Edward Lemon, PH.D. Curriculum Vitae
Kennan Institute Fellow
For Media Inquiries:
202-759-4988
info@dmgs.org
For Media Inquiries:
While threats of the 20th century arose from powerful nation states, the key dimensions of the future – globalization, multi-national violent conflicts, and the potential proliferation of weapons of mass destruction mean great dangers from the relative weak states and ungoverned areas of Africa. Globalization enhances the awareness of the world to the most basic events, making speed of analysis and decision making more important and the consequences more significant. The objective of this course is to transform how professionals think about Africa and its interactions with the rest of the world.
The aim of this course is to show how counterintelligence activity protects US national security by 1) defending against acts of penetration, sabotage, and physical violence undertaken by foreign intelligence agencies and 2) defeating an adversary’s efforts by identifying and manipulating its behavior through deception and/or the exploitation of its agents. The course addresses the relationship between the intelligence and law enforcement communities as well as between civilian and military agencies. It also emphasizes the increasing importance of cyber espionage and economic espionage in an age of globalization.
Through this course, students will
The course is a detailed examination of the theory and practice of conflict in circumstances less than general conventional war. Key concepts and strategic principles pertaining to asymmetric warfare, terrorism, insurgency and counterinsurgency, irregular warfare, unconventional warfare, and military operations less than war (peacekeeping and humanitarian assistance) will be examined. This course examines the causes, conduct, patterns, and effects of conflict short of total or general war. It covers the modern insurgency period from Mao Tse Tung’s approach in the Chinese Civil War through our present times with the Global Jihad.
It asks four fundamental questions in the U.S. context:
This survey course on Russian politics and statecraft addresses enduring questions on: patterns of cooperation and confrontation with other great powers, a centrally dominated economy, and a political culture that exploits weak formal political institutions to sustain a very small leadership ground. In addressing these issues, we ask: What are the wars that have defined Russia’s borders? When and why do Russian leaders challenge other states? What does power in Russia look like? Who are the rulers and their supporters? How do they obtain, practice, and lose power?
In reviewing the origins and practices of Russian statecraft, we will assess when Russia as a great power has been (dis-) satisfied with the international distribution of economic and political benefits, and when it has sought to revise or maintain the international order. We will use this knowledge to address current issues in Russia’s relations with the Euro-Atlantic alliance and other world powers, including contentious issues such as money laundering, sanctions regimes, “information wars,” and Russia’s declared and undeclared conflicts.
This course is divided into four parts. Part I will focus on generally accepted concepts of deception and counter deception with an emphasis on the underlying concepts that enable operational and strategic deceptions. Part II is designed to introduce the student to operational level deception and its impact on national decision making and warning. Part III will build upon parts one and two in order to facilitate the construction of a holistic model for Russian Strategic Deception and Information Confrontation. Part IV will move beyond strategic military and information confrontation and analyze strategic-political deception and provocations and apply previous concepts to a detailed analysis of current events.
This course examines the vast frontier of Cyberspace and the Internet over which travels ever increasing amounts of information and communications. This new dimension of power has strong positive and negative implications for U.S. national security strategy and policy. For national security, Cyberspace represents a unique challenge, as it has no borders or boundaries unlike previous power dimensions — land, sea, air and space. Past separations between government and the private sector and national security and law enforcement have been blurred. Cyberspace also represents an arena where a non-state actor’s powers can equal or exceed any nation state. And, 20th Century based government institutions often have trouble reacting to its 21st century instantaneous speed, ubiquity and volume.
By the end of the course, the student will be able to:
This course aims to provide students with an understanding of the changing regional dynamics of the Middle East. The region serves as the primary source for international energy consumption, yet remains an epicenter of instability, radicalism and terrorism. The 2010 Arab uprisings, Iran’s quest for nuclear capability and the rapid expansion of Islamic State have greatly increased the volatility by threatening the sovereignty and territorial integrity of regional states. A resurgence of political Islam and growing sectarian divide between Sunnis and Shiites add to the regional disorder. Middle Eastern states too weak to control their territory lack the legitimacy or kinetic ability to exert full control over their borders. In these fragile areas, state and non-state threats thrive and pose tremendous national security challenges and concerns for the region and beyond.
The course will examine the national security challenges facing Syria, Lebanon, Iraq, Turkey, Egypt, Saudi Arabia, Iran, Jordan, Israel, and the Palestinians, and analyze how recent shifting political, social, and economic dynamics impact them. The course will focus on the regional actors’ attitudes of the challenges and threats they face and on the strategies they have chosen to confront them. It thus provides critical perspective to students seeking a more comprehensive understanding of the changing Middle Eastern landscape and foreign policy. The course is designed for students interested in the Middle East, particularly those interested in national security issues, students of comparative politics and future practitioners, with a curiosity in regional studies.
