TEACH-OUT FREQUENTLY ASKED QUESTIONS

As you are aware, DMGS is closing effective July 31, 2020 and will be implementing a teach-out plan that is currently subject to approval by the accrediting body, Middle States Commission on Higher Education (“MSCHE”).  These FAQs are intended to assist students in making informed decisions regarding future studies in connection with the teach-out, and to ensure awareness of relevant deadlines for planning purposes, and will be updated as necessary once the teach-out plan is approved.

Do I have to complete my degree program at DMGS this Spring?

No.  If you are eligible and wish to do so, DMGS remains committed to assisting you in completing your thesis and degree requirements in order to graduate at the end of this academic year.  If you either cannot or do not wish to complete graduation requirements at DMGS by the close of the 2020 Spring Semester, DMGS will provide, during the teach-out period, financial assistance in the form of tuition and fees for you to complete a reasonably similar program of study toward a degree at another institution, provided you apply, are accepted to, and enroll in such degree program by the required deadlines.

What is the “teach-out period”?

The teach-out period, subject to approval of DMGS’s teach-out plan by MSCHE, is projected to be January 1, 2020 – December 31, 2021.  This represents the start and end date for the full implementation of the approved teach-out plan and any teach-out agreements, as well as the period of time during which DMGS will provide financial assistance to students for degree completion in accordance with the teach-out plan.  DMGS will seek to maintain accreditation during the teach-out period or at least long enough for earned credit hours to be transferred, although it will cease to hold classes after the close of the 2020 Spring Semester.

What are my responsibilities in connection with the teach-out?

1. You must notify DMGS of your plans – regardless of whether you intend to graduate from DMGS, pursue a degree elsewhere, or any other course of action – by no later than March 2, 2020. To do so, please contact Dr. Janet Guyden at jguyden@dmgs.edu.

2. If you intend to complete your degree program at DMGS this Spring and graduate in May 2020, you need do nothing more than provide the notification mentioned above in connection with the teach-out. Graduation requirements (including submission of a Notice of Intent to Graduate) are unaffected by the teach-out and still must be satisfied.  Late submission of the Notice of Intent to Graduate will be accepted through March 2, 2020.  All students are expected to continue to adhere to the DMGS Student Code of Conduct.

3. If you are unable or unwilling to complete your degree program at DMGS this Spring, for any reason, you must notify DMGS of your specific plans by no later than March 2, 2020, as noted above (this is a brief extension of the deadline referenced in Mr. Eaton’s recent letter), and, if you wish to take advantage of the benefits available to you under the teach-out plan, you must apply to, be accepted, and enroll in a reasonably similar degree program to your DMGS program at another institution in accordance with the following deadlines:

a. You must provide DMGS with proof of your application to another institution by March 31, 2020 and proof of your acceptance by that institution by June 30, 2020.

b. You must enroll in a reasonably similar degree program to your DMGS program by no later than the 2020 Fall Semester.

What institutions can I apply to?

DMGS is partnering with the Bush School of Government and Public Service at Texas A&M University (the “Bush School”) and the Schar School of Policy and Government at George Mason University (the “Schar School”) as part of its teach-out plan.  You are encouraged to apply to and attend the programs offered at the Bush School or the Schar School because these teach-out partner institutions have agreed to provide the maximum transfer credit for DMGS students toward completion of a reasonably similar degree program.  You may, however, elect to apply to and attend any fully accredited school of your choice, but DMGS will provide financial assistance during the teach-out period only for enrollment in a degree program reasonably similar to your DMGS Masters program.

How many different institutions can I apply to? What about application fees?

There is no maximum number of institutions to which you can apply and seek reimbursement of application fees from DMGS.  Application fees will be waived for the Bush School and Schar School.  In order to secure such waivers, you must contact Kathryn Meyer at the Bush School at kjmeyer@tamu.edu or Dr. Judith Wilde at the Schar School at jwilde2@gmu.edu.

Am I guaranteed admission at the teach-out partner schools?

