*UGCERTCHG*

Faculty Senate /201

FLORIDA INTERNATIONAL UNIVERSITYUNDERGRADUATE PROGRAM PROPOSAL

Changes to an Undergraduate Certificate

Academic Professional

INSTRUCTIONS: Please Type. Fill out this form completely.

School/College ___________________________________________________________________

Div./Dept. _______________________________________________________________________

Certificate Title: ___________________________________________________________________

Proposed Implementation Date:_______________

PROPOSAL REQUESTED BY:

Faculty Contact ______________________________________________ ____/____/20___

(Type Name) (Signature)

______________________________________________

(Email address) (Phone Number)

Chair (Dept./Div.) _____________________________________________ ____/____/20___

(Type Name) (Signature)

Chair (Curr. Comm.)___________________________________________ ____/____/20___

(Type Name) (Signature)

College/School Dean __________________________________________ ____/____/20___

(Type Name) (Signature)

NO HEARING REQUIRED. PLEASE SUBMIT ORIGINAL FORM.

Bulletin # : ______Academic Year : ______

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Faculty Senate /2019

CHANGES TO UNDERGRADUATE CERTIFICATE PLEASE SUBMIT THIS FORM WITH YOUR PROPOSAL

Please fill out the coversheet in its entirety.

The proposal must include the following elements using the current undergraduate catalog:

I. List old Certificate prescribed courses, other requirements, credits and page number (left column)II. List new Certificate prescribed courses, other requirements and credits (right column, use red font

to denote additions to text and strikethrough feature to denote omissions)III. Include a brief rationale for the change

CHECK LISTYES NO N/A

1. Do all courses exist in the current catalog?

2. If courses are not in the current catalog, are they proposed in the same CurriculumCommittee Bulletin as this proposal?

3. If courses are not in the current catalog or proposed in this same Bulletin, were theyapproved in a previous curriculum bulletin?

If yes, attach a separate sheet indicating each course number, name, Bulletin number and Bulletin date.If the answers to 1, 2, and 3 are no, do not submit the proposal. Address the course issues first.

4. Do courses listed have the correct course prefixes, official titles, course numbers andnumber of credits?

5. Do course descriptions match the existing catalog or proposed course descriptions?

6. Are all courses to be added taught in the same proposing department?

7. Are courses to be deleted taught in the same proposing department?

If the answer to #6 or #7 is no, do you have the written approval/ acknowledgement of the other department(s)? The written approval(s)/acknowledgment(s) must beattached. (You must have written approval before submitting this document.)

8. Does this change affect the courses measuring Student Learning Outcomes (SLO) orProgram Outcomes (PO) for the certificate (for a copy of the assessment reports, pleasesend a request to assessment@fiu.edu)?

If yes, please submit revised SLO and PO to assessment@fiu.edu for approval. Documentation of approval must be attached.

9. Have you contacted the Office of Academic Planning and Accountability to determineif the proposed certificate program is a substantive change that requires notification ora prospectus to be submitted to the Southern Association of Colleges and Schools?Please do so prior to submitting this form if you answer “yes” to any of the questionsbelow.

Is there another closely related program already offered at FIU?

Will significant additional equipment be needed to deliver the revised program?

Bulletin #:Academic Year:

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Faculty Senate /2019

Will significant additional facilities be needed to deliver the revised program?

Will significant additional financial resources be needed to deliver the revised program?Will a significant number of new courses or content be required (defined as 25% -33% or more new content/courses)?Will a significant number of new faculty members be required to deliver the revised program?Will significant additional library/learning resources be needed to deliver the revised program?Will at least 50% of the revised program be offered at a new location geographically apart from the main campus?Will the revised program enter into a collaborative academic arrangement that includes the initiation of a dual academic program with another institution?Will the revised program enter into a contract by which an entity not eligible for Title IV funding offers 25% or more of the program (e.g., international university)?

National Security Studies Certificate – New Courses

Proposal: The Jack D. Gordon Institute for Public Policy would like to add two newly created courses to

its existing National Security Studies certificate. The two new courses are as follows:

1. ISS XXXX Intelligence and National Security

2. ISS XXXX Writing for Intelligence and National Security

Justification: The Jack D. Gordon Institute for Public Policy – in an effort to further align its curriculum to

current intelligence community (IC) standards and needs – will add two new courses to its National

Security Studies certificate. These newly created courses are critical to student development of

important skillsets including but not limited to, structured analytic methodology and analytic writing.

Students who complete this certificate will have a better understanding and a competitive advantage

when applying for careers in the intelligence community

Online National Security Studies Certificate Program

Offered through the Jack D. Gordon Institute for Public Policy and Citizenship Studies, the online certificate may be awarded to both degree and non-degree seeking students who complete the requirements. For students pursuing a degree, the certificate is a complement to a student’s discipline or major area of studies. For non-degree seeking students, the certificate provides a means

for understanding more about national security in the 21st

century.

Certificate Requirements

1. A total of 18 credit hours of undergraduate course work with a grade of C or higher. Courses must come from the approved UCNSS course listing or be approved by the certificate advisor. Courses may include those in the student’s departmental major, but must also be selected from at least two disciplines outside the student’s departmental major. With the approval of the Director, courses other than those listed herein may be substituted on a case by case basis.

2. A two-course introductory language sequence at FIU with a grade of C or higher. Exemption from this requirement may be obtained through a proficiency examination administered by the FIU Department of Modern Languages. Language courses may not be counted toward the fulfillment of requirement #1 above.

Note: Intermediate-high on the ACTFL exam (1-plus on the US government scale) can normally be attained by students with two undergraduate semesters of basic language instruction and at least one undergraduate semester of intermediate (3000/4000) instruction. Attainment of the required language proficiency is the responsibility of the student, and extra courses to achieve the required proficiency level must be taken outside the UCNSS curriculum.

