CJ251 Terrorism/Domestic Preparedness

for FA 2009

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


CJ 251 Terrorism and Domestic Preparedness


FA 2009 HO


Dr. Kenneth Christopher, D.P.A.


Assistant Professor of Criminal Justice


Doctor of Public Administration (Nova Southeastern University, Fort Lauderdale, FL, 1999)
Master of Public Administration (Florida International University, Miami, FL, 1983)
Bachelor of Science in Criminal Justice (University of Dayton, Dayton, OH, 1976)

Office Location

Library - MA 416-F

Office Hours

Monday and Wednesday (10:30am-1:30pm), or by appointment

Daytime Phone

Office: 816-584-6597

Other Phone

Cell: 816-809-6494




Web Page


Semester Dates

August 17 - December 11, 2009

Class Days

Monday and Wednesday

Class Time

1:30pm - 2:45pm

Credit Hours



Introduction to Homeland Security: Understanding Terrorism with an Emergency Management Perspective
1st Edition
David A. McEntire
Wiley. 2008
ISBN: 978-0-470-12752-0
335 pages
The Student Companion Site for the Introduction to Homeland Security: Understanding Terrorism With an Emergency Management Perspective (McEntire) text:

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

The instructor will be using eCompanion during the term for instructor-student communications, distributing handouts and supplemental readings, document sharing, recording grades, posting PowerPoint slides, webliography, etc. Students can access the course website using their student ID and OPEN password via:


From time to time, the instructor will refer students to supplemental required readings, audiovisuals, case studies, articles, computer resources, etc. which will be posted on eCompanion and/or provided as supplemental handouts in class. It is the student's responsibility to have reliable access to eCompanion and maintain currency on all assigned material.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:

This basic course is an introductory study of the criminal justice system's response to threats of terrorism. The course explores terrorism and its impact on the development and maintenance of organizational responses to homeland security requirements. It considers the need for coordination and cooperation among diverse agencies required for planning and implementing domestic preparedness strategies. It examines the public policy environment within the context of organizing criminal justice agency responses to terrorist threats.

Educational Philosophy:


The instructor's overarching approach to education is to emphasize the broadening of intellect as a strategy for developing problem solving and critical thinking skills.  It is essential to integrate the knowledge, skills, and abilities developed in the classroom into the active lives of students, both as individuals and as members of social groups.  It is not the facts we learn, but how we use them that provides us with the tools needed to better the human condition.

The instructor will use lectures, class discussions, group activities, handouts, supplementary readings, audio-visual aids, examinations, case studies, and other methods to facilitate learning.  Student performance expectations:

  1. The instructor assumes the student has read and understands the syllabus and expects students to ask questions if any aspect of the course requirements is unclear.
  2. Students are expected to demonstrate that they are meeting the course objectives by attending class; actively participating in class discussions, activities, and exercises; timely submitting all written assignments; delivering required oral presentations; and sitting for any scheduled examinations.
  3. Students are assigned readings from the required text(s) and/or supplemental text materials in advance of each class meeting and are expected to be prepared for class.
  4. Students are expected to ask questions if they do not understand something.
  5. The instructor encourages a mutual learning environment, where students can freely raise questions in the search for understanding.
  6. Students are expected to listen to each other, ask questions, raise concerns, and provide the respect that each individual deserves.
  7. Students are encouraged to bring any items to class which they feel will add substantially to the learning environment.

  Instructor Learning Outcomes

  1. Apply the definitions, ideas, and concepts of terrorism and homeland security to discussions about criminal justice organizational responses.
  2. Differentiate the structural features of terrorism, homeland security, and domestic preparedness.
  3. Identify current issues, trends, programs, and strategies in criminal justice agency responses to threats of terrorism.
  4. Explain the historical, cultural, political, and socioeconomic factors associated with terrorism.
  5. Compare and contrast government policy responses to terrorism and homeland security.
  6. Analyze issues bearing on the expanding role of local criminal justice organizations in responding to the national and international threat of terrorism.
  7. Evaluate organizational approaches in responding to homeland security requirements and mandates.
Class Assessment:


Examinations: There will be TWO (2) examinations: a midterm and a final. Examinations may be in class or take-home, closed or open books/notes, and may be either/or a combination of objective and subjective type questions.

Periodic Assignments/Quizzes (10): There will be TEN (10) periodic assignments or quizzes. Assignments may be oral or written, individual or group activities, in-class or homework assignments, presentations, and/or discussion activities. 

Core Assessment: Students will write a consolidated, thematic Essay discussing four (4) primary issues:

ISSUE #1: The impact that international terrorism has had on United States homeland security policies.

ISSUE #2: The appropriate roles of local communities and law enforcement agencies in a national strategy for protecting the homeland.

ISSUE #3: How organizational bureaucracy inhibits cooperation across federal, state, and local jurisdictions.

ISSUE #4: What can be done to improve interagency cooperation.  

The assignment will be completed in two drafts. The first draft, due by the Midterm Break, will address Issues #1 and 2.  The second part, due by the last week of classes, will address Issues #1, 2, 3, and 4, and include recommended revisions (if any) from the instructor.

