UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: JUS 452
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Extended Campuses
4. Academic Unit:
3
Public Administration and
Justice Studies
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
By the end of the course, students will be able to:
1. Define the intelligence enterprise
2. Identify and explain the role of intelligence in deployment of law enforcement resources and
personnel
3. Understand the intelligence analysis process
4. Identify and understand the difference between information and actionable intelligence
5. Identify and discuss the risks of insider threats
6. Understand the laws and regulations governing the collection, storage and dissemination of
law enforcement intelligence
7. Identify and discuss the uses of intelligence by federal, state and local law enforcement
8. Identify objects (targets) of intelligence
9. Identify the three intelligence functions (strategic, indications and warning, and operational
and tactical)
10. Apply management/leadership tools discussed in this class to make policy, strategic, and
operational decisions to practical situations
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
This course prepares current or aspiring law enforcement leaders to understand the intelligence
gathering and analysis process, and to effectively deploy intelligence resources within a police
organization. Moreover, this course contributes to the degree program learning objectives by
preparing students to make decisions with regard to the allocation of intelligence resources.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
8. Long course title:
Effective Fall 2012
Spring 2015
Criminal Intelligence Leadership and Management
(max 100 characters including spaces)
9. Short course title: Criminal Intel Leadership & Mgmt
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
The demands of today’s criminal environment requires law enforcement leaders to use intelligence to
make longer-term predictions and think beyond traditional methods for responding to criminal activity.
This course provides students with an understanding of the skills required to manage the collection,
analysis and dissemination of intelligence to respond to sophisticated criminal activity, manage
resources, and strategically deploy personnel.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
18. Prerequisites:
Junior level status
If prerequisites, include the rationale for the prerequisites.
Effective Fall 2012
Yes
No
Yes
No
To succeed in this course, students need the writing, research, and analytical skills taught during the
freshman and sophomore years.
19. Co requisites:
N/A
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
No
If yes, include the units specific to each component in the course description above.
Pat McDonnell, Joe LeDuc, Bruce
21. Names of the current faculty qualified to teach this course: Ciolli
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Reviewed by Curriculum Process Associate
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Effective Fall 2012
No
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Jenny Scott
9.9.14
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
Northern Arizona University
Department of Public Administration and Justice Studies
JUS 452 – Criminal Intelligence Leadership and Management
3 Credit Hours
7-Week Online Format
Instructor Information
Instructor:
E-mail: Use messaging system within Blackboard
Prerequisite: Junior Level Status
Course Description
The demands of today’s criminal environment will require law enforcement leaders to use intelligence to make
longer-term predictions and think beyond traditional methods for responding to criminal activity. Successful
law enforcement (federal, state, and local) leaders will require an expanded knowledge of intelligence products,
risk and threat assessments, and the unfolding complications of intelligence sharing. This course will provide
students with an understanding of the skills required to manage the collection, analysis and dissemination of
intelligence to respond to sophisticated criminal activity, manage resources, and strategically deploy personnel.
The methods examined in this course will also be applicable in the private sector.
Student Learning Expectations/Outcomes
By the end of the course, students will be able to:
1. Define the intelligence enterprise
2. Identify and explain the role of intelligence in deployment of law enforcement resources
and personnel
3. Understand the intelligence analysis process
4. Identify and understand the difference between information and actionable intelligence
5. Identify and discuss the risks of insider threats
6. Understand the laws and regulations governing the collection, storage and dissemination of
law enforcement intelligence
7. Identify and discuss the uses of intelligence by federal, state and local law enforcement
8. Identify objects (targets) of intelligence
9. Identify the three intelligence functions (strategic, indications and warning, and operational
and tactical)
10. Apply management/leadership tools discussed in this class to make policy, strategic, and
operational decisions to practical situations
Course Design/Structure/Approach
This course will be delivered entirely online in an asynchronous fashion. It is designed to educate the student
about the US intelligence and foreign intelligence communities through appropriate reading assignments, online
lectures, class discussions, and engagements with guest speakers and/or appropriate videos. Issues surrounding
Effective Fall 2012
the intelligence community and national security can be very complex. History, culture, religion, trade,
economics, laws, and relationships with other countries must be taken into consideration.
