Course Details
Course Code: INTL401 Course ID: 3207 Credit Hours: 3 Level: Undergraduate
This course provides an introduction to critical thinking, intelligence analysis, and the use of structured methodologies. Functions associated with the processing of information to include perception, memory, and the evaluation of information are examined. Conscious and unconscious cognitive biases along with strategies to mitigate their impact are also assessed. (Prerequisite: SSGS300)
Prerequisites
Course Schedule
| Registration Dates | Course Dates | Start Month | Session | Weeks |
|---|---|---|---|---|
| 07/27/2021 - 12/31/2021 | 01/03/2022 - 02/27/2022 | January | Winter 2022 Session B | 8 Week session |
| 08/31/2021 - 02/04/2022 | 02/07/2022 - 04/03/2022 | February | Winter 2022 Session I | 8 Week session |
| 09/28/2021 - 03/04/2022 | 03/07/2022 - 05/01/2022 | March | Winter 2022 Session D | 8 Week session |
| 10/26/2021 - 04/01/2022 | 04/04/2022 - 05/29/2022 | April | Spring 2022 Session B | 8 Week session |
| 11/30/2021 - 04/29/2022 | 05/02/2022 - 06/26/2022 | May | Spring 2022 Session I | 8 Week session |
| 12/28/2021 - 06/03/2022 | 06/06/2022 - 07/31/2022 | June | Spring 2022 Session D | 8 Week session |
Current Syllabi
CO-1 Employ strategies to overcome cognitive biases inherent to intelligence analysis.
CO-2 Distinguish the different techniques analysts can employ in order to interpret significant events from multiple perspectives.
CO-3 Apply a structured methodology
CO-4 Differentiate the external pressures capable of influencing analysis.
CO-5 Analyze the causes and impact of an analytical failure.
Discussions - 25%
Each week, a discussion question is provided, and posts should reflect the synthesis of the course readings. Students are required to provide a substantive initial post by Thursday at 11:55 pm ET and respond to at least 2 classmates and any student/instructor follow up questions by Sunday 11:55 pm ET. Discussions are graded on timeliness, relevance, knowledge of the weekly readings, and the quality of original ideas. Please note, meeting these minimums does not equal maximum points. In order to max points, exceed the minimums. See the Discussions iRubric for grading criteria.
Three Progress Assignments – 75%
There are three progress assignments on course concepts during the course. Specific instructions are found in Assignments tab of the classroom. Keep them professional- proper formatting, double spacing, written in Word doc, etc. For specific grading criteria, pleas refer to each assignment’s iRubric.
Assignment #1 (25%): Students will write and submit a 3-4- page essay evaluating the Cuban Missile Crisis using course readings. Specific instructions can be found in the Assignments tab of the classroom.
Assignment #2 (10%): Using the template provided, students will complete steps #3-6 of the ACH exercise. Specific instructions can be found in the Assignments tab of the classroom
Assignment #3 (40%): Based on the analysis of the PRC-Taiwan scenario, students will prepare a 6-8- page essay ranking the three hypotheses (from most likely to occur to the least likely to occur). Specific instructions can be found in the Assignments tab of the classroom. Remember, ACH Step 7 is the most important step and accounts for a significant portion of your course grade
CO-1 Employ strategies to overcome cognitive biases inherent to intelligence analysis.
CO-2 Distinguish the different techniques analysts can employ in order to interpret significant events from multiple perspectives.
CO-3 Apply a structured methodology
CO-4 Differentiate the external pressures capable of influencing analysis.
CO-5 Analyze the causes and impact of an analytical failure.
| Book Title: | Surprise Attacks : Victim's Perspective - E-book available in the APUS Online Library |
| ISBN: | 9780674013544 |
| Publication Info: | Lib |
| Author: | Kam, Ephraim |
| Unit Cost: | $30.25 |
| Book Title: | To find the library e-book(s) req'd for your course, please visit http://apus.libguides.com/er.php to locate the eReserve by course #. |
| Author: | No Author Specified |