Psl.jhu.edu Creating a Course: The History of Espionage Bascom “Dit” Talley III, MA, JHU IA Program Coordinator Jared Stafford, MS, JHU Adjunct Faculty.

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Creating a Course: The History of Espionage

Bascom “Dit” Talley III, MA, JHU IA Program Coordinator

Jared Stafford, MS, JHU Adjunct Faculty

Wesley Harden IV, BA, JHU IA Graduate Student

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• History of the Division’s Program– How and why we got involved– Key early players• Internal to JHU: Dr. Sheldon Greenberg and Mr.

Jim Giza• External to JHU: John Brennan; Kathleen Kiernan;

Lt. Gen. Emil R. “Buck” Bedard, USMC ret.; Maj. Gen. Jack Davis, USMC ret.; Robert J. Heibel, Mercyhurst College; Tom Katana; and John Irwin, JHU School of Arts and Sciences

Division of Public Safety LeadershipMS in Intelligence Analysis Program

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Division of Public Safety LeadershipMS in Intelligence Analysis Program

• Explored relationships with early partners– Booz Allen; Mercyhurst

• Began as an Intel analogue to the Police Executive Leadership Program (PELP)

• MS Degree is Forty-Two (42) Credits– 14 courses, 3 credits each– Year one we follow a 4-3 course schedule– Year two we follow a 3-2-2 course schedule

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Program Development: Key Dates

• Cohort I, January 2007-December 2008• Cohort II, January 2008-December 2009• Cohort III, January 2009-December 2010• Cohort IV, January 2010-December 2011• Admitted Cohort V, January 2011– Course to be completed December 2012

• Admitted Cohort VI, January 2012– Course to be completed December 2013

• Expect to Admit Cohort VII, January 2013

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14-Course Curriculum• Year One Curriculum– Ethics of Belief– Leadership and Organizational Behavior– Analytical Writing– Managing Differences– Strategic Thinking: Concept, Policy, Plans and

Practice– Terrorism: Concepts, Threats and Delivery– Special Issues in Intelligence Analysis

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14-Course Curriculum• Year Two Curriculum– Research Methods for Intelligence Analysts– History of Espionage– Structured Analytic Techniques– The Art and Science of Decision Making– Ethics and Society– Case Studies in Intelligence Analysis– Current Issues: Capstone presentations

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Changes and Improvements• Class evaluations• Overall program feedback, formal and

informal• Conversations with and observations of

students and faculty• More focused on use of scholarly

practitioners• Changed two primarily technical courses• Replacing Leadership Through the Classics

class with the History of Espionage class

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Origins• Evolved from “Leadership Through the Classics” –

later replaced it

• A need to address the common history that all intelligence professionals share

• Determined a specific course was needed rather than a “tweaked” one

• JHU PSL faculty pursued accreditation and course creation for curriculum

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Why Teach This?• Better understanding of history creates better

leaders

• Puts intelligence and espionage into perspective regarding world events

• “Niche” field deserving of further research

• Exposes students to the culture of the profession and builds “esprit de corps”

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Challenges• Lots of dots to connect to build a curriculum

• “Timeline of Intelligence” – where to start and stop

• Fitting it all in 5 classes

• The “so what” – historical facts are not just nice to knows

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What and Who We Studied • Espionage from the Bible to 1950s US intelligence

• Key espionage elements and figures studied include:

– Ancient Israelite spies

– Sun Tzu/Ancient Indian espionage

– Ancient Greek and Roman intelligence

– Sir Francis Walsingham and the Elizabethan Secret Service

– George Washington and the Culper Ring

– Union and Confederate intelligence services during the American Civil War

– FBI Counterintelligence and the birth of “modern” American intelligence

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How We Studied It• Socratic Method – Team analysis and conclusion on historical figures

and groups

• Assigned historical readings

• Film “Gettysburg”

• Field Trip to Gettysburg National Military Park

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What We Read• Batvinis, R.J. (2007). The Origin of FBI Counterintelligence. Lawrence, KS:

University of Kansas Press.

• Budiansky, S. (2005). Her Majesty’s Spymaster: Elizabeth I, Sir Francis Walsingham, and the birth of modern espionage. New York: Viking Penguin Group.

• Russell, F.S. (1999). Information Gathering in Classical Greece. Ann Arbor, MI: University of Michigan Press.

• Ryan, T.J. (2005). “A Battle of Wits: Intelligence Operations During the Gettysburg Campaign.” A series of articles in The Gettysburg Magazine, Issues 29-33.

• Sheldon, M.R. (2000). MHQ : The Quarterly Journal of Military History(13), 1; ProQuest Central, p. 28.

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Extended Bibliography• Baker, L.C. (2009 reprint). A History of the United States Secret Service. Middlesex, UK:

Wildhern Press.

• Fishel, E.C. (1996). Secret War for the Union. New York, NY: Houghton Mifflin.

• Markle, D. (1999). Spies and Spymasters of the Civil War. New York, NY: Hippocrene Books.

• Rose, A. (2007). Washington’s Spies. New York, NY: Bantam Dell.

• Tidwell, W.A. (1988). Come Retribution. Jackson, MS: University Press of Mississippi.

• Sheldon, R. (2007). Spies of the Bible. London, UK: Greenhill Books.

• Stern, P.V.D. (1987). Secret Missions of the Civil War. New York, NY: Wings Books.

• Thomas, E. (2006). The Very Best Men: The Daring Early Years of the CIA. New York, NY: Simon & Schuster.

• Hutchinson, R. (2006). Elizabeth’s Spymaster. London, UK: Phoenix.

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Central Question of Examination

“A great power without an efficient intelligence service is doomed; that has been the lesson from the heyday of Troy

to the present”

– Richard Deacon, History of British Intelligence

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The Student Perspective• Member of Cohort V:– Expected Graduation in December 2012

• Benefits of Cohort model:– Experience each course together– Cohesion– Familiarity with each other brings comfort– Develops a network

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Before, During & After Each Course

• Before:– Evaluation of where the cohort is, where the cohort is

going– What is working? What isn’t?– Necessary preparation for the way ahead

• During:– Continued improvement week to week– Communication with professors– Driving discussions, maximizing time, efficiency

• After:– Course evaluations– Discussions with professors & program leadership– Looking ahead

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Moving Forward• Continued communication:– Every level • Division/Program Leadership, Professors,

Graduates & Students

• Commitment to program:– Continued involvement after graduation

• Working together:– History of Espionage course serves as an

example and model for continued improvement, maturation, & development