This course examines the vast frontier of Cyberspace and the Internet over which travels ever increasing amounts of information and communications. This new dimension of power has strong positive and negative implications for U.S. national security strategy and policy. For national security, Cyberspace represents a unique challenge, as it has no borders or boundaries unlike previous power dimensions — land, sea, air and space. Past separations between government and the private sector and national security and law enforcement have been blurred. Cyberspace also represents an arena where a non-state actor’s powers can equal or exceed any nation state. And, 20th Century based government institutions often have trouble reacting to its 21st century instantaneous speed, ubiquity and volume.
By the end of the course, the student will be able to:
The overall objectives/learning outcomes are to:
Equip students with the ability, skills and knowledge to conduct and produce quality research in the rapidly changing environment of 21st social science; and
The Managing Disruption and Violence (MDV) Program provides theoretical and practical training to help students gain a better understanding of the persuasive communication principles, concepts, and processes organizations need to address the potential or active threat of disruptive or violent group behavior. MDV 650 integrates a broad overview of the material included in MDV 700 Integrated Risk Value Concepts and MDV 701 Causal Analytics for the non-MDV major. The Integrated Risk Value© (IRV) methodology provides the practical skills needed to develop and manage successful persuasive communications programs. MDV 650 is a prerequisite for non-MDV majors to take MDV 702 Strategy for Managing Disruption and Violence.
Globalization, the IT revolution, and ethno-nationalist and religious tensions have altered traditional conceptions of warfare. This course will accordingly analyze the effects of current global political, economic, and technological trends on US military plans and operations. It will address the need for less unilateralism and more coalitions of the willing in future as well as closer integration of civilian and military leadership in counterinsurgency and nation-building operations.
The course will also address the importance of winning “the war of perception” among democracies, which increasingly oppose casualties and challenge the lawfulness of warfare, domestic budgetary issues, and the strategic implications of doing more with less. There will be special emphasis on US Naval Strategy.
The objectives of this course are:
This course provides a critical overview of the Intelligence Cycle – from collection to analysis to presentation. The course assesses intelligence-gathering techniques and approaches for various types of information including HUMINT, SIGINT, etc. It then acquaints students with aspects of Intelligence Analysis; the evaluation of data through the use of subject expertise, critical thinking, and the application of techniques designed to overcome limitations in human cognition. It will examine the analysts’ role in the larger national security arena, state, and local organizations and in the private sector. And it will show the importance of the effective presentation of this information under varying circumstances and leadership desires.
Through this course, students will be able to:
The Managing Disruption and Violence (MDV) Program provides theoretical and practical training for students to understand the persuasive communication principles, concepts, and processes needed for organizations to address potential or active threats from disruptive or violent group behavior. MDV 701 teaches students to use and evaluate analytics on how audiences perceive issues, what drives them to action, and how to measure effectiveness. The course does not make students experts in doing analytics, but merely how to understand the design, creation and measurement of persuasive strategies from a program management point of view. This course covers many types of behavioral analytics including polling, surveys, experts, big data and others. Concepts such as quantitative, qualitative, quant/qual, discovery and directed search are introduced for MDV majors. Combined with MDV 700 Integrated Risk Value Concepts, MDV 701 provides in-depth practical understanding, processes and concepts needed for MDV majors to become practitioner who manage and evaluate the development, implementation and impact of persuasive strategies.
How is Diplomacy changing in a globalized world with all of the new challenges in the 21st Century? What impact has globalization had on the rules based system of International Order?
In today’s world, broad knowledge and specialized skills are required to build cooperation, defuse tension, and promote peace between and among nations, groups, and other entities. This overview course helps students develop skill sets and prepares them to become an international problem solver in any sector, including public, private, nonprofit, and the military.
This is an introductory course in intelligence practices for those looking to enter this field or interact with it. The course identifies the component parts of the Intelligence Community, describes the functions of collection and analysis, explains how intelligence is disseminated, and discusses the relationship of the IC with policymakers, Congress, and the public. This course will provide students the foundation of knowledge to prepare for more advanced study in intelligence or related fields.
Students who complete this course will:
• Identify the members of the Intelligence Community and their roles;
• Discuss the intelligence cycle and other functions of intelligence; and
• Analyze the relationship of the IC with the different branches of government and the public
Washington’s problem in a nutshell is that it doesn’t think very well. The last quarter century has seen an explosion in the human capacity to create and manipulate new knowledge—yet many of the instruments used to support national security leadership are as creaky as ever. All this needs to change if America wants to outthink it enemies and it help it friends secure a safe, free, and prosperous future. This course provides both an introduction to the theoretical constructs and practical exercises in the three critical pillars of overseeing national security affairs—planning, strategy, and decision-making. Lessons provide a foundation for the skills, knowledge, and attributes to analyze, address, and manage national security affairs at the operational and strategic levels.
