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CONTENTS 

2023-24 ACADEMIC CALENDAR ......................................................................... 9 

ABOUT THE UNIVERSITY ..................................................................................... 12 

The Catalog .......................................................................................................................... 12

An Academic Institution Focused on Intelligence............................................................. 12

Mission ................................................................................................................................. 13

Vision .................................................................................................................................... 13

Values ................................................................................................................................... 13

Institutional Commitment................................................................................................... 14

University Administration.................................................................................................... 14

NIU Board of Visitors ........................................................................................................... 14

University Profile.................................................................................................................. 15

Degree Programs............................................................................................................................... 15

Certificate Program........................................................................................................................... 15

Faculty .............................................................................................................................................. 15

Students............................................................................................................................................. 15

Locations........................................................................................................................................... 15

Contact Information ............................................................................................................ 15

Institutional Learning Outcomes ........................................................................................ 16

Accreditation and Assessment........................................................................................... 16

Nondiscrimination ............................................................................................................... 16

ADMISSIONS ....................................................................................................... 17 

General Eligibility Requirements for Admission to NIU..................................................... 17

Undergraduate Admissions................................................................................................. 17

Undergraduate Degree Eligibility Requirements.............................................................................. 17

Undergraduate Transfer Credits........................................................................................................ 17

Undergraduate Conditional Admission............................................................................................. 18
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Graduate Admissions Requirements.................................................................................. 18

Degree-Seeking (MSSI and MSTI) .................................................................................................. 18

Continuing Education and Certificate in Intelligence Studies.......................................................... 19

General Admissions Information ........................................................................................ 19

Notification of Admission ................................................................................................................ 20

Deferred Applications....................................................................................................................... 20

NIU Academic Location................................................................................................................... 20

ENROLLMENT AND REGISTRATION ................................................................... 20 

Eligibility............................................................................................................................... 20

Course Registration............................................................................................................. 21

Course Identification Codes.............................................................................................................. 21

Student Schedules............................................................................................................................. 21

Add/Drop .......................................................................................................................................... 21

Waitlist Rules.................................................................................................................................... 22

Changing Academic Programs ......................................................................................................... 22

Academic Planning........................................................................................................................... 22

Intent to Graduate ............................................................................................................................. 22

Graduate Transfer Credits................................................................................................................. 22

Student Requests for Transcripts...................................................................................................... 23

Student Academic Records............................................................................................................... 23

Tuition, Fees, and Other Charges ....................................................................................... 24

UNIVERSITY REGULATIONS AND POLICIES ....................................................... 24 

Student Responsibilities ..................................................................................................... 24

Official University Communications ................................................................................... 25

Information Technology Policies ........................................................................................ 25

Disciplinary Actions for Violation of Information Technology Policies ......................................... 26

Weapons on Campus ........................................................................................................... 26

Updating Records ................................................................................................................ 27

Status Changes.................................................................................................................... 27

Security Clearance Requirements...................................................................................... 27

Attendance........................................................................................................................... 27

Reporting Class Session Absences................................................................................................... 28

Academic Leave of Absence ............................................................................................................ 28

Separation from the University......................................................................................................... 28
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Time Requirements.............................................................................................................. 29

Time Limits on Coursework ............................................................................................................. 29

Grading ................................................................................................................................. 29

NIU Grade Scale............................................................................................................................... 30

Incomplete (I) ................................................................................................................................... 30

Pass/Fail (P/F)................................................................................................................................... 30

In Progress (IP)................................................................................................................................. 30

No Progress (NP).............................................................................................................................. 31

Withdrawal (W)................................................................................................................................ 31

Audit (AU)........................................................................................................................................ 31

Waiver (WV) .................................................................................................................................... 31

Grade-Point Average Calculation..................................................................................................... 31

Student Surveys ................................................................................................................... 32

Onboarding Survey........................................................................................................................... 32

End-of-Course Surveys..................................................................................................................... 32

End-of-Program Survey.................................................................................................................... 32

Academic Advising .............................................................................................................. 33

CSI Academic Advising ................................................................................................................... 33

SSTI Academic Advising ................................................................................................................. 34

Academic Centers and MEP Advising ............................................................................................. 34

Academic Probation and Dismissal.................................................................................... 34

Academic Probation for Undergraduate Students............................................................................. 34

Academic Dismissal for Undergraduate Students ............................................................................ 35

Academic Probation for Degree-seeking Graduate Students............................................................ 36

Academic Dismissal for Degree-seeking Graduate Students ........................................................... 36

Academic Probation and Dismissal for Students Enrolled in a Graduate Certificate Program........ 37

Academic Probation and Dismissal for Non-Degree Graduate Students.......................................... 37

Incompletes and Probation................................................................................................................ 37

Appeal of Academic Dismissal......................................................................................................... 37

Student Records................................................................................................................................ 38

Academic Review Practices................................................................................................ 38

Academic Policy and Standards Committee..................................................................................... 38

Grade Appeals................................................................................................................................... 38

Institutional Review Board.................................................................................................. 40

Graduate Thesis ................................................................................................................... 41

Thesis Committee (Chair and Reader) and Thesis Topic ................................................................. 42

Undergraduate Capstone and Capstone Process.............................................................. 43

Academic Freedom.............................................................................................................. 44
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Non-Attribution..................................................................................................................... 45

Visiting Speakers.............................................................................................................................. 45

NIU Classroom and Research........................................................................................................... 45

Academic Integrity .............................................................................................................. 46

Self-Plagiarism.................................................................................................................................. 47

Actions for Suspected Academic Integrity Violations...................................................................... 47

Intellectual Property Rights Policy..................................................................................... 48

Publication Procedures ....................................................................................................... 49

Copyright Compliance for Faculty and Students ............................................................... 50

Fair Use............................................................................................................................................. 50

Copyright and Foreign Works .......................................................................................................... 51

Responsibilities................................................................................................................................. 51

Obtaining Copyright Permission....................................................................................................... 52

OFFICE OF RESEARCH ....................................................................................... 52 

The Ann Caracristi Institute for Intelligence Research..................................................... 52

Caracristi Research Faculty and Fellows.......................................................................................... 53

Caracristi Research Initiatives.......................................................................................................... 53

Caracristi Institute Research Centers................................................................................................ 53

NIU Research Seminars.................................................................................................................... 54

NIU Research Fellowship................................................................................................................. 54

National Intelligence Press................................................................................................. 54

Books................................................................................................................................................ 54

Research Monographs, Shorts, and Notes ........................................................................................ 55

NIU Podcast Series........................................................................................................................... 55

University Library ................................................................................................................. 55

Location ............................................................................................................................................ 55

Research Librarians .......................................................................................................................... 55

Collections........................................................................................................................................ 55

Electronic Resources......................................................................................................................... 56

STUDENT AFFAIRS ............................................................................................. 56 

Student Reasonable Accommodations .............................................................................. 56

Student Grievance and Complaint Process ....................................................................... 56

NIU ACADEMIC PROGRAM OVERVIEW .............................................................. 56 

One Year in Residence, Full-Time ....................................................................................... 57
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Two-Year, Part-Time............................................................................................................. 57

Monthly Program ................................................................................................................. 57

Certificate Program............................................................................................................. 57

Continuing Education.......................................................................................................... 57

Academic Opportunities...................................................................................................... 57

Student Research Funding ................................................................................................................ 57

Joint Professional Military Education Studies Program ................................................................... 58

NIU Global Campus.............................................................................................................. 58

NIU Academic Center at Ft. Meade (NAC) ..................................................................................... 59

NIU European Academic Center (EAC)........................................................................................... 59

NIU Southern Academic Center (SAC)............................................................................................ 60

NIU Quantico Academic Center (QAC)........................................................................................... 61

Other Instructional Locations ........................................................................................................... 62

Phases of Study (In-Residence/Full-Time Program) ......................................................... 62

Degree Status and Credit Hours ......................................................................................... 62

Degree Status.................................................................................................................................... 62

Non-Degree Status............................................................................................................................ 63

Assignment of Credit Hours............................................................................................................. 63

Electronic Learning and Assessment................................................................................. 63

BACHELOR OF SCIENCE IN INTELLIGENCE ....................................................... 64 

BSI Degree Learning Outcomes.......................................................................................... 64

BSI Degree Requirements................................................................................................... 64

The BSI Capstone ............................................................................................................................. 66

MASTER OF SCIENCE OF STRATEGIC INTELLIGENCE ....................................... 67 

MSSI Degree Learning Outcomes....................................................................................... 67

MSSI Degree Requirements................................................................................................ 67

CSI Departments.................................................................................................................. 69

National Intelligence and Security Enterprise (NISE) Department .................................................. 69

National Intelligence and Strategic Studies (NISS) Department ...................................................... 72

Global Security Intelligence Studies (GSIS) Department................................................................. 73

The MSSI Thesis................................................................................................................... 76
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MASTER OF SCIENCE AND TECHNOLOGY INTELLIGENCE ................................. 77 

MSTI Degree Learning Outcomes ....................................................................................... 77

MSTI Degree Requirements ................................................................................................ 77

Counterproliferation (CP) Concentration ......................................................................................... 79

Cyber Intelligence (CYI) Concentration........................................................................................... 79

Data Science in Intelligence (DSI) Concentration............................................................................ 80

Emerging Technologies and Geostrategic Resources (ETGR) Concentration ................................. 81

Information and Influence Intelligence (I3) Concentration .............................................................. 82

SSTI Departments................................................................................................................ 83

The MSTI Thesis ................................................................................................................... 83

CERTIFICATE IN INTELLIGENCE STUDIES .......................................................... 84 

College of Strategic Intelligence (CSI) Certificate Topics ................................................ 84

Africa ................................................................................................................................................ 84

China................................................................................................................................................. 85

Russia/Eurasia................................................................................................................................... 86

Counterintelligence........................................................................................................................... 87

Leadership and Management in the Intelligence Community .......................................................... 88

Homeland Intelligence...................................................................................................................... 89

Strategic Intelligence in Special Operations..................................................................................... 90

School of Science and Technology Intelligence (SSTI) Certificate Topics....................... 91

Counterproliferation (CP)................................................................................................................. 91

Cyber Intelligence (CYI) .................................................................................................................. 92

Data Science in Intelligence (DSI) ................................................................................................... 93

Emerging Technologies and Geostrategic Resources (ETGR)......................................................... 94

Information and Influence Intelligence (I3)...................................................................................... 95

COURSE DESCRIPTIONS .................................................................................... 96 

Undergraduate Core Courses.............................................................................................. 96

Undergraduate Capstone Courses...................................................................................... 97

Undergraduate Elective Courses ........................................................................................ 99

National Intelligence and Security Enterprise (NISE) Department Courses.................................... 99

National Intelligence and Strategic Studies (NISS) Department Courses........................................ 99

