SYLLABUS FOR HMSY 1340
Homeland Security Intelligence
Semester Hours Credit: 3
Lecture Hours: 48
Location: Rhine Ordnance Barracks (ROB) Bldg 285
Course Dates/Days/Times: 23 Mar-13 May/M,W/1800-2100
Instructor: Mr. Lerin Hester
Office Hours: M-F after 1700 or by appointment
Instructor Email: [email protected]
Phone: 01716888102
INSTRUCTOR BIOGRAPHY
With 16 years of military service, I have constantly trained and performed intelligence
operations in regards to security. Additionallly, since I possess a classifed clearance within
the Department of Defense, I have been involved and privileged to information not
accessable to others within the military and intelligence communities. Unfortunately, I can
not share classified informaton. But, I can share my knowledge in the field of intelligence to
others. I look forward to working with each and everyone of you during this class to make
the learning environment a great experience.
I.
II.
INTRODUCTION
A.
This course will study the intelligence community, including the role and
relationship of intelligence and law enforcement. Topics include the
intelligence community structure, intelligence collection methods, cycle,
intelligence operations, classification, production and analysis, assessment of
targets, and criminal intelligence and crime analysis. Understanding barriers
to analysis and common errors of intelligence professionals will also be
discussed.
B.
This course is a required course for the Homeland Security – Emergency
Management Associate in Applied Science degree.
C.
This course is occupationally related and serves as preparation for
careers in Criminal Justice, Law Enforcement, and Corrections.
D.
Prerequisite(s): None.
LEARNING OUTCOMES
Upon successful completion of this course, Homeland Security Intelligence
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Operations, the student will:
III.
A.
Describe and explain the different types of intelligence information
and missions.
B.
Identify intelligence information and evaluate raw data.
C.
Analyze an intelligence related situation or event.
D.
Demonstrate competency in presenting the results of an intelligence
assessment.
INSTRUCTIONAL MATERIALS
A. The instructional materials identified for this course are viewable through
http://www.ctcd.edu/im/im_main.asp
Required Student Textbook:
Jenson, C. (2012). Introduction to Intelligence Studies. (1st ed.) New York
City: CRC Press.
ISBN: 9781466500037
IV.
COURSE REQUIREMENTS:
A.
Your first responsibility is scholarship. The grade you receive for this course
will not be the grade of the instructor, but rather the grade you and you alone
make.
B.
You should attend class regularly and be prepared to participate in classroom
discussions and to take unannounced quizzes relating to text assignments and
lecture material presented from the beginning of the course. Please refer to
‘Class Attendance and Course Progress’ under the Academic Policies section in
our current Central Texas College (CTC) Course Catalog.
C.
You are encouraged to give your best effort throughout the course. From the
beginning, you should plan for a steady, organized, and continuous effort, which
in the long run will prove more effective for your final grade than a last minute
crash-cram policy. Your course grade is not determined solely by exam grade.
Such factors as class participation, initiative, attendance, and individual research
papers or projects will be considered in grade computation.
D.
From time to time, special library and/or outside assignments will be made to
members of the class individually and/or in groups. You are expected to read all
assignments and fulfill your responsibilities to any group assignment.
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E.
You are expected to read all assigned material and bring your textbook/reading
materials to class. Keep informed on all assignments, especially after an
absence.
F.
Good class notes are indispensable for earning a good grade, since both the
material assigned and that discussed in class will be the basis for examination
material.
G.
Scholastic Honesty: All students are required and expected to maintain the
highest standards of scholastic honesty in the preparation of all coursework and
during examinations. The following are considered examples of scholastic
dishonesty:
Plagiarism: The taking of passages from the writing of others without
giving proper credit to the sources.
Collusion: Using another’s work as one’s own, or working together with
another person in the preparation of work, unless such joint preparation is
specifically approved in advance by the instructor.
Cheating: Giving or receiving information on examinations.
a. H. Special Work: A term paper will be required. Students will write a 5-7
page (not including title and reference pages), double spaced, paper
describing which intelligence collection method they believe is most
important. Students will utilize the APA writing method. More detailed
information will be covered during the first week of the course.
V.
EXAMINATIONS
A.
There will be a minimum of two major examinations and a written paper as
follows:
1.
Mid-Term Exam on April 8th.
