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Calhoun: The NPS Institutional Archive
Center for Homeland Defense and Security (CHDS) Center for Homeland Defense and Security (CHDS) Reports
2008
Education: The Key to Homeland Security Leadership
http://hdl.handle.net/10945/50775
Education: The Key to Homeland Security Leadership
Center for Homeland Defense and Security2002-2008 Report
Table of Contents
THE9/11MANDATE 5
THEORIGINOFTHECENTERFORHOMELANDDEFENSEANDSECURITY 7
EDUCATIONVERSUSTRAINING 7
THEFOUNDATIONOFCHDS:GRADUATE‐LEVELEDUCATION 11
THEMASTER’SDEGREEPROGRAM 12
RECRUITMENT..............................................................................................................................12
APPLICATION ...............................................................................................................................13
SELECTION...................................................................................................................................14
CURRICULUM...............................................................................................................................15
THEMASTER’STHESIS ...................................................................................................................18
CHDSTEACHINGANDOUTREACHPROGRAMS 21
MOBILEEDUCATIONTEAM 21
EXECUTIVELEADERSPROGRAM 22
UNIVERSITYANDAGENCYPARTNERSHIPINITIATIVE 24
SELF‐STUDYCOURSES 25
RESEARCHANDTECHNOLOGY 27
EDUCATIONALTECHNOLOGIES 27
HOMELANDSECURITYDIGITALLIBRARY 28
HOMELANDSECURITYAFFAIRS,THEJOURNALOFCHDS 29
CHDSALUMNINETWORK 30
EVALUATINGEFFECTIVENESS 33
ONGOINGEVALUATIONOFTHEMASTER'SDEGREEPROGRAM 33
CONCEPTUALPRETEST...................................................................................................................34
COURSEEVALUATIONS ..................................................................................................................34
END‐OF‐PROGRAMEVALUATION.....................................................................................................34
POST‐DEGREEEVALUATION............................................................................................................36
ASSESSINGTHEWIDERIMPACTOFPOSTGRADUATEEDUCATION 37
ALUMNIINTERVIEWS.....................................................................................................................38
CHDSMASTER’STHESES...............................................................................................................38
CONCLUSION 41
APPENDIXA:MASTER'SDEGREEPROGRAMPARTICIPANTSANDTHESISTITLES 43
APPENDIXB:CHDSFACULTYANDCOURSESTAUGHT 69
APPENDIXC:METSCONDUCTED2003‐2008 75
APPENDIXD:UNIVERSITYANDAGENCYPARTNERS 81
4
5
Education:TheKeytoHomelandSecurityLeadershipNavalPostgraduateSchool
CenterforHomelandDefenseandSecurity
2002–2008Report
We are a problem solving people, with enormous faith in human progress and in technology…we
do not like to be told that there are limits to what can be expected by public policy.
RobertP.Rhodes,The Insoluble Problems of Crime
The9/11Mandate
TheNavalPostgraduateSchool’s(NPS)CenterforHomelandDefenseandSecurity(CHDSorthe
Center) is the nation’s homeland security educator. It was created by Congress, the U.S.
Department of Justice andU.S.Department ofDefenseonApril 11, 2002, in response to the
tragicanddevastatingSeptember11,2001terroristattacks.TheCenter’screationwasinpartto
answer the nation’s question, “How can we prevent future attacks and, if there is another
attack,howdoweensurethatwearepreparedtorespond?”Tothisend,CHDSwasgiventhe
mandateto:
1) Educate and prepare a national cadre of local, state, tribal, and federal leaders to
collaborate across professional disciplines and levels of government to secure the
nation’s homeland by developing new policies, strategies, and organizational
arrangementstopreventandrespondtofutureattacks;
2) Begin todefine throughevidence‐based research theemergingdisciplineof homeland
security and the curriculum components of graduate and executive‐level homeland
securityeducation;and
3) Facilitatethedevelopmentofanationalhomelandsecurityeducationsystembyusingan
“opensource”modeltodevelopprograms,curriculum,andeducationaltoolsandshare
these resources with other academic institutions and agencies to expedite their
developmentofhomelandsecurityprograms.
Thisresponsetotheeventsof9/11takesthelongview,investingintheeducationofhomeland
security leaders and fostering academic research to clarify the myriad issues surrounding
homelanddefenseand security.Vaguenessand confusionarebest answeredwith knowledge
andunderstanding.TheCenterforHomelandDefenseandSecurityfocusesonbridgingthegap
betweenwhatweknowandhowwedoit,betweentheoryandpractice,andbetweenwhatis
happening now and what we may face in the future. Although spending in support of the
Center1 represents approximately .03 percent of federalmonies spent on homeland security,
CHDS recognizes its place in the debate over the use of homeland securitymonies: to what
extenthasspendingoneducationbeeneffectiveandwhatimpacthasthiseducationhad?This
reportattemptstoanswerthesequestions.
1In2002and2003,atotalof$13millionwasspentincreatingtheCenterforHomelandDefenseandSecurityto
buildcurriculum,pilotprogramsandsupportingresources.Anadditional$41.6wasspentin2004and2005to
buildoutCenterprograms,resources,andcurriculumtofulloperation.Thecostofsustainingprogramsand
resourceswas$15.8millionin2006,$18.7millionin2007,and$18.5millionin2008.
6
7
THE ORIGIN OF THE CENTER FOR HOMELAND DEFENSE AND
SECURITY
On the morning of 9/12, I walked into my office (I was serving as Dean of the International School
at the time) and was immediately called to meet with the NPS president and provost. They said
“Paul, the School has to step up to the plate. We need to not only restructure our curriculum to
deal with the new threat, but enroll entirely different types of students – especially the state and
local leaders who will be vital to the effort. Have at it.” The rest is history still in the making.
PaulStockton,StanfordUniversity
FormerDirector,CenterforHomelandDefenseandSecurity
OnApril 11, 2002, following severalmonths of intensive staffwork, CHDSwas createdby an
interagencyagreementbetweentheUnitedStateDepartmentofJustice’s(DOJ)OfficeofJustice
Programs(OJP)andOfficeforDomesticPreparedness(ODP),andtheNavalPostgraduateSchool
(NPS). This agreement envisioned an evidence‐based2 homeland security leadership
development curriculum to help develop the state, local, and federal leadership needed to
defeatterrorism.Itspecifiedthatgraduatesofthecourseof instructionwouldbepreparedto
strengthenU.S. capacity to deter, defeat, and effectively respond to terrorist attacks, and to
buildtheinteragencyandcivil‐militarycooperationthathomelandsecurityrequires.Since2002,
theoriginalagreementhasbeenadoptedandmaintainedbyDOJ/OJP/ODPsuccessoragencies
withintheUnitedStatesDepartmentofHomelandSecurity(DHS).
ThenucleusofCHDSisitsevidence‐basedHomelandSecurityMaster’sDegreeProgramwhichis
located in theNaval Postgraduate School’s Schoolof InternationalGraduate Studies,National
SecurityAffairsDepartment.Overthecourseofsixyears,CHDShasbecomethenation’sleading
educator for homeland security and additional programs have been developed to support,
complement,andextendthereachandutilityofthemaster’sdegreeprogram.
EducationversusTraining
TheU.S.DOJ/OJP/ODP,apredecessoragencytoDHS,wastheinitialsponsoroftheCenter.By
1999,ODPwasheavilyinvolvedinthedeliveryofeducationandtrainingprograms.Asignificant
part of themission and operation of ODP revolved around the promulgation of training and
education programs for state and local personnel engaged in countering incidents involving
Weapons ofMass Destruction (WMD). Educational and training providers and offeringswere
plentiful. However, concern was expressed about the ability of these programs to meet the
needsofpresentandfuturejurisdictionsbeingserved.Infact,thereweresignificantdoubtsthat
the programs being offeredwere not evidenced based andwere inconsistent with the tasks
requiredtocounterWMDactivities.
2Evidence‐basededucationisaparadigmbywhicheducationstakeholdersuseempiricalevidencetomake
informeddecisionsaboutpolicies,practices,andprograms.Thekeycomponentsofevidence‐basededucationare:
(1)promotingbest‐practicesresearchanddevelopment,(2)facilitatingreviewandevaluationofresearch,(3)
disseminatingresearch,and(4)developingandsupportingan“evidence‐basedculture.”
8
Accordingly,ODP sponsored the collaboration of three experts – a strategic planner, aWMD
trainingdeveloper,andaneducationalcurriculumtrainingspecialist–toidentifytheuniverseof
tasks tobeperformedby recipientsof its trainingprograms.Thiseffortwascombinedwitha
studyofprominentapproachestothedevelopment,delivery,andrevisionoftrainingprograms
(guided by taxonomies of education objectives common to allmajor curriculum‐development
initiatives).Theseresearchactivitiesevolvedintoastrategicprocess involvingmultipleSubject
MatterExpert(SME)reviewsandultimatelyyieldingtheODPTrainingStrategywhichfocusedon
fivekeyquestions:
• Whoshouldbetrained?
• Whattask(s)shouldtheybetrainedtoperform?
• Which training instruction/delivery methods and training sites should be paired with
whichtask(s)tomaximizesuccessintraining?
• Whichmethods aremost capable of evaluating competencies and performance upon
completionoftraining?
• What gaps need to be remedied in existing training to assure consistency with the
findingsofthetrainingstrategy?
The key finding of the strategy most germane to CHDS related to the final question of the
strategy:Whatgapsneedtobe remedied inexisting training toassureconsistencywith the
findingsofthetrainingstrategy?Thestrategydiscoveredthirty‐twotasksthatwerenotbeing
accommodated through existing training programs – complex tasks involving coordination
among and between disparate agencies and organizations or the management of activities
withinagencies.Furthermore,thestrategyfoundthatthesetasksfellwithintheupperlevelsof
thecognitivedomain,3requiringeducational,ratherthantraining,programs.
Theupperlevelsofthecognitivedomainaresometimesconsideredthe“problemsolving”tiers.
Complex,abstracttasksorissuesaremostappropriatelycategorizedasfittinginthesetoptiers.
These tasks are difficult to include in a training program and aremore likely to be vested in
graduateeducationprogramswhereproblem‐basedlearningisfrequentlyconducted.TheODP
Training Strategy found that the tasks in the lower levels of the cognitive domain were
accommodated by existing training programs or easily developed in those training programs
but,becauseofthehigher‐tierstatusofthetasksnotaccommodated–aswellasthelevelsof
complexity and abstraction represented by those tasks – graduate education, not training,
appeared to be the best venue to address the tasks and activities residing in the gap. The
creation of CHDS and the graduate curriculum incorporating the complex, abstract tasks and
activitiesnotmetbyexistinghomelandsecurity trainingprograms(and identifiedthroughthe
ODP Training Strategy as critical tasks) provided an evidence‐based curriculum informed by
expertsineachdisciplineassociatedwithhomelandsecurity.
3ThecognitivedomainisdefinedinBenjaminBlum,etal,Taxonomy of Educational Objectives(1956).Bloomand
hisco‐authorsidentifiedthreeelementstotheTaxonomy:Cognitive,Affective,andPsychomotor.
9
ForCHDSandhomelandsecurityleadership,thedistinctionbetweeneducationandtrainingand
therelativemeritofthetwoapproachestolearningishighlyrelevant.Educationalprogramsat
the graduate level focus on application, analysis, synthesis, and evaluation. These programs
produce studentswho are capable of assessing and judging knowledge as opposed to simply
memorizingor recallingknowledge.Graduate studentsacquireand improve their capacity for
critical and independent thinking. These students are prepared to effectively perform and
accomplish complex, non‐routine tasks that cannot be effectively performed relying on
protocols, maps, etc. This type of preparation is particularly significant in an emerging and
quicklydevelopingdisciplinesuchashomelandsecurityandisneededtoassurethatleadersin
alldisciplinesassociatedwithhomelandsecurityaresuccessfullypreparedfortheunknown.
10
CHDSMilestones
August2001 OfficeforDomesticPreparedness(ODP)completestrainingstrategyidentifying
needforgraduateeducationforseniorstateandlocalofficials
September2001 NPSundertakesinitiativetoeducatethenation’sHSleaders
April2002 NPS&ODPsignMOUtodevelopgraduatelevelHSprograms
April2002 HSDigitalLibrary(HSDL)establishedasfirstrepositoryforhomelanddefenseand
securitydocuments
January2003 1stmaster’sdegreecohortbeginsclasses
January2003 1stgovernor'sMETconductedinNewHampshireforGovernorLynch
April2004 Goalofthreesimultaneousmaster'sdegreecohortsachieved
September2004 1stmaster'sdegreecohortgraduates
October2004 University&AgencyPartnershipInitiative(UAPI)launched
January2005 HSDLopensaccesstoallU.S.government,military,academic,andselectprivate‐
sectororganizations
April2005 1stUrbanAreaMETconductedinSeattle,WA
April2005 U.S.DepartmentofHomelandSecurityCHDSDistinguishedFellowship
established
May2005 Web‐basedAlumniNetworklaunched
August2005 1stissueofHomeland Security Affairsjournalpublishedelectronically
September2005 UniversityofConnecticutfirstpartnertoestablishadegreeprogramusingCHDS
curriculumandresources
January2006 1stAlumniConferenceconductedinMonterey
April2006 1stself‐paced,non‐credit,onlinecourseavailableforHSofficials
August2006 ExecutiveLeadersProgram(ELP)launched
December2006 1stvideopod‐castofViewpoints;HSofficialsdiscussingcurrentHSissues
January2007 ArmyNationalGuardCertificateProgrambeginsinMissouriandArizona
June2007 1stNationalCapitalRegionMaster'scohortlaunched
June2008 2ndNationalCapitalRegioncohortlaunched;goaloffivesimultaneousMA
cohortsachieved
June2008 HSDLobtainsFederalDepositoryLibrarystatus
December2008 10thCHDSmaster’sdegreecohortgraduated
11
THE FOUNDATION OF CHDS: GRADUATE-LEVEL EDUCATION
Aligning the efforts of local, state, federal, and military partners for homeland security is no easy
task and can only be accomplished through a common framework of professional education.
That framework must not perpetuate the dogmas of the past, but challenge the status quo, break
down barriers that divide us, and return a robust network of highly competent practitioners that
will, together, ensure the protection of our citizens and way of life. The Center for Homeland
Defense and Security at the Naval Postgraduate School provides such an education and in so
doing, is an asset vital to our national security.
JohnP.Paczkowski,Director,EmergencyManagementandSecurity
ThePortAuthorityofNewYorkandNewJersey
To achieve and realize the Center’s full potential, programs capable of supporting and
maximizing thenation‐wide reachof themaster’sprogramweredevelopedand implemented
between 2002 and 2008. These include the Executive Leaders Program (ELP), the Mobile
EducationTeam (MET), theUniversityandAgencyPartnership Initiative (UAPI), and self‐study
courses offered online to non‐matriculated homeland security professionals. The Homeland
Security Digital Library (HSDL) and the Center’s electronic journal,Homeland Security Affairs,
amplifythebroaderdisseminationofresearch inthefieldofhomelandsecurity. Allprograms
aresupportedandenhancedbytheCenter’swebandteachingtoolsdevelopmentteams.
During its six year history, funding support for the Center has been provided by the federal
government via appropriations to the United States Department of Justice and different
divisionsoftheUnitedStatesDepartmentofHomelandSecurity.TheCenter’sFY08fundingwas
providedbyappropriationstotheDHSFederalEmergencyManagementAgency(FEMA).
SeveralkeyprinciplessetCHDSprogramsapartfromtraditionaleducationalprograms:
• Collaboration–Toprovideaneutralcollaborativeeducationalforum,CHDSstressesthe
recruitment and participation of homeland security leaders from all disciplines and all
levelsofgovernmentaswellas theprivatesector.Allprogramsrequireparticipantsto
engageininteractivelearningwithnotabledependenceonstudentparticipationandthe
promulgationofaparticipatoryculture.
• Evaluation – To ensure that the content and delivery of CHDS curriculum is dynamic,
current,anddrivenbyhomelandsecurityleadersandactualpractice,allCHDSprograms
are subjected to ongoing evaluation and modification. In other dimensions, such as
facultyandstudentselection,suchevaluationisnecessarytoensuretheCenterattracts
themostcapableandpromisingleaderstotheprogram.
• Multiplied Impact – All programs seek to ensure the presence of a multiplier effect,
maximizingthenationalimpactofallCHDSresourcesandprograms.Thisismostevident
intheUAPIprogram,Homeland Security Affairs,HSDL,andtheMETseminars.
• Entrepreneurial – The Center is dedicated to creating and maintaining an
entrepreneurialorganizationandenvironmentwhichencouragesinnovation.
12
TheMaster’sDegreeProgram
Homeland Security is continuously evolving, both as an academic discipline and as a national
strategy. As a result, there is an incredible depth and breadth to the discipline, engaging diverse
populations from admiralty to zoning, with involvement ranging from local fire services to
deployed troops overseas. I have been constantly impressed by the breadth and depth of my
fellow students and colleagues in the CHDS Master’s Degree Program. They demonstrate the
intellectual curiosity, the professional experience, and the organizational and administrative skills
to lead this national effort. They are, truly, the "best and the brightest" and vitally needed to
assure our national security.
BGMikeMcDaniel,MIHomelandSecurityAdvisor
AssistantAdjutantGeneralforHomelandSecurity
DepartmentofMilitaryandVeteransAffairs
All components and programs of the Center for Homeland Defense and Security are derived
fromandinsomewaycomplementtheHomelandSecurityMaster’sDegreeProgram,thefirstof
itskindtobeofferedintheUnitedStates.Thiseighteen‐monthprogrambringstogetherlocal,
state, tribal, federal, and military homeland security leaders. Successful applicants to the
program attend six in‐residence sessions, completing eleven courses in addition to two
research‐methods courses and a thesis related to actual policy issues confronting their
jurisdictions.In‐residenceparticipationislimitedtotwoweekseachquarterwiththeremaining
studyanddiscussioncompletedviadistancelearning.Theresultingdegree,aMasterofArtsin
Security Studies (Homeland Security and Defense), is conferred by the Naval Postgraduate
School’s School of International Graduate Studies through the National Security Affairs
Department.
TheCHDSprogramis fullyaccreditedbytheWesternAssociationofSchoolsandColleges, the
accrediting body for universities in the western United States. Classes for master’s degree
studentsareconductedontwocampuses:
TheNavalPostgraduateSchool,Monterey,CAcampusisthehomeforthreecohortscomposed
primarilyofstateandlocalgovernmentofficials.Thefirstcohortforthiscampusmatriculatedin
January 2003. Two cohorts each year are located in the National Capital Region (NCR) in
Shepherdstown,WV.ThesecohortsarecomprisedprimarilyoffederalDHSofficialswithsome
stateandlocalrepresentation.ThefirstcohortforNCRwasadmittedinJune2007.
Recruitment
Recruitment through personal contact is extremely effective, particularly on the part of alumni.
We can identify potential students – among co‐workers and professional associates – who are
ready for the personal and professional challenge that CHDS offers. Also, we take great pride in
our continued association with CHDS, and are highly motivated to provide the center with new
students, people able to solve today’s “open questions” in the field of homeland security and
defense.
CaptainJayHagen,EmergencyPreparednessOfficer
SeattleFireDepartment
13
Students are recruited fromall keyhomeland securitydisciplineswithin theUnited States, as
initially identified in the baseline research which led to the creation of the Center. These
disciplines include emergency management, emergency medical services, fire service,
government administration,hazardousmaterialspersonnel, health services, lawenforcement,
public health, public safety communications, publicworks, public utilities, and transportation.
Studentsarealsodrawnfromofficesanddepartmentsofthefederalgovernmentandfromall
branchesofthemilitary.
Muchoftherecruitmentisdonethroughprofessionalnetworksandcontacts,stressingpersonal
communication with individuals. As the program has grown, the Center has also focused
recruitment efforts on national organizations and associations representing the various
disciplines.Otherrecruitmenttechniqueshaveevolvedovertime,includingformalrelationships
with the training and education directors of intergovernmental agencies and associations,
particularly themostprominentorganizations involvedwithhomelandsecurityatall levelsof
government.Attentionisdevotedtoassuringthateachcohorthassufficientdiversityrelativeto
disciplines, levels of government, geography, and demographics to assure that themaximum
benefitsfromcollaborationareobtainedandaparticipatorycultureisextendedandenhanced.
Application
In a six month period, 600 people will open an application account – 150 people will complete the
application and no more than 32 of those will be admitted to the CHDS Master’s Degree Program.
