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.'"
Landon-Murrray, Michael. "Moving U.S. Academic Intelligence Education Forward: A Literature Inventory and Agenda." International Journal of Intelligence and Counterintelligence 26, no. 4 (Winter 2013-2014): 744-776.
Liulevicius, Vejas Gabriel. Espionage and Covert Operations: A Global History. Chantilly, VA: The Great Courses, 2011.
To Dujmovic, Studies 56.2 (Jun. 2012), the breadth of this "audio course," consisting of 12 CDs with 24 lectures that run 12 hours, "is impressive, covering ... spying and operations throughout human history." However, the course teacher "lacks experience and significant academic background in the field." He "seems shaky or inconsistent in relating basic concepts." This is, nevertheless, "a good, pioneering effort."
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." If McClanahan, AIJ 29.1 (2011), "could assign people in search of a national security writing guide one book to read, it would be this one."
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."
Tecuci, Gheorghe, et. al. "Teaching Intelligence Analysis with TIACRITES." American Intelligence Journal 28, n0 2 (2010): 50-65.
This article "introduces an innovative intelligenct software agent, called TIACRITES, for teaching analysts how to perform evidence-based reasoning."
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.
Wheaton, Kristan J. "Teaching Strategic Intelligence Through Games." International Journal of Intelligence and Counterintelligence 24, no. 2 (Summer 2011): 367-382.
The author reports "the initial results and lessons learned from teaching three full courses (two undergraduate and one graduate) in strategic intelligence using games as a teching tool."
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