No.  Admission to the Bush School and Schar School is subject to those institutions’ regular admissions criteria and policies.

If I apply to and get accepted at a teach-out partner school, does that mean I can’t decide to apply to and enroll at a different school?

No.  There is no maximum number of institutions to which you can apply and, if accepted, you may choose which institution in which to enroll regardless of whether that institution is a teach-out partner.  You are not required to attend a teach-out partner institution in order to receive tuition and fee support during the teach-out period.  Your tuition and fees will be covered for enrollment in a reasonably similar degree program at any other institution during the teach-out period, provided you meet all application, acceptance, and enrollment deadlines.

Will my credits earned at DMGS be transferred toward completing another degree program?

What and how many DMGS-earned credit hours may be transferred toward satisfaction of the credit-hour requirements for degree completion at another institution will vary by institution and degree program and is determined by that institution’s policies and program requirements.  Please consult each institution’s specific application requirements and course curriculum guide for your desired program, which are typically available on the institution’s website.

You are encouraged to apply to and attend one of the teach-out partner institutions to complete your studies, as those schools have committed to providing the maximum amount of transfer credit possible to DMGS students.  You should contact Dr. Gregory Gause at the Bush School at gregory.gause@tamu.edu or (979) 458-2276, or Ms. Silva Morros of the Schar School at specini@gmu.edu, in order to discuss the credits you have earned at DMGS and whether those credits will transfer to the new institution.

What constitutes a “reasonably similar” program of study?

This will be determined on a case-by-case basis.  You are requested to contact Dr. Janet Guyden (jguyden@dmgs.edu) as soon as possible to discuss your transfer options and any degree programs in which you are interested.  DMGS will only pay for tuition and fees associated with a degree program that it has approved under the teach-out plan as “reasonably similar” to your DMGS degree program.

How will DMGS pay for my studies elsewhere, and what is covered?

Whether you elect to pursue an approved degree program at either of the teach-out partner institutions or at another institution, DMGS will pay the institution directly and you will have no financial responsibility whatsoever for tuition or fees, provided your program is completed during the teach-out period.  DMGS will only pay for tuition and fees incurred during the teach-out period.  For clarity, this means that, if you do not complete the requirements for a degree on or before the end of the teach-out period, the tuition and fees associated with any additional coursework necessary to complete your degree program are your own responsibility.

The specific fees that are covered may vary by institution and include such fees as application fees, health insurance fees, bookstore fees, and/or certain academic fees.  DMGS will not pay for room and board or other housing, subsistence, or related fees.

In order for DMGS to pay the transfer institution for your tuition and fees, you must timely submit all invoices for same to DMGS immediately upon receipt.  DMGS will not be responsible for any late fees incurred as a result of your failure to submit invoices in a timely manner.

Are there minimum credit-hour or GPA requirements associated with my attendance at other institutions in order to receive financial assistance from DMGS?

No, as long as you maintain a GPA that keeps you enrolled in good standing at the institution.  DMGS will only pay for tuition and fees incurred during the teach-out period.  Therefore, should you elect to take classes on a part-time basis or for any other reason not complete your approved degree program during the teach-out period, the tuition and fees associated with any additional coursework necessary to complete your degree program will be your own responsibility.  Please note that you will be subject to any and all enrollment and GPA requirements of the institution and program to which you transfer.  If you fail to maintain a GPA that allows you to stay enrolled in the approved degree program, DMGS tuition assistance will cease.

What will happen to my DMGS stipend?

All DMGS stipends will end as of May 31, 2020 and are nonrenewable.  Your individual stipend agreement may provide for an earlier termination.  No DMGS stipends will be paid during your attendance at another institution.  In addition, if you elect to withdraw from DMGS, stop attending classes, or be enrolled less than full time before the end of the 2020 Spring Semester, your stipend will end as of the time you withdraw, stop attending classes, or otherwise be enrolled on a less than full-time basis and in some cases DMGS may seek restitution for stipend funds already paid.  Except as just described, all other provisions of existing stipend agreements continue in full force and effect.