2.
Term Paper due on April 29th.
3.
Final Exam on May 6th.
B.
A student must be present for all examinations. Students who know in advance
that they will be absent from an examination due to valid reasons must arrange to
take an early examination. Unexpected absences due to illness or extenuating
circumstances will require the student to see the instructor about individual
make-up work.
C.
Students without excused absences will be given a zero for the missed
examination.
D.
Examinations will consist of both objective (multiple choice and fill in-theblank,) and subjective (short answer and essay) questions. Students must be able
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to communicate both orally and in written form, thus some questions requiring
the composition and writing of an essay answer will be required.
VI.
SEMESTER GRADE COMPUTATIONS
EXAM
Participation
Mid-Term Exam
Term Paper
Final Exam
POINTS
200
200
200
400
POINTS
900-1000
800- 899
700- 799
600- 699
0- 599
GRADES
A=4 pts/sem hr
B=3 pts/sem hr
C=2 pts/sem hr
D=1 pt/sem hr
F=0 pts/sem hr
-------------------------------------------TOTAL
1000
VII.
NOTES AND ADDITIONAL INSTRUCTIONS FROM COURSE
INSTRUCTOR
A. Tuition refunds are made only in the case of class cancellation or official and timely
withdrawal from CTC or from a course. Please refer to the current course catalog for
more details.
B. GoArmyEd students should contact their education counselor before withdrawing
and are required to withdraw through the GoArmyEd portal.
Please note: a military withdrawal does not override CTC’s grading policy.
For self-pay students, refunds are computed from the date the Application for
Withdrawal or Refund is filed with the CTC Field Representative or designated
Student Services Officer. Special conditions apply to students who receive federal,
state, and/or institutional financial aid.
Tuition and fees paid directly to the Institution by the Veterans Administration,
Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded
to the source rather than directly to the students.
C. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to
officially withdraw from a course. The instructor cannot initiate a withdrawal based
upon a student’s request. Rather, students must initiate the withdrawal with the
designated Education Center Representative, through the CTC Field Representative
or the Student Services Officer for that region.
Applications for Withdrawal will be accepted at any time before the completion of
75% of the course, after which time the student will be assigned an “FN”- “Failure for
Non-attendance.”
D. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may
be assigned by an instructor if a student has made satisfactory progress in a course
with the exception of a major quiz, final exam, or other project. The “IP” grade may
also be assigned based on circumstances beyond a student’s control, such as personal
illness, death in the immediate family, or military orders. Notice of absences, with
supporting documentation, may be required by the instructor. The instructor makes
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the final decision concerning the granting of the incomplete grade. With an
“Incomplete” grade, students are required to complete a set amount of work before
the instructor will submit an official letter grade.
E. Cellular phones, beepers, and other electronic devices will be turned off while the
student is in the classroom or laboratory unless the student is using the device for
class purposes. No texting or social networking is allowed during class.
F. Instructor Discretion: The instructor reserves the right of final decision in course
requirements.
G. Civility: Individuals are expected to be cognizant of what a constructive educational
experience is and respectful of those participating in a learning environment. Failure
to do so can result in disciplinary action up to and including expulsion.
VIII. COURSE OUTLINE
Note: The instructor has the right to change the course schedule. Any changes will be
announced in class. If the student misses a class period and changes are announced, it is the
student’s responsibility to receive the missed information from a classmate or the instructor.
A.
(Week 1) Lesson One: Overview of Intelligence and the History of Intelligence in
the US
1.
Learning Outcomes: Upon successful completion of this lesson, the student
will:
a. Demonstrate familiarity with the many definitions and uses of the term
“intelligence.”
b. Describe how intelligence enhances national security.
c. Summarize the relationship between the intelligence community and
policymakers/decision-makers.
d. Recognize how the “reality” of intelligence work often differs from
common perceptions and myths perpetuated in the popular media.
e. Describe the importance of “decision advantage” and how it can be
achieved.
f. List and explain the five functions of intelligence.
g. Explain why the United States did not develop a robust, sustained
intelligence capability until the twentieth century.
h. Identify some reasons why the United States was not able to anticipate
and thwart the attacks of September 11, 2001.
i. Describe how historical events have shaped the American intelligence
efforts of today.
2.
