1.02 PWS w-QASP (Draft).docx

CHDS Educational Program Support

The Center for Homeland Defense and Security Naval Postgraduate School Monterey, CA 93943

1.0 INTRODUCTION

The requirements set forth in this Performance Work Statement (PWS) are to provide support for the educational programs delivered by the Center for Homeland Defense and Security (CHDS or the Center). These requirements support CHDS’ strategic homeland defense and security education mission and functions as laid out by major stakeholders including the Department of Homeland Security (DHS), the Federal Emergency Management Agency (FEMA), the Department of Defense (DoD), the Department of the Navy, and the Naval Postgraduate School (NPS).

The U.S. Naval Postgraduate School’s Center for Homeland Defense and Security (www.chds.us), located at in Monterey, California, has been the nation’s premier provider of homeland defense and security graduate and executive level education since 2002. NPS and DHS have partnered to pioneer the development and delivery of the highest level of “cutting edge” graduate and executive programs for homeland security public safety, emergency management and homeland defense officials. CHDS’ mission guidance, coordination of new programs, technical support development efforts, and annual funding for execution are developed in partnership with the DHS.

The key to CHDS’ success is its growing portfolio of programs and resources and how they are developed and delivered in an integrated model that maximizes savings and learning. CHDS provides critical thinking skills, a neutral education forum, and shared resources to build the nation’s cadre of homeland security leaders. CHDS alumni are recognized subject matter experts, who serve on national policy working groups and provide advice on complex security issues. The Center has built a vast network of relationships with hundreds of agencies, universities, organizations, and companies around the country with whom it shares its extensive portfolio of resources.

2.0 SCOPE

The scope of this work includes contractor-provided educational support for CHDS’ graduate and executive level educational and research programs. Eligible participants are professionals and volunteers engaged in public safety, emergency management, public health, homeland security, national security, or homeland defense. Participants may represent federal, state, local, tribal, and territorial agencies, as well as the private sector, nonprofit organizations, and other nongovernmental partners whose roles contribute to the nation’s safety and resilience. International partners may be included on a case-by-case basis, subject to approval and program availability The Master’s Program (MA), the Executive Leaders Program (ELP), the Emergence Program, and the Radiological Emergency Preparedness Program (REP) take place primarily at NPS’ campus in Monterey, CA but occasionally at alternative locations. The Executive Education Programs (EEP) take place at various locations throughout the United States and its territories.

The period of performance for this contract will be for a base period of one (1) year and four (4) one-year option periods as follows:

Base period April 15, 2027 – April 14, 2028 Option 1 April 15, 2028 – April 14, 2029 Option 2 April 15, 2029 – April 14, 2030 Option 3 April 15, 2030 – April 14, 2031 Option 4 April 15, 2031 – April 14, 2032

2.1 Acronyms

Acronyms, as used in this PWS, are provided below:

DTS

Defense Travel System

FIF

Faculty Information Form: CHDS enterprise resource planning tool used for scheduling and event coordination

ODC

Other direct cost

2.2 Glossary

CHDS Major Stakeholders

Department of Homeland Security (DHS), the Federal Emergency Management Agency (FEMA), the Department of Defense (DoD), the Department of the Navy, and the Naval Postgraduate School (NPS)

3.0 REQUIREMENTS

3.1

3.1.1 Master of Arts Degree Program

CHDS’ Master’s degree (MA) is fully accredited by the Senior Commission of the Western Association of Schools and Colleges (WASC), and it is awarded by NPS. The MA degree curriculum is comprised of 12 graduate level courses. An approved thesis is a degree requirement. This MA program is fully funded by DHS and is offered at no cost to eligible local, state, tribal, territorial, and DHS officials. Eligible participants from other organizations may be considered but are responsible for covering their own costs. The curriculum is structured to reach students who are already serving in significant homeland defense and security assignments and cannot enroll in a typical in-residence degree program due to the demands of their current positions. The program is structured as an 18-month hybrid in-residence / network-based learning curriculum of study. The students are grouped into cohorts with approximately 25-32 students per cohort. Two or three (2 or 3) cohorts are created each year and two (2) to three (3) cohorts graduate each year. Admissions—cohort headcount and cohort numbers—are determined by application pool size and availability of funds.

3.1.1.1 MA Course Planning and Development

The goals for curriculum for the MA program will be continuously evaluated and updated by CHDS and its major stakeholders to reflect the evolution of homeland security as a maturing discipline of study.

