Information Analyst Curriculum Development

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Information Analyst Curriculum Development
Research Progress Review - 2006

• Dr. John B. Noftsinger, Jr.
• Dr. Stephen H. Stewart
• Mr. Kenneth F. Newbold, Jr.
• Patricia Higgins
• Benjamin Delp
• September 8th, 2006

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Top Level Summary

• Effort Objective(s) To develop an undergraduate
  degree program focused on developing Information
  Analysts to meet the growing national need in the
  public and private sectors.
• ApproachOrganized a team of faculty members
  from three colleges to develop the necessary
  components of a new academic program.
• Tasks
• Convene interdisciplinary planning group to
  outline program needs
• Develop learning objectives
• Submit program proposal to appropriate academic
  approval committees
• Present program to university Board of Visitors
• Submit final program proposal to the State
  Council for Higher Education of Virginia

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Accomplishments

• Deliverables, Target Dates
• Presentations at National Colloquia (May June
  2006)
• Course Design (Fall 2006)
• Initial Course Offerings (Fall 2007)
• Summary of Accomplishments, Results
• Learning Objectives (August 2005)
• Proposal to Curriculum Committees (September
  2005)
• Presentation to Board of Visitors (Approved-June
  2006)
• Applications
• Proposal Submitted for IC Center of Excellence
  (July 2006)

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Courses

• Information Analysis
• Intro to Information Analysis I II
• This introductory course will familiarize
  students with the history of information
  gathering and analysis.
• Techniques in Information Analysis I II
• Techniques in Information Analysis will focus on
  the methodologies behind software tools in an
  effort to better understand the problem a tool is
  best suited to solve/understand.
• Reporting for Information Analysis
• Students will learn effective interpersonal
  skills in teams or groups by synthesizing
  opinions, mediating conflicts, and reaching group
  consensus.
• Human and Artificial Intelligence
• Through the use of texts, computer modeling, and
  tabletop scenarios, the student will learn
  multiple data streams, their possible sources,
  and expected reliability.

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Courses

• Information Analysis
• Case Studies in Information
• Using detailed case studies, students will
  individually and collectively analyze divergent
  scenarios relating to the gathering, analysis,
  and dissemination of intelligence in the
  government, military, and private sectors.
• Internship for Information Analysts
• Provides students with opportunities for
  experiential learning in the information analysis
  field.
• Information Analyst Capstone
• An in-depth research project will be completed,
  allowing students to draw lessons from previous
  coursework and related experience to demonstrate
  command of pertinent scholarly knowledge.

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Courses

• Mathematics and computing
• Statistics I II
• Computer programming
• Database Design
• Critical thinking
• Introduction to Symbolic Logic
• Causal Thinking
• Counterfactual Reasoning
• Rational Decision Theory

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Courses

• Social/political theory
• Politics of cultural pluralism
• International security in the post-cold war world
• Political geography
• Political analysis in a Cross-national
  perspective

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Critical Thinking

• Building on the General Education Program, the
  Department of Philosophy and Religion has
  developed a set of courses to support the IA
  program. These courses make the JMU IA program
  unique. The courses are
• Causal Thinking
• Counterfactual Reasoning
• Rational Decision Theory

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Partnership with Industry

• Analyst Notebook Worlds leading analytical
  product, is used by more than 2000 organizations.
  Provides an environment for effective link and
  timeline analysis. It is the de facto standard
  for this type of analysis worldwide and is an
  essential visualization application.
• Causeway Designed to assist people in analyzing
  complex problems and issues, especially when
  empirical information is sparse or uncertain.
• Structured Analysis Evidentiary System (SEAS) A
  software tool developed for intelligence analysts
  that records analytic reasoning and methods,
  supports collaborative analysis across
  contemporary and historical situations and
  analysts, and has broad applicability beyond
  intelligence analysis

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Future Plans

• What are your projects unique selling points?
• Unique model of liberal arts and technology
• Only undergraduate IA program in Virginia
• Who would be interested in funding your research?
• Intelligence Community
• Private Sector
• Recommended next steps
• Market IA Curriculum to students
• Advance research component
• Continued engagement in academic community