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University of Oklahoma http://www.ou.edu/web.html
Dept of Homeland Security http://www.dhs.gov/index.shtm
Homeland Security career opportunities
: http://www.dhs.gov/xabout/careers/
http://www.usajobs.gov/homeland.asp
Is a career in Homeland Security for you? http://www.youtube.com/watch?v=fsGsNh8uaK0

"Overall, 185,000 more master's degrees were awarded in 2006-07 than in 1996-97 (a 44 percent increase). Master's degrees awarded in the field of security and protective services had the largest percent increase (166 percent), followed by the field of education (62 percent). The field of physical sciences and science technologies had the smallest percent increase over this period (6 percent)."

read full article http://nces.ed.gov/programs/coe/2009/section5/indicator41.asp


Your requirement is to plan an adult graduate program in homeland security studies for the Oklahoma City area as part of the University of Oklahoma’s staff/faculty. The University of Oklahoma is a public, four-year institution in the statewide college system. The enrollment of the University is over 22,000 and it is located just south of Oklahoma City in the thriving community of Norman, OK.

The Provost of the University has appointed an interdepartmental committee to examine the areas of interest that OU could pursue to upgrade its adult student population and provide necessary programs for the state and region. Your working group is a subcommittee of this University committee and has been charged with the task of looking into the homeland security studies area. The intent is to eventually award a graduate degree in this area, but some interim steps may be necessary. While no commitments have been made to pursue such a degree, there is significant interest from around the state and at least one prominent alumnus, a former senator, has supported the idea.

One of your group members will be a curriculum developer from the College of Education and is charged with ensuring the educational needs of adult learners are considered in the deliberations. Another member of the group comes from the College of Public Health, which has a vested interest in this topic as it has such a large commitment to the study of bio-terrorism. A third member of the group is an online specialist from the University’s technology division. He knows nothing about the topic but what he hears on TV, but has been asked to see if he could help. Finally, the group is led by an associate dean from the graduate school, who has been asked to put the study together for the Provost’s committee.

Your final product, due to the Provost and the assembled University committee no later than November 17th, is a collaborative Wiki detailing the program you recommend with all the academic and administrative issues worked out and any problems identified. The College of Education has long taught program planning using Caffarella’s book and you have been asked to use it and its model to guide your deliberations and the organization of your Wiki.

You have time to research this organization and the specific program you must plan. Many resources exist for your use; research is a part of program planning. Any additional information you believe you need may be gained from Dr. Martin.


DISCERNING THE CONTEXT

Structural
Goals- An accredited master’s program endorsed by FEMA/DHS which prepares students/professionals to operate effectively in a challenging future Homeland Security environment.

1 Organize similar to existing programs at OU aligned under possibly Outreach College or Poly Sci department.
2 Draw from existing faculty (history, poly sci, public health, ROTC, law departments) and adjunct faculty recruited from the military (ARNG JFHQ, Ft. Sill) and local, state and federal agencies (police, fire, EMS, FEMA, FBI, ATF etc.)
3 Seek federal grants to fund creation of program
4 Utilize existing OKU facilities or offsite federal or state facilities with low cost

Political
1 Leverage senatorial support for funding and coalition building amongst federal, state and local agencies
2 Leverage support of JPG, dean, other key university personnel (heads of relative departments)
3 Seek support of DHS, FEMA in design phase to gain endorsement of program

Cultural
1 Leverage support from domestic terrorism incident in OKC (Federal Building Bombing)
2 Accuse non-supporters of promoting terrorism


IDENTIFYING PROGRAM IDEAS

Semi-Formal Needs Assessment (what is and what should be):
—sources: DHS, FEMA, Local/State/Federal agencies, other programs
—techniques to generate ideas: questionnaires/surveys, interviews, group sessions, other programs

1 Decide to conduct needs assessment
2 Identify staff and develop management plan
3 Determine context, purpose, and objectives
4 Determine logistics
5 Choose respondents
6 Select techniques
7 Collect data
8 Analyze data
9 Sort and prioritize needs
10 Communicate results
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DEVELOPING PROGRAM OBJECTIVES

Objectives
1 Analyze asymmetric threats to the United States
2 Apply fundamentals of security to the protection of critical infrastructure
3 Analyze and synthesize roles/responsibilities of local, state and federal agencies
4 Apply multijurisdictional consequence management functions
5 Analyze strategic and tactical intelligence

DEVISING TRANSFER-OF-LEARNING PLANS

Although some courses will contain theory the primary focus of this program will be pragmaticality. Direct linkage of class materials and techniques to real world situations should be clearly evident. This will be the cornerstone of faculty selection and training as well as curriculum development. Core competencies of the National Incident Command System (ICS) will be utilized and practical exercises will be planned as part of the degree program and/or individual courses within the program to provide graduates with a focused set of skills applicable across the spectrum of Homeland Security related organizations.