HeatherIssvoran,DirectorofCHDSProgramOperations
All applicants to the master’s degree program must hold a bachelor’s degree (from an
accredited institution) and be employed full‐time by a federal, state, tribal, or local
governmental organization. Each qualified applicant is then subjected to a highly competitive
selectionprocess,basedonthefollowingcriteria:
• Academic Credentials: Academic credentials must reflect a complete record of the
applicant’s academic experience beyond the secondary level, including post‐graduate
work(primarilytranscriptsofgradesandscoresfromvariousgraduateschoolentrance
exams, although such exams are not mandatory for admission to CHDS). Academic
credentialsaccountfor30%ofanapplicant’spotentialadmissionscore.
• Essays: Four essays are required, exemplifying the tenets of graduate education:
application,analysis,synthesis,andevaluation.Theseessays,whichaccountfor25%of
the applicant’s admission score, must demonstrate an understanding of these tenets
whilerelatingtotheapplicant’sactualprofessionalexperiences.4
• Self‐Assessment: A written self assessment of the criticality of the individual’s
professional role/position relative to homeland security accounts for 20% of the
applicant’sadmissionscore.
4Thereisreasontobelievethattherequirementforwritingexemplarsintheapplicationprocessproducesbetter,
moreauthenticcriteriaforadmission.Perney(1996)concludedthatwrittenexemplarswerebetterpredictorsof
graduatesuccessthangrade‐pointaveragesorstandardizedtestssuchastheMillerAnalogiesTest.Herresearch
involvedamuchbrieferwritingsamplethanisrequiredinthisapplicationprocessbut,eveniftheexpandedwriting
samplesrequiredherewereonlyasgoodastheabbreviatedonesPerneyinvestigated,herregressionanalysis
showsconvincinglythevalueofwritingsamplesinmakingadmissiondecisionsforgraduatestudies.
14
• Letters of Support:Threewrittenlettersofsupport,fromleadersknowledgeableofthe
applicant’s homeland security responsibilities, account for 15% of the applicant’s
admissionscore.Apremiumisplacedonlettersofsupportfromagencycommandstaff
andimmediatesupervisors.
• Communication Skills: 10% of the applicant’s admission score is derived from an
assessment of the applicant’s communication skills based on a review of vocabulary,
writingstyle,sentencestructure,transitions,andcontinuityofmessage.
Assessmentsofparticipantapplicationsarebasedonaweightedformulaandareconductedvia
blindassessmentbyindependentevaluators.5Thetopapplicantsareidentifiedandtheselection
processbegins.
AsofDecember31,2008,1,274completedapplicationstotheCHDSMaster’sDegreeProgram
havebeenprocessedandassessed. (Of these,311wereapplicantswho reapplied, submitting
new, revised, or additional materials.) From this pool of 1,274, 361 applicants have been
accepted into the program. While this represents a 28% admission rate on completed
applications, it should be noted that the completion of the entire application package
(transcripts, five essays, three letters of recommendation and support) is a relatively rare
occurrenceamongthosewhobegintheprocess(approximately9,000since2002).
Interestintheprogramhasincreasedsteadily.Approximately600peoplenowbegintheprocess
and establish Application Accounts each six‐month application cycle. Approximately 150
complete all of the materials and the full application assessment. No more than thirty‐two
applicantsarerecommendedforadmissiontoeachofthreecohorts.(Onaverage,fiftyprevious
applicantsreapplyeachcycle).
Thisrigorousprocessisnotintendedtobeanimpedimenttoreceivingqualityapplications.Itis
designedtogatherasmuchevidenceaspossibletoaccuratelyassesstheapplicant’scriticality,
impact, potential, educational preparation for graduate study, and ability to think critically at
theupperlevelsofthecognitivedomain.
Selection
CHDS has an outstanding program, with a curriculum second to none; it is equally important to
recognize the valuable information gleaned from the students, who bring many years of
experience from many disciplines. It is exciting to see how your peers handle Homeland Security
issues and how the response varies depending on where you are from.
ChiefCathyLanier,MetropolitanPoliceDepartment
Washington,DC
Finalselectionandacceptanceofapplicantstakesintoconsiderationtheactualcompositionof
each cohort in order to preserve the interactive and collaborative aspects of teaching and
learningintheclassroom.Thetargetnumberofparticipantsforeachcohortisthirty‐two.This
numbermaximizes collaboration and interactive teaching and learning in two equally divided
groups of sixteen students on each side of the classroom. A cohort composed too heavily of
5Anelaboratetrainingprocesshasproducedinter‐raterreliabilityintheassessmentofessaysandcredentials.
Weightsareapplied,producingscoresthatcanthenbeplacedinaratioscaleofallremainingapplicants,current
andformer,whohavenotbeenselected.
15
representativesofoneareaofthecountryoronelevelofgovernment,oragivendiscipline,has
potentialtobedestructivetothesekeyfeaturesofthemaster’sprogram.
TheexpensesassociatedwithpursuingtheCHDSmaster’sdegree–forallsuccessfulapplicants
– are paid by funds provided to the Center via appropriated federal government funds. This
benefitisconsistentwiththefundamentalreasonforcreatingthemaster’sdegreeprogram:to
maximizethenumberofadequatelypreparedleadersinhomelandsecuritypracticeatalllevels
of government. Incoming students are required to sign agreements to remain in homeland
securitypracticeforaminimumoftwoyearsfollowinggraduationfromtheprogram.
CurriculumThe NPS curriculum has continually evolved to address major changes in homeland security and
homeland defense policy and management areas, from legislative authorities to citizen impacts.
The curriculum is carefully constructed around both courses stressing the fundamentals of
homeland security and homeland defense policy and management and courses that address
contemporary topics in more depth, such as border security and public health. Each year sees an
adjustment in coverage and emphasis as homeland security and homeland defense continues to
mature as an academic discipline. As a graduate of the CHDS program, and a university faculty
member deeply engaged in graduate homeland security research and education, I revisit the
curriculum offerings, content, and readings frequently to inform my own teaching.
SharonL.Caudle,Ph.D.
TheBushSchoolofGovernment&PublicService
TexasA&MUniversity
Studentswhoareacceptedintothemaster’sdegreeprogramandagreetoattendparticipatein
six two‐week in‐residence periods over an eighteen‐month period, with the remainder of
instructionconductedonlineviadistancelearning.Withtheexceptionofthefirstin‐residence,
whichstartswithOrientation,studentscompleteaterminthefirstweekoftheir in‐residence
and initiate a term in the second week of the in‐residence. The curriculum for themaster’s
degreeprogramincludeseleventopicalcoursesaswellas tworesearchmethodscoursesthat
assiststudentsinthewritingofthethesis.
The delivery and the content of curriculum for students is a primary consideration for CHDS
administrators.The relative infancyof thehomelandsecuritydiscipline suggests thatextreme
vigilance over content and delivery is mandatory to ensure relevance, value, and gain of
knowledge.Accordingly,allfacultyandallcurriculumdeliveredbytheCenterareindependently
evaluated for relevancy, value, and knowledge gained. These evaluations have resulted in a
dynamicfacultyandcurriculum.Theoriginalcoursesandinstructorsoftheinitial2003program
haveundergone significant changeand inmanycaseshavebeencompletely removed.This is
consistent with the sponsor’s (DHS) insistence on quality control of faculty, curriculum, and
admissions. Details on CHDS courses appear below; information on faculty is available in
AppendixBofthisreport.
16
THECHDSCURRICULUM
NS3180:IntroductiontoHomelandSecurity
This course provides an overview of the essential ideas thatconstitute the emerging discipline of
homeland security. Its twocentral objectives are (1) to expand the way participants think, analyze,
andcommunicate about homeland security; and (2) to assess knowledge incritical homeland security
knowledgedomains.Thecourseisorganizedaroundanevolvingnarrativeaboutwhathomelandsecurity
leadersneedandhowtheCHDSprogramhelpsaddressthoseneeds.
DA3210:TheUnconventionalThreattoHomelandSecurity
Thepurposeofthiscourseistoprovideanintroductiontotheoperationalandorganizationaldynamics
of terrorism. It considersthose who act as individuals, in small groups, or in largeorganizations. The
course addresses such specific topics as suicideterrorism, the role of the media, innovation and
technologyacquisition, thedeclineof terrorism, andwaysofmeasuring theeffectof counterterrorism
policiesandstrategies.Bytheendofthecourse,studentsshouldbeabletodesigneffectivemeasuresfor
counteringandrespondingtoterrorism.
IS4010:TechnologyforHomelandSecurity
The need toshare information through the use of interoperable technologies and tocollect and
synthesize data in real time has become critical to ournational security. This course provides HS
professionalswiththerequisiteknowledgetobeabletoleveragetechnologytoprevent,protectagainst,
respond to, and recover from terrorist and natural‐born incidents. It also provides an in‐depth
understanding ofinspection, detection, and surveillance technologies; informationsharing and
knowledgemanagementsystems;andcommunicationsystems.Theultimateobjectiveofthecourseisto
enableHSprofessionals toeffectivelyevaluate, select,andimplement technology tobetter strengthen
capability‐specificnationalpriorities.
NS4156:IntelligenceforHomelandSecurity:OrganizationalandPolicyChallenges
This course examines key questions andissues facing the U.S. intelligence community and its role in
homelandsecurity and homeland defense. Students have the opportunity tofully address policy,
organizational, and substantive issues regardinghomeland intelligence support. Course emphasis is on
issuesaffecting policy, oversight, and intelligence support to homelanddefense/security and national
decisionmaking.
NS2013&4081:PolicyAnalysisandResearchMethodology&ResearchColloquium
NS2013providesanoverviewofthestepsoftheresearchprocessandmethodsusedinsocialscientific
inquiry. Students review variouspolicy research designs, including hypothesis construction
andcomparative case studies, and are introduced to literaturereview and the appropriate use of
evidenceandwarrants. InNS4081students reviewvariousresearchmethods, includingpolicyoptions
analysis,modeling,qualitativedataanalysis,andcasestudy.Theprimarydeliverableofthecourseisthe
thesisproposal.
CS3660:CriticalInfrastructure:VulnerabilityAnalysisandProtection
CriticalInfrastructureprotection(CIP)isoneofthecornerstonesofhomelandsecurity.Thecoursebegins
with an overviewof risk, its definition and application to critical infrastructures asit relates to the
NationalInfrastructureProtectionPlan(NIPP).Keyresourcesectorsarestudiedindetailinordertolearn
how they are structured, howregulatory policy influences protection strategies, and how toidentify
specific vulnerabilities inherent to each sector and itscomponents. At the completion of the course,
studentswillbeabletoapplyCIPtechniques(MBRAandothers)toanycriticalinfrastructurewithintheir
multi‐jurisdictional region, and derive optimalstrategies and draft policies for prevention of future
terroristattacksornaturaldisasters.
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NS4239:SpecialTopicsinAmericanGovernmentforHomelandSecurity
Thepurposeofthiscourseistoprovideparticipantswithaninsightintothestructural,conceptual,and
intellectualunderpinningsandimplicationsofthehomelandsecurityproject.Lookingatawiderangeof
topics and problems, the course seeks to stimulate a comprehensivediscussion of how homeland
security professionals and the generalpublic think about homeland security. The course seeks to
equipparticipants with a deeper understanding of the prevailing discourseand its impact on the
homelandsecurityproject.
NS4881:Multi‐disciplineApproachestoHomelandSecurity
Thiscourseallowsstudentstoexplorethehomelandsecurityprojectinrelationtothelawsthatsupport
andconstrain it,usingbothhistoricalandcontemporary references.The roleof communitypolicing in
homelandsecurityanddefense,civil‐militaryrelationsinpreventionandresponse,theUSAPATRIOTAct
and the handling of U.S. citizens detainedfor terrorist violations are just some of the subjects that
dominatethediscourse.Whilethemilitary,lawenforcement,andjudicialissuesareacentralconcernof
the class, students consider the range ofissues in relation to many other disciplines engaged in
homelandsecurityanddefense.
NS3028:ComparativeGovernmentforHomelandSecurity
The objectives of this course are: (1) to understand thetransnational nature of terrorism, organized
crime, pandemics, andother homeland security threats; (2) to assess homeland securitystrategies
employedbyliberaldemocraciesaroundtheworld;(3)todistillandextrapolatepolicyimplicationsfrom
theseexamples;and(4)toapplytheselessonstotheorganizationalandfunctionalchallengesfacedby
homeland security leaders in theUnited States.This course provides studentswith a knowledge base
andmethodologywithwhichtolearnfromthepracticesofothercountriesandtranslatethosepractices
intopoliciesapplicableintheUnitedStates.
NS4755:StrategicPlanningandBudgetingforHomelandSecurity
Homelandsecurityrequiresprogramsinsuchdisparateareasascounter‐terrorism,informationsecurity,
border security, counter‐drugactivities, etc. It also requires programs at the federal, state, andlocal
levels, which must be coordinated. Choosing among alternatives toprovide maximum security with
limitedbudgetsrequiresananalyticapproachtoallocatingresources.Thiscourseprovidesstudentswith
ananalyticalframeworkusefulfortranslatinglong‐termplansintoprogramsandbudgets.
NS4133:ThePsychologyofFearManagementandTerrorism
This course provides a broad overview ofthe psychological effects of terrorism; the status of and
fallaciesrelatedtotheinterventionsappliedtovictimsofterrorismandthegeneralizedfearandanxiety
experienced by the public at large;current government strategies used to disseminate information
toterrorist groups; psychological phenomena related tomedia coverage ofterrorism;misconceptions
and inaccuracies about the socio‐politicaland religiousmotivations of terrorist groups; "profiling" and
thetypical psychological and cultural makeup of modern terrorists; andthe social and cultural
psychologyofpublicconceptionsofterroristsandactsofterror.
NS4232:KnowledgeintoPractice:AHomelandSecurityCapstoneCourse
This course is intended to provide participants the opportunity toexpand their ability to enact the
knowledge and technical learningacquired in the courses leading up to the capstone. The material
inotherCHDS courses and the capstoneexperience, taken together,willprovideparticipantswith the
motivationandskillstoperformtheirprofessionalrolesinnewwaysthatwillinitiateandsustainchange
evenatthelevelofthebroaderinstitutionalcontextofgovernanceinwhichtheymustfunction.
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TheMaster’sThesis
The interagency and multidiscipline environment I now rely on every day to carry out fusion
center operations is grounded in the research conducted for my master’s thesis. My current
assignment – managing the Analysis Element of New Jersey's Regional Operations Intelligence
Center – was made possible by my experience at the Naval Postgraduate School's Center for
Homeland Defense and Security. I am forever thankful for the opportunity to be a part of such a
fine institution.
Lt.RayGuidetti(NJSP),AnalysisElement
NewJerseyRegionalOperationsIntelligenceCenter
Consistentwiththeprogram’sgoaltoreturneducatedleaderstohomelandsecuritypracticein
all its interrelated disciplines, special emphasis is placed on the quality, relevance, and
completionofthemaster’sthesis.Thepurposeofthethesisrequirementistoexposestudents
to theuseof rigorousmethodologyanddisciplineasawayof reachingdecisionson complex
issues (and to contrast thisway of reaching decisionswith the prevalent use of conventional
wisdom to reach decisions, so often seen in the arena of public policy). The thesis must be
written on actual policy issues confronting the student’s jurisdiction, as determined by the
student and his/her agency. This requirement offers sponsoring agencies the opportunity to
explore a specific issue while drawing on the full resources of CHDS. Quality is maintained
through both the research methods course and the student’s thesis committee. Focus on
completing the thesis requirement ismaximizedby initiating student thesiswork early in the
master’sprogram.Theeffectivenessofthisapproachandthequalityofthestudentsenrolledin
the CHDS program is illustrated by their thesis completion rate: 89 percent, as opposed to a
nationalaverage,acrossgraduatedegreeprograms,of42to71percent.
Thethesisrepresentsmuchmorethanameremilestoneorgraduationrequirement,orpersonal
achievementforthestudent. It isthemosttangiblereturnonthesponsor's investmentandis
thusacriticalpartof theCenter’smandate.Ashomelandsecurityevolves from itsembryonic
stagesintoamorematuredisciplineandacademicfieldofstudy,itwillcontinuetorequirethe
bestminds in the field to interpret what has happened, identify and evaluate problems and
gaps, capture smart practices, and apply critical and creative thinking to the issues and
challenges on the horizon. CHDS participants are those bestminds.Unlikemany professional
scholars, they have the experience, expertise, perspective, and leadership capacity to think
throughandimaginewhathomelandsecurityshouldmean,howitshouldbedefined,andwhat
itcanaccomplish.TheCHDSMaster’sDegreeProgramteachesthemhowtoputthosemindsto
workinananalyticalmanner.
ManythesesproducedbytheCenterhaveindeedhadameasurableoratleastvisibleimpacton
homeland security. Some described programs or policies have been implemented, and thus
changedthehomelandsecurityorganizationalandpolicylandscapeateverylevel.Othershave
introduced a phrase, concept, tool, or argument that has changed the discourse or the way
homelandsecurity is“done.”Stillothershavecontributedtothehomelandsecurity literature,
asmethodological,theoretical,ortechnologicalbuildingblocksofthediscipline.6
6Theimpactofspecificthesesisexploredinthefinalsectionofthisreport,“TheEffectivenessandUtilityofthe
Master’sDegreeProgram.”
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Todate,262leadershavegonethroughtheprogram,withanadditional150studentscurrently
enrolledinfivecohorts.Names,jurisdictions,andthesistopicsofmaster'sdegreegraduatesare
availableinAppendixA.
NationalImpact:TheCHDSMaster’sDegreeProgram
FullyAccreditedHSMaster’sDegreeCurriculum
• 150local,state,federal,andtriballeadersfromdiversedisciplinesareenrolledinfive
cohortswithclassesintheNationalCapitalRegionandMonterey,CA.
• Throughclassroominteractionandonlinediscussion,theseHSleaderslearntoreach
acrossdisciplinesandacrossthecountrytodevelopinnovativeandeffectivestrategies
forhomelanddefenseandsecurity.
• Eachparticipantcompletesathesisresearchingactualpolicyissuesconfrontinghisor
hercity,state,discipline,orsponsoringorganization.Anumberofthesetheseshave
beenimplementedbyagenciesaroundthenationtoaddressHSchallenges.
• 30percentofgraduatesarepromotedwithinsixmonthsofgraduation.
• 70percentofgraduatesstayengagedwiththeCenteraftergraduation.
• CurriculumdevelopedfortheMaster’sDegreeProgramisofferedtouniversitiesand
agenciesacrosstheUnitedStatestoincreasetheavailabilityofhomelandsecurity
graduateeducation.
• CHDScurriculumprovidescorematerialsforadditionaleducationalefforts,including
theExecutiveLeadersProgram(ELP),theMobileEducationTeam(MET)seminars,and
onlinestudycourses.
CHDSServesasaNationalResource
• TheCHDSwebsiteservednearly123,000individualusersinFY2008,accessingthesite
throughmorethan508,000visits.
• CHDSwebsiteresourceswereviewedmorethan7.7milliontimesinFY2008.
• 262master’sdegreealumniformthebaseofanalumninetworkofhomelandsecurity
experts,creatinga“thinktank”resourceonnationalissues.
• CHDSprogramparticipantsaredrawnfrom45states,resultinginanationwide
distributionofCHDSresourcesandrelationships.
• CHDSalumniareregularlytappedtowritewhitepapersforfederal,state,andlocal
agencies.
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21
CHDS TEACHING AND OUTREACH PROGRAMS
The CHDS investment in homeland security education is furthermaximized through teaching
andoutreachprogramsthatleveragetheexperience,faculty,andcurriculumofCHDS.
MobileEducationTeam
The Center for Homeland Defense and Security (CHDS) MET seminar provided Mayor Menino and
his leadership team with a great opportunity to discuss some of our most critical homeland
security issues. The MET facilitator was professional and engaging, helping to ensure the full
participation of our Cabinet members. The experts on the panel were very accomplished, added
great insight and experience to our discussion, and proved to be a wealth of information for our
participants. During the MET seminar, Boston's leadership team was able to identify and discuss
some of the key next steps our city must take to help improve our capacity as a community to
prevent, respond to, and recover from a disaster.
DonMcGough,Director
CityofBoston‐Mayor'sOfficeofEmergencyPreparedness
TheMobile Education Team (MET) programwas created to deliver policy and strategic‐level
educational seminars togovernorsand their cabinets,aswellascommunity leadersand their
homelandsecurity “teams” in largeurbanareas.Thepurposeof these seminars is toprepare
stateandlocalleaderstotakeonthenewpolicy,strategy,andorganizationaldesignissuesthat
homelandsecuritypresents.Thesesessionsarecommonlyreferredtoas“METs”–anacronym
forMobileEducationTeamseminars.WhilethecontentoftheseMETshasevolvedovertime,
theiroverridingfocuscontinuestobehomelandsecuritypoliciesandthepreventionofterrorist
attacks, aswell as the issues that arisewith the response to and recovery from catastrophic
events.When requested, NPS/CHDS also designs “topical”METs focused on a single issue or
delivered to a non‐jurisdictional entity such as a national association. These seminars are
designedtoexplorepolicy,strategic,andorganizationalarrangementsastheymightapplytoa
specifichazard,anexistingorevolvingnationalpolicyorstrategy,orasingle topic for further
explorationand/orresolution.
