Syllabus

GEOG 882: Geographic Foundations of Geospatial Intelligence
Summer 2008

This syllabus is divided into several sections. You can read it sequentially by scrolling down the length of the document or by clicking on any of the links below to “jump” to a specific section. That being said, it is essential that you read the entire document as well as material covered in Lesson 0. Together these serve the role of our course "contract."

Professor

Photo of Dr. William W. Doe III (Bill)Dr. William W. Doe III (Bill)
Senior Research Scientist and
Associate Professor of
Natural Resources Management Center for
Environmental Management of Military Lands,
Warner College of Natural Resources
Colorado State University
Fort Collins, CO 80523-1490
Visiting Associate Professor of Geography
Penn State University

  • Phone: (970) 491-5082
  • Fax: (970) 491-2713
  • Email: Please use the course e-mail system (see the Communicate tab in ANGEL)

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Course Overview

GEOG 882: GEOGRAPHIC FUNDAMENTALS OF GEOSPTATIAL INTELLIGENCE. Orientation to the geographic foundations of geospatial intelligence and its applications in national security, international relief work, and disaster management.

Prerequisites: Admission to the Post Baccalaureate Certificate Program in Geospatial Intelligence

GEOG 882 is the required first course in the Post Baccalaureate Certificate Program in Geospatial Intelligence. The program is designed specifically for current and aspiring geospatial intelligence professionals who are able to study only part-time and at a distance, and is offered exclusively through the World Campus.

Geospatial intelligence (GEOINT) leverages geographic information science and technology (including cartography, geographic information systems, remote sensing, and global positioning systems) with intelligence tradecraft to develop intelligence products that support national security, disaster response, and international relief efforts.

GEOG 882 is designed to challenge current and aspiring GEOINT professionals to be more than technicians. Students who successfully complete GEOG 882 will appreciate that while geospatial technologies are useful in revealing "what, who, and where, and to some extent how" events are taking place, it is less useful in explaining "why" events occur, or what response is most appropriate. Students will learn that the political, cultural, historical, and economic perspectives of human geography are needed to put GEOINT analyses in context. The course will also challenge students to approach analyses critically, to consider alternative viewpoints and explanations, and to question their own assumptions.

What will be expected of you?

This course requires a minimum of 8 hours of student activity each week, depending on the speed at which you work. Included in the 8 hours each week is time to complete projects and related activities. You'll be glad to know that you don't have to show up for class at a certain time! All you need to do is complete the assignments before the published deadline at the end of the week.

You will need to check out the course message boards regularly. That's where students and instructors share comments, pose questions, and suggest answers. I strongly encourage you to get in the habit of logging in to the course Web site every day to check in on the class. With only occasional exceptions, I usually check message boards six days a week. You can be sure that I will read, but not necessarily respond to, every single message.

My colleagues and I have worked hard to make this the most effective and convenient educational experience possible. How much and how well you learn is ultimately up to you. You will succeed if you are diligent about keeping up with the class schedule, and if you take advantage of opportunities to communicate with me, as well as with your fellow students.

For a more detailed look at what will be covered in each lesson, as well as due dates for our assignments and activities, please refer to the semester-specific course schedule that is part of this syllabus (see "Course Schedule").

For a more detailed look at what will be covered in each lesson, please refer to the semester-specific course schedule that is part of this syllabus (see "Course Schedule"). For due dates for our assignments and activities please refer to the Calendar tab in ANGEL.

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Course Objectives

Students who excel in this course are able to:

  1. Demonstrate the ability in writing and speech to apply critical thinking skills.
  2. Explain the fundamental relevance of human geography to geospatial intelligence analysis.
  3. Discuss the fundamental concepts of geospatial intelligence in national security, disaster management, and international relief work.
  4. Critically assess ethical and social justice issues that arise in the application of geospatial intelligence analysis.
  5. Challenge their own assumptions and consider alternative discourses.

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Required Course Materials

In order to take this course, you need to have the required course materials and an active Penn State Access Account user ID and password (used to access the on-line course resources). Approximately two weeks prior to the course start date the World Campus will mail a Course Welcome Letter to you that includes detailed information about how to begin.

If you do not receive the Course Welcome Letter, please contact the World Campus' Student Services group immediately so that they can send you the information you need. They can be reached at 1-800-252-3592 in the US or internationally at 814-865-5403 ( country code 1). You may reach them by e-mail at psuwd@psu.edu.

