20141124_ED_504.01_Final_CDSE_UATUSD_DDD.pdf

Final Detailed Design Document Understanding Adversaries and Threats to the United

States and the Department of Defense (ED 504)

Developed for

The Department of Defense (DoD) Defense Security Service (DSS)

Center for Development of Security Excellence (CDSE) Education Division

March 12, 2012

DSS CDSE Education Division Understanding Adversaries and Threats to the United States and DoD

Document Version

Author Version Date Carney Inc. 1.0 3/12/2012

Contents

1 Introduction

1.1 The Requirement

1.2 Purpose of the Detailed Design Document

1.3 Organization of This Document

2 High-Level Course Design

2.1 Course Description/Overview

2.2 Credits Conferred

2.3 Target Audience/Prerequisites

2.4 Student Outcomes/Objectives

2.5 Delivery Method/Course Requirements

2.6 General Course Requirements

2.7 Grading

2.7.1 Class Participation (30%)

2.7.2 Quizzes (10%)

2.7.3 Two Short Papers (20%)

2.7.4 Long Research Paper (40%)

2.8 Incorporation of Feedback

2.9 Course Textbooks

2.10 Course Outline

3 Lesson Plans (Note: lesson goal/objective numbers listed below are references to the numbered objectives listed in Section 2.4 above)

3.1 Part I: Introduction

3.1.1 Lesson 1: Introduction and Course Overview

3.2 Part II: “Bad Actors:” State and Non-State

3.2.1 Lesson 2: Nation-State Adversaries, Past and Present

3.2.2 Lesson 3: “Friendly” Competitors

3.2.3 Lesson 4: Non-State Actors: International Terrorists

3.2.4 Lesson 5: Non-State Actors: International Organized Crime

3.2.5 Lesson 6: Domestic “Bad Actors”

3.3 Part III: Global Threats

3.3.1 3.3.1 Lesson 7: Espionage

3.3.2 Lesson 8: Weapons of Mass Destruction-Nuclear Proliferation

3.3.3 Lesson 9: Weapons of Mass Destruction-Chemical and Biological

3.3.4 Lesson 10: The Threat from Conventional and Advanced Technology

3.3.5 Lesson 11: The Cyber Threat: Information Technologies

3.3.6 Lesson 12: Threats to Infrastructure

3.4 Part IV: Intelligence Community: Security Partners

3.4.1 Lesson 13: Defense Intelligence Components

3.4.2 Lesson 14: National Intelligence as Security Partners (Quiz)

3.4.3 Lesson 15: IC-Security partnership in Action

3.4 Part V: Course Conclusion

3.4.1 Lesson 16: Course Wrap-Up and Critique

1 Introduction

1.1 The Requirement

The Defense Security Service (DSS) Center for Development of Security Excellence (CDSE) has undertaken, through its Education Division, the responsibility to provide graduate-level education to security professionals to provide them the working knowledge, management skills, and leadership competencies essential to their progressive development as stronger, better prepared future leaders of a more professional workforce within the Department of Defense (DoD) security enterprise.

Understanding Adversaries and Threats to the United States and the Department of Defense (ED 504) is an advanced, semester-long course that will provide an educational opportunity for mid-career security specialists to: gain an in-depth understanding and appreciation of the major threats to the United States and to the DoD; and explore strategies for identifying and evaluating those threats. The course may contain material up to the SECRET classification level. The course will be conducted via the Sakai Collaborative Learning Environment (CLE) and will consist of readings, prerecorded lectures and presentations, online primarily asynchronous sessions and collaboration through a discussion forum, student collaboration, and student written assignments.

1.2 Purpose of the Detailed Design Document

The purpose of this Detailed Design Document is to convey the learning objectives, topic outlines, and planned assignments for each week of the course. It also proposes the grading schema the instructor will use. This document proposes the organization of content to be delivered throughout the 16-week semester and details the proposed instructional methods to be used for each week.

1.3 Organization of This Document

The remainder of this Detailed Design Document is organized into several sections:

• Components carried over from the High-Level Design Document:

o An overview of the course o A statement of the anticipated credits to be conferred o A list of prerequisite courses, if applicable o The terminal learning objectives of the course o The delivery method(s) to be used o General course requirements o Grading scheme for the course o A course outline showing how the course will unfold over the semester

• Content outline detailing the topics, instructional methods, and assignments for each week

2 High-Level Course Design

2.1 Course Description/Overview

This course is intended to enhance the understanding and appreciation of security professionals about the adversaries and threats to the United States and the Department of Defense, and the capabilities that are available to counter those threats. The challenge of ensuring the security of defense industries, their infrastructure, systems and personnel, and guarding against espionage did not abate with the end of the cold war. It has grown more complex with the threat of terrorists against the homeland and U.S. interests abroad, and with increasing globalization in all its forms. Processes and instruments have grown more encompassing and complex with government reorganization and mandates for collaboration, information sharing, and integration that have all but erased the “wall” separating “national” from domestic or “homeland” policies and the intelligence that informs both.

