- Email: [email protected]
Designing flexible curricula to enhance critical infrastructure security and resilience
international journal of critical infrastructure protection 7 (2014) 48 –50
Available online at www.sciencedirect.com
www.elsevier.com/locate/ijcip
Discussion
Designing flexible curricula to enhance critical infrastructure security and resilience Kendal Smith Center for Infrastructure Protection and Homeland Security, George Mason University School of Law, 3301 North Fairfax Drive, Arlington, VA 22201, USA
0.
Introduction
Since its creation in 2003, the U.S. Department of Homeland Security has made critical infrastructure a priority. Policies initially focused on the identification and protection of key resources, but have evolved to include an all-hazards approach to critical infrastructure security and resilience (CISR) across 16 sectors. However, while numerous homeland security programs and courses have been developed at educational institutions across the United States, only a small percentage focus on CISR. A 2010 assessment conducted by the Center for Infrastructure Protection and Homeland Security at George Mason University revealed that of 785 institutions—including those identified by the Naval Postgraduate School's Center for Homeland Defense and Security as offering higher education programs in homeland security—only 52 offered courses containing material relevant to CISR. Within these courses, content and terminology varied greatly, revealing an obvious gap in higher educational programs focused on CISR. The Critical Infrastructure Higher Education Initiative (CI HEI) was created to address this problem. Managed by the Center for Infrastructure Protection and Homeland Security (CIP/HS) at George Mason University and funded by the U.S. Department of Homeland Security's Office of Infrastructure Protection, the initiative brings together subject matter experts from academia, government and industry to assist in developing comprehensive graduate-level curricula for CISR professionals. As of this writing, the CI HEI has produced three curricular packages and supplemental materials, including nine standalone courses, a five-course certificate program, an eight-course public administration CISR concentration, three supplemental case studies and a library of relevant CISR readings. All the materials are non-proprietary E-mail address: [email protected] 1874-5482/$ - see front matter & 2014 Elsevier B.V. All rights reserved. http://dx.doi.org/10.1016/j.ijcip.2014.01.002
and freely available for use at higher education institutions.
1.
Curriculum design
The CI HEI was established to create programs in CISR education. Education is different than training. Training imparts specific skills by explaining how something is done or should be done. On the other hand, education emphasizes principles, theory and critical thinking, evaluating the why behind particular processes and outcomes. Because CISR professionals are drawn from fields as diverse as business, computer science, emergency management, engineering, finance, health, intelligence, law, law enforcement and public policy, the potential “know-how” is vast. Moreover, policy changes, emerging technologies and an evolving threat landscape guarantee that the CISR operating environment is constantly in flux. As a result, the “know-why” is exceedingly important, not least to ensure CISR professionals acquire the critical thinking ability necessary to analyze and respond to new situations. Accordingly, while understanding the “know-how” is always essential for specific job performance, the CI HEI seeks to construct comprehensive CISR educational materials. Accomplishing this goal requires the determination of course content—the curriculum—as well as the means for communicating it—higher education best practices. In defining course content and scope, the CI HEI utilizes the core competency model identified in the 2009 U.S. National Infrastructure Protection Plan as a guiding framework. This model emphasizes seven key competencies necessary for the CISR professional: (i) risk analysis; (ii) protective measures/mitigation strategies development; (iii) partnership building/networking; (iv) information sharing; (v) program
international journal of critical infrastructure protection 7 (2014) 48 –50
management; (vi) metrics and program evaluation; and (vii) technical and tactical expertise. Each CI HEI course is structured to develop and reinforce these competencies via educational best practices. Best practices are the instructional methods that have proven most effective for communicating curricular material in higher education by ensuring that learners move beyond retention to comprehension and application. Such practices include clearly stated learning objectives, learner-centered principles, authentic real-world assessments and rubrics, use of technology, different instructional modalities, and flexible grouping practices and cooperative learning. When properly incorporated in educational curricula, these best practices assist in fostering collaboration and strategic problem-solving, preparing learners to assess and analyze risks in an allhazards environment, share information, view problems multi-dimensionally and work across the aisle to achieve goals. For example, many of the CI HEI courses include tabletop exercises where learners assume roles as key public and private sector professionals with CISR responsibilities during a simulated event. One course asks learners to create YouTube videos that evaluate the dependencies and interdependencies of CISR systems; another course requires students to conduct risk analyses. Group projects and peer teaching are included in several courses, as well as structured dialogue and brainstorming activities. The CI HEI has also developed three supplemental case studies, a very effective best practice that requires learners to use inductive reasoning to develop solutions based on the analysis of real-world scenarios. Each case study contains a case narrative and learning exercises designed to further validate the core competencies and enhance critical thinking. Separate instructor materials provide annotated exercise instructions, describe the value added for each exercise, and include notional exercise solutions and a case conclusion. Existing case studies focus on the 2007 I-95 Minnesota Bridge Collapse, the 2003 Northeast Blackout, and the 2001 Baltimore Howard Tunnel Street Fire. After initial development, the courses and case studies are reviewed by subject matter experts from academia, government and the private sector to ensure a balanced and collaborative approach. Expert roundtables are held biannually to provide general program evaluation, including reassessment of the core competencies, identification of curricular gaps and future course topics, and outreach and deployment strategies.
