Description
In this discussion board (minimum of 500 words), students will explore the origins of terrorism and patterns that have emerged in the past two decades.Please reply to both prompts below. In your discussion board, please identify a thesis statement about the subject and highlight it in bold. Why are weapons of mass destruction and their acquisition of them appealing to violent extremist groups? Are violent extremist groups more or less likely to seek, acquire and use WMDs now than they were in the past?
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Arizona State University acknowledges, with respect, that its physical locations are within the
ancestral homelands of those Native American tribes that have sustained connections to its lands
and waters since time immemorial, including the Akimel O’odham (Pima), Pee Posh (Maricopa),
Quechan (Yuma), and Tohono O’odham peoples.
Course Number and Title
CRJ 553: WEAPONS OF MASS DESTRUCTION & TERRORISM
Faculty Information
Name: Krista London Couture
Office: School of Criminology and Criminal Justice/Online Office
Phone: (571) 449-0398
Email address: [email protected]
Office hours: Arranged via email / virtually
Teaching Philosophy
My philosophy is to help students achieve not only the objectives outlined in the course but also
personal and professional ones related to the course work and academic pursuits.
Land Acknowledgement
Arizona State University acknowledges, with respect, that its physical locations are within the
ancestral homelands of those American Indian tribes that have sustained connections to its lands
and waters since time immemorial, including the Akimel O’odham (Pima), Pee Posh (Maricopa),
Quechan (Yuma), and Tohono O’odham peoples.
Statement of Inclusion
Arizona State University is deeply committed to positioning itself as one of the great new
universities by seeking to build excellence, enhance access and have an impact on our
community, state, nation and the world. To do that requires our faculty and staff to reflect the
intellectual, ethnic and cultural diversity of our nation and world so that our students learn from
the broadest perspectives, and we engage in the advancement of knowledge with the most
inclusive understanding possible of the issues we are addressing through our scholarly activities.
We recognize that race and gender historically have been markers of diversity in institutions of
higher education. However, at ASU, we believe that diversity includes additional categories such
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as socioeconomic background, religion, sexual orientation, gender identity, age, disability,
veteran status, nationality and intellectual perspective. At Watts College, we echo these
sentiments through Our Aspirations to be a vehicle through which we make the world a better
place.
Course Information
Course Catalog Description
This course provides a comprehensive overview of the global threat posed by Weapons of Mass
Destruction (WMD) pursued and used by violent extremist organizations. This course explores the
historical context of WMDs and the desire of violent extremist groups to obtain and use them in
terrorist attacks to advance politically and ideologically motivated objectives. The course offers a
detailed introduction to types of WMDs and allows students to understand each type’s threat to the
United States and its communities. In addition, students will explore the policies guiding the
United States’ response to the threat of WMDs and the importance of responding to and preparing
for attacks against key critical infrastructure and other targets. This course also examines the future
threat of WMDs.
Course Enrollment Requirements
None; however, an interest in the topic of terrorism and WMDs is helpful.
Course Overview
This course provides students with the understanding, knowledge, and perspectives to become
planners, policymakers, and experts in the area of terrorism and WMDs. In addition to learning
about WMDs in detail, students will have the opportunity to put their knowledge into practical
application by designing a response plan in their local community.
Learning Outcomes
Upon successful completion of the course, students should be able to:
1. Assess the threat picture of Weapons of Mass Destruction (WMD) and examine the
historical and current relationships between violent extremist organizations and the
pursuit of WMDs to carry out acts of terrorism.
2. Differentiate between various types of Weapons of Mass Destruction, to include
chemical, biological, radiological, and nuclear weapons.
3. Summarize the preparation plans used to prevent the use of WMDs by violent
extremist groups and outline the response process.
4. Determine the efficacy of WMD policy in the United States and internationally.
5. Design a response plan to the WMD threat in your community or country that
synthesizes research findings in the field of WMD and terrorism.
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Course Materials
Required Books
Alethia H. Cook
Terrorist Organizations and Weapons of Mass Destruction
2017
Lanham, Maryland
Rowman & Littlefield
ISBN: 978-1-4422-7662-8 (cloth: alk. paper)
ISBN: 978-1-4422-7663-5 (electronic)
Computer Requirements
● Computer System: Windows or Macintosh desktop or laptop computer purchased within
the last 5 years. Chromebooks and mobile devices will not provide full access to ASU’s
online courses.
