Course Outline

SCTY 315 : Studies in Intelligence I

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Last approved: Mon, 11 Jan 2016 17:32:38 GMT

Last edit: Mon, 11 Jan 2016 17:32:37 GMT

SCTY 315-WW
Campus
Worldwide
College of Aeronautics (WAERO)
SCTY
315
Studies in Intelligence I
3
In this course, the student will be provided descriptions of the varied ways strategic intelligence is used by world leaders to shape policy and its effect on world events. Intelligence collection, analysis, and dissemination and counterintelligence will be among the issues examined and discussed.

The course is designed to introduce the student to the institutional structure of the Intelligence Community in the United States, to the statutory authority that underpins the various elements of the community, and the oversight process by Congress. The student also will study the elements and dilemmas in each stage of the intelligence process, the uses of intelligence by the President and his/her advisers, and the role and effectiveness of covert action. Historical lessons of intelligence successes and failures will be used to elucidate the role and challenges of intelligence in the twenty-first century. Each student will be expected to read the texts assigned, which provide an overall study of the Intelligence Community, case studies of intelligence failures, and one operative’s view of the decline of U.S. intelligence operational (clandestine) capabilities prior to September 11,

2001. Each student will make a comparative study of the intelligence lessons of Pearl Harbor and September 11, 2001 and propose solutions to improve the critical capabilities of the Intelligence Community.

After completion of this course, students will be able to:

1. Analyze and explain “what is intelligence?”2. Analyze and explain the history of U.S. Intelligence since 1941 and the requisites of strategic intelligence in such cases as Pearl Harbor, the missile gap and the Cuban Missile Crisis.3. Describe the institutional structure of the intelligence community as it developed after World War II.4. Explain the significance of the National Security Act (1947) as well as subsequent legislation, regulations and Presidential Directives pertaining to the Intelligence Community.5. Describe and discuss the model of the intelligence process, as well as the variety and capabilities of human and technical collection systems, the interaction between collection systems, and the questions of collection priorities.6. Describe the critical problems in intelligence, such as mirror imaging, “clientitis”, cultural blind spots, stovepipes, the separation of intelligence and policy, and pressures to politicize intelligence assessments.7. Discuss and describe the concept of counterintelligence as being both analytical and operational. Comprehend it is not a separate step in the intelligence process but is an important function within the process.8. Explain the requisites of covert action, the decline during the 1990’s of the community’s operational capabilities, and the steps that must be taken to bring U.S. human intelligence capabilities back up to a level to combat the threats of the 21st Century.9. Critically analyze current intelligence issues, particularly the reasons for the catastrophic intelligence failure of 9/11.10. Evaluate the nature of the national security process within the U.S. and Congressional oversight and accountability issues.11. Explain and analyze the nature of institutional tensions and the requirements of community wide coordination, particularly in view of the global threat of terrorism.12. Demonstrate appropriate selection and application of a research method and statistical analysis (where required), specific to the course subject matter.

Located on the Daytona Beach Campus, the Jack R. Hunt Library is the primary library for all students of the Worldwide Campus. The Chief Academic Officer strongly recommends that every faculty member, where appropriate, require all students in his or her classes to access the Hunt Library or a comparable college-level local library for research. The results of this research can be used for class projects such as research papers, group discussion, or individual presentations. Students should feel comfortable with using the resources of the library. 


Web & Chat: http://huntlibrary.erau.edu
Email:  library@erau.edu
Text: (386) 968-8843
Library Phone:  (386) 226-7656 or (800) 678-9428
Hourshttp://huntlibrary.erau.edu/about/hours.html
 

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Written assignments must be formatted in accordance with the current edition of the Publication Manual of the American Psychological Association (APA) unless otherwise instructed in individual assignments.

ActivityPercent of Grade
Input Grading Item100

Undergraduate Grade Scale

90 - 100% A
80 - 89% B
70 - 79% C
60 - 69% D
0 - 60% F

Graduate Grade Scale

90 - 100% A
80 - 89% B
70 - 79% C
0 - 69% F
Dr. Daniel J. Benny - 3/1/2015
daniel.benny@erau.edu
Dr. Daniel J. Benny - 3/1/2015
daniel.benny@erau.edu
Dr. Dennis Vincenzi - 3/1/2015
dennis.vincenzi@erau.edu
Dr. Kenneth Witcher - 3/1/2015
kenneth.witcher@erau.edu
Key: 75