There are two required texts for this course, which should be purchased from your favorite bookseller. Please be sure that you purchase the correct editions.

  1. Lowenthal, Mark M. 2006. Intelligence: From Secrets to Policy (3rd Edition), Washington DC: CQ Press.
  2. O Tuathail (Toal), Gerod. et al editors. 2006. The Geopolitics Reader (2nd Edition), New York: Routledge.

Using Penn State Library Resources

Many of Penn State's library resources can be utilized from a distance. Through the Library Resources and Services for World Campus and Distance Education site, you can...

  • access electronic databases, and even full text articles, from the LIAS Fast Track,
  • borrow materials and have them delivered to your doorstep...or even your desktop,
  • access materials that your instructor has put on Electronic Reserve,
  • talk to reference librarians in real time using the "Virtual Reference Service",
  • ...and much more.

NOTE: You must be registered with the University Libraries in order to take full advantage of the Libraries' resources and services. You can register at the following URL https://sserver3.libraries.psu.edu/libraries/tas/ill/REGIS.HTM. Registration and services are free.

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Assignments and Grading

Students earn grades that reflect the extent to which they achieve the learning objectives listed above. Opportunities to demonstrate learning include:

  • Four graded quizzes on readings
  • Three online certifications
  • Four asynchronous online discussion forums
  • Two reflection papers
  • One collaborative role-playing simulation that provides a capstone experience

My point scheme and grading scale are shown below.

Point Scheme
4 quizzes on readings   40 points each   160 points
2 online FEMA certifications   50 points each   100 points
1 online USIP certification 100 points   100 points
4 graded discussion forums   75 points each   300 points
2 reflection papers 100 points each   200 points
1 capstone exercise 140 points   140 points
  Total 1000 points

Grading Scale
A90% and Above900 points and above
A -87.5 - 89.9%875 - 899 points
B+85.0 - 87.4%850 - 874 points
B80.0 - 84.9%800 - 849 points
B -77.5 - 79.9%775 - 799 points
C+75.0 - 77.4%750 - 774 points
C70.0 - 74.9%700 - 749 points
D60.0 - 69.9%600 - 699 points
F59.9% or below599 points and below

Participation will be considered in grading for those whose final course grade is close to the next letter grade.

To view your grades during the semester you need to do the following:

  • Log into ANGEL.
  • Access the space for this class, GEOG 882 - Geographic Foundations of Geospatial Intelligence.
  • Click on the Report tab.
  • Select the Grades button in the "Type" section of the "Reports Console" page.

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Course Schedule

Below you will find a summary of the learning activities for this course and the associated time frames. This course is 13 weeks in length, with an orientation week at the start of the course. Each lesson is one week long.

PART 1: INTRODUCTION AND BACKGROUND

Lesson 00: Orientation Week

Objectives - After completing Lesson 00 you should be able to:
  • Demonstrate proficiency in the use of the ANGEL learning management system.
  • Introduce yourself to your instructor and classmates.
  • Employ adult learning skills in distance education.
  • Demonstrate critical thinking skills.
  • Self-assess writing skills.
Assignments
  • Read all of the online materials for this lesson
  • Perform tasks outlined in course orientation
  • Complete the "Initial Course Survey"
  • Review ANGEL Users Guide
  • Post your introduction to the "Lesson 00 Personal Introductions" Discussion Forum
  • Study Facione, Peter A. Critical Thinking: What it Is and Why it Counts. Millbrae, CA. California Academic Press, 2006, pp. 1-22.

Lesson 01: Definition, Scope, and Background

Objectives - After completing Lesson 01 you should be able to:
  • List and discuss Kant's three ways of ordering knowledge.
  • Define "Geography" and discuss the taxonomy of the word.
  • Define the terms Human Geography, Physical Geography, and Geographic Information Science and Technology (GIS&T); provide examples of each (sub-disciplines); discuss the relationship between the three.
  • Discuss the relevance of Human Geography to the field of Geospatial Intelligence.
  • Discuss how the definition of Geospatial Intelligence is socially contested and constructed; provide at least one organizational definition (e.g. NGA's) and provide and defend your own definition.
  • Discuss the spectrum of applications of Geospatial Intelligence.
Assignments
  • Read all of the online materials for this lesson
  • Read di Blij, Harm. 2005. Why Geography Matters (New York: Oxford University Press). Read Chapter One (On eReserve at Penn State Library)
  • Study Wikipedia Article on Geography and scan related topics at http://en.wikipedia.org/wiki/Geography#Physical_geography
  • Post comments to the Lesson 01 Discussion Forum (Discussion Forum #1)