The scope of material for Understanding Adversaries and Threats to the United States and the Department of Defense is necessarily expansive. Paraphrasing Sun Tzu, knowledge of the enemy is essential (though not sufficient) to achieve security. Security professionals must have the tools for broader, more systematic thinking about the impact of enduring and emerging adversaries and threats. This course is intended to focus on those threats, both foreign and domestic, from a strategic perspective to include: foreign intelligence services, and non-governmental entities such as international crime and global terrorist networks. Using its “macro-look” at the spectrum of enduring and emerging threats as a point of departure, this course is intended to facilitate a more sophisticated understanding of the threats to national security to enable students to better address such questions as: “Who are our adversaries?”, “What are their intentions, capabilities, methods, and modes of operation?”, and “What are the vulnerabilities that may provide opportunities for counter-action?” Students will be charged to analyze, synthesize, and evaluate the lessons to be learned from history. They will thereby be better equipped to engage the components of the intelligence community as partners in the national security enterprise. Security professionals must understand the limits of intelligence -- what it can and cannot provide -- to address the multiple facets of a spectrum of threats that range from hostile intelligence collection (some of it “insider”), to terrorism and attacks on critical information systems. The course will cultivate the essential skill of asking the right questions. Students will also have the opportunity to use “big picture” thinking via their written assignments in which they will interpret and strategically apply the often incomplete, uncertain, and ambiguous intelligence to identify patterns and to communicate “with impact” in a way that influences and supports operational decision-making. Finally, the course recognizes there are many players involved in determining and countering threats. The roles of Congress, allies, and state and local governments are critical to the students’ education.

2.2 Credits Conferred

This course is designed to equate to three credit hours at the graduate level. The American Council on Education (ACE) has not yet reviewed this course to determine credit recommendations. The course will be presented to ACE for CREDIT recommendations in 2012.

2.3 Target Audience/Prerequisites

The target audience for this course is DoD civilian and military defense security professionals from a variety of specializations who are at the mid-career stage of professional development in either or both the academic and certification/credentialing programs as determined by their agencies and the defense security community as a whole. Selected students will have sufficient education and training to undertake this course which will be designed at an intensive graduate school level. To that end, all students will be required to have a Bachelor’s Degree or equivalent education and experience sufficient to prepare students to complete graduate-level course work.

Students must also have achieved the Security Fundamentals Professional Certification (SFPC) under the DoD Security Professional Education Development Program (SPēD).

Specific prerequisites for this course are:

• Online course “Integrating CI and Threat Awareness into your Security Program”

(CI010.16)

• Online course “Insider Threat” (JC-CI 101.06) (available from CDSE course catalog: http://www.dss.mil/cdse/catalog/elearning/JC-CI101.html)

• Online course “Derivative Classification” (IF103.16)

• Online course “Marking Classified Information (IF105.16)

2.4 Student Outcomes/Objectives

This course will be designed to enable students to:

1. Analyze the threats to national security posed from external actors -- the foreign governments both friendly and adversarial that collect against the United States and the methods of operation of their intelligence services

2. Summarize, compare, and contrast the enduring and emerging threats to the United States and the implications for the DoD security mission

3. Analyze the threats to national security posed from external non-state, foreign actors, including terrorist groups, and their methods of operation

4. Analyze the threats to national security posed from domestic actors

5. Analyze the challenges to security professionals from the proliferation of nuclear, chemical, and biological weapons of mass destruction

6. Analyze the challenges to security professionals from the proliferation of modern conventional weaponry and advanced technologies

7. Analyze the threats to national security posed from the hostile use of information technologies: cyber attack and cyber espionage

8. Analyze the challenges to security professionals from both government and industrial espionage with reference to specific cases

9. Evaluate the impact of potential threats on vulnerable components of the national infrastructure, such as water, transport, energy, food, finance, and industry

10. Analyze the differences and similarities of deliberate, hostile threats vs. those from natural causes

11. Recognize the roles, responsibilities, capabilities/statutory authorities, and limitations of the agencies comprising the Intelligence Community

12. Apply the principles and process of the intelligence cycle to request threat assessments from the appropriate intelligence, counterintelligence, and law enforcement activities

13. Evaluate the benefits, costs, and risks associated with counter-intelligence and covert action as means of national security

14. Analyze all the significant threats to a specific program, operation, installation, or organization, and the alternatives to identify and mitigate those threats

15. Evaluate possible security measures to reduce risks associated with specific threats, including the proactive (i.e., preventive) best practices to mitigate a specific type of threat in a real or hypothetical organization

2.5 Delivery Method/Course Requirements

This is a graduate-level distance-learning course in understanding threats, adversaries, and the organizations and processes that try to anticipate, understand, and mitigate threats to security, especially those relevant to DoD and defense-related entities and private sector concerns. The course focus is on understanding the complexities of that challenge as well as allocating resources most prudently in an uncertain world. The course will consist of readings, class participation, research papers, and student presentations, and evaluations.

The assigned course readings will draw from a variety of resources, such as authoritative readings (legislation, executive orders, policies, plans, and strategies), implementation readings (government products that are responsive or attempt to fulfill the requirements of authoritative documents), and external reviews (from the U.S. Government Accountability Office, Congressional Research Service, or other agency or office).

Students are expected to familiarize themselves with the assigned topic and readings each week and should be prepared to discuss and debate them critically, as well as analyze them for biases and multiple perspectives.

2.6 General Course Requirements

Class participation is important and required. If, due to an emergency, students are not able to respond to a discussion prompt in the week it is assigned, they must contact the instructor by e-mail and will be expected to post their response in the following week.

Assignments will be submitted on time (by midnight EST the day they are due).

