KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
(10/02/2002)
Course Number/Program Name INCM 9609/International Conflict Management
Department College of Humanities and Social Sciences
Degree Title (if applicable) Ph.D. in International Conflict Management
Proposed Effective Date Fall 2012
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current catalog information (Section I) is required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by: Volker C. Franke, Ph.D.
Faculty Member
_____
Date
Not Approved Approved
Approved Not Approved
Department Curriculum Committee Date
Department Chair Date
Not Approved Approved
Approved
Approved
Approved
Not Approved
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School Curriculum Committee Date
School Dean Date
GPCC Chair
Dean, Graduate College
Date
Date
Approved
Approved
Not Approved
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Vice President for Academic Affairs Date
President Date

KENNESAW STATE UNIVERSITY
GRADUATE COURSE / CONCENTRATION/PROGRAM CHANGE
I. Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II. Proposed Information (Fill in for changes and new courses)
Course Prefix and Number INCM 9609______________________
Course Title Disarmament, Demobilization and Reintegration (DDR)
Credit Hours 1-0-1
Prerequisites Admission to the Ph.D. Program
Description (or Proposed Degree Requirements)
Most violent conflicts in the late 20th and early 21st century have been characterized by the participation of large numbers of regular, irregular and semiregular troops. The termination of these conflicts – often in the form of a
Comprehensive Peace Agreement – usually includes some provision for downsizing the armed forces of the participating sides, as it is recognized that the large numbers and low quality of these troops are often at the root of instability and potential future violence. To counter this, official or semi-official
Disarmament, Demobilization, and Reintegration (DD&R) programs have been run by national and international bodies.
III. Justification
The object of this course is to provide an introduction, overview, and some analytical experience on the process of DD&R. The aim of DD&R programs is to disarm troops from fighting forces after the signature of a CPA, demobilize them from the military formation they have been in, and reintegrate them into civilian life. This simple scenario presents a number of conceptual, theoretical, and operative traps. Who, for example, is to be demobilized? How is one to disarm ill-disciplined troops? And what are the real – economic, political, and social – costs of reintegrating fighters into civilian society?
DD&R is situated conceptually at the confluence of three other terms: Security
Sector Reform (SSR), post-conflict peace processes, and development. These concepts will be explored for their relationship to DD&R, its prerequisites, and its consequences. Examples will be brought, and discussed in class, from DD&R processes worldwide, including Afghanistan, Colombia, Liberia, South Sudan, and Timor Leste.

IV. Additional Information (for New Courses only)
Instructor: Volker C. Franke, PhD
Text:
Prerequisites: Admission to the Ph.D. program
Objectives: Students who take this course will be able to:

Understand the glossary of terms used in DD&R, and their practical implications.

Possess a broad knowledge of different types of DD&R programs and the variables that affect their outcomes.

Understand how DD&R relates to SSR, post-conflict peace processes, and development.
Instructional Method
Relevant material will be presented by the instructor, with emphasis on student participation, discussion, and debate. The course will incorporate an ongoing simulation exercise based on scenarios from the Carana simulation developed by the instructor.
Students will be assigned roles in the simulation, and will be required to present a brief paper explaining their role, the decisions they made, and evaluate the contribution of the exercise to their learning.
Method of Evaluation
30% - Active participation in plenary discussions.
5% - Presence and active participation in at least 80% of classes.
40% - Final paper (topic to be agreed on with instructor).
25% - Participation in simulation.
V. Resources and Funding Required (New Courses only)
Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
Amount
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
No new faculty lines are required. The instructor holds a 12-month contract with the expectation of teaching.

VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
INCM
9609
Disarm, Dem & Rein
1-0-1
Fall 2012
Regular
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __

VII Attach Syllabus
INCM 9609: Disarmament, Demobilization and Reintegration (DDR)
Ph.D. Program in International Conflict Management
Kennesaw State University
I. Professor Contact Information
Volker C. Franke, Ph.D., Program Director, PhD in International Conflict Management
Associate Professor, Department of Political Science and International Affairs
MD 2211, Bldg. 22, Rm. 2019
Phone: 678-797-2931, Email: vfranke@kennesaw.edu
II. Course Pre-requisites, Co-requisites, and/or Other Restrictions
Admission to the Ph.D. program. Enrollment capped at 10 students.
III. Course Description
The object of this course is to provide an introduction, overview, and some analytical experience on the process of DD&R. Most violent conflicts in the late 20th and early 21st century have been characterized by the participation of large numbers of regular, irregular and semi-regular troops. The termination of these conflicts – often in the form of a Comprehensive Peace
Agreement – usually includes some provision for downsizing the armed forces of the participating sides, as it is recognized that the large numbers and low quality of these troops are often at the root of instability and potential future violence. To counter this, official or semiofficial Disarmament, Demobilization, and Reintegration (DD&R) programs have been run by national and international bodies. The aim of DD&R programs is to disarm troops from fighting forces after the signature of a CPA, demobilize them from the military formation they have been in, and reintegrate them into civilian life. This simple scenario presents a number of conceptual, theoretical, and operative traps. Who, for example, is to be demobilized? How is one to disarm ill-disciplined troops? And what are the real – economic, political, and social – costs of reintegrating fighters into civilian society?
DD&R is situated conceptually at the confluence of three other terms: Security Sector Reform
(SSR), post-conflict peace processes, and development. These concepts will be explored for their relationship to DD&R, its prerequisites, and its consequences. Examples will be brought, and discussed in class, from DD&R processes worldwide, including Afghanistan, Colombia,
Liberia, South Sudan, and Timor Leste.
IV. Student Learning Objectives/Outcomes
Upon completion of this course, students should:

Understand the glossary of terms used in DD&R, and their practical implications.

Possess a broad knowledge of different types of DD&R programs and the variables that affect their outcomes.

Understand how DD&R relates to SSR, post-conflict peace processes, and development.

V. Textbooks and Materials
There are no required texts for the course.
VI. Course Outline
The class is designed as a compacted course, with 20 contact hours:
TIMETABLE
BACKGROUND TO DD&R
General description of process. DD&R as a social process
Real background and Peace Agreement. Facts on the ground and facts in
New York.
Why DD&R?: Theory and practice. Bad boys, back to work, or restoring civitas?
Actors: Whose playing whom and why (UN, IntOrg., combatants, armed formations, civilians, NGOs, INGOs, journalists)?
Real life examples
Money and its parentage
Simulation first run: Group planning and assessing (parallel groups)
THE DD&R PROCESS
Preliminary assessment: What is, should be, and can be known?
Disarmament and the problem of arms, security, and ERW.
Demobilization and SSR.
The individual combatant (including special groups, political issues).
Reintegration: town mice and country mice.
Reintegration and development.
Simulation second run: Staff planning.
DD&R AS A SOCIAL PROCESS
Analyzing DD&R
Simulation third run: Acting the part.
Simulation summary: What have we learned?
Course discussion and summary.
ASSIGNMENTS
Final paper (<7 pages referenced)
VII. Grading Policy
30% - Active participation in plenary discussions.
5% - Presence and active participation in at least 80% of classes.
40% - Final paper (topic to be agreed on with instructor).
25% - Participation in simulation.
DAY 1
Day 3
Day 2

