Education Database Online

This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources.

This course presents adult development theory and links theoretical concepts of life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional and academic learning.

This course is a survey of government at the national level. Emphasis is placed on the constitutional basis of American government, federalism, the sources and forms of political behavior, the operation of the three branches of government, and the making of national policy.

This course is a study of the Constitution of the United States and its role in American history and government. The course covers the drafting and ratification of the Constitution, its subsequent amendment and interpretation, and its contemporary role in American politics and government.

The course in international relations is the study of relations between different nations of the world with an emphasis on understanding the political implications of international security matters and the international political economy. The topical emphasis on nationalism, diplomacy, conflict, international organizations and actors, human rights, political economy, and key global issues offers insights into the principles of identity, cooperation, and the use of power in an international context.

This course is a broad overview of Homeland Security from its emergence in America's first century to the 9/11 attacks. Areas of study include the rise of modern terrorism, domestic terrorism, cyberterrorism, Homeland Security organization, strategies, programs and principles, emergency management, the media, and the issues of civil liberties.

This course is a survey of government at the national level. Emphasis is placed on the constitutional basis of American government, federalism, the sources and forms of political behavior, the operation of the three branches of government, and the making of national policy.

This course will provide students with the skills to develop a comprehensive plan for risk analysis, threat assessment, staffing an emergency operations center, coordinating with supporting agencies, and the creation of a continuing testing program. Actual case studies are used to teach students how to plan for natural disasters as well as terrorism at the federal, state and local levels.

This course is designed to provide students with the ability to evaluate an emergency incident, determine its scope, understand the function of the first responders, learn the communication procedures necessary to alert the appropriate agencies, and understand how first responders are dispatched. Students will create a recovery plan for response to large scale terrorist incidents.

Students will develop the skills to conduct research into selected topics relating to homeland security, emergency management and disaster preparedness using government websites, Internet sources, library databases, and other pertinent repositories of information and data. Students will be required to formulate a research topic with supporting sources for the final report due in the Capstone Course.

This course examines the ways revolution and terrorism have shaped the twenty-first century from an interdisciplinary perspective drawing on history, philosophy, and sociology. Emphasis is on the ideas and socio-historical forces that have produced revolutions.

Students in this course study and analyze counterterrorism including the evolution of counterterrorism, and the specifics of the typology and anatomy of terrorist operations. The course includes an overview of the intelligence community, collection, analysis, requirements and dissemination.

Utilizing case studies and clinical research, the course will focus on the psychological and physiological response to natural disasters, terrorism, and other manmade disasters. Students will examine psychological reactions, the recovery process and mental health care for victims, disaster recovery teams, and first responders.

This course focuses on the technical aspects of digital crime as well as behavioral aspects of computer hackers, virus writers, terrorists and other offenders. Using real life examples and case studies, students will examine the history, development, extent and types of digital crime and digital terrorism as well as current legislation and law enforcement practices designed to prevent, investigate and prosecute these crimes.

In this final course students will demonstrate their mastery of program outcomes in Homeland Security & Emergency Management creating an original research and analysis report using the draft and research developed in the Research and Analysis Course.

The events of Sept. 11 resulted in a new and intense focus on the issue of terrorism in the United States and abroad. In this course students explore the history of terrorism; laws, regulations, and legislation related to terrorism; and the roles of the media, governmental agencies, and entities in the prevention of and response to terrorism. Students apply their knowledge to case studies and current trends related to terrorism. Interdisciplinary Policy Studies Specialization Courses

Public administrators work to increase the effectiveness of government and organizations locally and internationally. This course explores the history, foundations, and theories of public administration and the diverse political, social, and economic contexts within which they exist and builds an understanding of public policy and organizational environments. Topics include ethical and legal issues, governance, fiscal planning, and current topics and trends in public administration. Students choose a public organization, examine its overall history, purpose, and operation, and apply public administration theory to describe its operation and health.

This course introduces students to Walden University and to the requirements for successful participation in an online curriculum. It provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Topics include the relation of mission and vision to professional goals, development of the program of study, strategies for online success, introduction to the online library, and an introduction to critical thinking, professional writing, and academic integrity. Course assignments focus on the practical application of writing and critical-thinking skills and promote professional and academic excellence.

Ethics is a foundational element of leadership. Leaders face increasingly complex social and political challenges as they seek to meet the needs of diverse constituents. This course explores ethics and social justice related to economic disparity, power and privilege. Students use demographic data, current social trends and themes to understand, analyze, and address ethical and social-justice issues that impact service delivery in a global community.

Public and nonprofit leaders require a deep understanding of their roles as directors and managers of diverse and complex organizations. This course examines the distinction between leadership and management, organizational culture, change management, systems theories, and organizational development from a theoretical and applied perspective. Students apply principles to public, private, and nonprofit organizational settings.

Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations, as well as the fiscal climate within which they operate. Students gain an understanding of theories motivating major fiscal-policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include auditing practices, tax systems, financial management, budgetary reform, financial technology systems specific to government organizations, and the use of dashboards for financial reporting. Students apply what they learn to develop a budget and financial plan for either a public or private organization.

The acquisition, development, and retention of talent are critical element of the success of any organization. This course examines theories, approaches, and systems related to the acquisition, management, development, and retention of people in government and nonprofit organizations. Students explore topics including legal and ethical considerations, diversity, performance management, the establishment and implementation of policy, technology, and conflict management through the use of case studies. Students apply principles learned in this course to situations encountered in public, private, and nonprofit organizations.

The economy affects every aspect of daily life. In this course students gain an understanding of public sector economics at the local, state, and national levels. Topics include the role of the government in the market economy including the government's redistributive role; factors affecting the economy; sources of government revenue; the relationship of public goods and the economy; programs and services funded by the government; alternative forms of delivery of programs and services; and the interaction and interconnectedness of the US and global economy. Students apply concepts, processes, and systems related to public sector economics to a specific government program or service.

In an increasingly complex world, leaders and managers in public, private, and nonprofit organizations need to be strategic in planning and creating effective, collaborative programs and services. This course explores the role and process of strategic planning with an emphasis on collaboration, cooperation, and coordination within and among organizations. Students will apply these concepts to real-life situations and organizations.

Public administrators today work in a hypercharged, partisan environment with unprecedented access to public policy data. This challenging environment affords public administrators both extraordinary opportunities and severe constraints. This course examines in detail, the key stakeholders and actors in the public policy process with particular attention devoted to understanding the functions, impacts, and constraints of these stakeholders upon policy development and the policy making process. In addition the course explores professional ethics related to the role of the policy analyst and considers the significant social outcomes of public policy. It provides an introduction to the theories and strategies used by policymakers and policy analysts to develop, implement, execute, evaluate, and promulgate public policy. Students explore the impact and consequences of public policy and consider and evaluate policy in a social justice framework. . Students craft a policy memorandum to a decision maker of their choosing regarding a current public policy problem that examines and evaluates competing policy alternatives.

Organizational credibility, community trust, and fundraising are increasingly dependent upon demonstration of program effectiveness and success. This course introduces research and evaluation methods in the public, private, and nonprofit sectors. Students examine the strengths, limitations, and threats to validity; models, metrics, and tools used to evaluate programs and policies; and legal and ethical issues associated with research and evaluation methods. Students identify a topic for research, write a literature review, and select procedures for data collection and analysis, leading to the completion of a research proposal.

Since its inception, the Department of Homeland Security has profoundly impacted public policy and administration. This course examines homeland security history, concepts, policies, and strategies of prevention and response. Topics include ethical issues, telecommunications, technology, threat assessment, contingency planning, and risk management. Students apply fundamental concepts and principles of homeland security to case studies and current issues.

Strategic leadership is required to address the challenges and complexities of homeland security. To respond to critical incidents while and after they occur, leaders must plan tactically and understand how to obtain and mobilize resources. Students explore the roles of leaders in relation to activating or coordinating funding, personnel, jurisdictional issues, training, communication, information management, technology, and healthcare in order to create an effective response to homeland security needs.

The course provides students with an opportunity to integrate learning from courses in the program in a capstone project: an applied project with a written paper or a research paper. The capstone may focus on governance, policy, or leadership and management in either the public or nonprofit sectors or take a cross-sector comparative perspective.

The Purpose Of This Course Is To Introduce Students To Walden University And To The Requirements For Successful Participation In An Online Curriculum. It Provides A Foundation For Academic And Professional Success As A Scholar-practitioner And Social Change Agent. Course Assignments Focus On Practical Application Of Writing And Critical Thinking Skills And Promote Professional And Academic Excellence. Major Assignments Include The Preparation Of The Professional Development Plan, Program Of Study, And A Sample Kam Learning Agreement. Note: Students In Selected Doctoral Programs And Specializations Are Required To Take This Course Immediately Upon Enrollment, And Must Successfully Complete It Before Proceeding With Kams Or Coursework.

Ethics is a foundational element of leadership. Leaders face increasingly complex social and political challenges as they seek to meet the needs of diverse constituents. This course explores ethics and social justice related to economic disparity, power and privilege. Students use demographic data, current social trends and themes to understand, analyze, and address ethical and social-justice issues that impact service delivery in a global community.

Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations, as well as the fiscal climate within which they operate. Students gain an understanding of theories motivating major fiscal-policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include auditing practices, tax systems, financial management, budgetary reform, financial technology systems specific to government organizations, and the use of dashboards for financial reporting. Students apply what they learn to develop a budget and financial plan for either a public or private organization.