However, students occasionally have serious problems that prevent work completion. If such a dilemma arises, students should contact the instructor in a timely fashion.

The instructor will assume the completion of all readings assigned for the course. Since class will be structured around discussion and includes multiple small-group activities, it is crucial that the student complete all readings and class assignments.

2.7 Grading

Assignments Course Percentage Points

Discussion Board Participation* 30% 150

Short Papers (2 at 10% each) 20% 100 Quizzes (2 at 5% each) 10% 50 Research Paper 40% 200 Total Points 100% 500

* Attendance is included (non-participation in discussion board equates to absence)

A letter grade will be assigned to each graded assignment, following the grading scale below:

Letter Grade Point Range A = 90% - 100% 450 points or higher B = 80% - 89% 400-449 points C = 70% - 79% 375-399 points D = 60% - 69% 300 – 374 points F = 59% and below 290 points and below

Individual graded assignments with a score lower than 80% are acceptable; however, a student’s final grade at the end of the semester must be 80% or higher to pass the course.

Class participation will be graded in the following manner:

Percentage Grading Rubric

Excellent = 90-100% Participates in 90% or more of Discussions and all Assignments.

Contributes concisely, thoughtfully and substantively to each topic.

Good = 80-89% Participates in all least 75% of Discussions and all Assignments.

Contributes substantively to most topics.

Below Standards = 70-79% Participates in less than 75% of Discussions and all Assignments.

Contributes substantively to the topics

Failure = 69 or below Participates in less than 65% of Discussions and Assignments.

Contributes little or not at all to the topics.

Evaluation criteria for each graded written assignment are listed below:

Element Evaluated Evaluation Criteria

Excellent 90-100%

Good 80-89%

Below Standards 70-79%

Failure 69% or below

Element Evaluated Evaluation Criteria

Content of paper, analysis (50% of paper’s grade of which 10% is for annotated bibliography)

Critical thinking related to the issues, substance, points raised and arguments presented is very evident

Critical thinking is well demonstrated

Some critical thinking is shown but could improve

Critical thinking is not well demonstrated or not evident

Application of theory and knowledge to given facts (20%)

Application of theory and knowledge is very evident

A good understanding of theory and knowledge is shown

Some understanding of theory and knowledge is shown

Understanding of theory and knowledge is lacking in significant respects or absent

Completeness (15%)

Assignment is complete in every aspect and exceeds requirements

Assignment is complete

Assignment is mostly complete but missing some required elements

Assignment is missing major elements

Terminology (5%) Use of terminology is correct in all instances

Terminology is mostly correct

Multiple mistakes in terminology

Correct terminology not used

Organization / Style (10%) Form (grammar, format, punctuation, spelling, logic) citation)

Organization is relevant to topic, clear and understandable, with logical flow, Virtually error free.

Mostly relevant, clear, and logical

Few errors (one per page or less)

Unclear, lacks relevance, is difficult to understand, or logic is missing.

Frequent Errors (over one per page)

Disorganized, improper style.

Form errors endemic throughout.

2.7.1 Class Participation (30%)

Participation includes making inputs to the class discussion forum, participating in small-group exercises, and reflecting on the class experience by recording their thoughts weekly with the professor and their fellow students via email or chat room. To achieve full credit for participation, students must participate and reflect. They must respond thoughtfully to all weekly discussion prompts and post responses to at least two other students’ discussion posts each week. The substance of students’ online conference responses will be evaluated based on the following criteria:

1. Content – Evidence of critical thinking relative to the issues, substance, points raised, and arguments presented.

2. Terminology – Proper use of technical concepts introduced in the course readings and discussions and appropriate to this area of study.

3. Application – How the student applies theories and knowledge to given facts.

4. Complete Response – Answering all questions asked and sub-questions inferred.

5. Organization/Style – Relevance to topic, clarity, understandable, logical flow.

6. Grammar/Mechanics – Citations, punctuation, spelling, proper word usage.

2.7.2 Quizzes (10%)

There will be two Sakai-administered short-answer open book quizzes during the course.

Each will be worth 5 percent of the overall grade. Quizzes will be assigned at Lesson 8 and 14 to be completed and submitted by the end of the week; each will be graded/reviewed to ensure student understanding of problem areas or to identify the need for further work.

2.7.3 Two Short Papers (20%)

The first paper, due before the start of Lesson 8, will be a critical book review of Olive’s Capturing Jonathan Pollard. The length will be 2-3 pages (single-spaced, ‘Times New Roman’ 12 point font). Title page, references, and bibliography will not be included as part of the page count. “Critical” thinking means making some analytical judgment as to the validity or merit of Olive’s conclusions, but not necessarily one that is harsh or unfavorable. Students will be directed to: reflect carefully on the material with reference to their selected organizational theme; summarize clearly and concisely Olive’s message;

and then evaluate how well he makes his case, the strength of his evidence and analysis, and the validity of his assumptions. Students will be expected to ground their analysis securely with specific citations from the text, supported by references to at least three other course references. Their analysis will focus on what Olive suggests are the human and systemic errors that enabled Pollard’s actions, and then conclude with their own judgment on what single factor is most relevant to prevent a similar breakdown of security in their own organization.

The second paper, due before the start of Lesson 12, will be a briefing paper of 1-2 pages in length presenting the most important lessons to be learned from the Farewell counterintelligence case. The instructor will provide briefing paper format instructions no later than Lesson 7. Briefing papers are used extensively in government and industry to inform senior executives. (For those students who have yet to master this skill, the ability to craft clear, concise, and persuasive briefing papers will serve them well throughout their careers.)