Learning Activities:
a. Read Chapters 1 and 2 in your textbook.
b. Review these PowerPoint slideshows:
Chapter 1
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Chapter 2
c. Review the following websites:
The US Intelligence Community (USIC) to learn more about the
intelligence organizations
FAS Intelligence Resource Program
Center for Defense Information at POGO
U.S. Department of Homeland Security
3.
Lesson Outline:
a.
b.
c.
d.
e.
f.
g.
B.
Intelligence Defined
Types of Intelligence
Functions of Intelligence Agencies
Limitations of Intelligence
History of Intelligence
Emergence of Terrorism
Recent Developments in the Struggle against Terrorism
(Week 2) Lesson Two: The Intelligence Community Today
1.
Learning Outcomes: Upon successful completion of this lesson, the student
will:
a. Explain the organization of the U.S. intelligence community (IC), to
include the role that federal, local, state and private agencies play.
b. Describe how and why the U.S. IC has evolved to its current state.
c. Describe the role played by the Director of National Intelligence (DNI)
and why such a position was deemed necessary.
d. Identify all 16 agencies that report to the DNI and describe their missions.
e. Identify how the U.S. intelligence effort may evolve in the next several
years.
f. Explain how the "ideal" U.S. IC would be constructed.
2.
Learning Activities:
a. Read Chapter 3 in your textbook.
b. Review these PowerPoint slideshows: Chapter 3
3.
Lesson Outline:
a. Designated Federal Agencies and the DNI
b. Federal, State, and Local Agencies involved in Intelligence
c. Private Sector Intelligence
C.
(Week 3) Lesson Three: Barriers to Analysis and Analytical Methods
1.
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Learning Outcomes: Upon successful completion of this lesson, the student
will:
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a. Explain the importance of objective and non-politicized intelligence.
b. Define and explain the concept of critical thinking and its importance to
analysis.
c. Describe each of the following and explain how they may contribute to
less than optimal analysis:
Bounded rationality
Mindsets Perceptions
d. Explain how biases, such as fundamental attribution error and the recency
effect, are “hardwired” into human thinking and how they may negatively
impact analysis.
e. Describe how group decision-making can be subject to misperception and
bias just as individual decision-making can.
f. Identify some of the bureaucratic hurdles involved in conducting unbiased
analysis.
g. Explain the inherent tension between security and information sharing.
h. Identify strategies that can be used to combat bias.
i. Discuss why many scholars assert that most intelligence failures are
failures of analysis rather than collection.
j. Describe the knowledge, skills, and abilities that successful analysts
possess.
k. Describe what a “structured analytical technique” is and why they are
used in the IC today.
l. Demonstrate familiarity with:
Analysis of Competing Hypotheses
Scenarios
Key Assumptions Check
Contrarian Methods
m. Explain how analytical software is used in the IC and how technological
advances might enhance analysis.
n. Identify the importance of collaboration in analysis, and describe how the
IC is attempting to enhance agencies and analysts working more closely
together.
2.
Learning Activities:
a. Read Chapters 5 and 6 in the textbook.
b. Go to the following website: http://www.cnas.org/node/3924 and
Download the Full Working Paper (PDF) titled: Fixing Intel: A Blueprint
for Making Intelligence Relevant in Afghanistan. Review the paper to learn
more about intelligence operations.
c. Review these PowerPoint slideshows: Chapter 5, Chapter 6
d. Mid-Term Exam! (April 8th) This exam will cover the material covered
during weeks 1-3.
3.
Lesson Outline:
a. Psychological Barriers
b. Group Decision-Making
c. Bureaucratic Barriers
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d. Security and Sharing
e. Critical Thinking
f. Structured Analytical Techniques
D.
(Week 4) Lesson Four: Collection
1.
Learning Outcomes: Upon successful completion of this lesson, the student
will:
a. Describe and fully explain what “collection” means in the context of
intelligence.
b. Explain what a “collection” plan is and the considerations that go into
constructing one.
c. Identify each of the following “INTs” and the advantages/disadvantages
of each:
HUMINT
SIGINT
GEOINT
MASINT
FININT
OSINT
2.
Learning Activities:
a. Read Chapter 4 in your textbook.
b. Review these PowerPoint slideshow: Chapter 4
3.
Lesson Outline:
a. Considerations
b. Collection Plan
c. Collection Methods
E.