Global Security Intelligence Studies (GSIS) Department Courses................................................. 100

Science and Technology Intelligence Courses ............................................................................... 102

Special Interest Courses.................................................................................................................. 103

Graduate Core Courses .....................................................................................................103
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Master’s Thesis Courses ...................................................................................................105

Program Requirement: Master of Science of Strategic Intelligence (MSSI).................................. 105

Program Requirement: Master of Science and Technology Intelligence (MSTI) .......................... 106

College of Strategic Intelligence Graduate Electives .....................................................106

National Intelligence and Security Enterprise (NISE) Department ................................................ 106

National Intelligence and Strategic Studies (NISS) Department .................................................... 111

Global Security Intelligence Studies (GSIS) Department............................................................... 115

Special Interest Courses.................................................................................................................. 126

School of Science and Technology Intelligence Graduate Electives .............................127

Special Interest Courses.................................................................................................................. 133

ACRONYM LIST ................................................................................................. 134 
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2023-24 ACADEMIC CALENDAR 

Phase 1 (In-Residence/Full-Time Programs Only) 

Student In-Processing with Student Affairs, Security, Library, and IT 31 July-4 August

BSI CAP 400 Capstone Introduction 4-24 August

MCR 609 Intelligence Collection 4-24 August

New In-Resident Student Orientation and Research Workshops 7-11 August

Research Topic Refinement and Student-Faculty Engagement 14-24 August

Phase 2 

Convocation 25 August

Monthly Program Weekend 1 26-27 August 

Fall Term Begins 28 August 

Last Day To Add a Class 1 September

LABOR DAY HOLIDAY–No Class/Offices Closed 4 September

Last Day To Drop a Class 8 September

Monthly Program Weekend 2 9-10 September

NIU Presidential Lecture Series (ICC-B Auditorium) 11 September 

Fall Student Census 13 September

Last Day To Withdraw Without Penalty 29 September

Last Day To Submit Intent To Graduate Forms for December 2023 Graduation 6 October

COLUMBUS DAY HOLIDAY–No Class/Offices Closed 9 October

Monthly Program Weekend 3 14-15 October

Student Surveys Open 27 October-6 November

Monthly Program Weekend 4 28-29 October 

Deadline for Applications (EAC and SAC only) for Spring 2024 31 October 

Last Day of Fall Term 

In-residence/full-time master’s students must have T-1 signed by thesis 

committee

3 November 

Research Period—No Scheduled Classes 4-12 November

Fall Grades Due to Registrar 9 November

VETERANS DAY HOLIDAY–No Class/Offices Closed 10 November

Winter Term Begins 13 November 

NIU Presidential Lecture Series (ICC-B Auditorium) 13 November

Last Day To Turn in Thesis for December 2023 Graduation 13 November 

Last Day To Add a Class 17 November 

Monthly Program Weekend 1 18-19 November

No Scheduled Classes – Thanksgiving Break 18-26 November

THANKSGIVING HOLIDAY–Offices Closed 23 November

Last Day To Drop a Class 1 December

Winter Student Census 6 December

Monthly Program Weekend 2 9-10 December

NIU Presidential Lecture Series (ICC-B Auditorium) 11 December
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In-residence/full-time and part-time master’s students who intend to graduate 

in June 2024 must submit full T-1 thesis packet to CSI and SSTI by Today

11 December 

WINTER BREAK–No Scheduled Classes 

(Offices Closed 25 December 2023) 

18 December-1 January

Last Day To Withdraw Without Penalty 5 January

Monthly Program Weekend 3 6-7 January

NIU Presidential Lecture Series (ICC-B Auditorium) 8 January

MARTIN LUTHER KING JR HOLIDAY–No Class/Offices Closed 15 January

Monthly Program Weekend 4 27-28 January

Deadline for Full-Time Applications for Fall 2024 29 January 

Student Surveys Open 2-12 February

Last Day of Winter Term 9 February 

Last Day To Turn in Final Capstone Proposal to BSI Program Director 9 February

Research Period—No Scheduled Classes 10-25 February

NIU Presidential Lecture Series (ICC-B Auditorium) 12 February

Winter Grades Due to Registrar 16 February

Last Day To Change Thesis Chair or Reader for June 2024 Graduation 16 February

PRESIDENTS’ DAY HOLIDAY–Offices Closed 19 February

Spring New Student Orientation 20-21 February

Monthly Program Weekend 1 24-25 February

Spring Term Begins 26 February 

Deadline for Part-time, MP, Certificate, and CE Applications for Fall 2024 26 February

Last Day To Add a Class 1 March

Last Day To Submit Intent to Graduate Forms for June 2024 graduation 1 March 

Last Day To Drop a Class 8 March

NIU Presidential Lecture Series (ICC-B Auditorium) 11 March

Spring Student Census 13 March

Monthly Program Weekend 2 16-17 March

Last Day To Withdraw Without Penalty 29 March

Monthly Program Weekend 3 6-7 April

NIU Presidential Lecture Series (ICC-B Auditorium) 8 April

Student Surveys Open 26 April-6 May

Monthly Program Weekend 4 27-28 April

Last Day of Spring Term 3 May 

Research Period—No Scheduled Classes 4–12 May

Phase 3 

Phase 3: Thesis and Capstone Completion Period for Students Graduating in 

June 2024

4 May-7 June 

Spring Grades Due to Registrar 10 May

Summer Term Begins 13 May 

Last Day To Add a Class 17 May

Last Day To Drop a Class 24 May

MEMORIAL DAY—No Class/Offices Closed 27 May
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Summer Student Census 29 May

2-Week Summer Intensive Program–Monthly Program 3-14 June

Last Day To Turn in Thesis for June 2024 Graduation 7 June

Last Day To Turn in BSI Capstone for June 2024 Graduation 7 June

End-of-Program Student Surveys 9-24 June 

Last Day To Withdraw Without Penalty 14 June

All Graduation Requirements Met and Reported to Registrar 14 June NLT 1200

Final Student Awards Decisions Due 18 June NLT 1200

Thesis Symposium 18 and 20 June

JUNETEENTH—No Class/Offices Closed 19 June

Graduation Rehearsal 27 June 

Graduation 28 June 

Student Surveys Open 28 June-10 July

INDEPENDENCE DAY–No Class/Offices Closed 4 July 

Last Day of Summer Term (for students not graduating in June 2024) 8 July 

Summer Grades Due to Registrar 15 July
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ABOUT THE UNIVERSITY 

The Catalog 

The National Intelligence University Catalog is published annually. This catalog documents 

undergraduate and graduate regulations, University policies, academic programs of study, and approved 

courses effective Fall 2023 for Academic Year 2023-24. Students who matriculate at National Intelligence 

University (NIU) at the beginning of the 2023-24 academic year will use the 2023-24 National 

Intelligence University Catalog for the official description of policies they must follow and requirements 

they must satisfy in order to graduate. Students may, however, elect to follow the curriculum requirements 

of a National Intelligence University Catalog published subsequent to the year of their matriculation. NIU 

reserves for itself and its departments the right to withdraw or change the announcements in this catalog.

An Academic Institution Focused on Intelligence

Imparting state-of the-art knowledge and skills to future Intelligence Community (IC) leaders is more

important than ever as advancements in technology, communications, and data management place greater 

demands on the intelligence process to be quicker and strategic analysis to be more thorough and incisive. 

NIU brings unparalleled aptitude and innovation to the IC through teaching, research, and engagement to 

better position its leaders to make significant contributions to national intelligence in a complex global 

environment. At NIU, students develop a deep understanding of adversaries’ capabilities and intentions, 

within the context of a broader spectrum of intelligence challenges including, but not limited to:

• Artificial intelligence/machine learning.

• Asymmetric warfare.

• Climate change and economic instability.

• Cultural and religious conflicts.

• Digitization and globalization.

• Great power competition and competitive influence.

• Information operations, cyber warfare, and critical infrastructure.

• Insecurity and migration flows.

• Instability and nation-state failures.

• Integration and excellence in the intelligence enterprise.

• Omnipresent and evolving terrorism threat.

• Proliferation of weapons of mass destruction. 

• Transnational and nonstate actors.

Students, faculty, and research fellows integrate their experience with that of other IC professionals to 

develop new ideas, concepts, and perspectives on intelligence issues of today and tomorrow. NIU is the 
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IC’s higher education institution whose primary mission is to educate and conduct intelligence research 

at the classified level. NIU incorporates a dynamic, challenging, and integrated curriculum utilizing 

intelligence and national security information. The NIU curriculum supports the degree learning outcomes 

expected of its students. These learning outcomes reflect the IC’s professional competencies.

A global perspective is one of the most valuable characteristics of intelligence professionals. This includes 

a deep understanding of the interconnected nature of economic, ethnic, social, and political factors shaping 

the global environment today. The NIU curriculum focuses on the communication of complex issues, 

critical thinking skills against complex problems, ethical approaches to the analysis of classified 

intelligence, engagement and collaboration across the IC, development of needed knowledge and skills, 

and the ability to contribute to the body of intelligence knowledge. NIU’s Mission, Vision, and Values 

drive these characteristics and are echoed in NIU’s Institutional Learning Outcomes.

Mission

NIU advances the intelligence profession through a holistic, integrative, and contextual approach to 

education that promotes dynamic teaching, engaged learning, original research, academic outreach, 

analytical problem-solving, rigorous research methods, collaborative processes, and lifelong learning.

Vision

NIU—the Center of Academic Life for the Intelligence Community—preparing today’s Intelligence 

Community leaders for tomorrow’s challenges.

Values

• Academic Freedom: NIU embraces the principle that students, faculty, and staff have the academic 

freedom to explore significant and controversial questions as an essential precondition to fulfilling 

the mission of educating students and advancing knowledge.

• Collaboration: NIU embraces the spirit of collegiality; the mission is accomplished only if we 

work as a team. Students, faculty, and staff must have the character and conviction to lead and the 

strength to follow.

• Diversity: NIU embraces the fact that differing backgrounds and experiences make us stronger, 

promotes inclusion in our workforce, and encourages diversity in our thinking.

• Integrity: NIU holds a special public trust. We practice careful stewardship of our resources, both 

financial and human. We will not just say the right thing—we will do the right thing and remain 

accountable to ourselves, and ultimately to the American people.

• Learning: Students, faculty, and staff embrace a culture of continuous learning. Every new challenge 

presents the opportunity for growth; every interaction presents the opportunity for the acquisition of 

new knowledge.
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Institutional Commitment

• Produce and maintain degreed intelligence professionals who meet the needs and requirements of 

the IC guided by national strategies for intelligence, security, and defense.

• Uphold the highest standards of education and promote both classified and open-source research as 

an accredited institution that promotes academic freedom in the pursuit of the intelligence mission.

