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Graduate Course Proposal Form Submission Detail - LIS6701
Tracking Number - 5336

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Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-05-18
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: elective Cybersecurity and Intell. Studies. To GC. Need Bud Acct #, repeat clarification. Emailed 5/12/16. Acct # conf; NOT repeatable. Approved 5/18/16. to USF Sys 5/18/16. to SCNS after 5/25/16. Credit Hrs MIA. Fixed 9/30/16 resubmitted

Detail Information

  1. Date & Time Submitted: 2015-12-03
  2. Department: Library and Information Science
  3. College: AS
  4. Budget Account Number: 1248000
  5. Contact Person: Randy Borum
  6. Phone: 43520
  7. Email:
  8. Prefix: LIS
  9. Number: 6701
  10. Full Title: Advanced Professional & Technical Communication for Analysts
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: Y
  15. Are the credit hours variable?: N
  16. Is this course repeatable?: N
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Adv Prof Comm for Analysts
  19. Course Online?: O - Online (100% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites: None
  23. Corequisites: None
  24. Course Description: Advanced Professional and Technical Communication for Analysts teaches students to enhance critical thinking, to write and brief effectively, and to present complex information to inform decision making.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course supports the "Cyber Intelligence" Concentration of the MS in Cybersecurity. That concentration alone has nearly 100 students enrolled. It also supports the MS in Intelligence Studies, which currently has about 40 students enrolled. This course is required in both of those programs.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 2 times
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Instructor will hold an earned doctorate in communication, English, international relations or a related science or a master’s degree with a minimum of 18 graduate semester hours in communication, English, international relations or a related science (he teaching discipline).
  29. Objectives: Advanced Professional and Technical Communication for Analysts enhances students' abilities to conduct research, to think critically about risks, threats, and uncertainties, to write and brief effectively and to work productively on individual and group projects. This course is unique for two reasons. First, it teaches students strategies for how to accomplish the goals of effective written and oral communication. Second, it specifically focuses on research, critical thinking, writing and the practical application of these communication skills to inform decision making. Students will develop proficiency in grammar and writing style for analytic communication; learn to better organize research for effective communication; learn to apply formatting and conventions for standard written documents and correspondence, and develop their ability to present information clearly.
  30. Learning Outcomes: Module 1 - Module Name: Introduction to course content: objectives, requirements, and diagnostic quizzes

    Learning Outcomes:

    • Understand the general expectations for written and oral communication in the intelligence community

    • Demonstrate current awareness of the grammatical, stylistic, and critical analysis requirements for intelligence community communication

    • Explain conventions of “good” intelligence writing and communication: concision, use of the active voice, and clarity of main ideas and topic sentences

    Module #2 - Module Name: Grammar and Writing Style: Writing for Government Agencies

    Learning Outcomes:

    • Identify the most common grammatical errors within intelligence/government writing as well as strategies for remembering these important grammar rules

    • Understand the value of audience/audience analysis in preparing written and oral communication and practice writing in the proper tone and style for an intelligence/government audience

    • Identify/practice concise writing

    Module #3 - Module Name: Researching and Identifying Key Information

    Learning Outcomes:

    • Understand what is expected of high-level intelligence/government research for writing and communicating

    • Learn about new ways of accessing scholarly research

    • Understand how to use library resources for research and writing

    Module #4 - Module Name: Organizing Research for Effective Argumentation

    Learning Outcomes:

    • Understand what a “mindmap” is and learn about alternative strategies for organizing research and data

    • Understand how to conduct a critical analysis of information

    • Practice creating a critical analysis document

    Module # 5 - Module Name: Types of Standard Written Documents and Correspondence

    Learning Outcomes:

    • Understand the requirements of different types of written government correspondence

    • Gain experience by developing two major documents: a Talking Points document and a Decision Memo

    • Practice synthesizing multiple resources into a concise argument

    Module # 6: Presenting Oral Information Clearly

    Learning Outcomes:

    • Organize information effectively and deliver articulate presentation of information in oral presentations (briefings)

    • Create an effective PowerPoint presentation on facts and analytical judgments

    • Deliver an effective briefing of key information

    Module # 7 - Module Name: Presenting Written Information Clearly

    Learning Outcomes:

    • Understand format and content requirements of an Information Paper

    • Create an Information Paper

    Module 8- Module Name: Conclusion/ Course Review

    Learning Outcomes:

    • Understand how to effectively work in virtual groups, which will be a likely role in future internships/jobs

    • Gain experience presenting key findings and recommendations for action to a customer

    • Reflect on course content/ lessons learned through group work

  31. Major Topics: Module 1 - Module Name: Introduction to course content: objectives, requirements, and diagnostic quizzes

    Module Description:

    This module will begin with a videoed lecture (BB and KPL will film themselves) explaining the major course objectives and learning goals (as stated on the syllabus). It will then highlight other major components of the syllabus (via a PDF w/ voiceover explanation (via Camtasia, if possible) from BB and KPL), detailing key assignments and the final/group project. Last, it will briefly introduce and explain the purpose for requiring students to complete the two diagnostic quizzes.

