The Daniel Morgan Graduate School of National Security (DMGS)

The program focuses on both the public and private sector use of intelligence examining missions, methods, and organizational structures. It examines and interprets the four major elements of intelligence – collection, analysis, analytical presentation, and counterintelligence. This program also examines new fields of intelligence such as private sector use of intelligence, homeland security, and cyber.

. . . focuses on both the public and private sector use of intelligence examining missions, methods, and organizational structures.

Intelligence Program

This program focuses on the cutting edge missions, methods, and organizational arrangements of intelligence in general, and U.S. intelligence in particular. It focuses on the four major elements of intelligence – collection, analysis, counterintelligence, and covert action – and their application abroad. Similarities and differences with intelligence inside the U.S. will also be included.

The program also focuses on the interdependence of the symbiotic relationships between the elements of intelligence and interrelationships with other national security practitioners at many levels of policymaking and implementation – from grand strategy formulation to enhancing military strength and guile as in the Managing Disruption and Violence (MDV) Program.

INT 601 - Fundamentals of Intelligence

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


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

  • Prepare students to utilize skills to evaluate and analyze a wide variety of social science situations in order to develop and enact new policy solutions to contemporary problems.
  • Quantitative and Quantitative Research Methods
  • 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.
  • Critical Thinking and Complexity Theory
  • 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.
  • Writing Workshop
  • 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.
INT 712, Collection, Analysis and Presentation

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:

  • Understand the concepts, history, and structure of intelligence collection;
  • Analyze and evaluate the role of the collector in the understanding and influencing;
  • Think critically and make well-reasoned judgments on ambiguous or incomplete information;
  • Contextualize information with broader events and strategic goals;
  • Communicate ideas clearly, concisely, and effectively in writing, discussions, and presentations.
INT 714, Counter Intelligence

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; •

  • Elaborate the use of deception to defeat other actor’s intelligence capabilities;
  • Examine the role of espionage and counterintelligence as means of achieving national goals;
  • Assess the growing relationship between the intelligence and law enforcement communities and the relationship between civilian and military agencies;
  • Evaluate the role of counterintelligence in cyber espionage and economic espionage;
  • Communicate ideas clearly, concisely, and effectively in writing, discussions, and presentations

This course will provide the students with an opportunity to evaluate and assess the vast arena and unique challenges of U.S. Defense Intelligence

The U.S. military spends in excess of $20 billion per year and has over 100,000 people devoted to Defense Intelligence efforts.  This work is done throughout the world and increasingly ties into military operations in the United States in the post 9/11 world.

It further ties directly to national intelligence internationally and homeland security needs within the U.S.  And, as such, comes into conflict with some unique American values and laws.

With our military spread throughout AOR’s ranging from the Pacific to the mountains of Afghanistan to Washington, D.C., the intelligence supporting the policymaker – from the Chairman of the Joint Chiefs to the soldier in Eastern Afghanistan – is crucial to well-informed execution of America’s defense.

We also face a time where the vast majority of the American population do not serve in the military nor understand its unique intelligence needs based on its work, its structure, and its culture. This lack of contact and understanding confuse policymakers in the national security community.

  • Students who complete the course will be able to:
  • Evaluate how history, culture and organization shaping U.S. Defense Intelligence perceptions and practices.
  • Explain the purpose and formulation of policy strategy based on Defense Intelligence.
  • Appraise Defense Intelligence cycle and how it interacts with new concepts of homeland security.

Interpret the theories of security and international relations that impact Defense Intelligence.

Determine how to apply research methodologies to Defense Intelligence.

INT 719 - The American Way of Spying; The Evolution and Practice of U.S. Counterintelligence

“The American Way of Spying: The Evolution and Practice of U.S. Counterintelligence Activities and Operations”. Events over the past few years, to include such well publicized incidents as the Russian Illegals’ case; high-profile cyber-attacks on U.S. sensitive databases and political campaigns (to include Moscow’s purported effort to influence the 2016 US Presidential election; and unauthorized leaks of classified information by Trusted Insiders, have re-focused attention on the role of Counterintelligence (CI) in protecting against espionage and other activities directed against the U.S.


The course is structured to evaluate the history and current effectiveness of the U.S. counterterrorism (CT) strategy. We will discuss the history behind the United States’ need for a CT strategy based on terrorist acts impacting the United States, commencing in the 1970s. We will discuss terrorism as a whole, to include specific terrorist groups, and their impact on U.S. strategy. Our discussion will consider the future of CT strategy, and the direct impact of evolving terrorist groups, to include al-Qa’ida and its nodes, as well as ISIS.

  • Summarize and differentiate the major theories and various explanations of the current;
  • S. CT strategy, including working knowledge of the terrorist groups and actors who pose the largest threats to the United States;
  • Analyze the history behind the evolution of the United States’ approach to terrorism and the creation of the United States’ working CT strategy;
  • Compare and contrast the CT strategies of the United States greatest allies in the CT forum, to include the United Kingdom Canada, and Australia; and
  • Evaluate how the United States can build upon and improve its current CT strategy, under the threat of ISIS and other terrorist

This course provides students an understanding of the historical development and modern use of nontraditional intelligence capabilities in support of United States foreign policy goals. Such capabilities include: CIA-led covert action, NSA-led cyber conflict, DoD Special Forces operations use, and USG constructed propaganda and false information efforts.