In an increasingly complex world, leaders and managers in public, private, and nonprofit organizations need to be strategic in planning and creating effective, collaborative programs and services. This course explores the role and process of strategic planning with an emphasis on collaboration, cooperation, and coordination within and among organizations. Students will apply these concepts to real-life situations and organizations.

Successful public sector organizations require high-caliber leaders who are accountable to multiple constituencies. A rapidly accelerating rate of change and blurring of organizational boundaries contribute to the need for leaders who are equipped to meet the challenge. This course explores the theoretical underpinnings of leadership and the important role of the leader in organizational change. By exploring leadership theory, current research, and practice within an area of public administration or nonprofit/nongovernmental organizations, students will demonstrate their understanding of leadership in organizations that are increasingly complex in nature. Ethical dimensions, boundary-spanning functions, and how leaders influence positive social change are key factors of this course. The course draws on historical and current events, and the personal experiences of students, to examine the demands of leadership.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

Democratic principles are the foundation of modern life. The course provides an overview of democratic governance in public administration, public policy, or nonprofit/nongovernmental organizations in modern society. Students will examine the theoretical underpinnings of democratic governance and public policy in their chosen area of specialization necessary for doctoral-level research. Students will review fundamental theories of governance, research current literature on a specialized topic, and apply best practices within their area of specialization. The emphasis is on the context in which public and nonprofit leaders function and the social institutions that influence public policy and guide administrative decision-making.

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis and 8300C: Qualitative Reasoning and Analysis. It provides students with more specialized knowledge and skills for designing mixed mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed mixed-methods designs and how to select the most appropriate approach for the research question. The course emphasizes integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Reliability and validity in mixed mixed-methods approaches will be highlighted. Students will apply and synthesize their knowledge and skills by developing a truly mixed mixed-methods research plan that appropriately incorporates qualitative and quantitative elements.

This research course builds upon knowledge and skills acquired in RSCH 8300C: Qualitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis, and provides experience applying them. It provides students with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social social-change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.

This course provides a broad perspective on the history of the U.S.A. Patriot Act, similar terroristic legislation and immigration laws, and their policy implications on law enforcement, governmental entities, organizations, and individuals.

This course provides participants with an overview of terrorism—local, national, and international—and the need to develop a systemic approach for emergency preparedness. Topics include, but are not limited to, terrorism overview, terrorism and public health, bioterrorism, biosecurity, cyberterrorism, risk assessment, implications for public health, and components of a systemic preparedness infrastructure.

This course examines the principles of emergency planning, selection of leaders, specialized planning (e.g., schools, tourism), mutual aid, and leadership theories. It provides a basic foundation for public administrators to develop a critical incident plan and also understand leadership theories. Course participants critically analyze case studies, identifying weaknesses and potential solutions.

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans. (Prerequisite a Foundations course or first course in a program)

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

This course sequence offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation with the guidance of a chair and committee members, in a learning platform classroom in which weekly participation is required. Students work with a dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for COUN 9000, they are registered each term until successful completion of the dissertation, for a minimum of four terms.

The Purpose Of This Course Is To Introduce Students To Walden University And To The Requirements For Successful Participation In An Online Curriculum. It Provides A Foundation For Academic And Professional Success As A Scholar-practitioner And Social Change Agent. Course Assignments Focus On Practical Application Of Writing And Critical Thinking Skills And Promote Professional And Academic Excellence. Major Assignments Include The Preparation Of The Professional Development Plan, Program Of Study, And A Sample Kam Learning Agreement. Note: Students In Selected Doctoral Programs And Specializations Are Required To Take This Course Immediately Upon Enrollment, And Must Successfully Complete It Before Proceeding With Kams Or Coursework.

Ethics is a foundational element of leadership. Leaders face increasingly complex social and political challenges as they seek to meet the needs of diverse constituents. This course explores ethics and social justice related to economic disparity, power and privilege. Students use demographic data, current social trends and themes to understand, analyze, and address ethical and social-justice issues that impact service delivery in a global community.

Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. This course examines finance and budgeting concepts, policies, and practices related to organizations, as well as the fiscal climate within which they operate. Students gain an understanding of theories motivating major fiscal-policy debates; read, analyze, and construct budgets; and read and analyze financial statements and reports. Other topics include auditing practices, tax systems, financial management, budgetary reform, financial technology systems specific to government organizations, and the use of dashboards for financial reporting. Students apply what they learn to develop a budget and financial plan for either a public or private organization.

In an increasingly complex world, leaders and managers in public, private, and nonprofit organizations need to be strategic in planning and creating effective, collaborative programs and services. This course explores the role and process of strategic planning with an emphasis on collaboration, cooperation, and coordination within and among organizations. Students will apply these concepts to real-life situations and organizations.