Skill Requirement: (3 credit hours) POS 4784 Analytic Writing ISS 4385 Effective Governmental Communication

Core Requirement: (6 credit hours) Select one of the following courses: ISS 4364 Introduction to Structured Analytic

Methods

GIS 3048 Applications of Geographic Information Systems

SYA 3300 Research Methods Select one of the following courses: INR 3061 Conflict, Security and Peace Studies in

IR INR 3081 Contemporary International Problems –

GL INR 3102 American Foreign Policy INR 3303 Foreign Policymaking INR 4335 Strategic Studies & Security Studies ISS 3222 Issues in American Foreign Policy

National Security Studies: (3 credit hours) ISS 3130 Fundamentals of National Security

Online National Security Studies Certificate Program

Offered through the Jack D. Gordon Institute for Public Policy and Citizenship Studies, the certificate may be awarded to both degree and non-degree seeking students who complete the requirements. For students pursuing a degree, the certificate is a complement to a student’s discipline or major area of studies. For non-degree seeking students, the certificate provides a means for understanding

more about national security in the 21st century.

Certificate Requirements

3. A total of 18 credit hours of undergraduate course work with a grade of C or higher. Courses must come from the approved UCNSS course listing or be approved by the certificate advisor. Courses may include those in the student’s departmental major, but must also be selected from at least two disciplines outside the student’s departmental major. With the approval of the Director, courses other than those listed herein may be substituted on a case by case basis.

4. A two-course introductory language sequence at FIU with a grade of C or higher. Exemption from this requirement may be obtained through a proficiency examination administered by the FIU Department of Modern Languages. Language courses may not be counted toward the fulfillment of requirement #1 above.

Note: Intermediate-high on the ACTFL exam (1-plus on the US government scale) can normally be attained by students with two undergraduate semesters of basic language instruction and at least one undergraduate semester of intermediate (3000/4000) instruction. Attainment of the required language proficiency is the responsibility of the student, and extra courses to achieve the required proficiency level must be taken outside the UCNSS curriculum.

Skill Requirement: (3 credit hours) POS 4784 Analytic Writing ISS 4385 Effective Governmental Communication ISS XXXX Writing for Intelligence and National Security

Core Requirement: (6 credit hours) Select one of the following courses: ISS 4364 Introduction to Structured Analytic

Methods GIS 3048 Applications of Geographic Information

Systems SYA 3300 Research Methods Select one of the following courses: INR 3061 Conflict, Security and Peace Studies in

IR INR 3081 Contemporary International Problems –

GL INR 3102 American Foreign Policy INR 3303 Foreign Policymaking INR 4335 Strategic Studies & Security Studies ISS 3222 Issues in American Foreign Policy

National Security Studies: (3 credit hours) ISS 3130 Fundamentals of National Security ISS XXXX Intelligence and National Security

Intelligence and U.S. National Security

Professor Zann Isacson Email: zann.isacson@fiu.edu

Location: TBD Time: TBD

Office Hours: TBD; By appointment, TBD COURSE OBJECTIVES AND DESCRIPTION: This course discusses the U.S. national security enterprise through the lens of U.S. intelligence. We will begin the course with a background on intelligence, the intelligence cycle, and the U.S. intelligence community. We will then pivot to the creation and role of the various agencies that comprise the U.S. national security enterprise, and each agency’s relationship to intelligence. The course will explore various tensions between 1) the intelligence community’s mission to inform and predict with policymaker’s mission to legislate; 2) transparency inherent in democracy and the secrecy required for intelligence; and 3) recent controversy on the right to privacy and the intelligence community’s mission to inform. Finally, students will analyze and challenge the correct role of intelligence in the United States and determine effective, efficient, or robust methods to improve the intelligence community. Furthermore, this course seeks to improve students’ writing skills with the objective for students to enter the intelligence community ready and able to meet their agency’s communication standards. To that end, this course assigns weekly notes to help students practice and hone their craft. CLASS SETUP Due to COVID-19, class will occur live via zoom. Students will log on to participate on DATE and TIME. Following the lecture, I will circulate a taped recording via email. I highly, highly recommend that students participate in class. REQUIRED COURSE READINGS: The Canvas site will host all readings for the course released in sections. Students must complete all reading to prepare for each class. In addition, students must remain current with international events from credible sources. A combination of The New York Times, Wall Street Journal, Washington Post, BBC, The Economist, among others provide a wholistic view of global news. For writing, I recommend reading:

• Jane Rosenzweig, “The Whistle Blower Knows How to Write,” The New York Times, September 27, 2019.

• Strunk and White, The Elements of Style. https://faculty.washington.edu/heagerty/Courses/b572/public/StrunkWhite.pdf

COURSE REQUIREMENTS & GRADING POLICY: Academic Dishonesty: All work for this course must be the student’s own. Please refer to the Student Handbook, FIU Undergraduate Honor Code. Anyone found cheating/ plagiarizing will receive an “F” (fail) for the course and may be reported to the administration and be subjected to further serious penalties (including dismissal from the university). Given the research/writing nature of this course, please avoid plagiarizing or recycling your own work—no excuses or exceptions. Electronic Devices: Use of any electronic devices – beyond the computer used for class – is prohibited. Religious Observances—Every effort will be made, where feasible and practical, to accommodate students whose religious practices coincide with class requirements or scheduling. Please make sure to notify your instructor at the beginning of the semester of which dates you will be absent or any anticipated problems with completing course work. Physical, Mental and Sensory Challenges—Every effort will be made, where feasible and practical, to accommodate students who are so challenged. Should you require accommodations, contact the Disability Resource Center, if you have not done so already. EVALUATION/GRADE POLICY: Students will receive grades based on class/reading tests, ten intelligence notes; and a final intelligence assessment. All writing assignments must follow the format uploaded into the Canvas site, including name, title, word count, and citations. Every word beyond the assigned word count will lose a point. Name, date, title, and source citations do not apply to the word count. The grading breakdown is as follows: GRADE BREAKDOWN 15% - CLASS/READING TEST For weeks 2, 3, 4, and 5, students will take a 30-minute test on material covered in the readings and in class. The tests aim to ensure that students complete the required readings and view online lectures. I will post the test following the class, and students will have 24 hours to complete the test. 5%+ - Zoom attendance This grade accounts for attending the weekly zoom sessions. If you have a consistent weekly commitment – such as work – you must let me know by the first class. I will provide you an additional assignment for participation. Zoom participation is the deciding factor for “on-the-edge” grades. For example, if a student who participates regularly, completes the readings, and offers thoughtful remarks, ends the semester with an 89%, I am inclined to give the student an A- as the final grade. 40% - WEEKLY INTELLIGENCE NOTES (The lowest grade will be dropped)

