1 / 11

SRA 211 Report

SRA 211 Report. SRA 211 Course Design: “Threats of Terrorism & Crime” SRA 211 Contributions to SRA Major Lessons Learned & Future Directions. EX. of SRA Course Development Model. Chair & course developer of record: Robert Cherry (Hershey)

kenneth-garza
Download Presentation

SRA 211 Report

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SRA 211 Report SRA 211 Course Design: “Threats of Terrorism & Crime” SRA 211 Contributions to SRA Major Lessons Learned & Future Directions

  2. EX. of SRA Course Development Model • Chair & course developer of record: • Robert Cherry (Hershey) • IST’s Collaborative SRA Course Development Approach • John Bagby, Gouray Cai, Galen Grimes, David Hall, Lisa Lenze, John Yen • All contributed modules • Pilot, evaluate, revise, implement • Statewide Rollout

  3. Function of SRA 211 • Acknowledge risk of crime & terrorism in threat reduction • 2nd among 4 courses in SRA Core • SRA 211 vision: • "overview of [the] nature, scope, and seriousness of threats to security as a result of terrorism and crime." • Pre-Requisite for SRA 231 • Essentials for all SRA Options: • Intelligence Analysis & Modeling • Information & Cyber Security • Social Factors & Risk

  4. SRA 211 Course Objectives • Awareness of security threats from terrorism & crime • Understand nature of security threats in various contexts • Understand methods to study terrorist & criminal activities • Understand counter-measure strategies

  5. Major Themes & Thrusts • Problem-Based Learning (PBL) Pedagogy • Multiple-Domain Research Methods • Vulnerabilities of the Major Critical Infrastructure • Security Related Crimes • Security-Related Terrorism & Threat Analysis • Social Networking Analysis (SNA) & SNA Mapping Emphasis • Spatial Reasoning & Geo-Political Toolset • Institutional Structure • Economic Security

  6. Senate Approved Course Outline • Terrorism and Security • Defining terrorism. • Terrorism in its historical context. • Varieties of terrorist groups, organizations and actions. • Frequency and intensity of terrorist acts. • Targets of terrorism. • Security threats related to terrorism. • Crime and Security • Street crime and employee crime. • Theft of resources. • Data theft and cyber crime. • Employee crime. • Employee theft. • Security breaches. • Organized crime. • Modern history of organized crime. • How criminal organizations operate. • Relationship between organized crime and government corruption. • Security threats posed by organized crime. • White-collar crime. • Nature and extent of white-collar crime. • Personal and organizational factors affecting white-collar crime. • Security threats resulting from white-collar crime.

  7. Senate Approved Course Outline • Methods of Studying Terrorism and Crime • Gathering data. • Estimating the extent of terrorism. • Estimating the extent of crime. • Street crime and employee crime. • Organized crime. • White-collar crime. • Is the data credible? • Interviewing criminals and terrorists. • Biases in estimation and in reporting. • Modifications to minimize or to magnify estimates of terrorism and crime. • Integrating data. • Accessibility of data. • Classified versus open source data. • Inter-agency sharing. • Critical Shortfalls in our Understanding of Terrorism and Crime • Unreliable data. • Biased estimates. • Lack of understanding of motives and objectives.

  8. Pedagogies • Textbook (Taylor) & Extensive External Readings • Lectures & PPTs • Five In-Class Exercises (ICE) • Shia-Sunni Challenge; • Terrorism Crimes; • SNA - Organized Crime; • SNA Mapping; • Geospatial Reasoning; • Real Time Campus Safety • CFIUS (e.g., Dubai Ports, Lenovo, Alcatel) • Three Papers • Individual: “CyberCrimes in Terrorism & Org. Crime” • Team: “Organized Crime Structures” • Team, topic bidding: “National Security Letters” • 3-Quizzes & 1-Comprehensive Final Exam • Portal Project – a team collaborative course content development on “Critical Infrastructures” • Bids, research, writing, feedback on drafts, revisions, visuals, website developed, whole class studies for final

  9. Course Materials • Many candidate texts, but all marginal • Really great but excessive readings • EX: terrorism, SNA, crimes, cybercrime, • But…some real challenges in non-traditional domains • Still too dispersed, • EX: critical thinking, terrorism classification & crime statistics, • Future course materials challenge • Re-aggregate from current wide dispersion • Re-structure to better match SRA 211 focus • But Taylor et.al. is just a “60% Text” • a New Text IS needed!

  10. Appraisal • Skill level matching only a near-term challenge • Bi-modal population: IST jr./sr.- SRA frosh • Our Resolution: “aim high” • Team Dynamics virtues/obstacles • IST pedagogical necessity • Membership random select: diversity • Free Riders impose coordination difficulties • Remediation strategy: peer evals, “academic contracts,” some successes • Compresses grades • Very Positive Experience! • Course development TA quality: a TOP priority • Attracting top students into SRA major • Fall 2007: John Harwood & Andrea Tapia

  11. Critical Infrastructures • Telecommunications • Energy: electrical power systems • Financial Services • Chemical Industry • Transportation • Agriculture • Emergency services • Cyber-infrastructure • Defense industrial base • Health Care • Water Supply • Government Services

More Related