For many years, there has been an ongoing debate over intelligence analysis: is it an art or science?; tradecraft or training?; creative or critical thinking? As a result, academics and practitioners often differ in their views of how to teach intelligence analysis. On May 23, 2017, at this year’s International Associate for Intelligence Education (IAFIE) Conference in Charles Town, West Virginia, a roundtable composed of faculty members from five universities in the United States shared their views on how they approach the teaching of intelligence analysis within their specific academic departments and disciplines. These include graduate and undergraduate degree programs; intelligence-specific majors or minors; multidisciplinary programs; traditional liberal arts programs; and professional school programs. They also come from diverse backgrounds as academics, scholars, practitioners, or all of the above. This article summarizes the views shared by the roundtable participants regarding how they approach teaching intelligence analysis, to include pedagogy; methodology; learning outcomes; assessment methods; course content; use of analytical tools and structured analytical techniques; and simulations and exercises.
Kilroy, Richard J. Jr
"Teaching Intelligence Analysis: An Academic and Practitioner Discussion,"
Global Security and Intelligence Studies: Vol. 2
, Article 6.
Available at: https://digitalcommons.apus.edu/gsis/vol2/iss2/6
*Please note that the Recommended Citation provides general information for citation.
This citation may not be appropriate for your discipline. To locate the correct citation style for APUS programs and receive citation help, visit http://apus.campusguides.com/writing/citation.