HLS300: Introduction to Homeland Security Credit Hours: 3 Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 10-25 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research. Course Description and Outcomes The purpose of this undergraduate course is to provide the student with a high-level view of homeland security. It reviews the history of homeland security, emphasizing organizational structure, case law, and policy creation in response to, and as a result of, the dynamic threat environment affecting the United States. It addresses the connections and unified approach among federal, state, and local governments from a policy and procedure perspective. Course Learning Outcomes: 1. Apply policy development criteria in response to the threat environment. 2. Compare and contrast homeland security organizational structures to tasked functional responsibilities. 3. Analyze the formation of the homeland security department based on national events and objectives. 4. Apply methods for threat identification and assess the warning system. 5. Compare levels of federal, state, and local policy integration and collaborative support from private industry. 6. Evaluate theory of all-hazard response. Participation & Attendance Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor. Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible.
Course Materials Textbook Information is located in the CSU-Global Booklist on the Student Portal. Course Schedule Due Dates The Academic Week at CSU-Global begins on Monday and ends the following Sunday. Discussion Boards: The original post must be completed by Thursday at 12 midnight MT and Peer Responses posted by Sunday 12 midnight MT. Late posts may not be awarded points. Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire. Critical Thinking Activities: Assignments are due Sunday at 12 midnight MT. Week # Readings Assignments 1 2 3 4 5 6 7 8 Chapters 1 & 2 in Introduction to Homeland Security Discussion (25 points) Chapter 4 in Introduction to Homeland Security Discussion (25 points) Critical Thinking (80 points) Chapter 3 in Introduction to Homeland Security Discussion (25 points) Chapters 5 & 6 in Introduction to Homeland Security Discussion (25 points) Mastery (20 points) Critical Thinking (90 points) Chapters 7 & 8 in Introduction to Homeland Security Discussion (25 points) Critical Thinking (90 points) Portfolio Project: Outline/References (0 points) Chapter 9 in Introduction to Homeland Security Discussion (25 points) Critical Thinking (90 points) Chapter 10 in Introduction to Homeland Security Discussion (25 points) Chapters 11, 12, & 13 in Introduction to Homeland Security Discussion (25 points) Mastery (20 points) Portfolio (350 points)
Assignment Details This course includes the following assignments/projects: Module 2 Module 4 Module 5 Critical Thinking: DHS History Development and Acronyms (80 points) Discussing any government program or agency requires a list of acronyms and the Department of Homeland Security (DHS) is no exception to this rule. In a well-written paper, briefly describe the history and formation of the DHS. Be sure to discuss, at a minimum, the agencies and concepts designated by following acronyms: QHSR, HSE, NRF, NIMS, ICS, and UC. Explain what each means. This should be done in a logical sequence where one acronym builds upon or relates to another. There is a top down logical flow to these acronyms. Within each description, be sure to highlight and discuss core elements or requirements that each acronym calls for or offers. Your paper should be 2-3 pages in length and formatted to CSU-Global APA guidelines. Cite at least two credible outside sources for support. The CSU-Global Library is a great place to find these sources! Please note that more sources will enhance the quality of your response and provide a better understanding from which to make you arguments or points. You may cite the textbook as well. Critical Thinking: 9/11 Commission (90 points) The events of 9/11/2001 resulted in the 9/11 Commission and the subsequent report by the Commission. There were and are many lessons to be learned from this event. The 9/11 Report (findings) set forth the event as it unfolded along with the steps leading up to the attack. The Report was critical in many ways of the failures and missed opportunities that prevented numerous agencies from thwarting the attacks. The Report itself has come under some scrutiny. In a well-written paper, highlight and discuss what you believe to be the key findings of the Commission s report. Do you agree with these findings? Defend your arguments. Lastly, state if you believe we have improved on the errors pointed out in the report. Defend your argument. Your paper should be 2-3 pages in length and formatted to CSU-Global APA writing and APA guidelines. Cite at least three credible outside sources for support. The CSU-Global Library is a great place to find these sources! Please note that more sources will enhance the quality of your response and provide a better understanding from which to make you arguments or points. You may cite the textbook as well. Critical Thinking: Patriot Act and FISA (90 points) The USA Patriot Act came about after 9/11. The Act remains in use today with some slight modifications. On the other hand, FISA has been in use since the mid-1970s. Both Acts are highly controversial and are foreign to the average citizen. National security always requires a balancing act between freedom and security. As the saying goes, freedom is not free. In a well-written paper, describe the primary elements and/or components of the USA Patriot Act and FISA and research how the media has conveyed the main messages and elements of both acts. Has the media portrayal and general public perception of these Acts been accurate? Based on what you have learned about both acts, were