(Week 5) Lesson Five: Counterintelligence
1.
Learning Outcomes: Upon successful completion of this lesson, the student
will:
a. Provide a workable definition for counterintelligence (CI), and fully
describe its elements.
b. Explain the role CI plays in providing “decision advantage.”
c. Define “right to know” and “need to know,” and describe why they are
fundamental parts of CI.
d. Define fully the different levels involved in security clearances and how
one goes about obtaining one.
e. Explain how CI can be “offensive” as well as “defensive.”
f. Describe what the Director of National Intelligence means by
“responsibility to provide.” Identify why some think this might jeopardize
the protection of sensitive intelligence.
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g. Explain the damage that spies like Aldrich Ames and Robert Hanssen can
inflict on national security.
2.
Learning Activities:
a. Read Chapter 8 in your textbook.
b. Review these PowerPoint slideshow: Chapter 8
3.
Lesson Outline:
a. Defensive Counterintelligence
b. Offensive Counterintelligence
c. Counterintelligence Operations Today
F.
(Week 6) Lesson Six: Covert Operations
1.
Learning Outcomes: Upon successful completion of this lesson, the student
will:
a. Describe the history of covert operations utilized by the U.S. intelligence
community.
b. Provide a definition for a covert operation, fully describing each element
that is essential for its successful implementation.
c. Identify various tactics that can be used in a covert operation, ranging
from financial support and propaganda to military action and force.
d. Decide whether covert operations have helped or hurt U.S. interests,
using examples from history.
e. Describe the different considerations that go into planning an
international covert operation versus a domestic undercover operation
that a law enforcement agency might carry out.
2.
Learning Activities:
a. Read Chapter 9 in your textbook.
b. Review these PowerPoint slideshow: Chapter 9
4.
Lesson Outline:
a.
b.
c.
d.
e.
f.
G.
Covert Operations
Clandestine Operations
Deception Operations
Military Covert Operations
Covert Operations and the War on Terrorism
Term Paper Due! (April 29th) Students will write a 5-7 page (not including
title and reference pages), double spaced, paper describing which
intelligence collection method they believe is most important. Students will
utilize the APA writing method.
(Week 7) Lesson Seven: The Intelligence Cycle
1.
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Learning Outcomes: Upon successful completion of this lesson, the student
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will:
a. Describe the history of the Intelligence Cycle and why it is taught/used in
the IC today.
b. Explain fully all the elements of the cycle.
c. Apply the cycle to a real-world situation.
d. Describe some of the criticisms of the cycle and whether it should
continue to be used/taught.
e. Explain how you would change/improve the intelligence cycle.
2.
Learning Activities:
a. Read Chapter 7 in your textbook.
b. Review these PowerPoint slideshow: Chapter 7
3.
Lesson Outline:
a. The Intelligence Cycle
Planning and Direction
Collection
Processing and Exploitation
Analysis and Production
Dissemination
Evaluation
b. Critical Reactions to the Intelligence Cycle
H.
(Week 8) Lesson Eight: The “All-Source Production” of Intelligence – Part
One:
1.
Learning Outcomes: Upon successful completion of this lesson, the student
will:
a. Describe criminal intelligence and crime analysis, and explain their
similarities/differences.
b. Describe the history of criminal intelligence, and explain why its use has
waxed and waned in American law enforcement agencies.
c. Explain the fundamentals of Intelligence-Led Policing and describe its
application in policing today.
d. Explain how technology has revolutionized crime analysis and explain
how it can be used to apprehend criminals/prevent crime.
e. Criminal Investigative Analysis
Geographic Profiling
National Criminal Intelligence Sharing Plan
Fusion Centers
Regional Information Sharing Systems (RISS) Program
Joint Terrorism Task Forces (JTTF)
High Intensity Drug Trafficking Area (HIDTA) Program
2.
Learning Activities:
a. Read Chapter 13 in the textbook.
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b. Review these PowerPoint slideshow:
c. Final Exam! (May 6th) The exam will cover all material covered in the
class.
3.
Lesson Outline:
a. History of Intelligence in Law Enforcement
b. Law Enforcement and Intelligence
c. Intelligence-Led Policing in the US and the National Criminal Intelligence
Sharing Plan
d. Crime Analysis
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