● Operating System: Windows-based computers must be running Windows 10 or newer.
Macintosh computers must be running OS 10.13 (High Sierra) or higher
● Required Software: Microsoft Office 365 (available for all students at ASU); Adobe
Acrobat Reader DC (free)
● Web Browser: Use only a recent version of Firefox or Chrome. Students are also advised
to have both browsers installed on their computer. Safari and Edge have known
compatibility issues with Canvas.
● Internet Connection: Courses are best viewed with high-speed internet and a reliable
internet connection.
● Speakers and a microphone: Built-in, USB plug-in, or wireless Bluetooth
● Webcam: Built-in or USB plug-in
Detailed Requirements by Application:
● Canvas LMS computer requirements
● Zoom computer requirements
Need Help? Students needing help with technical issues can contact a 24/7 live chat service at
contact.asu.edu or My ASU Service Center for help.
Workload Expectations
The Arizona Board of Regents, the governing board for ASU, NAU, and the U of A, has a policy
for how much time students should invest in their courses: “A minimum of 45 hours of work by
each student is required for each unit of credit.” Therefore, in a 3-credit course, students should
expect to invest 45 hours in class meetings (or the online equivalent) and 90 hours doing homework
and assignments—a total of 135 hours in any given session (A, B, or C). This translates to 9 hours
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per week for classes that meet over a 15 week-semester. For 7.5-week classes, the workload
doubles to 18 hours per week engaging in online activities, reading, doing other homework,
completing assignments or assessments, and studying. As you register for courses, keep this 135hour standard in mind because during some semesters your work and/or family commitments may
prevent you from taking a full load of classes.
Course Considerations & Warning
At times, we may discuss material that may be disturbing—even traumatizing—to some
students. This may include strong language (including swear words); graphic descriptions of or
extensive discussions of crimes, victimization (including suicide, homicide, rape and sexual
abuse, kidnapping, violent assaults, and drug abuse), or disaster scenarios; and depiction or
discussion of discriminatory attitudes or actions. If you have experienced criminal victimization
or some other type of trauma in your past, you should feel free to excuse yourself from the
classroom during a discussion that causes you to experience distress. You will, however, be
responsible for any material you miss or, alternatively, for an alternate assignment if you are
unable to engage with the material. If you suffer from some form of post-traumatic stress that
may be triggered by discussion of material, you are encouraged to formulate a plan for treatment
with the relevant health advisers to work on preventing unexpected reactions to potentially
triggering material. ASU student counseling services can be reached Monday through Friday
from 8am to 5pm at 602-496-1155 or in the Historic Post Office Building, Suite 208. There is
also a 24-hour ASU-dedicated crisis hotline at 480-921-1006.
Keep in mind that some discomfort is inevitable in classes because the goals of higher education
include exposing students to new ideas; having students question beliefs they have taken for
granted and grapple with ethical problems they have never considered; and, more generally,
expanding their horizons so as to become informed and responsible democratic citizens. You
may become frustrated from time to time as you struggle with viewpoints that differ from your
own. Even if you have previously experienced some form of trauma or victimization, this course
may offer you the benefit of helping to understand behaviors in a manner that allows you to
process what may have occurred in your past and move forward in your recovery.
Course Structure
Module 1: Topic
●
●
●
●
●
Identify various origins of terrorism.
Explore recent terrorist incidents and trends involving WMDs.
Explain the concept of “new terrorism” and its relevance to the topic of WMDs.
Summarize the importance of a lack of a consensus definition on the term terrorism.
Describe the limitations for terrorist groups’ use of WMDs.
Module 2: Topic
● Identify historical examples of the pursuit and use of chemical and biological weapons by
violent extremist groups.
● Examine the different types of chemical and biological weapons sought by violent
extremist groups.
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● Assess relevant considerations when planning for and preventing or responding to
chemical and biological attacks.
Module 3: Topic
● Identify types of radiological and nuclear weapons and dangers they pose.
● Examine the differences between radiological and nuclear weapons.
● Assess relevant considerations when planning for the prevention of or responding to an
attack using radiological or nuclear attack.
Module 4: Topic
● Identify past and current examples of violent extremist organizations acquiring and using
various types of WMDs.
