|This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.|
|Course Title||Introduction To Homeland Security And Emergency Management|
|Prerequisite(s)||Exit or exemption from Learning Support reading or all ESL requirements except ENSL 0091.|
This course provides an introduction to the related fields of homeland security and emergency management. This is a survey course that provides a broad overview of these fields including the historical events, policies, and practices that have provided the impetus for the development of homeland security and emergency management as governmental functions and as professions.
|Expected Educational Results|
As a result of completing this course the student will be able to:
1. Explain the purposes, histories, and philosophies of homeland security and emergency management.
2. Identify the events that have been crucial in shaping homeland security and emergency management policy.
3. Identify the roles and organizational structures of the Department of Homeland Security and the Federal Emergency Management Agency (FEMA).
4. Explain the all-hazard emergency management process that integrates the resources of local, state, and Federal governments, along with voluntary and business assets.
5. Describe the regulatory drivers behind the development of emergency management programs.
6. Identify the following concepts and explain how they relate to homeland security and emergency management:
7. Identify the levels of planning and principles associated with homeland security and emergency management.
8. Explain the principles of incident management in homeland security and emergency management.
9. Describe and evaluate federal homeland security and disaster response programs.
10. Identify the types of natural and human-caused hazards that may impact United States residents.
11. Describe the roles of the following in preparedness and responses to disasters and emergencies:
• local, state, and federal government agencies
• non-profit organizations
• the private sector
12. Explain what citizens can do to protect themselves in emergencies.
13. Describe the social, political, and economic implications of a disaster.
14. Identify liability issues associated with emergency management.
|General Education Outcomes|
I. This course addresses the general education outcome relating to communications as follows:
A. Students develop their reading comprehension skills by reading the textbook, handouts, and assigned journal articles.
B. Students develop their listening skills by listening to lectures, videotapes, and other students (during group discussions and problem-solving exercises).
C. Students develop their writing skills through written homework assignments, papers, and/or writing essays as part of exams.
D. Students develop their speaking skills by asking questions, through class discussions, and/or through oral reports to the class.
II. This course addresses the general educational outcome of demonstration of effective problem-solving and critical thinking skills by requiring students to apply knowledge gained from the course to analyzing and solving problems related to issues in homeland security and emergency management.
1. Homeland security
2. Emergency management
3. Hazards – natural and human-caused
5. Homeland security and counter-terrorism policy
6. Disaster/emergency management phases
7. Governmental structures and policies
8. Prevention of human-caused disasters
9. Mitigation and critical infrastructure protection
10. Planning types and principles
11. Emergency Operations Plans
13. Public policies affecting homeland security and emergency management
14. Careers and future directions in homeland security and emergency management
|Assessment of Outcome Objectives|
I. COURSE GRADE
Grades from some combination of the following will be used to determine each student’s final course grade: class participation, homework assignments, papers, projects, oral presentations, and exams. Exams may be multiple choice, some combination of multiple choice and short answer or essay, or purely essay and/or short answer. All instructors must give a MINIMUM of two exams for the course, including the final exam. Individual instructors may determine the relative weightings of each component in determining the grade for the course, and must state the weightings to be used in determining student grades in the course syllabus.
II. DEPARTMENT ASSESSMENT
A. This course will be assessed in the spring semester on a three-year assessment cycle. Objective questions assessing student mastery of outcomes for this course will be included in either the final exam or unit tests for this course. Each instructor must include these questions in the appropriate exam. Each instructor is responsible for reviewing and tabulating the results of these outcome assessment questions and transmitting them to the course or curriculum committee responsible for this course. Individual instructors should use feedback from assessment in their classes to review and evaluate their own teaching practices.
B. The construction of the outcome assessment questions will be the responsibility of the college-wide Political Science Curriculum Committee.
III. USE OF ASSESSMENT FINDINGS
The Political Science Curriculum Committee will meet in either the summer or fall term after the spring assessment to review the course and to evaluate the results. The review of the course outcome assessment findings will provide information on success in achieving the desired outcomes for this course on a college-wide basis. If fewer than 70% of the students perform successfully on questions measuring any particular educational outcome, the committee will examine teaching practices related to that outcome, the assessment instrument, and the desired learning outcomes to determine which, if any, of these need modifying. The committee will share its findings and recommendations with all faculty teaching this course, and may make changes to the desired educational outcomes, teaching practices, or assessment instrument as appropriate.
Last Revised: Jul. 15, 2011