2.7.4 Long Research Paper (40%)

The major paper will be an individual in-depth analysis of all the significant threats to a specific real world program, operation, installation, or organization (of the students’ choosing), and of the alternatives to identify and mitigate those threats. Students should mine available information sources to determine the key adversary, its capabilities, intentions, organization, mode of action, partners (if any), and long range prospects. Then students will be expected to apply the principles and process of the intelligence cycle to suggest what threat assessments should be requested from the appropriate intelligence, counterintelligence, and law enforcement activities, and to determine the gaps in essential information to be used to generate new requirements for collection and analysis. They will evaluate the alternative possible security measures to reduce risks associated with those specific threats, including the proactive (i.e., preventive) best practices to mitigate a specific type of threat in a real or hypothetical organization. Their analysis should encompass an evaluation of the benefits, costs, and risks associated with counter-intelligence activities and covert action that might be considered as part of the recommended course of action. A graded (10% of the paper’s grade) initial annotated bibliography of at least twelve sources is due on Week 5. The papers may be classified up to SECRET.

The paper shall be in the format of a “Staff Study” (the instructor will provide format instructions no later than Lesson 7) of such length as to adequately treat the topic but not more than 12 pages (single-spaced, ‘Times New Roman’ 12 point font). Title page, references, and bibliography are not included as part of the page count. Students will use The Chicago Manual of Style citation style, using endnotes with proper citation, minimizing discursive text within the notes, and including a separate bibliography. The proposed subject (program, operation, installation, or organization) will be submitted for approval at the start of Week 2, an annotated bibliography by Week 5, and the initial draft submitted for peer review by Week 14. The final draft is due at the end of Week 15.

2.8 Incorporation of Feedback

The course instructor will provide multiple opportunities for students to provide constructive feedback on course delivery and content over the period of the course.

Students will be afforded the opportunity to provide written feedback following each assignment, to include general feedback on the course or specific feedback on an individual assignment. Online feedback is also encouraged throughout the course, either through e-mail or through the course discussion forum. Finally, the instructor will provide written feedback to the students on all assignments.

2.9 Course Textbooks

The following texts will be used in whole or in part during the course:

University of Chicago (2010). The Chicago Manual of Style (16th Ed.). Chicago:

Univ. of Chicago Press. ISBN 9780226104201.

Homeland Security and Terrorism, Readings and Interpretations, Russell Howard, James Forest, Joanne Moore, 2006.

Intelligence and the National Security Strategist: Enduring Issues and Challenges, Sherman Kent Center for Intelligence Studies, National War College, National Defense University, Edited by Roger George, Robert Kline, 2004.

Intelligence: From Secrets to Policy, 5th Edition, Mark M. Lowenthal, 2012.

Capturing Jonathan Pollard, Ronald J. Olive, 2006.

Grave New World: Security Challenges in the 21st Century, edited by Michael E.

Brown, Georgetown University Press, 2003.

Seeking Security in an Insecure World, Dan Caldwell, Robert E. Williams, Jr Rowman & Littlefield, 2006.

http://en.wikipedia.org/wiki/International_Standard_Book_Number http://en.wikipedia.org/wiki/Special:BookSources/9780226104201

The Farewell Dossier: Duping the Soviets Gus Weiss (Studies in Intelligence).

Other unclassified and classified readings and references will be provided electronically (text or URL) and will include:

Worldwide Threat Assessment of the U.S. Intelligence Community for the Senate Select Committee on Intelligence. DNI 2012.

The 9/11 Commission (2002).

The WMD Commission (2005).

National Security Strategy 2010.

National Intelligence Strategy 2009.

Homeland Security Strategy 2002, 2007.

National Counterterrorism Strategy 2011.

Sustaining U.S. Global Leadership: Priorities for 21st Century Defense White

House 2012.

CI Targeting U.S. Technologies: A Trend Analysis of Reporting from Defense

Industry (Unclassified and SECRET editions).

The Crimson Shield (a new monthly classified report released by DSS CI documenting significant counterintelligence, intelligence, and security-related issues relevant to the cleared contractor community --available on the DSS SIPRNET web site https://www.dss.smil.mil).

Can’t We All Just Get Along? Improving the Law Enforcement-Intelligence Community Relationship National Defense Intelligence College June 2007.

ITACG Guide for First Responders 2011.

National Response Framework, DHS 2008.

Private Sector Guide, National Response Framework DHS 2010.

The Department of Homeland Security Intelligence Enterprise: Operational Overview & Oversight Challenges for Congress Mark Randol CRS R 40602 2010.

Report to the Congress on Foreign Economic and Industrial Espionage 2009-

2011. NCIX 2011.

The Movie Breach: A Personal Perspective, Studies in Intelligence Vol 52, No 1, 2008 Brian Kelley.

Intelligence Community Legal Reference Book ODNI/OGC 2009.

Silber and Bhatt Radicalization in the West: the Homegrown Threat NYPD https://www.dss.smil.mil/

2.10 Course Outline

The following table outlines the 16-week course agenda.

Week Topics Instructional Method Student Assignments Due

14 May

• Course overview

• Introductions: your instructor and your fellow students

• Introduction to Adversaries and Threats to U.S. and DoD.

