PUBPOL-509
MODERN INTELLIGENCE HISTORY
Not in Fall 2026
Term
Overview
Feedback is mostly positive. The strongest signal is that teaching clarity stands out. Best for students who want a structured class rather than chaos.
DepartmentPPS
Terms offeredSpring
Typical enrollment16–39
Semesters of data2
3.5
Hrs / week
13
Responses
55
Enrollment
24%
Response Rate
Evaluation Scores
Overall quality
Teaching, content, and experience combined.
4.7
Intellectually stimulating
Challenges students to think deeply.
4.7
Instructor effectiveness
Explains concepts and facilitates learning.
4.7
Difficulty
Higher means harder.
3.0
Feedback Analysis
Feedback Analysismedium
Analysis based on student evaluations
Based on 15 comments across 2 sections
Feedback is mostly positive. The strongest signal is that teaching clarity stands out. Best for students who want a structured class rather than chaos.
Student Reports
How hard is the A?
A is doable but not automatic
The signal here is more do-the-work-and-you-should-be-fine than easy-A chatter. Students do not describe the A as automatic, but the evidence also does not paint grading as punishing.
Homework Load
Moderate homework load
Homework load looks moderate. The recurring signal is steady weekly work, but not a course that turns every assignment into a grind.
Lecture Load
Regular lecture load
Lectures matter here, but the evidence points to a fairly standard lecture burden rather than a course dominated by long or exceptionally dense lectures.
Strengths
• Teaching clarity stands out; students repeatedly say the material is explained clearly and effectively.
• Readings, films, or outside materials come up repeatedly as a real strength rather than filler.
• Students repeatedly say the course teaches something concrete, whether that is content mastery, research skill, or a strong foundation.
Tradeoffs
• There is no single dominant complaint theme, but the feedback is not uniformly glowing either.
Best fit for
Best for students who want a structured class rather than chaos.
Watch out for
• A large share of the evidence comes from one instructor's version of the course, so this may not generalize cleanly.
Student Responses
I learned about types of intelligence, key figures/spies in the rise of intelligence organizations, and how intelligence related to key conflicts/wars.
Spring 2025 · Siegel, Jennifer
This course provided the historical context for the fabric of intelligence that overlays diplomatic, economic, and military tools of national power. It ended with an expert analysis of the impact of intelligence on policy. I will take this specific lecture with me to my professional development and use it to inform engagements with leaders within my Department.
Spring 2025 · Siegel, Jennifer
I have developed strong skills in analyzing how the intelligence process impacts policymaking. I also gained a deeper understanding of the history of intelligence and threats to good intelligence practices.
Spring 2025 · Siegel, Jennifer
I learned so much about intelligence history, its impacts on policy making, and really widened my understanding of national and international security
Spring 2025 · Siegel, Jennifer
Rating History
Rating history
Error bars show \u00B11 std dev
| Term | Instructor | Overall | Difficulty | Hrs/wk | Enrolled |
|---|---|---|---|---|---|
| Spring 2025 | Siegel, Jennifer 4.9Rate My ProfessorsQuality4.9Difficulty2.7Would retake100%Based on 7 ratingsClick to view on RMP → | 4.7 | 3.0 | 2.8 | 39 |
| Spring 2024 | Siegel, Jennifer 4.9Rate My ProfessorsQuality4.9Difficulty2.7Would retake100%Based on 7 ratingsClick to view on RMP → | — | — | 4.2 | 16 |
Instructor
Also teaches
PUBPOL-103CNS WAR & DIPLOMACY FACT/FICTION4.3PUBPOL-296 WARS OF EMPIRE3.6PUBPOL-302D POL CHOICE/VAL CONFLICT4.1PUBPOL-807 MASTER'S PROJECT I2.9