I will assign students a group and foreign policy topic at the beginning of the semester. The group will write two weekly 250-word intelligence notes on the topic. Each student will have a different role in the group for each intelligence note. I will grade each intelligence note based on a standard rubric (Appendix A). The editor (see roles below) must upload the assignment to Canvas as a word document by 5pm on Monday and Thursday of each week or will receive a late penalty in line with the policy outlined below.

Roles: Within each group, each student will have a different role for each intelligence note in line with the calendar below. The development role refers to the event – what occurred that warrants policymakers’ attention? What happened? When? Where? How does this compare to previous events? The impact role refers to the so what – why should U.S. policymakers care? Does this impact U.S. policy, allies, or interests? Why? What does this entail for the future? The editor role compiles the inputs, checks for spelling and grammar, and ensures the document complies with the rubric. DUE DATE STUDENT A STUDENT B STUDENT C TBD Development Impact Editor TBD Editor Development Impact TBD Impact Editor Development TBD Development Impact Editor TBD Editor Development Impact TBD Impact Editor Development TBD Development Impact Editor TBD Editor Development Impact TBD Impact Editor Development TBD Development Impact Editor TBD Editor Development Impact 40% - FINAL INTELLIGENCE ASSESSMENT Students will write an intelligence assessment (no more than three pages, including citations) on the foreign policy topic targeted to a U.S. government, foreign policy customer. Students will identify a U.S. foreign policy customer and tailor the intelligence assessment to the customer. I will grade the final intelligence assessment based on a standard rubric (Appendix A). The intelligence assessment format is uploaded into the Canvas site. The final is due on date and time. Students may submit a first draft of the intelligence assessment for comprehensive feedback by date and time. A student who fails to submit a first draft or submits a draft late will not receive feedback. Late Grading Policy In order to be fair to all the students in the class, a student requires a bona fide medical excuse supported with proper official documentation from a state-certified medical professional for an excused absence. Otherwise, a student may turn in the standard

alternative assignment. I promise you will dislike this assignment. It is the student’s responsibility to inform the instructor of any medical emergency that prevents the student from turning in an assignment and to provide official documentation from a certified medical professional (i.e., a medical doctor). Any assignment turned in after the time and date deadline will drop 1/3 of a letter grade for each 24-hour period. For example, if a student submits a paper at 5:01pm on Friday evening, the paper will drop from a B to a B-, C+ to C, etc. If a student submits a paper at 5:02pm on Saturday evening, the paper will drop from a B to a C+, C+ to C-, etc.

WEEK ONE: WHAT IS NATIONAL SECURITY? DATE DISCUSSION:

• What is national security? • What are the tools available for states to conduct foreign policy? • Why do states choose certain foreign policy tools over others? • What are the Bush, Obama, and Trump doctrines? How do they compare? • How has the U.S. determined threats to national security? • How has the primary threat evolved?

READINGS (in order):

• 2017 National Security Strategy, “Introduction” p. 1-4, p. 25 – 35 • Jack Snyder, “One World Rival Theories,” Foreign Policy, November/December 2004. • Chollet, Derek and James Goldgeier. “Preface” and “Chapter One: The Lone

Superpower, Adrift.” In America Between the Wars, ix – 28. New York: PublicAffairs, 2008.

• “President Bush’s Second Inaugural.” 2005. NPR, January 20. • “Remarks by the President at the United States Military Academy Commencement

Ceremony.” 2014. White House Office of the Press Secretary, May 28. • “Remarks by President Trump to the 73rd Session of the United Nations General

Assembly | New York, NY.” 2018. The White House, September 25.

DUE DATE, PRIOR TO FIRST DAY OF CLASS: Send me an email with the following information:

• Your name, pronoun preference, projected graduation year, major, and career objectives

• Consistent obligations during class time – Mondays from 5:30 – 8:30 – that will prevent you from attending class (reread the participation grade criteria above)

• Rank the following topics with 7 as most interested and 1 as least interested: Non-state cyber actors, North Korea, Mexico, Al Qaeda, China, Syria, and Libya

• Retype this sentence: I have read the syllabus and the writing guide and acknowledge the requirements as outlined in the syllabus.

DUE, DATE: Intelligence Note #1

WEEK TWO: THE INTELLIGENCE CYCLE AND INTELLIGENCE MISSIONS DATE DISCUSSION:

• What is intelligence? • What do states use intelligence to achieve foreign policy goals? • What is the intel cycle? • What are the different missions in intelligence operations? • How do these missions support each other? Detract from each other? • What are customers? • How do states choose what to prioritize?

READINGS:

• Crumpton, Henry A. 2012. “Chapter 3: Recruiting; Chapter 4: Collecting” in The Art of Intelligence, New York: The Penguin Group.

• Director of National Intelligence. Intelligence Community Directive 203: Analytic Standards. https://www.dni.gov/files/documents/ICD/ICD%20203%20Analytic%20Standards.pdf

• Betts, Richard. 1978. “Analysis, War, and Decision: Why Intelligence Failures Are Inevitable,” World Politics 31 (1), October.