Lesson 02: Critical Frameworks

Objectives - After completing Lesson 02 you should be able to:
  • Discuss new approaches to social and cultural geography including: communication of meaning, production and effect of discourse, human subjectivity and identity, the critique of geographic knowledge, and operation of human agency.
  • Discuss and critique the framework that envisions politics as a social practice.
  • Explain and critique the critical framework that looks at the world in terms of material, discursive, and socially contested construction of meaning.
  • Provide an example of a socially constructed meaning and explain the example and concept to a layman (e.g. "Teenager").
  • Explain the basic concepts of "Critical Geopolitics" to a layman; apply the concepts to given case studies.
  • Trace the evolution of geopolitical thought from the 19th Century to the present; critique selected concepts from an alternative perspective.
Assignments
  • Read all of the online materials for this lesson
  • Read O Tuathail (Toal), Gerod. et al editors 2006. The Geopolitics Reader 2nd Edition, New York: Routledge. (Chapters : General Introduction, Chapter 12 "Geopolitics and Discourse", Introductions to Parts 1, 2, and 3)
  • Complete Quiz #1

Lesson 03: Contemporary Thought

Objectives - After completing Lesson 03 you should be able to:
  • Compare and contrast the opposing ideas of Huntington's "The Clash of Civilization" and Said's "The Clash of Ignorance" (and Said's other orientalist thinking) in the context of the "Long War" (aka the Global War on Terrorism).
  • Discuss new threats such as bioterrorism and environmental degradation and the geopolitical discourses that arise in reaction.
  • Explain the range of ideas and provide examples of "Anti-Geopolitics."
  • Select an anti-geopolitics discourse and apply it to the "Long War" to formulate an alternative viewpoint.
Assignments
  • Read all of the online materials for this lesson
  • Read O Tuathail (Toal), Gerod. et al editors 2006. The Geopolitics Reader 2nd Edition, New York: Routledge. (Introduction to Part Four, Introduction to Part Five, Chapters 16, 18, 29)
  • Submit Reflection Paper #1 to the Lesson 03 Drop Box.

PART 2: INTELLIGENCE AND SECURITY

Lesson 04: Intelligence Organization and Functions 1

Objectives - After completing Lesson 04 you should be able to:
  • Define, discuss, and critique the concept of "intelligence" as articulated by Lowenthal.
  • Trace the evolution of the US intelligence system.
  • Sketch the layout of the US intelligence infrastructure and briefly describe the functions of the major agencies.
  • List and explain the intelligence process including: requirements, collection, processing and exploitation, analysis and consumption, and feedback.
  • Describe and critique the functions of collection and analysis as described by Lowenthal.
Assignments
  • Read all of the online materials for this lesson
  • Read Lowenthal, Mark M. 2006. Intelligence: From Secrets to Policy 3rd Edition, Washington DC: CQ Press. (Chapters 1-6)
  • Complete Quiz #2

Lesson 05: Intelligence Organization and Functions 2

Objectives - After completing Lesson 05 you should be able to:
  • Discuss the relationship of policy makers and intelligence professionals.
  • Discuss the impact and legacy of the Cold War on the US intelligence community (focusing on the role of imagery analysis).
  • Evaluate the new intelligence agenda in the Post Cold War/September 11 Era, and discuss the impact of new challenges on the geospatial intelligence community.
  • Discuss and critique Lowenthal's insider views on "Ethical and Moral Issues in Intelligence."
  • Evaluate efforts at intelligence reform focusing on possible impacts on the geospatial intelligence community.
  • Discuss, challenge, and defend the evolving role of the National Geospatial Intelligence Agency (NGA) in the context of the overall role of geospatial intelligence in support of US national security.
Assignments
  • Study Lowenthal, Mark M. 2006. Intelligence: From Secrets to Policy 3rd Edition, Washington DC: CQ Press. (Chapters 9, 11-14).
  • Scan NGA Publication 1.0 National System for Geospatial Intelligence: Geospatial Intelligence (GEOINT) Basic Doctrine, Washington DC: NGA 2006. (STUDY the Executive Summary on pages 5-6.
  • Complete Quiz #3