● Judge the probability and impact of a violent extremist group acquiring or using a WMDs
and discuss which type of WMD is most and least likely to be pursued.
● Explore practical and strategic constraints that help explain why there have been few
incidents of terrorist groups using WMDs.
● Explain how a framework to analyze WMD threats can be useful in deterring future
attacks.
Module 5: Topic
● Review the US Government’s plans to prepare and respond to a WMD incident.
● Identify mechanisms that enable and enhance response to WMD attacks.
● Articulate the unique challenges of protecting critical infrastructure against WMD
attacks.
Module 6: Topic
● Identify policies aimed at prevention of WMD attacks by terrorist groups.
● Describe policy options that can be used to potentially prevent or manage WMD threats.
● Explain the challenges of WMD-related defense, policy and planning.
Module 7: Topic
● Examine the future of WMD threats and emerging trends.
● Articulate the risk of predicting probability of a WMD attack.
● Synthesize research and knowledge of emergency response to plan for and against future
WMD attacks in a local community.
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5
Assignments and Evaluation Procedures
Summary of Assignments
Table 1: Assessments and Their Values
Assignment
Points/Percentage
Discussion Boards (3 x 50 points each)
150 / 20%
Critical Thinking Essays (3 x 100 points each)
300 / 40%
Final Project – Your Community’s Response Plan
300 / 40%
(1 x 300 points)
Reading Assignments
Unless otherwise specifically assigned, reading assignments are taken from the required
materials specified above. The reading assignments listed for each class are those readings which
a student must complete before the class in order to be prepared for class that week. Not all of
the assigned readings will be discussed in class; however, all assigned readings may be covered
on quizzes, exams, or other assessments.
Syllabus Quiz
A syllabus quiz is required for this course in order to unlock the modules.
Discussion Boards
There are three graded discussions (Modules 1, 3, and 5) each student must participate in. Each
discussion covers content discussed in the course, and each discussion is worth 50 points. All
students must make an initial post of a minimum of 500 words, structured as a mini-thesis, with a
recognizable thesis statement and supporting evidence.
It is expected that students will cite, at a minimum, their textbook in their initial post, but they are
encouraged to cite other resources as necessary.
All students are also required to respond to at least two of their classmates’ initial posts with wellreasoned and substantial feedback. In addition, students must reply to any classmates who respond
to their original post as well.
It may be necessary to cite sources during responses, especially if students are discussing a
contentious or critical point. Discussions are expected to be collegial and academic in nature.
Writing Assignments
There are three weekly writing assignments each student must complete, each worth 100 points.
In Modules 2, 4, and 6, students will compose an analytical essay that responds to specific
questions posed by the reading and resources. Responses should come in the form of an academic
essay, with a strong thesis and exploration of each question, and include at least two academic
sources, including the course textbook. Each essay will require an annotated bibliography for one
source selected by you. All written assignments must be composed using APA style guide
requirements. Links to APA Style assistance can be found in the assignments. Rubrics are available
for review in Canvas.
Each essay is due on Day 7 of the course each week.
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Final Project
In this course, you will have a Final Project due at the end of the term titled “WMD Attack
Response Plan for _________ (Community/City/County/State/Country)”. The project is worth 300
points.
The Final Project – Response Plan will allow you to explore your community’s response to a WMD
attack using a weapon of your choosing – biological, chemical, radiological, or nuclear.
This project is cumulative, and you will work on it over the course of the class, building the
research and writing over the term. Students are encouraged to become familiar with the
requirements for the Final Project at the beginning of the course and continue to compile it
throughout the term.
•
For example, you are required to write annotated bibliographies in Modules 2, 3 & 4.
You will be able to use this material in your Final Project with very little rewriting or
editing required. If you stay on top of your coursework, the Final Project should be
nearly written by the time Module 7 comes around in the term.
You will be reminded to consider working on specific sections of your Final Project throughout
the term in the “Required Coursework” section of each module. It is very important that you not
fall behind in this work given the fast-paced nature of this course.
All assignments, unless otherwise announced by the instructor, MUST be submitted via Canvas.
Each assignment will have a designated place to submit the assignment. Do not submit an
assignment via email.
Grading
Grading Procedure
Grades reflect your performance on assignments and adherence to deadlines. Review individual
assignments for grading criteria. Graded assignments will be available within 1 week of the due
date via the Gradebook.
