csl-cwg curriculum review report

21 January 2015 Nationa l Intelligence University

CSl-CWG Curriculum Review Report

Background: The CSl-CWG began the academic program review process in August 2014. Over the course of several

meetings t he working group developed a new CSI mission statement, vision statement, and new CSI

program learning outcomes. These program elements were designed to both reflect the current

content of the CSI program and to guide the future development of the CSI cu rricu lum. Next, each of

the MSSl-required courses underwent an individual review process that included a presentation by the

Quality Circle Leads IMCR 601, MCR 603, MCR 609, and MSI 615). Through the review process

committee members gained a better understanding of the course content, course learning objectives,

course learning assessment mechanisms, and general course feedback from faculty and students. This

information, when combined with data from additiona l program and course-level assessments, was

used to develop t he three voting opt ions approved by t he working group.

Process: At the December 10th meeting of the CSl-CWG the group identified three specific courses of action

regarding the MSSI core curriculum. These courses of action corresponded with the three voting

options. Voting was conducted via an email sent to all 11 official CSl-CWG members. The voting options

were:

Option A - Retain MCR 601 and MCR 603 as MSSl-required courses (move MS/ 615 to electives)

Option B - Retain MCR 601 and MS/ 615 as MSSl-required courses (move MCR 603 to electives)

Option C - Retain MCR 603 and MS/ 615 as MSSl-required courses (move MCR 601 to electives)

Outcome and Results: Responses were received from 10 of the 11 CSl-CWG members. A clear majority, 9 of the 10 votes,

were for Option B - Retain MCR 601 and MSI 615 as MSSl-required courses (move MCR 603 to

electives). One member abstained. Voting began on December 12th and closed on January 61h .

Recommendation/Way Ahead: Pending approval of the CSI Dean, the MSSI Program Director will ask the Quality Circle leads for both

MCR 601 and MCR 603 to continue reviewing their courses in to deliberate on ways of incorporating key

elements, theories, cases, and/or lessons from 603 into 601. On the current timeline, the QC leads will

be set to brief the CSl-CWG on the results in late February. The working group will discuss the results

and, pending approva l,. wil l forward its recommendation to t he CSI Dean for review. The next step will

then be to review the options to possibly incorporate additional counterintelligence content in our

program, and to support the Dean's effort to move the curriculum to programs of study and

concentrations.

9 January 2015

Attachments :

A- MCR 601 Course Review Slides

B - MCR 603 Course Review Slides

C- MCR 609 Course Review Slides

D - MSI 615 Course Review Slides

E - Revised MSSI Program Learning Outcomes

NATIONAL INTELLIGENCE UNIVERSITY

This Briefing is Classified: College of Strategic Intelligence

Academic Program Review MCR 601: Intelligence and the Global Strategic Environment

NATIONAL INTELLIGENCE UNIVERSITY DATE

Dej!artments

CSI Program

ustification:

Courses

MCR-601

Totals

National Intelligence University - MSSl/BSI Curriculum Ma

Program Learning Outcomes List {see previous slide for full verbiage

1. Global I 02· St

1rategy 13. IC Strategic 14. Critical and I 5. Leadership

S . eve opment C b.1. . d C . d ecunty d apa 1 1t1es an reat1ve an Environment

1 1 an . Constraints Thinking Skills Management

mp ementat1on

6. Joint and lnteragency Environment

Learning Outcome Coverage: 3 = Well Covered, 2 = Partially Covered, 1 = Minimally Covered, 0 = Not Covered

3 1 1 3 1 2

Please ident ify the balance of theory and application in course

content.

Theo

35% 65%

Learning Outcome Coverage Level: 3 = Well Covered, 2 = Partially Covered, 1 = Minimally Covered, 0 = Not Covered

11. The course addresses multiple aspects of the Global Strategic Environment from a functional and regional perspective.

Totals

11

. The course addresses strategy development and implementation but in an ancillary manner. More so from a development perspective than n implementation manner.

. Course does not teach intelligence collection or dissemination but analysis is somewhat addressed when discussing complexities associated ith security challenges that defy t raditional intelligence disciplines (e.g., how does the IC address climate change? 2"d and 3rd order analysis

nd discussion of unintended consequences related to course equities does occur)

. Students must exercise critical thinking skills in each assignment and in classroom discussion .

. This is minimally covered although some in our ci rcle believe NIPF coverage in the course should elevate this score to a 2 .

. In terms of JllM, the course is much more focused on lnteragency, Intergovernmental and Multinational cooperat ion, especially on ransnational issues that defy single state solutions. We do not provide as much robust coverage on those issues from a Joint perspective.