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis and 8300C: Qualitative Reasoning and Analysis. It provides students with more specialized knowledge and skills for designing mixed mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed mixed-methods designs and how to select the most appropriate approach for the research question. The course emphasizes integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Reliability and validity in mixed mixed-methods approaches will be highlighted. Students will apply and synthesize their knowledge and skills by developing a truly mixed mixed-methods research plan that appropriately incorporates qualitative and quantitative elements.

This research course builds upon knowledge and skills acquired in RSCH 8300C: Qualitative Reasoning and Analysis and provides experience applying them. It provides students with more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

This research course builds upon knowledge and skills acquired in RSCH 8200C: Quantitative Reasoning and Analysis, and provides experience applying them. It provides students with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social social-change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.

This course provides a broad perspective on the history of the U.S.A. Patriot Act, similar terroristic legislation and immigration laws, and their policy implications on law enforcement, governmental entities, organizations, and individuals.

This course provides participants with an overview of terrorism—local, national, and international—and the need to develop a systemic approach for emergency preparedness. Topics include, but are not limited to, terrorism overview, terrorism and public health, bioterrorism, biosecurity, cyberterrorism, risk assessment, implications for public health, and components of a systemic preparedness infrastructure.

This course examines the principles of emergency planning, selection of leaders, specialized planning (e.g., schools, tourism), mutual aid, and leadership theories. It provides a basic foundation for public administrators to develop a critical incident plan and also understand leadership theories. Course participants critically analyze case studies, identifying weaknesses and potential solutions.

This research course provides students with core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Quantitative, qualitative, and mixed method research designs and methods are introduced. Ethical and social change implications of conducting research, producing knowledge, and engaging in scholarship are emphasized. Students will apply and synthesize their knowledge and skills by developing elements of simple research plans. (Prerequisite a Foundations course or first course in a program)

Study To Effectively Apply Consultation Skills To Improve Individual, Group, And Organizational Performance. Share Your Counseling Skills And Expertise As You Solve Problems And Make Recommendations In A Range Of Settings, Including Primary And Secondary Schools, Mental Health Agencies, Higher Education Institutions, Nonprofit Organizations, And Business And Industry. Completion Requirements For Students Who Are Licensed Professional Counselors Or Who Have Graduated From A Cacrep-accredited Or Cacrep-equivalent Master’s Program:* * 98 Total Quarter Credit Hours O Core Courses (46 Cr.) O Foundation Research Sequence (16 Cr.) O Specialization Courses (15 Cr.) O Practicum (3 Cr.) O Internship (6 Cr.) O Dissertation (12 Cr.) * Professional Development Plan And Program Of Study (included In Coun 8001) * Minimum 11 Quarters Enrollment * 20 Days Of Residency (one 4-day And Two 8-day Residencies)

This research course provides students with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.

This Course For Doctoral Students Has No Specific Course Description Due To The Flexibility Inherent In The Knowledge Area Module (kam) Learning Model, Which Allows Students To Develop Expertise In Their Area Of Interest Through An Individualized Program. The Number Of Kams Required Varies By Program, But Each Kam Culminates In A Scholarly Paper Comprising Three Segments: Breadth, Depth, And Application. Through The Kam Process, Students Will Apply What They Have Learned To Meet A Need In Their Profession.

This Course For Doctoral Students Has No Specific Course Description Due To The Flexibility Inherent In The Knowledge Area Module (kam) Learning Model, Which Allows Students To Develop Expertise In Their Area Of Interest Through An Individualized Program. The Number Of Kams Required Varies By Program, But Each Kam Culminates In A Scholarly Paper Comprising Three Segments: Breadth, Depth, And Application. Through The Kam Process, Students Will Apply What They Have Learned To Meet A Need In Their Profession.

This Course For Doctoral Students Has No Specific Course Description Due To The Flexibility Inherent In The Knowledge Area Module (kam) Learning Model, Which Allows Students To Develop Expertise In Their Area Of Interest Through An Individualized Program. The Number Of Kams Required Varies By Program, But Each Kam Culminates In A Scholarly Paper Comprising Three Segments: Breadth, Depth, And Application. Through The Kam Process, Students Will Apply What They Have Learned To Meet A Need In Their Profession.

This Course For Doctoral Students Has No Specific Course Description Due To The Flexibility Inherent In The Knowledge Area Module (kam) Learning Model, Which Allows Students To Develop Expertise In Their Area Of Interest Through An Individualized Program. The Number Of Kams Required Varies By Program, But Each Kam Culminates In A Scholarly Paper Comprising Three Segments: Breadth, Depth, And Application. Through The Kam Process, Students Will Apply What They Have Learned To Meet A Need In Their Profession.

