- Class Number 4698
- Term Code 3150
- Class Info
- Unit Value 3 units
- Topic Online
- Mode of Delivery Online
- Dr Stephanie Koorey
- Dr Stephanie Koorey
- Class Dates
- Class Start Date 30/08/2021
- Class End Date 17/10/2021
- Census Date 10/09/2021
- Last Date to Enrol 03/09/2021
This course explores the nature and causes of terrorism as well as individual (state) and collective (international) responses. It does so through an explicitly multi-disciplinary approach that incorporates historical ("new" and "old" terrorism); conceptual (state-sponsored vs. non-state; global vs. regional; biological, environmental, cultural, political); and geographical (Middle East and Africa, Eurasia, South America) frameworks.
We begin by examining the historical evolution of terrorism, its causes/rationales, and the major theoretical and conceptual approaches to help understand it. We then explore the development of historical and contemporary terrorist groups, including the recent 'fourth wave' of terrorism (e.g. al-Qaeda and ISIS) as well as the rise to prominence of far-right wing terrorism. The final part of the course focuses explicitly on counter-terrorism responses and counter-terrorism policies in the context of national security policy formulation. In particular we will examine the implications of terrorism for the national security postures of Australia, of key states in Australia's neighborhood, and of the United States as Australia’s ally. Counter-terrorism practitioners will support this course with insights from the practical challenges of sustaining effective security policy against this evolving risk.
Upon successful completion, students will have the knowledge and skills to:
- Understand concepts related to terrorism and counter-terrorism, with the ability to critically analyse them in a national security context
- Evaluate contemporary local, regional, and global challenges relating to terrorism
- Critically analyse the responsiveness of security agencies to the security challenges posed by terrorism
- Conduct independent research that demonstrates scholarly and practitioner-focused engagement with the subject matter, developing ideas and analysis for both audiences
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Students are encouraged to have watched the first lecture and commenced the preparatory readings and read the requirements of Assessment Task 1 by Thursday 2 September and be online for the first one hour session on Friday 3 September.|
|2||Monday 6 September. First online whole class interactive tutorial of two hours duration. Watch second lecture prior to Friday.||Assessment Task 1: Critical Reflective Reading Analysis due Wednesday 8 September.|
|3||Friday 10 September. Second online whole class interactive tutorial of two hours duration. Watch the third lecture lecture prior to Monday 13 September.|
|4||Monday 13 September. Four hours online of guest presentations and discussion and preparation for Assessment Tasks 2 and 3.|
|5||Friday 17 September. Scenario Exercise. Preparation for Assessment Task 3.||Assessment Task 2: Scenario Analysis released the day before, Thursday 16 September, due Wednesday 22 September.|
|6||XXXXXTBC Course wrap up, final discussions on essay planning, research and writing.||Assessment Task 3: Essay due Monday 4 October.|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Critical Reflective Reading Analysis||15 %||08/09/2021||12/09/2021||1,2|
|Scenario Analysis||25 %||22/09/2021||03/10/2021||1,2|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1,2
Critical Reflective Reading Analysis
Watch and take notes from the Topic 1 presentation and read the preliminary texts given on Wattle. You will need to read the texts or selections of texts in the order given. Note the page ranges for some of them; not all texts need to be read in full. Then, write approximately 500 words (+ or – 10%) in a reflective style. This means no need for references or essay structural techniques, so two or three paragraphs considering the following three questions:
- Is it problematic that there is no universal agreement on the definition of ‘terrorism’?
- Are the trends being noted by scholars and analysts aligning with what governments are preparing for?
- In what ways do terrorism, counter-terrorism and countering violent extremism present ‘wicked problems’ to policy-makers?
This task is worth 15% and is due five days after the first session on Friday 3 September, so due on Wednesday 8 September.
Assessment Task 2
Learning Outcomes: 1,2
You will provided with initial information about a number of potential terrorist situations to be analysed in a full class online scenario. You will have the list of the potential terrorism-related situations given to you on the morning of the scenario on Wattle. We will run through the scenario together later in the day. Write down some initial thoughts on each of the situations and bring that to the exercise. You will be able to ask questions in the scenario from me to obtain more information on each of these situations, although noting the purpose of this series of rolling events is to simulate a potential real scenario – it will be chaotic and decisions need to be made based on incomplete information. Everyone will get the same information and you will use this information to write your Scenario Analysis with a focus on Ministerial Talking Points. More details and explanations will be given on Wattle and in class. The Scenario Analysis is 1000 words (+ or – 10%) due on Wednesday 22 September.
Assessment Task 3
Learning Outcomes: 3,4
You will be issued with a selection of essay questions from which you choose one to answer. Consider what interests you, and also what you can reasonably research and write on in the time you have. For each question, consider, where relevant, historical factors and influences, recruitment tactics, and the ethical, humanitarian, legal and practical elements of your response. Where appropriate, chose an accepted definition of terrorism from the government or respected scholar, and what your case study might mean in terms of countering violent extremism, deradicalisation, deprogramming, and take into account conspiracies and cult-like behaviours, and issues of mental health - the latter three judiciously. Consider carefully what your answer could mean if it became a policy position, or required a response from the Australian government. Include in your wordcount up to six dot points that briefly set out your argument as Ministerial Talking Points. More details and explanations will be given on Wattle and in class.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Violent non-state actors, weapons control, history of and new trends in terrorism
Dr Stephanie Koorey