The National Research Council (NRC) was asked by the National Defense Intelligence College (NDIC) to convene a committee to review the curriculum and syllabi for their proposed master of science degree in science and technology intelligence. The NRC was asked to review the material provided by the NDIC and offer advice and recommendations regarding the program's structure and goals of the Master of Science and Technology Intelligence (MS&TI) program. The Committee for the Review of the Master's Degree Program for Science and Technology Professionals convened in May 2011, received extensive briefings and material from the NDIC faculty and administrators, and commenced a detailed review of the material. This letter report contains the findings and recommendations of the committee. Review of the National Defense Intelligence College's Master's Degree in Science and Technology Intelligence centers on two general areas. First, the committee found that the biological sciences and systems engineering were underrepresented in the existing program structure. Secondly, the committee recommends that the NDIC faculty restructure the program and course learning objectives to focus more specifically on science and technology, with particular emphasis on the empirical measurement of student achievement. Given the dynamic and ever-changing nature of science and technology, the syllabi should continue to evolve as change occurs.
Th e objective of this volume, Interrogation: World War II, Vietnam, and Iraq, based on student research at the National Defense Intelligence College in conjunction with the Director of National Intelligence's ongoing Intelligence Science Board Study on Educing Information, is to inform a broad audience of intelligence professionals, policymakers, and the general public about intelligence interrogation techniques that truly enhance our chances for success in the Global War on Terrorism. The work reviews the current legal and operational status of enhanced interrogation techniques, as well as their origin.
The intelligence community (IC) plays an essential role in the national security of the United States. Decision makers rely on IC analyses and predictions to reduce uncertainty and to provide warnings about everything from international diplomatic relations to overseas conflicts. In today's complex and rapidly changing world, it is more important than ever that analytic products be accurate and timely. Recognizing that need, the IC has been actively seeking ways to improve its performance and expand its capabilities. In 2008, the Office of the Director of National Intelligence (ODNI) asked the National Research Council (NRC) to establish a committee to synthesize and assess evidence from the behavioral and social sciences relevant to analytic methods and their potential application for the U.S. intelligence community. In Intelligence Analysis for Tomorrow: Advances from the Behavioral and Social Sciences, the NRC offers the Director of National Intelligence (DNI) recommendations to address many of the IC's challenges. Intelligence Analysis for Tomorrow asserts that one of the most important things that the IC can learn from the behavioral and social sciences is how to characterize and evaluate its analytic assumptions, methods, technologies, and management practices. Behavioral and social scientific knowledge can help the IC to understand and improve all phases of the analytic cycle: how to recruit, select, train, and motivate analysts; how to master and deploy the most suitable analytic methods; how to organize the day-to-day work of analysts, as individuals and teams; and how to communicate with its customers. The report makes five broad recommendations which offer practical ways to apply the behavioral and social sciences, which will bring the IC substantial immediate and longer-term benefits with modest costs and minimal disruption.
The book aims to educate officials as well as students about the vicissitudes that accompany the development and execution of the government intelligence function. The authors demonstrate that national, strategic intelligence in any country of the Hemisphere can experience episodes of devolution as well as positive evolution, at the same time that the culturally modulated practices of government professionals can oscillate between periods of repression and democratic observance.
The National Research Council (NRC) was asked by the National Defense Intelligence College (NDIC) to convene a committee to review the curriculum and syllabi for their proposed master of science degree in science and technology intelligence. The NRC was asked to review the material provided by the NDIC and offer advice and recommendations regarding the program's structure and goals of the Master of Science and Technology Intelligence (MS&TI) program. The Committee for the Review of the Master's Degree Program for Science and Technology Professionals convened in May 2011, received extensive briefings and material from the NDIC faculty and administrators, and commenced a detailed review of the material. This letter report contains the findings and recommendations of the committee. Review of the National Defense Intelligence College's Master's Degree in Science and Technology Intelligence centers on two general areas. First, the committee found that the biological sciences and systems engineering were underrepresented in the existing program structure. Secondly, the committee recommends that the NDIC faculty restructure the program and course learning objectives to focus more specifically on science and technology, with particular emphasis on the empirical measurement of student achievement. Given the dynamic and ever-changing nature of science and technology, the syllabi should continue to evolve as change occurs.
This report explores whether there are core pedagogical and skill-based homeland security program needs; examines current and proposed education programs focusing on various aspects of homeland security; comments on the possible parallels between homeland security, area studies, international relations, and science policy, as developed or emerging academic thrusts; and suggests potential curricula needs, particularly those that involve interdisciplinary aspects. The report concentrates almost exclusively on coursework-related offerings, primarily at the undergraduate and graduate levels.
On September 22-23, 2009, the National Research Council held a workshop on the field evaluation of behavioral and cognitive sciences-based methods and tools for use in the areas of intelligence and counterintelligence. Broadly speaking, the purpose of the workshop was to discuss the best ways to take methods and tools from behavioral science and apply them to work in intelligence operations. More specifically, the workshop focused on the issue of field evaluation-the testing of these methods and tools in the context in which they will be used in order to determine if they are effective in real-world settings. This book is a summary and synthesis of the two days of presentations and discussions that took place during the workshop. The workshop participants included invited speakers and experts from a number of areas related to the behavioral sciences and the intelligence community. The discussions covered such ground as the obstacles to field evaluation of behavioral science tools and methods, the importance of field evaluation, and various lessons learned from experience with field evaluation in other areas.
Analysts and analysts alone create intelligence. Although technological marvels assist analysts by cataloging and presenting data, information and evidence in new ways, they do not do analysis. To be most effective, analysts need an overarching, reflective framework to add structured reasoning to sound, intuitivethinking. "Critical thinking" provides such a framework and goes further, positively influencing the entire intelligence analysis process. Analysts who adopt critical thinking stand to improve their analysis. This paper defines critical thinking in the context of intelligence analysis, explains how it influences the entireintelligence process, explores how it toughens the art of intelligence analysis, suggests how it may be taught, and deduces how analysts can be persuaded to adopt this habit.
Beginning in October 2017, the National Academies of Sciences, Engineering, and Medicine organized a set of workshops designed to gather information for the Decadal Survey of Social and Behavioral Sciences for Applications to National Security. The fifth workshop focused on workforce development and intelligence analysis, and this publication summarizes the presentations and discussions from this workshop.
Sensemaking is the inaugural book in our new series, titled The A. Denis Clift Series on the Intelligence Profession. The Clift Series will present original research on intelligence analysis and the teaching of intelligence. Sensemaking, whereby intelligence professionals would work with executive decisionmakers to explain data that are "sparse, noisy, and uncertain,"requires an interpreter and experienced champion to bring about a practicable understanding and acceptance of the concept among intelligence practitioners. David Moore has accomplished that feat. Further, he, along with collaborators in chapters 5 and 7, demonstrate how sensemaking can be accomplished as a collaborative enterprise.
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