Grading Scale:
A = .90 or better
B = .80 - .8999
C = .70 - .7999
D = .60 - .6999
F = less than .60
Paper Grading Criteria
The object of a paper is twofold: to demonstrate to me and to yourself that you have understood and internalized the principles the course is trying to teach, and to allow you, a graduate student/PhD candidate an opportunity to think creatively, substantively, and in a disciplined way about what you have learned from the class.
The paper you are asked to write for this course is intended for you to combine the (very minimal) exposure to the realities of DD&R you received in the simulations, with scholarly insight.
The total length of the paper should not exceed 7 pages (including front matter and references).
The paper should consist of two related parts:
1. Reflections on the Carana Simulation PART
What I’m looking for (in effect, the grading criteria): Awareness (did you notice what happened to you, to your colleagues, and to your understanding of the issues); Imagination (Did you see how the small ‘slice’ of reality we tried to reproduce plays out in the greater world of real
DD&R?); Critical vision (Be reflective and critical of all pre-assumptions).
This section of the paper should make reference to three questions: a.
What was happening? Not just to you, but the group dynamics and activities. b.
Why did your character (in Act 3) do what s/he did? What was her/his motivations, fears, reinforcements, anticipations? c.
How does the personal experience affect and reflect on the whole process of DD&R?
2. ANALYTICAL PART
Based on what you wrote in part 1, you should either (a) explain how the three questions reflect on the theory of DD&R from the reading material or (b) discuss a particular aspect of DD&R
(Demobilization, for instance, or weapons collection, gender issues) in light of your experience and the literature.

This part must be analytical. You should include lessons that can be applied in practice, generalizations, and the application of theory to the case or comparison.

I do expect a familiarity with relevant literature (which can be from other areas you have studied, in addition to class readings and material on DD&R).

Be critical. I expect of PhD candidates that they use their knowledge to carefully critique material that crosses their desk.

Mechanics
Just to keep us all singing from the same music page, here are some mechanics I expect to see: a.
A short introduction , detailing the problem, and why it is scientifically and personally interesting. b.
The problem you are addressing should be a single, clear sentence, with no sub clauses, stating what you want to do in the paper (if there are conjunctions such as ‘and’ or ‘but’ or ‘also’ in the sentence, think again!). c.
A presentation of the data , including both the literature and the experience from the simulation (that is, Part 1). You should be critical and not accept every piece of prose as fact (notably since you are now ‘experienced’ in DD&R), and always be critical of theory. d.
A discussion where you present your thoughts on the problem, and bolster your argument by reference to the literature and the data (you are an adult scholar-in-training, surely you have a reasoned opinion of your own?). e.
A conclusion , where you come down on one side or another of the argument (yes, I do want your conclusions), and briefly summarize the issue and your considered views on it.
You may end by summarizing the major points at issue. All this can be done in bullet points f.
Of course, a works cited or references section. g.
Use in-line references (MLA style) and reserve footnotes for substantive comments. Be restrained with footnotes!!
I recognize that for many of you, English is a foreign language. Spelling and grammatical errors will occur. However

Use a spell-checker on the final draft.

Syntax and grammar errors are not an issue, unless they cause the reader to misunderstand you! Always remember the responsibility for understanding a paper rests solely on the author, not the reader . Show the final draft to an English-speaking friend for syntax and grammar.
Paper Grading criteria
Full presentation of relevant data and major references
Logic, chain of reasoning, connections between concepts presented
Theoretical presentation and understanding of the issues
30%
30%
30%
Imagination and innovation 10%
If you have problems with the mechanics, I will be happy to provide a guide I wrote to paper mechanics (aimed at undergraduates, but useful at any stage).
VIII. Academic Integrity
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University

records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct's minimum one semester suspension requirement.
IX. ADA Statement
Any student who, because of a disabling condition, may require some special arrangements in order to meet the course requirements should contact the instructor as soon as possible to arrange the necessary accommodations. Students should present appropriate verification from KSU disAbled Student Support
Services. No requirement exists that accommodations be made prior to completion of this approved
University process. Accommodations are arranged on an individualized, as-needed basis after the needs and circumstances have been evaluated. The following individuals have been designated by the President of the University to provide assistance and ensure compliance with the ADA. Should you require assistance or have further questions about the ADA, please contact:
Carol Pope, Asst. Dir. for disAbled Student Support Services
770-423-6443, 770-423-6667F, 770-423-6480TTY cpope@kennesaw.edu disAbled Student Support Services Website http://www.kennesaw.edu/stu_dev/dsss/dsss.html