This Course For Doctoral Students Has No Specific Course Description Due To The Flexibility Inherent In The Knowledge Area Module (kam) Learning Model, Which Allows Students To Develop Expertise In Their Area Of Interest Through An Individualized Program. The Number Of Kams Required Varies By Program, But Each Kam Culminates In A Scholarly Paper Comprising Three Segments: Breadth, Depth, And Application. Through The Kam Process, Students Will Apply What They Have Learned To Meet A Need In Their Profession.

This Course For Doctoral Students Has No Specific Course Description Due To The Flexibility Inherent In The Knowledge Area Module (kam) Learning Model, Which Allows Students To Develop Expertise In Their Area Of Interest Through An Individualized Program. The Number Of Kams Required Varies By Program, But Each Kam Culminates In A Scholarly Paper Comprising Three Segments: Breadth, Depth, And Application. Through The Kam Process, Students Will Apply What They Have Learned To Meet A Need In Their Profession.

This course offers doctoral students the opportunity to integrate their program of study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation independently, with the guidance of a dissertation supervisory committee chair and committee members. Students complete a prospectus, proposal, Institutional Review Board application, and dissertation. Once students register for PPPA 9000, they will be registered each term until successful completion of the dissertation.

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

The Homeland Security program focuses on the issues of security, intelligence operations, emergency services and crisis management. The Homeland Security program is designed to serve three types of students: x Students wishing to continue their education and pursue an upper level degree in an area of homeland security studies. x Students wishing to secure employment in the field of corporate or government security. x Professionals who need to increase their skills for their present duties. The Homeland Security program provides a broad understanding of the intelligence cycle, business continuity cycle and security

This course covers the detection of illegal financial transactions. Major topics include money laundering, fraud, embezzlement, and illicit accounting practices. Students will learn data gathering and analysis techniques for financial transactions, records, legitimate businesses, illegal organizations, and individuals. The course will include preparation for trial.

This course focuses on the consolidation of responsibilities and functions across agencies, at various jurisdictional levels, that have the charge of mitigating hostilities, threats, hazards, and consequences. Further, this course incorporates the pillars of robust response systems. This course is designed to develop analytical skills that will prepare students to identify, evaluate and resolve complex policy issues and initiate practical actions. Though the range of relevant issues extends from local matters to national security, this course will concentrate on preparedness strategies for state, urban and local areas.

This course is designed to give the student an understanding of the concepts of terrorism, both domestic and international. Lecturer will address the causes and effects of terrorism as they relate to political structures from both religious and historical perspectives; noting its impact on the world today.

This course description is currently being revised.

The purpose of this course is to present a conceptual framework to provide understanding of the special conditions of minorities in the context of the criminal justice system and encourage the development of culturally and gender specific compatible skills and practical approaches to more adequately meet the challenges presented by working with minority population concerns, problems and needs.

This course description is currently being revised.

This course focuses on the consolidation of responsibilities and functions across agencies, at various jurisdictional levels, that have the charge of mitigating hostilities, threats, hazards, and consequences. Further, this course incorporates the pillars of robust response systems. This course is designed to develop analytical skills that will prepare students to identify, evaluate and resolve complex policy issues and initiate practical actions. Though the range of relevant issues extends from local matters to national security, this course will concentrate on preparedness strategies for state, urban and local areas.

This course description is currently being revised.

This course is designed to give the student an understanding of the concepts of terrorism, both domestic and international. Lecturer will address the causes and effects of terrorism as they relate to political structures from both religious and historical perspectives; noting its impact on the world today.

This course description is currently being revised.

This program enhances the leadership, management, and administrative skills, knowledge, and ability of present and future senior and mid-level managers. The core courses develop cognitive skills at the graduate level. The specialized courses address the critical areas in the management of a contemporary criminal justice agency

This course description is currently being revised.

This course is designed to give the student an understanding of the concepts of terrorism, both domestic and international. Lecturer will address the causes and effects of terrorism as they relate to political structures from both religious and historical perspectives; noting its impact on the world today.

This course description is currently being revised.

Using Large Scale Systems Thinking This Course Will Explore The Current Reality Of Hls Challenges That Embraces Tribal, State, Municipal, National, And Private Efforts. This Team-taught Class Uses A Diverse Cohort Across Representative Organizations, Enabling Knowledge Sharing And Complex Problem Solving. The Role Is To Create Practitioners Who Not Only Create Theory In Hls But Understand The Immediate Application Of Large Scale Change Techniques To Complex Crises That Have No Clear Solutions And Span Numerous Organizations.