Grade Scale
This course uses a +/- grading system as defined in the table below:
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Grade
A+
A
AB+
B
BC+
C
D
E
Y*
Table 2: Grade Cut-Offs
Percentage
97.00% and higher
94.00% – 96.99%
90.00% – 93.99%
87.00% – 89.99%
84.00% – 86.99%
80.00% – 83.99%
77.00% – 79.99%
70.00% – 76.99%
60.00% – 69.99%
Below 60%
80% or higher
* In this course, the grade of “Y” may be a possibility for students who perform satisfactorily, but
that grade will only be awarded at the discretion of your professor and after approval by relevant
School- and College-level personnel. If you are considering requesting the “Y” grade, make an
appointment to discuss this with your professor.
Course Policies
Academic Integrity
Academic honesty is expected of all students in all examinations, papers, laboratory work,
academic transactions, and records. All submissions by a student are expected to be the student’s
original work product of the submitting student. Material that violates this requirement in any way,
or that constitutes any form of dishonesty, cheating, fabrication, the facilitation of academic
dishonesty, and/or plagiarism, may result in the student receiving sanctions that include, but are
not limited to, appropriate grade penalties, course failure (indicated on the transcript as a grade of
‘E’), course failure due to academic dishonesty (indicated on the transcript as a grade of ‘XE’),
loss of registration privileges, disqualification, suspension, and dismissal from the university.
Please see the official ASU Policy on Cheating and Plagiarism (Policy Statement 08-02) for more
details about the consequences of academic dishonesty. It is accessible online at:
http://provost.asu.edu/academicintegrity
If students have questions about appropriate submissions or methods of citation or have
extenuating circumstances, they should contact their instructor prior to submitting materials and
prior to the assignment deadline..
Review this tutorial on Academic Integrity. Anyone in violation of these policies is subject to
sanctions.
Electronic Review of Written Submissions
To ensure compliance with academic integrity policies, written submissions will be submitted to
TurnItIn, or a similar plagiarism detection program. Submission of any writing assignment in the
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course to the professor constitutes consent by the student for the instructor to upload the paper to
check against any anti-plagiarism database.
Generative AI
Generative Artificial Intelligence (GenAI) is a form of artificial intelligence that can create highquality audio, images, text, video, 3D models, and other content. GenAI programs are not a
replacement for human creativity, originality, and critical thinking. While adhering to any
policies on the use of GenAI in this course, students utilizing GenAI content in their
assignments, including in their practicum placements, must provide clear and comprehensive
descriptions of the GenAI used. Students utilizing GenAI techniques should be aware of
potential ethical implications and must adhere to relevant ethical guidelines and ensure that their
work respects privacy and confidentiality. If the scholarly work involves human subjects,
appropriate informed consent procedures must be followed. Scholarly work must be the student’s
own, and not present others’ ideas, data, words or other material without adequate citation, i.e.,
any use of GenAI must not breach academic integrity and plagiarism standards. Students should
be cautious of incorrect or inaccurate information, as well as bias in GenAI generated content;
the use of person-first and bias-free language is critical. Review, fact-check, and edit material
produced by GenAI. The student is ultimately accountable for all submitted work.
If you are in doubt as to whether you are using GenAI appropriately in this course, reach out to
your instructor.
Please adhere to the following policy when using GenAI in this course:
1. Use a footnote on the AI generated sections with the following footnote. Be
aware of the second line which states that you have reviewed and edited the
content and take ultimate responsibility for the accuracy of the information.
“The author generated this text in part with GPT-3, OpenAI’s large-scale
language-generation model. Upon generating draft language, the author reviewed,
edited, and revised the language to their own liking and takes ultimate
responsibility for the content of this publication.”
2. You must cite all the content that is produced by AI. See the two types of APA
formatted citations below using OpenAI as an example.
a. Parenthetical citation: (OpenAI, 2023)
b. Narrative citation: OpenAI (2023)
3. You must include a reference for each of the AI programs used. Here is the APA
version of a reference for OpenAI as an example.
Reference
OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model].
https://chat.openai.com/chat
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4. (Optional) Share the link of the GenAI conversation in the reference. The ASU
Library Guide provides the guidance:
https://libguides.asu.edu/c.php?g=1311696&p=9756477.