• Zenko, Micah. 2015. “Inside the CIA Red Cell,” Foreign Policy, October 30. https://foreignpolicy.com/2015/10/30/inside-the-cia-red-cell-micah-zenko-red-team-intelligence/

• Tim Weiner. 1994. “WHY I SPIED: Aldrich Ames,” The New York Times, July 31. https://www.nytimes.com/1994/07/31/magazine/why-i-spied-aldrich-ames.html

• Savage, Charlie. 2016. “What is the President’s Daily Brief?” The New York Times, December 12.

• Department of State, “What we hoped to accomplish in Phase I [Operation Mongoose]” July 19, 1962.

DUE, DATE: Intelligence note #2 DUE, DATE: Intelligence note #3

WEEK THREE: THE INTELLIGENCE COMMUNITY July 6, 2020 DISCUSSIONS:

• How is the United States intelligence community structured? Why? • What are the sixteen U.S. intelligence agencies? What are their objectives and

purview? • What are the -ints? How do the ints function?

READINGS:

• Director of National Intelligence. 2019. The National Intelligence Strategy of the United States of America. READ pages 28 – 29; Skim the rest https://www.dni.gov/files/ODNI/documents/National_Intelligence_Strategy_2019.pdf

• Gentry, John A. 2018. “Favorite INTs: how they develop, why they matter.” Intelligence and National Security 33 (6), 822-838, DOI: 10.1080/02684527.2018.1449371

• Jervis, Robert. 2010. “Why Intelligence and Policymakers Clash.” Political Science Quarterly 125 (2), Summer 2010, pp. 185-204

• Kahn, Matthew. 2017. “Happy Birthday, National Security Act of 1947!” Lawfare, September 18. https://www.lawfareblog.com/happy-birthday-national-security-act-1947

DUE, DATE: Intelligence note #4 DUE, DATE: Intelligence note #5

WEEK FOUR: THE PRESIDENT, THE NATIONAL SECURITY COUNCIL, AND CONGRESS DATE DISCUSSION:

• How does the President conduct foreign policy? What is the President allowed to do in the foreign policy sphere?

• How does the President receive and consume intelligence? • How do Presidential advisors influence policy? How does this influence intelligence? • What tension exists between Congress and the President on national security? • How does Congress rely on intelligence? How does Congress oversee intelligence? • What is the role of Congress in foreign policy? How does Congress conduct foreign

policy? READINGS:

• Rothkopf, David. “Chapter 1: The Committee in Charge of Running the World.” In Running the World, 3-21. New York: PublicAffairs, 2005.

• Power, Samantha. “Chapter 19: No Manual.” In The Education of an Idealist, 211 – 223. New York: Dey Street Books. 2019.

• John F. Kennedy, “Introduction,” Profiles in Courage. DUE, DATE: Intelligence note #6 DUE, DATE: Intelligence note #7

WEEK FIVE: THE DEPARTMENTS OF STATE AND DEFENSE DATE DISCUSSION:

• How does the State Department conduct foreign policy? What is diplomacy? • What is the State Department’s goal? How does the State Department contribute to

the national interest? • How does the State Department use intelligence? • Does intelligence collection detract from diplomacy? Should we care? Why does it

matter? • What is the role of the Department of Defense? How does the Department of

Defense further U.S. national security? • How is the Department of Defense structured? Does that enable or detract from U.S.

national security? • How does the Department of Defense use intelligence? Produce intelligence?

READINGS:

• Brown, Stephen. 2019. “Diplomacy, Disrupted,” Politico, November 14. https://www.politico.eu/article/diplomacy-disrupted-foreign-policy-improvised/

• Packer, George. 2019. “The End of the American Century,” The Atlantic, May. https://www.theatlantic.com/magazine/archive/2019/05/george-packer-pax-americana-richard-holbrooke/586042/

• Woodward, Bob. “Chapter 1” and “Chapter 2.” In Obama’s Wars, 1 – 24. New York: Simon & Schuster, 2010.

• Campbell, Jason H. and Javed Ali. 2019. “Intelligence Losses Pose Large Risks as U.S. Troops Head Home,” The Hill, January 24. https://www.rand.org/blog/2019/01/intelligence-losses-pose-large-risks-as-us-troops-head.html

• Cohen, Eyal Tsir and Eliora Katz. 2019. “What We Can Learn About US Intelligence from the Baghdadi Raid,” Brookings, November 6. https://www.brookings.edu/blog/order-from-chaos/2019/11/06/what-we-can-learn-about-us-intelligence-from-the-baghdadi-raid/

DUE, DATE: Intelligence note #8 DUE, DATE: Intelligence note #9

WEEK SIX: CHALLENGES, ETHICS, AND SO WHAT? DATE DISCUSSION:

• How should intelligence function in a democracy? • Is intelligence necessary? Does the United States benefit from the intelligence

community? • How can the United States reform the intelligence community? • What is successful intelligence?

READINGS:

• Gopnik, Andrew. 2019. “Are spies more trouble than they’re worth?” The New Yorker, August 26.

• Friedman, Uri. 2019. “What U.S. Intelligence Thought 2020 Would Look Like,” The Atlantic, December 31.

• Priest, Dana and William M. Arkin, Top Secret America: The Rise of the New American Security State (New York: Little, Brown and Company, 2011), 3-35.

• Monaco, Lisa. 2016. “Intelligence and National Security in American Society.” Remarks as prepared, University of Texas-Austin, March 30.