Guided internships with FEMA and job aids as developed and posted on their website will be utilized to the maximum extent first as a faculty development resource and later as an integral part of the curriculum. Examples of the available training aids are:

FEMA Training Resources
Emergency Management Institute (EMI) Training Resources


MAKING RECOMMENDATIONS AND COMMUNICATING RESULTS

This will be an ongoing process as the program grows and matures

Recommendations will be drawn from participants and instructors during and after completion of the program and from the customer or supervisors of participants who are in their employ after completion of the program.

These recommendations will be communicated back to the program administrators in the form of questionnaires and surveys.

Results of the program itself and consolidated recommendations will be communicated to the University in both formal written reports and oral presentation/conference.


PREPARING BUDGETS AND MARKETING PLANS


Budgeting

The Oklahoma Office of Homeland Security (OKOHS) has been tasked by the Governor to be the State Administering Agency (SAA) for U.S. Department of Homeland Security grant programs and coordinated over 13 million dollars in federal grants during FY08. A team will be assembled from the JPG to coordinate with OKOHS and research possible grant funding to offset program startup costs as well as financing adjunct faculty salaries facility costs etc.

The JPG will consider and capture all relative costs in the creation of this program along with any grant prospects for submission to the Board of Trustees for funding consideration commencing in FY12.

Marketing
A specific dual focused marketing strategy will be created to target both conventional undergraduates (traditional students) as well as local, state and federal employees working in all fields relative to Homeland Security (continuing education). Information on this program will also be added to all existing OU marketing initiatives inclusive of print, various internet resources, radio and television.
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BUILDING A SOLID BASE OF SUPPORT

Not a concern now, but momentum must be maintained with the current staff and supporters, especially with the potential of losing the prominent senator if not reelected.
Invite DHS, FEMA and local/state/federal agencies to provide input and publicize need for the program.
Begin advertising campaign of plans for start up of the program at OU to garner and maintain interest and support.


SORTING AND PRIORITIZING PROGRAM IDEAS

1. Get input on priority of needs from DHS, FEMA, state/local/federal agencies
2. Compare to existing programs.
3. Determine what, when, how, who, where of prioritized ideas can be implemented and in what order.
*Ideally, this will be done in conjunction with the IDENTIFYING PROGRAM IDEAS process.


DESIGNING INSTRUCTIONAL PLANS

The following courses are offered by the Naval Postgraduate School to fulfill the Homeland Defense Master’s Program:
http://www.nps.edu/
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Introduction to Homeland Security
This course provides an overview of the essential ideas that constitute the emerging discipline of homeland security. It has two central objectives: to expand the way participants think, analyze and communicate about homeland security; and to assess knowledge in critical homeland security knowledge domains: including strategy, history, terrorism, fear management, crisis communication, conventional and unconventional threats, network leadership, weapons of mass destruction, lessons learned from other nations, civil liberties and security, intelligence and information, homeland security technology, and analytics. The course is organized around an evolving narrative about what homeland security leaders need and how the CHDS program helps address those needs.

The Unconventional Threat to Homeland Security
The purpose of this course is to provide an introduction to the operational and organizational dynamics of terrorism. It considers those who act as individuals, in small groups or in large organizations; it considers indigenous actors as well as those who come to the United States to raise money, recruit or commit their acts of violence. In every instance, its focus is on violent clandestine activity that, whatever its motivation, has a political purpose or effect. The course addresses such specific topics as suicide terrorism, the role of the media, innovation and technology acquisition, the decline of terrorism and ways of measuring the effect of counterterrorism policies and strategies. The course also looks briefly at sabotage. By the end of the course, students should be able to design effective measures for countering and responding to terrorism based on an understanding of its organizational and operational dynamics.

Policy Analysis and Research Methodology
The purpose of these courses is to help learners reinforce their mastery of modes of inquiry and critical thinking needed not only for the intellectual work of the Master's program, but also in their professional lives. The goal of the sequence is to support the degree objectives of the CHDS Master's program by preparing students to conduct graduate-level, policy-relevant research and deliver the results of this research in an academically rigorous thesis. The thesis is the student's capstone project and the primary deliverable of the Master's program.

The learning objectives of the sequence are to help students to understand the research process; develop a compelling research question; assess and review literature; formulate a research problem; select and employ appropriate research methods; design a research plan; conduct research and evaluate the results; write and edit a research report (thesis).