NATIONAL INTELLIGENCE UNIVERSITY DA TE: 7 /24/20 17


MCR - 601: Intelligence and the Global Strategic Environment

Course Description:

This course covers key global drivers and trends that impact intelligence in a highly interconnected world. Within the context of U.S. intelligence and national security interests, globalization intensifies the velocity and volume of local and world events. Phenomena such as emerging state and non-state actors, evolving organizational structures within the international system; demographic and migration patterns; expanding trading networks and financial flows; competition for natural resources, health and environmental hazards; disruptive science and technology trends and transnational threats such as terrorism, proliferation, and crime are examined.

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MCR - 601: Intelligence and the Global Strategic Environment

Contribution to Mission:

While security threats of the 2Qth century arose from powerful nation states, the key dimensions of the future-globalization, asymmetric warfare, demographic and economic shifts, and the potential proliferation of weapons of mass destruction mean great dangers for relative weak states and uncertainty for the established core states. Globalization enhances the awareness of more people to more global events and trends than in the past. In this new environment, the speed of decision making and analysis are more important, more visible, and potentially more costly or more rewarding (depending on the accuracy of analysis and the policies chosen) . The dynamics of globalization include new forces that are transforming how operators, decision makers and intelligence professionals think about the world and they are adjusting approaches to their tradecraft accordingly. Understanding globalization's challenges for intelligence analysis and collection facilitates the Intelligence Community's efforts to better collaborate with U.S. policymakers.

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MCR - 601 Intelligence and the Global Strategic Environment

Course Learning Outcomes (CLO):

1. Recognize, understand, and analyze key global and transnational drivers and trends shaping the international security environment, and how they influence strategic intelligence analysis and collection for U.S. national security.

2. Examine the global patterns and trends in conflict and discuss the impact of globalization on likely patterns and trends of future conflict.

3. Recognize and understand how the International Relations (IR) Levels of Analysis methodology and key IR theories such as Realism, Liberalism, Marxism, and Constructivism can assist intelligence professionals in understanding and explaining the evolving international system.

4. Understand and analyze the implications for the U.S. Intelligence Community posed by emerging international and regional institutions, and multiple state and non-state actors whose influence and activities transcend national boundaries.

5. Discuss and evaluate how emerging global demographic trends such as people migrations, urbanization, poverty, education levels, youth bulges, and aging factor into strategic intelligence analysis and collection.

NAllONAL INTELLIGENCE WNIVERSITY

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MCR - 601 Intelligence and the Global Strategic Environment

Course Learning Outcomes (CLO):

6. Demonstrate comprehension of key global economic trends impacting U.S. national security and intell igence ana lysis and collection to include: international trade, investment, and finance; the influence of multinational corporations; emerging economic development models; prospects for growth and sustainabil ity; and shocks, risks, and threats to economic growth that lead to instability.

7. Recognize and understand key drivers and gee-strategic consequences of global competition over critical natural resources such as energ\(, water, and food supplies, as well as threats to regional stability resulting from environmenta l disasters, disease pandemics, and climate change.

8. Evaluate emerging and disruptive science and technology trends for their shocks, risks, and implications for the U.S. Intelligence Community; as well as cyber threats and the influence of the information revolution affecting regions, states, groups, and individuals.

9. Recognize the key drivers and enablers that constrain or enhance the proliferation of transnational threats such as terrorism, WMD/CBRN, and international crime.

''ATIONAL INTELLIGENCE UNIVERSITY

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NAl'IONAL INTELLIGENCE UNIVERSITY

How does this course support the new CSI vision, mission, and program learning outcomes?

• MCR - 601 is the foundational course for students to receive broad exposure to a wide range of complex analytic issues that either pose challenges or opportunities for the United States and its National Security interests. Phenomena such as transnational threats, mass migration, energy dependence issues, game-changing technologies, etc., will continue to proliferate in the 21st Century so it is imperative for intelligence analysts and security professionals to understand these trends can LEAD to conflict and the MCR - 601 is an optimal lead-in course for MCR - 603 which delves into how conflict develops over time among people.

What unique quality(s) does this course bring to the curriculum?

