Transcript 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)
• 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
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:
1. Intelligence Analysis & Modeling
2. Information & Cyber Security
3. Social Factors & Risk
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
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
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.
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.
Pedagogies
•
•
•
Textbook (Taylor) & Extensive External Readings
Lectures & PPTs
Five In-Class Exercises (ICE)
1.
2.
3.
4.
5.
6.
7.
•
Three Papers
1.
2.
3.
•
•
Shia-Sunni Challenge;
Terrorism Crimes;
SNA - Organized Crime;
SNA Mapping;
Geospatial Reasoning;
Real Time Campus Safety
CFIUS (e.g., Dubai Ports, Lenovo, Alcatel)
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
Course Materials
• Many candidate texts, but all marginal
– Really great but excessive readings
– EX: terrorism, SNA, crimes, cybercrime,
• But…some real challenges in nontraditional 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!
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
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