Course Syllabus

UNCLASSIFIED As of: 28 April 2017

National Intelligence University

MSI 579 - Chinese Intelligence Summer Quarter 2017

Instructor: Joseph P. O’Neill, LTC, USAR-Retired

Contact Info: (301) 243-2301; Joseph.O’[email protected]; Joseph.P.O’[email protected]

Send all official correspondence to/from government email addresses only. Class Times: Wednesday, 1800-2120 (QAC) Office Hours: Tue, 1300-1500, ICC-B // Wed, 1400-1700, QAC // Fri, 0930-1130, ICC-B

Course Description: This course examines the organization, missions, capabilities, and operations of China’s intelligence, influence, cyber, and internal security organizations. A primary objective is to enable students to assess the nature of the threat to U.S. national security and economic interests posed by PRC intelligence and information operations. The course also includes discussion of the role of intelligence and IO in PRC national security policy. In addition, the course covers U.S. efforts to counter PRC intelligence and IO activities. The course draws on readings from a variety of perspectives, including U.S. intelligence community products, other government publications, academic writings, and Chinese documents.

Learning Outcomes Students will be able to: □ Recognize, understand, and analyze the organizations that make up the PRC intelligence, influence, cyber, and internal security apparatus and their respective missions. □ Recognize, understand, and analyze the role played by intelligence and IO in PRC strategy and policy for national security and economic development. □ Recognize, understand, and analyze the PRC intelligence/IO threat to the United States. □ Recognize, understand, and analyze efforts to counter PRC intelligence and IO.

Course Requirements: Students are responsible for reading assigned material before each class in order to facilitate meaningful, substantive seminar discussion and dialogue. Readings are assigned from materials posted on Blackboard on NIPR and JWICS. Student performance will be assessed in terms of comprehending, critical thinking, synthesizing, and applying of the course content to “real world” issues and intelligence challenges – using essay examinations, presentations, and class participation.

Student Performance Measures: Students’ performance will be measured based on their:  Substantive participation in seminar discussions demonstrating that they have read and comprehended the assigned readings  Ability to logically and persuasively present an oral critique of an assigned reading using supporting facts and evidence  Ability to articulate in writing a coherent, evidence-based set of analyses and conclusions. Writing will be graded for proper spelling/grammar as well as content.

Course Requirements – Graded Deliverables:  Class Participation 25 % (Each session)  Reading Critique and Presentation 25 % (Once per course on date assigned)  Mid-term Exam 25 %  Final Exam 25%

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All deliverables will be submitted to the instructor electronically via NIPR, JWICS, or Blackboard email. The file-name of all e-documents will begin with the student’s last name (E.G.: Smith 579 exam).

Reading Critique and Presentation: Each student will present a critique of one reading during the course. Students will be assigned sequence numbers corresponding to readings designated [RC 1], [RC 2], [RC 3], etc. in the syllabus. The student will present the critique in a power-point presentation and will use the presentation to lead the class in a discussion of the reading. The student’s prepared remarks will not exceed 10 minutes. A template for the critique presentation is posted on Blackboard. The summary will be submitted in soft copy to the instructor NLT 23:59 the night before the class session via Blackboard message or dodiis email.

Essay Exams: The exams are open book, and consist of essay questions with a four page, double-spaced page limit for each question. Citing of sources using endnotes is required (notes do not count toward the page limit); no bibliography is required. The exam questions are based on material from the readings, lectures, and class discussions. Use of classified sources and research outside of the assigned course material is encouraged. The exams are due via Blackboard Message or NIPR/JWICS email by the start of class sessions #3 and #7. Save essays in ONE document. Put your name in a header on each page. Include a standard NIU title page. Late exams will be penalized 5% per day.

Class Participation: In-class discussion is an important part of graduate level education. In order to participate fully in seminar discussions, students must complete all readings before each session. The instructor will assign each student a participation grade based on the student’s level of participation and preparation. Class Participation Self Assessment: The instructor will consider student input when assigning class participation grades. Using the rubric at the end of the syllabus, give yourself a numeric score (e.g.: 89) for in-class participation. Provide a brief description (bullets) of your contributions to each class discussion. Keep track of your participation throughout the quarter. Turn in your input (using the form posted on Blackboard) at the end of Session 10. This is not optional.

Absences: On rare occasions a student will miss a class for a compelling reason. In order to be considered “excused,” absences must be coordinated with the instructor prior to the session. Unexcused student absences will result in the automatic loss of one letter grade (e.g., A to A-) for the overall course per absence. To make up for the participation grade for an excused absence, a student will produce a text-only version of a Reading Critique (see guidance above and format on BB) for each of the readings designated with a [RC 1], [RC 2], [RC 3], etc. in the syllabus for the missed session. Critiques are due by the following class session.

All assigned readings are posted on the course Blackboard (BB) sites: (NIPR) https://niu.blackboard.com ; (JWICS) https://blackboard.dodiis.ic.gov

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Course Outline Session Topic 1 (17 May) Origins, Organization, & Missions of the PRC Intelligence Apparatus 2 (24 May) Political-Military HUMINT Collection 3 (31 May) Economic and S&T HUMINT Collection 4 (7 June) IMINT, SIGINT, and ISR 5 (14 June) Cyber Espionage and Sabotage (CNE and CNA) 6 (21 June) Influence Operations and Propaganda 7 (28 June) Counterintelligence, Counter-subversion, and Internal Security 8 (5 July) Taiwan (ROC) Intelligence and CI issues

Session 1: Origins, Organization, and Missions of PRC Intelligence (106 pp):

 Sawyer, Ralph. Subversive Information: The Historical Thrust of Chinese Intelligence, 2013, 17 pp. [RC 1] --

 Zhang Xiaojun. The Science of Military Intelligence, Dec 2001, pp 26-37, 75-78. (16 pp)

 Guo Xuezhi. “The Intelligence Apparatus and Services under the People's Republic of China,” 2012. Ch. 9, pp 342-373. (31 pp)

 Inkster, Nigel. China’s Cyber Power, June 2016, pp 51-57.

 Hoffman, Samantha and Peter Mattis. Managing the Power Within: China’s State Security Commission, 18 July 2016, 6 pp.

 Mattis, Peter. Modernizing Military Intelligence: Playing Catch-Up (Part One), 5 Dec 2016, 6 pp.

 Mattis, Peter and Elsa Kania. Modernizing Military Intelligence: Playing Catchup (Part Two), 21 Dec 2016, 8 pp. [RC 2]

 Costello, John. The Strategic Support Force: Update and Overview, March 2017, 5 pp.

 (U) Intelligence document 1a, 2013, 9 pp. [JWICS BB]

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Session 2: Political-Military HUMINT Collection (100 pp):

 Zhang Xiaojun, The Science of Military Intelligence, Dec 2001, pp 89-93.

 Mattis, Peter. Five Ways China Spies, 6 March 2014, 4 pp.

 Schindler, John R. The Unpleasant Truth about Chinese Espionage, 22 April 2016, 4 pp.

 (U) Intelligence document 2a, 2013, 9 pp. [JWICS BB] [RC 3]  (U) Intelligence document 2b, 2014, pp 3-29. [JWICS BB]  (U) Intelligence document 2c, 2015, 9 pp. [JWICS email] [RC 4]  (U) Intelligence document 2d, 2016, pp 3-36 (34 pp). [JWICS email]  (U) Intelligence document 2e, 2017, 8 pp. [JWICS email]

Session 3: Economic and S&T HUMINT Collection (HUMINT) (82 pp):

 China’s Program for Science and Technology Modernization: Implications for American Competitiveness, USCC, Jan 2011, pp 27-28, 92-98, 104-108. [14 pp]

 Hannas, William C., James Mulvenon, and Anna B. Puglisi. Chinese Industrial Espionage: Technology Acquisition and Military Modernisation, 22 May 2013, pp 1-3, 186-188, 204-208, 230-242 (20 pp). [RC 5]

 (U) FBI, Chinese Talent Programs, Sept 2015, 5 pp.  (U) Intelligence document 3a, 2014, 3pp. [JWICS BB]  (U) Intelligence document 3b, 2014, 10 pp. [JWICS BB]  (U) Intelligence document 3c, 2016, pp 18-25. (6 pp) [JWICS BB]  (U) Intelligence document 3d, 2016, pp 3-26. [JWICS BB] [RC 6]  SCAN: U.S. Department of Justice, Summary of Major U.S. Export Enforcement, Economic Espionage, Trade Secret and Embargo-Related Criminal Cases, 17 Feb 2017.

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Session 4: China’s Imagery Intelligence, Signals Intelligence, and Intelligence, Surveillance, and Reconnaissance (ISR) (66 pp)

 Zhang Xiaojun, The Science of Military Intelligence, Dec 2001, pp 94-98.

 Stokes, Mark A. and Dean Cheng. China's Evolving Space Capabilities, 25 April 2012, pp 28-43 (16 pp).

 Easton, Ian and Russell Hsiao. The Chinese PLA’s UAV Project, 11 March 2013, pp 2-3, 5, 11- 15 (8 pp).

 Easton, Ian. China’s Evolving Recon-Strike Capabilities, Feb 2014, pp 5, 9-15, 20-21.

 (U) Intelligence document 4a, 2014, 8 pp. [JWICS BB]

 (U) Intelligence document 4b, 2015, 11 pp. [JWICS email] [RC 7]

 (U) Intelligence document 4c, 2017, pp 4, 7-9, 14-17, 22 (8 pp) [JWICS BB] [RC 8]

Session 5: Cyber Espionage and Sabotage (94 pp):

 FireEye. Redline Drawn: China Recalculates … Cyber Espionage, June 2016, 12 pp. [RC 9]

 Raud, Mikk. China and Cyber: Attitude, Strategies, Organisation, Sep 2016, 23 pp.

