Haines, Gerald K. "An Emerging New Field of Study: U.S. Intelligence." Diplomatic History 28, no. 3 (Jun. 2004): 441-449.The Association for Intelligence Officers (AFIO -- formerly the Association of Former Intelligence Officers) has an Academic Exchange Program (AEP) that can be very useful in building and maintaining a course or courses on intelligence and related areas. For a list of participants and their institutions, see http://www.afio.com/12_academic_instructors.htm. Access to course syllabi is available through http://www.afio.com/12_academic_courses.htm. As a matter of truth in presentation, it should be noted that this writer has been a participant in the AEP program.
Haines, Gerald K. "An Emerging New Field of Study: U.S. Intelligence." Diplomatic History 28, no. 3 (Jun. 2004): 441-449.
The author discusses Conboy and Morrison, The CIA Secret War in Tibet (2002); Lewis, Spy Capitalism, Itek, and the CIA (2002); Jeffreys-Jones, Cloak and Dollar (2002); and Powers, Intelligence Wars (2002).
Handel, Michael I.
"The Study of Intelligence." Orbis 26 (Winter 1983): 817-821.
Hedley, John Hollister. "Twenty Years of Officers in Residence." Studies in Intelligence 49, no. 4 (2005): 31-39.
The CIA's Officer-in-Residence Program "stands as a model for nurturing relations between intelligence and academia."
Holden-Rhodes, James F. "Intelligence Studies at a U.S. State University." Intelligencer 14, no 2 (Winter/Spring 2005): 71-79.
The author describes the Intelligence Studies Program at New Mexico State University and includes a sample syllabus for an upper-level/graduate course on "The History of US Intelligence."
Hulnick, Arthur S.
"Learning About U.S. Intelligence: Difficult But Not Impossible."
International Journal of Intelligence and Counterintelligence 5,
no. 1 (Spring 1991): 89-99.
The title accurately describes the content and thrust of this on-the-mark article by a former CIA analyst.
Hughes, R. Gerald. "Of Revelatory Histories and Hatchet Jobs: Propaganda and Method in Intelligence History." Intelligence and National Security 23, no. 6 (Dec. 2008): 842-877.
To anyone with a scholarly bent, particularly historians, this is an important article. Its fulcrum point is Tim Weiner's Legacy of Ashes (2007), a work that purports to be "The" history of the CIA. Hughes argues that "much of the praise directed at Weiner's book results from misconceptions about what the discipline of history is and how an understanding of the evolution of historical method can assist those who read history, as well as those who write it."
This article is filled with such high-level and thought-provoking analysis that attempting to capture it in brief is futile. What follows are some "one-liners" that particularly caught this reader's fancy: "[T]he idea that rectitude of analysis automatically follows exhaustive research is entirely [italics in original] fallacious"; "[b]ias lies at the heart of [Weiner's] critique of the CIA and his selective use of material further reinforces those prejudices"; [t]he belief [by reviewers] that Weiner's book contained a large number of revelations betrayed an ignorance of the wealth of CIA material that had been available for many years"; and it is "clear to scholars that a more rigorous methology would have ameliorated many of the book's worst failings."
Clark comment: In the interest of truth in reviewing, please note that this bibliography (Intellit) and its author are cited by name and internet address at page 874, footnote 135.
Johnson, Loch K. "Harry Howe Ransom and American Intelligence Studies." Intelligence and National Security 22, no. 3 (Jun. 2007): 402-428.
Interview conducted on 23 September 2006. Johnson provides a detailed introduction to the interview.
Keiswetter, Allen L. "The Middle East: Teaching Intelligence Concepts and Issues." Defense Intelligence Journal 16, no. 2 (2007): 105-119.
Linzer, Dafna. "Teaching Recent History From Opposite Perspectives: At Georgetown, It's Feith vs. Tenet and Policy vs. Intelligence." Washington Post, 7 May 2007, A17. [http://www.washingtonpost.com]
George Tenet and Douglas Feith are both teaching courses at Georgetown University in what "is shaping up as a reproduction in miniature of the Bush administration's titanic struggle over Iraq.... Each is teaching a class that reflects his own worldview and experience in institutions -- the Defense Department [Feith] and the CIA [Tenet] -- that saw the world in starkly different terms." One of the two students taking both classes said that "neither professor used the class to defend his record.... "'I think both of them honestly said there are things they got wrong.... They were both pretty honest.'"
Loeb,
Vernon. "Getting Scholarly About the Spy Trade." Washington
Post, 18 Jun. 1999, 39. [http://www.washingtonpost.com]
This is a report on a Joint Military Intelligence College-sponsored conference at Bolling AFB, Washington, DC, on 18 June 1999 on "teaching intelligence studies at colleges and universities across the United States and around the world."