3.1.1.1.1 TASK: The contractor shall plan and develop courses at the graduate level in the varied subject areas related to homeland defense and security, including, but not limited to: terrorism; technology; innovation in the public sector; intelligence, law enforcement and judicial systems; critical infrastructure; comparative government; and public policy (roles and responsibilities of federal, state and local governments in homeland security strategy, policy, and resource management). Subject areas are informed by sponsor priorities, stakeholder input, faculty and student assessments, and other considerations, with priority given to maintaining the highest possible degree of content relevancy and currency.

Standard: The content of the MA courses shall meet the graduate level academic standards and educational outcomes as set forth by NPS, CHDS and its major stakeholders.

Deliverable: Contractor shall be required to plan and develop graduate-level MA courses. These courses shall be structured around the key policy and organizational design problems that future homeland defense and security leaders are likely to confront and the analytic skills they will need to meet those challenges.

3.1.1.1.2 TASK: The contractor shall develop lectures, exercises, and course materials, identify supplemental readings and other research / reference resources, and prepare syllabi / instructional material.

Standard: The content of the lectures and supplemental materials for the MA courses shall meet the graduate level academic standards and educational outcomes as set forth by NPS, CHDS and its major stakeholders.

Deliverable: Contractor shall develop and provide academically rigorous lectures, exercises, course materials, readings and other resources, which stimulate analysis, critical thinking and problem solving for each of the MA courses that the contractor plans and develops.

Standard: The content of the in-residence and distance learning course components shall meet the graduate level academic standards and educational outcomes as set forth by NPS, CHDS and its major stakeholders.

Deliverable: The 18-month MA program requires the students to conduct their coursework in-residence for two (2) weeks every quarter for a total of seven (7) in-residences per cohort. During the time they are not in-residence, the students are expected to complete the remainder of their coursework online. Online instruction is both synchronous and asynchronous, with students expected to participate in occasional scheduled distance learning sessions led by CHDS faculty. Exact schedules of the in-residence periods are published a year in advance on the CHDS website. (Dates may be subject to change.)

Standard: The standard of the recommendation must ensure that the CHDS curriculum is kept current on homeland defense and security issues, as they evolve in a changing world. The recommendations should provide an analysis of what needs to be revised to help CHDS make improvements to the MA program. The recommendations must be based on the most current information (last three months) about each topic, with an emphasis on pedagogical and subject matter relevancy and currency. The contractor shall update the recommendations as new information becomes available.

Deliverable: Contractor shall collect and analyze the survey data, evaluate the data and identify improvements to current courses and training. The contractor shall offer detailed and relevant suggestions for changes or enhancements to the curriculum based on the surveys collected from the students and the opinion of the contractor. The contractor shall provide planning documents to affect those improvements.

Deliverable: At least once a year, the contractor shall present the analysis of the surveys and evaluations and other feedback from students to the Director and other stakeholders invited by the Director. The contractor shall participate in discussions regarding recommendations for improvements in the MA degree curriculum.

NPS requires all candidates for the MA degree to submit an approved thesis in order to graduate. A thesis is a piece of original research conducted solely by the author and conforming to all NPS guidelines and formatting requirements. The thesis is used as a mechanism for solving a homeland defense or security problem or exploring an issue affecting the student’s agency or department. The topic and specific research question are addressed from a strategic and policy perspective and may have relevance or applicability for other agencies or jurisdictions.

3.1.1.4.1 TASK: Contractor shall meet with MA students to provide current research, critical thinking and thesis writing techniques for developing a thesis. The contractor shall review thesis to ensure MA students are creating a professional thesis that meets the objectives of the MA degree program and NPS/CHDS.

Standard: The Contractor shall conduct in-depth research and analysis on a range of homeland defense and security topics relevant to the thesis advisees work. This research and analysis work is in support of student academic achievement, culminating with a completed thesis that meets NPS standards.

Deliverable: The contractor shall meet no less than once weekly during an in-residence session with up to ten (10) students individually for one hour per student. There are approximately 25 –32 MA students per cohort.