 (U) Intelligence document 5a, 2013. pp i-v. [JWICS BB]

 (U) Intelligence document 5b, 2014, 10 pp [JWICS BB]

 (U) Intelligence document 5c, 2016, 7 pp. [JWICS BB] [RC 10]

 (U) Intelligence document 5d, 2016, 6 pp. [JWICS BB]  (U) Intelligence document 5e, 2016, 3 pp. [JWICS email]

 (U) Intelligence document 5f, 2016, 19 pp. [JWICS email]

 (U) Intelligence document 5g, 2017, 9 pp [JWICS BB]

 SCAN: PWC-UK and BAE Systems. Operation Cloud Hopper. April 2017, 20 pp.

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Session 6: Influence Operations and Propaganda (90 pp)

 Brady, Anne-Marie. Testimony on PRC Propaganda, 30 April 2009, 9 pp.

 Stokes, Mark and Russell Hsiao, The PLA General Political Department: Political Warfare with Chinese Characteristics, 14 Oct 2013, pp 3-6, 14-16, 24-27, 33-42 (21 pp)

 Kania. Elsa. The PLA’s Latest Strategic Thinking on the Three Warfares, 22 Aug 2016, 7 pp.

 Pillsbury, Michael. The Hundred-Year Marathon: China's Secret Strategy to Replace America as the Global Superpower, 3 Feb 2015, pp 115-133. (19 pp). [RC 11]

 (U) Intelligence document 6a, 2010, 10 pp. [JWICS BB]

 (U) Intelligence document 6b, 2010, 11 pp. [JWICS email] [RC 12]

 (U) Intelligence document 6c, 2014, 10 pp. [JWICS email]

 (U) Intelligence document 6d, 2016, 3 pp. [JWICS BB]

Session 7: Counterintelligence, Counter-subversion, and Internal Security (75 pp)

 Mattis, Peter. Virtual Espionage Challenges Chinese Counterintelligence, 7 May 2014, 4 pp.

 PRC NPC. Counter-espionage Law of the People's Republic of China, 1 Nov 2014, 8 pp.

 Brookes, Adam. Is China Swarming With Foreign Spies?, 4 Nov 2014, 3 pp

 Chang, Amy. China’s Cyber Security Strategy, Dec 2014, pp 12-29 (18 pp). [RC 13]

 Mattis, Peter. Cracking Down on Foreign Espionage Channels, 6 March 2015, 6 pp. [RC 14]

 Mazzetti, Mark. Obama Warns Beijing About Covert Agents Operating in US, 16 Aug 2015, 6 pp.  Mattis, Peter. New Law Reshapes Chinese Counterterrorism, 26 Jan 2016, 4 pp.  Eades, Mark C. China Teaches Kids to Catch Spies, Warns Women against Foreign Men. 4 May 2016, 3 pp.  Lam, Willy. Beijing’s New Scorched Earth Policy against the Uighurs, 6 Feb 2017, 4 pp.  Zhang Tao. Spies Are Everywhere. 18 April 2017, 5 pp.  (U) Intelligence document 7a, 2010, 5 pp. [JWICS BB]

 (U) Intelligence document 7b, 2014, 4 pp. [JWICS BB]

 (U) Intelligence document 7c, 2015, 3 pp. [JWICS email]

 (U) Intelligence document 7d, 2016, 6 pp. [JWICS BB]

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Session 8: Taiwan (ROC) Intelligence and CI issues (96 pp)

 Phillips, Steven E. Identity and Security in Taiwan, July 2006, 13 pp. [RC 15]

 Mattis, Peter. China’s Espionage against Taiwan (Part I, 7 Nov 2014, 4 pp.

 Mattis, Peter. China’s Espionage against Taiwan (Part II), 5 Dec 2014, 5 pp.

 Easton, Ian and Randall Schriver. Standing Watch: Taiwan and Maritime Domain Awareness in the Western Pacific, 16 Dec 2014, 19 pp.

 Huang, Po-Chang (Paul). Taiwan’s “Cyber Army” Plan, 5 July 2016, 4 pp.

 Hsiao, Russell. Changing Guard at Taiwan’s National Security Bureau, 2 Nov 2016, 3 pp.  (U Intelligence document 8a, 2011, 4 pp. [JWICS BB]

 (U) Intelligence document 8b, 2011, 10 pp. [JWICS BB]

 (U) Intelligence document 8c, 2012, 7 pp. [JWICS BB]

 (U) Intelligence document 8d, 2015, 6 pp. [JWICS BB]  (U) Intelligence document 8e, 2016, 16 pp. [JWICS email ]

 (U) Intelligence document 8f, 2016, 3 pp. [JWICS email]

 (U) Intelligence document 8g, 2016, 3 pp. [JWICS email]

 SCAN : (U) Intelligence document 8h, 2008, pp 1-17. [JWICS BB] [RC 16]

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Essay-Exam and Presentation Grading Criteria

All written work receives separate raw scores for substance and writing, which are used to compute the Note: overall % grade for the exam/paper/presentation. Offers a genuinely new understanding of the topic. An organized, coherent and well-written product that A+ (98-100) clearly warrants publication. Demonstrates total grasp of the topic. Writing is free of spelling and grammar errors and style is clear and concise. Work of superior quality that shows a high degree of original thought. Addresses all sub-questions and A (93-97) major considerations. Demonstrates excellent grasp of topic. No more than 1-2 minor writing errors. Clearly well above average graduate work; contains original thought. Demonstrates a comprehensive A- (90-92) grasp of topic. Addresses all major points. No more than 3-4 minor writing errors. A sound effort that meets all the criteria of a well-crafted essay; discusses all important ideas related to the B+ (87-89) topic. No more than 5-6 minor writing errors. Average graduate-level performance. A solid essay that is, on the whole, a successful consideration of B (83-86) topic. No more than 7-8 minor writing errors. An essay that addresses the question and has a clearly-stated thesis, but fails to fully support the thesis B- (80-82) and either does not address counter-arguments thoroughly, has serious structural flaws or does not fully develop conclusions. No more than 9-10 minor writing errors. Sufficiently analytical effort to distinguish it from a C, but lacks sufficient support, structure, analysis or C+ (77-79) clarity to merit graduate credit. No more than 11-12 minor writing errors. The work is barely adequate and does not meet the standards of graduate work. Makes inadequate use of C (73-76) evidence, has little coherent structure, and fails to adequately explore the issue. No more than 13-14 minor writing errors. Attempts to address the question but does not come to a responsible, defensible conclusion worthy of C- (70-72) serious attention or is sufficiently below average in one or more of the six standards of an essay. No more than 15-16 minor writing errors. An essay that is clearly unrepresentative of the qualities expected of graduate-level work or that fails to F (0-69) address the question. Writing is unintelligible. Essay contains plagiarism. Class Participation Grading Criteria Strikes an outstanding balance of listening and contributing. Contribution is always of superior quality. A (93-100) Demonstrates preparation for every session in quality of contributions to class discussions. Prepared for every class; contributions highlighted by insightful thought, understanding, and sometimes A- (90-92) original interpretation of complex concepts. Above average level of contribution expected from a graduate student. Provides insightful comments and B+ (87-89) is fully engaged in class discussions. Average graduate level contribution. A positive contributor to class discussions. Participates in the majority B (83-86) of sessions. Contributions reflect understanding of the material. B- (80-82) Involvement in discussions reflects adequate preparation for seminar. Contributes. Sometimes speaks out without having thought through the issue well enough to marshal C+ (77-79) logical supporting evidence, address counter-arguments, or present a structurally sound position. Says nothing at all during five or more class sessions. Sometimes contributes voluntarily; more frequently needs to be encouraged. Minimal preparation for class C (73-76) reflected in arguments lacking analytical support, structure or clarity. Frequently uses computer at desk during class without instructor’s permission. Frequently takes up class time with lengthy monologues that are off-topic and/or make it obvious the student has not done the readings. Contribution is barely adequate. Attempts to state an opinion C- (70-72) through inadequate use of evidence, incoherent logical structure, and a critically unclear quality of insight. Efforts insufficient to adequately examine the issue at hand. Consistently disrupts class with side conversations. Lack of contribution to discussions reflects lack of F (0-69): preparation for sessions. Unable to articulate a responsible opinion. Displays a negative attitude.

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National Intelligence University Certificate of Intelligence Studies -- Counterintelligence

MSI 661 – Counterintelligence Fall Quarter 2017-2018

Instructor: Joseph P. O’Neill, LTC, USAR-Retired Contact Info: (301) 243-2301; Joseph.O’[email protected] Send all official correspondence to dodiis email addresses only. Class Times: Wednesday, 1800-2040 Office Hours: Monday 1330-1600, Tuesday 1300-1600; Wednesday 1400-1700

Course Description Foreign intelligence activities pose a significant threat to U.S. national security and economic interests at home and abroad. This course examines the U.S. counterintelligence (CI) effort from a strategic perspective, including the role of CI in relation to the larger intelligence community, the law enforcement system, and U.S. national security strategy. The course also includes: an overview of CI organizations, laws, and strategies; and an overview of the foreign intelligence threat including espionage, influence operations, economic espionage, and cyber intrusions.

Contribution to Mission This course prepares you to critically identify, understand, and analyze the foreign intelligence threat to the United States. It addresses the organization and mission of the U.S. counterintelligence community, as well as the legal and policy environment that shapes and constrains the counterintelligence effort in a democratic society.

Learning Outcomes □ Recognize, understand, and analyze the political, legal, social, and economic factors that have shaped U.S. counterintelligence law, policy, and organizations. □ Recognize, understand, and analyze U.S. CI law, policy, strategies, organizations, and missions. □ Recognize, understand, and analyze how CI works together with the larger intelligence community, law enforcement, and other parts of the U.S. national security apparatus. □ Recognize, understand, and analyze how CI can help to shape and lead major decisions through support to policymakers. □ Recognize, understand, and analyze the foreign intelligence threat to the United States.

Course Requirements Students are responsible for reading assigned material before each class in order to facilitate meaningful, substantive seminar discussion. Readings are assigned from issued textbook and Blackboard. Student performance will be assessed in terms of comprehending, critical thinking, synthesizing, and applying of the course content to “real world” intelligence challenges.

