SAMPLE. HLS450: Intelligence. Course Description and Outcomes. Participation & Attendance

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1 HLS450: Intelligence Credit Hours: 3 Contact Hours: This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research. Course Description and Outcomes Course Description: This course provides an understanding of the intelligence cycle as it relates to homeland security. Topics include intelligence collection, analysis, and dissemination. Students will review the historical context of intelligence and its role in decision making. This course also addresses the different intelligence disciplines of structures, missions, and products. Case studies covering past, present, and future challenges to intelligence operations and homeland security countermeasures are also discussed for threat assessment and risk analysis. Course Overview: In this course, students will review a wide array of Homeland Security intelligence-gathering topics and connect them all together with real-world examples. Students will first review the historical context of intelligence and its role in decision making; they will analyze the evolution and role that intelligence gathering has played in the United States history. Emphasis will also be placed on the intelligence cycle, and students will evaluate a fivestep and seven-step approach. This course also addresses such topics as counterintelligence, critical infrastructure, threat assessments, and risk analysis. Because there are so many players within the intelligence community, the course will also analyze the stakeholders who play a role in intelligence gathering within the United States. Finally, this course will culminate with students analyzing a case study of their choosing to allow for a real-world consideration of a Homeland Security intelligence-gathering scenario. Course Learning Outcomes: 1. Examine the history of intelligence within the United States. 2. Analyze the intelligence cycle. 3. Analyze the challenges that face the Homeland Security intelligence community. 4. Examine the role of the many stakeholders within the Homeland Security intelligence community. 5. Demonstrate an understanding of U.S. critical infrastructure and its connection to Homeland Security intelligence. Participation & Attendance Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor.

2 Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible. Course Materials Textbook Information is located in the CSU-Global Booklist on the Student Portal. Course Schedule Due Dates The Academic Week at CSU-Global begins on Monday and ends the following Sunday. Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points. Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire. Critical Thinking Activities: Assignments are due Sunday at 11:59 p.m. MT. Week # Readings Assignments Chapter 1 (pp. 8-35) & Chapter 5 (pp ) in Homeland Security and Intelligence Chapter 2 (pp ) in Intelligence: From Secrets to Policy Chapter 4 (pp ), Chapter 5 (pp ), & Chapter 6 (pp ) in Intelligence: From Secrets to Policy Chapter 1 (pp. 1-11) & Chapter 8 (pp ) in Intelligence: From Secrets to Policy Best, R. A. (1996). Covert action: An effective instrument of U. S. foreign policy? Congressional Research Service. Retrieved from Chapter 3 (pp ) & Chapter 8 (pp ) in Homeland Security and Intelligence Chapter 12 (pp ) in Intelligence: From Secrets to Policy Chapter 10 (pp ), Chapter 13 (pp ), & Chapter 14 (pp ) in Intelligence: From Secrets to Policy Chapter 7 (pp ) in Intelligence: From Secrets to Policy Kaplan, D., Ekman, M., & Marek, A. (2006). Spies among us. U.S. News & World Report, 140(17), Jeffreys-Jones, R. (2005). The FBI s continuing challenge: Centralized intelligence vs. civil liberties. Chronicle of Higher Education, 51 (20), B12-B13. Flynn, S. (2011, May/June). Recalibrating Homeland Security. Foreign Affairs, 90(3), Moravej, K., & Diaz, G. (2007). Critical issues in contemporary counterintelligence. UNISCI Discussion Papers 13. Retrieved from Critical Thinking (75 points) Critical Thinking (75 points) Mastery Exercise (20 points) Critical Thinking (100 points) Critical Thinking (100 points)

3 7 8 Library/Publications/Detail/?ots591=0c54e3b3-1e9c-be1e-2c24- a6a8c &lng=en&id=31727 Chapter 2 (pp ), Chapter 6 (pp ), & Chapter 7 (pp ) in Homeland Security and Intelligence Chapter 3 (pp ) in Intelligence: From Secrets to Policy Chapter 10 (pp ), Chapter 12 (pp ), & Chapter 13 (pp ) in Homeland Security and Intelligence Chapter 14 (pp ) in Intelligence: From Secrets to Policy Assignment Details This course includes the following assignments/projects: Module 2 Module 3 CRITICAL THINKING: Intelligence Cycle Analysis (75 points) Mastery Exercise (20 points) Portfolio (350 points) The Portfolio Project due in Module 8 asks you to choose a case study and examine it by connecting it back to Lowenthal s seven-step intelligence cycle. This assignment will allow you to do this same thing, but on a smaller scale. Research a case study on some aspect of Homeland Security (it can be one from the text or an outside case study of your choosing) and provide an outline using the five-step approach to the intelligence cycle. Provide a bullet-pointed outline of the intelligence cycle actions that were taken in the case study you choose. Your two- to three-page outline must include at least two different sources and should be formatted according to the CSU-Global Guide to Writing and APA Requirements, with sources properly cited. Upload your completed work to the Week 2 Assignments page. Portfolio Project: Homeland Security Intelligence Case Study (0 points) A final Portfolio Project is due at the end of the course. Please read the full Portfolio Project description on the Week 8 Assignments page to preview your Portfolio Project assignment. This week you should choose a case study that documents Homeland Security intelligence. It cannot be the same case study you used in your Critical Thinking assignment. However, it can be one that was discussed in the text and/or the course. Week 2 Requirements: Submit your chosen case study for approval by the instructor. In one or two sentences, identify the chosen case study and explain why you chose this specific case. Upload your explanation to the Week 2 Assignments page. While you will not receive points for this submission in Week 2, it is a required part of the project, and points will be assessed for this submission in the Portfolio Project grading rubric. CRITICAL THINKING: Intelligence Framework (75 points) In our lecture this week, we examined various frameworks that attempt to explain the act of Homeland Security intelligence gathering. In a short essay, develop, name, and briefly explain a framework of your own design that you feel best relates to Covert Actions taken within the intelligence community.