3.1.2 Executive Leaders Program (ELP)

ELP offers a graduate level educational forum for the nation’s senior government and private sector leaders. At least three (3) one-week modules provide a challenging educational environment to enhance executives’ capacity to identify and resolve homeland defense and security problems, as well as an opportunity to build professional networks among high-level public and private sector security officials. Each of the one-week modules offers presentations on selected topics around leadership, networks and the nature and scope of the homeland defense and security issues, which are used to assess the strategic application of the resources of the local, state, tribal, territorial, and federal jurisdictions to address those issues. The students are grouped into cohorts with approximately 25 students per cohort. Two (2) cohorts are created each year and two (2) cohorts graduate each year. At least two of the one-week sessions will be held in Monterey, CA.

3.1.2.1 ELP Course Planning and Development

The contractor shall develop the curriculum for the ELP program. CHDS instructors, program manager and program leads, students and sponsoring agencies shall evaluate the curriculum to ensure the offerings reflect the current evolution of homeland security discipline of study.

3.1.2.1.1 TASK: The contractor shall plan and develop courses at the graduate level beginning with the foundational aspects of homeland defense and security and the threats, proceeding to describe the nature of the threats, legal and cultural aspects of preventing and preparing for the threats, the collaborations necessary to effectively manage the information sharing, threat recognition, protection measures and plans in preparation for action. The contractor shall make adjustments to courses based on survey results received from previous courses and incorporating the most recent homeland security trends found through research. The COR shall oversee all changes to ensure that they meet CHDS objectives and are in line with homeland security initiatives.

Standard: The content of the ELP courses shall provide an educational forum enhancing senior leaders' capacity to identify and resolve homeland security problems and to build networks among the nation's local, tribal, state, federal government and private sector homeland security officials. The courses shall strengthen the national security of the United States by providing a non-degree graduate level educational program that meets the immediate and long-term needs of leaders responsible for homeland defense and security. The program shall offer resources for local, state, tribal, territorial, federal government and private sector executives in building capacity to address homeland defense, intergovernmental complexity, and the evolving nature of risk in a globally connected world.

Deliverable: Contractor shall be required to plan and develop graduate level ELP courses, which will be discussed on a strategic, policy and organizational design level with particular attention to intergovernmental planning challenges. Each seminar will offer presentations on selected topics of interest and the nature and scope of the homeland security issues that are used to assess the strategic application of the resources of the local, state, tribal, and federal jurisdictions.

3.1.2.1.2 TASK: The contractor shall develop lectures and course materials, identify supplemental readings and other research / reference resources, and prepare syllabi / instructional material in support of ELP.

Standard: The program will consist of at least three (3) modules beginning with foundational aspects of homeland security and the threats, proceeding to describe the nature of the threats, legal and cultural aspects of preventing and preparing for the threats, the collaborations necessary to effectively manage the information sharing, threat recognition, protection measures and plans in preparation for action.

Deliverable: Contractor shall develop and provide academically rigorous lectures, activities, course materials, readings and other resources, which stimulate analysis, critical thinking and problem solving for each of the ELP courses that the contractor plans and develops.

3.1.2.2 ELP Course Execution

3.1.2.2.1 TASK: The contractor shall teach ELP graduate level modules in-residence at NPS and possibly in alternate locations as required.

Standard: The content of the ELP courses shall meet the graduate level academic standards and educational outcomes as set forth by NPS, CHDS and its major stakeholders.

Deliverable: The ELP program requires the students to be in-residence for one (1) week every calendar quarter per cohort for a total of eight (6) in-residences per year for the program for two (2) cohorts. If budget levels permit, an additional two (2) in-residences may be scheduled. Exact dates for the in-residences will be posted on the CHDS website at least one year in advance.

3.1.2.3 ELP Course Recommendations

3.1.2.3.1 TASK: The contractor shall conduct evaluations and surveys for each module and provide recommendations for improvements to the ELP curriculum with a view to identifying new courses and changes to existing course materials, which update the information provided by U.S. government policies and practices regarding counter terrorism and new national or international initiatives and/or are seen impacting U.S. homeland security and defense organizations in the future.

Standard: Recommendations must ensure that the CHDS curriculum is kept current on homeland defense and security issues. The recommendations should provide an analysis of what needs to be revised to help CHDS make improvements to the ELP program. The research and recommendations must be based on the most current information. Contractor shall update the recommendations as the latest information becomes available.

Deliverable: Contractor shall identify improvements to current courses and training, offer cogent, well-researched suggestions on improvements to the curriculum, and provide planning documents to affect those improvements.

Deliverable: At least once a year, the contractor shall present the analysis of the surveys and evaluations and other feedback from students to the Director and other stakeholders invited by the Director. The contractor shall participate in discussions regarding recommendations for improvements in the ELP curriculum.