Lesson 06: GEOINT and National Security/Case Study OEF/OIF and the GWOT

Objectives - After completing Lesson 06 you should be able to:
  • Discuss the evolution of military applications of GIS&T from 19th Century to the present (including cartography, remote sensing, GIS, GPS, and simulations/modeling).
  • Critique the idea that GIS&T underpin the so called "Revolution in Military Affairs."
  • Discuss and critique the use of intelligence and especially geospatial intelligence in the conduct of Operation Enduring Freedom (Afghanistan).
  • Discuss and critique the use of intelligence and especially geospatial intelligence in the conduct of Operation Iraqi Freedom (Iraq).
  • Synthesize the ideas of previous lessons to critique the role of intelligence and especially geo-spatial intelligence in the Global War on Terrorism (Long War).
  • Speculate on future applications of geospatial intelligence for national security.
Assignments
  • Read all of the online materials for this lesson
  • Read Corson, Mark W. and Eugene J. Palka (2004), "Geotechnology, the US Military, and War," in Geography and Technology edited by Stanley D. Brunn, Susan L. Cutter, and JW Harrington Jr. Dordrect: Kluwer Academic Publishers.
  • Read Palka, Eugene J., Francis A. Galgano, and Mark W. Corson (2006) "Operation Iraqi Freedom: A Military Geographical Perspective," The Geographical Review Vol. 95, No. 3, pp. 373-399.
  • Read Independent Commission Report on the Intelligence Community and the Search for WMD
  • Read NGA Pathfinder Issue on GEOINT Support to the Warfighter
  • Post comments to Lesson 06 Discussion Forum (Discussion Forum #2)

PART 3: DISASTER MANAGEMENT

Lesson 07: Disaster Management 1

Objectives - After completing Lesson 07 you should be able to:
  • Explain the basic concepts of disaster management.
  • Sketch a hierarchy of disaster responders, explain the role of the major agencies/organizations, and discuss the capabilities and limitations of different types of organizations.
  • Describe and evaluate the National Incident Management System (NIMS)
  • Describe and evaluate the Incident Command System (ICS)
Assignments
  • Read all of the online materials for this lesson
  • Complete the online certification course IS-700 National Incident Management System (NIMS): An Introduction. Submit your Certificate of Completion in .pdf format to the Lesson 7 Drop Box.
  • Complete the online certification course IS-100xx Incident Command System. You may take either the basic IS-100 or IS-100FW for federal workers, IS-100HC for health care workers, IS-100LE for law enforcement, or IS-100PW for public works. Submit your Certificate of Completion in .pdf format to the Lesson 7 Drop Box.

Lesson 08: Disaster Management 2

Objectives - After completing Lesson 08 you should be able to:
  • Explain and discuss Cutter's concept of an "All Hazards" approach to disaster management.
  • Discuss the capabilities and limitations of geospatial intelligence in support of the disaster management process.
  • Explain how geospatial intelligence can be of value to the first responder and provide examples.
  • Discuss and critique social justice issues in the disaster management process (provide examples).
  • Compare and contrast the practice of geospatial intelligence for disaster management and other national security applications.
Assignments

Lesson 09: Case Study: Hurricane Katrina

Objectives - After completing Lesson 09 you should be able to:
  • Discuss and critique the use of intelligence and especially geospatial intelligence in the planning for, and response to Hurricane Katrina.
  • Synthesize the ideas of previous lessons to critique the role of intelligence and especially geospatial intelligence in relation to Hurricane Katrina.
  • Discuss the social justice implications for geospatial intelligence applications in Hurricane Katrina.
  • Speculate on future applications of geospatial intelligence for disaster management.
Assignments
  • Read all of the online materials for this lesson
  • Read from "Understanding Katrina: Perspectives from the Social Sciences" at http://understandingkatrina.ssrc.org
  • Read the Executive Summary and scan "In the Wake of the Storm: Environment, Disaster and Race after Katrina" at http://www.russellsage.org/news/060515.528528
  • Watch the Frontline Episode on Katrina
  • Post comments to Lesson 09 Discussion Forum (Discussion Forum #3)

PART 4: INTERNATIONAL RELIEF WORK

Lesson 10: Conflict Analysis

Objectives - After completing Lesson 10 you should be able to:
  • Explain the concept of a "Complex Emergency."
  • Classify the phases of conflict using the curve of conflict
  • Identify interventions appropriate to different phases of a conflict
  • Analyze the conflict in Kosovo and the genocide in Rwanda using terms and concepts from the curve of conflict
  • Generate a thorough set of characteristics for describing conflict using an analytical framework
  • Analyze the conflict in Kosovo and the genocide in Rwanda using terms and concepts from the framework
  • Analyze unfamiliar conflicts using terms and concepts from the curve and framework
Assignments
  • Read all of the online materials for this lesson
  • Complete the US Institute of Peace Certificate Course in Conflict Analysis
  • Submit your US Institute of Peace Certificate in .pdf format to the Lesson 10 Drop Box.