2.
Outreach and distribution
Beyond establishing course content and design, the CI HEI provides a rationalization of the purpose, relevance and marketability of each new curriculum to institutions that are often slow to embrace change. It is important to successfully navigate administrative bodies, departmental requirements, faculty expectations and resource demands. The process is further complicated when a program is not only new to a particular institution, but the subject matter itself is in its infancy.
49
To acquire the institutional support necessary to get a course through the appropriate curriculum committee or approval board, it is important to identify someone who is ready to teach it. But few faculty members are well-versed in the CISR arena and lack the incentive to take up its cause in their respective departments. To combat this problem, the Center for Infrastructure Protection and Homeland Security at George Mason University conducts workshops for potential faculty that guide them through the entire process of adopting CISR courses at their institutions, including strategies for overcoming administrative obstacles and a guiding framework for self-study that prepares them to offer instruction in the highly dynamic field. The CI HEI has also developed a list of CISR subject matter experts from various backgrounds who will assist with educational initiatives, including delivering guest lectures. Future plans include recording lectures on various lesson topics and making them available (along with supplementary instructor materials such as lecture notes and PowerPoint presentations) to interested parties. Additional outreach efforts include publications in academic journals, social media engagement and participation in key conferences such as the Critical Infrastructure Symposium and the Homeland Defense and Security Education Summit. Awareness is also raised through collaborative partnerships with leading entities such as the University Agency Partnership Initiative (UAPI) of the Naval Postgraduate School's Center for Homeland Defense and Security, an online portal that brings together homeland security educators to share course syllabi, teaching resources and subject matter expertise. All CI HEI materials are posted on the UAPI website, which as of this writing incorporates program and contact information for 310 member institutions and 1218 educators. The comprehensive design of the CI HEI curriculum should further assist with distribution efforts. Recognizing that CISR learners come from diverse backgrounds and that the courses would be used in various academic institutions where every class and instructor is unique, the curriculum is designed to be as inclusive as possible. Each course syllabus thus includes an extensive amount of recommended readings, both fundamental and advanced, allowing instructors to adapt the course based on university requirements and student population. This enables easier incorporation into multiple degree programs and departments, where specializations can also be developed. For example, two CI HEI roundtable participants teach the CI HEI Introduction to CISR course at their institutions, but have tailored the course to fit the needs of their students. One of the instructors teaches in a small town to younger students, who mostly have social science backgrounds and seek employment in local and state government and emergency response. Her course is obviously different from the one taught by her colleague at a military institution in Washington, DC. The two courses are housed in different departments and are adapted for very different student populations. Yet no matter their future jobs, students in both classes learn the same lexicon and general operating framework, enabling them to effectively collaborate at any stage of the CISR process while still leveraging each other's unique expertise.
50
3.
international journal of critical infrastructure protection 7 (2014) 48–50
Conclusion
CISR requires cooperation across multiple sectors, all levels of government and private industry. The difficulty of establishing and maintaining meaningful collaboration is magnified by the continually-evolving threat landscape and the diversity of individuals involved. Successful cooperation in such a heterogeneous pool of professionals is not possible without qualified individuals in each of the relevant areas who, beyond their own specialties, possess the skills and knowledge unique to the CISR operating environment. Accordingly, a common body of knowledge must be defined and reinforced throughout the CISR community. The Critical Infrastructure Higher Education Initiative has made great strides in developing a comprehensive curriculum to ensure that individuals who are
responsible for securing the critical infrastructure—from CEOs to structural engineers—speak the same language and can work together, consistently adapting to new challenges to further enhance critical infrastructure security and resilience.
Kendal Smith is the Education Program Manager at the Center for Infrastructure Protection and Homeland Security (CIP/ HS) at the George Mason University School of Law in Arlington, Virginia. She is also the editor of The CIP Report, a monthly newsletter highlighting important infrastructure security and resilience issues. Ms. Smith is a member of the Virginia Bar and the ABA Standing Committee on Law and National Security.