Russian Deception Operations and Information Confrontation is designed to lay the historical, thematic and contemporary context that will provide the fundamental perspective and foundational knowledge required to successfully recognize, analyze and initiate counter deception activates. This course is designed for analysts in order to equip them with the necessary knowledge to understand the impact of Russian deception. This in-depth study of Russian deception practices will trace the evolution of the art specific to Russian over the course of the past century starting in 1917 and ending with the implementation of Russia’s Information Confrontation doctrine. The course is designed to address these issues functionally starting with basic military/tactical deceptions and progressing through the use of strategic enablers, provocations and influence operations.
Overview: An in depth look at three critical Defense areas of Nuclear Weapons, Missile Defense and Countering WMD Policies that have been revised in 2017 and 2018.
Nuclear Weapons: On January 27, 2017, President Donald Trump directed Secretary of Defense James Mattis to initiate a new Nuclear Posture Review (NPR). The President made clear that his first priority is to protect the United States, allies, and partners. He also emphasized both the long-term goal of eliminating nuclear weapons and the requirement that the United States have modern, flexible, and resilient nuclear capabilities that are safe and secure until such a time as nuclear weapons can prudently be eliminated from the world.
Missile Defense: The Trump administration is working on an expanded U.S. missile defense policy that would address certain threats from Russia and China, departing from a previous strategy that focused nearly exclusively on rogue nations such as North Korea and Iran. The new policy will still call for bolstered technology against rogue states, with a particular focus on weapons to intercept North Korean leader Kim Jong Un’s missiles. But it will also mention the need to consider missile threats from Russia and China, according to people familiar with the review.
Countering WMD: The Department of Defense Strategy for Countering Weapons of Mass Destruction seeks to ensure that the United States and its allies and partners are neither attacked nor coerced by actors with WMD. It outlines three end states: no new WMD possession, no WMD use, and minimization of WMD effects. The strategy also establishes countering WMD priority objectives for the Department of Defense (DoD), defines an approach for achieving them, and identifies essential activities and tasks. Countering WMD (CWMD) objectives focus on cooperative efforts to shape the security environment and take early action against adversaries. These objectives are to reduce incentives to pursue, possess, and employ WMD; to increase the barriers to WMD acquisition, proliferation, and use; to manage WMD risks emanating from hostile, fragile, or failed states and safe havens; and to deny the effects of current and emerging WMD threats through layered, integrated defenses.
This course provides a critical overview of the Intelligence Cycle – from collection to analysis to presentation. The course assesses intelligence-gathering techniques and approaches for various types of information including HUMINT, SIGINT, etc. It then acquaints students with aspects of Intelligence Analysis; the evaluation of data through the use of subject expertise, critical thinking, and the application of techniques designed to overcome limitations in human cognition. It will examine the analysts’ role in the larger national security arena, state, and local organizations and in the private sector. And it will show the importance of the effective presentation of this information under varying circumstances and leadership desires.
This course provides an introductory view of the politics and statecraft of Latin America from the 19th century through today. It will focus on Latin America’s political history, security, economics, and political economy, with a particular emphasis on the role and influence of the United States in the region. It will also analyze the similarities and differences in how regional and global political and economic trends — independence, populism, revolutionary movements, democratization, and neoliberal reforms — have manifested themselves throughout the region. Course materials will include a mixture of books, articles, and multimedia.
By the end of the course, students should be able to:
She particularly enjoyed the way that he illuminated the theory of each topic by providing compelling historical examples together with his own personal experience and insights from his illustrious career in the National Security field.
“During the Bosnian wars, Dr. Meyer was The Deputy Chief of the CIA Taskforce in the Balkans. That’s the level of real-world experience that our professors have. We are taught and mentored in classes of around 7 students by faculty of that caliber. It makes for a phenomenal experience, probably unique to our school, I would venture to say.”
Anna also talks excitedly about Professor James Anibal’s exceptional teaching style where students engage in multiple thought-provoking exercises, including some where they try to build and break deception types, guided by Anibal’s own extensive experience in the field.
“Learning by completing these exercises really cements the theories in our minds. These classes are invaluable to any student interested in the topic and will – without a doubt – make us much better practitioners ourselves.”
Anna also enthuses about the significant potential of the DMGS’ student body, where she has found lifelong friends who share her passion as well as her determination to become a leader in the National Security and Intelligence communities. A testament to her care and pride for her fellow students, Anna takes an active role in DMGS’ Student Government Association, where she has served as Secretary, Treasurer, Vice-President and President.
“I can truly say that I am frequently inspired by the students of DMGS because of their constant drive to do more, achieve more, and learn as much as they can. I, myself, learn something from my fellow students every day.”