• Brief preview of Intelligence support to security decision making

• Research topic introduction

• Reading

• Asynchronous presentation and interaction

• Online discussion

• Discussion Forum:

Introduction and post biographical sketch

21 May

• Overview of State Adversaries

• Deep Dives on PRC, Russia, Iran, and North Korea

• Adversary Intelligence Enterprises

• Reading

• Asynchronous presentation

• Discussion

• Discuss research options

• Discussion Forum:

respond to instructor discussion questions and other student responses

• Propose Major Paper Topic

28 May

• Overview of “Friendly” State Competitors

• Deep Dives on France, Israel, and Taiwan

• Approve Major Paper topic

• Reading

• Asynchronous presentation

• Discussion

• Discussion Forum:

respond to instructor discussion questions and other student responses

4 June

• Overview of non- State Adversaries

• Global Jihadists, IRA, others

• Reading

• Asynchronous presentation

• Discussion

• Discussion Forum:

respond to instructor discussion questions and other student responses

Week Topics Instructional Method Student Assignments Due

11 June

• Overview of non- State Adversaries

• International Organized Crime

• Drugs, Human Traffic

• Reading

• Asynchronous presentation

• Discussion

• Discussion Forum:

respond to instructor discussion questions and other student responses

• Major Paper Annotated Bibliography due

18 June

• Overview of Domestic Adversaries

• Gangs, Violent Extremists (anarchist, environmental political)

• Lone Wolves

• Draft Annotated

Bibliography for Research Paper

• Asynchronous presentation

• Discussion

• Discussion Forum:

respond to instructor discussion questions and other student responses

25 June

• Espionage-The Insider Threat: Pollard

• Countering Adversary Intelligence

• Assign “Farewell” Background paper

• Reading/Writing presentation

• Discussion

• Hand in Book Review

• Discussion Forum:

respond to instructor discussion questions and other student responses

2July

• The Threat from WMD Proliferation

• Loose Nukes and “Dirty Bombs”

• Focus on Iran, Pakistan, and North Korea

• Reading

• Asynchronous presentation

• Discussion

• Discussion Forum

• Quiz

9 July

• The Threat from Chem/Bio (WMD and Natural)

• 2001 Anthrax, "Aum Shinrikyo" Cases

• Ebola and Small Pox

• Reading/Writing

• Asynchronous presentation

• Submit Quiz

16 Jul

• The Threat from Conventional and Advanced Technology

• Reading/Writing

• Asynchronous presentation

Week Topics Instructional Method Student Assignments Due

23 July

• The Threat from Cyber

• Focus on Russia, PRC

• Anonymous/Wiki

Leaks

• Estonia, Georgia cases presentation

• Discussion

• Discussion Forum

• Farewell

Background Paper Due

30 July

• The Threat to Infrastructure

• Water, Energy, LOCs, Food

• Cyber attack on

SCADA

• Sabotage (black Tom)

• Mother Nature

(Katrina, Japan Quake/Tsunami)

• Reading

• Asynchronous presentation

• Discussion

• Discussion Forum

Aug 6

• The Intelligence Community as Security Partners

• Defense Intelligence Components

• Capabilities, Limitations and Processes

• Reading/Writing

• Asynchronous presentation

13 Aug

• The Intelligence Community as Security Partners (cont.)

• ODNI and National Components

• Covert Action

• Reading

• Asynchronous presentation

• Discussion

• Submit papers for

Peer Review

• Draft of Final research paper due to instructor (by Wednesday) for peer Review and Comment.

Students submit comments by Monday

Week Topics Instructional Method Student Assignments Due

20 Aug

• Security Partnership in Action

• Intelligence Cycle

• Requirements and

Priorities (NIPF)

• Support of State and

Local Authorities

• Fusion Centers/JTTFs

• Learning from

Failures

• Assign Final Quiz

• Reading/Writing

• Asynchronous presentation

• Discussion

• Discussion Forum

• Quiz

• Student Respond to

Comments; Submit Final Draft

• Submit quiz

27 Aug

• Review of Research

• Course Wrap-Up and

Critique

• Review of lessons to be learned

• Reading/Writing Comments on papers

• Asynchronous presentation

• Discussion

• Complete instructor critique

• Complete course critique

3 Lesson Plans (Note: lesson goal/objective numbers listed below are references to the numbered objectives listed in Section 2.4 above)

3.1 Part I: Introduction

3.1.1 Lesson 1: Introduction and Course Overview

Lesson 1 is a chance for the students to get to know their instructor and one another. This is particularly important in a course taught in a distance learning environment. In addition, we shall go over the course, its goals and the instructor’s expectations, grading criteria, weekly objectives, and other administrative material.

1. Lesson Goals/Objectives: 1, 11

2. Discussion Questions:

• Why are you taking this course? What are your goals and anticipated takeaways?

• What are the most important impediments to effective collaboration among the various federal, state and local, and industry actors concerned with security?

• How might those impediments be overcome?

• What is “Intelligence”?

• What is the most significant major theme regarding the development of the U.S.

intelligence community?

• How has the terrorist threat changed since the end of the cold war?

• How might globalization impact the study and analysis of security problems?

3. Class Agenda:

Activity Duration Review syllabus 20 minutes Introduction and Course Overview 40 minutes Discussion 60 minutes Total 120 minutes

[Note: These estimated durations will be further refined as the instructor proceeds with course materials development.]