Student Performance Measures Students’ performance will be measured based on their:  Substantive participation in seminar discussions  Understanding of the complex nature of Counterintelligence  Critical appraisal and comparison of competing theoretical models  Ability to argue logically and persuasively for and against hypotheses using supporting facts and evidence  Ability to articulate orally and in writing a coherent, evidence-based set of interpreted observations and analysis

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Course Requirements – Graded Deliverables:  Class Participation 25 % (Each session)  Reading Critique 25 % (Once per course on date assigned)  Mid-Term Exam 25 %  Final Exam 25 %

All deliverables will be submitted to the instructor in hard-copy AND electronically via NIPR or JWICS email. The file-name of all e-documents will begin with the student’s last name (E.G.: Smith 601 exam).

Reading Critique and Presentation: Each student will present a critique of one reading during the course. Students will be assigned sequence numbers (in alphabetical order) corresponding to readings designated [RC 1], [RC 2], [RC 3], etc. in the syllabus. The student will present the critique in a brief power-point presentation and will use the presentation to lead the class in a discussion of the reading. The student’s prepared remarks will not exceed 10 minutes. A template for the critique presentation is posted on Blackboard. The summary will be submitted in hard and soft copy to the instructor before the class session. The hard-copy will be in MS PowerPoint “Notes Pages” format. The “full points” score for the presentation is 90%; scores between 91% and 100% will be awarded only to students who do a truly exceptional, “over and above” job of leading a class discussion.

Mid-term and Final Exams: The exams are open book and take-home, and consist of 2-3 essay questions with a four page, double-spaced page limit for each essay. Citing of sources using endnotes is required (notes do not count toward the page limit); a bibliography is not. The exam questions are based on material from the required readings, lectures, and class discussions. Use of classified sources and research outside of the assigned course material is encouraged. The exams are due via NIPR or JWICS Blackboard-Message prior to class session #5 (Mid-term) and #10 (Final). Save essays in ONE document. Put your name in a header on each page. Include a standard NIU title page. Late exams will be penalized 5% per day.

Class Participation: In-class discussion is an important part of graduate level education. In order to participate fully in seminar discussions, students must complete all readings before each session. The instructor will assign each student a participation grade based on the student’s level of participation and preparation. Class Participation Self Assessment: The instructor will consider student input when assigning class participation grades. Using the rubric at the end of the syllabus, give yourself a numeric score (e.g.: 89) for in-class participation. Provide a brief description (bullets) of your contributions to various class discussions. Keep track of your participation throughout the quarter. Turn in your input (using the form posted on Blackboard) at the end of Session 10. This is not optional.

Absences: On rare occasions a student might have to miss a class for a compelling reason. In order to be considered “excused,” any such absence must be coordinated with the instructor prior to the session. Unexcused student absences will result in the automatic loss of one letter grade (e.g., A to A-) for the overall course per absence. [See grading criteria at end of syllabus.] To make up for the participation grade for an excused absence, a student will produce a text-only version of a Reading Critique (see guidance above and format on BB) for each of the readings designated with a [RC 1], [RC 2], [RC 3], etc. in the syllabus for the missed session. Critiques are due in hard- and soft-copy at the beginning of the next class session.

Course Textbooks: . Vaults, Mirrors, and Masks: Rediscovering U.S. Counterintelligence. Jennifer E. Sims and Burton Gerber, Editors. Georgetown University Press. 2009. (VMM) . Other assigned material can be found on the course’s Blackboard (BB) sites: Internet: http://niu.blackboard.com ; JWICS: https://blackboard.dodiis.ic.gov/

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Course Outline Session Topic 1 (30 Aug) Origins and Evolution of the U.S. CI System 2 (6 Sep) Theories of Counterintelligence 3 (13 Sep) CI Law, Civil Liberties, and Intelligence Oversight 4 (20 Sep) The Functions of Counterintelligence (1): Operations & Investigations 5 (27 Sep) The Functions of Counterintelligence (2): Analysis & Functional Services [Mid-term exam due] 6 (4 Oct) The Insider Threat 7 (11 Oct) Espionage and Agents of Influence 8 (18 Oct) Economic Espionage, S&T Collection, and Supply Chain Issues 9 (25 Oct) Cyber Espionage and Sabotage 10 (1 Nov) Proposals for Change and the Way Ahead [Final exam due]

Session 1: Origins and Evolution of the U.S. CI System (95 pp):  Fox, John and Michael Warner. Counterintelligence: The American Experience, VMM, Ch 2, 15 pp.  Major, David and Peter C. Oleson, Espionage against America, 31 Aug 2015, 23 pp.  Evans, M. Stanton and Herbert Romerstein. The Greatest Story Never Told, in Stalin’s Secret Agents: The Subversion of Roosevelt’s Government, 2012, pp 1-11.  Ehrman, John. The Alger Hiss Case, 2001, 12 pp.  Van Cleave, Michelle K. NCIX and the National CI Mission, Sept 2008, pp 59-66, 72-78, 120-125 (20 pp).  Nolte, William. Counterintelligence after Snowden, 14 Feb 2014, 11 pp.  (U) Intelligence document 1a, 2013, pp 32-34. [JWICS BB]

Session 2: Theories of Counterintelligence (Definitions of and Approaches to) (92 pp):  Van Cleave, Michelle K. Strategic Counterintelligence: What Is It and What Should We Do About it? June 2007, 11 pp.  Sims, Jennifer E. Twenty-first Century Counterintelligence: The Theoretical Basis for Reform, VMM, Ch 1, 2009, 26 pp.  Ehrman, John. Toward a Theory of CI: What are We Talking About When We Talk about Counterintelligence, June 2009, 14 pp. [RC 1]  ODNI. ICD 700 Protection of National Intelligence, 7 June 2012, 4 pp.  Van Cleave, Michelle K. Thinking and Teaching about Counterintelligence, 2013, 9 pp. [RC 2]  ODNI. National Intelligence Strategy of the USA (CI excerpt), 18 Sep 2014, pp 2/4/6/8/10/12/16 (7 pp).  (U) Intelligence document 2a, 2013, 4 pp. [JWICS BB]  (U) Intelligence document 2b, 2016, 17 pp. [JWICS BB]  SCAN: ODNI. Overview of the U.S. Intelligence Community, 2009 (major CI orgs highlighted).  SCAN: National Counterintelligence Strategy of the USA - 2016, 2016, 14 pp.

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Session 3: CI Law, Civil Liberties, and Intelligence Oversight (91 pp)

 EO 12333, United States Intelligence Activities (As amended), 30 July 2008, [READ highlighted parts pertaining to CI; SCAN the rest], 10 pp.

 Posner, Richard A. Counterintelligence, Counterterrorism, Civil Liberties, and the Domestic Intelligence Controversy, VMM, Ch 12, 2009, 19 pp. [RC 3]

 Woods, Michael J. and King, William. An Assessment of the Evolution and Oversight of Defense Counterintelligence Activities, 2009, pp. 169-172 and 191-219 [32 pp]. [RC 4]

 Liu, Edward C. and Garvey, Todd. Protecting Classified Information and the Rights of Criminal Defendants: The Classified Information Procedures Act, 2 April 2012, 12 pp.

 DOD. Directive 5240.02 Counterintelligence, 17 March 2015, 11 pp.

 Doyle, Charles, National Security Letters in Foreign Intelligence Investigations, 31 July 2015, Summary and pp 1-7.

 SCAN: DOJ. Attorney General’s Guidelines for FBI Investigations, 29 September 2008, 46 pp.

 SCAN: Elsea, Jennifer K. Criminal Prohibitions on the Publication of Classified Defense Information, 9 September 2013, 32 pp.

 SCAN: DODM 5240.01 Procedures Governing Conduct of DoD Intelligence Activities, 8 Aug 2016.

Session 4: The Functions of CI (Pt-1): Operations and Investigations (95 pp).

 Olson, James M. The Ten Commandments of Counterintelligence, 2001, 7pp.

 Smith, Ivian C. Inside: A Top G-Man Exposes Spies, Lies, and Bureaucratic Bungling in the FBI. 2009,,pp 29-47 (19 pp). (Larry Wu-tai Chin espionage investigation) [RC 5]

 Redmond, Paul J. The Challenges of Counterintelligence, in Intelligence: The Secret World of Spies (3rd Ed.), 2011, pp. 287-305 [19 pp].

 ODNI. ICD 750 Counterintelligence Programs, 5 July 2013, 4 pp.

 Lowenthal, Mark M. Intelligence: from Secrets to Policy (6th Ed.), 23 May 2014, Ch. 7 - Counterintelligence, pp 204-226, (23 pp).

 Cowden, Robert. OSS Double-Agent Operations in World War II. June 2014, 8 pp. [RC 6]

 (U) Intelligence document 4a, 2010, 9 pp. [JWICS BB]

 (U) Intelligence document 4b, 2011, 2 pp. [JWICS BB]

 (U) Intelligence document 4c, 2013, 6 pp. [JWICS BB]

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Session 5: The Functions of CI (Pt-2): Analysis, and Functional Services (93 pp)

 Godson, Roy. Dirty Tricks or Trump Cards: U.S. Covert Action and Counterintelligence, 1995, pp. 184-200, 238-240 [20 pp]. (CI Analysis) [RC 7]

 National Research Council, Committee to Review the Scientific Evidence on the Polygraph. The Polygraph and Lie Detection. 2003. 14 pp [RC 8]

 Shumate, Scott and Randy Borum. Psychological Support to Defense Counterintelligence Operations, Jan 2006, 12 pp.

 ONCIX, Robert Hanssen Case Study, 2008, 20 pp.

 Sugg, Irvin D. Basic Counterintelligence Analysis in a Nutshell, March 2010, 8 pp.

 (U) Intelligence document 5a, 2008, 9 pp. [JWICS BB]

 (U) Intelligence document 5b, 2016, 11 pp . [JWICS BB]

Session 6: The Insider Threat (99 pp)

 POTUS, National Insider Threat Policy, 21 Nov 2012, 10 pp.

