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PAPERBACK list:$21.00 Web:$18.90 add to cart Rights & Permissions Free PDF Access Free Resources Sign in to download PDF book and chapters Display this book on your site! Related Titles Facing Hazards and Disasters: Understanding Human Dimensions Emergency Medical Services: At the Crossroads Other Related Titles Frameworks for Higher Education in Homeland Security (2005) Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Page 23   E-mail  Facebook  Digg  Stumble  Twitter More Page 23 Front Matter (R1-R10) 1: Introduction (1-2) 2: What is Homeland Security? (3-4) 3: What is the Role of the Higher Education Community in Homeland Security? (5-8) 4: Parallels Between Homeland Security and Area Studies, International Relations, and Science Policy (9-14) 5: Current and Proposed Educational Programs in Homeland Security (15-22) 6: Summary (23-24) Appendix A: Committee Member Biographies (25-30) Appendix B: Workshop Agenda (31-34) Appendix C: Workshop Speaker Biographies (35-40) Appendix D: Workshop Participants (41-44) Appendix E: Sample Organizations Offering Homeland Security Education Programs (45-68)

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Summary If homeland security is understood to be the protection of the U.S. peoples against extreme, unanticipated threats, it becomes apparent that the design of an educational counterpart has an extremely broad, multi- disciplinary, and still-evolving mandate. Accordingly, the committee-- based in large part on discussions at a one-day workshop but also on further reading and research--proposes that homeland security educa- tional initiatives contain a small core of content that builds an intellectual framework for threat assessment and threat management. This framework can and should be applied to the multiple rich opportunities that exist within in the context of individual disciplines (undergraduate) and multi- disciplinary research and training experiences (graduate). In addition, there are opportunities to encourage executive training for those entrusted with managing the homeland security strategies of institutions, regions, and nations. The present state of experimentation among graduate and under- graduate programs is seen as a strength rather than a weakness. Neither workshop attendees nor committee members voiced support for an all- definitive, all-encompassing "Homeland Security University," or for the development of independent academic tracks specializing exclusively in homeland security. Further interaction and feedback between fledgling programs and the communities they serve should gradually refine aca- demic definitions and approaches over time to concepts that are enduring and meaningful. Meanwhile, as concepts, practices, and institutions in homeland security evolve, the higher education community should con- tinue to serve its traditional function of promoting debate and productive social criticism about such directions. 23

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american psychological