The basic objective of aMET seminar is to identify the critical homeland security issues that
challenge state and local leaders.Theseminarteamandelected/appointedleaderscollectively
define and prioritize these challenges and analyze their specific experiences, limitations, and
capabilities. They also discuss the challenges common to jurisdictions throughout the nation,
with a view to beginning or advancing strategic initiatives focused upon prevention of,
preparedness for, response to, and recovery from a terrorist act. It would be inaccurate to
describe a MET as a presentation, evaluation, assessment, tactical training event, table‐top
exercise,ormethodofcommunicationhandeddownfromthefederalgovernment.Nordoesa
seminar purport to solve the complex issues that arise when instituting homeland security
measures. These sessions are designed to be provocative, non‐attributive, candid discussions
anddebatesaboutthehomelandsecurityissuesfacingstateandlocaljurisdictionalleaders.The
program’sobjectives,thecompositionoftheaudiences,andthecurriculumcontentareallkey
elementsintheoverallsuccessoftheprogram.
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TheMETprogramutilizes a teamof SubjectMatterExperts (SMEs) toachieve its explicit and
implicitobjectives.AllSMEsareselectedfromtheranksofsenior‐levelprofessionals fromthe
public and private sector; a number of these SMEs are CHDSMaster’s Degree and Executive
LeadersProgramgraduates.
Beginning with a seminar for the State of New Hampshire on January 29, 2003, the MET
programhas deliveredmore than 120 customized executive education seminars in forty‐nine
states and twenty‐six urban areas, formore than 3,000homeland security leaders.Details of
METseminarsconductedthrough2008areprovidedinAppendixC.
ExecutiveLeadersProgram
The CHDS Executive Leaders Program is an invaluable forum for public and private sector leader
collaboration on national security strategy and policy issues. It exposes participants to a broad
spectrum of ideas and challenges them to discuss, deliberate and assess a wide array of
jurisdictional, programmatic and operational subject matter areas. The result is a vital and ever‐
growing community of homeland security professionals uniquely qualified to deal the challenges
of the 21st Century.
TimothyJ.Lowenberg,MajorGeneral
TheAdjutantGeneral
Director,WashingtonMilitaryDepartment
TheExecutiveLeadersProgram(ELP)wascreatedin2006tofilltheeducationalopportunitygap
betweentheeighteen‐monthmaster’sdegreeprogramandthehalf‐dayMobileEducationTeam
seminar. The Executive Leaders Program evolved from the homeland defense and security
master’sdegreecurriculadevelopedin2002andhasbeenrefinedsinceitsinception.TheELPis
designedtoprovideseniorhomelandsecurityleaderswithabetterunderstandingofthelocal,
state, federal,andprivatesector issuesandopportunitiesassociatedwithsecuring thenation
against threats and responding to acts of terrorism. The program seeks to create a learning
environment that fosters graduate‐level exploration of homeland security issues. The nine‐
month certificate program consists of four one‐week modules beginning with foundational
aspectsofhomelandsecurity,thethreats,andthenatureofthosethreats;thelegalaspectsof
preventing and preparing for the threats; the collaborations necessary to effectivelymanage
informationsharing,threatrecognition,andprotectionmeasures;andplansforaction.Current
andemergingissuesareinterwovenintothecurriculaforallfourmodules.
As of August 2008, eighty‐nine participants have graduated from the program. Of these
graduates,34percentcomefromthefederalsector,38percentfromthestatelevel,21percent
from local jurisdictions,and7percent fromtheprivatesector.Therearesixty‐two individuals
currently participating (45 percent federal, 15 percent state, 29 percent local, and 8 percent
privatesector).
TheELPpreparesseniorandemerginghomelandsecurityleaderstodevelopandimplementthe
most appropriate and enduring strategies and polices in a collaborative, collegial fashion and
assistparticipantsinbuildingahomelandsecuritynetwork.
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The CHDS Executive Leaders Program has greatly increased my understanding of the role of my
department and the fire service in protecting the nation. Responsibility for homeland security
relies on federal, state, local, and private agencies working in cooperation. In addition, the
contacts I've made with national leaders from every discipline are an invaluable asset in ensuring
the nation's preparedness.
FireChiefGregoryDean
SeattleFireDepartment
The ELP gave me an in‐depth understanding of and appreciation for the local/state/federal/
industry partnership so essential to ensuring effective homeland security at every level. Even
more importantly, my personal interaction with colleagues from every component of this
partnership across the country deepened my understanding of the many complex and intertwined
issues we must face together to ensure success.
CaptainJamesBjostad
MilitaryAssistanttothePDDNI
USCG
The Executive Leaders Program has been the most beneficial professional development course I
have ever experienced. The opportunity to learn from the experienced staff at CHDS and NPS
combined with the in‐depth conversations with my classmates combined to create a super‐
charged atmosphere highly conducive to innovation and information exchange. I never failed to
return to work with pages full of notes and ideas that I could implement at my company to
improve our emergency management and homeland security capacity. I felt especially privileged
to be able to bring a perspective from the private sector that many of my classmates had not
previously considered, and to help shape the role we should play in future disasters.
BryanKoon,SeniorOperationsManager
EmergencyManagementDepartment
Wal‐MartStores,Inc
The Executive Leaders Program was one of the best educational experiences of my career. The
program exposed me to a diverse group of practitioners and academics, both domestic and
international, and I gained a greater understanding of homeland security at the global level. The
network development of local, state, federal, and private sector officials and the examination of
relevant topics and perspectives assists me to better plan and execute our mission in homeland
defense.
RaymondMusser
DirectorSecurity
GeneralDynamicsCorporation
CHDS helped provide me with a different outlook on the mission of protecting America. No longer
was it "us" the private sector and "them" law enforcement. At the end of the day, we all have the
same goals, ideologies, and issues that we deal with. Not only did CHDS allow me to understand
the current state of affairs in the homeland security arena, but gave me the opportunity to show
other executives how the private sector prepares itself for the same challenges.
ChrisSchell,AssistantVicePresident
CitigroupCorporateSecurity&InvestigativeServices
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UniversityandAgencyPartnershipInitiative
The UAPI program from CHDS has worked tirelessly to forge bonds between and among
institutions to help create and cement the educational foundations needed to develop a deep
bench of homeland security professionals with the expertise and training needed to meet and
defeat the challenges of today and tomorrow. By facilitating the sharing of information (both
academic and policy resources), and fostering opportunities for collaboration, UAPI provides a
valuable service.
Dr.SharonCardash,GeorgeWashingtonUniversity
TheCHDSUniversityandAgencyPartnership Initiative(UAPI)wascreatedto increasenational
accesstohomelandsecurityeducation.Theprogramfacilitateseducationalcollaborationamong
institutionsandagenciesacrossthenation,tosupportdevelopmentoftheacademicdiscipline
of homeland security. Recognizing the growing national demand for a robust pipeline of
homeland security and defense professionals, the need to educate a broad spectrum of
undergraduate and graduate‐level students, and its own limited capacity, CHDS launched the
initiativeinearly2006.
UAPIprovidesall curriculumandassociatedmaterials for a completemastersprogram (atno
cost to partner organizations), supports partners launching homeland security educational
programs, helps prevent redundancy in curriculumdevelopment, and encourages partners to
improveandaddtoexistingcurricula.AsnewcoursesandresourcesaredevelopedbyCHDSand
other UAPI partners, they are added to the pool of shared materials. The UAPI program is
another means of leveraging the DHS investment in CHDS graduate education
programs.ParticipationinUAPIhasgrownrapidly:theprogramcurrentlyincludes155university
and agencymembers representing forty‐four states and the District of Columbia. A listing of
currentUAPImembersisavailableinAppendixD.
The UAPI program also conducts workshops and conferences. To date, five workshops have
beenheldatNPSwith twenty to twenty‐five institutions representedateach.Theworkshops
featureCHDSfacultymembersprovidingminiversionsoftheircourses,offeroverviewsofCHDS
programs such as the Homeland Security Digital Library, and provide an opportunity for the
partnerstoprofiletheirownprograms.
Additionally,UAPIhasestablishedanannualHomelandDefenseandSecurityEducationSummit
held in theNationalCapitalRegion (NCR)eachMarch. Ithasbrought in theDHSOfficeof the
Chief Learning Officer, the National Preparedness Directorate (FEMA), the Homeland
Security/Defense Education Consortium (HSDEC) and an NCR University as co‐sponsors.The
2008summit,heldattheUniversityofMaryland,attractedover200participantsrepresenting
130‐plusinstitutions.
Insummary,UAPIhasledthewayinestablishingtheacademicdisciplineofhomelandsecurity
and has clearly taken the leading role in developing the homeland security profession
nationwide.
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Self‐StudyCourses
We investigated the CHDS Master’s Degree Program and found the curriculum to be unique and
specialized but also with practical application to the daily leadership duties of senior law
enforcement personnel. The self‐study program offers the same quality, which all senior law
enforcement executives can benefit from. Florida’s Criminal Justice Standards and Training
Commission agreed with our assessment, and now all Florida officers who take the self‐study
curriculum can count it toward their mandatory retraining requirements.
KenTucker,AssistantCommissioner
FloridaDepartmentofLawEnforcement
Thenon‐credit online courseswere initiated in2006 toextendportionsof the graduate‐level
programtoa largerhomelandsecurityprofessionalaudience.Thesecoursesaredevelopedby
theCHDS teaching facultyanddrawoncoursecontent (lecturematerialandcourse readings)
from the master's degree curriculum. The courses, offered at no cost to participants, are
designed for homeland defense and security professionals who wish to enhance their
understanding of key homeland security concepts and require the flexibility of self‐paced
instruction.Unlike themaster’s degree courses, this curriculum is offered solelyonline and is
not facilitateddirectlybyanyof the teaching faculty.Although credit isnotoffered for these
courses,CHDS isworkingwithseveralprofessionalassociationstooffer thesecourses totheir
membership as professional training that is eligible for agency or association continuing
educationcredits.
AsofSeptember2008morethan1,900homelandsecurityprofessionalshadaccessedtheonline
coursesofferedbyCHDS.Therearecurrentlyfourcoursesofferedonline,withthreemoretobe
addedin2009.
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NationalImpact:CHDSTeachingandOutreachPrograms
MobileEducationTeam(MET)SeminarsforGovernors,Mayors,andotherHSLeaders
(Conducted120+seminarsacrossthenation,benefitingmorethan3,000leaders)
• 49StateMETsforindividualGovernorsandtheircabinets.
• 26Urbanarea/CityMETsforseniorurbanarealeaders.
• 46 Topical/Regional seminars, ranging from COOP/COG to Agro‐terrorism to Risk
Communication.
ExecutiveLeadersProgram
• 89alumnirepresentingthemostseniorpublicandprivatesectorHSleaders.
• 2 consecutive cohorts being conducted each year; graduatingmore than 60 leaders
annually.
UniversityandAgencyPartnershipInitiative
• 155memberinstitutionsandagenciesin44statesandtheDistrictofColumbia.
• Conducted5“EducatetheEducator”workshopsattendedbymorethan90institutions.
• CHDSsponsors,withDHSandU.S.NORTHCOM’sHSDEC,anannualEducationSummit
thatattractsmorethan130agenciesandacademicinstitutions.
HomelandSecuritySelf‐StudyCourses
• Offering four online self‐study courseswith plans for adding two‐three new courses
eachyear.
• Totalenrollmentof1,950.
EducationalOutreach
• Master’sdegreeandExecutiveLeadersAlumniAssociationservesasanational“think
tank.”
• TopicalShort‐Courses–e.g.One‐weekIntelligencecoursedeliveredforTSAIntelstaff.
• Curriculum Development Workshops – Faculty, alumni, and national experts
discuss/debate critical issues; proceedings used to update CHDS curriculum and are
publishedfornationalbenefit.
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RESEARCH AND TECHNOLOGY
The nature of CHDS programs – blending in‐residence instruction with distance learning –
requires innovative approaches in presenting learning materials to a highly diverse and
sophisticated audience. For this reason, the Center maintains in‐house facilities to develop
educational technologies tailored to the needs of the homeland security professional and
student.These technologiesmakea significant contribution to the successofCHDSandallow
maximumdisseminationof the researchusedandgeneratedbyCHDSstudents,affiliates,and
facultythroughtheHomelandSecurityDigitalLibrary(HSDL)andtheCenter’sonlineacademic
journal,Homeland Security Affairs.
EducationalTechnologies
I have had the unique opportunity to experience concurrent classes using all three educational
methods ‐ traditional resident, pure distance learning, and the hybrid model CHDS uses, which
combines both. I can say, unequivocally, that the hybrid takes the advantages of both methods
and offers the best in terms of learning achievement and community development, resulting in an
educational synergy that measurably extends what our students learn.
StanleyB.Supinski,PhD
Director,CHDSPartnershipPrograms
The CHDS educational technologies group provides expertise in three areas: web systems
development, instructional design, and multimedia production. The group was created to
achievethreegoals.First,CHDSisadistributedcommunityofstudents,instructors,experts,and
staff. In this context, successful communication and collaboration requires a robust online
environment and a targeted array of online learning tools. Second, early attempts at out‐
sourcing the development of educational technologies did not work; the quality of products
returned did not suit the dynamic, collaborative environment of CHDS. Third, to successfully
deliverthehybridprogramusedbyCHDS,itisimportanttoeducateandsupportthefacultyso
theycanadapttheir instructiontotwoverydifferentenvironments– inresidenceandonline.
Forallthesereasons,developmentandproductionwerebroughtin‐houseandstaffedwithfull‐
timeCHDSemployees.
ThewebsystemsteamprovidesproductsandservicesthatallowtheCHDScommunitytoaccess
educational resources, communicate effectively, and market CHDS initiatives in a digital
environment.Over20,000homelandsecurityprofessionalshaveusedCHDSwebsitestosignup
forand/orparticipateinCHDSprograms.Manythousandsofothershavevisitedthesewebsites.
Students, instructors, and staff use the website(s) daily to research, collaborate, and fulfill
program requirements. Web development examples include the Homeland Security Digital
Library (HSDL) website; theHomeland Security Affairs website; MOODLE, the CHDS Learning
Management System (LMS); online program admissions; and other functions for blogs,wikis,
forums,calendars,budgets,file‐sharing,andmuchmore–allwithinasecure,standards‐based,
open‐sourceenvironment.
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The instructionaldesignandmultimediaproduction team'sprimary responsibilitiesare: (1)To
buildtheCHDSeducationalcoursewebsitesindirectconsultationwithCHDSteachingfacultyin
ordertoprovideacontinuous learningexperienceforthestudents; (2)Todesignanddevelop
rich multimedia lectures and other educational course materials to enhance the instruction
provided by the teaching faculty; (3) To record, edit, and produce audio books of selected
requiredreadings,attherequestofthefaculty,forstudentstodownloadandplayonportable
audiodevices;and(4)Tovideorecord,edit,andproduceguestlecturesandinterviewsforuse
at the discretion of the faculty in their courses as required; (5) To design and develop
educational games and simulations to engage learners in an immersive and interactive
environmentthatpromotestheapplicationofknowledge,collaborativelearning,anddecision‐
makingskillsinarealworldcontext.
TheMOODLELMSisanopen‐sourceproductdevelopedbyindividualsworldwide,withasource
code available free of charge for download and installation. (There are several other open‐
sourceLMSavailable,butMOODLEisthelargestandmostcompetitive.7Itssecurityandquality
standardsarehigh,andtheproductissupportedbyalarge,activecommunityofdevelopersand
educators.) In addition to MOODLE, CHDS has selected or custom‐developed open‐source
products as a base for all educational technologies used at the Center. As a result, CHDS
educational products are easily shared with UAPI partners, multiplying their usage in other
homeland security programs across the nation and maximizing the Center’s development
investment.
HomelandSecurityDigitalLibrary
The HSDL provides fast, one‐stop access to notable and vital documents serving the wide‐ranging
needs of the homeland security community. The staff is extraordinarily responsive in creating
descriptive records for documents that would otherwise be scattered, unavailable to Google
searches. In addition HSDL staff provides access to documents found nowhere else and makes
them available to a community that is in desperate need of information. The Naval Postgraduate
School’s HSDL answers questions that no one else can.
LeaWade,M.L.I.S.
ResearchandInformationServicesProgram
DepartmentofHomelandSecurity
The Homeland Security Digital Library (HSDL) was created initially to provide CHDS master’s
degree participants with themost accurate and authoritative policy and strategy documents
available, in addition to the original research conducted at NPS. This audience includes both
CHDS students and the larger Naval Postgraduate School military student body in homeland
security.HSDLwasthefirstdigitallibrarytoprovidethesedocumentsandhasevolvedintothe
nation's premier collection of documents related to homeland security policy, strategy, and
organizational management. The HSDL mission is to strengthen U.S. national security by
7MOODLEcompetesdirectlywiththeother,proprietaryLMS’thatdominatethemarket.Allprovidesimilar
featuresandfunctionalityandareverycomparableproducts.However,manyhavehighlicensingcostsanddonot
tailorproductsupport.MOODLE,ontheotherhand,hasnolicensingfees,andsupportcosts(paidtointernal
ratherthanexternalstaff)arereasonablylow.
29
supporting federal, state, local, and tribal analysis, debate, anddecision‐makingneedsand to
assistacademicsofalldisciplinesinhomelanddefenseandsecurityrelatedresearch.
TheHSDLcontainsmorethan62,000individuallyabstracteditemsandhasover40,000visitsper
monthfromlocal,state,tribal,federal,andacademicinstitutionsandagencies.TheHSDLisused
asa research tool in sixty‐nine federal agencies,ninety‐one stateand local agencies, and520
universityandresearchinstitutionswithcampus‐wideaccess.Morethan12,670individualsuse
theHSDL,includingfederal,state,local,tribal,andmilitaryaccounts.In2008,theHSDLbecame
partoftheFederalDepositoryLibrarysystem.
HomelandSecurityAffairs,theJournalofCHDS
Homeland Security Affairs has quickly established itself as a premier journal in the field and its
availability, as a freely‐available online peer‐reviewed journal (rather than a paper‐based for‐
profit subscription journal), says a lot about its philosophy.
VincentHenry,PhD,LongIslandUniversity
Homeland Security Affairs,theCenter’sonlineacademicjournal,waslaunchedinAugust2005as
a vehicle for disseminating and sharing the latest research into U.S. homeland security and
defense.Asanopenaccessjournalavailableatwww.hsaj.org,Homeland Security Affairsisread
by academics and practitioners from across the country and around the world. In 2008,
Homeland Security Affairs hadmore than73,000 readers (an increaseof 76%over2007) and
morethan2,500subscribers.
Homeland Security Affairsreceivesmanuscriptsfromacademicsandpractitioners inhomeland
security‐related fields. Submissions may be in the form of essays or short‐form articles
(reviewedbythejournal’sReviewBoard),researcharticles(submittedtothedouble‐blindpeer
reviewprocess),andbookreviews.Theeditorialcommitteeofthejournaliscomprisedofstaff
andfacultyofCHDS;facultymembersalsoserveaspeerreviewersandsitontheReviewBoard.
Since its inception, Homeland Security Affairs has published more than forty peer‐reviewed,
articles,tenworkingpapers,andtwenty‐fiveessays.
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CHDSAlumniNetwork
There is not a day goes by that I do not rely on some experience or contact directly related to my
participation in the CHDS program. The program continues to build out a massive web of fire, law
enforcement, emergency management, public health, and military leaders who share in their
respective mission areas a core responsibility for homeland security and defense. The ability for
the alumni to continue the research, interaction, and debate long after graduation will ultimately
serve the public well. I graduated almost three years ago and I feel as much connected to CHDS
today, 2,500 miles from the classroom, as I did the day I graduated.
ChristopherPope
DirectorofHomelandSecurityandEmergencyManagement
StateofNewHampshire
TheCHDSAlumniNetworkwascreatedtoprovidegraduatesofboththeMaster’sDegreeand
Executive Leaders Programs with a network for developing close, long‐lasting professional
relationships. Upon graduation, students are invited to join the CHDS Alumni Association to
preserveandextendtheparticipatorycultureandnetworkcreatedviacollaborative,inter‐active
teaching and learning during the program. The alumnimeet once a year to discuss themost
relevant topics in homeland security, present original research, and reinforce alumni
connections. The alumni network is one of the strongest components of the CHDSMaster’s
DegreeandExecutive LeadersPrograms. It is unique in thatmore than500 seniorofficials in
homelandsecurityandrelateddisciplineshavetheabilitytotapintoanetworkthatcanprovide
bestpracticesandintergovernmentalcollaborationonwhitepapersandotherissues.