The final draft must provide complete and equitable treatment of all issues and questions.  External research should be integrated to provide a consolidated examination of the fundamental ideas being expressed. All submissions must include the following technical components: 

  • A cover or title page.
  • Minimum length: The first draft will contain a body of text, with a minimum of 1,000 typed words (about 4 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages. The final draft will contain a body of text, with a minimum of 2,000 typed words (about 8 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages.
  • A reference page containing a minimum of 5 course-external resources (i.e., excluding the course textbook and content from the course) used and cited in the essay.
  • Written in APA or other acceptable formal research writing style (e.g., MLA, Chicago, etc.).

Your Core Assessment assignment will be assessed using the following rubric:

Core Assessment Rubric



Exceeds Expectation

Meets Expectation

Does Not Meet Expectation 

No Evidence 



Critical Thinking


Outcomes 1-6

Demonstrates a thorough appraisal of the researched information.  The essay is presented as a congruous and thoughtful exposition of ideas.

Demonstrates a satisfactory appraisal of the researched information.  The essay is presented as a thoughtful exposition of ideas.

Demonstrates a minimal appraisal of the researched information.  The essay is presented as a disparate exposition of ideas.

Demonstrates no appraisal of the researched information.  The essay is presented as an incongruous exposition of ideas.

Outcomes 1-6

A consolidated, thematic integration of the fundamental issues. Extends research well beyond minimum requirements.

A basic compilation of the fundamental issues, but integration of research into a theme is fragmented.

A response to some individual issues with insufficient research and consolidation of ideas.

No evidence of combining researched material into a consistent whole.

Outcomes 1-6

Completely examines the fundamental issues. Analyzes key elements using more than the minimum of 5 course-external sources.

A basic examination of the fundamental issues, but may miss a few points.  Analyzes key elements using a minimum of 5 course-external sources.

A rudimentary examination of the fundamental issues. Analyzes key elements using 1 to 4 course-external sources.

Fails to examine the fundamental issues. It uses no course-external sources.

Outcomes 1-6

Multiple instances (more than 5) demonstrating the application of terminology and concepts specific to the course core learning outcomes throughout.

A demonstration (at least 5 instances) of the application of terminology and concepts specific to the course core learning outcomes throughout.

A minimal demonstration (between 1 and 4) of the application of terminology and concepts specific to the course core learning outcomes throughout.

Fails to demonstrate an application of terminology and concepts specific to the course core learning outcomes.

Effective Communication


Content of Communication
Outcomes 1-6

Conveys complete and exceptional information on the fundamental issues.

Conveys sufficient information on the fundamental issues.

Conveys minimal information on the fundamental issues.

Conveys no information on the fundamental issues.

Technical Skill in Communicating
Outcomes 1-6

Contains all required technical components specified in the assignment
Contains fewer than five formatting, grammatical or spelling errors.

Contains most required technical components.  Contains no more than 10 formatting, grammatical or spelling errors but errors do not detract from understanding.

Contains few required technical components.  Contains more than 10 formatting, grammatical or spelling errors that detract from understanding. 

Contains no required technical components. There are so many formatting, grammatical, or spelling that it is difficult to read.


Examinations (2)                                                   50% (500 points)

Periodic Assignments/Quizzes (10)                        25% (250 points)

Core Assessment (2 Parts)                                    25% (250 points)

Total                                                                   100% (1,000 points)

A 900 points and above                        

B 800-899 points 

C 700-799 points

D 600-699 points

F (Failure) 599 points and below

Late Submission of Course Materials:


  • Except for the Final exam, no assignment will be accepted, reviewed, or graded AFTER December 4, 2009.
  • Late assignments are subject to a 10 percent grade reduction for each calendar day late. After THREE (3) calendar days late, assignments will be graded as a zero (0). 

MAKEUP POLICY:  Students who fail to complete the scheduled assessments will receive a grade of 0 (F) for the assessment item. Students involved in a University-sanctioned event (e.g., sports competition) or experiencing some type of EMERGENCY (e.g., personal illness, car accident, family issue, etc.), which will impact their ability to complete assessments, must personally contact the instructor BEFORE the schedule assessment, or as soon as possible afterwards if an emergency.  A makeup for the assessment MAY be offered on a case-by-case basis, subject to written documentation from the student substantiating the University activity (e.g., team schedule, correspondence from coach) or EMERGENCY (e.g., medical note, police report, etc.) and notice from the student. THE INSTRUCTOR HAS NO OBLIGATION TO OFFER A MAKEUP FOR ANY ASSESSMENT ITEM. 

Classroom Rules of Conduct:

PLEASE silence all beepers, cell phones, wireless communication devices, electronics, etc. while in class. 

If a cell phone must be used during class (including text messaging), please do so outside the classroom.

The use of laptop personal computers to take notes or conduct course-related research is permitted during class, except during exams and quizzes, as long as it is not a distraction to the instructor or to other students.  Please note that the use of e-mail, interactive chat rooms, text messaging, instant messaging, “web-surfing,” listening to music, watching videos, and other non-course-related computer activities is considered a distraction and is not permitted during class sessions.