• Prepare intelligence professionals with both foundational and tailored educational opportunities 

that help them meet the ongoing and future demands of the IC.

• Provide an academic center of excellence that embraces a professionally diverse environment 

to support and develop the career paths of faculty and staff in higher education, research, and 

national security.

• Enhance diversity, equity, inclusion, and accessibility to complement the academic culture and use 

critical thinking to increase inclusion and facilitate a welcoming educational and organizational 

culture that reinforces ODNI’s “respect” values.

University Administration

J. Scott Cameron, Ph.D., President

Patty Larsen, Executive Vice President 

Susan Perlman, Ph.D., Provost (Acting)

Manolis Priniotakis, Vice President for Research and Infrastructure

Colonel Jennifer McAfee, U.S. Army, Vice President for Operations and Engagement

NIU Board of Visitors

The NIU Board of Visitors (BoV) is the governing board composed of individuals with a broad spectrum 

of intelligence, military, private sector, and academic experience, enabling them to offer strategic 

oversight to NIU leadership on all facets of University matters. The BoV provides independent advice

and recommendations to the Director of National Intelligence on matters related to the mission, policy, 

accreditation, faculty, students, facilities, curricula, educational methods, research, and administration of 

NIU. The BoV meets twice each year.

Gilman Louie, Chair

Admiral Thad Allen, U.S. Coast Guard (ret.), Vice Chair

Robert Cardillo

Joanne Isham

Carmen Medina

John Pistole
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Harvey Rishikof

Timothy Sands, Ph.D.

University Profile

Degree Programs

• Bachelor of Science in Intelligence (BSI)

• Master of Science of Strategic Intelligence (MSSI)

• Master of Science and Technology Intelligence (MSTI)

Certificate Program

• Certificate in Intelligence Studies

• 7 College of Strategic Intelligence Topics

• 5 School of Science and Technology Topics

Faculty

NIU faculty are leading scholars in national security affairs and experienced professionals in the IC or 

national security enterprise:

• 99 full-time and part-time faculty from ODNI cadre, military, IC agencies, and industry.

Students

NIU students are members of the IC, the military, and other Federal agencies:

• 802 students (Academic Year 2022-23).

• 23% of students are in-residence/full-time bachelor’s or master’s degree students.

• 77% of students participate in NIU’s part-time programs at the ICC-B and Academic Centers.

Locations

Degree programs, the graduate certificate, and individual courses are available at NIU’s main campus in 

Bethesda, Maryland; its global Academic Centers; and affiliated instructional locations.

Contact Information

Office of Admissions: 301-243-2094

Office of the Registrar: 301-243-2093

Office of Educational Technology: 301-243-2095

Office of Security: 301-243-2177/2097
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Institutional Learning Outcomes 

Our graduates will advance the nation’s intelligence enterprise through:

• Communication: Effectively convey information to a variety of audiences using multiple approaches.

• Critical Thinking: Apply logic, analysis, synthesis, and creativity to address intelligence-relevant 

problems.

• Ethical Reasoning: Evaluate information to ensure judgments are rational, well-supported, and 

objective.

• Engagement: Integrate diverse perspectives through IC and academic collaboration.

• Expertise: Demonstrate professional knowledge, skills, and perspectives contributing to mastery 

of an intelligence topic.

• Research: Contribute to the body of knowledge through indepth academic inquiry.

Accreditation and Assessment

NIU is a Federal, degree-granting institution, authorized by Congress to offer accredited graduate degrees, 

an undergraduate degree, and a graduate certificate. NIU is accredited by the Middle States Commission on 

Higher Education, 1007 North Orange Street, 4th Floor, MB #166, Wilmington, DE 19801, an institutional 

accrediting agency recognized by the U.S. Department of Education and the Council on Higher Education 

Accreditation. NIU’s accreditation was reaffirmed in June 2019. In November 2018, the Chairman of the 

Joint Chiefs of Staff reaffirmed NIU’s Joint Professional Military Education (JPME) Phase I accreditation 

to October 2024. The program allows selected, qualified military officers to receive Phase I JPME credit 

after completing designated JPME courses concurrent with the NIU master’s degree.

NIU’s Academic Assessment Policy includes an ongoing process for measuring effectiveness for quality 

improvement to ensure students receive the knowledge, skills, and competencies upon completion of each 

course or institutional program. This process includes a documented annual academic assessment plan, 

quarterly status reports, and the incorporation of these assessment findings into academic program 

reviews, accreditation reports, stakeholder reviews, and NIU’s long-term assessment plan.

Nondiscrimination

Title VII of the Civil Rights Act of 1964 created the Equal Employment Opportunity Commission 

(“EEOC” or “the Commission”) to enforce the Federal laws that prohibit employment discrimination and 

to eradicate unlawful employment discrimination. To accomplish this mission, NIU is committed to the 

principles of equal employment opportunity (EEO) for all employees and applicants. It is our policy to 

ensure we promote the full realization of EEO for prospective students and employees without regard to 

age, color, gender, national origin, physical or mental disability, race, religion, or sexual orientation 

through continuing affirmative programs that are efficient, responsive, and legally compliant.
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ADMISSIONS 

General Eligibility Requirementsfor Admission to NIU

All prospective NIU students, regardless of the academic program to which they are applying, must be 

U.S. citizens and either members of the U.S. Armed Forces or U.S. Government civilian employees. 

Government contractors are not eligible to attend NIU unless they are members of the military reserves

or National Guard. 

In addition, applicants must possess an active Top Secret/Sensitive Compartmented Information (TS/SCI) 

security clearance at the time of application. Any change to employment or clearance status during the 

application period or while enrolled as a student at NIU must be reported immediately to the Office of 

Admissions and the Security Office as it may impact eligibility to attend.

Nominations are required from the applicant’s home agency for the in-residence/full-time MSSI, MSTI, 

or BSI degree programs. In-residence/full-time applicants are responsible for gaining their home agency’s 

endorsement to attend NIU. Applicants should contact their home agency’s education, training, or human 

resources department to determine the nomination process. In addition, some agencies require that 

applicants obtain internal approval for part-time study, whether pursuing a degree, Continuing Education, 

or a graduate certificate. Part-time applicants must adhere to their home agency’s rules and qualifications 

regarding educational attendance.

Although home agencies ensure that MSSI, MSTI, and BSI nominees meet internal eligibility 

requirements—such as job performance, seniority, availability, and other factors—NIU uses traditional 

academic criteria to determine admissibility. Regardless of internal home agency processes and deadlines, 

nominated applicants must still complete NIU’s application requirements for the program to which they 

are applying by NIU’s posted deadline. Final determination for admission rests with the University.

It is also important to note that prospective students can only apply to one academic program at a time.

Undergraduate Admissions

Undergraduate Degree Eligibility Requirements

NIU carefully examines BSI applicants’ previous education, academic preparation, and demonstrated 

ability to excel in undergraduate work. In addition to a formal nomination, BSI applicants must submit an 

application form, statement of purpose, relevant test scores, and official transcripts from all institutions 

where credit was earned. BSI applicants are encouraged to take part in admissions counseling before 

submitting their applications.

Please refer to NIU’s Admissions website for specific information on these requirements: https://niu.edu/wp/apply-to-the-bachelor-of-science-in-intelligence/. 

Undergraduate Transfer Credits

NIU accepts undergraduate transfer credits in the admissions process to document eligibility for the BSI 

degree program, which is a unique, senior-year degree completion program. Applicants should have a 
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cumulative grade point average of 2.5 or higher on a 4.0 scale and must have completed a minimum of 80 

semester hours of undergraduate work that includes:

• 20 upper-division (300–400 level) semester hours.

• 30 hours earned from a U.S. college or university that is accredited by one of the regional 

accreditors recognized by the Council on Higher Education Accreditation (CHEA).

• 9 hours in communication skills, 6 hours of which must be in composition courses.

• 12 hours in math or science, 3 hours of which must be in math.

• 15 hours in the humanities, social sciences, or fine arts.

In evaluating BSI admissions eligibility, NIU will accept transfer credits, where the student earned a grade of 

C or better, from a U.S. college or university that is accredited by one of the regional accreditors recognized 

by the CHEA. In addition, NIU accepts a maximum of 50 semester hours of credit from testing and military 

training that has been evaluated by the American Council on Education for the undergraduate program only. 

The University does not accept transfer credits for any required courses in the BSI curriculum. NIU will 

not accept any transfer credits to meet BSI program requirements beyond the 80 credits applied as part of 

the admissions process. NIU does not have any articulation agreements established with other institutions. 

Foreign credits must be evaluated by a foreign accrediting service before being presented for transfer 

credit consideration. 

BSI applicants are responsible for requesting that each institution previously attended submit official 

transcripts of all work completed directly to the Admissions Office. Failure to report all previous academic 

work will be considered sufficient cause for rejection of an application or for dismissal from the University.

Undergraduate Conditional Admission

A BSI student may be conditionally admitted to the BSI program with a portion of the 80 semester hours 

of credit not yet completed. Students admitted with fewer than 80 approved credits must agree to a Credit 

Completion Plan, establishing expected dates of completion. These credits must be approved by NIU and 

completed no later than the end of the fall quarter in the academic year in which the student enrolls. 

Extensions may be granted under extenuating circumstances. 

Graduate Admissions Requirements

Degree-Seeking (MSSI and MSTI)

NIU carefully evaluates MSSI and MSTI applicants’ previous education, academic preparation, and 

proven ability to excel in graduate work. Graduate degree applicants must submit an application form, 

official transcripts, two letters of recommendation, a preliminary research prospectus and statement of

purpose, and a résumé in accordance with published deadlines. Graduate Record Examination (GRE)

scores are optional; they are not required. 

Applicants pursuing a MSSI or MSTI degree must possess a baccalaureate degree from a U.S. college 

or university that is accredited by one of the regional accreditors recognized by the CHEA. Foreign 
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transcripts must be submitted with an official transcript evaluation from an approved foreign credential 

evaluation service.

Please refer to NIU’s Admissions website for specific information on these requirements: https://niu.edu/wp/admissions/.

Continuing Education and Certificate in Intelligence Studies

Applicants pursuing either Continuing Education or a graduate certificate in one of the topics offered in 

the Certificate in Intelligence Studies program must possess a baccalaureate degree from a U.S. college 

or university that is accredited by one of the regional accreditors recognized by the CHEA. Applicants for 

either of these programs must submit an application form and official transcripts, in accordance with 

NIU’s posted deadlines.