This NTU capability provides the President low-intensity conflict options expanding his range of responses to political goals and crises. Additionally, the students will be appraised of the nature and process of national security legal guidance, and Executive and Legislative Branches interaction and oversight of NTU. The students will be challenged to examine the non-traditional use (NTU) of intelligence capabilities and then critically apply them to contemporary national security challenges.

Students who complete this course will be able to:

  • Categorize and evaluate the timing, purpose, and use of non-traditional intelligence capabilities since World War II; Analyze the role and methodologies of actors in the NTU space;
  • Examine how changes in technology and information effect and expand implementation efforts; and
  • Theorize and formulate NTU for presentation to senior policy makers.

This course examines the war on drugs through different prisms: economic, security, and political.  Alternative state responses to the drug trade will be covered.  Subsequently, we will deal with these questions within thecontext of individual democracies in Latin America, with comparisons to countries in different regions of the world.  The course will utilize power point presentations and lectures to convey the material and a movie to supplement the readings.

By the end of the course, students will be able to:

  • Articulate and explain the elements of the US war on drugs and the implications for American citizens;
  • Analyze the history behind the evolution of the United States’ approach to counter-narcotics and the creation of the United States’ working counter-narcotics strategy;
  • Compare and contrast the counter-narcotics strategies of the United States’ allies in the war on drugs, particularly those key countries in Latin America;
  • Critically diagnose the pros and cons of various counter-narcotics methods, the likely barriers to achieving more progress in the future, and how we can attempt to counter narcotics more effectively.
INT 746, Cyber Intelligence

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: •

  • Address the issues of volume, velocity and veracity of information in cyber space and how they relate to intelligence gathering, analysis and dissemination in both the public and private sector;
  • Evaluate the ability of non-nation state players to effect national and corporate security;
  • Understand the challenges of devising systems to secure the current internet;
  • Examine the legal and politic implication of a system without borders.

This course provides students with an intellectual foundation for understanding the concepts of homeland security intelligence, as well as an overview of the US national homeland security framework including organization and policies. It examines the intellectual constructs used to frame security issues, intelligence based on those issues and the development of policies and strategies that lead to implementing programs that protect the United States’ infrastructure and people from attack.

Over the semester, students will be challenged to examine the various paradigms that shape homeland security intelligence and critically apply them to contemporary homeland security challenges and examine how well or poorly these paradigms are reflected in current responses, organizations and policies.

By the end of the course, the student will be able to:

  • Identify the organization and polices of US homeland security and its intelligence organization;
  • Appraise how history and culture shaping homeland security intelligence perceptions and practices;
  • Summarize theories of security and international relations that impact homeland security;
  • Apply research methodologies to homeland security intelligence;
  • Explain the purpose and formulation of policy strategy based on intelligence; and
  • Appraise the public policy making process and its use and implementation of homeland security intelligence.

The course provides a comparative view of cooperating and competitive intelligence systems surveying both nation and non-nation state actors. Using the U.S. Intelligence services as a baseline, the course provides an understanding of how are these services are organized; individual domestic and foreign intelligence focus; and their current range of activities.

By the end of this course, students should be able to articulate the following knowledge:

  • Demonstrate a firm understanding of the US Intelligence System;
  • Distinguish and analyze cooperating and competitive intelligence systems; and
  • Evaluate the strengths and weakness of each system.

Though Muslim extremists currently dominate the airwaves, every religion has had, and continues to have, its own extremists, both high profile and relatively unknown.

The fundamental premise of this course is that in order to understand fully many of the violent conflicts that flood the airwaves, one must first of all be conversant in the language of religion and be cognizant of religion’s role in these conflicts.

By the end of the course, students will be able to:

  • Articulate and explain the elements of various religious extremist groups and the implications for American citizens;
  • Analyze the history behind the evolution of the various countries’ approach to dealing with religious extremist groups and the counterterrorism tactics used to denigrate them;
  • Explain the prevalence in the media and the public discourse concerning some of the key religious extremist groups; and

Critically diagnose the genesis of various religious extremist groups and how we can attempt to  counter them more effectively.


Please refer to Section 13: Degrees and Other Programs for information about the Independent Study.


All MA students are required to write a thesis. The thesis is to be written under the supervision of a faculty member who is the official thesis advisor. Each candidate will also be assigned a professor who will be available to mentor the student. Each professor will represent one of the three elements. The thesis is intended to present vital new information on a significant aspect of national security environment.

