University at Albany (SUNY) College of Emergency Preparedness, Homeland Security and Cybersecurity CEHC 343: Homeland Security Instructors:

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1 University at Albany (SUNY) College of Emergency Preparedness, Homeland Security and Cybersecurity CEHC 343: Homeland Security Spring 2018 (Thursday 5:45-8:35 pm; Humanities 24) Instructors: Ms. Jaime Daley Phone: (646) Office Hours: Thursdays, 4:30 5:30pm, Humanities B-16, or by appointment Mission of the Course This course introduces students to the discipline of homeland security in the American context after the September 11, 2001 attacks. This course is focused on US federal government activities, such as the creation of the Department of Homeland Security and its evolution since 2002, as well as the state and local dimensions of homeland security. Topics examined include US intelligence community, counter terrorism, cybersecurity, border and transportation security, critical infrastructure protection, all hazards preparedness and response, among others. Course Learning Objectives Upon completion of this course, you should be able to accomplish the following activities: 1. Develop persuasive arguments that include claims, counter-claims, and evidence. 2. Communicate effectively in both written and oral forms. 3. Critically assess homeland security policies and programs. 4. Understand the historical evolution of homeland security, particularly in the American context after 9/ Identify and explain key concepts and activities within the field of homeland security, including counter-terrorism, emergency management, critical infrastructure protection, and cyber security. 6. Work effectively in teams to find answers to questions, develop solutions for complex challenges, and present persuasive arguments or findings in relation to critical issues in homeland security. Instructional Strategy While there will be some individual work in class, the course is designed to be a team-based learning course in which the students will work in teams during class on assignments and activities that will support the courses learning objectives. With an estimated enrollment of 40 students, the class will be divided into eight teams with five students on each team. The philosophy behind team-based learning is that students learn best from actively engaging in small groups and applying knowledge to real world problems. Team-based learning will reduce the amount of passive lecturing in the classroom by the instructor and increase the amount of studentto-student engagement. Team-based learning shifts significant responsibility for learning to the students and requires teams to arrive in class well prepared for applying knowledge from assigning readings and films. 1

2 Course Format The course will be taught once a week in the evening during a three hour block (5:45-8:35). In most weeks, the three hour block will be divided into three sequential parts. Depending on the week, each of these three blocks will be made up of lecture, guest speaker(s), and activities or debates. Requirements of the Course Students' final grades will be based on the following assignments, and using the standard UAlbany grading system of A-E grading scale (including +/-): 1) Class participation (10%) 2) Reading quizzes (5%) 3) Team Debate and other graded team work (20%), 4) Short papers and assignments (20%), 5) Midterm Exam (20%), and 6) Final Exam (25%). Student teams will participate in one policy debate. Developing the ability to express ideas and persuade others in an oral argument is essential to any career. In fact, whether you are an investment banker on Wall Street or a legislative aid on Capitol Hill many, if not most, of your arguments will be oral rather than written. Given that there will be eight (8) teams in the class, there will be five (5) policy debates (with two teams in each debate). During the first two weeks of class, teams will be assigned a debate topic. Each team will prepare a page briefing book that will include arguments in favor of the proposition, arguments against the proposition, refutations to these arguments, and counter-refutations to the refutations. On the day of the debate, a coin toss will determine which side of the proposition each team will defend. Students will also be required to complete two short written assignments over the course of the semester. The first paper (3 pages max) will respond to a proposition and students may argue for or against the proposition. Two paper topics are listed in the syllabus and the Blackboard website - chose only topic only. The second assignment will be a written memo (2 pages max) to a homeland security executive. The perspective will be that of an employee and will highlight a homeland security problem and offer potential solutions. This will be due after the midterm and before the final exam. Each assignment will be graded by the rubric provided (posted on Blackboard) and be worth 10% of your total grade each (20% total). Finally, there will be an in-class midterm and final exams. The exams will be 40% short answer and 60% essay. The examinations may be cumulative. Make-up exams are only available to students providing documentation signed by a doctor of an emergency medical situation (i.e., common colds and dentist appointments do not count). Students that feel their exams have been graded incorrectly should follow a three-step procedure. First, the student should carefully read the exam or assignment and identify the precise problem with the grading. Second, the student must send a written appeal explaining why their answer was appropriate to the instructor. Third, the instructor will meet with the student to discuss the appeal and resolve the conflict. Evaluation of Team Members: Once or twice during the semester students will rate the performance of their fellow teammates. Based on these evaluations, the team portion of the grade will be adjusted to account for an overall assessment of superior and inferior teamwork. This provision is designed to minimize free riding in teams. 2