Students in this status are not degree-seeking, but if they later decide they wish to pursue the MSSI or 

MSTI degree they must apply separately to the program, in accordance with NIU’s posted deadline. If a 

student moves into a degree-granting program, no more than two courses (not to exceed six credit hours)

taken as a Continuing Education or certificate student may be transferred and used to meet the degree 

requirements. Students are encouraged to apply to the degree program before completing their second 

continuing education/certificate course. A student who decides not to continue pursuing a degree may 

apply concentration courses to earn a certificate instead, assuming all certificate requirements are met. 

The student must inform the Registrar that they intend to close out their program and request the 

certificate. Having applied concentration courses to a certificate, students may not use those classes toward 

any future degree.

Please note that participation in the Leadership and Management in the Intelligence Community graduate 

certificate program requires a nomination from the applicant's home agency, a résumé, and a 500-word 

statement of interest. In addition, applicants to this program must submit a statement of purpose.

Please refer to NIU’s Admissions website for specific information on these requirements: https://niu.edu/wp/admissions/. Circumstances beyond NIU’s control may prevent the University from offering 

all courses in a certificate topic; likewise, some certificate topics may require more than one year to 

complete due to limited faculty resources.

General Admissions Information

Application forms and information on admissions eligibility, requirements, and deadlines can be found 

on NIU’s website: https://ni-u.edu/wp/admissions/. 

Applicants are responsible for requesting that official transcripts and test scores are sent directly to NIU 

from the issuing entity. NIU will not accept unofficial transcripts or test scores, which are those sent to NIU 

by the applicant. Official transcripts are delivered by mail in a sealed, stamped envelope with the seal or 

other security feature intact or sent electronically from a secure site formally linked to the sending institution. 

GRE scores are not an admissions requirement; however, applicants who wish to submit official GRE

scores can send them by mail in a sealed, stamped envelope with the seal or other security feature intact 
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or request to have the scores sent electronically from the Educational Testing Service (ETS). NIU’s GRE 

code in the ETS system is 5205, and its location is listed under the District of Columbia.

NIU can accept application materials by mail through FedEx or USPS, but they will take several weeks 

to arrive. Applicants must take this delay into consideration when submitting their applications. NIU 

strongly encourages applicants to submit via email at niu_admissions@niu.odni.gov whenever possible.

Applicants are responsible for confirming that NIU receives all application materials and transcripts 

before the posted deadline. Applicants can request confirmation of receipt of their application materials 

from the Office of Admissions by email at niu_admissions@niu.odni.gov.

Notification of Admission 

In-residence/full-time applicants to the BSI, MSSI, and MSTI degree programs are typically notified by 

email of their admission status 8-10 weeks after the application deadline.

Part-time applicants to the MSSI or MSTI degree programs, Continuing Education, or Certificate in 

Intelligence Studies programs are typically notified by email of their admission status in May.

Deferred Applications

In-residence/full-time applicants who have been nominated by their home agency are not eligible to 

request a deferral. Part-time applicants may defer for two quarters only. If they have not matriculated by 

the third quarter, they will have to reapply. Part-time students who defer for one or two quarters are 

responsible for ensuring that all security clearance verifications and briefings, as well as any other 

administrative requirements, are met prior to attending. 

NIU Academic Location

Students admitted to the NIU Main Campus at ICC-B are expected to report in-person to their courses as long 

as those classes are held in person. Students who cannot physically access one of the approved instructional 

sites will not be admitted. NIU is currently not offering distance learning outside of the Academic Center 

construct. Students who begin at the ICC-B or an Academic Center but must PCS to an area without access 

to an NIU instructional site during the course of their studies or students who must deploy, may, on a caseby-case basis, continue their studies via remote SVTC. This must be approved by the Center Directors or 

Dean(s), and in coordination with the Associate Provost for Academic Integration and Services in advance 

and the student must be made aware that the onus is on them to ensure they have access to a secure VTC.

ENROLLMENT AND REGISTRATION 

Eligibility

To be eligible for course enrollment each term, the student must remain compliant with the general eligibility 

requirements for admission to NIU (e.g., maintain proper security clearance). Failure to meet these 

qualifications may result in removal from the course and/or Program.
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Course Registration

Students register each term by accessing NIU’s registration portal online. Registration dates, announcements,

and procedures are provided to students through Blackboard. It is the responsibility of the student to monitor 

for updates. In-residence/full-time students are automatically registered in core courses with their assigned 

seminar or as administratively appropriate. No changesin seminar assignments will be made without approval 

by the appropriate Dean.

Students are responsible for identifying implications for their satisfactory academic progress and 

enrollment status at the University that result from any change in registration. Any student returning from 

an extended leave of absence should email Enrollments at least six weeks prior to the advertised start date 

for the term with a request to be included in registration activities. Students are also responsible for 

verifying that all changes in registration are reflected in their official student record. Students must be 

registered for a class or be on the waitlist during the add/drop period to participate in that class.

Students must meet all prerequisites, permissions, and restrictions to register for a class. If a student fails 

to successfully satisfy the prerequisites for a registered course, the student may be removed from that 

course, unless the prerequisite, permission, or restriction has been waived by the academic unit. It is the 

responsibility of the student to seek appropriate approval from Academic Advisors when planning their 

programs to ensure progress toward academic goals and program completion. 

Undergraduate students may, with the permission of the BSI Program Director and course instructor, 

enroll in up to two graduate courses. 

Course Identification Codes

Each course is designated by a subject code and a course number. The subject code identifies a particular 

academic discipline or teaching unit in the curriculum (e.g., RSI = Regional Security Issues, MST = S&T 

courses). The numbers identify the level of the course: undergraduate courses, 400-499; select graduate 

certificate courses, 500-599; graduate courses, 600-799. Undergraduate students may take up to two 

600-level graduate courses on a space-available basis with the permission of the BSI Program Director 

and the course instructor. Descriptions of courses currently in the University curriculum are listed by 

course number in Course Descriptions at the end of this catalog. Some unique course offerings may occur 

during the academic year which are not listed in the course catalog and will be advertised to students.

Student Schedules

New students receive a hard copy of their schedules during the in-person orientation. All students may 

access upcoming term schedules online through Blackboard. Though timeframes vary, students will 

generally be able to view their schedules at least two weeks prior to the term start date. Changes to 

schedules may take three-to-four business days to update in Blackboard. If students note discrepancies in 

their schedule, they should reach out to the NIU Enrollments team for assistance.

Add/Drop

Students enrolled in graduate or undergraduate courses may add or drop a course from their registration. 

Students may add a course until the end of the first week of the quarter and may drop a course until the end 
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of the second week of the quarter. To request an add/drop, students must email Enrollments prior to the 

add/drop deadline. If a student wishes to add a course, that request is based on space availability and is not 

guaranteed. The timelines for adding and dropping courses are strictly enforced. Students in the Monthly 

Program must execute all add/drop actions during the first weekend of the quarter. Students wanting to 

withdraw from a course, please see Withdrawal under the Grading section below.

Waitlist Rules

Waitlists for courses are managed by the University Registrar and Program Directors during open 

registration. Once registration has closed, the waitlist is cleared for all courses. Students are responsible for 

reaching out to Enrollments after closed registration to see if there is any space availability. Please note that 

available seats in a classroom may not indicate course capacity.

Changing Academic Programs 

Students who wish to change master’s degree programs, must submit a request through the Registrar to be 

approved by the gaining Program/Center Director and Dean. Students who wish to change from master’s 

degree programs to another program (e.g., certificate), must submit a request through the Registrar to be 

endorsed by the gaining Program/Center Director and Dean and approved by the Provost.

Academic Planning

The Office of the Registrar may address course enrollment questions and assist with academic record 

reviews. It is the responsibility of students to seek the appropriate advice of an Academic Advisor within 

their program when creating an academic plan. An Academic Advisor assists with setting an academic 

plan to chart academic goals toward program completion. See the section on Academic Advising below

for more details.

Intent to Graduate

All students intending to graduate in June must complete and submit the diploma order form (available on 

Blackboard) no later than 3 May 2024. Students who intend to graduate in December should submit their 

diploma order form no later than 6 October 2023. Students are not cleared for graduation if the form is not 

submitted by the specified deadline. All NIU full-and part-time students who intend to graduate in June 

must complete all graduation requirements by the deadline noted in the Academic Calendar.

Graduate Transfer Credits

Students may request to transfer credit for courses taken prior to their admission to a graduate program at 

NIU. The number of total credits transferred for a single degree program may be no more than two courses 

(not to exceed six credit hours). In no case may graduate credit be given for coursework designated as 

solely undergraduate by the institution where the coursework was completed. 

Proposed transfer courses must have been completed with a grade of B (3.00) or better and must have 

been completed no earlier than seven years prior to the beginning of the semester in which the student is

admitted to a graduate program at NIU. Courses submitted for transfer credit must be relevant to the 
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degree being sought. NIU considers transfer credit from U.S. colleges or universities which are accredited 

by one of the regional accreditors recognized by the CHEA. Foreign credits must be evaluated by a foreign 

accrediting service before being presented for transfer credit consideration. MSSI or MSTI programs may 

require that the proposed transfer courses have been completed more recently than the seven years prior 

if the course curriculum and content are out-of-date. The programs may also limit the number of allowable 

transfer credits to fewer than six, provided these requirements are published in places accessible to current 

and prospective students and faculty.

Courses taken at NIU toward a graduate degree earned before admission to a subsequent graduate program 

cannot be transferred but may be shared. Transfer credits may not be awarded for any JPME courses or 

certificate courses. When making a transfer credit request, students must certify that the hours have not 

been used, nor will they be used, to meet requirements for any other degree. Students may not obtain 

transfer credit in lieu of taking NIU required core, program, or concentration courses. NIU does not have 

articulation agreements established with other institutions.

After acceptance to NIU, a student may obtain transfer credit evaluation forms from the NIU Office of 

the Registrar or on Blackboard. The student must give the responsible Associate Dean an official transcript 

from the institution at which the proposed course(s) was completed as well as a syllabus for each course 

requested for transfer and a justification for why the transfer credit should be given. Transfer credits must 

be approved by the relevant Associate Dean during the student’s first term of study and be included in the 

student’s course plan. The academic unit must inform the Office of the Registrar which courses will be 

transferred during the student’s first term of study.

Transfer credit will appear on the student’s transcript, but grades from approved transferred courses at 

other institutions will not be counted in the student’s NIU cumulative GPA.

Student Requests for Transcripts

Students may request an official or unofficial NIU transcript at any time during or after their academic 

careers. Transcript request forms can be found in the Registrar’s Office, on Blackboard, or on the NIU 

website (www.ni-u.edu). Transcripts are provided free of charge. 

Student Academic Records

NIU students have the right to inspect and review their education records within 45 days after the day the 

University receives a request for access. A student should submit to the Registrar a written request that 

identifies the record(s) the student wishes to inspect. The Registrar’s office makes arrangements for access 

and notifies the student of the time and place where the records may be inspected. Students who are not 

located in the National Capital Region may request records be faxed or emailed, although electronically 

transmitted records may be redacted to comply with personally identifiable information (PII) policies.