    Module #2 - Module Name: Grammar and Writing Style: Writing for Government Agencies

    Module Description: Module two is a continuation and expansion of module one, in which students were asked to complete grammar and critical writing analysis diagnostic quizzes. In module two, we will provide the answers and explanations to these quizzes, while linking these concepts with the course assignments and group project (i.e., each of these concepts will be emphasized in a course assignment).

    Module #3 - Module Name: Researching and Identifying Key Information

    Module Description: This module will provide an explanation of the purposes, components, requirements, and rubric for the group assignment. It will provide information and strategies for searching academic and non-academic sources, in order to prepare students for conducting research for the group assignment. The assignment asks students to watch a TED Talk pertaining to the content of the group project, the Edward Snowden security breach.

    Module #4 - Module Name: Organizing Research for Effective Argumentation

    Module Description: This module will introduce students to alternatives to the traditional research/writing outline – maps and brainstorming sessions – in order to expand students’ tools for organizing, understanding, and analyzing research. In the assignment for this module, students will watch the National Security Agency’s (NSA) response to Snowden’s breach and then write a Critical Analysis paper which addresses many of the same questions as the critical analysis diagnostic quiz.

    Module # 5 - Module Name: Types of Standard Written Documents and Correspondence

    Module Description: In this module, I explain the differences between types of written government correspondence: an Intelligence Community Directive, a State Department Memo, a white paper, a decision memo, and a talking points document. Most importantly, the differences in format, content, expectations, and audience are explained, using “real” examples. For the assignments in this module, students are asked to create a Talking Points document and a Decision Memo. These assignments will provide them with practice that is directly useful to their final project (the Policy Recommendation paper, PowerPoint, and video).

    Module # 6: Presenting Oral Information Clearly

    Module Description: In module six, students will learn about the expectations of a brief, including effective presentation/delivery, appropriate content, and professional tone. The assignments for this module ask students to create a PowerPoint that summarizes analytical judgments and key facts, and then to practice briefing this information. The second assignment asks students to video themselves briefing, which serves as practice for the video briefing requirement of the final project.

    Module # 7 - Module Name: Presenting Written Information Clearly

    Module Description: This module focuses on the Information Paper, beginning with a presentation that walks students through this type of written document. The assignment for this module is brief – it requires that students create an Information Paper based on the “Worldwide Threat Assessment of the US Intelligence Community,” published by the Office of the Director of National Intelligence. At this time, students should also be working with their groups on the Policy Recommendation paper, which is due in the next/final module.

    Module 8- Module Name: Conclusion/ Course Review

    Module Description: During this final module, students will submit their group papers as well as their individual PowerPoint presentation and videoed brief. They will also take a brief survey regarding course content, etc.

  32. Textbooks: Kaiser, L.M. & Pherson, R.H. (2014). Analytic Writing Guide. Reston, VA: Pherson Associates, LLC. ISBN -13: 978-0-9798880-2-1
  33. Course Readings, Online Resources, and Other Purchases: “What I Learned ...”

    Rigorously Disentangle’ and other examples of bad federal writing as an example of poor writing that is very common in Federal documents. Please note carefully the errors and writing issues identified.

    Intelligence Community Directive (ICD 208) on “Writing for Maximum Utility” in order to better understand the fundamental requirements for written correspondence in the Intelligence Community.

    State Department Memorandum , as it is an example of an extremely common type of government correspondence.

    White Paper Cyber Solutions Handbook: . Making Sense of Standards and Framework prepared by a defense consulting firm, called Booz Allen Hamilton, Inc. Although Booz Allen Hamilton is a commercial firm, this document is intended for a government audience, so it will be useful to us to review as an example.