This is a reading-intensive course. You are expected to master the assigned readings before each week of class,
as well as read all related literature and fully participate in the class discussions. The class discussions will
allow you to thoroughly test your understanding of a complex set of literature.
This course will be presented in seven learning modules. There are due dates for the assignments, discussions,
exams, etc. and they must be completed by the due date. The ONLY EXCEPTION to this policy will be if you
are granted permission from the instructor PRIOR TO the due date. This permission will be based on the
student providing documentation, where necessary, supporting the need to make up work.
The learning modules for this course are listed below. Each learning module page within Bb Learn will provide
an overview of the material covered in the module, the reading requirements, and the complete set of discussion
questions for that particular module. All module activities must be completed by the listed Module Due Dates.
Note: Late assignments will not be accepted.
This is a web-delivered course in Bb Learn. Although web courses have certain advantages such as flexibility
and convenience, they also require students to be self-directed, self-motivated, and ask questions where
necessary. A web course demands a great deal of personal responsibility on your part. You are responsible to
know the requirements set forth in the syllabus, do the readings, and know and adhere to assignment deadlines.
You also need to ensure that you have dependable Internet access and a reliable computer, and plan your work
realizing that “lost work,” power outages, computer problems and so on can occur in a web-delivered course;
none of these “realities” of a web course are valid excuses for failing to complete assignments by the due date.
This course contains subjects when expounded upon may be classified. Students will make every
effort not to include classified information in discussion boards or other written assignments. The
website WikiLeaks contains classified information and will NOT be utilized in coursework.
Textbook and Required Materials
There are two required books for this course [because this is a short-format course, these books need to be
obtained by the first day of the course]:
1) Oliver, Willard M. (2014). Introduction to Homeland Security: Policy, Organization, and
Administration. Jones & Bartlett Learning. ISBN: 978-1284045833
2) Ratcliffe, Jerry. (2009). Strategic Thinking in Criminal Intelligence. The Federation Press. ISBN:
978-1862877344
Additional reading material will provided to students through electronic reserve, which can be accessed
through the course on Blackboard LEARN, and links provided in weekly modules.
Course Structure
This course will be presented in seven learning modules. The initial modules will review public agency
management concepts. As the course progresses, students will develop an understanding of the criminal
analysis process and how to apply the data to develop strategic plans to respond to the ever changing criminal
environment.
This course is NOT an open-entry/open-exit class. There are due dates for the assignments in each module and
all assignment papers, exams, etc. must be completed by the due date. You have some flexibility in completing
the activities within modules, but once a module due date has passed that module will be closed and you will
not be able to submit activities for that module. The ONLY EXCEPTION to this policy will be if you are
Effective Fall 2012
granted permission from the instructor PRIOR TO the module due date. This permission will be based on the
student providing documentation, where necessary, supporting the need to make up work.
The learning modules for this course are listed below. The activities for each module must be completed by the
Module Due Dates.
Course Requirements, Policy and Evaluation
This is an online delivered course and consists of readings, online (non-synchronous) discussions, research, and
assignments. All course discussions and assignments are designed to provide a stimulating, practical and
collaborative learning environment. In order to achieve this goal it is imperative that all participants be
courteous and respectful of the opinions and perspectives of others. Individual opinions, especially pertaining
to public management, can evoke powerful emotions. The commitment that each of us makes in this class is to
agree to disagree in a positive environment, and to treat each person in a respectful manner. Disrespectful,
hateful, angry behavior and/or conversation will not be tolerated in this course.
All readings, postings and assignments are due by 11:59pm MST (Arizona Time) on the stated
deadline. Students are expected to complete all readings, postings and assignments by the stated
deadlines. Late assignments are only permitted in extreme extenuating circumstances. Please review the
guidelines for requesting to submit late assignments. All guidelines must be met in order for the request
to be considered.
Submitting Written Assignments
You are expected to submit only your own work. Plagiarism will not be tolerated. If you quote or paraphrase
from other materials you must cite your sources internally in the document (Author, Page), and then list the
complete reference at the end of your posting or assignment. Please read the University Policy Statements for
further information pertaining to academic integrity and classroom civility.