NIU students have the right to request the amendment of education records that they believe to be

inaccurate, misleading, or otherwise in violation of student privacy rights:

• A student who wishes to ask the University to amend a record should write the Registrar’s office,

clearly identify the part of the record the student wants changed, and specify why it should be changed.
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• If the University decides not to amend the record as requested, the University notifies the student 

in writing of the decision and of the student’s right to a hearing regarding the request for 

amendment. Additional information regarding the hearing procedures is provided to the student 

when notified of the right to a hearing.

NIU follows the Privacy Act of 1974, as amended (5 U.S.C. 552a), ODNI policies, and NIU policies for 

protecting student records. NIU collects, stores, and processes personally identifiable information (PII) 

about students, to include academic records, in its System of Records (NIU Program Records). Under 

ODNI and NIU policies, NIU students generally have the right to request written consent before the 

University discloses PII from the student’s education records. However, federal law and ODNI/NIU 

policies permit the disclosure of such records in certain circumstances. For example, NIU generally may 

disclose education records without a student’s prior written consent to University officials with legitimate 

educational interests. A University official is a person employed by NIU in an administrative, supervisory, 

academic, research, or support staff position (including law enforcement or unit personnel); a person 

serving on the Board of Visitors; or a student serving on an official committee, such as a disciplinary or 

grievance committee. A University official also may include a volunteer or contractor outside of NIU, 

who performs an institutional service or function for which the school would otherwise use its own 

employees and who is under the direct control of the University with respect to the use and maintenance 

of PII from education records, such as an attorney or auditor. A University official has a legitimate 

educational interest if the official needs to review an education record to fulfill their professional 

responsibilities for NIU. Additionally, NIU may disclose student information for other reasons permitted 

by law as described in ODNI’s Privacy Act policy (see 32 C.F.R. Part 1701).

Tuition, Fees, and Other Charges

The University does not charge tuition and does not receive funding through any Department of Education 

grant or loan program. Students at the University do not receive financial assistance through Department 

of Education grant or loan programs.

To contact the University Registrar’s Office, please use the group email niu_enrollments@niu.odni.gov

or call 301-243-2093. All student forms are located on the Registrar Communities of Practice in

Blackboard.

UNIVERSITY REGULATIONS AND POLICIES 

Student Responsibilities

It is the responsibility of students to keep informed of and to comply with the rules and policies affecting 

their academic standing. Meeting academic deadlines, attending classes, completing all coursework, and 

fulfilling academic standards are student responsibilities. Each student must be familiar with University 

degree requirements and academic policies. This catalog codifies all academic and general policies. 

Corrections and changes may occur during the academic year, and the most current version of policies 

can be found on Blackboard and/or the NIU website. The Student Handbook offers other information 
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relevant to the student experience. Specific items not covered by the catalog are at the discretion of the 

NIU President and NIU’s executive leadership.

Official University Communications

Official communication with students, including notices about academic standing, operating status, 

leadership messages, and other University-wide notifications, occurs via electronic means. Students are 

responsible for viewing all announcements posted on the Office of Student Affairs’ Blackboard site, and 

for accessing University communications sent to ODNI UView, Nonsecure Internet Protocol Router 

Network (NIPRNET), and Joint Worldwide Intelligence Communications System (JWICS) accounts. 

Students are required to activate all accounts and check them regularly.

The University recognizes that not all students will have access to JWICS or NIPRNET when offsite.

Therefore, the University will actively use Blackboard, UView Outlook, and MS Teams as platforms for 

student communication. The Office of Student Affairs, in collaboration with the Office of Engagement, 

is responsible for all official University communications with students.

Information Technology Policies

All personnel will provide full name and unclassified email for UView account use. They will also sign 

a user agreement that will include their student ID. This agreement will be kept on file. If the student 

does not attend classes for a quarter, their account will be disabled until such date they return to NIU to 

take classes.

All users are responsible for respecting and valuing the privacy of others, for behaving ethically, and for 

complying with all legal restrictions regarding the use of electronic data. University computers or networks 

should not be used to install, run, or copy software; conduct commercial business; express animus or bias 

against individuals or groups; transmit offensive material such as obscenity, vulgarity, profanity, sexually 

explicit material, or name-calling; guess or decrypt passwords of other users; deprive authorized users’

access; secure a higher level of privilege than allowed; read, copy, change, or delete another user’s files or 

software without permission; gain unauthorized access to remote servers; or libel, slander, or harass any 

other person. Examples of computer harassment include intentionally using a computer to:

• Annoy, harass, terrify, intimidate, threaten, offend, or bother another person by conveying obscene 

language, pictures, or other obscene materials or threats of bodily harm to the recipient or the 

recipient’s immediate family.

• Contact another person repeatedly with the intent to annoy, harass, or bother, whether any actual 

message is communicated, and/or where no purpose of legitimate communication exists, and 

where the recipient has expressed a desire for the communication to cease.

• Contact another person repeatedly regarding a matter for which one does not have a legal right to 

communicate, once the recipient has provided reasonable notice that they desire such 

communication to cease (such as debt collection).
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• Disrupt or damage the academic, research, administrative, or related pursuits of another.

• Invade, or threaten to invade, the privacy, academic or otherwise, of another.

Each user is responsible for the security and integrity of information stored on their computer system and 

for not installing or copying copyrighted software without permission or license. Students are not 

permitted to install software on University-owned computer equipment. Only information technology 

support personnel authorized by NIU are permitted to install software on network systems. Computer 

accounts, passwords, and other types of authorization assigned to individual users or groups must not be 

shared with or used by others without authorization. Users are responsible for refraining from acts that 

waste NIU computer or network resources; that prevent others from using those resources; or that 

compromise the performance of campus computers, peripherals, and networks. Users should avoid any 

willful action that would:

• Damage or modify University-owned hardware or software.

• Introduce computer viruses or other disruptive/destructive programs into NIU or Intelligence 

Community networks.

• Degrade performance of a computer system or network.

• Reconfigure University-owned software or hardware to intentionally allow access by unauthorized 

users or deprive authorized users of access; or create unnecessary multiple jobs, processes, or 

network traffic (e.g., prolonged use of Internet chat, sending email chain letters or mass mailings, 

or unnecessary use of the “All Students” email address).

Each administrative unit has the responsibility of enforcing these policies. All users and administrative 

units have the responsibility to report any observed or discovered unauthorized access attempts or other 

improper usage of University computers, networks, or other information processing equipment to their 

supervisor, information technology support personnel, or the NIU Security Office. The University’s 

information technology support personnel will provide each administrative unit with the resources to 

enforce this policy and help with data backup procedures as well as virus protection. Under certain 

(extraordinary) circumstances, students may be required to ensure computer access from home in order to 

access NIU virtual materials and classrooms.

Disciplinary Actions for Violation of Information Technology Policies

Anyone found to have violated these Information Technology Policies may be subject to suspension of 

computer privileges and possible disciplinary action, including dismissal, under University rules for 

misconduct.

Weapons on Campus

All weapons are generally prohibited at ICC-B—and it is a federal crime to knowingly possess a weapon 

or cause to be present a weapon on ICC-B premises—unless one of the limited exceptions apply from 18 
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U.S.C. 930 and any applicable ICC-B property regulations. Those exceptions are unlikely to apply to any 

NIU student while attending NIU. Any questions regarding possession of weapons at ICC-B should be 

directed to the NIU Security Office at (301) 243-2097 or niu_security@niu.odni.gov.

Updating Records

Each student isrequired to maintain current contact information, including permanent and local addresses,

telephone numbers, and a government email address. Each student must also maintain UView, NIPRNET,

and JWICS accounts (or appropriate NSA Academic Center, Southern Academic Center, Quantico

Academic Center, or European Academic Center accounts) assigned at orientation. Students are

responsible for accessing official communications directed to these official accounts. All record changes

should be submitted to the Registrar’s Office (niu_enrollments@niu.odni.gov).

Status Changes

Students must retain their government employment affiliation to study at NIU. Students who transfer to 

another organization while attending NIU must notify the Office of the Registrar and the NIU Security

offices due to a change in security status. If students are debriefed at the organization that they are 

departing, they are not permitted to attend classes until they are briefed for TS/SI/TK/G/HCS at their 

gaining organization and a “perm cert” is passed to and confirmed by the NIU Security Office. All 

clearances need to be active. If a student’s new organization or job does not require a TS/SCI clearance, 

they are not permitted to return to school.

Security Clearance Requirements

All students must have a current/active TS/SCI clearance. The NIU Security Office can be reached at

301-243-2097 and NIU_Security@dodiis.mil with any questions.

Clearances need to be maintained to cover the entire period of time at NIU. Students attending the 

University in-residence must have their servicing organization (e.g., Air Force, DHS, FBI, Navy, Marine 

Corps, Army, Coast Guard, etc.) SSO certify their clearances. This must be done prior to attending any 

classes.

Attendance

Students are expected to attend all scheduled class sessions. Students missing more than two sessions in 

a 10-week term, or more than one class session in an 8-week term, face penalties, ranging from the 

lowering of the final grade to failure in the course, at the discretion of the faculty member teaching the 

course, and will be required to make up instructional time or asked to withdraw from the course. Monthly 

program students should be aware that the attendance rule applies to a single class session. Missing a 

monthly program weekend would involve absences in multiple class sessions and would put the student 

at risk of course failure. 
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All designated ICC-B students in the in-residence/full-time, part-time, certificate, and monthly programs 

are expected to attend classes held on the ICC-B campus in person. Appeals will only be considered in 

extraordinary circumstances and should be directed to the appropriate Dean and approved by the Provost. 

With the exception of the European Academic Center, students enrolled in part-time programs through 

one of NIU’s academic centers are expected to attend classes through their center locations. Appeals 

should be addressed to the appropriate Center Director and Dean.

Reporting Class Session Absences

Students should contact their instructor to report an absence in order to make up any missed work. Students 

are solely responsible to contact their instructor to report an absence. Additionally, faculty must report 

unexplained or excessive absences to the Registrar’s Office, Agency Chairs, Senior Service Advisors, and 

Department Chairs when appropriate. The appropriate Associate Dean initiates administrative warnings.

Academic Leave of Absence 

Students faced with professional or health circumstances necessitating a break in their studies of more 

than two academic quarters should request an academic leave of absence. These requests are submitted to 

the Registrar for review and approval. An academic leave of absence does not automatically alter the 

student’s completion date for finishing their degree. All students on a leave of absence must out-process 

from the University, and in-residence/full-time students must report to their parent military or civilian 

organization. Once approved and finalized, a leave of absence will stop the clock on course time limits 

(see below). Leaves of absence are granted for up to 18 months. If a student wishes to extend the leave of 

absence, the burden is on the student to petition for another leave of absence prior to the expiration of 

their previous leave of absence. A Dean may disapprove leaves of absence if they will adversely impact 

the applicability and relevance of the degree as program materials change over time. 