Program Learning Objectives

Graduates of the degree program will be able to:

  • Articulate the strategic significance, aims, strategy, tradecraft and culture of the elements of intelligence.
  • Evaluate each element of intelligence and the skills and aptitude required for this work.
  • Interpret the value of intelligence input to public and private sector efforts supporting organizational tactics and strategies.
  • Anticipate current and future security challenges.
  • Identify opportunities for effective use of intelligence.
  • Identify how major tensions inside liberal democracy with secret intelligence are reconciled through institutional checks and balances, oversight, press freedom, and public education.
Ronald A. Marks, M.A.

Program Chair

Ronald A. Marks is a 33-year veteran of the U.S. national security community. A former CIA official, Ron was a clandestine service officer and a Senate Liaison for five DCIs. He went on to serve on Capitol Hill as Intelligence Counsel to Senate Majority Leaders Robert Dole and Trent Lott. Ron maintains his involvement with intelligence matters as a member of various Intelligence Community advisory groups.

Marks was President of Intelligence Enterprises, LLC, a privately held national security management-consulting firm. He also headed the DC office of Oxford Analytics, a nationally recognized analytical, strategic, and consulting firm.

He is the author of Spying in America in the Post 9/11 World: Domestic Threat and the Need for Change.


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.”

Kenneth’s Story

His artistic talent earned him a place at the Art Institute of Boston, majoring in illustration.  However, Kenneth left after a year because he was disappointed with the course content and did not want to waste his time on a course that did not fulfill him or develop his talents and aspirations.  After some self-reflection, deliberation and research, he eventually decided to go to CUNY to study business and entrepreneurship to learn how to turn his artistic skills into “a business not a just passion.”

Upon graduation from the CUNY program, he took a break for a year to evaluate his next step.  He experimented and explored different areas, starting a number of innovative art ventures and productions.  He also took hospitality jobs to help finance his ventures.  Yet Kenneth still felt as though he were missing something and, while he was contemplating joining the Peace Corps, his mentor advised him to look at DMGS.

He is well aware that many may not immediately make the connection between the study of Intelligence in conjunction with Business Entrepreneurship or Art.  Consequently, Kenneth goes on to explain that there are many areas in the private sector that require intelligence skills, describing it as an underserved field that is wide open for graduates.  As time has progressed, Kenneth’s eyes have increasingly been opened to the niche positioning that a Master’s in Intelligence could bring to him to make him highly marketable in his fields of interest.

“I realized that being adept at intelligence-gathering in Business Arts and Media would be a specialized niche.  I wouldn’t have to start my own business but instead would instantly have differentiated value upon graduation.”

To explain this further, Kenneth describes how intelligence is a key factor in making effective market and business decisions since being competitive requires knowing what competitors are doing in the marketplace.  Even coming up with the title to a song can be amplified by intelligence gathering techniques as that information strengthens all strategic decision-making.

‘The Fundamentals of Intelligence course really taught me how to gather human intelligence – not just as it applies to spies – but to effectively make “informed decisions” using competitive intelligence.  I learned how to craft a market analysis through public information.  Knowing where to look and how to search things out it essential in all areas of business.”

Kenneth then turns to the subject of his professors.  Like all the other students at DMGS, Kenneth cannot help but comment on how exceptional members of DMGS’ faculty are.  In his opinion,, compared to other professors who “speak much but say little,” DMGS’ professors really deliver what he calls “the bottom line of knowledge in their subjects,” adding that there is “no fluff or wordiness” as they simply and clearly present relevant information in a succinct and pertinent form.

“They have years of experience and can therefore distill down what really matters in a real work setting. They then communicate the essence of each topic in a way that sticks with the student. Educators like this are few and far between.  It is amazing to be in such small classes with such great professors.”

At DMGS, one can’t help but feel the warmth and camaraderie amongst the students.  This is something that Kenneth clearly feels very deeply himself. 

“I also admire my fellow students who have all done such amazing things before coming here.  They inspire me to up my game and it humbles me to break bread and to study alongside people who have experienced even greater challenges than I and who ensure that I always keep an open mind.”

Pressed for an example of this, Kenneth talks about a couple of his fellow students: one who is a Kurd from Iran and one from Georgia who has lived in the shadow of the Soviet Union.

Before ending the discussion, Kenneth says that he must also stress two other things: DMGS’ speaker series and the school’s founder, Abby Moffat. The events, he says, have been hugely important to the learning environment because they reinforce what students are taught in the classroom and they also provide great networking opportunities, as students have the chance to engage with a number of prominent people in their fields of interest.

In describing Abby Moffat, he recounts how much she adds to the positive culture of DMGS.  Kenneth also mentions that Abby has been particularly inspiring and encouraging to him on a personal level and that has made a big difference in his life.

“Abby Moffat brings a nurturing and compassionate entrepreneur spirit to the school.  Her strength, kindness and insights drive the organization, just as my grandmothers’ strengths and courage drove the successes within my own family.”

Margalita’s Story

“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.”


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.

“When you are uninformed or ill-advised you blindly pick a school for the name without really understanding the importance of the professors who will teach you.  That is a big mistake.  Anybody looking at the bios of DMGS’ professors can see that this is THE place to be if you want to go into National Security”.

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 Youth 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.”

Gilbert’s Story

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.”