Anna is especially appreciative of the external experiences DMGS has made possible for her, including representing the school at the 2017 Women in National Security Conference and competing in the 2017 Atlantic Council Cyber 9/12 Competition. However, perhaps the most memorable opportunity afforded to her by Daniel Morgan was the chance to participate in the Oxford Analytica Global Horizons Conference in Oxford, England, in both 2017 and 2018. It is precisely through such enrichment provided by DMGS that Anna has been able to travel outside the United States for the first time in her life. Wide-eyed, she describes how exploring the campus and halls of the prestigious Christ Church College at Oxford University was a surreal experience for her, as she and her fellow DMGS students were able attend seminars, panels, and plenaries with experts from all over the world. She emphasizes how this experience effectively gave her a chance to expand her knowledge, her worldview, and her overall understanding of the importance of National Security and Intelligence studies at a global level. A lasting memory of this extraordinary opportunity was of the conference black-tie gala at Blenheim Palace, the familial home of Winston Churchill.
“The memory that will forever stand out to me is walking up the Palace stairs in a ball-gown on what was my third day ever in another country. It was truly magical!”
Finally, Anna sums up her experience at the school by crediting DMGS with advancing her career through networking opportunities where she was able to meet career professionals in the National Security and Intelligence communities that she would have never been able to meet otherwise. She is particularly grateful for the faculty who took the time to help her discover her passion so she could determine her career path and who have guided and opened doors for her.
“The school really invests in its students not just through education, but through external experiences as well, and that investment really pays off for us when it comes to establishing our careers. When deciding upon a graduate school, DMGS was my choice without hesitation and I would make the same decision again every time.”
He says that his experience at the school has gone well above his already high expectations, going so far as to add that it has completely changed his perspective in multiple areas that he had previously viewed through a more narrow contextual lens. He is currently enrolled in the National Security M.A. program, with a specialization in International Relations.
“This gives me a special perspective and understanding of security across the globe. I increasingly understand the importance of studying security issues with a global backdrop since the impact of the National Security is not isolated. It is intertwined because of the interconnectedness of the modern world.”
To achieve his specific career and learning objectives and work within the confines of his prominent career,, Gilbert is obliged and has been approved to take an accelerated track that would enable him to complete this in only 15 months.
“The deans and professors at Daniel Morgan have been incredibly supportive in working with me to make the adjustments that I need to achieve my career objectives while meeting all the necessary academic milestones. They don’t put up roadblocks. They look for the solutions to the roadblocks.”
Gilbert is also impressed with DMGS’ personalized approach at the instructional level. He notes that the small classes result in everyone having a chance to express themselves and to better engage with the material being covered. He also explains how DMGS’ professors have a fascinating way of leading and guiding the class through their subjects, while deftly merging students’ international perspectives into the discussion.
“At this school, different skills and cultures come together in a very special way that enhances the learning experience for every one of us.”
Upon her return to the United States, Shannon completed her undergraduate degree in her areas of true passion and was later accepted to continue her graduate studies at University of Glasgow. However, after one semester there, Shannon came to the realization that the program was not a good fit for her due to its intensely theoretical approach. Having been at the forefront of action rather than deliberation, Shannon found a theoretical program to be too confining for her needs and aspirations. Luckily, one of her professors at the university was Peter Jackson, a renowned editor of multiple major intelligence publications. Immediately understanding the frustrations of a student who had already experienced so much and wanted to do much more, hee advised her,
“If you are looking for something practical, there is a new, specialized school in Washington D.C. and everyone there has a fundamentally practical approach to graduate studies. I think that it would be a perfect fit and would get you where you want to go.”
Having taken his sage advice, Shannon is now at DMGS in her second semester and says that she is loving the experience. She goes on to say that Daniel Morgan has certainly lived up to the practical teaching and experience that she was looking for.
To illustrate her point, Shannon talks about one of the first professors she had at DMGS, a former diplomat who worked on the 911 commission and was, therefore, able to give her and her fellow students an inside perspective on actual events that others merely read as history.
Describing one of the biggest differences she is experiencing at Daniel Morgan compared to what she had encountered in higher education thus far, Shannon points to the exceptionally small class sizes:
“I don’t think other graduate students experience the personalized attention we get at DMGS. Each student gets immediate direction and mentorship; at most graduate schools a student would wait 3 weeks to get a paper back and then would have to make an office appointment 2 weeks after that for in-person guidance . Not here.”
Shannon also enthuses over the extraordinary opportunities that she has been given at DMGS. Thanks to a trip sponsored by the school, where she went on a week-long security summit just outside Prague, she was introduced to the UN NATO program (Youth Atlantic Treaty Association) and is now a UN NATO Ambassador. This means that, once per month, Shannon attends international conferences around the world. Shannon is, not only delighted to be a part of this, but is also very grateful for the way her professors at DMGS are so accommodating and encouraging to her in these endeavors.
