Course Syllabus

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Welcome to HLS 805: Political Violence, Threats, and Insurgency

Overview

CATEGORY INFORMATION
Credits 3
Prerequisites HLS 805 is a graduate level course. For admission to the Graduate School, an applicant must hold either (1) a baccalaureate degree from a regionally accredited U.S. institution or (2) a tertiary (post secondary) degree that is deemed comparable to a four-year bachelor's degree from a regionally accredited U.S. institution. This degree must be from an officially recognized degree-granting institution in the country in which it operates.
Delivery Web (Canvas, https://psu.instructure.com)
Dates See the Calendar.
Instructor See the Orientation module under the Modules tab.

Description

This course focuses upon political violence committed by non-state groups as it applies to homeland security. We will not examine the dynamics of full-scale wars, drone strikes, black-operations or anything that is typically committed by states. Instead, we focus upon non-state initiators of violence. Some forms of violence target citizens; while others only target the military or political figures.

Differentiating between various forms of insurgency employed by sub-state groups is important for several reasons. First, classifying phenomenon is the first basic step in research. Second, we need to differentiate between forms of insurgency in order to gain a more fine-grained understanding of their origins, drivers, and influences. Third, we need this deeper understanding in order to develop and promote policies and procedures that aim to deter, diminish or displace political violence. 

Using a conceptual model of how insurgencies operate, students approach the course content by investigating key questions at each stage of the model. Aspects of the model include issues concerning violent strategies, violent tactics, capacity building, and recruitment. Each of these aspects later feed into considerations of how to counter insurgencies. Course activities will require students to apply what is being learned to assess real world case examples to consider the short and long term ramifications of political policy decisions. After students learn to differentiate between various forms of insurgency, the conceptual model unfolds and outlines more detail and complexity to help foster the student's critical thinking skills.

Objectives

Upon successful completion of this course, you will be able to:

  1. articulate the major questions and theories related to insurgency, terrorism, and political violence
  2. apply research on political violence & insurgency for increased understanding of social sciences
  3. integrate and apply and apply research on insurgency, political violence, and terrorism, to real world scenarios

Organization

This course consists of 14 lessons divided into 7 units. We will investigate the topics of this course through a case study using series of inter-related questions:

  1. We will examine the issues surrounding 'defining' political violence committed by sub-state groups. Questions will include: What is terrorism? What is insurgency? How can we categorize these acts?
  2. We will consider the organizational motivations of those groups who espouse violence as a means to bring about political change. Questions will include: What are the root causes? What are the strategic concerns and tactical motivations?
  3. We will explore the range of violent attack options available to non-state violent groups and the rationality of political violence. Questions will include: Why in various case examples did the group opt for a suicide bombing as opposed to a rocket attack or the use of a Weapon of Mass Destruction?
  4. We will investigate factors that help violent groups survive in the face of adversity.
    Questions will include: What role does state support play? How do violent organizations try to maintain active and passive support within the community they claim to represent? Why do some violent groups also utilize conventional party politics? How do these groups fund their violent actions?
  5. We will review the threat [and form] of political violence since 9/11 - specifically group structure, the nature of (suicidal) violence, ideology and WMD. Questions will include: Is contemporary terrorism ‘new’?
  6. We turn our attention away from violent organizations to the individual as a group member and the competing explanations for group membership. Questions will include: Who joins these groups? How do you join such organizations? What role do group dynamics play in membership? Is the 'lone wolf' a growing threat?
  7. We will analyze the strategies and procedures of countering different forms of political violence.
    Questions will include: What is effective? What is counter-productive? Are there unintended consequences of countering non-state political violence in certain ways?

For each lesson, you will complete some or all of the following activities and assignments:

  1. Explore online course content.
  2. Read the assigned readings.
  3. Engage in discussion on various course topics

In addition, you will complete a policy paper that is a case study supported by the set of questions we are investigating. The final paper will reflect your ability to think through and apply the 'framework' learned in this course to be completed by the end of the term. Along the way you will also complete several written assignments that will help you frame the various aspects of your final paper.

Online Learning and Attendance

This course has been developed to promote asynchronous learning. The instructor and students do NOT meet on a designated day and time each week. For each lesson, there is a timeframe to complete all activities and assignments, and you may work at your own pace within that timeframe. However, you must adhere to the due dates outlined on the Calendar. (Due dates can also be viewed under the Syllabus tab.) You should log into the course daily to check for updates, review lessons, and participate in activities.

Materials

Texts

There is no specific textbook for this course. However, there are specific articles identified throughout the course, for which you will be responsible.