What do I need to do to ensure my credits are transferred to the new institution?

The institution to which you are transferring will need to see proof of DMGS course completion before granting transfer credit; thus, you will need to provide a transcript.  Most will accept an unofficial transcript at the application stage, but you must submit an official transcript before enrollment.  Ordering and receiving official transcripts can take a few days or weeks, so you should complete this step early.  A transcript request form is available here:  https://dmgs.edu/wp-content/uploads/Transcript-Request-1.pdf.  You may contact Cassandra Creek at ccreek@dmgs.edu for assistance.

In addition, some institutions require you to submit a form to request transfer credit, which generally involves identifying which credits you would like to be considered for transfer and describing the coursework (this can come from the course syllabus) and how it meets the new program requirements.  You may also be required to submit test scores or letters of recommendation, or proof of work experience, professional training, or military service if the institution will consider same for academic credit. Complete DMGS course syllabi already have been sent to our teach-out partners to expedite the admissions process and maximize the credit hours available to be transferred.

In sum, you should inquire with the new institution regarding these or any other specific requirements it may have for requesting transfer of acceptable DMGS-earned credit hours or requesting credit for any other prior work.  Provided all requirements are met, acceptable DMGS-earned credit hours will be transferred upon your enrollment in the new institution. 

What if I enroll at one institution and later change my mind and wish to withdraw and enroll in another institution?

DMGS will pay tuition and fees, during the teach-out period, for your enrollment in a reasonably similar degree program only at the institution to which you initially transfer and enroll.  DMGS will not finance coursework at additional institutions in the event you decide not to complete the program at the institution in which you initially enroll, even if it occurs during the teach-out period.

Will DMGS pay for online classes I take at another institution if I am not enrolled as a student there?

DMGS will pay for tuition and fees associated with a reasonably similar degree program only at an institution in which you are actually enrolled in such program.  Should you, during the teach-out period, take courses that count toward such a program prior to enrollment, you may seek reimbursement for them upon enrollment.

I’m currently taking a course at DMGS for which I do not think credit will be transferrable to the new institution to which I intend to apply. What are my options? Can I withdraw from this course? Would doing so affect my GPA? Would this effect my current stipend?

If you wish to withdraw from such a course, you may do so in accordance with the DMGS course withdrawal policy, available here: DMGS.edu.  DMGS will consider extending the usual course withdrawal (“add/drop”) deadline in certain circumstances.  However, bear in mind that there may be an impact on your GPA.  If you withdraw from a course after the third week of classes, a grade will be recorded as either “W”, “WP” (Withdraw Passing), or “WF” (Withdraw Failing), and a grade of “WF” is considered the equivalent of an “F” grade when calculating the GPA.  Withdrawing from a class and thus being enrolled at less than a full time basis will result in the termination of your stipend agreement.

Before you drop or withdraw from any DMGS course, it is highly recommended that you apply to potential transfer institutions and seek advice and counsel from those institutions regarding what coursework would be acceptable for transfer credit toward a reasonably similar degree program.

I’m an international student here on an F-1 visa. How does the DMGS closure impact my visa status? What if I withdraw from classes prior to the end of the 2020 Spring Semester? If I’m graduating, can I still apply for post-completion Optional Practical Training (Post-OPT) in order to extend my visa?

If you plan to continue your studies beyond the academic year ending June 30, 2020 at another institution, you will be required to transfer your I-20 and F-1 status to such other institution. 

If you withdraw from classes at DMGS prior to the end of the current semester, you will be subject to applicable F-1 visa rules and may be required to either depart the United States within sixty (60) days after such withdrawal or seek other alternatives for extending your stay.

