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This article argues that coursework in statistical literacy can improve the practice of intelligence analysis in the US. The article describes the gaps in current intelligence education pertaining to statistically literacy, explains how statistical literacy relates to the tasks of intelligence analysis, and offers a series of recommendations for statistical literacy courses specifically designed for future intelligence practitioners. The incorporation of statistical literacy in intelligence studies programs will advance and strengthen the contribution such programs can make to the intelligence workforce, both in the public and private sectors. [ABSTRACT FROM AUTHOR]

This article makes the case for better connecting the study of organizations and the practice of intelligence in the United States. The need for such efforts is outlined and a series of recommendations is offered. These recommendations build on existing Intelligence Community-academe foundations, as well as research utilization and 'bridging the gap' literatures, and will serve both intelligence performance and scholarship. While the focus of this article is on the US (we are an American scholar-practitioner team), we suspect its observations and suggestions, including for future research, will have wider applicability. [ABSTRACT FROM AUTHOR]

Following 11 September 2001, the New York City Police Department (NYPD) established and expanded counterterrorism and security intelligence capacities to an extent unprecedented for an American local government. These powers necessitated new legislative oversight responsibilities. While the NYPD's efforts to address terrorism have received scholarly attention, City Council oversight of those efforts has not. This study helps fill that gap by examining the amount and nature of City Council – specifically the Committee on Public Safety – oversight hearings pertaining to terrorism and its mitigation. It also discusses additional City Council oversight options and needed research directions. [ABSTRACT FROM AUTHOR]

In 2005, the Intelligence Community Centers for Academic Excellence (IC CAE) grant was established to help strengthen and diversify the US intelligence workforce. Seed funds are provided for colleges and universities to establish academic programs and offer professional development opportunities. We surveyed grant recipients and compiled academic programs (degrees, minors and certificates) to gauge how well IC CAE is meeting stated objectives and to identify which program features are perceived as most valuable. We found 49 such academic programs, significant placements of IC CAE graduates in both governmental and non-governmental sectors, and high regard for most professional development opportunities. [ABSTRACT FROM AUTHOR]