Focuses on the following aspects of terrorism: (1) its causes/determinants (historical, social, cultural, economic, political, and religious determinants); (2) the organizational and funding structure of terrorist groups; (3) the tactics and weapons of terrorist groups; (4) mobilization and recruitment within terror networks; and (5) counterterrorism methods.
Terrorism has increased in the last two decades and with it an attempt to understand both its causes and effects. Research on terrorist activity has risen dramatically and many economics departments now teach courses on terrorism. This class would be a new upper level elective for Economics majors. Interest is very high among students and we anticipate no problem in filling this class regularly.
A few suggestions for editorial revisions priorto being submittec to the Faculty Senate:
1. Learning outcome #2 (consider)
Explain terror groups' choices (nidividual recruitment, the type of tactics used, etc.) using general economic concepts such as constrained utility maximization.
2. Graduate Learning Outcome #2 (Consider)
Lead presentations and discussions of proposal ideas as well as engage in critical feedback on the proposals and presentations of colleagues.
3. Graduate Learning Outcome #3 (Consider)
Lead a discussion of existing literature related to the economics of terrorism.
4. Required Readings:
Some sort of statement as to where these readings will be located--if in the library or on blackboard, some sort of statement regarding no violation of any copyright laws.
5. There appear to be 3 graduate student learning outcomes, but, only 2 of them are tied to any sort of assessment unique to graduate students. The presentation and critique (grad student objective #2) is either not listed as an actual task, or, it is co-mingled with the discussion task that appears to be for all members of the class. The assessment strategy for the Research Proposal appears not to include either any expectation for a presentation or for the critique of colleagues.
6. Grading Scale:
Since undergraduates are assessed for 100 points (and graduate students for 150 points), I am going to assume that the scale is intended to be percent. To avoid confusion, it will be important to label the scale of how to earn an A to an F as percentages (rather than as points).
7. The tentative syllabus did not match up with any obvious semester number of meetings. Any chance of adding dates to indicate that this syllabus matches a 14 week syllabus?
Please resubmit this proposal through all the channels to ensure that it arrives back to the Curricula & Courses Committee by Friday Oct 21. It will still have the time to make the November Faculty Senate meeting.
Thank You for responded.