Avoiding Plagiarism
Some students truly do not understand what plagiarism is, and therefore plagiarize unwittingly or
unintentionally. But ignorance is not an excuse for unethical academic conduct. To avoid
plagiarism, review this tutorial on Plagiarism Awareness and this reference on Avoiding
Plagiarism. Moreover, read the following rules that apply regardless of the citation form or style
you may be using:
1. Direct Quotations – Whenever you directly quote someone else, you must provide a
citation to the source of the material from which you are quoting. Moreover, you must put
the material in quotation marks or otherwise set it off in an indented quote so the reader
knows what words are yours and what words are quoted. It is unacceptable to use the words
of others and only partially quote the original source. This is true even if you provide
citations to the source both in text and in your references section!
2. Paraphrasing/Indirect Quotations – Whenever you indirectly quote someone else (i.e., you
paraphrase the work of another), you must provide a citation to the source of the material
from which you are paraphrasing. Simply changing the structure of a sentence, or a few
words in a sentence so that the sentence you write is not an exact quote from the original
source does not mean a citation is not needed. This is because the idea you are expressing
is not your own, but rather someone else’s.
3. Using Other’s Ideas – Even if you compose an entire paragraph of writing in your own
words (i.e., neither quoted, nor paraphrased), if the idea you are expressing in that
paragraph is not your own, original idea, you must provide a citation to the source from
which you obtained this idea.
4. Collaborative Work – If you collaborate on any work with someone else and fail to
acknowledge that collaboration, you are guilty of plagiarism. If you have received
permission from your professor to collaborate on some assignment, be sure that all of the
contributor’s names appear on the submission.
5. Altering or Revising Another’s Work – If you alter or revise the work done by someone
and submit that work as your own, you have plagiarized. Similarly, if you allow someone
else to alter or revise work that you have done and then allow that person to submit it as
his or her own work, you are both guilty of plagiarism. Work that is not entirely your own
must be credited by citation, both in text and in your references page.
6. Altering or Revising Your Own Prior Work – You should also be aware that reusing or
revising your own work that was prepared for another class or another professor, and not
bringing it to the attention of the professor to whom you are submitting the revised work
is also academic dishonesty. If, for example, you have two classes that require a term paper,
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and you can write one paper that meets the requirements of both classes, you may not
submit that paper to both professors unless you get permission to do so in advance from
both professors. Similarly, if you wrote a paper several semesters ago that can be revised
and submitted in satisfaction of a paper requirement for a course in which you are currently
enrolled, doing so is academic dishonesty unless you get the advanced permission of your
professor to do so. The reason this is dishonest is that it is not an original work prepared in
satisfaction for the requirements of the course you are currently taking. Contact your
instructor for written approval if you are seeking an exception for unique cases.
Accessibility Statement
In compliance with the Rehabilitation Act of 1973, Section 504, and the Americans with
Disabilities Act as amended (ADAAA) of 2008, professional disability specialists and support
staff at the Student Accessibility and Inclusive Learning Services (SAILS) facilitate a
comprehensive range of academic support services and accommodations for qualified students
with disabilities. SAILS staff coordinate transition from high schools and community colleges, inservice training for faculty and staff, resolution of accessibility issues, community outreach, and
collaboration between all ASU campuses regarding disability policies, procedures, and
accommodations.
Establishing Eligibility for Disability Accommodations
Qualified students with disabilities may be eligible to receive academic support services and
accommodations. Eligibility is based on qualifying disability documentation and assessment of
individual need. Students who believe they have a current and essential need for disability
accommodations are responsible for requesting accommodations and providing qualifying
documentation to the Student Accessibility and Inclusive Learning Services (SAILS).
Students who feel they will need disability accommodations in this course but who have not
registered with the SAILS should contact SAILS immediately. Students should contact the SAILS
on the campus in which your class is being held.
Students who are vulnerable to COVID-19 should contact SAILS to discuss possible
accommodations.
Disability Accommodations
Every effort is made to provide reasonable accommodations for qualified students with disabilities.
Prior to receiving any disability accommodations, verification of eligibility from the SAILS is
required. Once registered with the SAILS, students with disabilities must meet with the instructor
to discuss what reasonable accommodations they will need to be successful in this course. Students
with disabilities that are known at the time this course begins are encouraged to make your request
for accommodations at the beginning of the semester, either during office hours or by appointment.