• MCR - 601 is the only CSI course that provide students with lessons on finance, trade, transnational threats and basic International Relations Theory. Some of the

·lesson themes for the course are ten-week elective courses in the NIU course catalog. At the end of the ten-week course, students have broad exposure to a range of topics to build upon in subsequent quarters at NIU. 7

I 'JATIONAL IN:f"ELLIGENCE UNIVERSITY '


Students course survey feedback:

2014 2013 2012 2011 2010 2009 2008 Overall

Rating of the Course 3.32 3.34 3.05 3.21 3.50 3.07 3.37 Overall

Rating of the Instructor 3.42 3.40 3.07 3.22 3.53 3.10 3.55

Scale: 4= Outstanding; 3= Good; 2= Average; 1= Poor

No readily available explanation of why 2009 and 2012 are outliers in terms of student course survey scores.

NATIONAL INIELLIGENCE tJNIVERSln'

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What major drivers/issues might affect this course in the future?

• If MCR - 601 becomes an elective, where else in the CSI Core will students receive basic exposure to International Relations Theory, finance, and trade?

Are there any recommendations for modifying this course?

• Recommend updating the course vice merging it with MCR - 603 to create a hybridized course that misses the mark both courses were individually designed to address.

• If moving the course from the CSI core to an elective allows MCR - 601 to retain its current configuration, the MCR - 601 Quality Circle supports that move.

• Perhaps consider MCR/MSI 601 and 602 courses so we can continue to develop student's broad exposure to a wide range of complex analytic issues and utilize 602 to support those students seeking greater depth that they receive in the current MCR - 601 course.

• Try to maintain instructor consistency for the MCR - 601 course rather than use a modular plug-and-play approach that changes year-by-year. This may, in part, explain the outlier 2009 and 2012 student survey rating discrepancies. 9

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NATIONAL INTELLIGENCE UNIVERSITY DATE:

MSSI Program Learning Outcomes

1. Understand, analyze, and evaluate the global security environment facing U.S. national security policymakers.

2. Understand the role and responsibility of the Intelligence Community in national security strategy development and implementation.

3. Describe, apply, and evaluate the full range of strategic capabilities and constraints of the Intelligence Community.

4. Demonstrate critical and creative thinking skills in identifying, analyzing, and assessing national security threats and opportunities.

5. Apply sound principles of leadership and management to national security and intelligence challenges.

6. Understand and demonstrate the ability to communicate effectively and operate collaboratively in a Joint and interagency environment.

'llATIONAL INTELLIGENCE UNIVERSITY DATE: 7 /24/2017


This Presentation is: College of Strategic Intelligence

Academic Program Review MCR-609, "Intelligence Collection"


• CSI is evaluating its academic offerings at two levels:

1. Program Level

- To determine how well current CSl-required courses are covering the newly revised CSI Program Learning Outcomes

2. Course Level

- To determine how well CSI courses are covering their individual Course Learning Outcomes



• CSI is evaluating its academic offerings at two levels:

1. Program Level

- To determine how well current CSl-required courses are covering the newly revised CSI Program Learning Outcomes

2. Course Level

- To determine how well CSI courses are covering their individual Course Learning Outcomes

. NATIONAL INTELLIGENCE UNIVERSITY

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MCR-609, "The Compound Eye: Intelligence Collection"

Course Description:

Collection includes a dynamic and integrated set of activities to acquire intelligence information needed to satisfy national intelligence requirements, and is performed through five primary means: Geospatial Intell igence (GEOINT), Open Source Intelligence (OSINT), Measurement and Signature Intelligence (MASINT), Human Intelligence (HUM INT), and Signals Intelligence (SIGINT). Collection must continuously produce the right data and information for successfu l and aggressive all-source ana lysis. This course analyzes the collection disciplines of GEOINT, OSINT, MASI NT, HUMINT, and SIGINT to determine their structure and technology, capabilities, and limitations, in the context of interacting with and providing evidence for analysts. Case studies drawn from both unclassified and classified intelligence literature provide the substantive backdrop for the analysis of capabilities and limitations of each collection discipline. (consider revisions based on Program Director comments)

Course Learning Outcomes (CLO): (consider adding sixth CLO on nontraditional means)

1. Deconstruct intelligence problems into elements against which collection requirements can be defined;

2. Explain the characteristics, resources, capabilities, and limitations of the five disciplines-down to the sub-discipline or equivalent level-using appropriate terminology;

3. Describe the operational methodology, organization, and requirements management processes for each discipline;

4. Develop an integrated all-source collection strategy and the supporting discipline-specific collection plans against a highpriority intelligence issue;

5. Analyze the capabilities and limitations of today's collection architecture relative to future needs.



• Robert Clark's The Technical Collection of Intelligence (2011)

Author spent 40 years in the intelligence profession

• CIA analyst, manager (Chief, DI Analytic Support Group)