    Guidelines for Decision Memos – MIT

    Stop. Think. Connect – Sample Talking Points

    The Islamic State War: No Clear U.S. Strategy by Anthony H. Cordesman

    Could You Pass the CIA's Writing Bootcamp? by Leischen Stelter

  34. Student Expectations/Requirements and Grading Policy: Diagnostic Quizzes (2) - 0%

    Kaiser & Pherson + Research Process Quizzes (2) - 5%

    Critical Analysis Paper - 10%

    Talking Points Paper - 5%

    Facts and Analytical Judgments Briefing - 5%

    Progress Report - 15%

    Policy Recommendation Project - 60%

  35. Assignments, Exams and Tests: Diagnostic Quizzes (2)

    Kaiser & Pherson + Research Process Quizzes (2)

    Critical Analysis Paper

    Talking Points Paper

    Facts and Analytical Judgments Briefing

    Progress Report

    Policy Recommendation Project

    - Group paper, PPT Presentation, and Briefing

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Late Work Policy

    There are no make-ups for the final paper, PowerPoint presentation or videoed briefing. Assignments turned in late will be assessed a penalty: a half-letter grade if it is one day late, or a full-letter grade for two to seven days late. Assignments will not be accepted if overdue by more than seven days.

    Grades of "Incomplete"

    The current USF policy concerning incomplete grades will be followed in this course. Incomplete grades are given only in situations where unexpected emergencies prevent a student from completing the course and the remaining work can be completed the next semester. Your instructor is the final authority on whether you qualify for an incomplete. Incomplete work must be finished by the end of the subsequent semester or the “I” will automatically be recorded as an “F” on your transcript.

    Group Work Policy

    Everyone must take part in the group project assignment. All members of a group will receive the same score. Once formed, groups cannot be altered or switched, except if a student cannot fully contribute to the group because of an emergency situation. Students are responsible for notifying the instructor if circumstances arise which prevent them from participating in the group project.


    It is imperative that students regularly check their USF email for notices from instructors. Email is also the means by which you will communicate with your instructors.


    This course will be offered via USF's new Learning Management System (LMS), Canvas. If you need help learning how to perform various tasks related to this course or other courses being offered in Canvas, please view the following videos or consult the Canvas help guides. You may also contact USF's IT department at (813) 974-1222 or

    Disability Access

    Students in need of academic accommodations for a disability may consult with Students with Disabilities Services to arrange appropriate accommodations. Students are required to give reasonable notice prior to requesting an accommodation. Accommodation letters must be provided to the instructor during the first week of class.

    Attendance Policy

    Attendance (completion of the required module content) is mandatory. This is a short, 8-week course. Unexcused absences (in the form of incomplete module assignments) will affect your final grade. Each module will have an attendance verification mechanism – this is your record of attendance.

    Academic Conduct Policy

    Academic dishonesty in any form will not be tolerated. If you are uncertain as to what constitutes academic dishonesty, please consult the University of South Florida's Student Handbook for further details. Violations of these rules will result in a record of the infraction being placed in your file. At the instructor’s discretion, you may also receive a failing grade for the course. Confirmation of such incidents can also result in expulsion from the University. Failing grades for academic dishonesty appear as “FF” grades on your permanent transcript.

    In this course we will utilize for the policy recommendation paper. TurnItIn is an automated system which instructors can use to quickly and easily compare each student's assignment with billions of websites, as well as an enormous database of student papers that grows with each submission. More details about TurnItIn are provided in module three, when the policy recommendation project is explained.

    University Writing Center

    The University Writing Center (UWC) is a free resource for USF undergraduates and graduates. At the UWC, a trained writing consultant will work individually with you on anything you're researching or writing (in or out of class) at any point in the writing process, from brainstorming to editing. Appointments are recommended but not required. For more information or to make an appointment, visit the UWC website at, stop by the second floor of the library or call 813.974.8293.

    End-of-Semester Student Evaluations

    All classes at USF make use of an online system for students to provide feedback to the University regarding the course. These surveys will be made available at the end of the semester and the University will notify you by email when the response window is open. Your participation is highly encouraged and valued. The results of student feedback are sent to departments and faculty members only after semester grades are already submitted, and student responses are reported only anonymously and in the aggregate to faculty.

    Important Notice for USF Students

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to Canvas and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor the Canvas site for course-specific communication and the main USF, College, and department websites, emails, and “MoBull” messages for important general information.

  38. Program This Course Supports: MS in Cybersecurity and MS in Intelligence Studies
  39. Course Concurrence Information: MS in Cybersecurity and MS in Intelligence Studies

- if you have questions about any of these fields, please contact or