 Van Cleave, Michelle K. Edward Snowden, Bradley Manning, and the Next Leak, Oct 2013, 7 pp.

 HPSCI, Review of Snowden Case, 15 Sept 2016, pp i-iii, 30-33 ( 7 pp).

 Wilder, Ursula M. Why Spy Now? The Psychology of Espionage and Leaking in the Digital Age, June 2017, 16 pp. [RC 9]

 Herbig Katherine L., The Expanding Spectrum of Espionage by Americans, 1947 – 2015, Aug 2017, pp vii-ix, 44-62. (22 pp)

 (U) Intelligence document 6a, 2011, pp 7-12, SCAN the rest. [JWICS BB]

 (U) Intelligence document 6b, 2013, pp 1-5, 23-28. [JWICS BB] [RC 10]

 (U) Intelligence document 6c, 2015, pp 2-19, 23-24 (20 pp). [JWICS BB]

UNCLASSIFIED UNCLASSIFIED As of: 29 Aug 2017

Session 7: Espionage and Agents of Influence (99 pp):

 Wallace, Robert. A Time for Counterespionage, VMM, 2009, Ch 5, 20 pp.

 Radosh, Ronald. The Truth about Harry Dexter White – Soviet Agent, 19 Feb 2013, 6pp.

 (U) Intelligence document 7a, 2015, pp 1-12. [JWICS BB]

 (U) Intelligence document 7b, 2010, 11 pp. [JWICS email]

 (U) Intelligence document 7c, 2013, 11 pp. [JWICS email] [RC 11]

 (U) Intelligence document 7d, 2013, 13 pp. [JWICS email]

 (U) Intelligence document 7e, 2013, 23 pp. [JWICS BB] [RC 12]

 (U) Intelligence document 7f, 2017, 3 pp. [JWICS email]

 SCAN: DOJ. Major Espionage-Related Indictments and Prosecutions, 18 March 2013.

Session 8: Economic Espionage, S&T Collection, and Supply Chain Issues (95 pp):

 FBI. Higher Education and National Security, April 2011, 11 pp. [RC 13]

 ONCIX. Annual Report to Congress on Foreign Economic Collection and Industrial Espionage, NCIX, Oct 2011, pp. i-iv, 1-11. (15 pp)

 Doyle, Charles. Stealing Trade Secrets and Economic Espionage: An Abridged Overview of 18 U.S.C. 1831 and 1832, 25 July 2014, 7 pp.

 Reid, Melanie. A Comparative Approach to Economic Espionage: Is Any Nation Effectively Dealing With This Global Threat?, 1 May 2016, pp 757-772, 802-820 (34 pp)

 (U) Intelligence document 8a, 2013, 3 pp. [JWICS BB]

 (U) Intelligence document 8b, 2013, 4 pp. [JWICS BB]

 (U) Intelligence document 8c, 2015, pp iv, 1-8. [JWICS BB]

 (U) Intelligence document 8d, 2017, pp. (12 pp) [JWICS BB] [RC 14]

 SCAN: Executive Office of the President, National Strategy for Global Supply Chain Security, Jan 2012.

 SCAN: DOJ. Fact Sheet: Summary of Major U.S. Export Enforcement, Economic Espionage, Trade Secret, and Embargo-Related Criminal Cases, 17 Feb 2017.

UNCLASSIFIED UNCLASSIFIED As of: 29 Aug 2017

Session 9: Cyber Espionage and Sabotage (91 pp):

 Fidler, David P. Economic Cyber Espionage and International Law, 20 March 2013, 4 pp.

 Quinn, Richard P. The FBI’s Role in Cyber Security, 16 April 2014, 6 pp

 American Foreign Policy Council. Strategic Primer: Cybersecurity, March 2016, 10 pp.

 POTUS. PPD-41: United States Cyber Incident Coordination, 26 July 2016, 6 pp.

 Coats, Daniel. Worldwide Threat Assessment of the U.S. Intelligence Community, 11 May 2017, 3 pp.

 POTUS, EO 13800 - Strengthening the Cybersecurity of Federal Networks and Critical Infrastructure, 11 May 2017, 8 pp.

 PWC, Initial Takeaways from President Donald Trump’s Cybersecurity Executive Order, May 2017, 4pp

 (U) Intelligence document 9a, 2008, pp ii-v, 1-8 ; SCAN : pp 9-47 [JWICS BB]

 (U) Intelligence document 9b, 2015, pp i-iv, viii-xi, 1-9 (17 pp). [JWICS email]

 (U) Intelligence document 9c, 2016, pp i-iv, vii-viii, 1-5 (11 pp). [JWICS email] [RC 15]

 (U) Intelligence document 9d, 2017, 9 pp. [JWICS BB] [RC 16]

Session 10: Proposals for Change and The Way Ahead (93 pp)

 Odom, LTG William. Fixing Intelligence, 2003, pp 22-24, 167-184 ( 21 pp.)

 WMD Commission. Report to the President, Chapter 11, 31 March 2005. (14 pp) [RC 17]

 ONCIX. No More Secrets: National Security Strategies for a Transparent World, March 2011, 15 pp. [RC 18]

 Dahl, Erik J., Domestic Intelligence Today: More Security but Less Liberty?, Sept 2011, 6 pp.

 Sims, Jennifer E. The Future of Counterintelligence: The Twenty-first Century Challenge. 13 March 2014, 20 pp.

 INSA, Counterintelligence for the 21st Century, Oct 2009, 11 pp.

 (U) Intelligence document 10a, 2017, 6 pp. [JWICS BB].

UNCLASSIFIED UNCLASSIFIED As of: 29 Aug 2017

Essay-Exam and Presentation Grading Criteria All written work receives separate raw scores for substance and writing, which are used to compute the Note: overall % grade for the exam/paper/presentation. Offers a genuinely new understanding of the topic. An organized, coherent and well-written product that A+ (98-100) clearly warrants publication. Demonstrates total grasp of the topic. Writing is free of spelling and grammar errors and style is clear and concise. Work of superior quality that shows a high degree of original thought. Addresses all sub-questions and A (93-97) major considerations. Demonstrates excellent grasp of topic. No more than 1-2 minor writing errors. Clearly well above average graduate work; contains original thought. Demonstrates a comprehensive A- (90-92) grasp of topic. Addresses all major points. No more than 3-4 minor writing errors. A sound effort that meets all the criteria of a well-crafted essay; discusses all important ideas related to the B+ (87-89) topic. No more than 5-6 minor writing errors. Average graduate-level performance. A solid essay that is, on the whole, a successful consideration of B (83-86) topic. No more than 7-8 minor writing errors. An essay that addresses the question and has a clearly-stated thesis, but fails to fully support the thesis B- (80-82) and either does not address counter-arguments thoroughly, has serious structural flaws or does not fully develop conclusions. No more than 9-10 minor writing errors. Sufficiently analytical effort to distinguish it from a C, but lacks sufficient support, structure, analysis or C+ (77-79) clarity to merit graduate credit. No more than 11-12 minor writing errors. The work is barely adequate and does not meet the standards of graduate work. Makes inadequate use of C (73-76) evidence, has little coherent structure, and fails to adequately explore the issue. No more than 13-14 minor writing errors. Attempts to address the question but does not come to a responsible, defensible conclusion worthy of C- (70-72) serious attention or is sufficiently below average in one or more of the six standards of an essay. No more than 15-16 minor writing errors. An essay that is clearly unrepresentative of the qualities expected of graduate-level work or that fails to F (0-69) address the question. Writing is unintelligible. Essay contains plagiarism. Class Participation Grading Criteria Strikes an outstanding balance of listening and contributing. Contribution is always of superior quality. A (93-100) Demonstrates preparation for every session in quality of contributions to class discussions. Prepared for every class; contributions highlighted by insightful thought, understanding, and sometimes A- (90-92) original interpretation of complex concepts. Above average level of contribution expected from a graduate student. Provides insightful comments and B+ (87-89) is fully engaged in class discussions. Average graduate level contribution. A positive contributor to class discussions. Participates in the majority B (83-86) of sessions. Contributions reflect understanding of the material. B- (80-82) Involvement in discussions reflects adequate preparation for seminar. Contributes. Sometimes speaks out without having thought through the issue well enough to marshal C+ (77-79) logical supporting evidence, address counter-arguments, or present a structurally sound position. Says nothing at all during five or more class sessions. Sometimes contributes voluntarily; more frequently needs to be encouraged. Minimal preparation for class C (73-76) reflected in arguments lacking analytical support, structure or clarity. Frequently uses computer at desk during class without instructor’s permission. Frequently takes up class time with lengthy monologues that are off-topic and/or make it obvious the student has not done the readings. Contribution is barely adequate. Attempts to state an opinion C- (70-72) through inadequate use of evidence, incoherent logical structure, and a critically unclear quality of insight. Efforts insufficient to adequately examine the issue at hand. Consistently disrupts class with side conversations. Lack of contribution to discussions reflects lack of F (0-69): preparation for sessions. Unable to articulate a responsible opinion. Displays a negative attitude.

UNCLASSIFIED UNCLASSIFIED As of: 7 Nov 2017

National Intelligence University Master of Science of Strategic Intelligence

MSI 658 – Comparative Intelligence Winter Quarter 2017-2018

Instructor: Joseph P. O’Neill, LTC, USAR-Retired

Contact Info: (301) 243-2301; Joseph.O’[email protected] / Joseph.P.O'[email protected] Send all official correspondence to Blackboard dodiis email addresses only. Class Times: Thursday, 0800-1040, OPS2B - 2B3064D or ICC-Bethesda (room TBD) Office Hours: Monday 1330-1600, Wednesday 1400-1700, Thursday 1040-1200 / 1300-1600

Course Description A critical mission of U.S. counterintelligence organizations and of the broader intelligence community is to assess the intelligence capabilities and activities of foreign powers, and to describe their resources, plans, and methods of operation. This course provides students with multiple approaches to analyzing foreign intelligence services/communities. Students are introduced to theoretical models drawn from academia, as well as to analytic frameworks used by U.S. intelligence agencies. Later in the course, a series of case studies are used to examine the intelligence services/communities of both adversaries and allies.