3 Attendance and Participation: At the college level of education, the expectation is that students will attend every class session and actively participate in class every discussion each week. We expect students to have read and thought about the material assigned for that week. If language or some other barrier inhibits you from participating actively, you should meet with the instructor during the first two weeks of class to devise a solution. Attendance is not participation. Students missing a class session without prior approval of the instructor (or documentation of an emergency medical situation) will be penalized a third of a letter grade per missed class. Learning Disabilities: Students with learning disabilities must notify the instructor within the first two weeks of the course in order to make suitable arrangements. Course Websites The syllabus, required readings and other materials will be posted on a Blackboard page which can be accessed at: Contact All students are required to update the Blackboard preferences with an address that redirects all course to their primary account. This will ensure that they get all s from the instructor and group members in a timely fashion. This must be done by the end of the first week of class. Plagiarism and Cheating The emergence of the Internet has changed our world forever. The amount of information at our fingertips has increased geometrically over the last decade. Library searches that took hours to complete in the past can be done in a matter of minutes today. Public and private documents that were difficult, if not impossible, to gain access to in the past are now a mouse click away. While this technological revolution has enhanced the learning process in many ways, it has also increased the amount of plagiarism. Plagiarism is the intentional or unintentional use of another s words or ideas without giving credit to that person. While this includes copying text word for word without the use of quotation marks, it also includes paraphrasing another person s work without proper citation. Intellectual honesty is a core value of university and the foundation of faculty and student development. Plagiarism, therefore, undermines the entire university community. In the past couple of years, a number of students have been caught plagiarizing from Internet sources. The punishments have ranged from failing the assignment to failing the course to suspension from the university. This has been a painful and time-consuming experience for everyone involved. In order to eliminate this problem, all students will be required to submit their written assignments electronically via the Blackboard website prior to handing in hard copies at the start of class. All paper submissions will be checked for plagiarism using the Turnitin software program (or a similar program). Your written assignments will also be placed in a database with past submissions. This database will also be searched for plagiarized material. Students guilty of plagiarizing any material will receive a failing grade for the course and the evidence will be automatically turned over to the Office of Conflict Resolution and Civic Responsibility (i.e., judicial affairs). All students must complete the UAlbany Library s tutorial on plagiarism entitled "Plagiarism 101" ( by the third week of class. (September 14 th ). This will account for 1/10 th of your class participation score. If you have recently taken it for another course, proof of completion ( confirmation) will suffice. 3

4 Required Readings and Videos The required readings will be available via Blackboard and linked directly in the syllabus where publically available. Immediately after the required readings, several optional readings may be listed for each topic. The optional readings can be accessed via Minerva, databases, e-journals, or are openly available on the Internet. The course workload is based on the assumption that you will devote at least seven hours per week engaging this class (with three hours of participation during class meetings and four hours of work outside of class). I assume that the average student can read 30 pages per hour and write original essays at a rate of approximately 300 words (or one single-spaced page) per hour (including draft, revision, and final proofreading). Thus, a combination of outside work in a week might involve one hour of streamed video, sixty pages of reading, and remaining time dedicated toward writing a paper or research for debates. Please budget your time accordingly. Summary Course Schedule Week Class Date Topics 1 January 25 Introduction 2 February 1 Historic Overview 3 February 8 Governmental Structures 4 February 15 Intelligence Community Post 9/11 5 February 22 International Terrorism & Counterterrorism 6 March 1 Domestic Terrorism & Counterterrorism 7 March 8 Natural & Technological Hazards - March 15 NO CLASS SPRING BREAK Exercises & Exams Plagiarism tutorial due 8 March 22 MIDTERM EXAM MIDTERM 9 March 29 Border & Transportation Security Paper Argument Paper due 10 April 5 Critical Infrastructure Protection Debate #1 11 April 12 Cyber Security Threats and Risks Debate #2 12 April 19 All Hazards Emergency Management Debate #3 Memo due 13 April 26 Privacy, Civil Rights & Civil Liberties Debate #4 14 May 3 Risk Communication - May 10 NO CLASS READING DAY 15 May 17 FINAL EXAM FINAL 4

