Date of Award
Doctor of Education (EdD)
This dissertation analyzed the policies of colleges in the United States as they relate to homeland security curricula. The quantitative study surveyed college homeland security faculty to measure how colleges developed, categorized, and ensured that their homeland security curricula remained current as homeland security needs changed. The findings of this research will help colleges develop common and core homeland security curricula that prepare students for homeland security. The analysis of the survey responses determined that homeland security is an evolving academic discipline. College homeland security curricula were housed in various academic departments, were taught by faculty from various academic disciplines, and bore various academic labels. The vast majority of the curricula were housed, taught, and bore programs names that resembled criminal justice, emergency management, and homeland security per se. Homeland security curricula were mostly multidisciplinary/interdisciplinary and contained multiple and varied topics that emphasized terrorism, critical thinking, collaboration, intelligence, strategy, all-hazards, critical infrastructure, emergency management, preparedness, risk management, cyber security, and law. The results of this study suggest that common and core homeland security curricula can help prepare current and future members of the homeland security enterprise to provide a homeland that is safe, secure, and resilient.
Comiskey, John G., "How Do College Homeland Security Curricula Prepare Students for Homeland Security?" (2014). Education Doctoral. Paper 180.
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