DUE, DATE: Intelligence note #10 DUE, DATE: Intelligence note #11

WEEK SEVEN: EXAM WEEK DUE: DATE

APPENDIX A

GRADING RUBRIC

GRADING SCALE POINTS EARNED TOTAL POINTS

ARGUMENTATION 20

EVIDENCE 20

CLARITY 20

CONCISENESS 20

ORGANIZATION/FORMATTING 10

SPELLING AND GRAMMAR 10

TOTAL 100

COMMENTS:

ARGUMENTATION: Argument is logical, clear, thoughtful. It contains both a “what” and “so what.” Paper explains an important development that demonstrates clear understanding of current events. The “so what” provides a realistic, relevant, and helpful prediction. EVIDENCE: Evidence supports the author’s argument and relies on multiple and credible sources. The author uses only relevant evidence. The author cites all evidence with a footnote. All evidence has a source citation. Endnotes describe the sources’ quality. All evidence without a footnote citation will lose a point per instance. CLARITY: The paper makes sense as written and when read aloud. The author’s word choice, sentence structure, and organization facilitate the reader’s understanding. The paper flows logically and helps build the author’s argument. CONCISENESS: Author uses limited number of words to argue the point. The paper meets or falls below the word count threshold. The author avoids “to be” verbs, passive voice, and “has/had” in favor of simple and direct sentences (use of “to be” verbs or passive voice will lose the author one point per instance). ORGANIZATION/FORMATTING: Paper follows requirements as listed in the standard rubric. Paper includes an interesting, relevant, and brief title. The paper begins with a bolded, central argument. Author properly follows citation formatting. SPELLING AND GRAMMAR: Paper includes perfect spelling and grammar

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Writing for Intelligence and National Security

GENERAL INFORMATION

PROFESSOR INFORMATION

Instructor: Yvette Wooley

Phone: 305 348 2977

Fax:

Office Hours: By appointment

E-mail: ywooley@fiu.edu

(Fall 2021, Revised Oct. 2020)

COURSE DESCRIPTION AND PURPOSE

The course focuses on writing according to the intelligence analyst standards and tradecraft, as a means to accomplish the Objectives of intelligence analysis: Avoid surprise Provide warning; and Reduce uncertainty to deliver decision advantage to US policymakers, to include the President, Congress, and the military. The course underscores how analytic standards and tradecraft synchronize with widely recognized standards of critical thinking. The course also examines the US intelligence Community (IC) and the national security structure the IC supports. The course exposes students to Intelligence community Directive (ICD) #203 that governs intelligence writing standards, as well as other official documents that are pertinent to national security, such as the President’s National Security Strategy and the National Intelligence Strategy. Along with analyst writing standards and key customers, the course also looks at the entire Intelligence Cycle to help students better understand the role of intelligence in national security, and specifically the role of intelligence analysis. While writing is the course touchstone, the students examine the Intelligence Community, with a deep dive into various agencies, and products.

The students examine the various types of intelligence analysis, such as leadership, economic, military and political as a framework to examine current intelligence, foundational intelligence, and estimative intelligence. Additionally, students are exposed to writing analytic assessments that include forecasting and situational uncertainty that is quite common in the national security arena.

This class is conducted as an intensive, hands-on writing course and will include lecture, writing/researching papers, editing, and revising. The course examines actual declassified intelligence products, such as the National Intelligence Estimate (NIE), the Intelligence Community Assessment, (ICA); and the Presidential Daily Brief. (PDB). The students study special products released by various agencies of the intelligence community, such as the Defense Intelligence Agency’s 2017 China Power publication, as well as the oral presentation (Briefing) of intelligence that will expose students to the dynamics of contemporary communications.

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The students also examine sources, at length, with special emphasis on the expanding role of Open Source material in intelligence analysis. This section also includes a study on Disinformation, Deception, and Denial with an eye toward mastering skills to determine fact vs. opinion and fake sources. The students are further exposed to the differences in Strategic Warning and Tactical Warning.

The course enhances research and effective writing skills, highlighting awareness of fact and opinion writing to improve critical thinking skills and develop briefing techniques.

Along with analytic writing skills, the class will address the use of appropriate strategies for different policy-makers’ purposes, and types of communication. With a solid understanding of the mission of intelligence analysis, the sources and the customer, students will have the essentials to understand argumentation, evidence, and structured analytic techniques that complement theprofessional development program.

The course also examines two major intelligence case studies: Russia’s invasion of Crimea in 2014 and the NIE on Iraq Weapons of Mass Destruction (WMD), as a means to demonstrate the collection and analysis core missions of the IC. The course also examines professional ethics in intelligence analysis and politicization.

The students study the future of intelligence analysis, such as Sensemaking, as well as the impact of Big Data and Artificial Intelligence on intelligence analysis. The course provides a strong foundation in effective communication based on critical thinking and analytical skills, and on clear, concise and precise – written and oral communication that is paramount for any modern-day professional. This course is designed to improve students’ written communication and briefing skills with a strong emphasis on writing. This course will be conducted fully on-line. Syllabus is subject to change; students will be informed accordingly and with sufficient notice of changes to the syllabus and assignments.

COURSE OBJECTIVES

Students will be able to:

• recognize basic principles of analytic standards and tradecraft;

• demonstrate the concepts of writing within the national security and other governmental entities: clarity, conciseness, and correctness;

•• hone critical thinking and analytical skills;

• understand the difference in different intelligence and national security products;

• use intelligence analysis in national security and other government professional areas;

• develop oral communication skills; and

• develop effective rhetorical skills that support academic and professional achievement.

LEARNING OUTCOMES

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After completing this course, students will:

• identify principles of effective intelligence and national security writing; • describe the intelligence cycle

• target written products to intended national security and other governmental and public audiences; • explain the mission of the IC; • write clearly and concisely; for the high level policymaker audience

• analyze written work to edit it to a clear, concise product;

• develop and brief oral presentations (Voice-Over Briefings).

MAJOR & CURRICULUM OBJECTIVES TARGETED

Writing is a skill needed for virtually all professions and is especially important within the U.S. National Security structure. This course, completed with at least a grade of C, can fulfill the Skill Requirement of the Undergraduate Certificate in National Security Studies.