For disabilities that arise after the course has begun, students should meet with the instructor at the
earliest possible time to arrange accommodations for their learning needs. Disability information
is confidential.
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Qualified students who wish to request an accommodation for a disability should contact SAILS
by going to https://eoss.asu.edu/accessibility, calling (480) 965-1234 or emailing
[email protected]. To speak with a specific office, please use the following
information:
ASU Online and Downtown Phoenix
Campus
University Center Building, Suite 160
602-496-4321 (Voice)
West Campus
University Center Building (UCB), Room
130
602-543-8145 (Voice)
Polytechnic Campus
480-727-1165 (Voice)
Tempe Campus
480-965-1234 (Voice)
Attendance and Accommodation of Excused Absences
Attendance and participation in class activities is an essential part of the learning process; thus,
students are expected to attend class regularly. Some absences are, however, unavoidable.
Excused absences for classes will be given without penalty to the grade in the case of any of the
following five reasons: (1) University-sanctioned and/or university-approved activities (e.g.,
artistic performances, participation in research conferences, intercollegiate athletic activities,
student government, required class field trips, etc.); (2) religious holidays; (3) military work
performed in the line-of-duty; (4) jury duty or similar governmental obligation (a copy of the
summons or other official paperwork must be provided); and (5) illness, quarantine or selfisolation related to illness as documented by a health professional. When any of the first four
reasons conflict with class meeting times, students are responsible for informing the professor of
the reason for the absence at least one week in advance of the absence.
Accommodations for those assisting in government declared disaster incidents will also be
considered. The student should provide the course instructor with an accommodation request
accompanied by an explanation of the disaster-related deployment and anticipated timeline for any
such deployment.
Excused absences do not relieve students from responsibility for any part of the course work
required during the period of absence. Faculty will provide accommodations that may include
participation in classes remotely, access to recordings of class activities, or make-up work.
If there is a disagreement as to whether an absence should be accommodated, the instructor and
student should contact the academic unit chair immediately for resolution.
Missed Classes Due to University-Sanctioned Activities
In accordance with ACD 304–02, students who participate in university-sanctioned activities that
require classes to be missed will be given opportunities to make up examinations and other graded
in-class work without penalty, if possible. However, absence from class or examinations due to
university-sanctioned activities does not relieve students from responsibility for any part of the
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course work required during the period of the absence. Thus, if making-up with work is not
possible, then the student may receive an incomplete contingent upon making arrangements with
the professor to complete the final coursework and earning a final grade.
Accommodation for Religious Practices
In accordance with ACD 304–04, students should notify faculty in advance of the need to be absent
from class due to religious observances. The instruction will provide reasonable accommodation
of individual religious practices by adjusting the academic environment, without penalty, to
provide flexibility. Absence from class or examinations due to religious observance, however,
does not relieve students from responsibility for any part of the course work required during the
period of the absence. A list can be found here https://eoss.asu.edu/cora/holidays].
Accommodation for Line of Duty
In accordance with SSM 201-18:
1. Line-of-Duty Missed Assignment Make-Up Policy (incomplete or withdrawal not required).
Students who serve as active duty or reserve military personnel who miss classes,
graded assignments, or examinations because of required work performed in the lineof-duty, and this absence does not require the use of the activation for military duty
withdrawal policy, shall be given opportunities to make-up examinations and other
graded work. However, absence from class or examinations due to line-of-duty
activities does not relieve students from responsibility for any part of the course work
required during the period of the absence. In addition, because of the potential for a
dramatic increase in family-related responsibilities during a deployed spouse’s absence,
student spouses who are legally responsible for minor dependents should be afforded
the same accommodations to make-up missed work when their spouse is deployed.
Under this policy, when there is a question as to the validity of the line-of-duty event,
Pat Tillman Veteran’s Center shall determine whether a particular event qualifies as a
military line-of-duty activity.
2. Activation for Military Duty (incomplete or withdrawal required).
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces
branch or is the spouse, as described in the Purpose section of this policy, and is unable
to complete classes because of military activation, may request complete withdrawal
or course withdrawals, incompletes, or grades, depending on the timing of the
activation and the individual studen