Through a securenetwork, CHDS alumni can receive feedback from trusted colleagues at the
click of a button. The relationships built in the Network forge partnerships between people,
agencies,andnationalassociationsat thesenior level.Thegraduatesare lookedtoas leaders
and experts in their disciplines and are frequently asked to head panels and committees.
Currently, there are eight executive committee members serving on the National Governors
Homeland Security Advisors Council. Five of the eight committeemembers are graduates of
CHDSprograms.Thisever‐increasingpoolofexpertisehasprovidedmajorbenefittoDHSandto
many agencies who have tapped into it to meet the challenges of jurisdictions across the
country.
31
NationalImpact:CHDSSupportandResearchPrograms
Podcasts:Viewpoints in Homeland Defense and Security
• Thirty‐onedownloadableViewpointsinterviewsconductedwithHSleadersonissues
andchallengestheyface.
• 3,290ViewpointsvisitsontheCHDSwebsiteand21,574downloadsfromAppleiTunes
inFY2008.
HomelandSecurityDigitalLibrary
• 34,500visitspermonthfrom400local,state,tribal,federal,andacademicinstitutions
andagencies.
• Over62,000documentsselectedbyastaffoflibrariansandsubjectmatterexperts.
• PartoftheFederalDepositoryLibrarySystemanddepositoryforDartmouth
University’sI3PCyberInfrastructureCollection.
Homeland Security AffairsJournal
• 73,851readersinFY2008;readershipincludespolicy‐makers,practitioners,and
academicsworldwide.
• Published41peer‐reviewedarticlesand25essaysintenquarterlyissueswithtwo
supplementalissuescontainingtenworkingpapers.
CHDSAlumniNetwork
• Drawsonnetworkof500+seniorhomelandofficials.
• Includesfivemembersoftheeight‐memberNationalGovernorsHomelandSecurity
AdvisorsCouncil
32
33
EVALUATING EFFECTIVENESS
TomaintaintherelevanceandvalueofCHDSprograms,bothongoingassessmentsandexternal
evaluations are designed and conducted by outside evaluator, Dr. William Pelfrey. These
independent assessments assure there is a significant gain of knowledge by students;
evaluationsanddatacollectionareconstantandincludetheuseofconceptualpretests,course
evaluations, and end‐of‐program assessments. Dr. Pelfrey also conducts a post‐degree
evaluationofstudentstwoormoreyearspastgraduation.
In2007,theCentercommissionedDr.JosephRyantointerviewalumniandconductsitevisitsto
keylocationswheregraduatesareinhomelandsecuritypractice.
This section looks first at theCenter’s ongoing assessment tools thenpresents a summaryof
outsideevaluationsandtheimpactofresearchconductedbyCHDSstudents.
OngoingEvaluationoftheMaster'sDegreeProgram
TheCHDSMaster’sDegreeProgramisvitallyconcernedwithrelevanceandvalueofthecontent
anddeliveryofitscoursesaswellasthegainofknowledgebyitsstudents.Thisconcern,inturn,
mandates an exhaustive evaluation process that is most unusual and probably unique in
academe.
TheWestern Association of Schools and Colleges, one of the sixmajor academic accrediting
bodies, recentlyreviewedandapprovedtheofferingof thiscurriculumintheNationalCapitol
Region.Theyrequestedextensiveinformationontheevaluationprocessesusedtoform,frame,
andrevisethecurriculum.Theirconclusionwasthattheevaluationprocesswasoneofthemost
robusttheyhadseenand,afterdeliberatingforfiveminutes,theyapprovedthecurriculum.
Theevaluationprocessused forCHDScoursesand itsmaster’sprogram is farmoreextensive
than those used in any other academic setting. TheCenter’s students are unique in termsof
their positions, experience, and heterogeneity. The application process has identified highly
qualifiedpeopletoadmittotheprogram.(57percentofCHDSstudentsalreadyholdgraduate
degrees when admitted to the CHDS graduate program, yet are eager to pursue a second
master’sdegreeinanewandinnovativefield.).Tomeettheneedsofthesestudents,extensive
andcustomizedevaluationtoolsareneeded.
Adopting evaluation processes used in business, administration, private sector education, or
teacher education would be far less effective. The approach here has been to develop
evaluationprocesses,formativeandsummative,thatbestfitthisprogram,thiscurriculum,and
the critical needs of this audience, rather than simply assuming evaluation processes would
apply.Theevaluationprocessisdifficult,butevaluationisessentialsomethodsandapproaches
will continue to be developed. The ongoing evaluations conducted by the external evaluator
consist of a conceptual pretest, course evaluations, and the program evaluation. One post‐
degreeevaluation,ofgraduatestwoormoreyearsbeyondcompletionofthedegree,hasbeen
conductedtodate.
34
ConceptualPretest
Theevaluationprocessstartswiththeconceptualpretest,whichassessesstudentexpectations
on fifty‐one elements or “indicators, divided into sixteen 'outcomes,' within five major
categories: knowledge, collegiality, commitment, creativity, and change. The purpose of the
conceptual pretest is to discover enough about CHDS master’s students to gauge their
expectationsandaccomplishmentssothatthefacultycanadjustboththecontentanddelivery
ofcoursestomaximizerelevanceandvalue.Asaresultoftheconceptualpretest,CHDSadjusts
thecontentanddeliveryofallcoursesfromcohorttocohortinordertomaximizetheeffective
gain of knowledge and overall impact of the program. The conceptual pretest is also used in
conjunctionwithanend‐of‐programevaluation tomeasure thegainofknowledgeon thekey
learningobjectives.
CourseEvaluations
Every course offered in the program is subjected to an extensive end‐of‐course evaluation,
measuring content (quality, impact, depth, value, and relevance); structure (breadth, focus,
volume, intensity, and tempo); and quality of instruction provided by CHDS faculty. Students
alsohavetheopportunitytocommentonanyaspectoftheprogram.Overall,theutilityofthe
courseevaluationprocessisevidentinthefollowing:
• Detailedcourseevaluationsareprovidedtothefacultyimmediatelyuponcompletion
ofeverycoursesoappropriatechangescanoccurquickly.
• Threecourses(CivilMilitaryRelations,WeaponsofMassDestruction,Agroterrorism),
initiallythoughttobecriticaltohomelandsecurity,wereassessedasrelativelylowin
relevanceandvalueandhavebeendeletedfromtheprogram.
• The detail of the evaluation process allowed curricular planners to identify the
essential (valuable and relevant) items in those courses and relocate them in other
coursesintheprogram.
• Three courses (Information Technology, Law Enforcement and Judicial Issues, and
Strategic Planning and Budgeting) were assessed as essential elements of the
curriculumbut toonarrow in focus. Thecourseswere redesignedasTechnology for
Homeland Security,Multidiscipline inHomeland Security, and Strategic Planning and
Leadership,makingthemfarmorevaluableandrelevant.
• Leadership and change‐agent capability were recognized as essential, through the
evaluationprocess,andanewcourse (Capstone)wasdeveloped toemphasize those
attributes.
End‐of‐ProgramEvaluation
One of the five concurrent cohorts graduates everyMarch, September, and December after
completing theeighteenmonthcurriculum.Aprogrammatic review is conducted immediately
following graduation. The programmatic review includes a retrospective pretest‐posttest, as
described below, and a survey assessing the value of each course, as well as the value of
instructionalapproaches.Thesedata,coupledwiththerelevanceandvaluedatagatheredatthe
end of each course, allow administrators to assess the degree towhich the courses and the
curriculum are improving the knowledge of the participants and meeting the needs of this
sophisticatedgroupoflearners.
35
Theretrospectivepretest‐posttestapproachusedtomeasurethegainofknowledgeonthekey
learningobjectiveshasproventobeextraordinarilyvaluable.Theseevaluationslookatclusters
oflearningobjectivesforcorecompetenciesimportanttothepracticeofhomelandsecurity.
Each cohort experiences different learning objectives since the courses are constantly being
revisedtomaintaintheirrelevanceinadynamicfieldandtoaccommodatethechangingneeds
of an increasingly sophisticated group of students. Each of the end‐of‐program assessments
(nine thus far) has included hundreds of learning objectives and no two sets are exactly the
same. Table1reflectsthedatafromtheninecohortsgraduatingfromtheprogramasofFall
2008.
Table1:EndofProgramAssessmentsacrossCohorts
Categoryinto
whichLearning
Objectivesare
Grouped
Avg.
Gain
Cohort
1
Avg.
Gain
Cohort
2
Avg.
Gain
Cohort
3
Avg.
Gain
Cohort
4
Avg.
Gain
Cohort
5
Avg.
Gain
Cohort
6
Avg.
Gain
Cohort
7
Avg.
Gain
Cohort
8
Avg.
Gain
Cohort
9
Mappingthe
environmentof
Homeland
Security
99.55% 86.75% 62.15% 118.30% 69.77% 83.91% 80.59% 87.25% 77.38%
Understanding
andpreparing
forterrorism
142.02% 81.37% 80.06% 136.49% 104.40% 99.60% 91.98% 103.1% 123.2%
Preventingand
mitigating
terrorism
through
information
sharing,threat
recognition,risk
management,
intervention
118.65% 79.54% 95.94% 110.43% 84.38% 96.39% 83.20% 96.95% 114.5%
Preparingfor
responseto
terrorism
92.8% 62.46% 80.19% 108.18% 77.49% 84.78% 70.09% 87.32% 90.49%
Strategic
planningand
organizational
imperativesin
Homeland
Security
72.9% 45.8% 73.27% 79.91% 59.48% 81.18% 47.61% 86.14% 66.24%
Policyanalysis
andresearch
methods
85.5% 27.1% 45.67% 135.00% 77.99% 101.26% 77.33% 103.6% 103.4%
OverallMeans 106.74% 64.84% 76.07% 115.40% 82.28% 92.67% 79.04% 95.12% 101.8%
Withoneexception,allninecohortsexhibitedasubstantialgain inknowledge.Thedatashowadipordecline forCohort2
(entering in September 2003),with subsequent improvements from that point.Webelieve the reason for the decline (and
subsequent improvements) is based on the time frame for receiving and utilizing evaluation data. Those data for the first
Cohort (which began in January 2003 and completed the program inMay 2004)were not available for use in refining the
programuntiltheSpringof2004andchangeswerenotfullyimplementeduntilthethirdandfourthcohorts’coursework.
36
Intheretrospectivepretest‐posttest,thequestionbeingansweredis“Howmuchdidyoulearn
compared towhat you already knew? Lam and Bengo8 describe the advantages of using the
retrospectivepretest‐posttest.Thismethodmediates“responseshiftbias,”whichmeansaftera
course of study the respondents realize they did not know asmuch as they thought; in the
classicpretest‐posttest,theycannotgobackandadjustthepretestscore. Intheretrospective
pretest they adjust theprior‐knowledge scorebasedonwhat theynow realize is appropriate
knowledge. In four of the CHDS cohorts tested, knowledge has more than doubled – an
impressivefeatconsideringtheseniorityandsophisticationofthisaudience.
Theexternalevaluatoralsoconductsretrospectivepretest‐posttestsattheendofeachcourse,
as well as at the end of the program. This allows the faculty to refine courses much more
quickly. In total, and due to the overlap of cohorts, twenty‐eight course evaluations are
conductedeachyear.
Post‐DegreeEvaluation
InNovember2006,Dr.Pelfreyinstitutedanadditionalmethodofmeasuringthesuccessofthe
program.Consistentwiththeliteratureoneducationalimpact,asurveywassenttothosewho
hadbeengraduated from theprogram for twoormoreyears. Thekey findingsof the survey
revealedthefollowing:
• In response to the statement “This program has enhanced my knowledge of the
foundations, theory,policies,andmethodsforachievingHomelandSecurity,”22percent
agreedand78percentstronglyagreed,whilenonewereneutralordisagreed.
• In response to the statement “I consider my participation in the graduate program in
HomelandSecurityandDefensetohavebeenabeneficialuseoffederalfundssupporting
the educational program,” 19 percent agreed and 81% strongly agreed, and nonewere
neutralordisagreed.
• Sixty‐seven percent of graduates stated that, since graduation, they earned higher
positions in their agencies (15 percent), earned higher positions and greater homeland
securityresponsibilities(30percent),orchangedagenciesandnowholdgreaterhomeland
securityresponsibilities(22percent).
8T.C.MLamandP.Bengo,“AComparisonofThreeRetrospectiveSelf‐ReportingMethodsofMeasuringChangein
InstructionalPractice,American Journal of Evaluation25(2003):65‐80.
37
AssessingtheWiderImpactofPostgraduateEducation
In2007,CHDScommissionedanevaluationtoassesstheoverallimpactandeffectivenessofthe
Master’sDegreeProgram.(ThiswasinadditiontotheassessmentsconductedbyDr.Pelfreyas
theexternalevaluator.)Anunanticipatedchallengeforthisassessmenteffortwasdiscoveredin
thecurrentstateoftheartregardingimpactevaluationofgraduateeducationprograms.
Much like the entire enterprise of homeland security, assessing the impact of graduate
educationinthepublicsectorrepresentsanendeavoraboutwhichexpectationsareextremely
highwhileactualknowledgeisrelativelylow.Someportionofthisdisconnectisattributableto
government’sfrequentassertionthatwhatoccursintheprivatesectorshouldbereplicatedin
the public sector (although the revelations of mismanagement of resources in the financial
sectorinlate2008mayhavequelledsomeofthatenthusiasm).Electedofficials,managers,and
administrators who continue to insist on establishing public sector return‐on‐investment
measures thatparallelprograms in theprivate sector frequently find that very little is known
abouthowtotranslatethisintoanoccurrence.
In 2006, the United States Secretary of Education,Margaret Spellings, released what is now
known as the Spellings Commission Report. The report detailed challenges facing higher
education in this country and called formajor assessments therein, and encouraged colleges
anduniversitiestoimproveaccountabilityandmeasurestudentsuccessonavalue‐addedbasis.
Notably, strategies and suggestions on how to do this were missing from the report.
Rudimentary strategies such as alumni contributions, student satisfaction, and percentage
enteringpost‐graduateeducationexistformeasuringtheeffectofhighereducation.However,
few if any strategies exist for assessing the impact of post‐graduate education in the public
sector.
The public sector is inherently different from the private sector. Current articles, books, and
researchreportspointoutthedifferencesinjobsatisfaction,rewarddefinition,andmotivators
intheprivatesectorpositionsversuspublicsectorpositions.Theseinherentdifferencesmakeit
difficult to assess educational impact in public sector organizations using private sector tools
(returnon investment). Indeed,muchof the literatureonmeasuring the impactof education
springs from the disciplines that prepare managers for private sector agencies and
organizations.Putsimply,thereisnodefinitivemeasure–particularlyinthepublicsector–of
the relationship between completion of a master’s degree and quantifiable returns on the
investment of time and money made to attain that degree. In spite of that impediment,
processesarebeingimplementedatCHDStotrack,assess,synthesize,andevaluatetheimpact
thisgraduateprogramishavingonhomelandsecurity,publicsafety,andpublicwelfare.
CHDS commissioned Dr. Joseph Ryan to conduct an impact evaluation of the CHDSMaster’s
DegreeProgram.Thegoalofthisstudywastodeterminethesuccessoftheprogramintermsof
alumnisatisfaction,valuetothegraduate’ssponsoringagency,andcontributiontothefieldof
homelandsecurity.
Overthecourseoffourteenmonths,Dr.Ryancontacted153alumnifromcohorts1through7
(January2003toSeptember2007),resultingininterviewswith102individuals.Theseinterviews
consisted of seventeen open‐ended questions and each interview lasted approximately forty‐
fiveminutes.Dr.Ryanalsoconductedfocusgroupswithalumni,madesitevisits,andreviewed
38
147 unrestricted theses produced by CHDS alumni. The full results of this evaluation can be
foundinDr.Ryan’sreport,availablelateSpring2009atwww.chds.us.
AlumniInterviews
TheinterviewsrevealedthemajorityofalumnifelttheirexperiencewithCHDSexceededtheir
expectations; most found the CHDS Master’s Degree Program to be highly challenging. One
respondent replied: “it wasmore difficult than attending law school.”More importantly, the
program increased alumni understanding of interagency operations and clarified individual
definitionsofwhat,exactly,homelandsecurityentails.
Allofthealumniagreedtheirperceptionofhomelandsecuritychangedasaresultofattending
the CHDS program.One of themost important changeswas in the awareness ofwhat other
levelsofgovernmentdoandhowotheragenciesviewthehomelandsecurity landscape.Thus,
themixofall levelsofgovernmentprovedtobeacrucialpartof the learningexperienceand
addedadistinctflavortoeachofthecoursesoffered.
Mostalumnibelievetheyarecontributingtoanationalhomelandsecuritystrategyasaresultof
attendingthemastersprogram.Whilesomecouldnotarticulatehowtheywerecontributingto
this strategy, it was clear that the knowledge gained from participation in this program is
shapingtheirdailyworkactivitiesandthustheyareabletoprovideinsightintotheday‐to‐day
activitiesoftheiragenciesasthoseactivitiesrelatetothedisciplineofhomelandsecurity.The
clearestsignthatallalumniarecontributinginsomefashionistheirrecognitionthatanational
homelandsecuritystrategyrequiresan“integratedresponsefromalllevelsofgovernment.”
Interviews with alumni disclosed that they feel they are playing a significant role in the
intelligence fusion centers in their jurisdictional areas. CHDSalumni are able to articulate the
partnershipsneededandarewellversedinthedynamicsoftheissuesfacingthesecenters;that
is,akeyelementof theCHDSgraduateeducation is institutionalcooperationand information
sharing.
CHDSMaster’sTheses
NotedinDr.Ryan’sreportisthecompletionrateforthefulldegreerequirement,whichincludes
the thesis. If published data regarding completion rates are any indicator of success – most
graduate programs’ completion rates range from 42 to 71 percent – the completion rate for
CHDSstudentsisaremarkable89percent.
As stated earlier, the master’s thesis represents much more than a mere milestone or
graduationrequirement.Itisthemosttangiblereturnonthesponsor’sinvestmentandisthusa
criticalpartoftheCenter’seducationalmandate.ManythesesproducedbyCHDSalumnihave
indeedhadameasurable,oratleastvisible,impactonthedefinitionandpracticeofhomeland
security.
“TheUnitedStatesDepartmentofHomelandSecurityConceptofRegionalization:Willit
Survive the Test?” byWilliam Austin, argued for regionalized, rather than national,
responsetoterrorismandcatastrophicdisasters.BasedonAustin’sresearch,aRegional
Council of Governments approach is being successfully implemented in Hartford,
Connecticut.
39
“TheIntegrationofVirtualPublic‐PrivatePartnershipsintoLocalEnforcementtoAchieve
Intelligence‐LedPolicing,”byMatthewSimeone, influencedNassauCountytofocuson
intelligencegatheringatthe localpolice level,andthenreachouttotheprivatesector
through the Security/Police Information Network (SPIN). Presently SPIN has sixty
partnersandexpectstogrowto1,800.This,accordingtoNassauCountypolice,creates
a multiplier effect of up to 300,000 people who will receive important information
relatingtopreparedness,crime,andterrorism.
U.S.CoastGuardLCDRMichaelAndreBilleaudeaux’sthesisentitled“LeveragingCitizens
andCultivatingVigilancefortheForceMultiplicationintheMaritimeDomain,"wasthe
conceptfortheCitizen’sActionNetwork(CAN),whichisbeingimplementedbytheU.S.
CoastGuardacrossthenation.TheCANportalwww.pacnwest.orghostsacopyofthe
thesiswhichhasbeendownloadedbymembersfromover50countriesworldwide.
SacramentoPoliceDepartmentChiefRickBraziel’sthesis,“ImpactofHomelandSecurity
Communities of Learning: Developing a Strategy for Training and Collaboration,”was
recently used as the framework for a $3.1 million DHS training grant. The Northern
California Regional Public Safety Training Collegewas successfully awarded the three‐
yearCompetitiveTrainingGrantbyDHStotrainintelligenceanalysts.
G.B.Jones’sthesishasbeenusedasamodelframeworkforanoverhaulofthewaythe
FBIapproachesspecialeventsmanagement.Theresultingnewpoliciesandprocedures
will have a long‐term impact on the program. DHS completed its 2nd Stage Review,
which resulted in the establishment of a Risk Management Division as well as a
reorganization of the Directorate that manages the special events program. Jones’
researchhasbeenwell receivedby the interagencycommunity,and ithas servedasa
tremendous springboard for follow‐on discussion regarding counterterrorism
preparednessinsupportofmajorspecialevents.SupervisorySeniorResidentAgentG.B.
JonesiscurrentlyassignedtotheFBIChicagoDivision’sRockfordResidentAgency.