5 Outline of Classes and Required Readings Week 1 1/25): Introduction to Course This class will be devoted to an overview of the class and course mechanics. By the end of this informational class, you should be able to determine if it suits your needs and interests. Week 2 (2/1): Historical Overview: The 9/11 Attacks & the Emergence of U.S. Homeland Security Bullock et al., Introduction to Homeland Security, 5 th Edition. Chapter 1, Homeland Security: The Concept, the Organization. pp Moore, John. The Evolution of Islamic Terrorism: An Overview, Congressional Research Service. Defining Homeland Security: Analysis and Congressional Considerations. 8 January Flashback 9/11: As It Happened available at (19 minutes) Optional Readings Christopher Bellavita, Changing Homeland Security: What is Homeland Security? Homeland Security Affairs, Volume IV No. 2: June Available at The 9/11 Commission Report. National Strategy for Counterterrorism. The White House. June htm Week 3 (2/8): Governmental Structures in Homeland Security 1. Plagiarism Tutorial Must Be Completed for CREDIT at Proposal to create DHS (29 pages) DHS Org Chart 2015 U.S. DHS. The 2014 Quadrennial Homeland Security Review New York State Homeland Security Strategy found at Congressional Research Service. European Approaches to Homeland Security and Counterterrorism. 24 July

6 Week 4 (2/15): The Intelligence Community Post 9/11 Bullock et al., Introduction to Homeland Security, 5 th Edition. Chapter 5: Intelligence Counterterrorism, Bullock et al., pp Frontline video United States of Secrets available at (1 hour and 54 minutes) Betts, Richard (2007). Two Faces of Intelligence Failure: September 11 and Iraq s Missing WMD. Political Science Quarterly. 122:4, Intelligence Strategy of the United States of America (2014). Office of the Director of National Intelligence. Pillar, Paul. Intelligent Design? The Unending Saga of Intelligence Reform. Foreign Affairs. March/April Products or Outputs? Probing the Implications of Changing the Outputs of Intelligence. Studies in Intelligence 56:1, March study-of-intelligence/csi-publications/csi-studies/studies/vol.-56-no.-1/pdfs-vol-56.-no.- 1/Products%20or%20Outputs%20-Extracts-Mar12-20Apr12.pdf Steiner, James. Needed: State Level, Integrate Intelligence Enterprises. Studies in Intelligence 53:3, September intelligence/csi-publications/csi-studies/studies/vol.-53-no.-3/pdfs/u-%20steiner- NYStateHomelandSecurity-web.pdf Week 5 (2/22): International Terrorism & Counterterrorism Statement Before the Senate Committee on Homeland Security and Governmental Affairs by FBI Director James Comey, September 27, 2016, Fifteen Years After 9/11: Threats to the Homeland threats-to-the-homeland Stratfor Detection Point in the Terrorist Attack Cycle Bergen, Peter, Bruce Hoffman & Katherine Tiedemann (2011). Assessing the Jihadist Terrorist Threat to America and American Interests. Studies in Conflict & Terrorism, 34:2, Abrahms, Max (2008). What Terrorists Really Want: Terrorist Motives and Counter Zelin, Aaron. The War Between ISIS and al-qaeda for Supremacy of the Global Jihadist Movement. The Washington Institute for Near East Policy. June df, pp

7 Terrorist Strategies. International Security, 32(4): Frontline video Top Secret America available at Gunaratna, Rohan and Oreg Aviv (2010). Al Qaeda's Organizational Structure and its Evolution. Studies in Conflict & Terrorism 33(12): Johnsen, Gregory. 60 Words And A War Without End: The Untold Story Of The Most Dangerous Sentence In U.S. History. Buzzfeed News. 16 January Week 6 (3/1): Domestic Terrorism & Counterterrorism 1. PAPER TOPIC #1: Proposition: Intelligence and law enforcement agencies should be permitted to conduct warrantless wiretaps in order to keep America safe from terrorism. 2. PAPER TOPIC #2: Proposition: The United States should ban refugees and immigrants from select Muslims countries due to the risk of terrorism. Gumbel, Andrew. The Domestic Terrorism Threat in the United States: A Primer. GW Program on Extremism. December pp Bergen, Peter and David Sterman. The Return of Leftist Terrorism? CNN. 15 June Zaal, Timorhy. I Used To Be a Neo-Nazi. Charlottesville Terrifies Me. Politico. 18 August Week 7 (3/8): Natural and Technological Hazards Bullock et al., Introduction to Homeland Security, 5 th Edition. Chapter 3 (pages only), pp Bucci, Steven et al. After Hurricane Sandy: Time to Learn and Implement the Lessons in Preparedness, Response, and Resilience. The Heritage Foundation. 24 October (approximately 21 pages) Kimmelman, Michael. Lessons From Hurricane Harvey: Houston s Struggle Is America s Tale, New York Times. November 11, Frontline video Inside Japan s Nuclear Meltdown available at: (54 minutes) Week 8 (3/22) MIDTERM EXAMINATION 7

