security policy." Not so. This course looks at the "why not (?)" behind that question, with a focus on the institutional nature of U.S. national security policy and the role of intelligence organizations in shaping that policy. The course catalogues current major security threats to the United States, outlines our allies and interests in distinct regions of the world, and examines the truly massive intelligence apparatus (CIA, NSA, FBI, SF, and others) that keeps tabs on them all. Game theoretic studies of the institutional response of the U.S. intelligence community to specific recent-past and current threats will be conducted where appropriate throughout the course. Students will be specifically encouraged to use, and trained in accessing, information and materials from non-traditional actors such as Anonymous, WikiLeaks, and the NSA. This course will equip students with the knowledge framework needed to analyze contemporary U.S. intelligence and national security problems, and to seek employment in the intelligence sector if they so desire.
Course Format: Class periods will be used to emphasize selected portions of your reading assignments, however, the majority of class will be used to supplement the text, through a variety of classroom activities, including lecture, debate, role-plays, presentations, and discussions. You are responsible for all of the material covered in the texts and class (i.e., lecture, debates, discussion etc), as well as any additional reading assignments.
V. BLACKBOARD: Your assignments and materials are posted in several different areas. Take the time to click on each of the buttons on your course menu to familiarize yourself with the course content. Other information is provided under the course documents section.
objectives will be assessed using a variety of methods:
Write clear and effective prose in several forms, using conventions appropriate to audience (including academic audiences), purpose, and genre.
Listen and speak competently in a variety of communication contexts, which may include public, interpersonal, and/or small-group settings.
Find, analyze, evaluate, and cite pertinent primary and secondary sources, including academic databases, to prepare speeches and written texts.
Identify, analyze, and evaluate statements, assumptions, and conclusions representing diverse points of view; and construct informed, sustained, and ethical arguments in response.
Plan, organize, revise, practice, edit, and proofread to improve the development and clarity of ideas.
Distinguish between various kinds of evidence by identifying reliable sources and valid arguments.
Evaluate the significance of human expression and experience in shaping larger social, cultural, and historical contexts.
Demonstrate knowledge of at least one area of the social and behavioral sciences.