TheMulti‐State Partnership for Security in Agriculturewas initiated byEllenGordon’s
thesis entitled, “Agriculture Security Preparedness.” Currently thirteen states are
involved in this partnership, including Iowa, South Dakota, North Dakota, Minnesota,
Wisconsin,Illinois,Missouri,Kansas,Oklahoma,Kentucky,Ohio,Nebraska,andMichigan.
The partnership is a collaborative forum of state departments of agriculture, state
veterinarian’s offices, homeland security advisors, animal health departments, and
emergency management divisions. The mission of the partnership is to collaborate,
share information, and prevent duplication of effort between states on agriculture
emergencypreparednessandresponseinitiatives.
TheconceptofSueReinertson’sthesis,particularlyher“AnchorCommunityInitiative,”
isbeingusedasthebackboneofcurrenteffortsinNorthDakota.Ithasenabledthestate
tomoveforward,basedonthedocumentedconsensus,withthefollowingactions:the
establishment of a regional governance structure to establish policy and distribute
fundingforover$6millionofhomelandsecurityfundinginfourdistinctresponseregions
40
and the drafting of specific legislation linking mutual aid agreements to a statewide
responsefund.SueReinertsonistheRegionalAdministratorforFEMARegion10.
LieutenantColonelTomGoss,oftheStrategicIssuesTeamatNATO,conductedground‐
breaking research on capabilities‐based planning. His thesis, "Building a Contingency
Menu:UsingCapabilities‐BasedPlanningforHomelandDefenseandHomelandSecurity,"
hasbecome required reading forhomeland security scholars andothers implementing
DHS’ National Preparedness Goal. Goss' research has stimulated new policies and
practicesandsparkednext‐generationthinkingaboutpreparedness.
CharlesEnglish,DirectorofHomelandSecurityfortheStateofGeorgia,wrotetheplan
forthenation’sfirstfusioncenterbasedonhisthesis,“GeorgiaInformationSharingand
Analysis Center: A Model for State and Local Governments Role in the Intelligence
Community.” Fusion centers blend relevant law enforcement and intelligence
information analysis and coordinate security measures to reduce threats in their
communities.
AsaresultoftheparticipationofTomDailey,Independence,MissouriChiefofPolice,in
the CHDS graduate program, the Kansas City Police Department created a homeland
security division. His thesis, "Counter‐Terrorism Patrol Strategy," was central to the
creationoftheKansasCityRegionalTerrorismEarlyWarningfusioncenter.TheCTPSis
alsousedasateachingtoolforin‐serviceandpre‐servicemembers.Ithasbeenbroken
downintodifferentclassesandisalsoofferedtooutsideagencies.
BasedonAssistantChiefDennisJensen’s thesisentitled"EnhancingHomelandSecurity
Efforts by Building Stronger Relationships between the Muslim Community and Local
LawEnforcement,”theSt.PaulPoliceDepartmenthasdevelopedanoutreachprogram
withtheMuslimandSomalicommunitiesinthecity.Thegoaloftheprogramistobuild
strong personal relationships with members of the Muslim/Somali community to
enhancehomelandsecurity,wherebythecommunitywouldtelllocallawenforcementif
someoneinthecommunityweretoindicateathreattonationalsecurity.Recently,the
program has grown to includeMuslim/Somali populations in three other cities within
Minnesota. The program has impacted over 8,000 Muslim/Somali individuals in the
communityinjustoverfouryears.
StephanieBlum’s thesiswas recentlypublishedas abook titled,The Necessary Evil of
Preventive Detention in the War on TerrorismandpublishedbyCambriaPress.Itisused
as a textbook in the CHDS curriculum. Blum is currently an attorney for the
TransportationSecurityAdministration.
Beyond the publication and utilization of thesis research, there is a wide distribution of the
knowledge gained by the individuals who have completed CHDS programs. These homeland
security professionals – many of them working at senior levels in leadership positions
throughout homeland security and its related fields – share the knowledge gained from the
CHDS experience with their colleagues and throughout their respective agencies. These
graduates,collectively,representanongoingresourceforbothCHDSandthecountry.
41
CONCLUSION
Theeducationoftomorrow’shomelandsecurityleaderswillimpacthow,andhowsuccessfully,
theUnitedStatesdealswiththemany issuesofachievinghomelanddefenseandsecurity. By
creatingacommunityofhomelandsecurityleadersthroughadvancededucationandresearch,
theCenterforHomelandDefenseandSecurityishelpingtobuildabroadbenchofprofessionals
whocanworkincollaborationtomeetthechallengesthenationfacestodayandwillfaceinthe
future. The Center’s goal is to provide these people with the knowledge, skills, tools, and
resourcesneededtoidentify,create,andimplementthebestpracticesinhomelandsecurity.
TheinvestmentoftimeandresourcesintheMaster’sDegreeProgramisfurtherleveragedwith
the Mobile Education Teams, the Executive Leader Program, and the University and Agency
Partnership. The Homeland Security Digital Library and Homeland Security Affairs serve to
furtherdisseminatetheresearchandknowledgeproducedbytheseprograms.Morethan5,600
individualsandinstitutionshaveparticipatedinandbenefitedfromtheeducationalprogramsof
CHDS;morethan83,000individualsand520institutionsaccessinformationdisseminatedbythe
Center through the Digital Library andHomeland Security Affairs. Themore people who are
exposedtoourevolvingunderstandingofhomelandsecurity,thestrongerthisnation’ssecurity
willbe.
TheCenterforHomelandDefenseandSecurityoriginatedwiththeidentificationofacriticalgap
betweentrainingandeducation:theneedforgraduate‐leveleducationintheemergingfieldof
homelandsecurityanddefense.Anevidence‐basedcurriculumwasestablishedtofill thisgap.
The courses and the curriculum are closely monitored, evaluated, and refined to meet the
critical needs of the disciplines comprising homeland security and to synthesize the work of
thosedisciplinesintoacollaborative,effective,homelandsecurityenvironment.Thatprocessis
continuingand,asisthenatureofhomelandsecurity,progresswillbemeasuredandprograms
willbecontinuouslyadjustedtomeetthechangingandfutureneedsforthehomelandsecurity
enterprise. The next step in this evolving field is to continue identifying and filling the gaps
between theory andpractice anddevisingways tomore closely link science, technology, and
academic research to homeland security practice. CHDS is uniquely positioned to foster the
necessarycollaborationbetweenthepublicandprivatesectors,andbetweenpractitionersand
academics, to put the collective knowledge of the homeland security community to work in
buildingastronger,moresecurenation.
42
43
APPENDIXA:Master'sDegreeProgramParticipantsandThesisTitles
AuthorPosition/Agency
(atthetime)ThesisTitle
ALBEN,TIMOTHYPMAJOR,MASSACHUSETTS
STATEPOLICE
COMPLIANCEWITHCOMMUNITYMITIGATIONAND
INTERVENTIONSINPANDEMICINFLUENZA:A
COMMUNITYPOLICINGSTRATEGY
ALMAGUER,RUBENDDIVISIONCHIEFMIAMI‐DADE
FIRERESCUEDEPARTMENT
MIAMI‐DADECOUNTY'SRESPONSECAPABILITYTOA
"DIRTYBOMB"ATTACKATTHEPORTOFMIAMI
ALPEREN,MARTINJ VIRGINISLANDS,DOJ
TOWARDSAHOMELANDSECURITYSTRATEGYFORTHE
UNITEDSTATESVIRGINISLANDS:THETERRORISMAND
NATURALDISASTERSPLANNINGGROUP
AMUNDSON,RANDY
DIRECTOROFMILITARY
SUPPORT/NEBRASKA
NATIONALGUARD
HOWTOPREPARETHENATIONALGUARD'SLEADERSHIP
FORSUCCESSFULVENTUREINHOMELANDSECURITY
ANDREAS,MICHAEL
DETECTIVESERGEANT/ANTI‐
TERRORISM,SALEMPOLICE
DEPARTMENT
LOCALHOMELANDSECURITYPROGRAMS(LHSP)
ANTHONY,CAMILLES
COORDINATOR,CRIMINAL
JUSTICEADVISORYCOUNCIL,
SALTLAKECOUNTY,UTAH
UTAHWIRELESSINTEGRATEDNETWORK(UWIN)
AUSTIN,MEREDITH CAPTAIN,USCG
ENGAGETHEMEDIA:THECOASTGUARD'SPUBLIC
AFFAIRSPOSTUREDURINGRESPONSETOHURRICANE
KATRINA
AUSTIN,WILLIAMHFIRECHIEF,WESTHARTFORD
FD
UNITEDSTATESDEPARTMENTOFHOMELANDSECURITY
CONCEPTOFREGIONALIZATION:WILLITSURVIVETHE
TEST?
BALDAUF,PAULD
ASSTDIR,NJDEPTOF
ENVIRONMENTAL
PROTECTION
CHEMICALINDUSTRYSECURITY:VOLUNTARYOR
MANDATORYAPPROACH?
44
BALL,JOHNE
DEPUTYCHIEF,INDIANAPOLIS
METROPOLITANPOLICE
DEPARTMENT
RETHINKINGINTELLIGENCETOINTEGRATE
COUNTERTERRORISMINTOTHELOCALLAW
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THEUSEOFSTATEANDLOCALLAWENFORCEMENTFOR
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ANDOUTCOMESTOCOMMUNITIES
45
BLOOM,PAULA LTCOMMANDER,USNAVY
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IDENTITYGRID:HOWTHEORYANDCONCEPTCAN
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SECURETHEAMERICANHOMELAND
46
BURKE,KARENFEDERALSECURITYDIRECTOR,
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VOLUNTEERMANAGEMENTINLAWENFORCEMENT
47
CHARRIER,RONALD
STATETRAININGOFFICER,MO
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MANAGEMENTAGENCY
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YORK
GOVERNMENTACTIONSINTHEDEMISEOFTHETHUGS
[1829‐1835]ANDSIKHTERRORISTS[1980‐1993]AND
LESSONSFORTHEUNITEDSTATES
48
COLSKY,ANDREW
DIRECTOR,SENSITIVE
SECURITYINFORMATION
OFFICE,TSA
HAZARDOUSMATERIALTRUCKINGSECURITY:ACALL
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INCIDENTRESPONSEANDRECOVERY
49
DELANEY,JAMESFORDINATION,DIOCESEOF
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DOORIS,MATTHEW
SENIORINVESTIGATING
OFFICER,USCGSECTORST
PETERSBURG
ENHANCINGRECRUITMENTANDRETENTIONOF
VOLUNTEERSINTHEU.S.COASTGUARDAUXILIARY
50
DRAPER,BRIAN
ALLEN
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MANAGEMENTAGENCY
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EVALUATIONOFTHECITYWIDEINCIDENT
MANAGEMENTSYSTEMASITPERTAINSTO
INTERAGENCYEMERGENCYRESPONSE
51
FAIRWEATHER,PATTY
EXECUTIVECOUNSEL,RI
DEPARTMENTOF
ENVIRONMENTAL
MANAGEMENT
SUSPENSIONOFCIVILLIBERTIESANDTHESPREADOF
TERROR
FERNANDEZ,JOSEPH
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M
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DEPARTMENT
PARTNERSHIPS:THEPATHTOIMPROVINGCRISIS
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A
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MANAGEMENT,ST.CLAIR
COUNTY,MICHIGAN
COMMUNITYEXPECTATIONS:MATCHING
GOVERNMENTCAPABILITIESTOTHEEXPECTATIONSOF
THEPUBLIC
52
GALLAGHER,JERRYP
MAJOR,KANSASCITY
MISSOURIPOLICE
DEPARTMENT
REDUCINGTHETHREATOFTERRORISMTHROUGH
KNOWLEDGESHARINGINAVIRTUALENVIRONMENT
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GARVEY,ANNE
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U.S.COASTGUARDREORGANIZATION:WHYMERGING
THEFIELDUNITSISNOTENOUGHTOREMAINSEMPER
PARATUS(ALWAYSREADY)
53
GROSSMAN,
MICHAEL
COMMANDER,LOSANGELES
COUNTYSHERIFF’S
DEPARTMENT
PERCEPTIONORFACT:MEASURINGTHEEFFECTIVENESS
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HENDERSON,ROBERT
R
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HETHERINGTON,
CHRIS
CHIEFOFSTAFF,NEWYORK
CITYPOLICEPENSIONFUND
PRIVATESECURITYASANESSENTIALCOMPONENTOF
HOMELANDSECURITY
54
HILL,BRIAN
CHIEF,PORTS,WATERWAYS
ANDCOASTALSECURITY,
USCG
MARITIMETERRORISMANDTHESMALLBOATTHREAT
TOTHEUNITEDSTATES:APROPOSEDRESPONSE
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POLICEDEPARTMENT,
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MANAGINGTHEREPUTATIONOFDHS
55
JONES,G.B.
CHIEF,FBISPECIALEVENTS
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CANYOULEADMENOW?LEADINGINTHECOMPLEX
WORLDOFHOMELANDSECURITY
KAYII,RAYMONDBATTALIONCHIEF,ORLAND
FIREPROTECTIONSDISTRICT
LOCALHOMELANDSECURITYPOLICY:A
COLLABORATIONOFGOVERNMENTSAND
STAKEHOLDERS
KHAN,SINAN
CIVILIAN,EPIDEMIOLOGY
ANALYST,LOSANGELES
COUNTY‐DEPARTMENTOF
PUBLICHEALTH
MULTIATTRIBUTEDECISIONANALYSISINPUBLIC
HEALTH–ANALYZINGEFFECTIVENESSOFALTERNATE
MODESOFDISPENSING
KLISTA,JENNIFER
DIVISIONCHIEF,U.S.
CITIZENSHIPAND
IMMIGRATIONSERVICES,
WASHINGTON,DC
THESTRATEGICVALUEOFHUMANITARIAN
IMMIGRATIONPOLICYTOWARDHOMELANDSECURITY
KLUCKHUHN,
CHRISTOPHER
LIEUTENANTCOMMANDER,
UNITEDSTATESCOAST
GUARD
ANEXAMINATIONOFFOURSUCCESSESINTHECOAST
GUARD’SINNOVATIONPROGRAMANDIMPLICATIONS
FORINNOVATIONWITHINHOMELANDSECURITY
KUENY,MONICA
COMMANDER,UNITED
STATESPUBLICHEALTH
SERVICE
FEDERAL‐TRIBALGOVERNMENTCOLLABORATIONIN
HOMELANDSECURITY
LADNERJR,ROBERT
FLORIDAHOMELAND
SECURITYADVISOR/SPECIAL
AGENTINCHARGE,FLORIDA
DEPARTMENTOFLAW
ENFORCEMENT
TRUSTEDFUSIONCENTERNETWORK:THENEEDFOR
BASELINECAPABILITIESANDACCREDITATION
56
LANDGUTH,DAVIDC.
MASTEROFPUBLICHEALTH,
THEUNIVERSITYOF
TENNESSEE,1990
PUBLICHEALTHSPECIALIZATIONSANDEDUCATION
NEEDSTOSUPPORTHOMELAND
LANDHAHL,MARKR
CORPORAL,FREDERICK
COUNTYSHERRIFF'SOFFICE
(MD)
FIRSTRESPONDERIDENTITYMANAGEMENT:POLICY
OPTIONSFORIMPROVEDTERRORISMINCIDENT
RESPONSE
LANIER,CATHYL
COMMANDER,
METROPOLITANPOLICE
DEPARTMENT,WASHINGTON,
D.C.
PREVENTINGTERRORATTACKSINTHEHOMELAND:A
NEWMISSIONFORSTATEANDLOCALPOLICE
LEARY,T.P. COMMANDERUSCG360PORTMIDA:ASTRATEGYTOIMPROVEPORT
SECURITY
LEAVELL,RONLIEUTENANT,SEATTLEPOLICE
DEPARTMENT
THEEVOLUTIONOFREGIONALCOUNTERTERRORISM
CENTERSWITHINANATIONALCOUNTERTERRORISM
NETWORK:ISITTIMETOFUSEMORETHAN
INFORMATION?
LEE,THOMAS
DEPUTYSUPERINTENDENT
BOSTONPOLICE
DEPARTMENT
NEWROLEFORLOCALPOLICEINRADIOLOGICAL
SECURITY
LIBERATO,RODNEY MAJ,USAFNEWDEPARTMENTOFDEFENSEFRAMEWORKFOR
EFFICIENTDEFENSESUPPORTOFCIVILAUTHORITIES
LINES,JONATHANASSISTANTSPECIALAGENTIN
CHARGE,ICE(UTAH)
287(G):CROSS‐DELEGATINGSTATEANDLOCALLAW
ENFORCEMENTOFFICERSWITHFEDERALIMMIGRATION
AUTHORITY‐REMEDYORRUE?
LONGSHORE,DAVID
MN
HOMELANDSECURITY
LIAISON,CITYOFNEWYORK
PRINCIPLESOFPREVENTIONANDTHEDEVELOPMENT
OFTHEPREVENTIONTRIANGLEMODELFORTHE
EVALUATIONOFTERRORISMPREVENTION
LUDWICK,KEITHSUPERVISORYSPECIALAGENT,
FBI
GOINGTHEDISTANCE:MEASURINGTHESOCIAL
IDENTITYOFTERRORISTS
MAGEE,LANITAGOVERNOR'SDIVISIONOF
EMERGENCYMANAGEMENT
DESIGNINGANTRAININGANDEXERCISEFRAMEWORK
FORARAPIDCOLLABORATIVERESPONSEINVOLVING
FEDERAL,STATE,REGIONAL,LOCALANDPRIVATE
SECTORPARTNERS
57
MAHONEY,ROBERTDIRECTOR,PORTAUTHORITY
NEWYORK&NEWJERSEY
DECIDINGWHOLIVES:CONSIDEREDRISKCASUALTY
DECISIONSINHOMELANDSECURITY
MANDOLI,GREGORY
RSPECIALAGENT,DHS,ICE
SANDBOXSTRATEGY:THEWHYANDHOWOFFEDERAL
LAWENFORCEMENTINTEGRATION
MAPLES,LDCAHIGHWAYPATROL
(ROSEVILLE)
TERRORISM101:KNOWLEDGEABOUTTHE"WHATAND
WHY"OFTERRORISMASASTATEANDLOCALLAW
ENFORCEMENTCOMPETENCY
MASSEY,MARYS
PARAMEDICANDDISASTER
COORDINATOR,ANAHEIM
MEMORIALMEDICALCENTER
HOSPITALBASEDFIRSTRESPONDERSPROPHYLAXIS
PLAN
MASSEY,PATRICKJ
CHIEF,PROGRAM
COORDINATIONBRANCH,
FEMA
FORGINGAFRAMEWORKTOIMPROVETHE
EMERGENCYMANAGEMENTCOMMUNITY’SABILITYTO
RESPONDTOANUCLEARORRADIOLOGICALWEAPONS
ATTACK
MASTAPETER,CRAIGSENIORPLANNINGOFFICER,
FEMARESPONSEDIVISION
INSTRUMENTSOFNATIONALPOWER:EVOLUTIONAND
APPLICATIONINRESPONSETOTHECHANGINGTHREAT
MATTHEW,DAVIDCAPTAIN,SEDGWICKCOUNTY
FIREDEPARTMENT
MEASURINGTHEFOUNDATIONOFHOMELAND
SECURITY
MAYER,HARRYA
REGIONALEMERGENCY
COORDINATOR,US
DEPARTMENTOFHEALTH
ANDHUMANSERVICES
FIRSTRESPONDERREADINESS:ASYSTEMSAPPROACH
TOREADINESSASSESSMENTUSINGMODELBASED
VULNERABILITYANALYSISTECHNIQUES
MCDANIEL,MICHAELMICHIGANHOMELAND
SECURITYADVISOR
THEDEVELOPMENTANDRECOGNITIONOFHOMELAND
SECURITYLAW
MCGEARY,JOSEPHPCAPTAIN,NEWYORKCITY
FIREDEPARTMENT
APPLYINGGOLDWATER‐NICHOLSREFORMSTOFOSTER
INTERAGENCYCOOPERATIONBETWEENPUBLICSAFETY
AGENCIESINNEWYORKCITY
MCGOVERN,PHILIP
LIEUTENANT/BOSTON
MAYOR'SOFFICEOF
EMERGENCYPREPAREDNESS‐
EMS
CREATIONOFAUNITEDSTATESEMERGENCYMEDICAL
SERVICESWITHINTHEDEPARTMENTOFHOMELAND
SECURITY
58
MCGOWAN,DAN
ADMINISTRATOR,MONTANA
DISASTER&EMERGENCY
SERVICES
IMPROVINGTHECURRENTDHSCAPABILITIES
FRAMEWORK
MCGREGORIII,OTIS
WLTCUSARMY
COMMANDANDCONTROLOFSPECIALOPERATIONS
FORCESMISSIONSINTHEUSNORTHERNCOMMAND
AREAOFRESPONSIBILITY
MCINERNEY,JOAN
CHAIRMAN,DEPARTMENTOF
EMERGENCYMEDICINE,
NASSAUUNIVERSITYMEDICAL
CENTER
STRENGTHENINGEMERGENTHOSPITALCAREINTHE
UNITEDSTATES
MEEHAN,MICHAELK CAPTAIN,SEATTLEFDTOOLSOFPREVENTION:BUILDINGPREVENTIONAND
DETERRENCEINTOEXERCISEPROGRAMS
METZGER,JAMES
LT,SOUTHEASTPA
TRANSPORTATION
AUTHORITYPD
PREVENTINGTERRORISTBOMBINGSONUNITEDSTATES
SUBWAYSYSTEMS
MEYERS,TOMMEYHCOMMANDER,UNITED
STATESCOASTGUARD
SAFETYRISKMANAGEMENTFORHOMELANDDEFENSE
ANDSECURITYRESPONDERS
MILLER,ANDREW
OPERATIONSOFFICER,WA
NATIONALGUARD
UNCONVENTIONALTHREATS/
COUNTERDRUGTASKFORCE
APROPERINTRODUCTION:WHYHOMELANDSECURITY
LEADERSSHOULDLEVERAGEINTELLIGENCEIN
DECISION‐MAKING
MILLER,PATRICKCHIEFOFPOLICE,VENTURA
POLICEDEPARTMENT
HOWCANWEIMPROVEINFORMATIONSHARING
AMONGLOCALLAWENFORCEMENTAGENCIES?