Network Organizations are developing quickly throughout the world and are becoming increasingly important in how work gets accomplished. Network organizations have been growing in the modern world because traditional organizations cannot respond to the complexity and speed of change facing today’s organization. In the case of Homeland Security, where many interagency and inter-organizations must work together to respond to crisis, understanding Network Organizations and how to work between and with them is no longer a nicety but is absolutely essential. The problems of working with diverse organizational cultures, communicating across organizations, communities, and social groups including rural versus urban and metropolitan cultures will be addressed. Unique planning, intervention, and communication problems involving case studies and simulations will be used to create an active learning involvement. Students will be expected to build and develop their leadership skills necessary for working within and between Network Organizations while examining various methods used for operating within a parent organization as well as cooperatively with outside Homeland Security partners.

The purpose of this course is to understand field operations and integrating trans-organizational operations planning and execution. The primary focus of the course is on communication and the importance of a detailed trans-organizational operations plan that has been shared and collaboratively developed before the crisis happens. A good operations plan and subsequent training is critical for timely response during an actual crisis. The course will also address how to: effectively respond to a crisis as it erupts; manage the initial response; organize at the point of crisis for the short run; and establish critical on-the-spot contingencies as the crisis unfolds.

The course will explore how trans-organizational policy is formed and created. Using the case study method, students will analyze multiple cases from diverse perspectives. The course utilizes an intentional interdisciplinary focus (sociology, psychology, anthropology, economics, and political science) and requires students to do a project with a client organization engaged in Homeland Security.

Develops and expands students’ ability to think strategically within the discipline of HLS. This will involve various typologies and methods of exploration and an examination of heuristics and biases. Students will develop the capacity for concurrent action and ‘birds-eye’ perspectives of ongoing organizational activity.

This course develops skills in futuring via Delphi, Future Search, scenario building and other techniques. Students will talk with futurists and futures organizations, becoming involved in the World Futures Society and tech trending with leading electronics and aerospace companies. They will develop a socio-technology plan for the future of their division of HLS and will also look at formal models of innovation and diffusion of innovation.

The purpose of this course is to prepare new doctoral candidates for doctoral studies in management. The course design focuses on four critical aspects of a successful manger-leader – personal identity as a manager-leader, ability to embrace ambiguity, problem identification, and problem solving. Besides developing essential habits and skills necessary for success at the doctoral level the course will utilize readings in Organizational Behavior and Management Theory developing critical thinking and reflection in the context of action. Building on historical foundations in the field of organizational studies, students will enter into examination and conversations with a wide variety of contemporary management thinkers and researchers.

This course is one of a series of twelve research and writing courses that result in publishable projects. The projects are selected by the student in consultation with a faculty mentor and two readers. The project is intended to demonstrate an increasing mastery of an area of expertise within computer science and demonstrate the ability to write in a style consistent with the expectations of the target audience for the project. Upon completion, each project (which may span two or more research and writing courses) is reviewed by the faculty mentor and two additional faculty members and is graded on a satisfactory/unsatisfactory basis. A grade of “satisfactory” certifies that the project has been judged as making progress but not necessarily of publishable quality until the committee signs off on the final paper. Prerequisite: None

This course is an examination of ‘full cycle research’ starting with a qualitative examination of an organizational phenomenon and then addressing how to measure it via survey, experiments, or other designs. It concludes with issues of verification and implementation based on the outcome of the quantitative phase. Also focuses on scale development skills involving reliability and validity measures, as well as confirmatory factor analysis, and issues of survey development and implementation.

This course is the second in a series of twelve research and writing courses that result in publishable projects. The projects are selected by the student in consultation with a faculty mentor and two readers. The project is intended to demonstrate an increasing mastery of an area of expertise within computer science and demonstrate the ability to write in a style consistent with the expectations of the target audience for the project. Upon completion, each project (which may span two or more research and writing courses), is reviewed by the faculty mentor and two additional faculty members and is graded on a satisfactory/unsatisfactory basis. A grade of “satisfactory” certifies that the project has been judged as making progress but not necessarily of publishable quality until the committee signs off on the final paper. Prerequisite: None

Instills and examines the fundamental principles of inquiry through active experimentation with ethnographic and quasi-ethnographic methods. Analysis of ethnographic descriptions and data via live, large datasets using automated methods

Action Research explores various methods and contexts for all fields of research. Students will examine their historical experience with research in a wide variety of forms, understanding their personal biases and values in the process. Drawing on readings and conversations with contemporary practitioner researchers, students will explore and understand the use of this methodology for solving complex problems in their own field.

Students Will Learn Fundamental Concepts Of Parametric And Non-parametric Statistics And Develop A Thorough Understanding Of The Primary Theorems Of Statistics. The Course Covers Measures Of Central Tendency, Various Forms Of Probability, Anova, And Glm. Exploration Of Multivariate Statistics Will Be Practiced Via Large Datasets In Live Research Projects. Particular Attention Is Given To Scale & Survey Development.