If you intend to graduate from DMGS in May 2020, Post-OPT is not available as an option to extend your F-1 visa.  Because DMGS is permanently closing on or about July 31, 2020 and will no longer have the requisite staffing (including a designated school official (DSO) to authorize the Post-OPT) and access to SEVIS after that time, DMGS is unable to offer any services related to Post-OPT after the close of the current academic year, nor is such extracurricular training part of the teach-out.  This means that you would need to either depart the United States within sixty (60) days of completing your degree program at DMGS or would need to seek other alternatives for extending your stay that do not involve DMGS.

How can I obtain my academic records after DMGS closes?

You will have access to your academic records following DMGS’s closure.  Details regarding the disposition of student records will be provided in the approved teach-out plan and a notice will be displayed on DMGS’s website that includes contact information for the repository of student records.  In addition, all student academic information will be provided to the National Student Clearinghouse so that students can order official transcripts to be sent to academic institutions and support job applications.

If I have questions about the Teach-Out plan, is there a point of contact at MSCHE that I should speak with?

MSCHE does not field specific questions about an institution’s internally managed teach-out program.  All questions regarding the teach-out outside of what has been addressed within these FAQs should be directed to either Eric Eaton, President and CEO (Acting) or James P. Carroll COO.

RST 644, POLITICS & STATECRAFT OF SUB-SAHARAN AFRICA

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.

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

NSC 732, LOW INTENSITY CONFLICT

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:

RST 727, RUSSIAN POLITICS AND STATECRAFT

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.

NSC 601, INTRODUCTION TO NATIONAL SECURITY

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.

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:

RST 643, THE CONTEMPORARY MIDDLE EAST: A NEW LOOK AT CHANGING REGIONAL DYNAMICS

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.

INT 639 – RESEARCH METHODS FOR THE SOCIAL SCIENCES

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

MDV 650, FOUNDATIONS OF MANAGING DISRUPTION AND VIOLENCE

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.

NSC 707 – U.S. MILITARY STRATEGY

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:

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:

MDV 701, CAUSAL ANALYTICS

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.

NSC 733, DIPLOMACY AS AN ELEMENT OF NATIONAL POWER

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.

INT 610 – 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

NSC 730, NATIONAL SECURITY PLANNING, STRATEGY AND DECISION MAKING FOR THE 21ST CENTURY

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.

MDV 729, RUSSIAN DECEPTION, OPERATIONS, AND INFORMATION CONFRONTATION

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.

NSC 712, NUCLEAR WEAPONS/MISSILE DEFENSE/WMD POLICY

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.

RST 645, POLITICS AND STATECRAFT OF LATIN AMERICA

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:

RST 732, EURASIAN SECURITY

Coming Soon

ANNA’S STORY

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.”

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.”

SHANNON’S STORY

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’S STORY

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.”

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.”

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.”

RST 733, COMPARATIVE POLITICS

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.

MDV 650, FOUNDATIONS OF MANAGING DISRUPTION AND VIOLENCE

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.

RST 725 – ISLAMIC POLITICS AND TERRORISM

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.

RST 727, RUSSIAN POLITICS AND STATECRAFT

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.

RST 732, EURASIAN SECURITY

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.

NSC 710 – HOMELAND SECURITY

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.

INT 610 – 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

NSC 611 – US-CHINA STRATEGIC RELATIONS

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.

MDV 700 – INTEGRATED RISK VALUE COMMUNICATIONS CONCEPTS

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.

NSC 601, INTRODUCTION TO NATIONAL SECURITY

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.

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:

NSC 639, RESEARCH METHODS FOR SOCIAL SCIENCES

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.

MDV 728 – INFLUENCE AND DECEPTION IN THE CYBER DOMAIN

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.

















NSC 727: POLITICAL STRATEGY AND U.S. NATIONAL SECURITY

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.

NSC 711: U.S. AND FOREIGN PERSPECTIVES ON STRATEGIC APPROACHES

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.

NSC 639: RESEARCH METHODS FOR SOCIAL SCIENCES

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.

NSC 601: INTRODUCTION TO NATIONAL SECURITY

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.

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; •

MDV 729: RUSSIAN DECEPTION, OPERATIONS AND INFORMATION CONFRONTATION

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.