By the end of the NS 2013-NS 4081 sequence, each student will have prepared a draft proposal for a thesis that is intellectually rigorous, feasible, and reflects the policy interests and needs of both the sponsor and the student's home agency or command. During the third quarter in the program, each student will refine the proposal in consultation with his or her advisor and second reader, with whom he or she will work to complete a final thesis that meets the Naval Postgraduate School's academic, organizational, and stylistic standards.

Technology for Homeland Security
Government agencies in today's Information Age are more dependent than ever on technology and information sharing. This course provides individuals involved in homeland security a broad overview of homeland security technology, information systems, inspections and surveillance technology, communications, knowledge management and information security. The course focuses on technology as a tool to support homeland security personnel regardless of functional specialty. The methodology used in the course will frame technology in terms of its contribution to deterrence; preemption; prevention; protection; response after an attack.

The study of principles and theory is combined with homeland security examples and cases. Students will gain a perspective on the important role of senior management in enterprise level computing and their personal role as change agents and dealing with "disruptive technologies." The objective is to empower the student to influence the plans and actions of homeland security organizations in preventing and preparing for homeland security, homeland defense, and terrorism. Another primary objective of the course is to help the students recognize the possibilities of new technology and novel applications of policies or laws to address threats. The knowledge and skills acquired will make students more effective technology users and help them to recognize opportunities where the application of technology solutions can provide a strategic advantage and therefore make a contribution to homeland security. The ultimate objectives are to show students how homeland security professionals can exploit technology and to use technology in the most efficient, innovative and productive manner.

Intelligence for Homeland Security: Organizational and Policy Challenges
The 11 September 2001 terrorist attacks on the World Trade Center and Pentagon and the ensuing War on Terror have focused the nation's attention on homeland security. This course examines key questions and issues facing the U.S. intelligence community and its role in homeland security and homeland defense. Students will have the opportunity to fully address policy, organizational and substantive issues regarding homeland intelligence support. Course reference materials will provide an overview of diverse intelligence disciplines and how the intelligence community operates. Course emphasis will be on issues affecting policy, oversight, and intelligence support to homeland defense/security and national decision-making. The 2004 Intelligence Reform and Prevention of Terrorism Act is addressed and the course is shaped to focus on homeland intelligence support issues at the State/Local/Tribal levels.

Research Colloquium
The purpose of these courses is to help learners reinforce their mastery of modes of inquiry and critical thinking needed not only for the intellectual work of the Master's program, but also in their professional lives. The goal of the sequence is to support the degree objectives of the CHDS Master's program by preparing students to conduct graduate-level, policy-relevant research and deliver the results of this research in an academically rigorous thesis. The thesis is the student's capstone project and the primary deliverable of the Master's program.

The learning objectives of the sequence are to help students to understand the research process; develop a compelling research question; assess and review literature; formulate a research problem; select and employ appropriate research methods; design a research plan; conduct research and evaluate the results; write and edit a research report (thesis).

By the end of the NS 2013-NS 4081 sequence, each student will have prepared a draft proposal for a thesis that is intellectually rigorous, feasible, and reflects the policy interests and needs of both the sponsor and the student's home agency or command. During the third quarter in the program, each student will refine the proposal in consultation with his or her advisor and second reader, with whom he or she will work to complete a final thesis that meets the Naval Postgraduate School's academic, organizational, and stylistic standards.

Critical Infrastructure: Vulnerability Analysis and Protection
Critical Infrastructure protection is one of the cornerstones of homeland security. While PDD-63 lists 8 sectors, the National Strategy for Protection of Critical Infrastructure and Key Assets lists 11 sectors: Water, Power & Energy, Information & Telecommunications, Chemical Industry, Transportation, Banking & Finance, Defense Industry, Postal & Shipping, Agriculture & Food, Public Health, and Emergency Services. For the purposes of this course, we have divided these into levels with Water, Power & Energy, and Information & Telecommunications forming the first - or foundational - level. Chemical Industry, Transportation, and Banking & Finance are assigned level 2, and the remaining sectors are designated level 3 infrastructures. These levels indicate dependencies - higher levels are dependent on lower levels. Thus we focus most attention on the most fundamental critical infrastructures. This course develops a network theory of vulnerability analysis and risk assessment called "model-based vulnerability analysis" used to extract the critical nodes from each sector, model the nodes' vulnerabilities by representing them in the form of a fault-tree, and then applying fault and financial risk reduction techniques to derive the optimal strategy for protection of each sector. At the completion of the course, students will be able to apply the model-based vulnerability technique to any critical infrastructure within their multi-jurisdictional region, and derive optimal strategies and draft policies for prevention of future terrorist attacks.