This Class Will Lead The Student Through The Implementation Of The Action Research Proposal That Was Developed And Irb Approved In R&w Iii. Data Will Be Collected, Analyzed And A Report For The Organization Prepared.

Starting with readings from classic authors, students will develop the models and thinking behind process interventions and tacit skill development of self-as-instrument. They will also explore various methods and techniques of consulting through active conversations with practicing consultants. The course covers the use of quantitative and qualitative methods to provide feedback and guidance in the management and leadership within their field.

Students will be involved in live interventions in an organization within their field from entry and planning through delivery and follow-up based on the approved proposal developed in R&W V. These will start with basic interventions such as interview and feedback/action planning to Future Search, Appreciative Inquiry and related techniques.

This course is the seventh in a series of twelve research and writing courses that result in publishable projects. The projects are selected by the student in consultation with a faculty mentor and two readers. The project is intended to demonstrate an increasing mastery of an area of expertise within computer science and demonstrate the ability to write in a style consistent with the expectations of the target audience for the project. Upon completion, each project (which may span two or more research and writing courses), is reviewed by a faculty mentor and two additional faculty members and is graded on a satisfactory/unsatisfactory basis. A grade of “satisfactory” certifies that the project has been judged as making progress but not necessarily of publishable quality until the committee signs off on the final paper. Prerequisite: None

This course is the eighth in a series of twelve research and writing courses that result in publishable projects. The projects are selected by the student in consultation with a faculty mentor and two readers. The project is intended to demonstrate an increasing mastery of an area of expertise within computer science and demonstrate the ability to write in a style consistent with the expectations of the target audience for the project. Upon completion, each project (which may span two or more research and writing courses), is reviewed by a faculty mentor and two additional faculty members and is graded on a satisfactory/unsatisfactory basis. A grade of “satisfactory” certifies that the project has been judged as making progress but not necessarily of publishable quality until the committee signs off on the final paper. Prerequisite: None

Starting with classic readings, and supplemented by contemporary readings in socio-technical systems from the global perspectives including; Eastern, Western, and indigenous approaches to appropriate technology, students will also look at moral dilemmas and choices in organizational life and professional careers. Examines how one can build or contribute to the development of the good, true and beautiful in organizations and careers.

This course is the ninth in a series of twelve research and writing courses that result in publishable projects. The projects are selected by the student in consultation with a faculty mentor and two readers. The project is intended to demonstrate an increasing mastery of an area of expertise within computer science and demonstrate the ability to write in a style consistent with the expectations of the target audience for the project. Upon completion, each project (which may span two or more research and writing courses), is reviewed by a faculty mentor and two additional faculty members and is graded on a satisfactory/unsatisfactory basis. A grade of “satisfactory” certifies that the project has been judged as making progress but not necessarily of publishable quality until the committee signs off on the final paper. Prerequisite: None

This is an active course in leadership, building on critical and creative thinking. Students will be expected to build and develop their leadership with new doctoral students via cooperative research projects and programs of research.

This course is the tenth in a series of twelve research and writing courses that result in publishable projects. The projects are selected by the student in consultation with a faculty mentor and two readers. The project is intended to demonstrate an increasing mastery of an area of expertise within computer science and demonstrate the ability to write in a style consistent with the expectations of the target audience for the project. Upon completion, each project (which may span two or more research and writing courses), is reviewed by a faculty mentor and two additional faculty members and is graded on a satisfactory/unsatisfactory basis. A grade of “satisfactory” certifies that the project has been judged as making progress but not necessarily of publishable quality until the committee signs off on the final paper. Prerequisite: None

This course is the eleventh in a series of twelve research and writing courses that result in publishable projects. The projects are selected by the student in consultation with a faculty mentor and two readers. The project is intended to demonstrate an increasing mastery of an area of expertise within computer science and demonstrate the ability to write in a style consistent with the expectations of the target audience for the project. Upon completion, each project (which may span two or more research and writing courses), is reviewed by a faculty mentor and two additional faculty members and is graded on a satisfactory/unsatisfactory basis. A grade of “satisfactory” certifies that the project has been judged as making progress but not necessarily of publishable quality until the committee signs off on the final paper. Prerequisite: None

This course is the final one in a series of twelve research and writing courses that result in publishable projects. The projects are selected by the student in consultation with a faculty mentor and two readers. The project is intended to demonstrate an increasing mastery of an area of expertise within computer science and demonstrate the ability to write in a style consistent with the expectations of the target audience for the project. Upon completion, each project (which may span two or more research and writing courses), is reviewed by a faculty mentor and two additional faculty members, and is graded on a satisfactory/unsatisfactory basis. A grade of “satisfactory” certifies that the project has been judged as making progress but not necessarily of publishable quality until the committee signs off on the final paper. Prerequisite: None

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. These domains include 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 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 also 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.