Contribution to Mission This course prepares students to critically identify, understand, and analyze the: 1) intelligence capabilities of foreign powers; 2) the intelligence threat to U.S. national security posed by foreign intelligence services; and 3) the role played in national security policy and domestic politics by the intelligence apparatus of each of the countries studied.

Learning Outcomes Students will be able to: □ Recognize, understand, analyze, and apply the comparative analytic approach □ Recognize, understand, analyze, and apply academic theories of comparative intelligence analysis. □ Recognize, understand, analyze, and apply intelligence community analytic frameworks for conducting comparative intelligence analysis. □ Recognize, understand, and analyze the political, legal, social, and economic factors that have shaped selected foreign intelligence communities. □ Recognize, understand, and analyze the foreign intelligence threat to the United States.

Course Requirements Students are responsible for reading assigned material before each class in order to facilitate meaningful, substantive seminar discussion and dialogue. Readings are assigned from issued textbook, reserved readings, and Blackboard. Student performance will be assessed in terms of comprehending, critical thinking, synthesizing, and applying of the course content to “real world” issues and intelligence challenges – using a research paper, presentations, and class participation.

Student Performance Measures Students’ performance will be measured based on their:  Substantive participation in seminar discussions  Critical appraisal and comparison of competing theoretical models  Ability to argue logically for and against hypotheses using supporting facts and evidence  Ability to articulate orally and in writing coherent, evidence-based analysis

UNCLASSIFIED UNCLASSIFIED As of: 7 Nov 2017

Course Requirements – Graded Deliverables:  Class Participation 25 % (Each session)  Reading Critique and Presentation 25 % (On date assigned)  Paper proposal 10% (Due session 4)  Final Paper 40 % (Due session 10)

All deliverables will be submitted to the instructor in electronically via Blackboard Message (preferred) or NIPR/JWICS DODIIS email. The file name of all e-documents will begin with the student’s last name (E.G.: Smith 658 paper).

Reading Critique and Presentation: Each student will present a critique of one reading during the course. Students will be assigned sequence numbers corresponding to readings designated [RC 1], [RC 2], etc. in the syllabus. The student will present the critique in a brief power-point presentation and will use the presentation to lead the class in a discussion of the reading. The student’s prepared remarks will not exceed 15 minutes; the follow-on discussion ideally will last 15-30 minutes. A template for the critique presentation is posted on Blackboard. The summary will be submitted in soft copy via Blackboard Message to the instructor NLT 1500 the day before the class session. Students are allowed to swap RC assignments if mutually agreed and the instructor is notified NLT the day before the presentation.

Paper: The paper is a case study of one foreign intelligence service or community, or a comparative study of two services/communities (one of which must be foreign; the other may be U.S.). The intelligence service/community will be analyzed using a comparative intelligence theoretical model or analytic framework. The paper will be a minimum of 10 pages, double-spaced. Citing of sources using endnotes is required (notes do not count toward the page limit); a bibliography is not required. Use of classified sources and research outside of the assigned course material is encouraged. Include a standard NIU title page. Late papers will be penalized 5% per day. The papers are due via Blackboard Message NLT 1500 the day before class session #10.

Proposal: A proposal for the paper is due via Blackboard Message NLT 1500 the day before class session #4. The proposal with identify the intelligence service(s) studied, the comparative intelligence theoretical model or analytic framework used to analyze the case(s), and a brief literature review describing three sources and their relevance to the paper.

Class Participation: In-class discussion is an important part of graduate education. In order to participate fully in discussions, students must complete all readings before each session. The instructor will assign each student a participation grade based on the student’s level of participation and preparation. Class Participation Self Assessment: The instructor will consider student input when assigning class participation grades. Using the rubric at the end of the syllabus, give yourself a numeric score (e.g.: 89) for class participation. Provide a brief description (bullets) of your contributions to various class discussions. Keep track of your participation throughout the quarter. Turn in your assessment (using the form posted on Blackboard) NLT 1500 the day after session #10. This is not optional.

Absences: On rare occasions a student might have to miss a class for a compelling reason. In order to be considered “excused,” any such absence must be coordinated with the instructor prior to the session. Unexcused student absences will result in the automatic loss of one letter grade (e.g., A to A-) for the overall course per absence. [See grading criteria at end of syllabus.] To partially make up for the participation grade for an excused absence, a student will produce a text-only version of a Reading Critique (see guidance above and format on BB) for each of the readings designated with a [RC 1], [RC 2], [RC 3], etc. in the syllabus for the missed session. Critiques are due in soft-copy NLT the beginning of the next class session.

Course Textbook: . Intelligence Elsewhere: Spies and Espionage Outside the Anglosphere, Philip H. J. Davies and Kristian C. Gustafson, Editors, Georgetown University Press, March 2013. . Most assigned material can be found on the course’s Blackboard (BB) sites: Internet: http://niu.blackboard.com ; JWICS: http://blackboard.dodiis.ic.gov/webapps/login/

UNCLASSIFIED UNCLASSIFIED As of: 7 Nov 2017

Course Outline Session Topic 1 (16 Nov) Intro to Comparative Methods // Comparative Intelligence Theories (1) 2 (30 Nov) Comparative Intelligence Theories (2) 3 (7 Dec) U.S. Intelligence Community Analytic Frameworks 4 (14 Dec) Russia [paper proposal due] 5 (21 Dec) China 6 (4 Jan) Israel 7 (8 Jan) South Korea 8 (11 Jan) Cuba 9 (25 Jan) Iran 10 (1 Feb) Pakistan [paper & self-assessment due]

Session 1: Intro to Comparative Methods; Comparative Intelligence Theories (1) (88 pp)

 Davies, Philip H. J. and Kristian C. Gustafson, An Agenda for the Comparative Study of Intelligence: Yet Another Missing Dimension, Intelligence Elsewhere, 2013, 10 pp.

 Hastedt, Glenn. Towards the Comparative Study of Intelligence, Conflict Quarterly, Summer 1991, 18 pp.

 O’Connell, Kevin M. Thinking About Intelligence Comparatively, Brown Journal of World Affairs, Vol XI, Issue 1, Summer/Fall 2004, 8 pp.

 Bozeman, Adda. Knowledge and Method in Comparative Intelligence Studies of Non- Western Societies, Strategic Intelligence and Statecraft, 1992, 32 pp. [RC 1]

 Crosston, Matthew. Bringing Non-Western Cultures and Conditions into Comparative Intelligence Perspectives: India, Russia, and China. IJIC, 2016, 20 pp. [RC 2]

Session 2: Comparative Intelligence Theories (2) (93 pp)

 Gill, Peter, Knowing the Self, Knowing the Other: The Comparative Analysis of Security Intelligence, Handbook of Intelligence Studies, Loch K. Johnson, ed., 2007, 9 pp. [RC 3]

 Burch, James. A Comparative Analysis of Domestic Intelligence Agencies and Their Implications for Homeland Security, Homeland Security Affairs, June 2007, 26 pp. [RC 4]

 Sims, Jennifer, A Theory of Intelligence and International Politics, National Intelligence Systems, 2009, 33 pp. [RC 5]

 Warner, Michael. Building a Theory of Intelligence Systems, National Intelligence Systems, 2009, 25 pp.

UNCLASSIFIED UNCLASSIFIED As of: 7 Nov 2017

Session 3: Intelligence Community Analytic Frameworks

 (U) 3a. Intelligence document, 2012, 6 pp. [JWICS BB]

 (U) 3b. Intelligence document,, 2013, 7 pp. [JWICS BB]

 (U) 3c. Intelligence document, 2013, 6 pp. [JWICS BB]

 (U) 3d. Intelligence document. 2015, pp 1-12, A1-A15. [JWICS BB]

NOTE: For the readings below, pay more attention to the structure than the content

 (U) SCAN: 3e. Intelligence document, 2012. [JWICS email] [RC 6]

 (U) SCAN: 3f. Intelligence document, 2014. [JWICS BB] [RC 7]

 (U) SCAN: 3g. Intelligence document, 2015. [JWICS email] [RC 8]

Session 4: Russia [94 pp]:

 U.S. DoS. Special Report No. 88: Soviet Active Measures - Forgery, Disinformation, Political Operations, Oct 1981, 4 pp.

 Weiss, Gus W. The Farewell Dossier: Duping the Soviets, 1996, 8 pp.

 Soldatov, Andrei and Irina Borogan, Russia's New Nobility, 1 Sep 2010, 11 pp.

 Weiss, Michael. The Estonian Symasters: Tallinn's Revolutionary Approach to Stopping Russian Spies, 3 June 2014, 4 pp

 Galeotti, Mark. Putin’s Hydra: Inside Russia’s Intelligence Services, May 2016, 16 pp.

 (U) 4a. Intelligence document, 2017, pp 13, 46-50 (6 pp). [JWICS BB]

 (U) 4b. Intelligence document, 2017, 16 pp. [JWICS email]

 (U) 4c. Intelligence document, 2017, 9 pp. [JWICS email]

 (U) 4d. Intelligence document, 2013, 20 pp. [JWICS BB]

UNCLASSIFIED UNCLASSIFIED As of: 7 Nov 2017

Session 5: China (98 pp)

 Sawyer, Ralph. Historical Thrust of Chinese Intelligence, Intelligence Elsewhere, 20 pp.

 U.S.-China Economic and Security Review Commission (USCC), Chinese Intelligence Services and Espionage Threats to the United States, 16 Nov 2016, pp 289-299 (11 pp).

 Mattis, Peter. Modernizing Military Intelligence: Playing Catch-Up (Pt 1), 5 Dec 2016, 6 pp.

 Mattis, Peter. Modernizing Military Intelligence: Playing Catchup (Pt 2), 21 Dec 2016, 8 pp.