Another significant advantage of being a DMGS student is the flexibility of having classes scheduled in the evening. Shannon is particularly appreciative of this since it has allowed her to obtain the best internships as well as to get the best out of her internships:
“I am able to work and come to class in the evenings. Other interns consistently have to leave and come back to work to attend classes during the day. As a result of DMGS’ class schedule I get better training than the other interns and it makes it easier for me to apply for jobs without class times getting in the way.”
Shannon believes that these factors all play into the reason DMGS graduates get such wonderful career positions upon graduation.
“I couldn’t believe some of the places that DMGS students have gone. A number of my fellow students have gotten jobs with the top contractors in National Security and one even just got a job at the White House.”
Shannon points out that this is a testament to how good the education and opportunities are at Daniel Morgan. She points out that top firms want DMGS graduates because they are extremely well-prepared, noting that high profile firms are keen to hire DMGS graduates even before the school has obtained the full accreditation status which is expected next year.
Shannon ends her story with a summary of her enthusiasm about the Daniel Morgan School:
“DMGS has been a perfect fit for me. I can’t even describe how wonderful this place is. Everyone is so kind and so intelligent and so well-connected. There is not a better school especially for anyone who has an interest in National Security. As the school is young, it is like a best kept secret …but it probably won’t be a secret for long.”
Tomasz is now at The Daniel Morgan Graduate School of National Security where he hopes to get an American perspective on issues related to Russian and global security. As he is obviously already extremely well-versed in this area, Tomasz sought out a program with the utmost authority and credibility to augment his own well-established base in the field. Tomasz found that level of authority when he came across current Daniel Morgan – and former Harvard professor, Yuval Weber’s biography. Seeing Dr. Weber’s well-documented expertise, Tomasz said that he “realized that DMGS was the right place to be.”
Now that he attends Daniel Morgan, he says that he is even more certain of the fact that DMGS was the place where true expertise in the field resided. In addition to the formidable intellect of Dr. Weber, Tomasz has also been struck by the depth of national and international expertise that resides within the DMGS faculty as a whole. In his own area of expertise, he has further been engaged by the extensive knowledge and insights of incoming professor, Dr. Edward Lemon, formerly a professor at Columbia University and now a DMGS-Kennan Institute Fellow. Dr. Lemon is a global authority on Eurasia. Talking enthusiastically about his experience at DMGS, Tomasz notes:
“It gives me a different angle and a truly global perspective in my chosen field which is particularly fascinating. These extremely erudite professors and stimulating courses have really shed light in several areas and have helped to unfasten the complex international geopolitical knot.”
Another reason Tomasz was drawn to The Daniel Morgan Graduate School was the possibility to be in the center of Washington D.C. amidst the hub of prestigious think tanks and media outlets with whom he had hoped to make connections. Tomasz says that his actual experience has greatly exceeded his expectations, as DMGS has given him significant access and entrees to several key organizations through its prestigious partners and events.
“It’s so easy to have extraordinary networking opportunities here at DMGS. Many doors have been opened for me and I have already been connected to many people and organizations that I would not have even dared to imagine.”
“I quit my job and embarked upon my second Master’s degree at DMGS because I realized that program would benefit me a great deal. I would not have left my job if I hadn’t anticipated this and I wasn’t disappointed. It was one of the best decisions that I have ever made as it has now led me to even higher paths.”
Nor was leaving her job an easy decision. Before DMGS, Margalita had been working for the UN and EU. She grew up in Tbilisi during the civil war and learned to count from the traces of the bullet holes against a building wall. Coming face to face with war at such a young age affected her career choices in later life and motivated her into positions where she would help people affected by conflict. Specifically, she worked on projects that supported the Prime Minister’s office in her native country of Georgia. She worked in a new agency commission on a National Action Plan implementing the UN Security Council’s Resolution on Women, Peace and Security. Her assignment was to identify the needs of conflict-affected women and girls. Together with the UN Women’s Mission as well as several government officials and advisors on human rights, Margalita travelled to villages along the Administrative Boundary Lines. Her mission was to identify the needs of these women and girls and to translate their aggregate problems into policy to support Georgia’s Three – year UN Action Plan. Margalita then went on to assist in building the necessary capacity to support the implementation of these policies and solutions under the European Union Project.
Margalita says that what drew her to DMGS and what ultimately drove her to take the significant step of leaving her UN position was the quality of the faculty at the school.
“It’s not the name or the history of a school that matters, it’s the professors.”
She is now very glad that she took the steps that she took in coming to DMGS. One of the professors she enthuses over is David Kanin whom she describes as “one of the most educated professors in the universe” and whose classes she describes “are like paradise.” In fact, Margalita is extremely enthusiastic about all of her professors whom she collectively describes as not just as compelling academicians but as extraordinary individuals.
“Even the five-minute interactions during the class breaks is something that we all look forward to.”