4. Deliverables for Today:

• Post a short biographical sketch about yourself on Sakai. Include a photograph on the roster page (voluntary).

• Respond to each of the discussion questions, and to two fellow student’s on line comments.

5. Required Reading:

Worldwide Threat Assessment of the U.S. Intelligence Community for the Senate Select Committee on Intelligence. DNI 2012

Lowenthal: Chap 1 and 2

Howard, Forest and Moore: Forward and Chap 1

Brown: Introduction

Caldwell and Williams: Chap 1

Classified Readings TBD

6. Additional Reading:

ITACG Guide for First Responders 2011

9-11 Commission Report: Scan

WMD Commission Report: Scan

7. Assignment for Next Time

• Do assigned reading

• Propose topic for major paper

3.2 Part II: “Bad Actors:” State and Non-State

3.2.1 Lesson 2: Nation-State Adversaries, Past and Present

1. Lesson Goals/Objectives: 1, 2, 5, 6

• What is the principal distinction between the intelligence services of Russia, the PRC, and Cuba and that of the U.S.?

• How do “failed states” complicate the challenges facing security professionals?

• How is Lowenthal’s caution about “linear analysis” applicable today?

• How have the nature and weapons of current “wars of concern” affected the alternatives for intervention?

Review syllabus 10 minutes Introduction to the Emerging and Enduring Threats to Security

40 minutes

Review readings 10 minutes

4. Deliverables for Today: Proposed Topic for Major Paper

5. Required Reading:

Lowenthal: Chap 11 and 15

Worldwide Threat Assessment of the U.S. Intelligence Community for the Senate Select Committee on Intelligence. DNI 2012. (Review)

Brown: chap 10

WMD Commission: Chap 5

Caldwell and Williams Chap 9 and 10

Kelley: The Movie Breach: A Personal Perspective, Studies in Intelligence Vol 52, No 1,

6. Additional Reading: Research for Topic

7. Assignment for Next Time: Assigned Reading

3.2.2 Lesson 3: “Friendly” Competitors

1. Lesson Goals/Objectives: 1, 2, 8

• Compare or contrast the relationship of the U.S.-U.K. Intelligence Communities with that of the U.S. and other partners.

• What, if any, might be the security concerns involving the intelligence services of other friendly nations, e.g.. Israel, France and Taiwan. Are there lessons to be learned from recent history?

Threats to National Security 40 minutes Review readings 10 minutes

4. Deliverables for Today: None

5. Required Reading:

Report to the Congress on Foreign Economic and Industrial Espionage 2009-2011.

NCIX 2011.

Olive (Start for Pollard Case/book review)

Classified TBD

Research for major paper

6. Additional Reading:

Lowenthal: Chap 15 Review

Caldwell and Williams: Chap 9 and 10 Review

Brown: Chap 10 Review

7. Assignment for Next Time: Do assigned reading

3.2.3 Lesson 4: Non-State Actors: International Terrorists

1. Lesson Goals/Objectives: 1, 3, 5, 6, 9

• Has the U.S. become a “spider web society” in its capability to respond to suicide terror? Justify your response.

• Would you agree with Pape’s policy conclusions on containing suicide terror (Howard, Forest & Moore, p 93)? Why or why not?

• Whose side is winning the media war in the “long war” against jihadist terrorists?

• How does the emergence of “new” terrorism (Caldwell and Williams) affect the challenge faced by security professionals?

• Of the various classes of terror, what makes religiously-motivated terrorisms especially dangerous to security professionals?

Intelligence Partners at the National Level- Roles and Responsibilities

40 minutes

Review readings 10 minutes

4. Deliverables for Today: None

5. Required Reading:

Howard, Forest and Moore Chap 5, 6, and 22

Black: Chap 13

Caldwell and Williams: Chap 13

Additional Reading:

9/11 Commission Report Chap 2

WMD Commission Report Chap 3 and 4

National Counterterrorism Strategy 2011.

7. Assignment for Next Time:

• Prepare major paper annotated bibliography

3.2.4 Lesson 5: Non-State Actors: International Organized Crime

1. Lesson Goals/Objectives: 1, 3, 6, 7, 8, 9

• What has been the effect of globalization on the threat of international crime?

• What form of trafficking constitutes the most serious security threat to the U.S.?

Explain your response.

• Do you agree with Brown’s assertion that the political-criminal nexus (PCN) is a national security threat? Provide some evidence.

• How have events since 9/11 affected the U.S. response to the PCN issue?

• What are the barriers (organizational, cultural, legal, etc.), if any to effective partnerships between law enforcement and security professionals?

Security Partners: State, Local and Private Sector

40 minutes

Review readings 10 minutes

4. Deliverables for Today: Major Paper Annotated Bibliography

5. Required Reading:

Classified: TBD

Caldwell and Williams Chap 8

Brown Chap 12 Olive (Complete)

6. Additional Reading: Research as required

3.2.5 Lesson 6: Domestic “Bad Actors”

1. Lesson Goals/Objectives: 1, 4, 5, 6, 7, 9

• How can the lessons learned from the LA “TEW” model be applied to the program, operation, installation, or organizational focus of your own paper?

• What lessons can be learned from the media factor in the “DC sniper” attacks of 2002?

• What lessons from the 9/11 Report can be applied to responses to domestic bad actor, such as gangs, “lone wolves,” and violent extremists?