Citing Sources:
Please follow the APA guidelines for citing sources. For assistance in APA formatting, grammar, and the use of
punctuation, please see Purdue University’s Online Writing Lab (OWL) at http://owl.english.purdue.edu/.
Student Expectations
Students are expected to follow the weekly reading schedule. These readings will be used for weekly
discussions and ALL assignments.
Students are expected to post assignments on time in the format outlined.
Students are expected to incorporate a significant amount of course readings into all of their assignments. This
does not mean to directly quote the readings, but to summarize the material in order to show a clear
understanding of the subject matter being discussed.
Students are expected to check the class discussion board, announcements page and class email on a regular
basis.
Assignment Schedule
The assignment schedule serves to highlight the primary topics and directions for the course as well as the
required reading material. Additional instructions for each module can be found in each of the module tabs in
Blackboard.
Discussion Boards:
Note: Discussion postings are due Wednesday at 11:59pm of the respective week and responses are due on
Effective Fall 2012
Sunday at 11:59pm of the respective week. Late postings are not accepted. Read the discussion board
guidelines carefully.
Discussion
Posting Deadline
Response Deadline
Points
Introduction
Friday @ 11:59
N/A
10
Module 1
Wednesday @ 11:59pm
Sunday @ 11:59pm
25
Module 2
Wednesday @ 11:59pm
Sunday @ 11:59pm
25
Module 3
Wednesday @ 11:59pm
Sunday @ 11:59pm
25
Module 4
Wednesday @ 11:59pm
Sunday @ 11:59pm
25
Module 5
Wednesday @ 11:59pm
Sunday @ 11:59pm
25
Module 6
Wednesday @ 11:59pm
Sunday @ 11:59pm
25
Module 7
Wednesday @ 11:59pm
Sunday @ 11:59pm
25
Total Points
185
Written Assignments
There are readings and written assignments due each week. These assignments will complement the learning
process. Essays must meet the minimum page requirements listed in the module, free from grammatical and
spelling errors, and express thoughts and opinions supported by class material and outside research. Students
must format papers with an introduction, body of the paper, and be summarized with a conclusion. Papers need
to be double-spaced, use a 12-point font, and include citations both in-text and reference page.
Written Assignments
1. Current Event (3-page paper)
2. Case Study: The Insider Threat (5-page paper)
3. Current Event (3-page paper)
4. Applied Strategic Intelligence Paper
Total Points
Due Date
(11:59pm)
SUN, Week #2
SUN, Week #3
SUN, Week #5
SUN, Week #7
Points
100
100
100
100
400
Exams
There will be two exams, one mid-term and one at end of the course. These exams
will test students on the readings, videos, audio materials, and concepts
presented during each of the learning modules.
Grading System
The weekly discussions, assignments and exams will be weighted as follows when computing final
grades:
Assignment
Effective Fall 2012
Points
Weekly Discussions
185
Written Assignments
400
Notes
25 points X 7 weeks + 10
points for Introduction
Getting Started Quiz
Mid-term
Final Exam
Total
10
100
100
795
The grading scale below will be used for final course grades:
715 - 795 =
636 - 714
=
556 - 635 =
477 - 555 =
476 or fewer =
A
B
C
D
F
Course Expectations and Policies:
 There is a significant amount of reading in this course. Since this is a short-format course the reading is
compressed and may feel more arduous than in a regular semester. The purpose of these assigned
readings is to provide you with information to expand your knowledge and offer supporting material to
complete the required assignments and participate in online discussions. Assigned readings should be
completed as indicated in the course outline at the beginning of each week.
 Assignments and discussion postings need to be well-written (words properly spelled, complete
sentences, etc.). Double-check your work before submitting or posting any assignment. Your answers
and arguments should be well-organized, well-written, and demonstrate thoughtful reflection.
 The use of outside sources for information that will enhance your ideas certainly is welcome. However,
there are a few “rules” that need to be followed: 1) Outside information should be used to
support/enhance your own ideas – the activities in this course are designed for you to demonstrate that
you understand the materials and are able to explain that understanding in your own words, and 2) if you
use outside sources, including the assigned readings, you must provide a proper citation (enough
information to allow your fellow students to find the information you used) and use quotation marks
where appropriate. [Please see the “Academic Integrity” section in the NAU Policy Statements].