Lesson 11: International Relief Work

Objectives - After completing Lesson 11 you should be able to:
  • Sketch the universe of international relief organizations, explain the role of the major agencies/organizations, and discuss the capabilities and limitations of different types of organizations.
  • Discuss the concept of creating and maintaining "Humanitarian Space" in a complex emergency.
  • Discuss the capabilities and limitations of geospatial intelligence in support of international relief efforts in complex emergencies.
  • Discuss how an NGO or IGO might use geospatial intelligence to prepare for and respond to a critical situation.
Assignments
  • Read all of the online materials for this lesson
  • Read JP 3-08 Interagency Coordination During Joint Operations Volume 2 Appendix B: Non-Governmental Organizations
  • Read Simmons, PJ. "Learning to Live with NGOs" Foreign Policy Fall 1998 (112).
  • Read Mallaby, Sebastian. "NGOs Fighting Poverty: Hurting the Poor" Foreign Policy Sep-Oct 2004 (144)
  • Read Inman, Molley. "Information Sharing in Kosovo: A Humanitarian Perspective" Lessons from Kosovo: The KFOR Experience edited by Larry Wentz. (Washington DC: DOD Command and Control Research Program)
  • Read The Sphere Project Handbook-Humanitarian charter and Minimum Standards in Disaster Relief at http://www.sphereproject.org/
  • Read Ten Principles of the IFRC Code of Conduct at http://www.ifrc.org/publicat/conduct/ and other selected IFRC readings
  • Read IFRC World Disasters Report 2005 at http://www.ifrc.org/publicat/wdr2005/index.asp
  • Complete Quiz #4.

Lesson 12: Case Study: The Asian Tsunami

Objectives - After completing Lesson 12 you should be able to:
  • Discuss and critique the use of intelligence and especially geospatial intelligence in the planning for, and response to the Asian Tsunami.
  • Synthesize the ideas of previous lessons to critique the role of intelligence and especially geospatial intelligence in relation to the Asian Tsunami.
  • Discuss the international political and social justice implications for geospatial intelligence applications in the Asian Tsunami.
  • Speculate on future applications of geospatial intelligence for international relief work.
Assignments
  • Read all of the online materials for this lesson
  • Read "IFRC Asian Tsunami Book" at http://www.ifrc.org/docs/pubs/disasters/tsunamibook.pdf
  • Read American Red Cross Tsunami Recovery Program Two Year Report
  • Read NGA Pathfinder May/June 2005
  • Post comments to Lesson 12 Discussion Forum (Discussion Forum #4)

Lesson 13-14: Capstone Exercise

Objectives - After completing Lessons 13&14 you should be able to:
  • Working as a leader or staff member in a government agency, IGO, or NGO apply geospatial intelligence capabilities to deal with a complex emergency.
  • Given a set of mission requirements and a limited budget, create a proposal for a geospatial intelligence organization for an NGO/IGO that addresses the hardware, software, people, procedures, data sources, and infrastructure required.
  • Derive lessons learned from an after action review of the exercise and relate them to the course knowledge.
Assignments
  • Read all of the online materials for this lesson
  • Participate in the assigned online activities of the capstone virtual exercise.

Course Policies

NOTE: These links all lead to different sections of a single "Course Policies" Web page.

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Technical Requirements

For this course we recommend the minimum technical requirements outlined on our "Program Technical Requirements" page, located at
https://gis.e-education.psu.edu/course_prog/geoint_techspecs.

(Please note, you can disregard the ESRI software requirements because we will not be using ESRI software in GEOG 882. Later courses in the program will require you to acquire and use some ESRI software.)

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If you need technical assistance at any point during the course, please contact the World Campus Help Desk.

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Disclaimer: Please note that the specifics of this Course Syllabus can be changed at any time, and you will be responsible for abiding by any such changes. Changes will be posted to the course message board.