MILLS,GRADY
HEALTHPHYSICIST,NCDEPT
OFENVIRONMENTAND
NATURALRESOURCES
PREVENTINGLOSSOFCONTROLOFGENERALLY
LICENSEDDEVICESWITHPOTENTIALFORUSEIN
RADIOLOGICALDISPERSIONDEVICES(RDD)
MILLS,GRANTT
HEALTHPHYSICIST,NCDEPT
OFENVIRONMENTAND
NATURALRESOURCES
PREVENTINGLOSSOFCONTROLOFGENERALLY
LICENSEDDEVICESWITHPOTENTIALFORUSEIN
RADIOLOGICALDISPERSIONDEVICES(RDD)
MIRANDA,ROBERT SPECIALAGENT,FBI
RECRUITINGTYPEBTERRORISTS:ACOGNITIVE
APPROACHTOIMPROVINGTHEFBI’SRECRUITMENTOF
AL‐QAEDASOURCES
59
MORRISSEY,JAMESF
ALAMEDACOUNTY
EMERGENCYMEDICAL
SERVICES
STRATEGIESFORTHEINTEGRATIONOFMEDICALAND
HEALTHREPRESENTATIONWITHINLAWENFORCEMENT
INTELLIGENCEFUSIONCENTERS
MURPHY,MICHAEL
MMRSDIRECTOR,
EMERGENCYMEDICAL
SERVICESAUTHORITY
MEDICALOPERATIONSCENTERS:DUPLICATIONORA
NEEDEDINNOVATION?
NADEAU,JOHN COMMANDERUSCGIMPROVINGTHERESILIENCYOFTHENATURALGAS
SUPPLYANDDISTRIBUTIONNETWORK
NANCARROW,
CLIFFORDAUSNORTHCOM
PREPARINGMILITARYOFFICERSFOREFFECTIVESERVICE
INANINTER‐AGENCYENVIRONMENT
NATARAJAN,NITINDISTRICTOFCOLUMBIA
DEPARTMENTOFHEALTH
NATIONALIMPERATIVETOESTABLISHADOMESTIC
MEDICALINTELLIGENCECENTER
NENNEMAN,MILTONLIEUTENANT,SACRAMENTO
POLICEDEPARTMENT
ANEXAMINATIONOFSTATEANDLOCALFUSION
CENTERSANDDATACOLLECTIONMETHODS
NESTEL,THOMASJSTAFFINSPECTOR,
PHILADELPHIAPD
USINGSURVEILLANCECAMERASYSTEMSTOMONITOR
PUBLICDOMAINS:CANABUSEBEPREVENTED?
NEU,ANNETTEL
DIRECTOROFEMERGENCY
PREPAREDNESSAND
RESPONSE,COASTALHEALTH
DISTRICT
BUILDINGCOLLABORATIVECAPACITYFORBIOSECURITY
ATTHEGEORGIASEAPORTS
NOVAK,KNEILANK CAPTAIN,USAF
RINGINGTHEBELL:SOUNDINGTHEALARM:A
PROPOSALFORTHESIMULTANEOUSADVANCEMENTOF
SECURITYANDPRIVACY
O'BRIEN,JOHNEUSDEPARTMENTOFENERGY
(EK4)ESSENTIALELEMENTSFORPREPAREDNESSPLANNING
O'CONNELL,
DOUGLASKLTC,TXNATIONALGUARD
U.S.ARMYSPECIALFORCESANDHOMELANDSECURITY
OPERATIONS
60
OLSON,DEANTCAPTAIN,DOUGLASCOUNTY,
NEBRASKA,SHERIFF’SOFFICE
APATHTOTERRORISTVIOLENCE:ATHREAT
ASSESSMENTMODELFORRADICALGROUPSATRISKOF
ESCALATIONTOACTSOFTERRORISM
OLSZEWSKI,LAURAASSISTANTCHIEFCOUNSEL,
ICEEXPANSIONOFICE'SCRIMINALALIENPROGRAM
O'NEIL,SIOBHAN
DEPUTYCHIEF,NJOFFICEOF
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PREPAREDNESS
UNTYINGTHEHANDBEHINDOURBACK:ANARGUMENT
FORFURTHERINCORPORATINGSTATEANDLOCALLAW
ENFORCEMENTINTOUSTERRORISMPREVENTION
EFFORTS
ORDONEZ,KARINA
ASSTDIRECTORFOR
STRATEGICPLANNING,AZ
OFFICEOFHS
MODELINGTHEUSBORDERPATROLTUCSONSECTOR
FORTHEDEPLOYMENTANDOPERATIONSOFBORDER
SECURITYFORCES
ORDONEZ,MICHAEL
A
TREXBRANCHCHIEF,UNITED
STATESNORTHERN
COMMAND
CRITICALINFRASTRUCTUREPROTECTION:HOWTO
ASSESSANDPROVIDEREMEDYTOVULNERABILITIESIN
TELECOMHOTELS
OSBORN,PHILLIPSUPERVISORYSPECIALAGENT,
ICE
FINANCINGTERRORISTSANDCRIMINALS:THEIMPACT
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INTERNETONHOMELANDSECURITY
OSTERHOLZER,
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EDUCATIONINACTION:EDUCATINGUSNORTHCOM'S
CRITICALSTAKEHOLDERSATTHEAWAYGAME
PACZKOWSKI,JOHNP
CIVILIAN,PORTAUTHORITY
OFNEWYORKANDNEW
JERSEY
RISKMANAGEMENTASSTRATEGICCHANGEIN
NATIONALHOMELANDSECURITYPOLICY
PAPE,DOMINICK
SPECIALAGENTINCHARGE,
FLORIDADEPARTMENTOF
LAWENFORCEMENT
BUILDINGANEWSTORYLINEFORFLORIDA'SDOMESTIC
SECURITYSTRATEGYTOPROVIDEFUTURERESILIENCY
FORTHESTATE
PARKER,LUCINDA
IOWAHOMELANDSECURITY
ANDEMERGENCY
MANAGEMENTDIVISION
AGRO‐TERRORISMRISKCOMMUNICATION:
CHALLENGESANDIMPLICATIONSFOR
COMMUNICATORS
PARSLEY,RANDALLS USNORTHCOM
CREATINGANEFFECTIVEMULTI‐DOMAINWIDE‐AREA
SURVEILLANCEPLATFORMTOENHANCEBORDER
SECURITY
61
PAULL,ERICJ
DETECTIVEPLANNING
RESEARCHAND
DEVELOPMENT,AKRONPD
DEVELOPMENTOFATERRORISMPREVENTION
STRATEGYFORTHEAKRONPOLICEDEPARTMENTBASED
ONENVIRONMENTALCRIMINOLOGY
PENNINGTON,
DANIELLT,CITYOFPASADENA,TXPD
CHEMICALFACILITYPREPAREDNESS:ACOMPREHENSIVE
APPROACH
PETERSON,MICHAEL
CLTCOMMANDER,USNAVY
FROMTHEBATTLEFIELDTOTHEHOMELAND:BUILDING
THECASEFORNETWORK‐CENTRICRESPONSE
PETRIE,MICHAELGCITYANDCOUNTYOFSAN
FRANCISCO
CRITICALCAPABILITIES:ASSESSMENTOFTHECITYAND
COUNTYOFSANFRANCISCO'SFIELDRESPONSETO
CBRNETERRORISM
PFEIFER,JOSEPHS
DEPUTYASSISTANTCHIEF,
FIREDEPARTMENTCITYOF
NEWYORK
COMMANDRESILIENCY:ANADAPTIVERESPONSE
STRATEGYFORCOMPLEXINCIDENTS
PICKETT,SCOTT
ASSISTANTSPECIALAGENTIN
CHARGE,FEDERALAIR
MARSHALSERVICE
ENHANCINGTHELAYERSOFAVIATIONSECURITY
THROUGHEFFECTIVEBEHAVIORALRECOGNITION
PONENTI,ALBERTMSERGEANTFIRSTCLASS,NEW
JERSEYSTATEPOLICE
ANINTEGRATIVERISKMANAGEMENT/GOVERNANCE
FRAMEWORKFORHOMELANDSECURITYDECISION
MAKING
POPE,CHRISTOPHER
MCHIEF,CITYOFCONCORDFD
MODELSTRATEGYANDPOLICYFORSCREENING
FIREFIGHTERCANDIDATES
PRITCHETT,BEVERLY
SECONDDEPUTYDIRECTOR/
HEALTHEMERGENCY
PREPAREDNESS&RESPONSE
ADMINISTRATION,D.C.
DEPARTMENTOFHEALTH
QUALIA:APRESCRIPTIONFORDEVELOPINGAQUALITY
HEALTHTHREATASSESSMENT
PROCTOR,RICHARDB HEALTHOFFICER
SIGNIFICANCEOFCONSEQUENCEASSESSMENTAPPLIED
TOTHERISKBASEDAPPROACHOFHOMELAND
SECURITY
PUZZIFERRI,MICHAEL
ACTINGCHIEFOF
COUNTERTERRORISM&
EMERGENCYPREPAREDNESS,
FDNY
FDNY‐DHSINTELLIGENCEENTERPRISE
62
RAW,LEEANNACHIEF,SEMINOLECOUNTY
PUBLICSAFETYEMS‐AHOMELANDSECURITYNEEDNOTEMBRACED
RAYNIS,STEPHENA BATTALIONCHIEFFDNYIMPROVISEDINCENDIARYDEVICES:RISKASSESSMENT,
THREATS,VULNERABILITIESANDCONSEQUENCES
REED,DONALDJ USNORTHCOM ONSTRATEGY:THEWARONTERRORISMINCONTEXT
REED,PATRICIAD
EMERGENCYPREPAREDNESS
ANDRESPONSE
ADMINISTRATOR,PINAL
COUNTYDIVISIONOFPUBLIC
HEALTH
INTEGRATINGLOCALPUBLICHEALTHAGENCIESINTO
THEHOMELANDSECURITYCOMMUNITY
REINERTSON,SUSAN
K
DIRECTOR,NORTHDAKOTA
DIVISIONOFHOMELAND
SECURITY,
RESOURCESHARING:BUILDINGCOLLABORATIONFOR
REGIONALIZATION
RICHARDSON,
THOMASJ
CAPTAIN,SEATTLEFIRE
DEPARTMENT
FIRSTRESPONDERWEAPONSOFMASSDESTRUCTION
TRAININGUSINGMASSIVELYMULTIPLAYERONLINE
GAMING
ROBERTSON,JEFFREY CIVILIANUSAF(NORTHCOM)
DETECTANDDEFEAT—THECOMPLEXITIESOF
ACCOMPLISHINGTHEHLSMISSIONWITHEXISTING
INTELLIGENCECOLLECTIONPRACTICES
ROBSON,THOMASEXECUTIVEOFFICER/FIRE
ACADEMY,FDNYFIRESERVICEANDOPENSOURCEINTELLIGENCE
RODRIGUEZ,RANDOPERATIONSMANAGER,U.S.
ARMYNORTH
GUIDANCEFORTHEEMPLOYMENTOFFORCES:A
COMPARATIVEANALYSISOFMILITARYSECURITY
COOPERATIONSTRATEGYRELATEDTOHOMELAND
SECURITY
ROSELL,HASSANOLIEUTENANT,UNITEDSTATES
COASTGUARD
PROTECTINGOURWATERSWITHIN:AVULNERABILITY
ASSESSMENTOFMARITIMEINFRASTRUCTUREWITHIN
COASTGUARDSECTOROHIOVALLEY
ROSELL,RICHARDGCAPTAIN,NEWJERSEYSTATE
POLICE
WHATTYPEOFSTATEHOMELANDSECURITYSTRATEGY
SHOULDTHESTATEOFNEWJERSEYDEVELOP?
63
ROSTBERG,JAMESI
DIRECTOROFHOMELAND
SECURITY,ISANTICOUNTY,
MINNESOTA
COMMONCHEMICALSASPRECURSORSOFIMPROVISED
EXPLOSIVEDEVICES:THECHALLENGESOFDEFEATING
DOMESTICTERRORISM
RUSSELL,TONYFEDERALCOORDINATING
OFFICER,FEMA
PREPARINGEFFECTIVESENIORMANAGERSTOOPERATE
INWMD/CBRNENVIRONMENTS
SANCHEZ,PHILLIP
DEPUTYCHIEFOFPOLICE,
SANTAMONICAPOLICE
DEPARTMENT
INCREASINGINFORMATIONSHARINGAMONG
INDEPENDENTPOLICEDEPARTMENTS
SANDAGE,
JACQUELYN
CAPTAIN,NEVADA
DEPARTMENTOFPUBLIC
SAFETY
DISASTERPREPAREDNESS:OURFAMILYPREPARING
WITHYOURFAMILY
SANTIAGO,DENISELHEALTHOFFICER,UNION
COUNTY(NJ)
ASSESSMENTOFPUBLICHEALTHINFRASTRUCTURETO
DETERMINEPUBLICHEALTHPREPAREDNESS
SCHAUB,ERIKAA
DIRECTOROFEMERGENCY
MANAGEMENT,HOFSTRA
UNIVERSITY
UTILIZINGBIOLOGICALMODELSTODETERMINETHE
RECRUITMENTOFTHEIRABYMODELINGTHEVOTING
BEHAVIOROFSINNFEIN
SCHECHTER,SHELLY
DIRECTOR,OFFICEOF
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MEDICALRESERVECORPSVOLUNTEERS’ABILITYAND
WILLINGNESSTOREPORTTOWORKFORTHE
DEPARTMENTOFHEALTHDURINGCATASTROPHIC
DISASTERS
SCHUMACHER,
LUDWIG
DIRECTOR,OPERATIONSFOR
MILITARYSUPPORT,
VERMONTNATIONALGUARD
EMERGENCYMANAGEMENTSPANOFCONTROL:
OPTIMIZINGORGANIZATIONALSTRUCTURESTOBETTER
PREPAREVERMONTFORTHENEXTMAJOROR
CATASTROPHICDISASTER
SCHWEIN,RICHARDD
SUPERVISORYSPECIALAGENT,
FEDERALBUREAUOF
INVESTIGATION
TRANSFORMINGLEADERSHIPINTHEFBI:A
RECOMMENDATIONFORSTRATEGICCHANGE
SCOTT,LINDAJ
BIOTERRORISMHOSPITAL
COORDINATORAND
MANAGEMENTOPERATIONS
HURRICANEKATRINA:UTILIZATIONOFPRIVATE,
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FORNEWSTRATEGIES
SHARP,VINCENTEXERCISESPECIALIST,5TH
ARMY(ARNORTH)HOMELANDSECURITYADVISORYSYSTEM
64
SHELSTAD,KRISTINESTRATEGY&PLANSOFFCIER,
TEXASMILITARYFORCE
USNORTHCOMSHOULDEVOLVETOTRULYFACILITATE
INTERAGENCY,INTERGOVERNMENTALAND
CONTINENTALDEFENSEANDSECURITY;THE
HOMELANDSECURITYANDDEFENSETASKFORCE
SIMEONE,MATTHEW
J
INSPECTOR,NASSAUCOUNTY
POLICEDEPARTMENT
THEINTEGRATIONOFVIRTUALPUBLIC‐PRIVATE
PARTNERSHIPSINTOLOCALLAWENFORCEMENTTO
ACHIEVEENHANCEDINTELLIGENCE‐LEDPOLICING
SMITH,CHESTERLEE
CIVILIAN,DIRECTOROF
EMERGENCYPREPAREDNESS,
GEORGIADIVISIONOFPUBLIC
HEALTH
INVOLVINGCORPORATIONSINDISPENSINGDURING
MASSPROPHYLAXIS
SMITH,CHRISTOPHERDISASTERASSISTANCE
EMPLOYEE,FEMA
HALFDUPLEXVOICEOVERIP(VOIP)SUITABILITYASA
MODELFORANATIONWIDEHOMELANDSECURITY
COMMUNITYMULTIAGENCYINTEROPERABLE
COMMUNICATIONSSYSTEM
SMITH,ERIC UNITCHIEF,FBITRANSFORMATIONOFTHEFBITOMEETTHEDOMESTIC
INTELLIGENCENEEDSOFTHEUNITEDSTATES
SMITH,JOHNNIEL
ADMINISTRATOR,DIVISION
OFEMERGENCY
MANAGEMENT,WIDEPTOF
MILITARYAFFAIRS
AMODELFOREFFECTIVEORGANIZATIONAND
COMMUNICATIONOFHOMELANDSECURITYACTIVITIES
ATTHESTATELEVEL
SOBOCINSKI,
THOMASJ
SUPERVISORYSPECIALAGENT,
FEDERALBUREAUOF
INVESTIGATION
THETERRORISTTHREAT:IMPLICATIONSFOR
HOMELANDSECURITY
SQUIRES,KEITH
DIRECTOROFHOMELAND
SECURITY/DEPUTY
COMMISSIONEROFPUBLIC
SAFETY,STATEOFUTAH
STATETOSTATEPARTNERSHIPTOPROVIDEAN
INTERIORNATIONALNETOFHOMELANDSECURITY
STEVENSON,
WILLIAMH
LIEUTENANTCOLONEL,ARMY
NATIONALGUARD
ENHANCINGTHEEFFECTIVENESSOFNATIONALGUARD
SUPPORTOFCIVILAUTHORITIESBYIMPROVING
INTERAGENCYCOORDINATION
SUDNIK,JOHN DEPUTYCHIEF,FDNY
DIRTYBOMBATTACK:ASSESSINGNEWYORKCITY'S
LEVELOFPREPAREDNESSFROMAFIRSTRESPONDER'S
PERSPECTIVE
TEMPLE,JENNIEM
HOMELANDSECURITY
PLANNER,SOUTHCAROLINA
LAWENFORCEMENTDIVISION
ENHANCINGREGIONALCOLLABORATION:TAKINGTHE
NEXTSTEP
65
TEMPLETON,
DOUGLASR
DIVISIONCHIEF,AUSTINFIRE
DEPARTMENT
ASSESSINGTHEUTILITYOFWORKTEAMTHEORYINA
UNIFIEDCOMMANDENVIRONMENTATCATASTROPHIC
INCIDENTS
THELEN,KEVINDEPUTYCHIEFOFPOLICE,
UNIVERSITYOFCOLORADO
CONDITIONALAWARENESSANDEXPLOITATIONOF
OPENSOURCEINFORMATION:ENHANCINGUNIVERSITY
SECURITYSTATUSBYCULTIVATINGTHEENVIRONMENT
THOMAS,MARKD CAPTAIN,WASTATEPATROLDEPLOYMENTOFSTATETRAFFICLAWENFORCEMENT
OFFICERSFORHOMELANDSECURITY
THORNLOW,
CHRISTOPHERCLTCOMMANDER,USNAVY
FUSINGINTELLIGENCEWITHLAWENFORCEMENT
INFORMATION:ANANALYTICIMPERATIVE
TIMMONS,RONALDP
DIRECTOR,PUBLICSAFETY
COMMUNICATIONS(PLANO,
TX)
RADIOINTEROPERABILITY:ADDRESSINGTHEREAL
REASONSWEDON'TCOMMUNICATEWELLDURING
EMERGENCIES
TINDALL,JAMESA
SCIENTIST,USDOI‐
GEOLOGICALSURVEY,
NATIONALRESEARCH
PROGRAMS
APPLYINGNETWORKTHEORYTODEVELOPA
DEDICATEDNATIONALINTELLIGENCENETWORK
TOPP,PETERA STAFFENGINEER,NORTHCOM
WHATSHOULDBETHERELATIONSHIPBETWEENTHE
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COMMANDINCIVILSUPPORTOPERATIONSFOLLOWING
CATASTROPHICEVENTS
VANLEUVEN,LAURIE
SECURITY&EMERGENCY
MANAGEMENTSTRATEGIC
ADVISOR,CITYOFSEATTLE
PUBLICUTILITIES
OPTIMIZINGEMERGENCYINFORMATIONFORTHE
PUBLIC:COLLABORATINGWITHTECHNOLOGY
VANSPARRENTAK,
KENNETH
CHIEF,WALLEDLAKEMIFIRE
DEPARTMENT
BUILDINGSCHOOLRESILIENCYINANERAOFMULTIPLE
THREATS
VICINO,
CHRISTOPHEROCOMMANDER,PASADENAPD
BUILDINGABETTERMOUSETRAP:INCREASINGLAW
ENFORCEMENTCOUNTERTERRORISMCAPABILITIES
THROUGHCONSOLIDATION
VOSS,CHRIS
DIVISIONCHIEFFOR
PLANNING,TRAINING,
EXERCISE&MITIGATION,D.C.