Available online at www.sciencedirect.com
www.elsevier.com/locate/ijcip
Discussion
Designing flexible curricula to enhance critical infrastructure security and resilience Kendal Smith Center for Infrastructure Protection and Homeland Security, George Mason University School of Law, 3301 North Fairfax Drive, Arlington, VA 22201, USA
0.
Introduction
Since its creation in 2003, the U.S. Department of Homeland Security has made critical infrastructure a priority. Policies initially focused on the identification and protection of key resources, but have evolved to include an all-hazards approach to critical infrastructure security and resilience (CISR) across 16 sectors. However, while numerous homeland security programs and courses have been developed at educational institutions across the United States, only a small percentage focus on CISR. A 2010 assessment conducted by the Center for Infrastructure Protection and Homeland Security at George Mason University revealed that of 785 institutions—including those identified by the Naval Postgraduate School's Center for Homeland Defense and Security as offering higher education programs in homeland security—only 52 offered courses containing material relevant to CISR. Within these courses, content and terminology varied greatly, revealing an obvious gap in higher educational programs focused on CISR. The Critical Infrastructure Higher Education Initiative (CI HEI) was created to address this problem. Managed by the Center for Infrastructure Protection and Homeland Security (CIP/HS) at George Mason University and funded by the U.S. Department of Homeland Security's Office of Infrastructure Protection, the initiative brings together subject matter experts from academia, government and industry to assist in developing comprehensive graduate-level curricula for CISR professionals. As of this writing, the CI HEI has produced three curricular packages and supplemental materials, including nine standalone courses, a five-course certificate program, an eight-course public administration CISR concentration, three supplemental case studies and a library of relevant CISR readings. All the materials are non-proprietary E-mail address: [email protected] 1874-5482/$ - see front matter & 2014 Elsevier B.V. All rights reserved. http://dx.doi.org/10.1016/j.ijcip.2014.01.002
and freely available for use at higher education institutions.
1.
Curriculum design
The CI HEI was established to create programs in CISR education. Education is different than training. Training imparts specific skills by explaining how something is done or should be done. On the other hand, education emphasizes principles, theory and critical thinking, evaluating the why behind particular processes and outcomes. Because CISR professionals are drawn from fields as diverse as business, computer science, emergency management, engineering, finance, health, intelligence, law, law enforcement and public policy, the potential “know-how” is vast. Moreover, policy changes, emerging technologies and an evolving threat landscape guarantee that the CISR operating environment is constantly in flux. As a result, the “know-why” is exceedingly important, not least to ensure CISR professionals acquire the critical thinking ability necessary to analyze and respond to new situations. Accordingly, while understanding the “know-how” is always essential for specific job performance, the CI HEI seeks to construct comprehensive CISR educational materials. Accomplishing this goal requires the determination of course content—the curriculum—as well as the means for communicating it—higher education best practices. In defining course content and scope, the CI HEI utilizes the core competency model identified in the 2009 U.S. National Infrastructure Protection Plan as a guiding framework. This model emphasizes seven key competencies necessary for the CISR professional: (i) risk analysis; (ii) protective measures/mitigation strategies development; (iii) partnership building/networking; (iv) information sharing; (v) program
international journal of critical infrastructure protection 7 (2014) 48 –50
management; (vi) metrics and program evaluation; and (vii) technical and tactical expertise. Each CI HEI course is structured to develop and reinforce these competencies via educational best practices. Best practices are the instructional methods that have proven most effective for communicating curricular material in higher education by ensuring that learners move beyond retention to comprehension and application. Such practices include clearly stated learning objectives, learner-centered principles, authentic real-world assessments and rubrics, use of technology, different instructional modalities, and flexible grouping practices and cooperative learning. When properly incorporated in educational curricula, these best practices assist in fostering collaboration and strategic problem-solving, preparing learners to assess and analyze risks in an allhazards environment, share information, view problems multi-dimensionally and work across the aisle to achieve goals. For example, many of the CI HEI courses include tabletop exercises where learners assume roles as key public and private sector professionals with CISR responsibilities during a simulated event. One course asks learners to create YouTube videos that evaluate the dependencies and interdependencies of CISR systems; another course requires students to conduct risk analyses. Group projects and peer teaching are included in several courses, as well as structured dialogue and brainstorming activities. The CI HEI has also developed three supplemental case studies, a very effective best practice that requires learners to use inductive reasoning to develop solutions based on the analysis of real-world scenarios. Each case study contains a case narrative and learning exercises designed to further validate the core competencies and enhance critical thinking. Separate instructor materials provide annotated exercise instructions, describe the value added for each exercise, and include notional exercise solutions and a case conclusion. Existing case studies focus on the 2007 I-95 Minnesota Bridge Collapse, the 2003 Northeast Blackout, and the 2001 Baltimore Howard Tunnel Street Fire. After initial development, the courses and case studies are reviewed by subject matter experts from academia, government and the private sector to ensure a balanced and collaborative approach. Expert roundtables are held biannually to provide general program evaluation, including reassessment of the core competencies, identification of curricular gaps and future course topics, and outreach and deployment strategies.
