We identify three areas of pedagogical concern to aid in overcoming the challenges of acquiring information from multidisciplinary sources in geographically distributed locations and analyzing that information in a collaborative manner: developing the concept of an externalized analytical thought process among students trained via the lecture/rote memory model; developing the concept of sharing information, i.e., collaboration, among students trained via the individualist/competitive model; and developing the concept of formally critiquing the work of fellow students, i.e., peer review, among students trained that only the teacher has the answers. This paper focuses on the third concern while recognizing that all three must be addressed simultaneously. Conducting a peer review forces one to evaluate and thereby better understand the analytical process. Similarly, a peer review process can be constructed that forces substantive collaboration, even online. This paper presents the approach that we have taken to incorporate peer review at both the undergraduate and graduate level into the law enforcement intelligence curriculum at Florida State University.
Andrews, John and Nute, Dale
"Peer Review Skill Development in Intelligence Education,"
Global Security and Intelligence Studies: Vol. 2
, Article 5.
Available at: https://digitalcommons.apus.edu/gsis/vol2/iss2/5
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