HOMELANDSECURITY&
EMERGENCYMANAGEMENT
CONNECTINGOURNATION'SCRISISINFORMATION
MANAGEMENTSYSTEMS(CIMS)
66
AGENCY
WALKER,DEIDREI
ASSISTANTCHIEFOFPOLICE,
INVESTIGATIVESERVICES
BUREAU,MONTGOMERY
COUNTY,MARYLAND
HOMELANDSECURITYKNOWLEDGEMANAGEMENTFOR
LOCALLAWENFORCEMENTINTHENATIONALCAPITAL
REGION
WATTS,RB COMMANDER,USCG IMPLEMENTINGMARITIMEDOMAINAWARENESS
WEEKS,DOUGLASMFIRECAPTAIN,CITYOF
ORANGEFIREDEPARTMENT
STRATEGICCHANGESFORTHEFIRESERVICEINTHE
POST9/11ERA
WEINLEIN,MICHAEL
ASSISTANTCHIEFFIRE
DEPARTMENTCITYOFNEW
YORK
FUNDINGFORFIRSTRESPONDERSFROMATHREATAND
PREVENTIONAPPROACH
WELCH,ALICIAL FIRECAPTAIN,LAFDTERRORISMAWARENESSANDEDUCATIONAS
PREVENTIONSTRATEGYFORFIRSTRESPONDERS
WELLS,MARKA
BATTALIONCHIEF,
SACRAMENTO
METROPOLITANFD
SACRAMENTOREGIONALRESPONSEGUIDETO
RADIATIONEMERGENCIES
WERNER,ADRIENNE OPERATIONSANALYST,DHSWEB2.0TECHNOLOGYANDITSIMPACTONTHE
INTELLIGENCECOMMUNITY
WESTLING,JEFFREY LOGISTICSOFFICER,USCGSECURINGTHENORTHERNMARITIMEBORDER
THROUGHMARITIMEDOMAINAWARENESS
WILKINSON,
NACHELLE
MAJ,ARMYNATIONAL
GUARD
LEVERAGINGNATIONALGUARDCOUNTERDRUGASSETS
FORHOMELANDSECURITY
WILLIAMS,JEWELEFIRSTDEPUTYCHIEF,NEW
YORKSTATECOURTS
COURTOFFICERSASCERTIFIEDFIRSTRESPONDERS
ASSISTINGINHOMELANDSECURITYANDCOMMUNITY
EMERGENCYPREPAREDNESS
67
WILSON,JOHN
INFORMATIONOPERATIONS
&COMBATCAMERA
PLANNER,NORTHCOM
ORGANIZATIONANDSYNCHRONIZATIONOF
INFORMATIONALELEMENTSINHOMELANDDEFENSE
WINEGAR,SCOTT
OPERATIONSMANAGER,
PORTLANDOFFICEOF
EMERGENCYMANAGEMENT,
PORTLAND,OR
DEVELOPINGTHEBENCH:BUILDINGANEFFECTIVE
HOMELANDSECURITYUNDERGRADUATEPROGRAM
WINSKI,PETERAINSPECTOR,NEWYORKCITY
POLICEDEPARTMENT
COMPSTATCOUNTERTERRORISMSTRATEGYTO
PROTECTTRAINANDSUBWAYSYSTEMS
WOLFE,DAVIDSUPERVISORYINTELLIGENCE
RESERCHSPECIALIST
TRANSFORMINGTHEU.S.IMMIGRATIONSYSTEMAFTER
9/11:THEIMPACTOFORGANIZATIONALCHANGEAND
COLLABORATIONINTHECONTEXTOFHOMELAND
SECURITY
WOODBURY,GLEN
DIRECTOR,WASHINGTON
STATEEMERGENCY
MANAGEMENTDIVISION
RECOMMENDATIONSFORHOMELANDSECURITY
ORGANIZATIONALAPPROACHESATTHESTATE
GOVERNMENTLEVEL
WRIGHT,CANDICELDETECTIVE,LONGBEACH
POLICEDEPARTMENT
BRIDGINGTHEGAPINPORTSECURITY;NETWORK
CENTRICTHEORYAPPLIEDTOPUBLIC/PRIVATE
COLLABORATION
WRONA,PHILIPASSISTANTSPECIALAGENTIN
CHARGE,DHS
U.S.IMMIGRATIONANDCUSTOMSENFORCEMENT:
DYSFUNCTIONALNOTBYDESIGN
YAVNEH,JONATHANLIEUTENANT,MIAMIPOLICE
DEPARTMENT
VIRTUALCOMMUNITIESINTHELAWENFORCEMENT
ENVIRONMENT:DOTHESESYSTEMSLEADTO
ENHANCEDORGANIZATIONALMEMORY?
YEE,LAISUNM
GENERALCOUNSEL,NEW
YORKSTATEEMERGENCY
MANAGEMENTOFFICE
EXPANDINGTHETALENTPOOLINTHEAREAOF
HOMELANDSECURITY
ZOUFAL,DONALDRCOLONEL,UNITEDSTATES
ARMYRESERVE
“SOMEONETOWATCHOVERME?”PRIVACYAND
GOVERNANCESTRATEGIESFORCCTVANDEMERGING
SURVEILLANCETECHNOLOGIES
68
69
APPENDIXB:CHDSFacultyandCoursesTaught
RobertBach("StrategicPlanningandBudgetingforHomelandSecurity")servedasastrategic
consultantwith theU.S.DepartmentofHomelandSecurity from2003 to2005onborderand
transportationsecurityissues,includingairpassenger,cargoandotherscreeninginitiatives,and
policyandprivacydevelopmentandcoordination.Hiscurrent research focusesoncommunity
participation in homeland security and emergency preparedness, and strategic planning. Dr.
Bachhaspublished invarious journals, includingHomeland Security Affairs, Journal of Human
Development and part of the United Nations Development Program's Human Development
Report.Dr.BachreceivedhisPhDfromDukeUniversityinsociologyanddemographyandholds
bachelorandmaster'sdegreesineducationfromtheUniversityofPennsylvania.
ChristopherBellavita("IntroductiontoHomelandSecurity"and"KnowledgeintoPractice:A
HomelandSecurityCapstoneCourse")istheacademicsprogramdirectorforCHDS.Hehasheld
teachingappointmentsattheUniversityofSouthernCaliforniaandtheUniversityofCalifornia,
Berkeley and has provided planning, training, management and organizational development
servicestoavarietyoforganizations, includingdozensofstate, localandfederalpublicsafety
agencies.HispublicationsincludeThe Policy Organization; How Public Organizations Work;and
Performance and Credibility. Dr. Bellavita received a PhD from theGraduate School of Public
Policy, University of California, Berkeley. He holds a master's degree in policy analysis from
Berkeley, and a bachelor degree in community development from the Pennsylvania State
University.
RichardBergin ("TechnologyforHomelandSecurity") foundedandactedasCEOof Internet
Productions,apremiersoftwareapplicationsdevelopmentcompanythatspecializesinoffering
innovativee‐commerceapplicationsfortheWorldWideWeb.Thetrademarkofhisenterprise
wasfocusingon"uniquecustomapplicationthatrequiredspecializeddatabaseintegrationand
end user interfaces."Mr. Bergin played amajor role in introducing new technologies to the
teachingenvironmentattheUSCMarshallSchoolofBusinessSchool,wherehetaughtforseven
years.Hereceivedabachelordegree inbusinessadministrationandamaster’s in information
andoperationmanagement fromUniversity of SouthernCalifornia.He is currently a doctoral
candidateattheNavalPostgraduateSchool.
David Brannan (“The Unconventional Threat to Homeland Security,” and “Multi‐discipline
ApproachestoHomelandSecurity”)isretiredfromacareerindomesticlawenforcementdueto
injuries sustained fighting in the line of duty. During his twelve years in law enforcement he
served in a variety of positions including classification/intelligence, Academy staff/training,
investigations,SpecialEnforcementDetail(SED),andSpecialWeaponsandTacticsteam(SWAT).
AsapoliticalscientistfortheRANDCorporationhespentfiveyearsworkingonareasrelatedto
terrorism, insurgency, and law enforcement with particular expertise related to theologically
motivatedpolitical activism.Dr.Brannanhaspublished in academic and tactical journals, and
editedbooksandgovernmentreportsonissuesrelatedtothesefields.HeholdsaJointHonours
master’sdegree in international relationsand theologyaswell asaPhD in theology fromthe
UniversityofSt.Andrews,Scotland.
70
JamesN.Breckenridge ("PsychologyofFearManagementandTerrorism") is theassociate
directoroftheStanfordCenterforInterdisciplinaryPolicy,ResearchandEducationonTerrorism
(CIPERT),oneofthreeacademicappointments.Heisalsoprofessorofpsychologyanddirector
of training for the Stanford/Pacific Graduate School of Psychology (PGSP) Consortium and
consulting professor of psychiatry and behavioral sciences at Stanford University School of
Medicine. Dr. Breckenridge directs security‐related psychological research projects in
conjunctionwithvariousnationalsecurityagenciesand is the lead investigatoronavarietyof
funded research projects investigating psychological aspects of terrorism and homeland
security.Dr.BreckinridgereceivedhisPhDfromtheUniversityofHouston.
Rudolph Darken ("Critical Infrastructure: Vulnerability Analysis and Protection") serves asdirector of research for CHDS. He has worked extensively in how people learn and develop
expertiseandhowcomputingmediacanbestbeusedforlearningandskilldevelopment.Recent
research has been in the use of open source and standards in agile software development
frameworks aimed at drastically reducing the cost of building games and simulations while
enhancing their flexibility and expressiveness. Dr. Darken is an associate editor of PRESENCE
Journal, the MIT Press journal of teleoperators and virtual environments. He received his
bachelordegreeincomputerscienceengineeringfromtheUniversityofIllinoisatChicagoand
hismaster’sdegreeanddoctorateincomputersciencefromTheGeorgeWashingtonUniversity.
LaurenFernandez ("Introduction toHomelandSecurity") servedasbranchchief in theU.S.
Department of Homeland Security National Preparedness Directorate, where she led
preparedness assessment and strategy programs, managed national information technology
systems, and developed technical assistance for state and local governments. She has field
experienceasanemergencymedicaltechnicianandanincidentcommanderfortheAppalachian
Search and Rescue Conference. Dr. Fernandez received her bachelor andmaster’s degrees in
systemsengineering fromtheUniversityofVirginiaandherDScwithaconcentration incrisis,
risk,andemergencymanagementfromtheTheGeorgeWashingtonUniversity.
Ellen Gordon ("Introduction to Homeland Security") is the associate director of the CHDS
Executive Leaders Program. She is involved in national policy development committees and
commissions, currently serving as a member of the U.S. Department of Homeland Security's
Homeland Security Advisory Council's Emergency Response Senior Advisory Committee. From
1998through2003sheservedasamemberoftheAdvisoryPaneltoAssessDomesticResponse
Capabilities for Terrorism Involving Weapons of Mass Destruction, U.S. Dept. of Defense to
Congress and President, (Gilmore Commission). Ms. Gordon holds a bachelor degree in law
enforcement and corrections fromTruman StateUniversity and amaster’s degree in security
studiesfromtheNavalPostgraduateSchool.
SethG. Jones ("ComparativeGovernment forHomelandSecurity") isapolitical scientist for
the RAND Corporation in Washington, DC. He specializes in European security,
counterinsurgency,andcounterterrorismandhasconducted field researchanddeployedwith
U.S.forcesinEurope,Afghanistan,Israel,India,Palestine,Africa,andseveralotherlocations.Dr.
Jones publishes extensively in both the academic and popular press and for the RAND
71
Corporation.TheauthorofThe Rise of European Security Cooperation,hisnewestpublicationis
In the Graveyard of Empires: America’s war in Afghanistan (forthcoming, July2009).Dr. Jones
earnedbothhismaster’sdegreeandPhDinpoliticalsciencefromtheUniversityofChicago.
RobertJosefek("TechnologyforHomelandSecurity")isanexpertininformationanddecision
sciences, including social networking and knowledge management, who has served
organizations in financial services, healthcare and high tech, manufacturing and distribution,
government, education, and the non‐profit sector. His current research addresses social
networking,knowledgemanagementandinformationsharing,businesssystemsmodernization
and innovation, and human capitalmanagement. His publications in these and related areas
have appeared in leading academic journals, books, and conference proceedings around the
world.Dr.JosefekholdsabachelordegreeininformationsystemsfromAmericanInternational
College, anMBA fromWesternNew England College, and a PhD in information and decision
sciencesfromtheUniversityofMinnesota.
Nola Joyce ("Policy Analysis and Research Methodology" and "Research Colloquium") has
worked in thepublic sector formore thantwenty‐fiveyears,withextensiveexperience in the
areaofpublicsafety.SherecentlyjoinedthePhiladelphiaPoliceDepartment(PPD)whereshe
headstheOfficeofStrategicInitiativesandInnovation.HerchargeatPPDistohelpshapeand
shepherdchangeinthefourthlargestpolicedepartmentinthecountry.Ms.Joyceholdsthree
master’s degrees: one in security studies from the Naval Postgraduate School and two from
Southern IllinoisUniversity – in urban affairs and public policy,with a specialization in public
finance,andinsociologywithaspecializationinresearchmethodologyandstatistics.
DavidJ.Kaufman ("StrategicPlanningandBudgetingforHomelandSecurity") istheformer
deputydirector,preparednessprogramswithin theDepartmentofHomelandSecurity’sOffice
ofGrantsandTraining(G&T),wherehewasresponsibleforoverseeinganddirectingtheday‐to‐
dayactivitiesofmanyofG&T’smajorpreparednessprograms,includingtheHomelandSecurity
GrantProgram,theUrbanAreaSecurity Initiative,G&T’stransportation infrastructuresecurity
programs,and itstechnicalassistanceprogram.Mr.Kaufmanalsoservedaschiefofstateand
local coordination for FEMA’sOfficeofNational Preparedness.Mr. Kaufmanholds abachelor
degree fromtheUniversityofWisconsin‐Madisonandamaster’sdegree inpublicpolicy from
theUniversityofMichigan.
Ted Lewis ("Critical Infrastructure: Vulnerability Analysis and Protection") is the executivedirectoratCHDSandprofessorofcomputerscienceattheNavalPostgraduateSchool.Dr.Lewis
has a thirty‐year publication record consisting of more than 100 refereed and non‐refereed
publications includingThe Friction‐Free Economy (1997); Introduction to Parallel & Distributed
Computing (withHeshamEl‐Rewini,1998);andMicrosoft Rising and Other Tales of the Silicon
Valley (1999).Dr.Lewis’bookCritical Infrastructure Protection, Defending a Networked Nation
(2006)wasthenation’sfirsttextbookoncriticalinfrastructureprotection.Hismostrecentbook,
Network Science: Theory and Applications, was released in 2009. He holdsmaster’s and PhD
degreesincomputersciencefromWashingtonStateUniversity.
72
ThomasMackin("CriticalInfrastructure:VulnerabilityAnalysisandProtection")isthechairoftheMechanicalEngineeringdepartmentat theCaliforniaPolytechnicStateUniversity.Prior to
his appointment there, he was an associate professor in the Department ofMechanical and
Industrial Engineeringat theUniversityof Illinois.Hewasappointedexecutivedirectorof the
IllinoisHomelandSecurityResearchCenterin2004.Dr.MackinreceivedhisPh.D.inengineering
science andmechanics from Penn State, where he utilized fractal geometry to develop new
methodsofanalyzingthefailureofceramicmaterials.
PatrickMiller ("IntelligenceforHomelandSecurity:OrganizationalandPolicyChallenges") is
thepolicechiefinVentura,CaliforniaandhasoverthirtyyearsofpoliceexperienceinVentura
andLosAngeles.Hehasworkedavarietyofassignments,includingpatrol,SWAT,andnarcotics,
andoneyearinanundercovercapacity.Mr.MillerhasalsoworkedfortheCentralIntelligence
Agency developing counter‐narcotics/terrorism programs in El Salvador, Honduras, and
Colombia. He currently sits on several advisory groups in Washington, DC, including the
National Counter Terrorism Center. Mr. Miller has earned master’s degrees in public
administration (Pepperdine University), management science (Cal Poly Pomona) and security
studies,(NavalPostgraduateSchool).
FathaliM.Moghaddam("PsychologyofFearManagementandTerrorism")isaprofessorin
the Department of Psychology and director, Conflict Resolution Program, Department of
Government, at Georgetown University. He is also senior fellow at the Center for
Interdisciplinary Policy, Education and Research on Terrorism. Dr.Moghaddam has published
extensively on the psychology of intergroup conflict, subjective justice, radicalization, and
terrorism. His most recent books include From the Terrorists' Point of View: What They
Experience and Why They Come to Destroy (2006) and Multiculturalism and Intergroup
Relations: Psychological Implications for Democracy in Global Context (2008).Dr.Moghaddam
received a master’s in environmental psychology and a PhD in social psychology from the
UniversityofSurrey.
Nadav Morag ("Comparative Government for Homeland Security," "Policy Analysis and
ResearchMethodology,"and"ResearchColloquium")presentlyservesasdirectoroftheCenter
forIsraelStudiesandchairoftheDepartmentofPoliticalScienceatAmericanJewishUniversity
inLosAngeles.HehaspublishedarticlesfocusingontheArab‐Israelipeaceprocess,nationalist
conflict,andinternationalterrorism.Hisprimaryresearchinterestsareintheareasofterrorism
andhomelandsecurity.Dr.MoragalsoservesasamemberoftheHomelandSecurityAdvisory
CounciloftheLosAngelesandOrangeCountySheriffs'DepartmentsandisinvolvedwiththeLos
AngelesCountyTerrorismEarlyWarningGroup(TEW).Heholdsbachelorandmaster’sdegrees
from UCLA and a PhD in political science from Tel Aviv University, where he served on the
facultybetween1994and2003.
JohnRollins ("Introduction toHomeland Security") is amember of the Library of Congress'
CongressionalResearchService(CRS),whereheservesasaspecialistinterrorism,international
crime,intelligence,andhomelandsecurity.PriortojoiningCRS,Mr.Rollinswasthechiefofstaff
of the Office of Intelligence for the Department of Homeland Security. Mr. Rollins' career
includesavarietyofanalytic, legal,andmanagementpositions intheU.S.Army,FBI,CIA,DIA,
73
U.S.MarineCorps,1stSFOD‐D(DeltaForce),andtheUnitedNations.Heisalicensedattorney
witha JD fromWashingtonCollegeof Law,AmericanUniversityandagraduateof theSenior
ExecutiveFellowshipprogram,HarvardUniversity.
Robert L. Simeral ("Intelligence for Homeland Security: Organizational and Policy
Challenges")istheexecutivedirectorforintelligenceresearchattheNavalPostgraduateSchool.
His publications include "A Space Strategy Imperative: Linking Policy, Force and Rules of
Engagement,"Naval Law Reviewandvariousgraduateeducationarticlesonhomelandsecurity
and intelligence. He is currently collaborating with James Wirtz and writing a textbook on
intelligenceforhomelandsecurityanddefense.Acareernavalintelligenceofficer,Captain(ret.)
RobertSimeralisagraduateofCaliforniaPolytechnicStateUniversity,SanLuisObispoandholds
master’sdegreesfromtheNavalPostgraduateSchoolandNavalWarCollege.
