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Summary If homeland security is understood to be the protection of the U.S. peoples against extreme, unanticipated threats, it becomes apparent that the design of an educational counterpart has an extremely broad, multi- disciplinary, and still-evolving mandate. Accordingly, the committee-- based in large part on discussions at a one-day workshop but also on further reading and research--proposes that homeland security educa- tional initiatives contain a small core of content that builds an intellectual framework for threat assessment and threat management. This framework can and should be applied to the multiple rich opportunities that exist within in the context of individual disciplines (undergraduate) and multi- disciplinary research and training experiences (graduate). In addition, there are opportunities to encourage executive training for those entrusted with managing the homeland security strategies of institutions, regions, and nations. The present state of experimentation among graduate and under- graduate programs is seen as a strength rather than a weakness. Neither workshop attendees nor committee members voiced support for an all- definitive, all-encompassing "Homeland Security University," or for the development of independent academic tracks specializing exclusively in homeland security. Further interaction and feedback between fledgling programs and the communities they serve should gradually refine aca- demic definitions and approaches over time to concepts that are enduring and meaningful. Meanwhile, as concepts, practices, and institutions in homeland security evolve, the higher education community should con- tinue to serve its traditional function of promoting debate and productive social criticism about such directions. 23