While class is in session, students may NOT use headphones or ear buds connected to any electronic device (e.g., cell phones, I-Pods, computers, data devices, etc.).

PLEASE show each other the same respect you would want by actively listening to others and maintaining civility in the discourse.

REMEMBER that we are all different and that we grow and develop positively by practicing acceptance, tolerance, and understanding of each other's opinions, customs, and ideas.

Course Topic/Dates/Assignments:


Week 1 – August 17, 19

  • Introductions
  • Course Syllabus
  • Introduction to the Course
  • 9/11, Homeland Security, and Emergency Management
  • Readings: ---Course Syllabus ---McEntire (M), Chapter 1

 Week 2 – August 24, 26

  • Terrorism: Ideologically Motivated Acts of Violence
  • Reading: ---M, Chapter 2
  • Periodic Assignment/Quiz #1

Week 3 – August 31, September 2

  • Causes of Terrorism
  • Reading: ---M, Chapter 3
  • Periodic Assignment/Quiz #2

Week 4 – September 9

  • NO CLASS – Monday, September 7 (Labor Day)
  • Terrorist Behavior
  • Reading: ---M, Chapter 4

Week 5 – September 14, 16

  • Dynamic Nature of Terrorism
  • Reading: ---M, Chapter 5 
  • Periodic Assignment or Quiz #3

Week 6 – September 21, 23

  • Terrorism, Media, and Censorship
  • Reading: M, Chapter 6
  • Periodic Assignment or Quiz #4

Week 7 – September 28, 30

  • Terrorism, Security, and Liberty
  • Reading: ---M, Chapter 7
  • Periodic Assignment or Quiz #5

Week 8 – October 5, 7

  • Midterm Review
  • Core Assessment First Drafts (Written) Due Wednesday, October 7
  • Midterm Exam (Weeks 1 through 7), Wednesday, October 7


Week 9 – October 19, 21

  • Preventing Terrorist Attacks
  • Reading: ---M, Chapter 8
  • Periodic Assignment/Quiz #6

Week 10 – October 26, 28

  • Protecting Against Terrorist Attacks: Threat Assessment and Security Enhancement
  • Reading: ---M, Chapter 9
  • Periodic Assignment/Quiz #7

Week 11 – November 2, 4

  • Preparing: Readiness for Terrorism
  • Reading: ---M, Chapter 10
  • Periodic Assignment/Quiz #8

Week 12 – November 9

  • NO CLASS – Wednesday, November 11 (Veterans Day)
  • Response to Terrorism: Functions and Coordinating Mechanisms
  • Reading: ---M, Chapter 11

Week 13 – November 16, 18

  • Recovering from Impacts of Terrorism
  • Reading: ---M, Chapter 12
  • Periodic Assignment/Quiz #9

Week 14 – November 23, 25

  • Future Challenges and Opportunities
  • Reading: ---M, Chapter 13
  • Periodic Assignment/Quiz #10

Week 15 – November 30, December 2

  • Final Exam Review
  • Core Assessment Oral Presentations
  • Core Assessment Final Drafts (Written) Due Monday, November 30

Week 16 – December 7

·        Final Examination (Weeks 8 through 15) – Wednesday, December 9, 1:00 pm-3:00 pm

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2008-2009 Undergraduate Catalog Page 87
All students are expected to be familiar with the University's policies on Academic Honesty and Plagiarism. Evidence of academic dishonesty, including plagiarism, fabrication, or cheating, will be fully investigated and may result in course failure.

Using other's words and ideas without proper quotations and citations is a violation of Park University's Academic Honesty Policy. The instructor takes this seriously and reports all violations to the College of Liberal Arts and Sciences and/or the College for Distance Learning. Generally, for the first time, a student receives a grade of zero (F) for the assignment and a warning. A second instance will result in failing the course.

I can't say this any clearer: Students who cut and paste text from an online source into assignments (including online discussions), and do not use quotation marks, in-text, and end citations, are plagiarizing, and violating the Academic Honesty Policy.

All students are advised to review the policy detailed in the Course Syllabus, and on pp. 92-93 of the 2009-2010 academic catalog.


Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92
All work submitted must be the student's own.  Any assistance received by a student in preparing papers or reports must be fully acknowledged and disclosed in the work submitted.  Students must cite and reference any sources from which data, ideas or words are used, either quoted directly or paraphrased.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95
The instrucor is required to take attendance. If you are not in class, your absence will be recorded as UNEXCUSED (U). If you request an EXCUSED (E) absence, please contact the instructor via telephone or e-mail with the reason for the request. There are no grade points for class attendance. While there are no grade penalties for missing class, continued absences will likely affect the student's ability to succesfully complete scheduled and unscheduled course assessments. Students who anticipate being absent regularly or for an extended period (e.g., illness, family emergency, business travel, etc.) are encouraged to contact the instructor to discuss alternatives.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Please notify the instructor during the first week of class, or as soon as practicable, about any issue affecting your ability to fully participate in class activities.


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Last Updated:8/3/2009 5:22:11 PM