TEACHING METHODOLOGY

This course will use an eclectic mix of video, power point and writing projects to share information about developing key writing skills. Students will prepare power point presentations and record their briefs for the class members to review (detailed instructions on how to do this will be provided). Students will interact with each other and with the professor through periodic Discussion Board interchanges. The final writing assignment will determine how well students improve their skills. Students who submit drafts of these assignments will receive timely instructor feedback to enable skill improvement and potentially a better grade.

IMPORTANT INFORMATION

POLICIES

Please review the FIU's Policies webpage. The policies webpage contains essential information regarding guidelines relevant to all courses at FIU, as well as additional information about acceptable netiquette for online courses.

TECHNICAL REQUIREMENTS & SKILLS

One of the greatest barriers to taking an online course is a lack of basic computer literacy. By computer literacy we mean being able to manage and organize computer files efficiently, and learning to use your computer's operating system and software quickly and easily. Keep in mind that this is not a computer literacy course; but students enrolled in online courses are expected to have moderate proficiency using a computer. Please go to the "What's Required" webpage to find out more information on this subject.

Please visit our Technical Requirements webpage for additional information.

ACCESSIBILITY AND ACCOMMODATION

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Please visit our ADA Compliance webpage for information about accessibility involving the tools used in this course.

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For additional assistance please contact FIU's Disability Resource Center.

COURSE PREREQUISITES

There are no prerequisites for this course.

ACADEMIC MISCONDUCT STATEMENT

Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.

Academic Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism – The use and appropriation of another’s work without any indication of the source and the representation of such work as the student’s own. Any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for plagiarism.

Learn more about the academic integrity policies and procedures as well as student resources that can help you prepare for a successful semester.

PROCTORED EXAM POLICY

There are no proctored exams in these online course.

TEXTBOOKS

Writing Classified and Unclassified Papers for National Security (Required) James S. Major

SBN-13: 978-0810861923 ISBN-10: 0810861925

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Intelligence Analysis: A Target Centric Approach, Sixth Edition (Required)

Robert M Clark

CQ Press, 2020

ISBN: 978-1-5443-6914-3

Reading is an important tool for learning to write. If you want to write well, read things that are written well so you can become comfortable with good writing.

1. The Future of Intelligence, Mark M. Lowenthal, Polity Press, 2018.

2. Analytic Writing Guide, Louis M. Kaiser and Randolph H. Pherson, Pherson Associates, LLC;

2014.

3. Truth to Power: A History of the US National Intelligence Council, Robert Hutchings & Greg

F. Treverton, Edited. Oxford University Press, 2019.

4. Reasoning for Intelligence Analysts: A Multi-dimensional Approach of traits, Techniques, and

Targets, Noel Hendrickson, Rowman and Littlefield, 2018.

5. Psychology of Intelligence Analysis: Timeless Techniques for Better Thinking, Richards

Heuer Jr., Echo Point Books, 2017.

6. The President’s Book of Secrets: The Untold Story of Intelligence Briefings to America’s

Presidents from Kennedy to Obama, David Priess, Public Affairs: New York, 2016.

7. Critical Thinking for Strategic Intelligence, Second Edition, Katherine Hibbs Pherson and

Randolph H. Pherson; Sage CQ Press, 2017.

8. Humanitarian Intelligence: A Practitioner’s Guide to Crisis Analysis & Project Design, Andrej

Zwitter; Rowman & Littlefield, 2016

9. Analyzing Intelligence: National Security Practitioners’ Perspectives, Second Edition, Roger

Z. George and James B. Bruce, Editors, Georgetown Univ. Press, 2014.

10. Reducing Uncertainty: Intelligence Analysis and National Security, Thomas Fingar; Stanford

Security Studies, 2011.

EXPECTATIONS OF THIS COURSE

This is an online course, which means most (if not all) of the course work will be conducted online. Expectations for performance in an online course are the same for a traditional course. In fact, online courses require a degree of self-motivation, self-discipline, and technology skills which can make these courses more demanding for some students.

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Students are expected to:

• review the how to get started information located in the course content; • watch the Instructor’s “Welcome” video, as posted, early on in the course;

• introduce yourself to the class during the first week by posting a self introduction in the appropriate discussion forum – if you can, include a picture of yourself in your post;

• take the diagnostic assessment during the first week of class; • interact online with instructor and peers;

• review and follow the course calendar;

• log in to the course at least two (2) times per week; • respond to discussion boards within three (3) days; • respond to messages within three (3) days;

• submit assignments by the corresponding deadlines;

• use the Library Center for Writing Excellence, if recommended by the Instructor.

The instructor will:

• log in to the course at least two (2) times per week;

• respond to discussion boards within five (5) days; • respond to messages within five (5) days; • grade assignments within three (3) weeks of the assignment deadline;

• provide Additional Reading and material as necessary to keep the course content relevant and current;

• the Instructor may substitute material as cited in the Weekly Calendar to ensure course content is timely and to foster frequent interaction between the students and the Instructor. A variety of topics will be explored each week to include: elements of the Presidential Daily Brief (PDB) and the national intelligence estimate (NIE).

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COURSE DETAIL

COURSE COMMUNICATION

Communication in this course will take place via Messages and Announcements.

Messages is a private and secure text-based communication system which occurs within a course among its Course members. Users must log on to Canvas to send, receive, or read messages. The Messages tool is located on the Course Menu, on the left side of the course webpage. It is recommended that students check their messages routinely to ensure up-to-date communication.

Visit our Writing Resources webpage for more information on professional writing and technical communication skills.

DISCUSSION BOARD (DB) FORUMS

Keep in mind that your discussion forum postings will likely be seen by other members of the course. Care should be taken when determining what to post. All of the course material posted and available on Blackboard is appropriate for the Discussion Board (DB) Forums. Periodically, the Instructor will mention other topics that can be used for a DB contribution. Students should be sure to use correct, spelling, punctuation, and grammar in any posting.