3.1.3 Emergence Program

The goal of Emergence is to provide homeland defense and security and public safety professionals, who are in the first half of their careers, with an educational forum and innovation lab to explore emerging trends in the world around us – e.g., technology, social, and terrorism. Participants will discuss both the challenges associated with these complex trends, as well as the opportunities to rethink how we protect our communities and the nation. Emergence consists of at least two (2) one-week in-residence sessions over six (6) months with approximately three (3) months of online work prior to each in-residence.

3.1.3.1 Emergence Curriculum Development

3.1.3.1.1 TASK: The contractor shall provide course content for educated problem solving discourse, strategies and policymaking. The contractor shall develop lectures and course materials, identify supplemental readings and other research / reference resources, and prepare syllabi / instructional material in support of the Emergence program.

Standard: The courses shall strengthen the national security of the United States by providing a non-degree educational program that meets the immediate and long-term needs of tomorrow’s homeland defense and security leaders.

Deliverable: Contractor is required to develop a curriculum for the Emergence program by providing academically advanced and rigorous lectures, activities, course materials, readings and other resources, which focus on meeting the learning objectives of analysis, critical thinking, problem solving and policymaking. The content should address ongoing and emerging homeland security issues, cognitive tools, leadership and innovation.

3.1.3.1.2 TASK: The contractor shall provide guidance, research support and assistance with the drafting of individual innovation plans to participants during the innovation lab. The innovation lab allows the participants to work collaboratively to research and develop an idea for change within their organizations (e.g., new policy, approaches, program, procedure, system, use of technology, etc.).

Standard: The standard for the innovation lab guidance is to provide the informational and educational foundation for the students to identify and resolve the homeland security problems identified in the innovation lab and to build professional networks.

Deliverable: Contractor is required to deliver a curriculum that provides problem solving guidance and issue framing for the participants in the innovation lab, who are working collaboratively with a mixture of interactive and informative presentations, discussions, and group exercises to stimulate change within their individual organizations.

3.1.3.1.2 Emergence Execution

3.1.3.2.1 TASK: The contractor shall teach the course in a professional manner and guide students’ efforts as they work through their projects during the innovation lab. Contractor shall be responsible for all course materials which are required to be well researched and up to date.

Standard: The standard for course delivery for the Emergence program shall meet the academic standards and educational outcomes as set forth by NPS, CHDS and its major stakeholders.

Deliverable: The contractor is required to deliver two (2) or more one-week in-residence sessions over six (6) months with approximately three (3) months of online work prior to each in-residence session. The in-residence dates are published on the CHDS website at least one year prior to delivery.

3.1.3.2.2 Emergence Recommendations

3.1.3.2.2.1 TASK: The contractor shall develop and conduct evaluations for each course and surveys for each in residence. The contractor is to provide recommendations for improvements to the Emergence program aimed at identifying improvements to the courses, materials, and innovation lab.

Standard: Recommendations must ensure that the CHDS curriculum is current on emerging homeland defense and security policy and issues. The recommendations should provide an analysis of what needs to be revised to help CHDS make improvements to the Emergence program. More than one recommendation, well researched and cited as the basis for recommendation presented must be based on the most current information available to the contractor at that point in time. The contractor shall update the recommendation as the latest information becomes available.

Deliverable: Contractor shall identify improvements to the Emergence program and offer cogent, well-researched suggestions on improvements to the curriculum, and provide planning documents to affect those improvements.

3.1.4 Radiological Emergency Preparedness Executive Education Program (REP)

Radiological Emergency Preparedness Program (REP) is delivered in two formats. The first is a six-month Executive program with two (2) 5-day in-residence sessions with a three (3) month distance session in between. The second delivery is an Early Career program that consists of a five (5) day seminar. The REP is a graduate level program that was developed in conjunction with FEMA’s Technological Hazards Division. It provides government and industry leaders with the tools and resources they need to think and act strategically in this area. The program allows local, state, and federal partners to explore the complex and unique challenges associated with preparing for, responding to, and recovering from a commercial nuclear power plant major incident. Typically, two (2) one-week sessions are conducted at NPS in Monterey, CA and one (1) session is conducted in the National Capitol Region.

The schedule for each REP session is established approximately six (6) months in advance and posted on the CHDS website.

3.1.4.1 REP Curriculum Development

3.1.4.1.1 TASK: The contractor shall plan and develop graduate level course content for educated problem solving discourse, strategies, and policymaking. The contractor shall develop lectures, provide research support, course materials, supplemental readings, and other resources.