 Costello, John. The Strategic Support Force: Update and Overview, March 2017, 5 pp.

 (U) 5a. Intelligence document, 2017, pp 11-12, 16-23 (10 pp). [JWICS BB]

 (U) 5b, Intelligence document, 2017, pp i, vi, 1-26, 38-41, 66-66 ( pp). [JWICS email]

 (U) 5c. Intelligence document, 2017, 4 pp. [JWICS email]

Session 6: Israel (97 pp):

 Kahana, Ephraim. Reorganizing Israel's Intelligence Community, 2002, 13 pp.

 Kuperwasser, Yosef. Lessons from Israel’s Intelligence Reforms, Oct 2007, pp xi-xiv, 1-4, 13-20. (16 pp)

 Pascovich Eyal. Not above the law: Shin Bet’s (Israel Security Agency) democratization and legalization process, Jan 2015, 15 pp.

 (U) 6a. Intelligence document, 2012, 23 pp. [JWICS email]

 (U) 6b. Intelligence document, 2015, 5 pp. [JWICS email]

 (U) 6c. Intelligence document, 2015, 4 pp. [JWICS BB]

 (U) 6d. Intelligence document, 2016, 5 pp. [JWICS BB]

 (U) 6e. Intelligence document, 2016, 4 pp. [JWICS BB]

 (U) 6f. Intelligence document, 2017, pp 12-13, 34-37. (6 pp) [JWICS BB]

 (U) 6g. Intelligence document, 2017, 6 pp. [JWICS email] [RC 9]

UNCLASSIFIED UNCLASSIFIED As of: 7 Nov 2017

Session 7: South Korea (72 pp):

 International Crisis Group. Risks of Intelligence Pathologies in South Korea, 5 Aug 2014, 48 pp.

 (U) 7a. Intelligence document, 2014, 13 pp. [JWICS email] [RC 10]  (U) 7b. Intelligence document, 2017, pp 42-45. (4 pp) [JWICS BB]  (U) 7c. Intelligence document, 2017, 3 pp. [JWICS email]  (U) 7d. Intelligence document, 2017, 4 pp. [JWICS BB]  SCAN: (U) 7e. Intelligence document, 2013, 34 pp. [JWICS BB]

Session 8: Cuba (86 pp)

 Lefebvre, Stephane. Cuban Intelligence Activities in the USA, 1959–2007, 2009, 18 pp.  Rosenau, William. Cuba's Spies Still Punch Above Their Weight, 29 Sep 2013, 5 pp.  FBI. Cuban Intelligence Targeting of Academia, 2 Sep 2014, 5 pp.  Radosh, Ronald. The Cuba Conundrum: Who Is Attacking Our Diplomats and Spies in Cuba? 4 Oct 2017, 3 pp.  (U) 8a. Intelligence document, 2015, 11 pp. [JWICS email] [RC 11]  (U) 8b. Intelligence document, 2015, 5 pp. [JWICS email]  (U) 8c, Intelligence document, 2015, 11 pp. [JWICS email]  (U) 8d. Intelligence document, 2016, 5 pp. [JWICS BB]  (U) 8e. Intelligence document, 2016, 4 pp. [JWICS BB]  (U) 8f. Intelligence document 2016, 15 pp. [JWICS email]  (U) 8g. Intelligence document, 2017, 3 pp. [JWICS email]

UNCLASSIFIED UNCLASSIFIED As of: 7 Nov 2017

Session 9: Iran (86 pp)

 Wege, Carl Anthony, Iranian Intelligence Organizations, Intel Elsewhere, 16 pp.

 FireEye. Insights into Iranian Cyber Espionage: APT33, 20 Sept 2017. 8 pp.

 (U) 9a. Intelligence document, 2014, 23 pp. [JWICS email]

 (U) 9b. Intelligence document, 2015, 15 pp. [JWICS email] . [RC 12]

 (U) 9c. Intelligence document, 2015, 8 pp. [JWICS BB]

 (U) 9d. Intelligence document, 2017, 5 pp. [JWICS email]

 (U) 9e. Intelligence document, 2017, pp 26-31 (6 pp). [JWICS BB]

 (U) 9f. Intelligence document, 2017, 5 pp. [JWICS BB]

Session 10: Pakistan (84 pp):

 Johnson, Robert. Pakistan’s Inter-Services Intelligence. Intelligence Elsewhere, 24 pp.

 Shah, Aqil. Constraining Consolidation: Military Politics and Democracy in Pakistan (2007– 2013). Sept 2014, 21 pp.

 Kronstadt, Alan K. Pakistan-U.S. Relations: Issues for the 114th Congress. 14 May 2015, Summary and pp 2-8.

 Hoffman, Bruce. Abbottabad Revisited. 2017, 5 pp.

 (U) 10a. Intelligence document, 2016, 8 pp. [JWICS email] [RC 13]

 (U) 10b. Intelligence document, 2017, pp 38-41 (4 pp). [JWICS BB]

 (U) 10c. Intelligence document, 2016, 9 pp. [JWICS email]

 (U) 10d. Intelligence document, 2017, 5 pp. [JWICS BB]

UNCLASSIFIED UNCLASSIFIED As of: 7 Nov 2017

Paper and Presentation Grading Criteria

UNCLASSIFIED UNCLASSIFIED

National Intelligence University

SYLLABUS

MSI 686

Intelligence and Security Issues of Central Asia

PROFESSOR:

Dr. Daniel L. Burghart (aka dr. b)

Office 2E-500Z (da Dean’s office)

Office Hours: Any time you can catch me (call ahead to be sure I’m here). Other times by appointment.

Telephone/NIU 301-243-2183;

DSN: 982-1851 Home: 703-670-3120

Email: [email protected]

Class Meets Tuesdays 0800-1040 2E-200C

Course Description

This course is designed to develop a deep knowledge and understanding of the complex environment governing Central Asia today. This region is located in the critical region between Iran, Russia, China and Afghanistan, as well as between Europe and Asia, the historical “Silk Road”. With the drawdown in Afghanistan, Central Asia has a special strategic importance to the United States and the Intelligence Community. This course will examine the region, which consists of five countries (Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, and Turkmenistan) and their relationship with their neighbors. It will further identify the various challenges and opportunities that the region presents to the U.S. Intelligence Community (IC). The course will examine the changing environment in these Former Soviet States, and the U.S. relations with the region. The course objective is to expand the students’ knowledge about an important geo-strategic area and the issues facing it, as well as develop analytic and critical thinking skills with regard to the U.S. intelligence activities and analysis toward this region.

Contribution to Mission

One of the 2009 National Intelligence Strategy’s mission objectives states that the IC must improve its ability to anticipate and identify emerging challenges and opportunities. It goes on saying that the IC 1

must warn of strategic trends and events, so that policy-makers, military officials, and civil authorities can effectively deter, prevent or respond to threats and take advantage of opportunities. The Central Asia course will provide IC professionals with valuable insight and deep understanding of the complex issues faced by the states of that region, and will better prepare the U.S. intelligence professionals to respond to crises emerging form Central Asia in the future.

Learning Outcomes

Students will be able to:  Understand and analyze the key issues and problems faced by the Central Asian states in their effort to build independent identities  Analyze and evaluate the most important changes that have emerged as a result of the economic, social, political and military transitions these states are undergoing.  Understand and evaluate the emerging relationships and conflicts between these states, as well as with Russia, China, Iran, and Afghanistan.  Identify the U.S. intelligence opportunities and challenges in Central Asia.  Develop communication and critical thinking skills with regard to the region.  Develop predictive analytic skills when identifying current/future threats in the region.

Intelligence Community Competencies

The following Intelligence Community Competencies are addressed by the course:

 Engagement and Collaboration Y  Critical Thinking Y  Personal Leadership and Integrity Y  Accountability for Results Y  Communications Y  Technical Expertise N

Course Requirements

Students are responsible for reviewing assigned material before class in order to facilitate substantive and meaningful discussion during the class period. Readings come from various unclassified and classified sources. Students are required to attend class and to take an active role in discussing the readings.

1. Midterm– 25% Week 6

2. Paper – 25%

Students will choose a topic of interest to them relating to Central Asia: Due Week 10

3. Final Paper /Presentation – 25% Week 10

4. Class Participation—25%

Reading Materials

Peter Hopkirk, The Great Game Dilip Hiro, Inside Central Asia Martha Brill Olcott, Central Asia's Second Chance Rafis Abazov, Palgrave Concise Historical Atlas of Central Asia Thubron, Colin, The Lost Heart of Asia

In addition, other reading will be passed out in class, or posted on both classified and unclassified Blackboard.

Course Schedule

Week 1: Introduction to Central Asia

This session begins with a general overview of Central Asia, including a brief history, identifies the key players and issues relating to the area, and discusses general economic, political, military and other developments in the region. This class will examine the So What? Why Should We [the U.S. Intelligence Community] Care about Central Asia?

Subjects and Issues Covered: □ Introduction: course and syllabus overview □ Brief history of the region □ Economic, Political, Military, Intelligence Landscape □ Demographics, Cultures, Religions □ Energy Pipelines □ Relevance to the U.S. Intelligence mission □ Northern Distribution Network/ The New Silk Road

Week 2: Kazakhstan

This session will examine in brief the history, culture and current affairs of Kazakhstan. The class will primarily focus on the current issues facing Kazakhstan (economic, political and military) and identify the implications of these developments on the U.S. interests in the region.

Subjects and Issues Covered: □ Brief history of the country □ Economic, Political, Military, Intelligence Landscape □ Demographics, Culture, Religion □ Energy Issues □ Relations with neighboring states □ U.S. Intelligence opportunities and challenges 3

Week 3: Kyrgyzstan

This session will focus on Kyrgyzstan. The class will examine the current issues facing the country (economic, political and military) and identify the implications of these developments on the U.S. interests in the region.