Participation is mandatory. There will be three (3) virtual class discussion forums about the intelligence analyst reading material the instructor will post, which will constitute 5 percent each (for a total of 15 percent) of your grade. One discussion forum will result in each student posting a comment on a news analysis article; the second discussion forum will be a comment on an opinion article of the same news story; and the third will be the student’s choice of any of the required, posted material or any of the extra Both the news analysis article and the opinion article (on which the first two Discussions are based) will be made available the first week of the class in order that students have maximum time to review, pose questions, and research, if desired.

For each discussion, each student should contribute three-four paragraphs of text, or up to one single spaced page of lines in addition to any questions the student may pose. This process equates to in-class discussion and posts may be directed to the class or may be in response to another student’s post. Disagreements and alternative points of view are welcomed so long as they are presented in a professional manner.

The points will be awarded according to the following rubrics:

• 2 points offering new information, original analysis or argument enhancement.

• 1 point for demonstrating understanding of the article and for posing a counterpoint or defense.

• 1 point for offering an executive summary of the major points, posing questions.

• 1 point for demonstrating willingness to engage on the issue.

Keep in mind that forum discussions are public, and care should be taken when determining what to post. Also keep in mind that Discussion Forums are open for a week and failure to post

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discussions while the forum is open will result on no points being awarded.

Discussion Forum Schedule

Discussion Deadlines

Discussion One TBD

Discussion Two TBD

Discussion Three TBD

ASSESSMENTS

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In order to mitigate any issues with your computer and online assessments, it is very important that you take the "Practice Quiz" from each computer you will be using to take your graded quizzes and exams. It is your responsibility to make sure your computer meets the minimum hardware requirements.

Assessments in this course are not compatible with mobile devices and should not be taken through a mobile phone or a tablet. If you need further assistance please contact FIU Online Support Services.

Students will be expected to watch two video lectures based on the James Major text and the Instructor’s video lectures. These video lectures, along with the text, will provide subject matter for the two Extra Credit multiple choice quizzes worth 5 points each. The Quizzes cover intelligence and the national security structure. Note: Quizzes will be open for one week. (No Extra Credit late quizzes are accepted.) Dates for video lectures and quizzes are as follows:

• Video Lecture: Beyond Major, Part 1

Quiz 1: Week 7 – TBD from 12:00AM to 11:59PM

• Video Lecture: Beyond Major, Part 2

Quiz 2: Week 9 - TBD 12:00AM to 11:59PM

Please note that the following information only applies if your course requires the use of the Respondus LockDown Browser to take assessments.

• Review the Respondus LockDown Browser Instructions on how to install, access your assessments and view your grades.

• After installing the browser, please take the Practice Quiz to familiarize yourself with the testing environment and to ensure that you have downloaded the Respondus Lockdown Browser correctly.

ASSIGNMENTS

Diagnostic Paper (10 points)

Students will prepare a 3 page double space paper, and due Semester Week #2 (Aug, 31st- Sep 05th). Paper will be used as a Diagnostic to determine student background for the course material. Subject of the paper: Students will advise the US president on key intelligence topics. Another approach is to write the paper on the most challenging threats and why.

Mid-Term Intelligence Community Assessment (ICA) (20 points)

Students will prepare a 4 - 5 page double spaced paper, Due Week #8: Oct 12th-17th. The paper will be properly researched and will include consistent source citations. (See Gregory M. Scott and Stephen M. Garrison text: The Political Science Student Writer’s Manual and Reader’s

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Guide, pgs. 146-156). Students will choose a topic (international or domestic) and choose a policy maker or boss as the Customer/Reader. The students will prepare an Executive Summary and lay-out the current situation and issues. The paper will have an Executive Summary, Background, an Outlook or Forecast, and will identify Information Gaps. Students will also provide at least one opportunity for US policy-makers regarding the issue raised.

Final Voice Over Intelligence Briefing (25 points)

A 5 min briefing with power-point slides and voice over is required. Additional instructions will be provided on Canvas. (Throughout the intelligence community, a 5 min stand-up briefing is a typical professional task.) The Power Point Voice Over briefing is due. A good briefing will require time to develop before the end of the term. The voice over briefing should be of professional quality and requires synchronization with the slides. Students should not delay in developing the briefing to earn the best score. The briefing can be based on the student's papers, or any of the material posted during the course. The assignment’s objective is to provide the student an opportunity to develop a topic, research the sources, and deliver the information by voice in an effective manner. The focus of the assignment is the slide presentation.

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Review the web links below for additional assistance in creating a voice over PowerPoint.

• Adding Voice Overs to PowerPoint • Narrating PowerPoint Presentations

• How to create Narrated PowerPoint on a MAC

• How to Record Voice Over Narration for PowerPoint MAC 2011 Step by Step

• Adding Voice-over narration to keynote presentation

Final Paper National Intelligence Estimate (NIE) (30 points)

The written paper should be 5 - 8 pages double-spaced. Students will write on an international and /or defense topic with national security implications. Students will play the role of a senior adviser to a domestic or foreign policy official. Students will describe a policy and recommend approval or disapproval. Students will inform Instructor of Final paper topic by week #10. The objective is to further enhance critical thinking skills and to demonstrate expertise. The paper will include Key Judgments or an executive Summary. The paper is due in Week #14. Drafts are encouraged but not required. Drafts will not be graded. Drafts are due absolutely no later than one week prior to the final assignment due date.