Research Week for Major paper 40 minutes Review readings 10 minutes

4. Deliverables for Today: None

5. Required Reading:

Howard, Forest and Moore: Chap 15, 16, 22, 23

Can’t We All Just Get Along? Improving the Law Enforcement-Intelligence Community Relationship National Defense Intelligence College June 2007.

Silber and Bhatt

9/11 Commission report: Chap 3, 13.

WMD Commission Report: Chap 4, 10

6. Additional Reading:

Caldwell and Williams: Chap 8 Review

Brown: Chap 12 Review

Lowenthal: Chap 13

Homeland Security Strategy 2002, 2007.

Research as required

• Olive book review

3.3 Part III: Global Threats

3.3.1 3.3.1 Lesson 7: Espionage

1. Lesson Goals/Objectives: 1, 8, 11, 13

• Pollard was sentenced in 1987. What lessons may not have been adequately learned by CIA and FBI CI and security professionals who failed to deter Ames and Hanssen? Why weren’t they?

• In the wake of “Wiki-leaks” would you advise the DNI to modify the “responsibility to share” paradigm? In what way?

• What problems might be caused by the difference in the traditional law enforcement orientation and approach to espionage as contrasted to that of counter-intelligence?

• How does the reality of industrial espionage affect national security?

The Intelligence-Policymaker Relationship 40 minutes Review readings 10 minutes

4. Deliverables for Today: Olive Book Review

5. Required Reading:

Lowenthal: Chap 7

George and Kline: Chap 16, 17, 18, 19

An Assessment of the Aldrich H. Ames Espionage Case and Its Implications for U.S.

Intelligence SSCI-1994.

Caldwell and Williams Chap 11

Brown: Chap 6

CI Targeting U.S. Technologies: A Trend Analysis of Reporting from Defense Industry (Unclassified and SECRET editions).

WMD Commission Report: Chap 11

6. Additional Reading: As required for paper

7. Assignment for Next Time: Do assigned reading

3.3.2 Lesson 8: Weapons of Mass Destruction-Nuclear Proliferation

Quiz assigned

1. Lesson Goals/Objectives: 1, 2, 3, 5, 11

• Do you agree with Parachini (Howard, Forest & Moore, pp. 31-42) that the threat of terrorist WMD may have been overstated? Why or why not?

• How might cold war nuclear deterrence policies be adapted to meet the current security concerns?

• Have the negotiated, bi-partisan, U.S. and Russian nuclear reductions of the past decade been reciprocated by other present and potential nuclear powers? What has been the net impact on U.S. security?

• What lessons should be learned from the Khan Network case?

Managing the IC-Challenges and Issues 40 minutes Review readings 10 minutes

4. Deliverables for Today: None

5. Required Reading:

Howard, Forest and Moore: Chap 3, Brown: Chap 2

Caldwell and Williams: 3, 5

WMD Commission Report: Chap 4, 13

Lowenthal: Chap 12

7. Assignment for Next Time

• Do assigned reading

• Complete Quiz

3.3.3 Lesson 9: Weapons of Mass Destruction-Chemical and Biological

1. Lesson Goals/Objectives: 1, 2, 3, 5, 11

• Are there common lessons about bio-terrorism events that may be drawn from the West Nile virus epidemic, the SARS outbreak in Hong Kong, and the Anthrax attacks of 2001?

• What factors argue against attempting a negotiated non-proliferation approach to eliminating the capacity to manufacture chemical weapons?

• In 2006 it was reported that the “world was completely vulnerable to a smallpox attack.” Has the situation improved since?

• What factors make biological weapons potentially harder to counter than nuclear or chemical weapons?

• What constitutes the most serious WMD threat: nuclear, chemical or biological?

Explain your response.

Managing the IC-Challenges and Issues (Cont)

40 minutes

Review readings 10 minutes

4. Deliverables for Today: Quiz

5. Required Reading:

Howard, Forest and Moore: Chap 4, 28, 29, 30

Brown: Chap 2

Caldwell and Williams: Chap 4, 6

WMD Commission Report: Chap 4, 13 (review)

6. Additional Reading: None

7. Assignment for Next Time Do assigned reading

3.3.4 Lesson 10: The Threat from Conventional and Advanced

Technology

1. Lesson Goals/Objectives: 1, 2, 3, 4, 6, 9

• What are the threats to security from the proliferation of modern weapons and technology? Provide examples.

• Why has ballistic missile technology been highlighted by U.S. policymakers? What potentially hostile nations currently or potentially possess such capability?

• What is the basis for apprehension over emerging technologies? What are the perils?

Issues of Collection 40 minutes Review readings 10 minutes

4. Deliverables for Today:

None

5. Required Reading:

Brown: Chap 3, 5

Caldwell and Williams: 2 George and Kline: Part IV, Chap 15, 16 and 20

6. Additional Reading:

George and Kline: Chap 21 and 22

• Do assigned reading

• Farewell background paper

3.3.5 Lesson 11: The Cyber Threat: Information Technologies

1. Lesson Goals/Objectives: 1, 2, 3, 4, 6, 7, 8, 9

• What are the range of serious threats to U.S. interests and security in the “cyber” domain and what are their sources?

• In what ways have information technologies become a “two-edged” sword of U.S.

capability?

• How have information technologies enhanced the capability of international terrorists?