Subjects and Issues Covered: □ Brief history of the country □ Economic, Political, Military, Intelligence Landscape □ Demographics, Culture, Religion □ The Tulip Revolution □ Relations with neighboring states □ Manas Transport Center and the NDN □ U.S. Intelligence opportunities and challenges

Week 4: Uzbekistan

This session will examine Uzbekistan. The class will focus on the current issues facing the country (economic, political and military) and identify the implications of these developments on the U.S. interests in the region.

Subjects and Issues Covered: □ Brief history of the country □ Economic, Political, Military, Intelligence Landscape □ Demographics, Culture, Religion □ Andijon Massacre □ Crime and Corruption □ Succession Issues □ Relations with its neighbors □ U.S. Intelligence opportunities and challenges

Week 5: Tajikistan

This session will examine Tajikistan. The class will focus on the current issues facing the country (economic, political and military) and identify the implications of these developments on the U.S. interests in the region. .

Subjects and Issues Covered: □ Brief history of the country □ Economic, Political, Military, Intelligence Landscape □ Demographics, Cultures, Religions

□ Corruption and the Drug Trade □ Terrorism and Islamic Extremism □ U.S. Intelligence opportunities and challenges

Week 6: Turkmenistan (Mid Term passed out)

This session will examine Turkmenistan. The class will focus on the current issues facing the country (economic, political and military) and identify the implications of these developments on the U.S. interests in the region.

Subjects and Issues Covered: □ Brief history of the regions □ Economic, Political, Military, Intelligence Landscape □ Demographics, Cultures, Religions □ Legacy of the Turkmenbashi □ Energy □ Relations with neighboring states □ U.S. Intelligence opportunities and challenges

Week 7: Assessment of Central Asia Today (Mid Term due)

This session will synthesize the various issues discussed during the first 6 weeks of the course and identify the current/future threats in the region. This session is aimed at developing analytic and critical thinking skills and will help students develop predictive/forecasting skills.

Week 8: Regional and International Players in Central Asia

This session will examine the geopolitical landscape of Central Asia. Key regional and international players will be identified and their motives/interests in the region analyzed. The class will primarily focus on Russia, Iran, China, and Afghanistan, as well as the U.S.

Subjects and Issues Covered: □ Key regional and international players □ Key players’ interests in the region □ U.S. Intelligence opportunities and challenges

Week 9: Guest Presentation (to be discussed in class)

Week 10: Conclusion, Course Review, Student Presentations (Papers due)

This session reviews the entire course content and summarizes the material covered. Students will provide input/critique regarding the course content and delivery. Students will receive their graded final papers.

Paper Requirement.

Students should choose a topic that interests them relating to the area, and write a 5 to 10 page paper. This paper should be analytic in nature, and include why this issue is of interest/significance to the United States and specifically the Intelligence Community. Details regarding this requirement will be discussed in class. The paper is due during the ninth week of class.

Student Presentations.

Presentations of the students’ research will take place during the tenth weeks of class. Presentations should be short (no more than 5 minutes) and to the point. Content and insight are valued; death by PowerPoint is not.

Class Participation

Active involvement in the learning process is not only encouraged—it makes learning enjoyable!

Grading Criteria for products

Offers a genuinely new understanding of the topic. Indicates brilliance. An organized, coherent and well-written product that clearly warrants publication. A+ (98-100) Demonstrates total grasp of the topic. Clear, organized, and efficient briefing materials. Work of superior quality that shows a high degree of original thought. Addresses all major considerations. Clear presentation that highlights all major A (93-97): points. Excellent use of materials and sources. Demonstrates excellent grasp of topic.

Clearly well above the average expected of graduate work; contains original thought. Demonstrates a comprehensive grasp of topic. The product A- (90-92): addresses all major and key minor points. Materials support and do not detract from presentation.

A sound effort that meets all the criteria of a well-crafted product; discusses B+ (87-89): all important ideas related to the topic. Provides supporting briefing materials.

Average graduate-level performance. A solid product that is, on the whole, a B (83-86): successful consideration of topic and a convincing presentation that clearly makes a point.

An essay that addresses the question and has a clearly-stated thesis, but fails to fully support the thesis and either does not address counter-arguments B- (80-82): thoroughly, has serious structural flaws or does not fully develop conclusions. Some materials do not support the thesis. Below average grade.

Sufficiently analytical to distinguish it from a C, but lacks sufficient support, structure, analysis or clarity to merit graduate credit. A presentation that does C+ (77-79): not include a thesis cannot receive a grade higher than this. Well below Average grade.

Indicates that the work is barely adequate and does not meet the standards of graduate work. Expresses a responsible opinion but makes inadequate use of C (73-76): evidence, has little coherent structure, is critically unclear, or lacks the quality of insight deemed sufficient to explore adequately the issue. Poor grade.

Attempts to address the question and approaches a responsible opinion but does not come to a responsible, defensible conclusion worthy of serious C- (70-72): attention or is sufficiently below average expressing the questions or potential judgments. Substandard grade.

Blatantly minimal effort. A presentation that is clearly unrepresentative of the F (<70): qualities expected of graduate-level work or that fails to address the question. Failing grade.

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National Intelligence University Master of Science of Strategic Intelligence

MSI 698 - Russian Intelligence (Spring Quarter, 2017)

Instructor: Michael May, Ph.D. Contact Info: (301) 243-2331 Send all official correspondence to dodiis email addresses only. Class Times: Tuesday, 1050-1330 Office Hours: M:9-1030,14-1500, T:15-1600, By Appt., Walk-in

Course Description: This course examines the organization, missions, capabilities, and operations of Russia’s intelligence and information operations (IO) organizations. A primary objective is to enable students to assess the nature of the threat to U.S. interests posed by Russian intelligence and information operations. The course also includes discussion of the role of intelligence and IO in Russia’s government and society. In addition, the course covers U.S. efforts to counter Russian intelligence and IO activities. The course draws on readings from a variety of perspectives, including U.S. intelligence community products, other government publications, academic writings, and Russian documents.

Learning Outcomes Students will be able to: □ Recognize, understand, and analyze Russia’s intelligence threat to the USA and allies. □ Recognize, understand, and analyze the political, legal, social, and economic factors that have shaped the Russian intelligence community. □ Recognize, understand, and analyze the organizations that make up Russia’s intelligence organizations (including the internal security apparatus) and their respective missions and methods of operation. □ Recognize, understand, and analyze strategies to counter Russian intelligence operations.

Course Requirements – Graded Deliverables:  Class Participation 25 % (Each session)  Reading Critique and Presentation 25 % (Once per course on date assigned)  Mid-Term Essay Exam 25% (Due session #5)  Final Essay Exam 25% (Due after session #10)

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All deliverables will be submitted to the instructor electronically via the Blackboard Message function and via dodiis email on NIPR or JWICS. The file-name of all e-documents will begin with the student’s last name (e.g. Dzerzhinsky 698 exam). All students will send a NIPR email stating that they have read and understood the course syllabus. This is due NLT 24 hours following the end of the first class.

Reading Critique and Presentation: Each student will present a critique of one reading during the course. Students will be assigned sequence numbers corresponding to readings designated [RC 1], [RC 2], [RC 3], etc. in the syllabus. The student will present the critique in a power-point presentation and will use the presentation to lead the class in a discussion of the reading. The student’s prepared remarks will not exceed 15 minutes, and the entire presentation will not exceed 30 minutes unless explicitly approved by the instructor. Students may switch assigned readings with the advance approval of the instructor. A template for the critique presentation is posted on Blackboard. The summary will be submitted in soft copy to the instructor NLT 2 hours before the class session.

Mid-term and Final Exams: The exams are open book and take-home, and consist of 1-3 essay questions (or scenarios) with a four page, double-spaced page limit for each essay. Citing of sources using endnotes is required (notes do not count toward the page limit); a bibliography is not required. The exam questions are based on material from the required readings, lectures, and class discussions. Use of classified sources and research outside of the assigned course material is encouraged. The exams are due via NIPR or JWICS Blackboard-Message prior to class session #5 (Mid-term) and after session #10 (Final) (The exact due date will be included with the exam questions.) Save essays in ONE document. Put your name in a header on each page. Include a standard NIU title page. Late exams will be penalized based on how many hours/days they are late. Follow all instructions. Failure to comply with any instructions contained within the syllabus, and assignment instructions, will have an impact on the grade of the student.

All assigned readings are posted on the course Blackboard (BB) sites: (NIPR) https://niu.blackboard.com ; (JWICS) https://blackboard.dodiis.ic.gov

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Course Outline

Session Topic Feb-28 1 Origins and Evolution of Russian Intelligence and IO Mar-7 2 Russia’s Intelligence Community – Organization, Roles and Missions Mar-14 3 Influence Operations, Disinformation & Propaganda – Part 1 Mar-21 4 Influence Operations, Disinformation & Propaganda – Part 2 Mar-28 5 Cyber Espionage and Sabotage (CNE and CNA) Apr-4 6 Counterintelligence, Counter-subversion, and Internal Security Apr-11 7 Political-Military Intelligence Collection (HUMINT) Apr-18 8 Economic and S&T Intelligence Collection (HUMINT) Apr-25 9 IMINT, SIGINT, and Intelligence, Surveillance, & Reconnaissance (ISR) May-2 10 Efforts to Counter Russia’s Intel & IO

Text for the class is:

Haslam, Jonathan. Near and Distant Neighbors: A New History of Soviet Intelligence. (New York: Farrar, Straus and Giroux, 2015).

Readings in red are on the high side.

Session 1: Origins and Evolution of Russian Intelligence and IO (142 pp):

Anderson, Julie. The Chekist Takeover of the Russian State, International Journal of Intelligence and Counterintelligence, Volume 19, Number 2, 2006, 35 pp.

Gustafson, Kristian C., Protecting the New Rome: Byzantine Influences on Russian Intelligence, Intelligence Elsewhere, 2013, 18 pp. RC 1

Haslam - Preface, Introduction, Ch.1, [48pp.]

Orlov, Alexander. The Theory and Practice of Soviet Intelligence, Studies in Intelligence, Spring 1963, 14 pp.