Paul Jonathan Smith ("Comparative Government for Homeland Security") is a domestic
counter‐terrorist specialist with a broad range of UK and U.S. operational, intelligence,
investigative,andliaisonskillsgainedfromoverthirtyyearsofCTexperienceinMI/5(theBritish
Security Service) and the British Army. He has served as the MI/5 CT representative in
Washington,DCsince2005.Mr.SmithwaseducatedattheRoyalMilitaryAcademySandhurst
and later selected to attend theArmy Staff College, Camberley.Heholds anHonoursDegree
(2:1)inModernHistoryfromBristolUniversity.
AndersStrindberg("TheUnconventionalThreattoHomelandSecurity"and"SpecialTopics")
has worked as a consultant on Middle East security, Islamism, and terrorism since the late
1990s. His primary clients have included European law enforcement agencies and security
services, as well as ministries of defense, foreign affairs, justice, and immigration. He is a
columnist for the Finnish magazine Ny Tid, a recurrent contributor to The American
Conservative, amemberof theeditorialboardof theacademic journalStudies in Conflict and
Terrorism,andtheauthorofnumerouspublications.Dr.Strindbergearnedamaster’sdegreein
international relations and philosophy and a PhD in international relations from St Andrews
University. He is currently completing a master’s degree in theology from St. Vladamir’s
OrthodoxTheologicalSeminary.
Stan Supinski ("Multi‐discipline Approaches to Homeland Security") is the director of
Partnership Programs for CHDS. He is also a visiting professor to the Long Island University
Homeland Security Management Institute and has taught homeland security courses at the
University of Denver and the University of Massachusetts. He founded and directed the
Homeland Security/Defense Education Consortium (HSDEC), a network of over 160 federal,
militaryandcivilianeducationalinstitutions.Hehasconductedresearchandauthorednumerous
articles on homeland security and defense, technology support to education, and language
acquisition.Dr.SupinskiholdsaPhDininstructionalsystemsdesignfromFloridaStateUniversity
andamaster’sdegreeinnationalsecurityaffairsfromtheNavalPostgraduateSchool.
DavidTucker("TheUnconventionalThreattoHomelandSecurity")isanassociateprofessorin
theDepartmentofDefenseAnalysis and co‐directorof theCenteronTerrorismand Irregular
WarfareattheNavalPostgraduateSchool.Hispublicationsinclude"What'sNewabouttheNew
74
TerrorismandHowDangerousIsIt?"Terrorism and Political Violence (Autumn2001);"TheRMA
and the Interagency:KnowledgeandSpeedvs. IgnoranceandSloth?"Parameters (Fall 2000);
Skirmishes at the Edge of Empire, the United States and International Terrorism (1997);"Fighting
Barbarians,"Parameters (Summer1998);and"RespondingtoTerrorism,"Washington Quarterly
(Winter1998).Dr.TuckerholdsaPhDfromtheClaremontGraduateSchool.
JamesJ.Wirtz("IntelligenceforHomelandSecurity:OrganizationalandPolicyChallenges")is
deanoftheSchoolofInternationalGraduateStudies(SIGS)andaprofessorintheDepartment
ofNationalSecurityAffairs(NSA),NavalPostgraduateSchool. HeistheeditorofthePalgrave
Macmillan series, Initiatives in Strategic Studies: Issues and Policies and section chair of the
IntelligenceStudiesSectionoftheInternationalStudiesAssociation.Dr.Wirtzhasauthoredand
editednumerousbooksandarticlesonintelligence,deterrence,theVietnamWar,andmilitary
innovation and strategy and has published in a wide range of academic journals. Dr. Wirtz
earnedhisdegreesinpoliticalsciencefromColumbiaUniversity(MPhil,PhD)andtheUniversity
ofDelaware(MA,BA).
Lauren F. Wollman ("Policy Analysis and Research Methodology" and “Research
Colloquium")ismanagingdirectorofacademicprogramsandthesiscoordinatoratCHDS.Inthis
capacity,shemanagesthefaculty,overseesstudentresearch,andistheleadinstructorforthe
policy analysis and research methods coursework sequence. Other special projects in her
portfolio have included developing the Homeland Security Digital Library taxonomy in
collaboration with taxonomy specialists, developing the curriculum for the National Guard
Certificate program for Homeland Security Studies, and heading the faculty development
initiativeatCHDS.Dr.WollmanservesassenioreditorforHomeland Security Affairs,theJournal
oftheCenterforHomelandDefenseandSecurity.SheholdsaPhDinhistoryfromtheUniversity
ofSouthernCalifornia.
Phil Zimbardo ("Psychology of FearManagement and Terrorism") has been a professor of
psychologyatStanfordUniversitysince1968andisinternationallyrecognizedasaninnovative
researcher in many areas of psychology. Zimbardo has been called the "voice and image of
modern psychology" because of his popular PBS‐TV series, “Discovering Psychology,” and his
text,Psychology and Life, the oldest, continuously selling textbook in psychology (soon in its
17th edition). Dr. Zimbardo has more than 300 professional publications, including fifty
scholarly, text, and tradebooks.His research spans a varietyof diverse areas including social
influence, persuasion, cults, hypnosis, and –most recently – the psychology of terrorism.Dr.
ZimbardoreceivedhisPhDinpsychologyfromYaleUniversity.
75
APPENDIXC:METsConducted2003‐2008
StateMETsLocation‐Title City DateHeld
Nevada CarsonCity Dec022008
DelawareStateMET Smyrna Sep172008
PacificBasin Lihue Jun262008
PacificBasin Lihue Jun252008
NewYorkState Albany Jul222008
Alabama Mobile May212008
Louisiana BatonRouge Mar262008
Arkansas NorthLittleRock Mar192008
Colorado Denver Feb222008
PacificBasinGovernors' Honolulu Aug282007
Guam Hagatna Jul182007
Delaware Dover May292007
NewJersey Trenton Oct312006
Montana Helena Sep262006
Guam Hagatna Jul062006
ArizonaGovernor'sPublic‐PrivateSector Phoenix Jun242006
Ohio(Bio‐Pan‐Flu) Columbus Jun132006
Louisiana(Hurricane) BatonRouge May162006
California Sacramento Apr202006
NorthCarolina Raleigh Mar152006
Georgia(Private‐PublicSector) Atlanta Oct062005
PuertoRico SanJuan Sep152005
CaliforniaState Sacramento Sep092005
WashingtonState Olympia Aug242005
PacificBasinHomelandSecurity Kona Aug112005
Utah SaltLakeCity Jun202005
Washington Olympia May092005
Arizona Phoenix Apr162005
Connecticut Hartford Mar162005
Oklahoma OklahomaCity Mar042005
IowaState DesMoines Dec162004
ArkansasState LittleRock Dec142004
WyomingState Cheyenne Oct202004
OhioState Columbus Oct082004
PacificBasin Honolulu Sep272004
ColoradoState Denver Sep202004
Pennsylvania Harrisburg Aug232004
NewJersey Trenton Aug172004
NGA‐Seattle Seattle Jul192004
76
Connecticut Hartford Jun082004
Maine Augusta May182004
Illinois Springfield Apr162004
Indiana Indianapolis Dec102003
NorthDakota Bismarck Nov042003
Tennessee Nashville Oct152003
Wisconsin Madison Sep122003
Iowa DesMoines Aug262003
Georgia Atlanta Aug012003
Alabama Montgomery Jul012003
SouthCarolina Columbia May082003
NewHampshire Concord Jan292003
77
UrbanArea(andRegional)METsTitle City State DateHeld
MemphisUAMET Memphis TN Dec042008
HonoluluUAMET Honolulu HI Nov202008
HonoluluUAMET Honolulu HI Nov182008
MilwaukeeMET Milwaukee WI Oct152008
OrangeCountyFLMET WinterPark FL Aug272008
MiamiDadeUAMET Miami(DadeCounty) FL Aug122008
Charleston,SCPortCommunityMET Charleston SC Jul292008
Denver Denver CO Jul082008
BostonCityMET Boston MA Jun252008
Dallas Dallas TX Aug092007
Dallas Dallas TX Aug072007
Phoenix Phoenix AZ Jul252007
Portland Portland OR Jun142007
Portland Portland OR Jun122007
LasVegas LasVegas NV Feb232007
St.ClairPortHuron St.Clair MI Oct042006
SanDiego SanDiego CA Aug172006
Cleveland Cleveland OH May112006
SanFrancisco SanFrancisco CA Apr192006
NewHaven NewHaven CT Mar212006
Cincinnati Cincinnati OH Mar092006
LosAngeles/LongBeach LosAngeles CA Feb222006
Jacksonville Jacksonville FL Feb092006
SaltLakeCity SaltLakeCity UT Dec072005
Atlanta Atlanta GA Nov142005
Phoenix Phoenix AZ Jun162005
NationalCapitalRegion Washington DC Jun012005
Seattle Seattle WA Apr252005
78
TopicalMETsLocation‐Title City State DateHeld
Auburn‐MontgomeryALRegionalMayorsTopical Montgomery AL Sep152008
Border/CrossBorderTopical Phoenix AZ Sep12‐132008
CrossBorderCommunityofPreparedness PortHuron MI Sep092008
NationalEmergencyManagementAssociation Portland OR Sep08‐092008
SanDiegoCommunity‐OrientedPreparedness SanDiego CA Sep052008
ExecutiveSessiononMulti‐Organizationaland
NetworkedAlliances(Topical) OklahomaCity OK Aug20‐222008
StateHomelandSecurityAdvisorsExecutiveSeminar Monterey CA Aug12‐132008
SanFranciscoEastBayTEWG SanRamon CA Jun092008
RegionVIIIMET‐RegionalPandemicInfluenza Denver CO May292008
RegionVIIIMET‐RegionalPandemicInfluenza Denver CO May282008
RegionVMET‐RegionalPandemicInfluenza Chicago IL May022008
RegionVMET‐RegionalPandemicInfluenza Chicago IL May012008
ConnecticutHomelandSecurityCoordinating
CommitteeTopical Niantic CT Apr102008
HSChallengesforSeniorLawEnforcementExecutives Watsonville CA Mar272008
St.ClairCounty/PortHuronRegionalCOOP/COG PortHuron MI Oct242007
PortAuthorityNewYork/NewJerseySurface
Transportation Weehawken NJ Sep142007
RegionXMET‐PreventingTerrorismandManaging
Risks Seattle WA Sep06‐082007
HawaiiSeniorLawEnforcementRiskCommunications
(withPBDC) Honolulu HI Aug242007
NewHomelandSecurityAdvisorsTrainingConference
(HSATC) Monterey CA Aug01‐022007
Guam:RiskCommunications Hagatna Guam Jul192007
LeagueofCities Charlotte NC Jun152007
GOVSECNobleProgram.State/LocalOfficials Washington DC May092007
ExecutiveLeadershipProgram Monterey CA May072007
RiskCommunicationsSession‐PFO/FCO/HHS
Workshop Emmitsburg MD Mar22‐232007
NewJerseyStateandLocalSeniorOfficials‐COOP/COG Trenton NJ Mar202007
NEMANewDirectorsWorkshop Alexandria VA Feb092007
CSGMidwestLegislativeConference Chicago IL Aug212006
CSGHenryTollFellowship Lexington KY Jul122006
Guam:RiskCommunicationsandHealthEmergencies Hagatna GU Jul052006
PacificBasinGovernors(Info/IntelsharingFocus) Lanai HI Jun202006
MTGovernor'sConference‐ElectedOfficials Billings MT May232006
NEMAPublicAffairsRoundtable Washington DC Feb132006
Nat'lLt.Governors'Association Washington DC Feb062006
U.S.ChamberofCommercePublic/PrivatePartnerships Washington DC Jan242006
HomelandSecurityConsortium(stateHSdirectorsand
officialsfromnationalpublicsafetyandgovernmental
associations) Phoenix AZ Dec022005
79
PandemicFluPreparednessForumwithUnivOfTexas Houston TX Nov282005
Multi‐StateAgro‐TerrorismwithUnivofMinnesota Chicago IL Nov152005
CHDSKatrinaReview Washington DC Nov082005
NationalSheriff'sAssociation Miami FL Nov062005
CaliforniaDeptofFoodandAgriculture Sacramento CA Sep082005
NationalSheriff'sAssociation Louisville KY Jun292005
CouncilofStateGovernments‐ExecutiveCounciland
PublicSafetyCommitteeLeaders LakeTahoe CA Jun062005
Nat'lHomelandSecurityConsortium Monterey CA May242005
Nat'lAssociationforAttorneyGenerals‐PublicHealth
LegalAuthorities Lansing MI Apr202005
PacificCloudHollywood LosAngeles CA Dec152004
IntelligenceandInformationSharing Hartford CT Nov102004
HSinRuralAmerica Somerset KY Mar082004
ContinuityofOperationsPlanning&Contiguityof
Government DesMoines IA Jan082004
80
81
APPENDIXD:UniversityandAgencyPartners
Name City State
AlamoCommunityCollegeDistrict SanAntonio TX
ArizonaStateUniversity Tempe AZ
ArizonaStateUniversityEast‐PolytechnicCampus Mesa AZ
AuburnUniversityMontgomery Montgomery AL
BallStateUniversity Muncie IN
BrevardCommunityCollege Cocoa FL
BusinessExecutivesforNationalSecurity(BENS) Washington DC
CaliforniaMaritimeAcademy Vallejo CA
CaliforniaPolytechnicStateUniversity SanLuisObispo CA
CaliforniaStateUniversity,Fresno Fresno CA
CaliforniaStateUniversity,Sacramento Sacramento CA
CaliforniaStateUniversity,SanBernardino SanBernardino CA
ChaminadeUniversity Honolulu HI
ChattahoocheeValleyCommunityCollege PhenixCity AL
CollegeofSouthernNevada LasVegas NV
ColoradoStateUniversity‐Pueblo Pueblo CO
ColoradoTechnicalUniversity ColoradoSprings CO
ColumbiaSouthernUniversity OrangeBeach AL
CommandandGeneralStaffCollege FortLeavenworth KS
CongressionalResearchService(CRS) Washington DC
DanielWebsterCollege Nashua NH
DelawareStateUniversity Dover DE
DisasterHelp.gov
DrexelUniversity Philadelphia PA
DukeUniversity Durham NC
EastCarolinaUniversity Greenville NC
EasternKentuckyUniversityJusticeandSafetyCenter Richmond KY
Embry‐RiddleAeronauticalUniversity DaytonaBeach FL
EmpireStateCollege(StateUniversityofNewYork) SaratogaSprings NY
FairleighDickinsonUniversity Madison NJ
FarmingdaleCollegeStateUniversityNewYork Farmingdale NY
FBIAcademy Quantico VA
FederalEmergencyManagementAgency(FEMA) Washington DC
FloridaStateUniversity Tallahassee FL
FortHaysStateUniversity Hays KS
GavilanCollege Gilroy CA
GeorgeMasonUniversity Fairfax VA
GeorgetownUniversity Washington DC
GraniteStateCollege Concord NH
GreenvilleTechnicalCollege Greenville SC
82
Henley‐PutnamUniversity
HomelandSecurityandDefenseEducationConsortium(HSDEC)
HomelandSecurityInstitute(HSI) Arlington VA
HomelandSecurityPolicyInstitute,TheGeorgeWashingtonUniversity Washington DC
IndianRiverCollege FortPierce FL
InstituteforNationalSecurityandCounterterrorism Syracuse NY
JohnJayCollegeofCriminalJustice,CUNY NewYork NY
JohnsHopkinsUniversity Baltimore MD
KelloggCommunityCollege BattleCreek MI
KutztownUniversity Kutztown PA
LamarInstituteofTechnology Beaumont TX
LaramieCountyCommunityCollege Laramie WY
Lees‐McRaeUniversity BannerElk NC
LongIslandUniversity Riverhead NY
LouisianaStateUniversity BatonRouge LA
MassachusettsMaritimeAcademy BuzzardsBay MA
MetropolitanCollegeofNewYork NewYork NY
MichiganStateUniversity EastLansing MI
Mid‐SouthCommunityCollege WestMemphis AR
MissouriStateUniversity Springfield MO
MontereyInstituteofInternationalStudies Monterey CA
NASAGlennResearchCenter Cleveland OH
NationalCenterforBiodefenseCommunications,JacksonState
University Jackson MS
NationalDefenseUniversity Washington DC
NationalGeospatial‐IntelligenceAgency(NGIA) Bethesda MD
NationalGraduateSchool Falmouth MA
NationalNavalMedicalCenterBethesda Washington DC
NationalTerrorismPreparednessInstitute St.Petersburg FL
NationalUniversity LaJolla CA
NationalWarCollege Washington DC
NavalPostgraduateSchool Monterey CA
NavalSurfaceWarfareCenter‐Dahlgren Dahlgren VA
NavalWarCollege Newport RI
NewJerseyInstituteofTechnology Newark NJ
NewYorkUniversity NewYork NY
NorthcentralUniversity Prescott AZ
NorwichUniversity Northfield VT
NotreDameCollege SouthEuclid OH
NPSCenterforHomelandDefenseandSecurity Monterey CA
OakRidgeCenterforAdvancedStudies OakRidge TN
OaklandCommunityCollege BloomfieldHills MI
OhioStateUniversity Columbus OH
OklahomaStateUniversity Tulsa OK
PaceUniversity Pleasantville NY
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PennStateUniversity StateCollege PA
PikesPeakCommunityCollege ColoradoSprings CO
ProjectWhiteHorse084640
PublicSafetyAcademyofNortheastIndiana FortWayne IN
PurdueUniversity,HomelandSecurityInstitute WestLafayette IN
RichardStocktonCollegeofNewJersey Pomona NJ
RioHondoCollege Whittier CA
RiversideCommunityCollege Riverside CA
RutgersTheStateUniversityofNewJersey Newark NJ
SaintJoseph'sUniversity Philadelphia PA
SaintLouisUniversity SaintLouis MO
SanDiegoStateUniversity SanDiego CA
SanFranciscoState SanFrancisco CA
SavannahStateUniversity Savannah GA
SienaHeightsUniversity Adrian MI
SouthTexasCollege Weslaco TX
SouthernUniversity BatonRouge LA
SouthwestTennesseeCommunityCollege Memphis TN
St.ClairCountyCommunityCollege PortHuron MI
TexasA&MUniversity CollegeStation TX
TexasA&MUniversityatGalveston Galveston TX
TexasChristianUniversity FortWorth TX
TexasEngineeringExtensionService(TEEX) CollegeStation TX
TexasStateUniversity SanMarcos TX
TouroUniversityInternational Cypress CA
TowsonUniversity Towson MD
TuftsUniversity Medford MA
TulaneUniversity NewOrleans LA
U.S.ArmyWarCollege,CenterforStrategicLeadership Carlisle PA
U.S.CoastGuard(USCG)CPOAcademy Petaluma CA
U.S.CoastGuard(USCG)TrainingCenter CapeMay NJ
U.S.CoastGuardAcademy(USCG) NewLondon CT
UniformedServicesUniversityoftheHealthSciences Washington DC
UnitedStatesArmyNorth(ARNORTH) FortSamHouston TX
UniversityofAkron Akron OH
UniversityofAlabama,Huntsville Huntsville AL
UniversityofCincinnati Cincinnati OH
UniversityofColoradoatColoradoSprings ColoradoSprings CO
UniversityofConnecticut Storrs CT
UniversityofDenver Denver CO
UniversityofFindlay Findlay OH
UniversityofFlorida Gainesville FL
UniversityofIdaho Moscow ID
UniversityofIllinoisatChicago Chicago IL
UniversityofMaine Orono ME
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UniversityofMarylandUniversityCollege CollegePark MD
UniversityofMedicineandDentistryofNewJersey(UMDNJ) Newark NJ
UniversityofMississippi University MS
UniversityofNevada,LasVegas LasVegas NV
UniversityofNewHampshire Durham NH
UniversityofNewHaven WestHaven CT
UniversityofNewOrleans NewOrleans LA
UniversityofNorthernIllinois DeKalb IL
UniversityofReading,SchoolofLaw Reading UK
UniversityofSouthCarolinaBeaufort Beaufort SC
UniversityofTennessee Knoxville TN
UniversityofTexasatSanAntonio SanAntonio TX
UniversityofTexasHealthScienceCenter‐Houston Houston TX
UniversityofWashington Seattle WA
UpperIowaUniversity Fayette IA
USNorthernCommand(Northcom) PetersonAirForceBase CO
USMA WestPoint NY
UTSouthwestern Dallas TX
UtahValleyUniversity Orem UT
VanderbiltCenterforTransportationResearch Nashville TN
VanderbiltUniversity Nashville TN
VincennesUniversity Vincennes IN
VirginiaCommonwealthUniversity Richmond VA
VirginiaMilitaryInstitute Lexington VA
VirginiaTech Blacksburg VA
VirginiaTechNorthernVirginiaCenter Fairfax VA
WestVirginiaUniversity Morgantown WV
WesternCarolinaUniversity Cullowhee NC
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