8 Week 9 (3/29): Border and Transportation Security Congressional Research Service. Border Security: Understanding Threats at U.S. Borders. 21 February (33 pages). Alden, Edward. Smart Borders: How to Keep the U.S. Open and Safe. Foreign Affairs. 10 December /smart-borders (approximately 10 pages) Byman, Daniel. Do Syrian Refugees Pose a Terrorism Threat? Brookings Institute. 27 October Nowrasteh, Alex. Syrian Refugees Don t Pose a Serious Security Theat. CATO Institute. 18 November Parlapiano, Alicia and Anjali Singhvi, The Supreme Court Partially Allowed Trump s Travel Ban. Who Is Still Barred? The New York Times, Week 10 (4/5): Critical Infrastructure Protection 1. DEBATE #1: Proposition: Apple should have complied with the FBI s request to unlock the San Bernadino shooter s cell phone, in the name of national security. Homeland Security Presidential Directive 7 on Critical Infrastructure (about 5 pages) Eckert, Sue Protecting Critical Infrastructure: The Role of the Private Sector (24 pages) Congressional Research Service. Risk Management and Critical Infrastructure Protection: Assessing, Integrating, and Managing Threats, Vulnerabilities and Consequences. 2 September (about 27 pages) Week 11 (4/12): Cybersecurity Threats and Risks 1. DEBATE #2: Proposition: Domestic terrorist groups pose a greater threat to the United States than international terrorist groups. 8

9 Presidential Policy Directive 41 on United States Cyber Incident Coordination (about 6 pages) Steiner, James. From Russia without love: How a foreign foe tampered with our election. The Hill, August 7, Symantec. Internet Security Threat Report, Vol. 22, April 2017 (on blackboard) Barcena, Mario Ballano and Candid Wueest. Insecurity in the Internet of Things. Symantec. 12 March Greenburg, Andy. OPM Now Admits 5.6M Feds Fingerprints Were Stolen by Hackers. Wired. 23 September m-feds-fingerprints-stolen-hackers/ (about 3 pages) OPM Data Breach Congressional Hearing available at Week 12 (4/19): All Hazards Emergency Management 1. Memo 2. DEBATE #3: Proposition: Natural disasters are far more common than major terrorist attacks, therefore the majority of homeland security money and personnel should be dedicated to preparing for natural disasters. Chapter 10: Mitigation, Prevention, and Preparedness, Bullock et al., pp New York Rising : A Report from the Governor s Office of Storm Recovery (40 pages, graphics heavy) The Role of an Emergency Operations Center in Considerations for Fusion Center and Emergency Operations Center Coordination (CPG 502), pages only eoc_coordination_2010.pdf (6 pages) Week 13 (4/26): Privacy, Civil Rights and Civil Liberties DEBATE #4: Proposition Fusion Centers practices of collecting and storing information infringe on the privacy, civil rights and civil liberties of our citizens. 9

10 FBI Director James Comey Joint Statement with Deputy Attorney General Sally Quillian Yates Before the Senate Judiciary Committee on July 8, Going Dark: Encryption, Technology, and the Balances Between Public Safety and Privacy Nationwide SAR Initiative (NSI) overview and associated documents Carter et al. Law Enforcement Fusion Centers: Cultivating an Information Sharing Environment while Safeguarding Privacy Society for Police and Criminal Psychology. _Cultivating_an_Information_Sharing_Environment_while_Safeguarding_Privacy Connecticut Intelligence Center (2010). Privacy, Civil Rights and Civil Liberties Protection Policy. _1_november_19_2010_signed_by_betsy.doc.pdf (33 pages). Solove, Daniel J., Nothing to Hide: The False Tradeoff between Privacy and Security. New Haven, CT: Yale University Press. Week 14: (5/3): Risk Communication Janoske, Melissa, Brooke Liu, and Ben Sheppard (2012). "Understanding Risk Communication Theory: A Guide for Emergency Managers and Communicators." National Consortium for the Study of Terrorism and Responses to Terrorism. nicationtheory.pdf (29 pages) Janoske, Melissa, Brooke Liu, and Ben Sheppard (2012). "Understanding Risk Communication Best Practices: A Guide for Emergency Managers and Communicators." National Consortium for the Study of Terrorism and Responses to Terrorism. nicationbestpractices.pdf (25 pages) National Terrorism Advisory System at including bulletin found at (1 page) FINAL EXAM: Thursday, May 17 5:45pm 7:45pm 10