Walther, Ulf. Russia's Failed Transformation: The Power of the KGB/FSB from Gorbachev to Putin, International Journal of Intelligence and Counterintelligence, 27, 2014. 18pp. RC 2

ONCIX, Intelligence document, 5 Aug 2010, 9pp. [HS email]

Session 2: Russia’s Intelligence Community – Organization, Roles and Missions (109 pp):

Galeotti, Mark. Putin’s Hydra: Inside Russia’s Intelligence Services, May 2016, 16 pp. RC-3

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Pringle, Robert W. Guide to Soviet and Russian Intelligence Services, The Intelligencer, Vol. 18, No. 2, Winter/Spring 2011, 4 pp.

Soldatov, Andrei and Irina Borogan, Russia's New Nobility, Foreign Affairs. 1 Sep 2010, 11 pp. RC-4

SCAN: Haslam, Ch.2, 47pp

CIA Document, 22 Jan 2014, 7 pp. [HS email]

NCSC Document, 12 Feb 2016, 6 pp. [HS email]

FBI Document, 17 May 2016, 26pp. [HS email]

Org Chart, 4 May 2015, 1p. [HS email]

Session 3: Influence Operations, Disinformation and Propaganda, Part 1 (107 pp)

Atlantic Council.Kremlin Trojan Horses, Nov 2016, 25pp

Boghardt, Thomas. Soviet Bloc Intelligence and Its AIDS Disinformation Campaign, Studies in Intelligence, Vol. 53, No.4, December 2009, 19 pp. RC-5

Boghardt, Thomas. Active Measures - The Russian Art of Disinformation, 2pp

Kux, Dennis. Soviet Active Measures and Disinformation: Overview and Assessment, Parameters, Vol 15, No. 4. (1985), 11 pp.

ODNI ICA, “Assessing Russian Activities and Intentions in Recent US Elections”, 2017, 16 pp. RC-6

Haslam, Ch. 4, 15 pp.

Australian Document. 2016, 7pp. [HS BB]

NICR Document, 19 Jan 2016, 10pp. [HS Email]

CIA Document, 30 Nov 2016, 4pp. [HS email]

Session 4: Influence Operations, Disinformation and Propaganda, Part 2 (126 pp)

Holland, Max.The Propagation and Power of Communist Security Services Dezinformatiya, 2012, 20pp RC-7

NATO CEPA - Winning the Information War Techniques and Counter-Strategies in Russian Propaganda, Aug 2016, pp 9-14, pp 21-34

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Pomerantsev, Peter, and Michael Weiss. Menace of Unreality: How Kremlin Weaponizes Information, Culture and Money. 9 Sep 2014, 40 pp.

Snegovaya, Maria. Putin’s Information Warfare in Ukraine: Soviet Origins of Russia’s Hybrid Warfare, Sept 2015, 14 pp. RC-8

State Dept., Special Report No. 88. Soviet Active measures - Forgery, Disinformation, Political Operations.Oct 1981, 4 pp

Haslam, Ch. 5

Chart - 1p. [HS Email]

Session 5: Cyber Espionage and Sabotage (130 pp):

FireEye. APT28: A Window into Russia’s Cyber Espionage, 27 Oct 2014, pp 3-28. RC- 9

Haslam, Ch. 6, 23pp RC-10

Haslam, Ch.10, 16pp

FBI Bulletin, 27 May 2015, 6 pp. [HS email]

NIC, ICA, 23 Sep 2013, 40 pp. [HS email]

NIC SOCM, 17 Oct 2016, 2pp. [HS Email]

JAR, 29 Dec 2016 [HS BB]

JIB, 27 Jun 2016, 3pp. [HS email]

FBI Bulletin, 31 Oct 2016, 6 pp. [HS email]

Session 6: Counterintelligence, Counter-subversion, and Internal Security (96 pp)

Trofino, Steffany A. Dagestan: Moscow's Risk Versus Gain, International Journal of Intelligence and Counterintelligence, Vol 24, No 2, 2011, 14 pp.

Haslam, Ch. 7

ACIC, 7 Aug 2010, 20pp. [HS BB] [RC-11]

FBI Intelligence Bulletin, 23 May 2016, 6pp. [HS BB]

FBI intelligence Bulletin, 23 Jan 2016, 12pp. [HS email] [RC-12]

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FBI Intelligence Case Study, 23 May 2013, 24 pp. [HS BB]

State DS, 7 Apr 2010, 10pp. [HS BB]

SCAN: NSA.Document, 31pp. [HS BB]

Session 7: Political-Military Intelligence Collection (98 pp):

Anderson, Julie. The HUMINT Offensive from Putin’s Chekist State, International Journal of Intelligence and Counterintelligence, Volume 24, Number 3, 2011, 44 pp.

Lefebvre, Stephane. The Russian 10: An Inconsequential Adventure? International Journal of Intelligence and Counterintelligence, Vol 20, No 2, 2007, 17 pp. [RC-13]

Russian Intelligence Activities Directed at the Department of State, 10 Feb 2000, Senate Hearing, 27 pp. [RC-14]

DIA Document, 22 Jun 2015, 7pp. [HS BB]

ODNI Document, 22 Jan 2015, 8pp. [HS Email]

Session 8: Economic and S&T Intelligence Collection (134 pp):

Weiss, Gus W. The Farewell Dossier: Duping the Soviets, Studies in Intelligence, Volume 39, Number 5, 1996, 7 pp.

Haslam, Chs. 8 & 9.

DSS Document, 2016, pp 4-13, 50-55, 62, 66-71. (23 pp.) [HS BB] [RC-15]

FBI Intelligence Assessment, 29 Aug 2016, 10pp. [HS BB]

FBI Document, 15 June 2015, 9pp. [HS BB]

FBI Intelligence Bulletin, 31 Aug 2009, 7pp. [HS BB]

FBI Intelligence Case Study, Economic Intelligence, 4 May 2016, 14 pp. [HS email] [RC-16]

FBI Intelligence Bulletin, 17 Jun 2016, 3pp. [HS BB]

FBI Intelligence Bulletin, 18 Sep 2015, 4pp. [HS BB]

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SCAN: U.S. Department of Justice, Summary of Major U.S. Export Enforcement, Economic Espionage, Trade Secret and Embargo-Related Criminal Cases, 12 Aug 2015.

Session 9: Russia’s Imagery Intelligence, Signals Intelligence, and Intelligence, Surveillance, and Reconnaissance (ISR) (113 pp)

Hendrickx, Bart. Snooping on Radars: A History of Soviet/Russian Global Signals Intelligence Satellites, 2005, 33pp.

Kahn, David. Soviet COMINT in the Cold War, Cryptlogia, 1998, 19pp. RC-17

Haslam, Ch.3.

CI Note, 28 Aug 2013, 6pp. [HS email]

DIA Document, 26 Feb 2013, 39pp. [HS email]

FBI Intelligence Bulletin, 15 Sep, 5pp.

Session 10: Efforts to Counter Russia’s Intel & IO (100 pp)

Weiss, Michael. The Estonian Spymasters: Tallinn's Revolutionary Approach to Stopping Russian Spies, 3 June 2014, 4 pp.

Galleotti, Mark. How to Win Putin's Information War, New York Times, 15 December 2016, 2pp.

Haslam, Ch. 11, 25pp RC-18 Haslam - Conclusion, 7 pp.

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B+ (87-89) topic. Responses are direct and clear. Instructions are followed. No more than 3-4 minor writing errors. Average graduate-level performance. A solid essay that is, on the whole, a successful consideration of B (83-86) topic. No more than 5-6 minor writing errors. An essay that addresses the question and has a clearly-stated thesis, but fails to fully support the thesis B- (80-82) and either does not address counter-arguments thoroughly, has serious structural flaws or does not fully develop conclusions. No more than 7-8 minor writing errors. Sufficiently analytical effort to distinguish it from a C, but lacks sufficient support, structure, analysis or C+ (77-79) clarity to merit graduate credit. No more than 9-10 minor writing errors. The work is barely adequate and does not meet the standards of graduate work. Makes inadequate use of C (73-76) evidence, has little coherent structure, and fails to adequately explore the issue. No more than 11 minor writing errors. Attempts to address the question but does not come to a responsible, defensible conclusion worthy of C- (70-72) serious attention or is sufficiently below average in one or more of the six standards of an essay. No more than 12 minor writing errors. An essay that is clearly unrepresentative of the qualities expected of graduate-level work or that fails to F (0-69) address the question. Writing is unintelligible. Essay contains plagiarism. Class Participation Grading Criteria

Strikes an outstanding balance of listening and contributing. Contribution is always of superior quality .

A (93-100) Demonstrates preparation for every session in quality of contributions to class discussions.

Prepared for every class; contributions highlighted by insightful thought, understanding, and sometimes

A- (90-92) original interpretation of complex concepts.

Above average level of contribution expected from a graduate student. Provides insightful comments and is

B+ (87-89) fully engaged in class discussions.

Average graduate level contribution. A positive contributor to class discussions. Participates in the majority B (83-86) of sessions. Contributions reflect understanding of the material.

B- (80-82) Involvement in discussions reflects adequate preparation for seminar.

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Contributes. Sometimes speaks out without having thought through the issue well enough to marshal logical C+ (77-79) supporting evidence, address counter-arguments, or present a structurally sound position. Says nothing at all during five or more class sessions.

Sometimes contributes voluntarily; more frequently needs to be encouraged. Minimal preparation for class C (73-76) reflected in arguments lacking analytical support, structure or clarity. Frequently uses computer at desk during class without instructor’s permission.

Frequently takes up class time with lengthy monologues that are off-topic and/or make it obvious the student has not done the readings. Contribution is barely adequate. Attempts to state an opinion

C- (70-72) through inadequate use of evidence, incoherent logical structure, and a critically unclear quality of insight. Efforts insufficient to adequately examine the issue at hand.

Consistently disrupts class with side conversations. Lack of contribution to discussions reflects lack of

F (0-69): preparation for sessions. Unable to articulate a responsible opinion. Displays a negative attitude.