Library Services

Penn State Libraries provides a wide variety of services and resources. To learn how to take advantage, refer to the Online Student Library Guide at http://guides.libraries.psu.edu/onlinestudentlibraryguide. This guide serves as your starting point for access to all that Penn State Libraries can offer you as an online student. Use this guide if you have questions on library services offered to you, how the library can help you, how to use the library, or what resources you can access via the library! The guide will connect you to important pages and resources within Penn State Libraries and save time from you searching for the information you need.

Course Reserves

There are electronic resources on reserve for this course that can be accessed through the Penn State Libraries. To access your Course Reserves, please use the Library Resources link in the course navigation menu.

For any questions you may have about searching, viewing, or printing your Course Reserves, refer to the Viewing/Printing Electronic Reserves page (Links to an external site.)Links to an external site. at https://www.libraries.psu.edu/psul/reserves/usingreserves.html.

Grading

Final letter grades will be assigned based on the scale below.

Scale

LETTER
GRADE		 MINIMUM
PERCENT
A 95
A- 90
B+ 88
B 82
B- 80
C+ 78
C 70
D 60
F 0

Due Dates

All assignments are due by 11:59 PM Eastern Time on the date indicated unless otherwise indicated. (Due dates can be also be viewed under the Syllabus tab.) As a general rule, you will NOT be able to go back and make up missed assignments. It is your responsibility to keep up with your assignments. Students with an excused absence (e.g. hospitalization, jury duty, family emergency, or military service) may be asked to produce proper documentation in order to make up graded work. All make-up work is at the discretion of the instructor.

Veterans and currently serving military personnel and/or spouses with unique circumstances (e.g. upcoming deployments, drill/duty requirements, disabilities, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

Notes

  • To Do List: Some assignments may not appear in the To Do list under the Home tab. Use the Calendar or Syllabus to ensure that you are fully aware of assignment due dates.
  • As a general rule, you will NOT be able to go back and make up missed assignments. It is your responsibility to keep up with your assignments.

Assignments

Basic information about each assignment group is provided below. For detailed directions about an individual assignment, see the assignment information under the Modules tab.

You can expect meaningful feedback on assignments within 1 week of their due date.

ASSIGNMENT
GROUP		 PERCENTAGE
Written Assignments 20%
Quizzes 20%
Discussions 20%
Policy Paper 20%
Final Exam 20%
Total 100%

Writing Assignments

Value: 4 x 5% PTS, 20% total

Note: it is strongly suggested that any writing assignments be crafted offline – then attached as a file. This will avoid any potential ‘loss of work’ if you happen to lose your internet connection.

There are 4 individual writing assignments. While these appear less frequently over the course schedule than the quizzes or discussions, they will take more time to complete. These writing assignments will require you to incorporate the materials we have covered, and to do some background research of your own. Details for each assignment can be found on the course site. Late assignments will not be accepted.

Undergirding EACH writing assignment should be approximately 500 to 700 words length, reflecting your understanding of the content material and your ability to support your position on the assertions you make. For each assignment, you will select a case example of your choice. You may wish to consider your choices for these writing assignments in terms of the Policy Paper you will be writing.

Specific directions for each assignment can be found in the lesson modules in the course site,

Quizzes

Value: 6 for 20% total

There are 6 quizzes. Typically, they will consist 10 multiple choice or true-false questions. Each quiz will be based on the readings and any materials covered in that week’s lesson.

Note:  The quizzes are “open book” but are timed.  You will have a relatively short amount of time once you start the quiz to finish it.  I would strongly suggest that prior to attempting to take the quiz you have completed all parts of the lecture and readings for the week and are very familiar with the material.  Students who attempt to take the quiz without being prepared should not expect to rely upon the open book nature to perform well on the quiz.

Discussions

Value: 8 for 20% total

There are 8 class discussions in which you are required to participate. These discussion boards will pose open-ended questions about the course material to solicit your opinions about the material being covered; while giving you a chance to ask for clarification about anything you have encountered in the class in past weeks.  The discussion boards will help us flesh out the material for the week, clarify anything that did not make sense and provide a forum for your feedback. You are required to post on the discussion board during the appropriate lesson week. I will grade you on the quantity and quality of your participation in discussion board sessions.

To give you an idea of what I am looking for in discussion board sessions, I will use the following short rubric:

A  (90 to 100)  Students in this category make multiple postings that demonstrate that they have read lessons and the required readings for the week, thought about them and try to apply them to themes in class.  Students in this category also pose questions or make comments (either on their own or in response to others’ comments) that clarify the material being presented or perhaps bring in a different angle to the discussion.  They are prepared, engaged and pose regular, thoughtful and productive questions and comments about the material.  Moreover, students in this category post several times over the week, rather than just on Sunday, right before the discussion board closes.