• Retired USAF 0-5 (lntel/ELINT background); Electrical Engineering PhD (University of Illinois)

Students also assigned two chapters from Clark's Intelligence Collection (2014)

• Mark Lowenthal's Intelligence: From Secrets to Policy (Sth edition, 2012)

Author spent 36 years in the intelligence profession

• CIA analyst, manager (Assistant DCI for Analysis and Production)

• Experience in Congressional Research Service, House Intelligence Committee, US State Department; PhD in History (Harvard University)

• ''Jeopardyn ninja

• Periodicals, monographs, doctrinal documents, online (AGILE & CLEON)

• Kate Turabian's A Manual for Writers (Sth edition, 2013)

- Supplemented by official ODNI guidance for classified citations



Session 1: Introduction/Critical Thinking Concepts & Collection (Clark & Lowenthal)

Reading Response Assignment: Critical Thinking and Collection in the Cuban Missile Crisis

Session 2: Critical Thinking & Collection: Cuban Missile Crisis (Historical readings) '?7·

Session 3: OSINT (Periodical readings, OSA AGILE block)

Session 4: HUMINT (Periodical readings, SME presentation)

Mini Exam 1: OSINT Essay, HUMINT Collection Posture Memo

Session 5: SIGINT (Clark readings, CLEON block, SME presentation)

Session 6: GEOINT (Clark readings, CLEON block, SME presentation)

Session 7: MASINT (Clark readings, CMO MAS/NT Primer)

Mini Exam 2: SIGINT, GEOINT, & MASINT Essays

Session 8: Instructor's Prerogative: Current Collection Case Studies, SMEs, Platforms, etc.

Session 9: Instructor's Prerogative: Current Collection Case Studies, SMEs, Platforms, etc.

Session 10: Group Case Study Presentations {Iran nukes, Turkey military, S. America narcotics, etc.)



Course Learning Outcomes

Deconstruct intelligence problems into elements against which collection requirements can be defined

Explain the characteristics, resources, capabilities, and limitations of the five disciplines-down to the sub-discipline or equivalent level-using appropriate terminology

Describe operational methodology, organization, and requirements management processes for disciplines

Develop an integrated all-source collection strategy and the supporting discipline-specific collection plans against a high-priority intelligence issue

Analyze the capabilities and limitations of today's collection architecture relative to future needs


I

CLO Coverage

3.50

- 3.65

- lly/

~ 3.48

-Partially Covered

3.55

3.33

Direct Assessments

Cuban Missile Crisis responses, collection posture memo, exam essays, group work

Integral part of all in-class lectures and seminar content; collection posture memo, exam essays, group work

Integral part of all lectures and seminar content; some application in assignments

Collection posture memo, exam essays, group work

Remarks

Could be more directly addressed through essay questions; may distract from general, thematic focus

Currently addressed through lecture materials and in-class discussions; one of the two take home essay exams could provide direct assessment


Quality and Alignment with the CSI Program

How does this course support the new CSI vision, mission, and program learning outcomes?

This course contributes to the CSI mission by (1) providing students with a detailed overview of IC strategic collection capabilities and limitations and by (2) exploring, both in conceptual and practical terms, the direct impact of collection on analysis and decision making. The course is most directly focused on Learning Outcome 3 ("IC Strategic Capabilities and Constraints"), but also deals heavily with Learning Outcome 4 ("Critical and Creative Thinking Skills") and Learning Outcome 6 ("Joint and lnteragency Collaboration") through focused assignments and in-class content

What unique quality(s) does this course bring to the core curriculum?

More than any other core course, 609 involves detailed, classified content related to current IC capabilities and priorities; many students feel that this course provides their sole core course exposure to JWICS research, classified reporting (both single- and all-source), and specific insight into how the IC collects the information that makes analysis and reporting possible - in effect, 609 helps students to connect the global security environment and sources of international conflict (601/603/615) with critical thinking and analysis (606/607); this connection, in turn, supports the objectives of their introduction to the national security enterprise (611)



Student and Faculty Feedback

What do students say about the course (i.e. survey feedback)?

Student Feedback {4-point scale), AY2013-2014

Overall Rating CL01 CL02 CL03 CL04 CLOS SAC & EAC Sections 3.62 3.62 3.58 3.42 3.50 3.46

Full-Time Program 3.51 3.55 3.69 3.51 3.57 3.38

Evening Program 3.42 3.53 3.58 3.53 3.58 3.29

NGA & NSA Cohorts 3.26 3.29 3.58 3.27 3.46 3.12

Reserve Program 3.19 3.39 3.56 3.46 3.50 3.25

All Sections 3.44 3.50 3.65 3.48 3.55 3.33

Formal and informal student feedback strongly suggests that students value practical knowledge, skills delivered by course; wide range of perceptions regarding practical utility of course, role in core curriculum, application to larger NIU vision

What do faculty say about the course (i.e. peer reviews)?