The extent of her satisfaction with the teaching at DMGS has been so great that she insists that the quality benchmark for lectures and discussions is now much higher than previously experienced and that she and her fellow students have consequently become “professor and lecture snobs.”
“We now all see how much others miss out on in traditional classes. We have never experienced and probably will never experience this type and level of teaching again.”
Another important facet of DMGS is the free-thinking aspect that underpins its pedagogic approach as the professors encourage their students to question everything rather than blindly following one school of thought. This is an approach which Margalita describes as “unique in today’s world that is oversaturated by opinion.”
“The minute you create an environment when you shut each other down, the learning ends. DMGS clearly understands this and opens up the learning environment to embrace all ideas.”
This openness to multiple viewpoints also extends to multiple cultures. By opening up its programs to those from other countries who seek to make the world a better and safer place, DMGS creates a dynamic and exciting learning environment. Margalita is also very enthusiastic about this and about the impact it has on the school’s environment.
“It’s a real privilege to be in the class with people from so many different backgrounds. It adds to our discussions in an amazing way.”
Finally, Margalita is also extremely enthusiastic about DMGS’ location and networking opportunities.“Being in D.C., magic happens outside the classroom. We meet the people that we only read about previously. We effectively meet history here.”
Comparative politics is the study of political systems around the globe. In this course, we will examine how political institutions, actors, and processes arise, operate and change around the world and how they affect society, culture, and the economy. The course combines theory with in-depth examinations of case studies from particular regions of the world. We will seek to explain why the Arab Spring broke out and why it failed to produce democratic transitions in many Middle Eastern states. We will examine what has caused civil wars to break out in certain parts of Africa but not in others. We will explore why democracy took root in Eastern Europe but not in most states of the former Soviet Union. And we will look at how China’s approach to economic development differs from that of Western powers.
The Managing Disruption and Violence (MDV) Program provides theoretical and practical training to help students gain a better understanding of the persuasive communication principles, concepts, and processes organizations need to address the potential or active threat of disruptive or violent group behavior. MDV 650 integrates a broad overview of the material included in MDV 700 Integrated Risk Value Concepts and MDV 701 Causal Analytics for the non-MDV major. The Integrated Risk Value© (IRV) methodology provides the practical skills needed to develop and manage successful persuasive communications programs. MDV 650 is a prerequisite for non-MDV majors to take MDV 702 Strategy for Managing Disruption and Violence.
Islamic revivalism is one of the most significant political, social and cultural phenomena of the 21st century, and will remain a potent force in the foreseeable future. Islamist movements are not monolithic, and tactics differ toward gaining power and implementing Islamic law. In recent years some Islamists have participated in politics and gained power through elections such as Hamas in Gaza, Ennahda in Tunisia, and the Muslim Brotherhood in Egypt. Others have taken up arms to resist violently against the state in Libya, Sinai, Syria, Iraq and Yemen. The Islamic Republic of Iran expands its empire through proxies and terrorist militias.
Al-Qaeda and Islamic State do not recognize the notion of the international Westphalian state system, and strive to erase recognized borders in the areas in which they operate to resurrect an Islamic empire called the Caliphate. While hatred of Israel, the West, secularism and liberal democracy persists, the immediate victims of militant Islamist violence are non-conforming Muslims and ethnic-religious minorities.
The course will analyze the ideology and goals of Sunni and Shia Islamist movements. It will assess what motivates these movements and why they are successful, and analyze their strengths and weaknesses. The course will explore their attitudes of the crisis of Islam in the contemporary era; the desired form of Islamic governance; the meaning of jihad in the contemporary era; and the compatibility between Islam and democracy. In particular, the course will examine Hamas, Hezbollah, the Muslim Brotherhood, the Iranian revolutionary regime, the Taliban, al-Qaeda, and Islamic State.
This survey course on Russian politics and statecraft addresses enduring questions on: patterns of cooperation and confrontation with other great powers, a centrally dominated economy, and a political culture that exploits weak formal political institutions to sustain a very small leadership ground. In addressing these issues, we ask: What are the wars that have defined Russia’s borders? When and why do Russian leaders challenge other states? What does power in Russia look like? Who are the rulers and their supporters? How do they obtain, practice, and lose power?
In reviewing the origins and practices of Russian statecraft, we will assess when Russia as a great power has been (dis-) satisfied with the international distribution of economic and political benefits, and when it has sought to revise or maintain the international order. We will use this knowledge to address current issues in Russia’s relations with the Euro-Atlantic alliance and other world powers, including contentious issues such as money laundering, sanctions regimes, “information wars,” and Russia’s declared and undeclared conflicts.
