This paper examines the conclusions of researchers regarding the millennial generation and their unique challenges as students and intelligence analysts (IAs), and determines that a carefully crafted framework of coursework can be correlated and a curriculum built to the core competencies of ICD 610, as well as take into account the unique variables of millennial intelligence analysts and the needs of the intelligence community. By examining the paradigm shifts of the intelligence community, the demographic of the millennial population and current and future educational trends, this paper argues that teaching methods and competency coursework must be adapted and designed to meet millennials’ specific learning styles. Unless coursework is designed for the needs of this population, millennial IAs will not be able to build on their present skills or enhance their expertise. Government, education institutions and contractors must examine how they will authentically assess IA learning to meet the ICD 610 skill set. By readapting intelligence curricula, building in clear assessment, flipping the classroom as well as mapping learning outcomes back to ICD 610, a concrete framework can be provided for delivering to the government excellent service through measurable skill training education.
Marangione, Margaret S.
"Teaching the Millennial Intelligence Analyst,"
Global Security and Intelligence Studies: Vol. 2
, Article 3.
Available at: https://digitalcommons.apus.edu/gsis/vol2/iss2/3
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