Separation from the University

Students in good academic standing wishing to separate from the University the following term must 

notify the Office of the Registrar in writing and may do so at any time up to and inclusive of the last day 

of classes, provided their academic progress during the term does not result in academic dismissal. If a 

student must separate during a current term, they should take action to withdraw from each of their courses 

and notify the Registrar’s Office of intent to withdraw in advance of the next term. A separation can be 

initiated by either a student or a representative of the University. If students are considering separating 

from the University, they should consult with their academic unit as soon as possible to determine whether 

there are other viable alternatives. Students whose grades would have led to dismissal may not voluntarily 

separate from the University. Separation from the University results in the loss of active student status. 

Following a separation, students in good academic standing may apply for readmission and regain active 

student status. Students who separate from the University without notifying the Office of the Registrar 

will only be considered for readmission under exceptional circumstances. Students who separate from the 

University and are subsequently readmitted will not be readmitted again after they separate from the 

University for a second time for any reason.
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Time Requirements

In-residence/full-time bachelor’s and master’s students are expected to complete all coursework and thesis

or capstone requirements within one year; for example, in-residence/full-time students entering in Fall

2023 are expected to finish all degree requirements by the thesis or capstone completion date of 7 June 

2024 in order to be cleared for graduation. 

Students’ parent services or agencies may require them to finish the thesis in the one year allotted or 

receive a negative report. Such requirements are imposed by the students’ home service or agency, not 

NIU. For more information on service or agency requirements, students should consult the appropriate 

NIU Senior Service Advisor or NIU IC Agency Chair.

Part-time students are typically expected to complete all coursework and thesis requirements within three 

years but must complete all requirements within seven years. 

Time Limits on Coursework

All requirements for the master’s degree must be completed within seven years. Time-to-degree begins 

with the earliest course to be applied toward the degree, including credits transferred from other 

institutions. Work more than seven years old is not accepted toward degree requirements.

Grading

NIU faculty members use different direct assessments for evaluating student work, including 

examinations, classroom participation, papers, oral presentations, and performance in simulation 

exercises. In all cases, students have the right to a grade that is based on their actual performance against 

an articulated standard applied to all those taking the course. Students must understand that evaluating 

student work and assigning grades based on academic criteria are first and foremost the individual 

responsibility and prerogative of the faculty member teaching the course.

• Faculty members must have uniform, identifiable grading criteria in each course syllabus. Before 

the end of the first class session, the faculty member must clearly articulate to students the grading 

criteria and the methods for grading student performance. 

• Faculty members must define their grading policies explicitly. If there is any deviation from the 

original statement of grading policy, faculty members must inform all students. The University 

presumes that faculty members are in the best position to know the range of excellence of the 

students in the class and to award grades in good faith; the University reaffirms its confidence in 

the qualifications and good judgment of its faculty. 

• Faculty members must provide timely feedback to students on all graded work during the grading 

period. Evaluating and grading of academic performance is subject to the professional judgment 

of each faculty member. Considerable personal discretion is required in these judgments; a 

justifiable margin of difference can exist between the evaluations made by two or more faculty 

members of the same academic performance. 
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NIU Grade Scale

Grading 

Graduate Courses Undergraduate Courses 

Letter Numeric Point Value Letter Numeric Point Value

A 93–100 4.0 A 93–100 4.0

A– 90–92 3.7 A– 90–92 3.7

B+ 87–89 3.3 B+ 87–89 3.3

B 83–86 3.0 B 83–86 3.0

B– 80–82 2.7 B– 80–82 2.7

C+ 77–79 2.3 C+ 77–79 2.3

C 70–76 2.0 C 73–76 2.0

F 0–69 0.0 C– 70–72 1.7

D 60–69 1.0

F 0–59 0.0

Incomplete (I)

A faculty member may assign an incomplete (I) grade to a student whose work is satisfactory but who is 

unable to meet all course requirements due to extenuating circumstances. It is the student’s responsibility 

to discuss the possibility of receiving an incomplete (I) grade with the faculty member. Students must 

complete all requirements by the ninth week of the following ten-week quarter, or the seventh week 

of an eight-week quarter.

The faculty member must turn in the final grade to the Registrar by the final week of the following quarter. 

If a faculty member does not submit a final grade by this deadline, the grade is converted to an F, which 

will result in academic probation and possible dismissal from the University. The Dean may extend the 

deadline in exceptional cases. As long as the incomplete (I) remains on the transcript, it is treated as 

unsatisfactory academic performance.

Pass/Fail (P/F) 

Pass/fail grading is used only in courses specifically authorized by the Deans, and in MCR 702, 703, and 

704. Students enrolled in thesis courses MCR 702 and MCR 703 receive a grade of pass (P) or fail (F) at 

the end of these courses. Receiving a grade of pass (P) is a prerequisite for proceeding to the next thesis 

course. Students enrolled in MCR 704 must receive a grade of pass (P) to complete the course, indicating 

they have successfully completed a graduate thesis approved by their thesis committee and accepted by 

the Assistant Dean. Students may re-register for MCR 704 if the thesis is not completed in one quarter, if 

they received either an in progress (IP) or no progress (NP) grade. The receipt of a failing grade (F) will 

result in possible dismissal from the University.

In Progress (IP)

An in progress (IP) grade notation may only be assigned in MCR 704 Thesis Completion, in which the 

thesis is not completed within one quarter by design. The in progress (IP) grade remains as an official 
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grade on the transcript. Students who receive an IP in MCR 704 must reenroll into MCR 704 to continue 

their thesis progression.

No Progress (NP)

A no progress (NP) grade is assigned only for MCR 704, when there has been no contact with the Thesis 

Chair or no discernible progress toward completing the thesis during that quarter. A student goes on academic 

probation for their first NP in MCR 704. A student who receives a no progress (NP) for two consecutive 

quarters, or for two quarters in any one four-quarter period, faces possible dismissal from the University.

Withdrawal (W)

Withdrawal from a course after the midpoint of that course is allowed only for non-academic reasons and 

requires permission of the faculty member teaching the course and/or the approval of the Dean or 

Associate Dean. Students who are approved to withdraw after the midpoint of a course are assigned a 

grade notation of WP (withdraw passing) or WF (withdraw failing) by the faculty member, depending on 

the student’s academic standing in the course at the time. The grade notation of WP carries no credit or 

academic penalty. A grade of WF is treated as an F when calculating the grade-point average and triggers 

an academic warning. Students withdrawing at any time must complete the necessary documentation 

through the Registrar’s Office. Students who stop attending classes without an official withdrawal or the 

Dean’s approval receive a grade of F for the course.

Audit (AU)

Current students and alumni may request to audit a course on a space-available basis after all other 

students have had the opportunity to enroll in the course for credit. Faculty members must approve and 

document the audit. The student requesting the audit must provide a signed audit form to the Registrar’s 

Office before the close of the drop/add period. This form can be found on Blackboard or by visiting the 

Registrar’s Office. Any alumni requesting to audit a course will need to go through a security verification 

once an audit form has been approved and prior to attending the course. Audited courses receive no credit 

and appear on the transcript with the notation AU (audit). 

Waiver (WV) 

The Dean may authorize a waiver for a required course if a highly qualified student has demonstrated 

mastery of a subject; for example, the Dean might authorize a waiver for the MCR 701 Thesis

Methodology and Design course when the student has already completed a doctoral dissertation. The Dean 

may also grant a waiver based on a change in curriculum when a previously required course is not offered. 

Waived courses appear on the transcript but carry no credit value. The student must take a 3-credit elective 

course in place of the waived course to earn the credits required of the degree. Waivers are granted solely 

at the Dean’s discretion.

Grade-Point Average Calculation

The grade-point average (GPA) is calculated by dividing the number of grade points earned by the number 

of credits attempted. The total grade points earned for a course equals the number of grade points assigned 
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times the number of course credits. For example, if a student takes five 3-credit courses and receives 

grades of A, A-, B-, B, and C+, then the GPA for the quarter equals the total grade points (47.1) divided 

by the total course credits (15). The GPA is 3.14. For satisfactory standing, undergraduate students must 

maintain a C average (2.00 GPA); graduate students must maintain a B average (3.0 GPA).

Student Surveys

Student surveys are intended to empower students to take an active part in the University’s efforts to 

improve all aspects of the student experience. NIU encourages its students to support the University’s 

surveys in order to exercise the right to have your voice heard and accept your responsibility to the 

University and your peers by thoughtfully completing all the surveys given throughout the year. There are 

three main types of surveys that students will be expected to complete during their time at NIU.

Onboarding Survey

The Onboarding Survey is conducted during the first two weeks in September, following Phase 1

orientation, to collect student feedback about the entire onboarding process (application, admissions, 

security, orientation, academic preparation, registration, communications, etc.) and the offices with which 

they have interacted. The aim is to ensure pre-arrival and Phase 1 activities lay a solid foundation for 

student success for the remainder of the academic year.

End-of-Course Surveys

End-of-Course (EOC) Surveys are conducted at the end of each academic quarter, in order to collect 

information from students about their courses and instructors. There will be one EOC survey per course 

taken each term. These surveys are designed to provide the faculty insight into what is working well and 

to suggest improvements in order to refine future iterations of a course and improve the student learning 

experience. 

EOC surveys are confidential and anonymous to prevent any bias in the grading process. These surveys 

open on the Friday of the 9th week of a 10-week quarter (7th week of an 8-week quarter) and close 

approximately 10 days later. Faculty submit final grades approximately 3 days after the EOC survey 

closes. Thus, the 10-day EOC survey period before the grades are submitted protects the faculty from 

potentially negative student feedback due to perceived grievance over the final grade. At the same time, 

student fear of faculty retaliation due to perceived unwarranted negative feedback in the EOC survey is 

satisfied by not providing the EOC survey results to faculty until they have turned in all their grades to 

the Registrar. This approach is intended to address both faculty and student concerns over potentially 

inappropriate use of EOC surveys and it will be adhered to even for courses offered with shorter periods 

during Phase 1 and the Summer Intensive Period.

End-of-Program Survey

The End-of-Program (EOP) Survey is conducted at the end of each academic year (during June, prior to 

graduation) to collect information from graduating students about their entire NIU experience. This 

includes collecting feedback on academic experiences (learning outcomes, thesis/capstone processes, 
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faculty) and administrative/engagement experiences (Student Affairs, Ed Tech/IT, Admissions, Registrar, 

Library, Office of Research, Operations & Engagement, Security, Facilities, Student Senate). Your active 

participation in the EOP survey will contribute to improving all aspects of University life to enhance the 

student experience for future classes of NIU students. 