This course examines the security dynamics of Eurasia through an analysis of the policies of its largest state, Russia. The course examines the drivers of Russia’s pivot to Asia, Russia’s policies towards its Near Abroad, Asia-Pacific, South Asia and the Middle East, and the limitations of Russian influence. Through the course, students will gain a better understanding of the complexities of Russia’s dealings in a range of Asian regions, critically evaluate Russia as a global power. Class discussions and many of the readings will be focused on understanding and analyzing Russia’s contemporary policies with the view to giving students the ability to forecast the likely contours of domestic and foreign policy in the coming years. By the end of the course, students will have gained a more nuanced understanding of Russia, allowing them to critically approach some of the simplistic interpretations of Russian behavior in the media.
This course introduces students to current public management policies and issues relevant to the security of the United States. The coordination of federal, state and local government agencies and nonprofit organizations which respond to threats is vital to the security of people, property and our way of life. The course relies upon theories, concepts and case studies to explore the challenges facing organizations which are a part of protecting our homeland security.
This is an introductory course in intelligence practices for those looking to enter this field or interact with it. The course identifies the component parts of the Intelligence Community, describes the functions of collection and analysis, explains how intelligence is disseminated, and discusses the relationship of the IC with policymakers, Congress, and the public. This course will provide students the foundation of knowledge to prepare for more advanced study in intelligence or related fields.
Students who complete this course will:
• Identify the members of the Intelligence Community and their roles;
• Discuss the intelligence cycle and other functions of intelligence; and
• Analyze the relationship of the IC with the different branches of government and the public
Understanding contemporary Chinese history, starting with the Qing Dynasty, with a focus on post 1979 normalization of Sino-U.S. relations, will permit the students to better understand China’s approach to relations with the U.S. Knowledge of China’s military and political organizations will permit the students to better understand these organs of power and how they attempt to manage the plethora of international and domestic issues confronting China. It will also permit the student to appreciate the complexity of crafting a national strategy for dealing with an expansionist China.
The Managing Disruption and Violence (MDV) Program provides theoretical and practical training to help students gain a better understanding of the persuasive communication principles, concepts, and processes organizations need to address the potential or active threat of disruptive or violent group behavior. MDV 700 teaches the in-depth and practical application of the Integrated Risk Value © (IRV) methodology for MDV majors.
This course provides the concepts and processes for developing and evaluating predictably successful communication strategies. Its focus includes practical frameworks to evaluate communication efforts, the strategic cycle and planning of IRV Communications, as well as an emphasis on developing Measures of Effectiveness. This course, combined with MDV 701 Causal Analytics, contributes the in-depth practical understanding, processes and concepts needed for an MDV major to become a practitioner who manages and evaluates the development, implementation and impact of communication strategies.
This course is divided into four parts. Part I will focus on generally accepted concepts of deception and counter deception with an emphasis on the underlying concepts that enable operational and strategic deceptions. Part II is designed to introduce the student to operational level deception and its impact on national decision making and warning. Part III will build upon parts one and two in order to facilitate the construction of a holistic model for Russian Strategic Deception and Information Confrontation. Part IV will move beyond strategic military and information confrontation and analyze strategic-political deception and provocations and apply previous concepts to a detailed analysis of current events.
This course provides a critical overview of the Intelligence Cycle – from collection to analysis to presentation. The course assesses intelligence-gathering techniques and approaches for various types of information including HUMINT, SIGINT, etc. It then acquaints students with aspects of Intelligence Analysis; the evaluation of data through the use of subject expertise, critical thinking, and the application of techniques designed to overcome limitations in human cognition. It will examine the analysts’ role in the larger national security arena, state, and local organizations and in the private sector. And it will show the importance of the effective presentation of this information under varying circumstances and leadership desires.
Through this course, students will be able to:
This course is divided into four discreet, yet interdependent parts:
Qualitative Research Methods;
Quantitative Research Methods;
Critical Thinking and Complexity Theory; and
Writing Workshop
The overall objectives/learning outcomes are to:
Equip students with the ability, skills and knowledge to conduct and produce quality research in the rapidly changing environment of 21st social science; and
To give students the skills to evaluate and analyze a wide variety of social science situations in order to develop and enact new policy solutions to contemporary
The objectives/learning outcomes for the sections on qualitative and quantitative research methods are to equip students with an understanding, expertise and ability to apply the most important contemporary research methods currently in use in the social sciences.
The objectives/learning outcomes for the section on critical thinking and complexity theory are to equip students with an understanding, expertise and ability to conduct research and apply solutions to the most complex social science issues in the increasingly interdependent, globalizing world.
The objectives/learning outcomes for the writing workshop are to direct students to apply the methods and skills they learned in the three previous sections, to improve their writing skills and to help prepare them for the research and preparation of their masters’ thesis and set in place the ability to produce quality work in the future.
