No abstract

No abstract

No abstract

. Dr. Cozine earned an M.A. in Criminal Justice and a Ph.D. in Global Affairs from Rutgers University where he also served as a Guest Lecturer. He has over a decade of law enforcement and intelligence experience with the U.S. Government. His areas of specialization include border security, international cooperation to combat transnational crime, and terrorism. AbstractEspionage is often referred to as the world's second oldest profession, and human intelligence is the oldest collection discipline. When many people think of espionage the images that often come to mind are fictional characters such as Jason Bourne or James Bond. Human intelligence encompasses much more than "secret agents" using their "toys" to collect top-secret information. Teaching human intelligence within an academic setting can be difficult because of the clandestine nature of tradecraft and sources of intelligence. Ironically, it is television and film that brought us Bourne and Bond that can also aid in the teaching of the variety of issues and concepts important to the study of human intelligence. This paper will examine how television and movies inspired by actual events are used as case studies to teach human intelligence in an academic setting. Cases are examined through the lenses of a variety of issues and concepts related to human intelligence, including source acquisition and development, sleepers, interrogation, denial and deception, and the legal and ethical issues impacting collection efforts. The Assets, The Americans, Turn, and Zero Dark Thirty are some of the titles that are utilized in this teaching approach and examples of how these specific titles are used are provided.

Students of homeland security need to grasp a diverse body of knowledge and have a keen understanding of the variety of events and issues that impact how they can apply that knowledge. The goal of higher education should not just be about imparting knowledge but also about giving students tools and skill sets to 'think interestingly' to be successful in their future career. These are critical thinking and problem-solving, agility and adaptability, accessing and analysing information, and curiosity and imagination. This study examines the pedagogical approach to incorporate game play, specifically the use of probability-based tabletop exercises, into course curriculums to enhance knowledge and develop these particular skill sets. Data were collected from students enrolled in courses with terrorism and homeland security as major themes. The goal of the study was to answer the questions: did students enrolled in a homeland securityrelated course perceive game-based learning as enhancing their comprehension of course material and did it allow them to think interestingly to apply the material to real-world situations? This study shows that these students perceived game play as enhancing their overall learning experience and improving these targeted skill sets.