Students will also conduct original analysis by writing a short form analytic piece similar to those published in War on the Rocks, Foreign Policy, or Foreign Affairs (several of which are assigned in the Readings section). The piece should analyze how a specific emerging technology (or class of technology) could impact international security. Generally, short form analytic pieces focus on a narrowly-framed research question. For instance, a paper could explore how drones might affect confrontations in the South China Sea. Or it might explore the potential use of artificial intelligence for interference in U.S. elections. Papers should draw from concepts and theories covered in the class, but also require additional research. The strongest papers will provide a policy-relevant “hook” that highlights the importance of the issue, clearly introduce the technology in a relatively non-technical manner, make a clear argument about how these technologies will affect a specific security issue (using the theoretical frameworks explored in this class), and offer some policy prescriptions. The papers should provide evidence that clearly supports the central argument. Students are encouraged to draw from their technical expertise when selecting topics (a Course 16: Aeronautics and Astronautics student, for example, might write about the implications of hypersonic glide vehicles on interstate stability, while a Course 10: Chemical Engineering student might focus on issues related to biological warfare). The final written assignment counts for 30% of the final grade. The paper should be approximately 2500 words.
To help facilitate the writing process and to provide feedback prior to the final submission, there are several intermediate due dates associated with the project:
- Topic Proposal (due session 8). A few sentences describing the proposed topic. [Ungraded]
- Outline and Bibliography (due session 17). Students will submit a 1-page outline of their piece. The outline must include 1) an abstract of no more than 250 words that describes the key argument and 2) a bulletized outline that overviews the piece and highlights the argument, structure, and evidence (i.e., provide a short bibliography of articles/books that you plan to cite). [5% of final grade]
- Peer Review (due session 21). Students will participate in a peer review with classmates. This process is designed not only to improve your writing, but also helps simulate the collaborative nature of work in most professional and academic settings. Students will exchange draft papers/outlines with a classmate. (I will announce peer review teams during session 19.) Peer reviews should assess the piece in the same manner we use to engage with assigned readings (e.g., critique the argument, evidence, etc.) and also make comments to improve the style and structure of the piece (e.g., typos, organization, etc.). Students will email their peer review to the author and cc me by session 21. [5% of final grade]
- Presentations (sessions 24 and 25). Students will present their research to the class. The final paper is due by the start of session 25. [30% of final grade]