The course is designed to lay the historical, thematic and contemporary context that will provide the fundamental perspective and foundational knowledge required to successfully recognize, analyze and initiate counter deception activates. This course is designed for analysts in order to equip them with the necessary knowledge to understand the impact of the internet of things has on deception and influence operations. This course is divided into four parts. Part I will focus on generally accepted concepts of cyberspace itself, basic terminology and the law governing intelligence operations in cyberspace. Part II is designed to introduce the student to the use of cyberspace as a channel to reach key decision makers and the impact near instantaneous communications has on deception operations. This part will include the deceptive use of cyber based social media and issues surrounding the use of real and virtual agents and double agents in deception operations. Part III will introduce the impact of surreptitious manipulation of data while it moves between the sender and the receiver. This part will also focus on cyber systems as sources of deceptive information and specifically on the use of cyber systems as agents and double agents, honeypots and honeynets, and sources of deceptive information.
In this course, students will examine political strategies, which involves a range of ways and means—diplomacy, education and training, security assistance, humanitarian aid, media, and other overt and discreet methods. Students will discover how such strategies affect a society’s political life, including its formal governing arrangements, culture and popular sentiments, as well as external and strategic orientation. Additionally, this course will identify America’s need for political strategy through foreign policy and diplomacy by improving alliance and coalition relationships, while weakening adversaries, to foster a more open, law-based and just international order.
Students will examine how political strategy impacts national security initiatives by discussing the political dimensions of the primary challenges facing American security policy today. Furthermore, students will assess how to deal with challenges posed by resurgent authoritarianism to the post-1991 “liberal world order” and how it structures U>S> alliances like Europe, Asia, and the Middle East. This course will highlight the weakening of Westphalian state-based order in the Middle East and how a variety of revisionist and hostile actors have profited from it. Finally, this course will discuss various political strategies and international policy operation capabilities that the United States can use to combat the problem of state fragility by designing a “whole of government, who of society” concept that is needed to compete in a new environment with advanced interests and principles.
This course is an introduction to approaches in strategy, which exposes students to strategic thought and theorists who have influenced both Eastern and Western practices of strategic methods. It provides a foundation in strategic theory and approaches to strategic thought as an analytical framework to understanding the cultural, religious, historical, and leadership sources of state and non-state actor behavior. It also discusses foreign and U.S. perspectives as well as concepts on the use of force (strength), stratagems (guile) and the power of information (ideas). Strategy must be developed in a holistic manner, integrating the diplomatic, informational, military and economic elements of power in a “whole of government” approach. Furthermore, students will better understand the strategy formulation process of ends, ways and means. At the course’s conclusion, students will formulate an alternative Strategy, which balances the approaches of strength and guile, coupled with the means to influence state and non-state actors with its ideas and economic resources to counteract an adversary’s strategy.
This course is divided into four discreet, yet interdependent parts:
The overall objectives/learning outcomes are to:
The objectives/learning outcomes for the sections on qualitative and quantitative research methods are to equip students with an understanding, expertise and ability to apply the most important contemporary research methods currently in use in the social sciences.
The objectives/learning outcomes for the section on critical thinking and complexity theory are to equip students with an understanding, expertise and ability to conduct research and apply solutions to the most complex social science issues in the increasingly interdependent, globalizing world.
The objectives/learning outcomes for the writing workshop are to direct students to apply the methods and skills they learned in the three previous sections, to improve their writing skills and to help prepare them for the research and preparation of their masters’ thesis and set in place the ability to produce quality work in the future.
This course is divided into four parts. Part I will focus on generally accepted concepts of deception and counter deception with an emphasis on the underlying concepts that enable operational and strategic deceptions. Part II is designed to introduce the student to operational level deception and its impact on national decision making and warning. Part III will build upon parts one and two in order to facilitate the construction of a holistic model for Russian Strategic Deception and Information Confrontation. Part IV will move beyond strategic military and information confrontation and analyze strategic-political deception and provocations and apply previous concepts to a detailed analysis of current events.
The aim of this course is to show how counterintelligence activity protects US national security by 1) defending against acts of penetration, sabotage, and physical violence undertaken by foreign intelligence agencies; and 2) defeating an adversary’s efforts by identifying and manipulating its behavior through deception and/or the exploitation of its agents. The course addresses the relationship between the intelligence and law enforcement communities as well as between civilian and military agencies. It also emphasizes the increasing importance of cyber espionage and economic espionage in an age of globalization.
Through this course, students will: • Analyze methods to defend against foreign and domestic espionage; •
Russian Deception, Operations and Information Confrontation is designed to lay the historical, thematic and contemporary context that will provide the fundamental perspective and foundational knowledge required to successfully recognize, analyze and initiate counter deception activates. This course is designed for analysts in order to equip them with the necessary knowledge to understand the impact of Russian deception. This in-depth study of Russian deception practices will trace the evolution of the art specific to Russian over the course of the past century starting in 1917 and ending with the implementation of Russia’s Information Confrontation doctrine. The course is designed to address these issues functionally starting with basic military/tactical deceptions and progressing through the use of strategic enablers, provocations and influence operations.