Issues of Analysis 40 minutes Review readings 10 minutes

4. Deliverables for Today: Farewell Background Paper

5. Required Reading:

Lowenthal: p 274

Howard, Forest and Moore: Chap 10, 27

Brown Chap: 4, 11

Caldwell and Williams: Chap 7

6. Additional Reading: George and Kline: Chap 30 Scan

3.3.6 Lesson 12: Threats to Infrastructure

1. Lesson Goals/Objectives: 1, 2, 3, 4, 5, 6, 7, 10

• What is the link between environment and security? Give an example of a direct link in the recent past.

• Why are environmental changes more likely to foster security problems now than in the past?

• Describe the threats to Supervisory Control and Data Acquisition (SCADA)

Systems and the potential impact of a successful disruption.

• How does population growth lead to instability and insecurity and how are demographic trends likely to affect the balance of global power?

• What are the vulnerabilities to U.S. food, energy, water, communications, and transportation that should raise security concerns?

Covert Action and Counterintelligence 40 minutes Review readings 10 minutes

4. Deliverables for Today: None

5. Required Reading:

Lowenthal: Chap 12

Howard, Forest and Moore: Chap 7, 8, 10 through 14 Cardwell and Williams: Chap 12

Brown Chap 7, 8, 9

6. Additional Reading: N/A

3.4 Part IV: Intelligence Community: Security Partners

3.4.1 Lesson 13: Defense Intelligence Components

1. Lesson Goals/Objectives: 11, 12

• What are the responsibilities, capabilities, and limitations of the defense components of the intelligence community?

• What are the specific entities within DoD with security or law enforcement authorities?

• Explain the intelligence cycle and how its model supports decision makers.

• How might differences in organization, culture, and mission among the military services affect the collaboration with civilian security personnel?

Oversight and the Role of Congress 40 minutes Review readings 10 minutes

4. Deliverables for Today:

None

5. Required Reading:

Lowenthal: Chap 3, 4

George and Kline: Part IV, Chap 5

Classified References TBD

• Draft of final research paper for peer review

3.4.2 Lesson 14: National Intelligence as Security Partners (Quiz)

1. Lesson Goals/Objectives: 11, 12, 13, 14, 15

• What are the responsibilities, capabilities, and limitations of the non-defense members of the intelligence community?

• What is the “value added” by the ODNI?

• How is intelligence-security community collaboration complicated by the bifurcation of intelligence community organization, management and funding divided into Title 10 Military Intelligence Program (MIP)-funded activities in DoD, and the Title 50 National Intelligence Program (NIP)-funded activities, most of which are also in DoD?

• Discuss the meaning, advantages, disadvantages, and governance of Covert Action and how it is best used.

• Given security and funding constraints, what can local entities contribute to the security challenge? Use NYPD as an illustration.

Domestic security and the role of intelligence (Quiz)

40 minutes

Review readings 10 minutes

4. Deliverables for Today: Submit Major Paper Draft for Peer Review

5. Required Reading:

Lowenthal: Chap 8

Randol: The Department of Homeland Security Intelligence Enterprise: Operational Overview & Oversight Challenges for Congress George and Kline: Chap 9, 15, 38, 39

WMD Commission Report Chap 10, 12

Intelligence Community Legal Reference Book ODNI/OGC 2009. Refer to as required

• Do the reading

• Complete the quiz

• Review and comment on classmates’ paper as assigned

• Prepare final draft paper

3.4.3 Lesson 15: IC-Security partnership in Action

1. Lesson Goals/Objectives: 11, 12, 13, 14, 15

• Discuss the assertion that “intelligence failures are inevitable”. Do you agree or disagree with this statement, and why/why not?

• Discuss the misconceptions that can be perceived as intelligence failure. Cite at least one example and discuss the implications.

• Why does the federal government engage with DHS-supported fusion centers and

FBI-managed JTTFs? Is this a duplication of effort? Explain your response.

IC Reform-Impact on Effectiveness and Dealing with Intelligence Failure

40 minutes

Review readings 10 minutes

4. Deliverables for Today: Submit Comments on Peer Final Papers as assigned; Submit final Research Paper draft; Submit quiz

5. Required Reading:

Lowenthal: Chap 9, 14

George and Kline: Chap. 5, 29, 31 through 34

6. Additional Reading: N/A

7. Assignment for Next Time: Do the assigned reading.

3.4 Part V: Course Conclusion

3.4.1 Lesson 16: Course Wrap-Up and Critique

This lesson will review the key learning objectives of the course; recap the important aspects and elements of the threat to U.S. security concerns and the role of the Intelligence Community in addressing those threats.

1. Lesson Goals/Objectives: All

2. Discussion Questions:

• Post any final thoughts or questions for your instructor.

• Did you achieve your goals and anticipated takeaways from this course?

• How has your appreciation of the most important impediments to effective collaboration among the various federal, state and local, and industry actors concerned with security changed?

• How has your ability to overcome those impediments been enhanced?

Course Wrap-Up and Critique 40 minutes Review readings 10 minutes

4. Deliverables for Today:

• Submit final draft of paper

• Respond to a written critique form provided by your instructor, detailing the positive and negative aspects of the course, its readings, assignments, objectives, and graded requirements, as well as ways in which your instructor can improve prior to the next time this course is offered

5. Required Reading:

Caldwell and Williams: Chap 14

Brown: Conclusion

7. Assignment for Next Time: None