Standard: The courses shall strengthen the national security of the United States by providing homeland security leaders with a non-degree educational program that meets the immediate and long-term needs of the United States.

Deliverable: Contractor is required to deliver curricula for the REP Programs by developing content focused on the topical area and by providing academically rigorous lectures, course materials, readings, and other resources, which focus on meeting the learning objectives of analysis, critical thinking, problem solving and policy making. The content should address current and emerging homeland security issues, cognitive tools, leadership, and innovation.

3.1.4.2 REP Course Execution

3.1.4.2.1 TASK: The contractor shall present the program curriculum in a professional and effective manner to homeland security executives, practitioners, and emergency managers. Contractor shall be responsible for all course materials, which are well researched and up to date.

Standard: The content of the REP Programs shall meet the standards and educational outcomes as set forth by DHS, CHDS and its major stakeholders.

Deliverable: The contractor will teach customized, graduate level curricula that focuses on critical topical homeland security issues and is designed to meet the requirements of the REP Programs, as set forth by DHS and CHDS.

3.1.4.3. REP Recommendations

3.1.4.3.1 TASK: Contractor shall develop and conduct evaluations and surveys for the REP Programs. The contractor is to provide recommendations aimed at identifying improvements to the course, materials and the program.

Standard: The recommendations must ensure that the CHDS curriculum is kept current on homeland security policy and issues. The recommendations should provide an analysis of what needs to be revised to help CHDS make improvements to the program. More than one recommendation cited as the basis for recommendation presented must be based on the most current information available to the contractor at that point in time. The contractor shall update the recommendation as the latest information becomes available.

Deliverable: The contractor shall identify improvements to the REP Program and offer cogent, well-researched suggestions on improvements to the curriculum and provide planning documents to affect those improvements.

3.1.5 Executive Education Program (EEP)

EEP’s academic program offerings are conducted around the country by CHDS mobile education teams comprised of nationally recognized experts from a variety of fields related to homeland security. The CHDS teams work with requesting government agencies and associations to customize educational content and structure to meet participant needs and objectives. The curriculum may cover a wide range of homeland defense and security issues important to the leaders and decision-makers, or it may be designed to explore a single challenge in-depth. The in-person and virtual sessions are flexible and may range from a couple of hours to several days or weeks in duration and can be delivered in the form of a seminar, webinar, symposium, workshop, presentation at local venues or short course. Since its inception, the EEP delivers offerings – virtually and in-person - to thousands of participants each year.

3.1.5.1 EEP Seminars, Webinars, Symposia, Workshops, Presentations and Summits EEP seminars, symposia, workshops, presentations, and summits prepare executive and political leadership, and professionals engaged in public safety, emergency management, public health, homeland security, national security, or homeland defense. Participants represent federal, state, local, tribal, and territorial agencies, as well as the private sector, nonprofit organizations, and other nongovernmental partners whose roles contribute to the nation’s safety and resilience EEP events convene these groups to examine, define and meet homeland defense and security challenges. These events provide opportunities to engage in strategic planning, policy development and organizational design through facilitated discussion. The EEP educational team is comprised of nationally recognized experts in various areas relating to homeland defense and security. Topics are discussed in an interactive format and may include but are not limited to: local, state, tribal, territorial, federal responsibilities and coordination, prevention, intelligence collection and information sharing, critical infrastructure protection, public communication and fear management, response operations and other security topics.

The following are some examples of previous EEP events:

· State of Florida Domestic Security Executive Education Seminar: Addressed the vital roles that executive leaders play in preparing for and responding to major security threats and disruptive incidents, including terrorist attacks at FIFA World Cup events in Miami.

· City of Seattle Executive Education Seminar: Facilitated executive-level discussion and understanding of the preparation for, response to and recovery from an active shooter incident taking place in the City of Seattle.

· Homeland Defense Roundtable: Convened senior leaders from across the nation to focus on rapidly evolving global threats and how these are reshaping the homeland defense mission and the kinds of education and leadership development that state and local officials will need to meet the moment.

· FEMA Region 9 Tribal Partnership Workshop: Provided tribal leaders in the western US with information, tools, and resources to help navigate the disaster response and recovery process.