Academic Advising

Academic advising is available to all students empowering them to make informed decisions to achieve 

their educational goals. Advising is available to assist students with review of academic evaluations, 

effective degree planning, course selections, and interpretation of NIU policies and procedures in 

preparation for successful completion of degree requirements and graduation.

CSI Academic Advising

The CSI advising program is designed to give all students immediate help navigating NIU, with 

a subsequent transition to advising focused on the thesis and relevant coursework. At the beginning of 

Phase 1, all in-residence/full-time MSSI degree-seeking students are assigned a faculty advisor within 

their respective Department. Concentration students will be advised by the Concentration Lead or their 

designee. If the student is a non-concentration student, they will be advised by the Department Chair. The 

Thesis Chair—once identified—becomes the student’s primary advisor, overseeing the thesis and helping 

the student identify key course electives that support thesis completion. All MSSI degree-seeking inresidence/full-time students will identify their Thesis Chair in the fall quarter.

MSSI degree-seeking part-time students at ICC-B will be assigned a faculty advisor within the first quarter 

of enrollment. MSSI degree-seeking part-time students will identify their Thesis Chair no later than the 

fall of their second year of enrollment. CSI Certificate students will be advised by the Certificate Lead or 

their designee during the first quarter of enrollment. 

Every MSSI and CSI Certificate student should be confident that there are many sources of academic 

support within the College. If a student is having difficulty in a class, they may seek out support from the 

Instructor, the Course Director, the Concentration or Certificate Lead, or the Department Chair. Advice and 

counsel may be sought through a student’s appropriate home agency representative: Agency Chair or Senior 

Service Officer. Any matter that cannot be readily resolved through this support network should be brought 

to the attention of the Program Director in the Dean’s Office without hesitation. 

The BSI Student Advisor welcomes every student and supports them in achieving academic success. BSI 

students are expected to first meet with course faculty regarding all related academic and/or course 

concerns. For all military service or USCG concerns, BSI military service and USCG students are 

expected to first meet with the appropriate military or USCG senior enlisted advisor and/or military or 

USCG senior advisor. BSI government civilian students are expected to first meet with the appropriate 

agency chair, if applicable, regarding all related agency concerns. In the event the student’s agency is not 

represented by an agency chair, the student is expected to bring the concern to the attention of the BSI 

Student Advisor. If the BSI student feels the need for additional consultations, then the student is expected 

to meet with the BSI Student Advisor, BSI Program Director, and/or the appropriate Department Chair. 
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If the BSI student still feels the need to consult other sources of academic support within the College, then 

the appropriate Department Chair will assist the student with identifying the next appropriate NIU 

leadership level to discuss the issue.

SSTI Academic Advising

Academic advising within the School of Science and Technology Intelligence will be managed through 

Department Chairs and the Program Director. The Department Chair will serve as the academic advisor 

to all in-residence/full-time, part-time evening, and weekend MSTI degree-seeking students pursuing a 

concentration under their department. The Program Director will serve as the academic advisor for all 

non-concentration MSTI students. The Department Chair will also serve as the initial academic advisor 

for certificate students until a Certificate Lead is identified. The Thesis Chair will serve as the thesis 

advisor for MSTI degree-seeking students. The Program Director will serve as the curriculum advisor 

to all students, brief students on upcoming scheduled offerings, and assist with unique academic issues. 

The Associate Dean and Assistant Dean are the central point of contact regarding any questions related 

to the NIU student experience. Note: the Associate Dean and Program Director are duties of one 

administrator in the School. If a student is having difficulty in a class, they may seek out support from 

the Instructor, the Course Director, the Department Chair, or Associate Dean. Advice and counsel may 

also be sought through a student’s appropriate home agency representative: Agency Chair or Senior 

Service Officer. 

Academic Centers and MEP Advising

MSSI and MSTI degree-seeking and Certificate part-time students at the Academic Centers and the 

Monthly Executive Program (MEP) will be advised by the Academic Center personnel or the Director of 

the MEP. MSSI degree-seeking, part-time students will identify their Thesis Chair no later than the fall of 

their second year of enrollment. All Academic Center and MEP students are also encouraged to consult 

their Thesis Chairs, Certificate leads, Department Chairs, and/or the Deans at ICC-B as additional sources 

of academic support. 

Academic Probation and Dismissal

Academic Probation for Undergraduate Students

• The Office of the University Registrar will place students on academic probation when their 

cumulative GPA falls below 2.00, when they receive a second grade of D, or when notified by the 

Office of the Dean that the student has failed to meet other conditions for academic progress toward 

degree completion. A failing grade of F automatically results in academic probation and 

consideration for dismissal from the University.

• The Office of the University Registrar will notify students via official email to their email address 

on file of their academic probation status, and will courtesy copy the Office of the Dean and the 

appropriate Program or Center Director on the email. The Office of the Dean will provide the 

student a description of any conditions associated with the academic probation.
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• Conditions to which students must adhere during the academic probationary period may include, 

but are not limited to, successful completion of specific courses, minimum grades in courses, or 

the overall GPA to be achieved in the academic probation period. Students can be placed on 

academic probation for no more than two terms.

• A student on academic probation may be subject to course-load restrictions during any term for 

which the student may subsequently register.

• Students on academic probation are ineligible to hold office in student organizations.

• Once placed on academic probation, students must maintain a minimum term GPA of 2.33 and 

show academic progress toward degree completion.

• If, at any point while a student is on academic probation, it becomes mathematically impossible to 

raise the student’s cumulative GPA to 2.00 within the allotted credits given, the student will be 

academically dismissed.

• Academic probation is not recorded on the official transcript but will be noted by the Registrar in 

the student’s file.

Academic Dismissal for Undergraduate Students

• Students will be considered for immediate dismissal from the University upon receiving a third 

grade of D or one grade of F in an undergraduate course.

• A student who fails to meet the conditions of probation may be dismissed.

• Students who have been on academic probation for two terms in total and do not achieve a 2.00 

cumulative GPA will be dismissed.

• The University will dismiss immediately students whose cumulative GPA, after attempting or 

completing 12 credits on academic probation (excluding courses in which the recorded grade is 

W, I, or IP), falls below a 2.00 GPA.

• The Dean will review each potential dismissal and will notify the student via official email of the 

intent to dismiss. The Dean will courtesy copy the Office of the Registrar.

• When dismissing students from the University, the University may give students the option of 

applying for readmission after one calendar year has passed from the final day of the term during 

which the dismissal was implemented.

• Dismissed students are not allowed to enroll in NIU courses on a non-degree basis at any time 

after being dismissed from NIU.

• Students who are dismissed with a GPA lower than 1.00, or whose cumulative GPA makes it 

mathematically impossible to satisfy the conditions of probation within one term, will not be 

considered for readmission.

• Readmission applications are evaluated based on the total record of the student and consistent with 

the admission practices in effect at the time of application.
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• A readmitted student is governed by the academic requirementsin effect at the time of readmission.

• Academic dismissal is permanently recorded on the official transcript.

Academic Probation for Degree-seeking Graduate Students

• The Office of the Registrar will place students enrolled in a graduate degree program on academic 

probation when, after attempting and receiving credit in at least 9 credit hours of coursework, their 

cumulative GPA falls below 3.00, when students receive a second grade of C in a course, or when 

notified by the Office of the Dean that the student has failed to make satisfactory academic progress 

for any academic reason. A failing grade of F automatically results in academic probation and 

consideration for dismissal from the University.

• The Office of the Registrar will inform students of their probationary status via official email to 

the student email on file, and will courtesy copy the Office of the Dean and the appropriate 

Program or Center Director on the email. This notification will inform the students of the period 

of the academic probation and advise them that they cannot receive an Incomplete grade while 

they are on academic probation status. The Office of the Dean will provide the student a description 

of any other conditions associated with academic probation.

• Conditions to which students must adhere during the academic probationary period may include, 

but are not limited to, successful completion of specific courses, minimum grades in courses, or 

the overall GPA to be achieved in the academic probation period.

• A student on academic probation may be subject to course-load restrictions during any term for 

which the student may subsequently register. Students can be placed on academic probation for no 

more than two terms.

• Students on academic probation are ineligible to hold office in student organizations.

• Academic probation is not recorded on the official transcript but will be noted by the Registrar in 

the student’s file.

Academic Dismissal for Degree-seeking Graduate Students

• Students will be considered for immediate dismissal from the University upon receiving a third 

grade of C or one grade of F in a graduate course, or upon failing a thesis course that prevents the 

student from registering for the next thesis course.

• Students who fail to raise their cumulative GPA to 3.00 or fail to raise their course completion rate 

after the period of academic probation is completed will be academically dismissed. 

• If at any point while a student is on academic probation it becomes mathematically impossible to 

raise their cumulative GPA to 3.00 within the allotted 12 credits from the onset of academic 

probation, the student will be academically dismissed. 

• Additionally, if a graduate student is not on probation and their GPA drops such that it is 

mathematically impossible to return to a cumulative GPA to 3.00 within 9 credits, the student will 

be academically dismissed.
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• The Dean may also academically dismiss the student without academic probation if the student 

has a failing grade or would be unable to meet the 3.0 overall GPA in the remaining time. The 

academic unit must notify the Office of the Registrar of the decision to apply a sanction. 

• The Dean will review each potential dismissal and will notify the student in writing via official email 

of the intent to dismiss and the reason for the decision. The Dean will courtesy copy the Office of the 

Registrar. The student has the right to appeal dismissal actions (see Appeal of Academic Dismissal).

• Academic dismissals are permanently recorded on the transcript. 

Academic Probation and Dismissal for Students Enrolled in a Graduate Certificate Program

• The Office of the Registrar will place students enrolled in a graduate certificate program on 

academic probation when, after attempting at least 6 credit hours of coursework, their cumulative 

GPA falls below 3.00 or when students receive a second grade of C. A failing grade of F 

automatically results in academic probation and consideration for dismissal from the University. 

• Students will be placed on academic probation for the time it takes them to attempt 6 more credits. 

• If at any point while a student enrolled in a graduate certificate program is in academic probation 

status, it becomes mathematically impossible to raise their cumulative GPA up to 3.00 within the 

allotted 6 credits from the onset of academic probation, or if the student receives a third C or a 

failing grade of F, the student will be academically dismissed.

• All other regulations concerning academic probation and academic dismissal for students enrolled 

in a graduate certificate program are the same as those for students enrolled in a graduate degree 

program.

Academic Probation and Dismissal for Non-Degree Graduate Students 

• All regulations concerning academic probation and academic dismissal for graduate non-degree 

students are the same as those for students enrolled in a graduate degree program.