 Incompletes will not be issued for this class, except in “extreme circumstances,” which must be verified
with written documentation for the request to be considered.
Discussion Board Guidelines and Grading Rubric
 Everyone participates. This is one of the distinct advantages of Discussion Boards. Those who think
fast are at no greater advantage than those who prefer to process a while or those who tend to keep quiet
and not participate during physical classroom discussions. This is your chance to openly and freely
discuss issues raised in this class. The Discussion Board is the most important tool for online learning
and your participation will be a significant part of your course grade!
 Discussions are held via the written word. Please be mindful of the fact that written communication is
different from face-to-face communication and consider your words carefully. In written communication
we lack the ability to see non-verbal cues that help us place our verbal speech in context, and without
these non-verbal cues it makes it more difficult to determine the tone of the writer, and sometimes the
intent. Also, on occasion some people write statements that they would not feel comfortable saying in a
Effective Fall 2012
face-to-face conversation. Please take these and other differences you have noticed into account when
communicating in this class. Some topics may be controversial or evoke strong emotions, the following
will be stated for the record: All perspectives and views are welcome in this class, with the exception of
overtly offensive remarks and writings which violate standards of academic pursuits and are intended to
cause discomfort to others.
 Attack ideas...DO NOT attack people. For example, don’t say, “You’re wrong” in response to a
threaded discussion. Instead, please say something like, “I disagree with the point.” The professor’s
participation will often use the Socratic method by asking questions to stimulate thinking and the
discussion, rather than giving authoritative answers.
 Take the time and effort to write professionally. Proper spelling and grammar as if you are submitting a
written paper. Avoid “net slang” and other jargon. Remember, this is not a “chat room” or informal
discussion with friends. It is a classroom environment where you are being academically evaluated.
Points will be deducted for poorly written posts.
 To maximize the value of the Board, the class must be “in synch” in terms of timing – so if you don’t
post on time you will lose points. In addition, the earlier you complete the post, the more likely you will
be to get substantive feedback from others.
 Each posting MUST cite references used. Posts ca not just be opinions, but have to include material that
is “authoritative” based on source material. When you paraphrase or quote, tie the specific citation for
that material to that portion of the posting (i.e. author: page number or article title/date). Points will be
deducted for any posts that do not include specific references.
 Single-space each paragraph and double space between paragraphs. Multiple short paragraphs are better
than single long paragraphs.
 Students are required to ‘post’ their answers to the discussion questions by the listed due date/time.
Students are also required to post ‘responses’ to the discussion postings of TWO other students by the
posted due date/time.
 Postings must be placed directly in the textbox (attachments will not be accepted).
 If you cut and paste your posting from Word into the textbox, you need to adjust your format so it
follows the formatting structure of a paragraph.
Discussion Board Grading Rubric:
Important Note: To receive credit for the weekly discussion board, you must post your answers to the
weekly discussion questions by the scheduled due date/time. If you do not post your answers, you cannot
receive any credit for the discussion board (i.e. if you only respond to the postings of other students, you will
not receive any points for that week’s discussion posting).
A- Posting will be (1) formatted correctly (paragraph form, proper spacing, etc.), (2) submitted in a format
that clearly articulates which question is being answered (highly recommended that students use a
question/ answer format), (3) use proper punctuation, spelling and grammar, (4) reference course
readings AND offer personal opinions (5) include in-text and reference citations, (6) fully address all
questions asked in one posting, and be 250+ words.
a. Student will also respond to the postings of two other students.
Effective Fall 2012
B- Posting will be (1) formatted correctly (paragraph form, proper spacing, etc.), (2) submitted in a format
that clearly articulates which question is being answered (highly recommended that students use a
question/ answer format), (3) may have a couple minor punctuation, spelling or grammar errors, (4)
reference course readings AND offer personal opinions (5) include in-text and reference citations, and
(6) clearly address all questions asked in one posting.
a. Student will also respond to the postings of two other students.