B  (80 to 89)  Students in this category might be productive contributors to the discussion board, but are less engaged with the discussion.  They might show evidence that they have read the lessons and readings, but make fewer postings throughout the week, do not pose as strong of questions and perhaps do not really engage with other students’ comments and questions.  Students who have done a reasonable job with the material, but not an exceptional job, frequently fall in this category.

C  (70 to 79)  Students in this category make a discussion board posting during the week, but often it will be mundane, will exhibit little interaction with the material, illustrate that they are not fully prepared or will be off-topic.  Students in this category typically do not respond to other’s comments and questions.  They also frequently post at the last minute, after the mainstay of the discussion is over.  This grade can also be used for students who pose administrative questions or comments in the discussion board sessions that really should be posted on I Don’t Understand.

D  (60 to 69)  Students in this category are like category C above, but post “unproductive” comments or questions.  Examples of this might overly argumentative – rather than analytical – postings that disrupt the discussion.

F  (59 to 0)  Students in this category either fail to post at all, or make an extremely superficial post, often right before the discussion board closes.  This category is also reserved for students who are disruptive or disrespectful in discussion board sessions.

Please use the General Questions discussion forum to

- post any questions you have about the administration of the class – grading, class schedule, how to access the readings, etc.
- or if you are having any problems that are not related to the actual substance of the material for that week. 

Do not post items like, “When is our final exam?” or “A link does not work” to the discussion boards. Use the General Questions discussion forum instead.

Please use the Technical Support discussion forum for technical issues in the course

   - Students are encouraged to respond to the problems and questions posted there by their peers.
   - To access the World Campus HelpDesk or if you need General Technical assistance, call (800) 252-3592, option 4 between 8:00 a.m. and midnight (ET), Monday through Friday, and 10:00 a.m. and 7:00 p.m. on weekends.

Please use the forms available on the Help website whenever possible and a support expert will assist you (http://student.worldcampus.psu.edu/technical-support/contact-us). Turnaround time is generally less than one business day.

Policy Paper

Overall Value: 20% total
     PROSPECTUS 15% of Policy Paper Grade and  FINAL POLICY PAPER  85% of Policy Paper Grade

The policy paper is an opportunity for you to do a case study on how an insurgency group of your choice ‘works’. It is a research paper. Your research paper should

  • follow the lesson topics/insurgency model
  • represent a synthesis of the important points covered in the course materials
  • and how those issues are manifest in your chosen group.

The course assignments and discussions will provide you an opportunity and format to formulate and ‘draft’ your ideas as we move through the semester.

The paper extends over the first thirteen weeks of the course and will consist of TWO submitted components:

THE PROSPECTUS – [15% of the Policy Paper grade]
To help guide and ensure a quality paper, you will be asked to submit your prospectus at Week 6. The purpose of the prospectus is to get you thinking about your Policy Paper; provide you an opportunity to organize your thinking into a coherent framework, and get feedback early to make sure your final paper will be on target. This feedback on your prospect will provide you information on the caliber of your current work previewing your performance on the final policy paper.

Your prospectus should be between 500 and 750 words, and include:

  • A title and rationale for choosing the case you chose to study
  • Your research questions/thesis statement/or hypothesis
  • A review of the literature, how it relates to your case, and where you intend to ‘go’ i.e.
    • A working [annotated] bibliography/types of resources including a summary of the item and the main points [i.e. topic, author point of view, and argument/supports
    • Notes on what information you still need to collect
  • An outline of how you intend to ‘get there’ i.e. what you will include and how you will step through the topics you will cover – or the outline of questions you will work through [methodology] to test your ides/assumptions

FINAL POLICY PAPER – [85% of the Policy Paper grade]
This is your finished and polished end product that is due week 14 of the semester. It should:

  • demonstrate that you have addressed any issues or comments received previously
  • be approximately 2500 words in length and includes a[n]:
    • Title Page with your name and course information
    • Abstract @ 100 – 150 words that explains you’re your topic and findings
    • Introduction that includes your research question/thesis/hypothesis and core argument
    • Lit Review that surveys the relevant topical literature including how you intend to add to that literature base
    • Analysis that describes a) the methods you used; b) (1) identifies any variable if you are doing a quantitative analysis OR (2) identifies and defends the cases if you are doing a comparative analysis; c) presents your findings/results
    • Policy conclusion or recommendation that reviews your findings and discusses the relevant implications of your conclusion or findings in terms of counter terrorism policy implications.
  • Use ASPAS style [see: http://library.tamu.edu/help/help-yourself/citing-sources/files/Using%20APSA%20Format.pdf

ADDITIONALLY, please note that:

  • IF you plan to do data analysis, please meet with me EARLY in the semester to discuss this
  • ALL submissions should be uploaded as Word documents to the appropriate assignment dropbox
  • ALL submissions should be formatted according to APSA (National Political Science Association) style guidelines. [http://library.tamu.edu/help/help-yourself/citing-sources/files/Using%20APSA%20Format.pdf]
  • NO extensions or LATE submissions will be accepted
  • Websites do NOT count as sources unless they are PRIMARY sources such as speeches, sources for statistics, etc. In those instances, you must cite and include the url.

