 10 points each 40 10% Final Case Assignment 1 @ 120 points 120 30% Total 400 100%

 

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	60% to 69%
F	0% to 59%

Assignments

A general note on all assignments:

In the real world, you usually have very little time to present your thoughts to your boss. This is why I stress being concise in your assignments. Dr. Paul Stockton, Assistant Secretary of Defense for Homeland Security, told a group of educators at a recent conference that one of the best things we could do is teach our students to write clearly and be concise. We’ll approach this from a number of angles:

• In grading your discussion responses, I should be able to tell your basic point from your subject line. For example, Interagency Communication Requires Trust.
• I have limited the amount of space that you have to write assignments in order to get you to think about your points and avoid much of the extra fluff.

Due Dates: ALL Assignments will be due by midnight (your time zone) on the Saturday of that lesson week.  This will give me time to grade your items on Sunday before the next lesson begins on Monday.

I. Weekly Lesson Activities

1. 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. Please refer to the grading rubric for how the Discussion Forums will be assessed.

II. Module Assignments

1. Case Studies: Each student is expected to submit a short paper, not more than two pages in length (1.5 spacing) responding to the questions related to the cases provided. More specific instructions can be found in the assignment dropbox under the Lessons Tab
2. Intel Brief: Identify a incident in which you believe Intelligence coordination was successful. Provide an intelligence brief on the incident of not more than one page. More specific instructions can be found in the assignment dropbox under the Lessons Tab.

III. Current Event Discussion Forums

• Understanding current events is a critical part of this course. The current events forum is an open discussion about "what is going on".   This is a student-driven forum, and you are expected to post at least one item in each Current Event Discussion Forum. Participation in these forums counts for 10% of your overall course grade.

IV. Final Case Assignment

• At the conclusion of the course, each student is expected to submit a case study related to your experience or a fictitious situation that applies what was learned in the modules.  It is expected that this case will be approximately 6 – 7 pages 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 ones 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 Master of Homeland Security program generally.
• 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. 
• 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
  • Analysis or the use your words to tie research to your position
  • Grammar and spelling (Papers with grammatical errors and misspellings will be marked down a letter grade (i.e. a B paper becomes a C)
• Late papers will be marked down 1/2 a grade per day (not class) that they are late.
• I will review outlines and help will the selection of topics but I will not read drafts of the cases. 

Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies.

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Instructor and Student Roles and Execrations

Expectations of Students:
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. The topics presents are seldom conducted in the vacuum; 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.

Role of the Instructor:
As this course is part of a graduate program and many students will be professionals in areas that have responsibilities in preventing, preparing for, responding to, and recovering from catastrophic events, the role of the instructor changes to a degree. Certainly some of the traditional roles such as evaluator and disseminator of knowledge still apply.  Other roles include timekeeper or course manager and discussion leader.  I will be the person saying you should be at this point in the course at this time.  I also will guide discussions, but I will not always be the central participant nor, in all probability, the source of all discussions.  The strength of graduate education is the ability of people to bring experiences to the learning environment. Thus, I anticipate a network of discussions rather than a “hub and spoke” approach with me serving as the “hub.” Second, I intend to and undoubtedly will learn as much from you will learn from each other.

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Academic Integrity