Module 6 your prior knowledge or perceptions about these two acts accurate? Explain your findings. Finally, discuss if you believe we are more secure with these acts in place. When answering this portion of the assignment consider how many (or how few) terror attacks we have had on U.S. soil since 9/11. Support your position with evidence. Your paper should be 3-4 pages in length and formatted to CSU-Global APA guidelines. Cite at least three credible outside sources for support. The CSU-Global Library is a great place to find these sources. Please note that more sources will enhance the quality of your response and provide a better understanding from which to make you arguments or points. You may cite the textbook as well. Portfolio Project: Outline and References Submission (0 points) By midnight of this week submit an outline of your Portfolio Project along with at least two reference list citations of scholarly sources that you intend to cite in your report (ultimately you will need to cite seven different sources). You will be expected to consider instructor feedback on your outline and sources as you prepare your final project submission for Week 8. Remember this is a required deliverable of the Portfolio Project. Failure to submit your outline and list of sources in Week 5 as assigned will result in a loss of points on your Portfolio Project grade. Critical Thinking: Hurricane Katrina (90 points) Hurricane Katrina resulted in massive loss of life and billions of dollars in property damage. There were and are many lessons to be learned from this event. Finger pointing started before the event was over. Most of the focus on Hurricane Katrina was on its impact on New Orleans; however, the storm ravaged a much wider area than that. In a well-written paper, briefly summarize the event in its entirety. Next, focus on the impact that Katrina had on the city of New Orleans. What went right and what went wrong during the response effort? Given that the impact area was much bigger than New Orleans, what difference did the initial responses make? Examine this event from the local, state, and national response levels. What are the lessons learned and how are we more prepared today for natural disasters like Katrina? Your paper should be 2-3 pages in length and formatted to CSU-Global APA guidelines. Cite at least three credible outside sources for support. As always, you may look to the CSU-Global Library to find some of these sources. Please note that more sources will enhance the quality of your response and provide a better understanding from which to make you arguments or points. You may cite the textbook as well. Module 8 Portfolio Project: Briefing Paper Discussing Homeland Security for a New Governor (350 points) You are the current Director of Homeland Security for your state, and the new governor has asked you for a briefing paper on homeland security and how it applies to the state. The governor is a novice and has no prior knowledge of homeland security. Since the governor knows nothing about the topic, you should briefly bring him/her up to speed on the history and concept of homeland security at both the national and state level. Remember that we are living in a dynamic threat environment. Describe to the governor the dynamic threat environment in your state regarding all hazards. Identify in a generic manner the critical infrastructures of concern within your state. (You do not need to list individual locations.) Also, discuss hazards your state may face. Explain to the governor how threat analysis, indication systems, and warnings work along with the use of intelligence in this process. Also, describe the types of resources that are available to the governor.
Next, discuss enabling legislation, policies, and requirements that will help guide the governor during all phases of emergency management. For instance, when and how will the governor know when to declare a state of emergency or a disaster? Likewise, how would the governor go about asking for federal assistance? Make sure you explain legal and functional responsibilities. Remember that under NIMS there are ESFs. The governor will need to know the potential threats, types of infrastructures susceptible to threats, legal and functional responsibilities, and what resources are available or needed. Finally, explain to the governor the various components of the homeland security structure such as the NRF, NIMS, ICS, UC, etc. Consider constructing visuals (tables, graphs, or charts) to help illustrate how the system works. When you are done preparing this document, go back, reread it, and ask yourself if you have provided the governor with a document that will prepare him/her to successfully carry out his or her duties with respect to homeland security. Note: It would be wise not to reinvent the wheel here. See what already exists in your state. Check the state websites and consider speaking to those who are involved in homeland security at the present time. Your briefing paper should be a minimum of 5-8 pages long, but can be longer if you wish, and formatted to CSU- Global APA guidelines. Cite at least seven credible outside sources for support. The CSU-Global Library is a good place to search for some or all of these sources. Please note that more sources will enhance the quality of your response and provide a better understanding from which to make you arguments or points. You may also cite the textbook as well. Course Policies Course Grading 20% Discussion Participation 10% Mastery Exercises 35% Critical Thinking Activities 35% Final Portfolio Paper Grading Scale and Policies A 95.0 100 A- 90.0 94.9 B+ 86.7 89.9 B 83.3 86.6 B- 80.0 83.2 C+ 75.0 79.9 C 70.0 74.9 D 60.0 69.9 F 59.9 or below In-Classroom Policies For information on late work and Incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies. Academic Integrity Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and
APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources. Citing Sources with APA Style All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the APA Guide & Resources link. A link to this document should also be provided within most assignment descriptions on your course s Assignments page. Netiquette Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words? Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by email, or on discussion boards and other postings within or connected to the online classroom. If you have concerns about something that has been said, please let your instructor know.