2.
Outreach and distribution
Beyond establishing course content and design, the CI HEI provides a rationalization of the purpose, relevance and marketability of each new curriculum to institutions that are often slow to embrace change. It is important to successfully navigate administrative bodies, departmental requirements, faculty expectations and resource demands. The process is further complicated when a program is not only new to a particular institution, but the subject matter itself is in its infancy.
49
To acquire the institutional support necessary to get a course through the appropriate curriculum committee or approval board, it is important to identify someone who is ready to teach it. But few faculty members are well-versed in the CISR arena and lack the incentive to take up its cause in their respective departments. To combat this problem, the Center for Infrastructure Protection and Homeland Security at George Mason University conducts workshops for potential faculty that guide them through the entire process of adopting CISR courses at their institutions, including strategies for overcoming administrative obstacles and a guiding framework for self-study that prepares them to offer instruction in the highly dynamic field. The CI HEI has also developed a list of CISR subject matter experts from various backgrounds who will assist with educational initiatives, including delivering guest lectures. Future plans include recording lectures on various lesson topics and making them available (along with supplementary instructor materials such as lecture notes and PowerPoint presentations) to interested parties. Additional outreach efforts include publications in academic journals, social media engagement and participation in key conferences such as the Critical Infrastructure Symposium and the Homeland Defense and Security Education Summit. Awareness is also raised through collaborative partnerships with leading entities such as the University Agency Partnership Initiative (UAPI) of the Naval Postgraduate School's Center for Homeland Defense and Security, an online portal that brings together homeland security educators to share course syllabi, teaching resources and subject matter expertise. All CI HEI materials are posted on the UAPI website, which as of this writing incorporates program and contact information for 310 member institutions and 1218 educators. The comprehensive design of the CI HEI curriculum should further assist with distribution efforts. Recognizing that CISR learners come from diverse backgrounds and that the courses would be used in various academic institutions where every class and instructor is unique, the curriculum is designed to be as inclusive as possible. Each course syllabus thus includes an extensive amount of recommended readings, both fundamental and advanced, allowing instructors to adapt the course based on university requirements and student population. This enables easier incorporation into multiple degree programs and departments, where specializations can also be developed. For example, two CI HEI roundtable participants teach the CI HEI Introduction to CISR course at their institutions, but have tailored the course to fit the needs of their students. One of the instructors teaches in a small town to younger students, who mostly have social science backgrounds and seek employment in local and state government and emergency response. Her course is obviously different from the one taught by her colleague at a military institution in Washington, DC. The two courses are housed in different departments and are adapted for very different student populations. Yet no matter their future jobs, students in both classes learn the same lexicon and general operating framework, enabling them to effectively collaborate at any stage of the CISR process while still leveraging each other's unique expertise.
50
3.
international journal of critical infrastructure protection 7 (2014) 48–50
Conclusion
CISR requires cooperation across multiple sectors, all levels of government and private industry. The difficulty of establishing and maintaining meaningful collaboration is magnified by the continually-evolving threat landscape and the diversity of individuals involved. Successful cooperation in such a heterogeneous pool of professionals is not possible without qualified individuals in each of the relevant areas who, beyond their own specialties, possess the skills and knowledge unique to the CISR operating environment. Accordingly, a common body of knowledge must be defined and reinforced throughout the CISR community. The Critical Infrastructure Higher Education Initiative has made great strides in developing a comprehensive curriculum to ensure that individuals who are
responsible for securing the critical infrastructure—from CEOs to structural engineers—speak the same language and can work together, consistently adapting to new challenges to further enhance critical infrastructure security and resilience.
Kendal Smith is the Education Program Manager at the Center for Infrastructure Protection and Homeland Security (CIP/ HS) at the George Mason University School of Law in Arlington, Virginia. She is also the editor of The CIP Report, a monthly newsletter highlighting important infrastructure security and resilience issues. Ms. Smith is a member of the Virginia Bar and the ABA Standing Committee on Law and National Security.