Marshall, Mark G. "Teaching Intelligence Research." Defense Intelligence Journal 14, no. 1 (2005): 89-113.
The author writes about the rationale and methods of his course in "intelligence research and writing" at the Joint Military Intelligence College (JMIC), a DIA component.
Macartney, John. "Books
for Teaching Intelligence?" Intelligencer 10, no. 1 (Feb. 1999):
19-20.
The author shares information from responses to an earlier request for input on the textbooks being used in teaching intelligence either as part of courses on national security or foreign policy or as a standalone topic. He also discusses his own course offered at American University's School of International Service, "The CIA and Foreign Policy." It is interesting and, perhaps, telling that he continues to use Shulsky's Silent Warfare, even though it is out of print and already 6 years old. Macartney also comments on Shulsky's mingling in his text of what "is" and what "ought" to be.
Major, James S. Communicating with Intelligence: Writing and Briefing in the Intelligence and National Security Communities. Lanham, MD: Scarecrow, 2008.
Peake, Studies 52.3 (Sep. 2008) and Intelligencer 16.2 (Fall 2008), notes that the author "taught a writing and briefing course at the National Defense Intelligence College for many years, and his book lays out the practices he developed to help his students acquire the skill that is so essential to success in the intelligence profession." This work "is a welcome addition to intelligence literature and will be valuable to students and the teachers who must read their papers."
For Bean, IJI&C 22.2 (Summer 2009), the author's "deep understanding of the interconnections between communication and intelligence" results in "a book useful to both practitioners and scholars.... [S]tudents and practitioners of intelligence will benefit from the extensive individual and group exercises included at the end of many of the book's chapters."
May, Ernest.
1. "Studying and Teaching Intelligence: The Importance of Interchange." Studies in Intelligence 38, no. 5 (1995): 1-5.
Keynote address at "Symposium for Teaching Intelligence," 1-2 October 1993, sponsored by the CIA Center for the Study of Intelligence.
2. "Writing Contemporary International History." Diplomatic History 8 (1984): 103-113.
Monaghan, Peter. "Intelligence Studies: Field Report." Intelligencer 17, no. 1 (Winter-Spring 2009): 35-37.
"The interdisciplinary field of intelligence studies is mushrooming, as scholars trained in history, international studies, and political science examine" a wide range of subjects. "As the field grows, it is attracting students in droves."
Middleton, Gordon R. "A Maturity Model for Intelligence Training and Education." American Intelligence Journal 25, no. 2 (Winter 2007-2008): 33-45.
The author's "analysis suggests that intelligence analysts require a broad spectrum of cognitive, affective, and psychomotor educational and professional experiences," if they are to improve over current competencies.
Quirk, John Patrick,
ed. Readings on the Intelligence Community. Guilford, CT: Foreign
Intelligence Press, 1988.
A cut-and-paste publication of the type that a professor teaching a course in intelligence might put together as either individual handouts or in bound or semi-bound form if all the copyrights could be cleared.
Rudner, Martin. "Intelligence Studies in Higher Education: Capacity-Building to Meet Societal Demand." International Journal of Intelligence and Counterintelligence 22, no. 1 (Spring 2009): 110-130.
"Even as sudent interest [in intelligence studies] is burgeoning, universities find themselves grappling with resourcing, staffing, and curricular challenges facing such a uniquely interdisciplinary, historically secretive, politically sensitive, policy-driven academic field."
Thomas, Stafford T.
"Assessing Current Intelligence Studies." International Journal
of Intelligence and Counterintelligence 2, no. 2 (1988): 217-244.
The author assesses the "current state of research in Intelligence Studies" under four headings: "description, policy formulation, normative prescriptions, and explanation."
U.S. Central Intelligence
Agency. Center for the Study of Intelligence. Comp., David A. Peterson.
Symposium on Teaching Intelligence, October 1-2, 1993. Washington,
DC: 1994.
Wark, Wesley K. "Introduction:
The Study of Espionage: Past, Present, Future?" Intelligence and
National Security 8, no. 3 (Jul. 1993): 1-13.
The "academic study of intelligence [was] truly born" out of a combination of events in the mid-1970s. Various kinds of studies of intelligence have developed. Wark identifies eight "intelligence 'projects'" that have emerged in the last 15 years. This article introduces the essays included in this "special issue" of the journal.
Weisenbloom, Mark.
"Teaching Defense Intelligence Organization." Defense Intelligence
Journal 1, no. 1 (Spring 1992): 95-104.
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