GRADING

Course Requirements Number of Items

Points for Each

Total Points Available

Discussion Board Interactions

3 5 15

Extra Credit Quizzes 2 5 10

Midterm ICA Paper 1 20 20

Final Voice Over Intelligence Briefing

1 25 25

Final Paper (NIE) 1 30 30

Diagnostic Paper 1 10 10

Total 9 N/A

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Letter Range Letter Range Letter Range

A 95 or Above B 83 - 86 C 70 - 76

A- 90 - 94 B- 80 - 82 D 60 - 69

B+ 87 - 89 C+ 77 - 79 F 59 or less

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Requirements for using Adobe Connect:

• Disable any window pop-up blocker. • Adobe Flash Player is required to successfully run your Adobe Connect meeting. You can test your

computer to make sure your computer and network connections are properly configured to provide you with the best possible Adobe Connect meeting experience.

• Use of a combination headset and microphone with USB connection is recommended to ensure quality sound and reduce technical difficulties.

Reference Adobe Connect (Tutorials & Help) to learn about the tool, how to access your meeting rooms and recordings.

OTHER RESOURCES

• Information on professional writing and technical communication is available through the FIU Center for Excellence in Writing.

• Oral Presentation Lab (Communications Arts Studio) – VH 230, MMC, ACI 210, BBC; See current hours and make appointments.

• FIU Library: MMC, GL, 2nd Floor Reference Desk; BBC, 1st Floor Reference Desk; & online.

• Tutoring Services are also available in the residence halls, and at Multicultural Services (GC 267).

COURSE CALENDAR

COURSE CALENDAR

Note: This course runs on a Monday to Saturday schedule.

Date Topics and Readings Tasks

Week 1

Introduction: Key Threat /Intelligence Documents

•

• Read the Getting Started page

• Watch Professor welcome

video

• Read Syllabus

• Watch: "Effective

Governmental Communications video."

• Introduce Yourself

Discussion Forum: due Sunday, 11:59PM

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Week 2

Writing for the Intel Community: Understanding Analytic Standards; Intel Community Directives (ICDs); Black Swans and Pink Flamingos

• Article, “What an Intelligence Analyst

Does”

• Article, “Writing Effective Intelligence” in Analytic Thinking and Presentation for Intelligence Producers: Analysis Training Handbook

• Article, “Rules for Effective

Intelligence Writing” in The Analyst’s Style Manual

• Video – BLUFing as a way of Life

• Review Threat Documents in Recommended Reading

• Due: Diagnostic Paper, Sat, 1159 PM

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• Presentation, “Impact of Words in Intelligence”

Recommended Reading:

• Article, Johnson, Thomas P, “How

Well Do You Inform?” IEEE Transactions on Professional Communication vol. PC-25, no. 1, March1982

Week 3 Type,

Timeline, & Tension

Types of Analysis: Leadership, Economic, Military, Political, Medical, Humanitarian

• • Time Line: Current, Foundational,

Estimative

• Tension: Strategic vs Tactical Warning

•

•

Week 4

Understanding Intelligence Production (NIEs, ICAs, and PDBs)

• ICAs

• China Military Power

• CIA Note

• • National Intelligence Estimate -- Iran:

Nuclear Intentions and Capabilities

Presentation: Writing for the Customer

• No tasks this week.

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Week 5

Intelligence in Practice: Analysis and Operations

Videos

• Intelligence in Practice

(Recommended Readings) • Major Text, Chapters 6-8

• Evidence and Reasoning

• Discussion Board (DB) #1 Due: Saturday, 1159 PM

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• Presentation: "Reasoning Based on Knowledge and Evidence"

• Presentation: “Writing for the 21st Century"

Week 6

Intelligence Collection

• Crafting your Work for Different

Context, Audiences, Messages

•

•

No Assignments Due

Week 7

Sources

Effective Writing (Less is More)

• Article, DHS Terminology to Define the Terrorists

• Article, Frank Luntz, Words That

Work (The Summary in Brief)

• “Words That Work and Words That Don’t: A Guide for Counterterrorism Communication” Counter Communications Center, vol. 2-issue 10, March 14, 2008

Videos

• Online recording: NPR interview with Frank Luntz, author of "Words That Work"

• Lecture, Counterterrorism

•

Extra Credit: Quiz I

(covering Beyond Major I Video lecture): due: Oct 06: Saturday, 11:59PM

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Week 8

Collection and Analysis Case Study: Missiles of October

•

•

•

ICA (Mid Term) Paper Due: Saturday 1159PM

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• Article, Optional Suggested Reading: “Writing Effective Policy Memos”

• Presentation, Good Arguments

Videos

• Lecture, Beyond Major II

Week 9 Briefings

Additional Focus on Writing: Media Literacy; Sources and Reasoning; Excellence in Research and Writing

• Article, Harvard Kennedy School

of Government, “A Primer on Preparing for Briefings”

• Article, Intelligence Community

Directive 208

Giving an Effective Briefing - Rehearsing and Delivering a briefing

•

• Suggested Reading: “Giving an

Intelligence Briefing” in Analytic Thinking and Presentation for Intelligence Producers: Analysis Training Handbook

• Article, President's Daily Briefing

• Review Final Briefing

instructions.

• Extra Credit: Quiz 2 (Beyond Major II video Lecture) Due: Oct 20

Week 10

Careers in the Intelligence Community;

•

• Final Paper Topic: due Saturday, 11:59PM

• Discussion 2: due

Saturday, 11:59PM

Week 11

Intelligence Case Study: Russia Invasion of Crimea

• Major Text: Chapters 12 - 15

•

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Week 12

• The National Security Structure

• Mastering Effective Communication for the National Security Policymaker

• Due: Voice Over Brief Due Saturday, 11:59PM

• Due: Final Paper Draft (Not Required)

Week 13

Focus on Final Paper; Intel case Study: WMD in Iraq: Did the Analysts take the country to war?

• Due: DB Three on Saturday

Week 14

• Focus on Final Paper (NIE)

• Article, Intelligence Community Directives 209 and 710

• Final Paper: Due Saturday, 11:59PM

Week 15

• Future Intelligence Analysis, Ethics, and Politicization