C- Postings may (1) be formatted incorrectly, (2) be submitted in a format that fails to articulate which
question is being answered, (3) have several punctuation, spelling and/ or grammar errors, (4) be
missing in-text or reference page citations or (5) have an insufficient number of in-text citation or
personal comments.
a. Student may have responded to less than two postings from other students.
D- or Below- Student (1) fails to complete the assignment, (2) submits assignment with numerous grammar,
spelling, punctuation, formatting errors or (3) incorrectly submits assignment (i.e. fails to post
discussion posting directly in textbox).
No Credit-Late assignment
Papers Guidelines and Grading Rubric
All of these assignments are already ‘open’ in Bb Learn. Students are welcome to work
ahead, but assignments must be completed by the listed due date. Please review the case
study grading rubric for specific guidelines.
Requirements:
 Attach papers in a Word format
 Review the assignment guidelines in Bb Learn for specific assignment criteria
(assignment length and requirements).
 Include your name on your papers.
 These are not solely opinion papers. The goal is to expand on your current
knowledge. You must incorporate the course readings into your papers, as opposed
to relying on unsupported opinions.
 Sources must be cited according to the APA format in-text and listed in the
reference page at the end of the paper (include all available citation information in
reference page). If you have questions about citing sources, please see the
paragraph towards the beginning of the syllabus on Online Writing Resources.
Grading Rubric:
A- Paper will (1) meet the page length listed in the assignment, (2) follow an approved problem solving
format, (3) clearly address case study assignment guidelines; (4) be written in a correct format, (5) be
free of grammar, spelling and punctuation errors, and (6) submitted in the correct format.
Effective Fall 2012
B- Paper will (1) meet the page length listed in the assignment, (2) follow an approved problem solving
format, (3) clearly address case study assignment guidelines; (4) be written in a correct format, (5) may
have some minor grammar, spelling and punctuation errors, and (6) submitted in the correct format.
C- Paper may (1) be slightly less than the page length listed in the assignment, (2) attempt to follow an
approved problem solving format, but with some errors, (3) may miss some of the assignment
components, and/or (4) may have some minor grammar, spelling and punctuation errors. Papers will be
submitted in the correct format.
D- or Below- Paper (1) fails to fulfill the assignment requirements, (2) contains numerous grammar,
spelling, punctuation, or formatting errors, or (3) is submitted in an incorrect format.
No credit will be given for late assignments.
Exams
There will be two exams for this course. The first exam will cover the information learned during the first four
modules and the second will cover modules 5 through 7. The exams will contain different question types. The
exams will not be timed and can be saved and taken in multiple sessions. They must be turned in by the listed
due date. The exams are open book/notes; however, you must complete the exam on your own.
Resources for Writing Assistance
Make an appointment with the NAU Composition Tutoring Center by calling the NAU Student Learning Center
(SLC) at 928-523-7391 during business hours-weekdays only: Mon-Thur 8am-8pm, Fri 8am-5pm.
Contact the NAU-Yuma Writing Center: Bernadette Presloid NAU-Yuma Writing Coordinator Office: AC
245/SC 203 Phone: 317-7088 E-mail: Bernadette.Presloid@nau.edu
General Writing Resources
NAU-Yuma Writing Center (online writing assistance): https://sites.google.com/a/nau.edu/nau-yuma-writingcenter/
For assistance in APA formatting, grammar, and the use of punctuation, please see Purdue University’s Online
Writing Lab (OWL) at http://owl.english.purdue.edu/
For study assistance, please see the following link: http://www.studygs.net/
Purdue Online Writing Laboratory: http://owl.english.purdue.edu/
Software
All writing assignments must be completed in Microsoft Word (they cannot be submitted in Microsoft Works,
Corel Work Perfect, PDF or RTF format).
Please make sure that your Internet browser settings meet the requirements to be WebBb Learn compatible.
Contact NAU’s STC (928) 523-9294/(888) 520-7215/student computing@nau.edu.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
http://nau.edu/OCLDAA/_Forms/UCC/SyllabusPolicyStmts2-2014/
Effective Fall 2012