3.1.5.1.1 EEP Event Planning and Development

3.1.5.1.1.1 TASK: The contractor shall plan and develop partial day to multi-day events to enhance the capabilities of elected officials and their senior appointed leaders to address the homeland defense and security challenges of their jurisdictions or focus areas.

Standard: The content of the EEP events shall provide an educational forum that enhances homeland security, defense, public safety, and emergency management leaders and practitioners’ capacity to identify and resolve homeland security problems and to build networks among the nation's local, tribal, state, federal government, and private sector homeland security officials. The events shall strengthen the national security of the United States by providing a graduate level educational forum that meets the immediate and long-term needs of leaders responsible for homeland defense and security.

Deliverable: The contractor shall collaborate with the jurisdiction, agency or organization requesting the event to plan and develop customized events that address the identified homeland security challenges and issues specific to that jurisdiction, agency or organization.

3.1.5.1.2 EEP Event Execution

3.1.5.1.2.1 TASK: The contractor shall provide instruction customized to meet the goals of the event. Contractor shall provide qualified SMEs for the event team and supplemental materials, media, and technical content to conduct partial day to multi-day intensive events.

Standard: The execution of the events and other supplemental materials, media and technical content shall meet the standards and educational outcomes as set forth by CHDS and its major stakeholders.

Deliverable: The contractor shall deliver customized EEP events, which strengthen U.S. capability to prevent, deter, prepare for, respond to, and recover from crisis and threats, building intergovernmental, interagency, and civil-military cooperation.

3.1.5.1.3 EEP Event Recommendations

3.1.5.1.3.1 TASK: After each EEP event, the contractor shall conduct an after-action meeting with EEP staff or participant survey to evaluate and provide recommendations for improvements to the event content and execution.

Standard: The standard of the recommendation must address ensuring that the goals of the identified homeland security challenges and jurisdiction-specific issues are met.

Deliverable: The contractor shall provide a report for each EEP event within 30 working days of the event. The report will include, but not be limited to, details of attendees, topics covered, participant feedback and the contractor’s assessment of the overall event and any follow-on activities planned with the government organizations involved in the event.

3.1.5.3 EEP Pacific Executive Leadership Program (PELP) and other Topical Opportunities

PELP, which is part of CHDS’ Executive Education Program (EEP), provides a wide range of tailored homeland security educational opportunities designed to help strengthen U.S. capability to prevent, deter, prepare for, respond to, and recover from terrorist attacks, natural disasters, and public safety threats and to build the intergovernmental, interagency, and civil-military cooperation that homeland security requires.

The original or “Traditional Hilo” PELP offering was a week-long in-residence session offered in Hilo, HI. PELP has since grown into a broader program that provides an umbrella to address regional priorities through various educational sessions. Offerings include customized executive education seminars, which offer opportunities to deliver homeland security education in the classroom or at the host jurisdiction. Attendance at PELP sessions varies on an application and invitation-only basis depending on the particular session.

PELP sessions provide an opportunity to cultivate the background and critical thinking skills needed to address emerging regional security issues, terrorist threats, public policy debates, collaboration, resilience, and homeland security challenges, including:

· Geographic isolation from the continental U.S. and other entities

· Predisposition to various types of natural disasters

· Port security, supply chain resiliency, and safety concerns

· Proximity to mainland Asia and its geopolitical influences

PELP builds on efforts by regional leaders and stakeholders by engaging with them in collaborative efforts and providing educational opportunities.

Other EEP programs with a similar format but different geographical focus may be conducted in the Caribbean region or other geographical regions of the United States, its Territories, and the District of Columbia as determined by program sponsors.

The schedule for each event is established approximately six (6) months in advance and posted on the CHDS website.

3.1.5.3.1 EEP Topical Curriculum Development

3.1.5.3.1.1 TASK: The contractor shall plan and develop graduate level course content for educated problem solving discourse, strategies, and policymaking. The contractor shall develop lectures, provide research support, course materials, supplemental readings, and other resources.

Standard: The courses shall strengthen the national security of the United States by providing homeland security leaders with a non-degree educational program that meets the immediate and long-term needs of the United States.

Deliverable: Contractor is required to deliver curricula for the EEP Topical Programs by developing content focused on the topical area and by providing academically rigorous lectures, course materials, readings, and other resources, which focus on meeting the learning objectives of analysis, critical thinking, problem solving and policy making. The content should address current and emerging homeland security issues, cognitive tools, leadership, and innovation.