Although no formal peer reviews have been conducted over the past two AV cycles, anecdotal information suggests that faculty va lue student exposure to classified reporting and current collection realities, but remain skeptical regarding rigor of course (i.e. " INTs 101") and its value to the core curriculum as a truly academic course tied to program learning outcomes



Future Developments

What major drivers/issues might affect this course in the future?

Major changes to transparency of collection processes and outputs available through JWICS (making such information more/less visible to students)

Major changes to IC organizations, missions, bureaucratic divisions of collection disciplines

Shifts in the legal bedrock of intelligence collection

Significant changes to NIU faculty staffing, chair positions

- Addition of faculty/chair positions in the OSINT, HU MINT, and MASI NT realms could greatly improve course content and instruction resources



Future Developments

Are there any recommendations for modifying this course?

);;.> . First: standardize readings, assignments, and lecture content in order to allow 609 faculty to instruct majority/totality of 10-week program (ongoing)

);;.> Second: Improve theory/practical balance through introduction of more academically centered readings and essay questions (ongoing)

);;.> Third: address perceived gap in CLO 5 ("Analyze the capabilities and limitations of today's collection architecture relative to future needs") with changes to readings and in-class content for each of the five collection disciplines, rebalancing of assignment criteria (ongoing)

);;.> Fourth: consider adding sixth Course Learning Outcome and course content related to "nontraditional collection sources" (i.e. Diplomatic cables, law enforcement reporting, etc.) .

» Fifth: rewrite course description for catalog and syllabus that better addresses the practical application component of the course


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MSSI Program Learning Outcomes

1. Understand, analyze, and evaluate the global security environment facing U.S. national security policymakers.

2. Understand the role and responsibility of the Intelligence Community in national security strategy development and implementation.

3. Describe, apply, and evaluate the full range of strategic capabilities and constraints of the Intelligence Community.

4. Demonstrate critical and creative thinking skills in identifying, analyzing, and assessing national security threats and opportunities.

5. Apply sound principles of leadership and management to nationa l security and intelligence challenges.

6. Understand and demonstrate the ability to communicate effectively and operate collaboratively in a Joint and interagency environment.


: NATIONAL INTELLIGENCE UNIVERSITY

National Intelligence University - MSSl/BSI Curriculum Map

-= Program Learning Outcomes List

~· *

j ··tt 1 · • ··rij·· . 1. Global· security 2. Strategy 3. IC Strategic 4. Crit ical and

5. Leadership and 6. Joint and Balance of theory and

* ', - 4tl • Development and Capabilities and Creative Thinking lnteragency application in course . ~ , ~ Environment Implementation Constraints Skills

Management Environment content. ~-·:-r-:= . .. • I .. *

Departments Courses Learning Outcome Coverage: 3 =Well Covered, 2 =Partially Covered, 1 =Minimally Covered, 0 = Not Covered Theorv Application Totals

MCR 607 ? ? ? ? ? ? ? ?

Core MCR 611 ? ? ? ? ? ? ? ?

MCR 701 ? ? ? ? ? ? ? ?

MCR 601 ? ? ? ? ? ? ? ?

MCR 603 ? ? ? ? ? ? ? ? CSI Program

MCR609 2 2 3 2 1 3 20% 80% MSI 615 ? ? ? ? ? ? ? ?

Totals

Learning Outcome Coverage Level: 3 =Well Covered, 2 = Partially Covered, 1 = Minimallv Covered, 0 = Not Covered

Well Covered (3) - Students are expected to possess a strong understanding of the knowledge, skil ls, and competencies covered under this Definitions: learning outcome. The learning outcome is addressed in multiple contexts and/or multiple levels of complexity.

Partially Covered (2) - Students are expected to possess a moderate level of knowledge, skills, and competencies covered under this learning outcome. Several aspects of the learning outcome are addressed in this course.

Minimally Covered (1) - Students are expected to possess a basic level of knowledge, skills, and/or competencies covered under this learning outcome. Only one (or a few) aspect(s) of the learning outcome are addressed in the course.

Not Covered (0) - The program learning outcome is not addressed in this course.


csl-cwg curriculum review report

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