In Today’s Information Age, Homeland Security (hls) Professionals And The Agencies They Lead Are More Dependent Than Ever On Technology And Information-sharing To Strengthen National Preparedness. The Need To Share Information Through The Use Of Interoperable Technologies And To Collect And Synthesize Data In Real Time Has Become Critical To Our National Security. This Course Provides Hls Professionals With The Requisite Knowledge To Be Able To Leverage Technology To Prevent, Protect Against, Respond To, And Recover From Terrorist And Natural-born Incidents. It Also Provides An In-depth Understanding Of: Inspection, Detection, And Surveillance Technologies; Information Sharing And Knowledge Management Systems; And Communication Systems. Students Explore And Analyze Management Challenges Currently Facing Hls Professionals, Such As: Information Assurance; Voice, Data And Sensor Interoperability; And Technology Implementation And Acceptance. This Knowledge Will Facilitate Hls Professionals To Become More Effective Technology Consumers And Help Them To Recognize Opportunities Where The Application Of Technology Solutions Can Provide A Strategic Advantage. The Ultimate Objective Of The Course Is To Enable Hls Professionals To Effectively Evaluate, Select, And Implement Technology To Better Strengthen Capability-specific National Priorities.

The War on Terror has 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.

Critical Infrastructure Protection (cip) Is One Of The Cornerstones Of Homeland Security. Hspd-7 Lists The Following Critical Infrastructure And Key Resource Sectors: Agriculture And Food, Banking And Finance, Chemical, Commercial Facilities, Communications, Dams, Defense Industrial Base, Emergency Services, Energy, Government Facilities, Information Technology, National Monuments And Icons, Nuclear Reactors, Materials And Waste, Postal And Shipping, Public Health And Healthcare, Transportation Systems, And Water. The Course Begins With An Overview Of Risk, Its Definition And Application To Critical Infrastructures As It Relates To The National Infrastructure Protection Plan (nipp). We Then Investigate Measures, Tools, And Techniques For Cip Assessment. The Course Develops A Network Theory Of Vulnerability Analysis And Risk Assessment Called Model-based Risk Assessment (mbra) 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. The Sectors Are Studied In Detail In Orderto Learn How They Are Structured, How Regulatory Policy Influences Protection Strategies, And How To Identify Specific Vulnerabilities Inherent To Each Sector And Its Components. At The Completion Of The Course, Students Will Be Able To Apply Cip Techniques (mbra And Others) To Any Critical Infrastructure Within Their Multi-jurisdictional Region, And Derive Optimal Strategies And Draft Policies For Prevention Of Future Terrorist Attacks Or Natural Disasters.

The purpose of this course is to provide participants with an insight into the structural, conceptual and intellectual underpinnings and implications of the homeland security project. Looking at a wide range of topics and problems, the course seeks to stimulate a comprehensive discussion of how homeland security professionals and the general public think about homeland security; whether/why there may be significant differences in professional and public perceptions of homeland security; and how those differences constrain/leverage various elements of the homeland security effort. By incorporating a selection of key texts in Western political and social thought alongside current topical writings, the course seeks to equip participants with a deeper understanding of the prevailing discourse and its impact on the homeland security project.

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.

Students will master analytical and integrative tools to perform in-depth analyses of industries, firms, and competitors. Course material includes methods to predict competitive behavior and develop and implement strategic plans to achieve and sustain a competitive profile in the emerging global marketplace.

Course will review and analyze the concepts of leadership versus managerial roles and responsibilities and examine how societal expectations for ethical behavior and regulatory scrutiny affect both leaders and managers in an organization setting. This course will differentiate among decision problems and ethical decision-making processes and differentiate among decision problems and address issues within a decision-making process. Students will also examine a variety of complex ethical issues confronting industry professionals as they work with various stakeholders of an organization. Additionally, students will explore the ‘Code of Conduct’ at work, issues related to managing conflicts of interest within a decision making process, and differentiate among decision problems and ethical decision making.

This course emphasizes the practical application of descriptive and inferential statistics to decisions made in a managerial role. The following subjects are addressed in the course: data summarization and presentation, data analysis, test of hypotheses, discrete and continuous distributions, estimation theory, simple and multiple correlation and regression, analysis of variance, multivariate statistics and non parametric methods. The student will apply the knowledge learned by completing a data aggregation and reduction exercise report and by accomplishing a research report summarizing an application of applied statistics from either the academic or professional literature.

This course will provide a working knowledge of quantitative, qualitative, mixed, and action research approaches. It covers the entire research process for each of these methods to include: formulating research questions; developing research proposals; performing a literature search and analysis; sampling and measurement; research design; data analysis; and writing and presenting the research report will be analyzed.