Special Topics in American Government for Homeland Security
The purpose of the Special Topics course is to provide students with an extra focus on 2 or 3 major issues that have current visibility in debates about homeland security. Currently, those topics focus on dilemmas in the evolving relationships between civil and military authority and between government and community.

The first issue will be border security and the role of state and local communities. The second topic involves the relationship between civilian and military authorities. Current debates over using the military to serve at U.S. borders will connect the first and second topics, and lead to a broader discussion of the role of civilian-military relations in homeland security. The third topic focuses on community preparedness issues related to public health emergencies. Currently, military assets have been directly used in the cases of anthrax scares and related incidents - this portion moves beyond the military role, however, to concentrate on community awareness, preparation, and support for public health emergencies and recovery.

Multi-discipline Approaches to Homeland Security
Homeland security efforts in the United States constitute a project framed by the rule of law. Constitutional concerns, civil rights issues and the roles of the various disciplines engaged in the effort are driven and impacted by the various local, state and federal systems of law. Multi-discipline Approaches to Homeland Security allows students to explore the homeland security project in relation to the laws that support and constrains it. Both historical and contemporary references are used to unpack the various issues and answer related questions. The role of community policing in homeland security and defense, civil-military relations in prevention and response, the USA PATRIOT Act and the handling of US citizens detained for terrorist violations are just some of the subjects that dominate the discourse. While the military, law enforcement and judicial issues are a central concern of the class, students consider the range of issues in relation to many other disciplines engaged in homeland security and defense.

Comparative Government for Homeland Security
The objectives of the NS 3028 course are: (1) to understand the transnational nature of terrorism, organized crime, pandemics and other homeland security threats, (2) to assess homeland security strategies employed by liberal democracies around the world; (3) to distill and extrapolate policy implications from these examples; and (4) to apply these lessons to the organizational and functional challenges faced by homeland security leaders in the United States. The course will focus both on a discussion of shared threats such as the global Jihadi movement, Al-Qaeda activity in Afghanistan/Pakistan, Middle Eastern groups such as Hamas and Hizbollah as well as policies and strategies employed by a range of democratic countries to cope with terrorism and other homeland security-related threats.

In addition to looking at specific countries, the course will also look at issue areas such as bio-threats, health system preparedness, airport security and anti-radicalization policies across a number of countries. This course will provide students with a knowledge-base and methodology with which to learn from the practices of other countries and translate those practices into policies applicable in the United States. The course will also enable students to better understand the threats that other countries face (many of which are likely to affect the United States in the near term) and how they cope with those threats.

Finally, the course will enable students to be better prepared to engage with their international partners at the local, state or federal levels as Homeland Security becomes an increasingly global undertaking and all levels of government in the United States move towards conducting greater international outreach.

Strategic Planning and Budgeting for Homeland Security
Homeland security requires programs in such disparate areas as counter-terrorism, information security, border security, counter-drug activities, etc. It also requires programs at the federal, state and local levels, which must be coordinated. This raises a variety of issues. For example, how can decision makers at the various levels decide which of these programs should be funded? How large should approved programs be? How do they fit together? How are plans translated into budgets? How do those responsible for the various facets of homeland security justify their budget requests when competing for funds for alternatives uses such as education, etc? Answering these questions requires a resource management system that allows decision makers to see the long-term implications of the decisions they are making today. Choosing among alternatives to provide maximum security with limited budgets requires an analytic approach to allocating resources. This course is designed to address these issues. The course will provide students with an analytical framework useful for translating long-term plans into programs and budgets.

The Psychology of Fear Management and Terrorism
This course serves as an introduction for homeland security professionals to terrorism as a psychological phenomenon. Government agencies involved in homeland security need to understand the psychological consequences of mass-casualty terrorist attacks and other disasters. This course provides a broad overview of psychological effects of terrorism; the status of and fallacies related to the interventions applied to victims of terrorism and the generalized fear and anxiety experienced by the public at large; current government strategies used to disseminate information to terrorist groups; psychological phenomena related to media coverage of terrorism; misconceptions and inaccuracies about the socio-political and religious motivations of terrorist groups; "profiling" and the typical psychological and cultural makeup of modern terrorists; and the social and cultural psychology of public conceptions of terrorists and acts of terror.