4 Module 4 Module 5 Module 6 Module 8 Your two- to three-page essay should be formatted according to the CSU-Global Guide to Writing and APA Requirements, with sources properly cited. Upload your completed work to the Week 3 Assignments page. Portfolio Project: Homeland Security Intelligence Case Study (0 points) A final Portfolio Project is due at the end of the course. Please read the full Portfolio Project description on the Week 8 Assignments page to preview your Portfolio Project assignment. Week 4 Requirements: Research and submit a list of at least seven scholarly sources you intend to use for your case study analysis. Wikipedia and CliffsNotes are unacceptable resources as are blogs, newspaper articles, and editorials. Upload your list of sources to the Week 4 Assignments page. While you will not receive points for this submission in Week 4, it is a required part of the project, and points will be assessed for this submission in the Portfolio Project grading rubric. CRITICAL THINKING: Ethical Issues in Intelligence Gathering (100 points) Think back on our readings for this module and over the course. What do you see as being the largest ethical issue in intelligence gathering within the U.S.? Is the intelligence we have gathered worth the ethics we have potentially lost? Consider these questions when identifying the ethical issue. Be sure to document the instance well and provide support for your reasoning. Your two- to three-page response must include at least two different sources and should be formatted according to the CSU-Global Guide to Writing and APA Requirements, with sources properly cited. Upload your completed work to the Week 5 Assignments page. CRITICAL THINKING: Counterintelligence (100 points) Think back on the readings in this module and consider the role that counterintelligence has on counterterrorism in the United States. Considering the nature of gathering counterintelligence and the fact that some find it hard to walk a fine line between the ethical and unethical, discuss whether or not we should continue this practice. In your personal opinion, has the information we have received through counterintelligence operations saved our nation with regard to terrorism? Be sure to provide support from the literature for your reasoning. Your two- to three-page response must include at least two different sources and should be formatted according to the CSU-Global Guide to Writing and APA Requirements, with sources properly cited. Upload your completed work to the Week 6 Assignments page. PORTFOLIO: Homeland Security Intelligence Case Study (350 points) Choose a case study that documents Homeland Security intelligence. It cannot be the same case study you used in your Module 2 Critical Thinking assignment. However, it can be one that was discussed in the text and/or the course. Once you have an approved topic, you will complete an analysis of the case study using Lowenthal s intelligence cycle. Your analysis must be supported with a minimum of seven scholarly sources.

5 Project Preliminary Deliverables: Week 2: Submit your chosen case study for approval by the instructor. In one or two sentences, identify the chosen case study and explain why you chose this specific case. Upload your explanation to the Week 2 Assignments page. Week 4: Research and submit a list of at least seven scholarly sources you intend to use for your case study analysis. Wikipedia and CliffsNotes are unacceptable resources, as are blogs, newspaper articles, and editorials. Upload your list of sources to the Week 4 Assignments page. Project Final Requirements: Week 8: Submit your completed case study analysis including the following items: 1. A description of the case and what occurred in detail 2. An examination of the case in depth that utilizes the seven-step approach to the intelligence cycle. Each step within this process should be a heading in your paper, with the Feedback section including information for how the intelligence was used to secure the homeland. 3. A response to the following questions: What challenges were faced? Do you think these same challenges would have occurred if this case occurred 50 years prior? 4. An incorporation of the role of counterintelligence, counterterrorism, covert action, and critical infrastructure as they pertain to your chosen case. Remember, your analysis must be supported with a minimum of seven scholarly resources (e.g., academic journals and academic textbooks) to carry out your research for this paper. As expressed previously, Wikipedia and CliffsNotes are unacceptable resources, as are blogs, newspaper articles, and editorials. Your eight- to ten-page paper should be formatted according to the CSU-Global Guide to Writing and APA Requirements, with sources properly cited. Upload your completed project to the Week 8 Assignments page. Course Grading 10% Mastery Exercises 20% Discussion Participation 35% Critical Thinking Activities 35% Final Portfolio Paper In-Classroom Policies Grading Scale and Policies A A B B B C C D F 59.9 or below

6 For information on late work and Incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies. Academic Integrity Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources. Citing Sources with APA Style All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the APA Guide & Resources link. A link to this document should also be provided within most assignment descriptions in your course. Netiquette Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words? Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by , or on discussion boards and other postings within or connected to the online classroom. If you have concerns about something that has been said, please let your instructor know.