3.1.5.3.2 EEP Topical Course Execution

3.1.5.3.2.1 TASK: The contractor shall present the program curriculum in a professional and effective manner to homeland security executives, practitioners, and emergency managers. Contractor shall be responsible for all course materials, which are well researched and up to date.

Standard: The content of the EEP Topical Programs shall meet the standards and educational outcomes as set forth by DHS, CHDS and its major stakeholders.

Deliverable: The contractor will teach customized, graduate level curricula that focuses on critical topical homeland security issues and is designed to meet the requirements of the EEP Topical Programs, as set forth by DHS and CHDS.

3.1.5.3.3 EEP Topical Recommendations

3.1.5.3.3.1 TASK: Contractor shall develop and conduct evaluations and surveys for the EEP Topical Programs. The contractor is to provide recommendations aimed at identifying improvements to the course, materials and the program.

Standard: The recommendations must ensure that the CHDS curriculum is kept current on homeland security policy and issues. The recommendations should provide an analysis of what needs to be revised to help CHDS make improvements to the program. More than one recommendation cited as the basis for recommendation presented must be based on the most current information available to the contractor at that point in time. The contractor shall update the recommendation as the latest information becomes available.

Deliverable: The contractor shall identify improvements to the EEP Topical Program and offer cogent, well-researched suggestions on improvements to the curriculum and provide planning documents to affect those improvements.

3.2 Special Projects and Pilots

Special Projects and Pilots are designed to provide CHDS with the flexibility to initiate, sustain, and evolve activities that are budget-dependent and responsive to emerging priorities. These efforts represent an essential mechanism for testing new approaches, addressing unforeseen requirements, and advancing initiatives that enhance the mission of CHDS and its stakeholders.

This scope includes, but is not limited to, the Homeland Security and Defense Library (HSDL), Homeland Security Affairs Journal (HSAJ), CHDS Self-Study Courses, and the University and Agency Partnership Program (UAPP). Each of these projects contributes unique value to CHDS by fostering academic excellence, advancing professional education, and building networks of practice. The Contractor shall ensure these efforts remain agile and adaptable, enabling CHDS to maximize opportunities that strengthen national preparedness and resilience.

3.2.1 Homeland Security Digital Library (HSDL)

The HSDL (www.hsdl.org) is the nation’s premier collection of open-source resources related to homeland security policy, strategy and organizational management. The mission of HSDL is to directly support the educational mission of CHDS, as well as the information needs of a) local, state, tribal, territorial, and federal officials, who are responsible for critical analysis and decision making in homeland defense and security matters; and b) academicians and students of all disciplines, who are engaged in homeland defense and security related research. This support comes in the form of an easily accessible and searchable digital library of current reference material. The library collections currently exceed 200,000 individual items. HSDL materials are carefully selected and evaluated by a team of content specialists. They choose and include resources from government agencies, professional and nonprofit organizations, think tanks, academic institutions, international government and institutions, and private entities.

3.2.1.1 TASK: Contractor shall provide the following HSDL support:

Manage the content of HSDL by collecting, reposting and disseminating targeted, relevant, organized, and integrated information in a secure online environment across distributed, authorized communities of users. Content is retrieved from existing internet publications. Continue to maintain the document repository for relevant materials published by CHDS or other homeland defense and security organizations that meet the HSDL mission and the Center’s educational objectives.

Standard: Content on the HSDL is maintained for data integrity, search-ability and expandability of the metadata and the homeland security taxonomy.

Deliverable: A database of metadata managed so that relevant information is easily targeted by authorized users, and so that broken links are fixed wherever possible.

3.2.1.2 TASK: Search existing publications for potential new content and content areas within the HSDL. Recommend relevant, subject matter expert-vetted materials. Historically the current collection has grown with the addition of 20,000+ documents per year. Incorporate new and relevant material that meets the HSDL standards into the digital library.

3.2.1.3 TASK: Evaluate and incorporate new and emerging technologies and methods, particularly those utilizing generative AI, to streamline and support the identification and addition of new resources and metadata into the library so that the growth of the collection keeps pace with the release of new materials.

Standard: The HSDL resources are provided to the researchers and practitioners who need them in formats that support their research and work objectives.

Deliverable: HSDL material and metadata is available as search results, as records that are pushed out via social media, email, or other common communication channels; as metadata shareable with other library systems; and as compiled summaries generated by large language models, as appropriate.

3.2.1.4 TASK: Provide formats to users as search results, as records that are pushed out via social media, email, or other common communication channels; as metadata shareable with other library systems; and as compiled summaries generated by large language models, as appropriate.