Final Exam

Value: 20% of total

The final exam for this course is cumulative and will be taken online. There will be a 2 hour time limit from opening the exam to completing and submitting the exam. As noted earlier – while you may look over your notes or any materials while taking the exam, you are strongly urged to have completed, studied, and reviewed all lesson and course materials prior to beginning the final.

NOTE: Be aware that the time begins and continues to run from the moment you open the exam. ‘Saving’ or exiting an incomplete exam does NOT pause the countdown timer.

University Policies

Academic Integrity

According to Penn State policy G-9: Academic Integrity, an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic sanctions, which can be severe, and put themselves at jeopardy for other outcomes (see G-9: Academic Integrity).

Disability Access

Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has an office for students with disabilities. The Student Disability Resources website provides contact information for every Penn State campus at http://equity.psu.edu/student-disability-resources/campus-offices. For further information, please visit the Student Disability Resources website at http://equity.psu.edu/student-disability-resources.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation described at http://equity.psu.edu/student-disability-resources/applying-for-services. If the documentation supports your request for reasonable accommodations, your campus’s disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Counseling and Psychological Services

Penn State's Counseling and Psychological Services (CAPS) office offers residential and distance-based Penn State students non-emergency mental health services in the form of case management, community resource referrals, supportive listening, care giver support, and much more.

Students may request assistance from CAPS regarding a variety of common mental health issues, including anxiety, depression, relationship difficulties, and stress. CAPS services are designed to enhance students' ability to fully benefit from the University environment and academic experience. Call CAPS at 814-863-0395 (8 am-5 pm, Monday-Friday EST) or submit an inquiry online at https://studentaffairs.psu.edu/form/caps-contact-form to schedule an appointment with a mental health advocate, who can help you address mental health concerns that may interfere with your academic progress or social development. This appointment will include a one-on-one session that can be conducted via telephone, teleconference (Skype, FaceTime, etc.), or locally at Penn State University Park. For more information on services provided through CAPS, please visit the Penn State CAPS website at http://studentaffairs.psu.edu/counseling/. Students enrolled at the World Campus are also encouraged to visit its Mental Health Services page at http://student.worldcampus.psu.edu/student-services/mental-health-services.

Reminder: These services are for non-emergencies only. If you or someone you know is experiencing a crisis situation, please call your local crisis center or 911.

Nondiscrimination

Penn State is committed to equal access to programs, facilities, admission and employment for all persons. It is the policy of the University to maintain an environment free of harassment and free of discrimination against any person because of age, race, color, ancestry, national origin, religion, creed, service in the uniformed services (as defined in state and federal law), veteran status, sex, sexual orientation, marital or family status, pregnancy, pregnancy-related conditions, physical or mental disability, gender, perceived gender, gender identity, genetic information or political ideas. Discriminatory conduct and harassment, as well as sexual misconduct and relationship violence, violates the dignity of individuals, impedes the realization of the University's educational mission, and will not be tolerated. For further information, please visit the Affirmative Action Office website at https://affirmativeaction.psu.edu/.

Reporting a Bias Incident

Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage at http://equity.psu.edu/reportbias/.

TEACH Act

The materials on the course website are only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated.

University Emergency Procedure

In the event of a University-wide emergency, the course may be subject to changes. Exigent circumstances may require alternative delivery methods, class materials, and interactions with the instructor and/or classmates. In addition, there may be revisions to grading policies and the Calendar, including assignments and their due dates.

In the event of a University-wide emergency, please refer to the Canvas website at https://psu.instructure.com for specific information related to the course. For more general information about the emergency situation, please refer to the Penn State website at https://www.psu.edu or Penn State News website at https://news.psu.edu.

To register with PSUAlert, a service designed to alert the Penn State community when situations arise that affect the ability of a campus to function normally, please go to the PSU Alert website at https://psualert.psu.edu/. Subscribers can receive alerts by text message to cell phones, and also can elect to have alerts sent to an email address.

Syllabus Subject to Change

The class will likely adhere to the information outlined in this Syllabus and the Calendar, but adjustments may be made based on what actually transpires during the semester. Remaining in the course after reading this Syllabus will signal that you accept the possibility of changes and responsibility for being aware of them.

Course Summary:

Date Details Due