Knowledge into Practice: A Homeland Security Capstone Course
This course is intended to provide participants the opportunity to expand their ability to enact the knowledge and technical learning acquired in the courses leading up to the capstone. The material in other CHDS courses and the capstone experience, taken together, will provide participants with the motivation and skills to perform their professional roles in new ways, ways that will initiate and sustain change even at the level of the broader institutional context of governance in which they must function.
These courses, or others similar in nature, will provide an excellent example to follow when developing our instructional plans for our program. Not only do the courses require graduate level cognitive skills, they are also geared toward educating students on issues that are current and relevant to the Homeland Security arena. Courses are also designed to develop critical thinking skills, which will enable graduates to negotiate problems in the future that do not necessarily have a quick, right or wrong answer.
Although it is impractical during this stage of development to create an instructional plan for each class, it is important that the foundation be laid with regards to key areas.
Each Instructional Plan shall contain the following:
1 Course title with date and time frame.
2 Learning Objective: The learning objective for the class shall be stated clearly at the beginning of the class in order to focus the students on key concepts and abilities they will be expected to analyze and demonstrate after the course of instruction.
3 Session Activities: To alleviate stagnation during the class session, the teacher should have a plan as to what activities are planned at each class session. Given the limited amount of time available, having a good session plan will ensure that the instructor stays focused on the necessary material and the students are able to accomplish the learning objectives in the allotted time.
4 Instructional Techniques: The instructor ultimately has discretion when picking instructional techniques to use for a given session. Instructors are encouraged to use a variety of techniques in order to keep the students interested. Adult learning techniques are highly encouraged (given the audience), therefore pure lecture should be kept to a minimum when practical. Since the program emphasizes critical thinking and analysis skills, practical exercises that enhance these skills should be used to the maximum extent possible.
5 Assessment Plans: SEE BELOW
6 Estimated Time for Each Activity: Although flexibility of class conduct is imperative, it is also necessary for instructors to have a basic schedule of activities and associated time slots for each in order to ensure class objectives are met, and an appropriate amount of time is spent on each activity.
7 Instructor and Learner Material: Self explanatory
8 Room Arrangements: Room arrangements will likely vary depending on the instructional technique used, however, the environment should be such that it facilitates participation from all members of the class, and does not impede any one student’s ability to learn.
9 Equipment and Resources: Technology should be used in the classroom to the maximum extent possible. When possible, technologies in the classroom should mirror those utilized by the various agencies that comprise the Department of Homeland Security.

This is a good place to start evaluating instructional plans. Other curriculums will need to be studied to find common themes. Program administrators/curriculum developers and Homeland Security professionals will also be consulted prior to approving the final instructional plan.

FORMULATING EVALUATION PLANS

Program Evaluation Plan
Stud surveys
Longitudinal surveys
Faculty surveys
Agency surveys

Analysis of emerging HD trends to ensure program plan addresses appropriate needs

Student Assessment Plan
Assessments should be given for each class to ensure students have mastered the class objectives. Given the emphasis on critical thinking and problem solving skills required of those in the HS field, practical examinations that provide students the opportunity to display these abilities should be utilized.
In addition to class examinations, a final oral examination shall be conducted at the completion of all required classes. Board members conducting the examination shall consist of representatives of the Department of Homeland Security, and emphasis will be placed on analysis, critical thinking and problem solving utilizing practical exercises that directly relate to the Homeland Security subject matter covered in the course.

SELECTING FORMATS, SCHEDULES, AND STAFF NEEDS

Formats:

Small group formats:
1. Courses on Classes
2. Clinics
3. Seminars
4. Action Learning
5. Field Visits

Large-Group Format:
1. Lecture Series

Distance Learning:
*Multiple Types


Schedules:
In order to attract the largest number of adult learners to the program, a detailed schedule that shows all class dates for the entire scope of the program. Classes should not be scheduled for more than four consecutive hours when practicable. The demographics of prospective students suggest that working adults will comprise a good majority of the student population. With this in mind, flexibility in scheduling will be key to recruiting and retaining students.
Staff Needs:
Given the fact that Homeland Security is a relatively new area of study, experts from outside the college will be required to ensure the program meets its objectives. Such expertise will likely be costly, and should be appropriately budgeted for. Consideration should be given to recruiting qualified instructors from outside agencies such as the State Department, FEMA, DHS, police, firefighter and other appropriate emergency response agencies.



COORDINATING FACILITIES AND ON-SITE EVENTS

Initial concept is to schedule classrooms in existing main campus facilities. Scheduling will be coordinated by the department this program is aligned under. Secondary or simultaneous use of offsite facilities will be explored depending on demographic data and percentage of continuing education students enrolled in the program. Use of military, federal and state facilities will be explored to maintain low operational cost. OU has existing relationships with various state and federal agencies and Army and Air National Guard units which can be leveraged to establish potential facility usage agreements.

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REFERENCES:
Caffarella, R. S. (2002). Planning programs for adult learners. San Francisco: Jossey-Bass.