3.2.2 Homeland Security Affairs Journal (HSA)

CHDS publishes the Homeland Security Affairs journal (HSA) (www.hsaj.org). It is the nation’s pre-eminent peer-reviewed online journal providing a forum to propose and debate strategies, policies, and organizational arrangements to strengthen U.S. homeland defense and security. The instructors, participants, alumni, partners of CHDS and practitioners represent the leading subject matter experts in the field of homeland security. The articles posted in HSA constitute not only the “smart practices” but also the evolution of homeland security as an emerging, academic, and professional discipline.

3.2.2.1 TASK: Contractor shall provide the following HSA support:

Administer submitted material by (1) receiving the manuscripts from the authors; (2) forwarding the articles to the Editorial Review Board members and/or outside reviewers within two weeks of receipt; and (3) coordinating the reviewers’ responses and requests for authors’ revisions. Historically there have been three issues with approximately five articles/essays per issue posted yearly to the HSA website.

Manage the pre-posting, posting and archiving processes by (1) submitting the revised articles for final review by HSA’s Editorial Committee; (2) copyedit and format the manuscript; (3) obtain authors’ sign-off; (4) scheduling the article for posting and organize according to volume number; (5) posting on the HSA website; and (6) archive according to HSA policy.

Provide editing services and posting of articles and editorial notes to HSA website. Historically there have been three issues with approximately five articles/essays per issue posted yearly to the HSA website.

Standard: The articles posted in HSA must meet the academic quality, as determined by the members of HSA’s peer review board, to be chosen for the online journal.

Deliverable: A minimum of three research articles and six essays or reviews per calendar year. COR approval is required if a minimum cannot be achieved.

3.2.3 Self-study Courses

CHDS offers non-credit, self-study courses online. The program serves an important role in the overall mission of CHDS: to shape the future of the study and practice of homeland defense and security through education. This program is designed for homeland defense and security professionals and students who wish to enhance their understanding of homeland security and want the flexibility of self-paced instruction.

3.2.3.1 TASK: Contractor shall provide the following Self-study support:

As the budget allows, identify topics of interest to the homeland defense and security community and find experts who could develop appropriate, graduate-level, online modules to instruct on those topics.

Review the proposed modules for academic quality and longevity.

Develop media, graphics, and design to support the online delivery and effectiveness of the modules, to include developing appropriate assessments.

Post courses to the Self-study website and provide for outreach/notification of new materials to the community.

Standard: The courses must meet the academic quality, as determined by the members of the CHDS faculty, to be chosen for inclusion.

Deliverable: As the annual budget permits, new courses will be added to the program.

3.2.4 University and Agency Partnership Program (UAPP)

The UAPP brings together institutions nationwide, which are dedicated to advancing homeland defense and security education. This effort seeks to increase the number and diversity of students receiving homeland security education, accelerate the establishment of high-quality academic programs and provide opportunities for collaboration to create an intellectual multiplier effect that furthers the study of homeland defense and security. Currently UAPP has over 2,274 partnering educators and 436 partnering institutions participating in its program.

3.2.4.1 UAPP Planning and Development

3.2.4.1.1 TASK: The contractor shall attend meetings, plan and develop presentations, other supplemental materials and events that facilitate nationwide collaboration individually and jointly with universities and agencies, as they develop or expand their homeland defense and security programs.

Deliverable: The contractor shall attend meetings and conduct UAPP events on an ongoing basis according to the academic schedules and availability of present and future UAPP partners.

3.2.5 Other CHDS Learning and Research Materials

CHDS produces and shares a variety of research and learning materials not covered by the HSDL, the HSA, or the Self-study courses. The Center makes these items widely available to the homeland security and defense educational community. Some of this variety of shared learning materials currently includes:

- Alumni Short Talks (https://www.chds.us/c/category/alumni-short-talks/)

- Executive Summaries of all Master’s theses that link to the full thesis.

- Interviews and podcasts: Viewpoints in Homeland Defense and Security provides opinions on current issues and challenges facing the country, such as intelligence, cyber, emergency management and many other homeland security topics.

- Recommended readings from CHDS courses over the last two years.

3.2.5.1 TASK: Contractor shall provide the following support to the development and sharing of these materials. a) Manage the content repository of existing or 3rd party materials by collecting, organizing, reposting and disseminating targeted, relevant homeland…