Incompletes and Probation 

• If a student who is not placed on academic probation is assigned an Incomplete grade and the final 

assigned grade brings the student’s cumulative GPA to below 3.00 GPA for graduate students or 

2.00 GPA for undergraduate students, the student will be placed on academic probation at the end 

of the term when the grade was converted to the final assigned grade.

Appeal of Academic Dismissal

• The student will have 10 working days from date of receipt of the dismissal notification to appeal 

to the Dean in writing. The student may notify the Office of the Dean via an email to the Dean’s 

official account. 

• The Dean will ask the appropriate Graduate or Undergraduate Program Director to assemble an

Academic Policy and Standards Committee (APSC). 
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• Upon notification of the intent to appeal academic dismissal, the student has the right to address 

the APSC. The student should make themselves available to meet with the APSC. The APSC will 

provide their recommendation to the Dean within 14 working days of the assembly of the APSC. 

• The student will be notified of the decision within two weeks of the appeal. Until that time, the 

student may remain enrolled in class. However, following a negative finding, the student will be 

disenrolled immediately. 

• If the student is an in-residence/full-time student or a student with an agreement to use duty time 

to attend the University, the appropriate agency will be notified by the Office of the Registrar or 

the responsible Associate Provost. 

Student Records

• All formal records will be maintained by the Office of the Registrar in the student’s official file.

Academic Review Practices 

Academic Policy and Standards Committee

The Academic Policy and Standards Committee (APSC) is an administrative committee designed to address 

relevant policies and standards of the University and provide recommendations to the Deans for management 

actions. Cochaired by the College of Strategic Intelligence and the School of Science and Technology 

Intelligence Graduate Program Directors and other selected faculty, the committee reviews issues of academic 

policy, admissions criteria, and standards for the institution that include, but are not limited to, academic 

integrity issues, grade appeals, student dismissal appeals, student grievances, and admissions appeals. 

Grade Appeals 

NIU recognizes that students should not be subject to prejudicial or capricious grading. Neither a clerical 

error nor an arbitrary grade should be allowed to remain as part of the student’s permanent record. In such 

cases, students are offered a means of appeal. Student appeals should address deviations from stated 

standards, or variance across student grading. Grading should be fair, consistent, and understood. All students 

should be graded in the same fashion. 

The formal grade appeal process is a serious procedure. The University is cautious about changing the 

grade of any individual, which may diminish the apparent achievements of other students. It is important 

to know that a formal grade appeal places the burden of proof on the student, except in cases in which a 

student appeals on the grounds that the faculty decision was arbitrary, capricious, or prejudicial. In these 

cases, the faculty member must demonstrate that these claims are false. In all cases in which there is a 

reasonable doubt as determined by the APSC, the original grade is retained. 

Recognized Grounds for Challenging a Grade 

Grade appeal hearings are granted if they are based on alleged scholastic dishonesty. As this is a matter of 

integrity, an independent panel is assembled to hear the case. In these appeals, the following may be addressed:
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• The faculty member applied predetermined criteria in an arbitrary and capricious manner, and the 

evaluation of academic performance so exceeded the reasonable limits of the faculty member’s 

discretion as not to be acceptable to the faculty member’s peers. Under NIU policy, “arbitrary and 

capricious” is defined asthe assignment of a grade on some basis other than performance in the course. 

• The assignment of a grade in a non-uniform fashion, that is, by applying different standards to one 

student or by applying the standards differently to other students at the same level in the same course. 

• The assignment of a grade in a way that represents a substantial and unreasonable departure from 

the faculty member’s articulated standards. 

• The assignment of a grade in the absence of a clearly articulated standard.

Procedures for Appealing a Final Class Grade 

All students have until 30 days after the final day of the term to make a formal written notification of their 

desire to appeal a grade. If a faculty member fails to post their grades in the allotted time, this time will 

be extended in favor of the student appeal. The first written appeal should be made to the faculty member 

who assigned the grade to request a meeting to discuss the matter. Most grading issues can be easily 

explained or amended if it is a simple clerical error. If the student and faculty member can reach an 

agreement about how to address the student’s grading concern during, or as a result of, the informal 

consultation, the matter is considered resolved. 

If the faculty member and student cannot agree that a clerical or mathematical error has occurred or that 

the grade was awarded in an arbitrary or capricious manner, the student may initiate a formal grade appeal 

to the appropriate Program Director, within seven business days of the formal consultation between the 

faculty member and student. The student must submit a formal memorandum for the record (MFR)

justifying the grade appeal to the appropriate Program Director. Failure to meet this requirement will 

jeopardize any appeal the student may make. 

In the MFR, the student shall:

• State the facts that, if affirmed to be true, would be sufficient to show the basis for the claim of 

clerical error or for the claim that the grade was awarded in an arbitrary or capricious manner. 

• Provide written evidence of the claim (e.g., syllabus, graded documents, emails).

• Detail the remedy or resolution sought (i.e., what the student feels is a fair resolution of the matter).

Upon receipt of the MFR, the appropriate Program Director notifies the faculty member that the student 

has filed a formal grade appeal. If all parties agree, the Program Director will meet with the faculty 

member and the student within seven business days to mediate the grade appeal.

If a mutually acceptable outcome cannot be reached, the Program Director convenes an APSC review. 

The APSC reviews all pertinent information related to the case, including interviewing, as needed, the 

faculty member and student. The APSC makes a determination and submits a written recommendation to 

the appropriate Dean, who has the final authority. 
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If the faculty member is the Program Director, the student may appeal directly to the appropriate Associate 

Dean or Dean, who convenes the APSC in lieu of the Program Director, if he or she cannot resolve the issue. 

The MFR submitted by the student, the APSC findings, and the results of the grade appeal remain in the 

student’s NIU academic record. In extraordinary situations, the Dean (or Provost if the Dean called the APSC) 

may review the findings to ensure that the process was fair to both the student and the faculty member. 

The University also reserves the right to dismiss students for failure to:

• Maintain ODNI or Federal employee standards of conduct.

• Abide by academic standards or academic integrity.

• Follow University policies. 

• Maintain the basic eligibility requirements, such as security clearance or Federal employment status.

Institutional Review Board

NIU protects the rights of all human subjects when conducting research consistent with DoD Regulation 

32 C.F.R. 219, “Protection of Human Subjects,” and a current Health and Human Services Federalwide Assurance (FWA). The Human Research Protection Program is administered under the Office of 

the Provost.

Each degree-seeking student is required to complete NIU’s Human Research Protection Program (HRPP) 

training, given during MCR 701 for graduate students and during CAP 400 for undergraduates. Following 

the training, each graduate student must submit a thesis proposal, a valid T-1 Form entitled “Thesis 

Committee and Proposal Approval,” and a T-1B Form entitled “Human Subjects Research 

Determination,” in a package, to the CSI Assistant Dean’s office (for MSSI students) or the Assistant 

SSTI Dean’s office (for MSTI students). Likewise, undergraduate students, assigned as members of 

capstone teams, must submit a capstone proposal, a valid C-1 Form entitled “Capstone Team and Proposal 

Approval,” and a C-1B Form also entitled “Human Subjects Research Determination,” in a package, to 

the BSI Program Director. After the Assistant Dean, Associate Dean, and BSI Program Director review 

and accept the respective thesis and capstone packages, as appropriate, they will forward them to NIU’s 

Institutional Review Board (IRB) for assessment.

If the IRB determines a thesis student’s or capstone team’s research proposal includes research on human 

subjects, the thesis student or capstone team members involved may be required to complete additional 

training through the Collaborative Institutional Training Initiative (CITI). In accordance with U.S.

Government regulations, students may not begin human subjects research (for example, conducting a 

survey or interview) until an IRB determination has been completed.

NIU faculty and student research is generally considered an ODNI intelligence activity. Accordingly, such 

research must be undertaken consistent with ODNI Instruction 10.00, ODNI Intelligence Activities 

Procedures Approved by the Attorney General Pursuant to Executive Order 12333. As intelligence 

activities, surveys and other collections of information from the public are generally excepted from the 

Paperwork Reduction Act (PRA).
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Graduate Thesis

Students conclude the thesis process by successfully completing the thesis courses (700 series) and 

ultimately producing an approved graduate thesis. To graduate, students must also submit the specified 

approval forms for their committee: thesis proposal, human subjects training letter, and IRB review and 

approval by the specified due dates for the academic year.

Phase 1 Pre-Term, Research Basics (In-residence/full-time students only): During this period, 

NIU will introduce in-residence/full-time students to the IC’s problem-set landscape; basics of 

research design and methods; and fundamentals of the full thesis research process.

MCR 701 Thesis Methodology and Design: In-residence/full-time students typically take MCR 701 

in the Fall Quarter at NIU. This is a formal, graded, classroom course. By the end of the course, 

in-residence/full-time students are expected to secure a Thesis Chair and Reader. Students must 

pass MCR 701 to advance in the thesis process. On behalf of the student, the Thesis Chair is 

responsible for submitting a completed thesis package during the Winter Quarter (please see 

Academic Calendar) to the appropriate Assistant Dean and Staff Assistant. This package includes 

the T-1 Form (Blocks 1 and 2 completed), the T-1B Form, the Data Collection Strategy Checklist 

(DCS-1), and the Final Thesis Proposal. Once the appropriate Assistant Dean approves the 

package, it is forwarded to the IRB for Human Subjects Review (HSR). A student should not 

engage in any data collection until they receive clearance from the IRB. Once the IRB makes an 

HSR determination, they notify the student, Chair, Assistant Dean, Staff Assistant, and the 

Registrar. Upon notification from the IRB, the Registrar notifies the student, Chair, Assistant 

Dean, Staff Assistant, and IRB that the Thesis Proposal package has been formally accepted and 

enrolls the student in MCR 702 with their Chair.

Part-time students typically take MCR 701 in the spring quarter of their first year at NIU. At the 

end of MCR 701, students should have completed a draft Thesis Proposal. By the Summer Quarter 

of their first year at NIU, part-time students typically secure a Thesis Chair and Reader and finalize 

their Thesis Proposal. Before the Fall Quarter of the second year, the Thesis Chair submits the 

completed thesis package to the appropriate Assistant Dean and Staff Assistant. Part-time students 

who do not intend to graduate in June of their second Academic Year, must consult with their 

Thesis Chair to determine when they are ready to enroll in MCR 702. The process for submitting 

the completed thesis package to the appropriate Assistant Dean and Staff Assistant and gaining 

HSR determination from the IRB is the same as for in-residence/full-time students.

MCR 702 Thesis Research: This Pass/Fail course is supervised by the student’s Thesis Chair. 

Students will gather and analyze data in support of their thesis and begin to produce written 

chapters of the thesis. This is not a formal classroom course.

MCR 703 Thesis Writing: After passing MCR 702, the student submits a request to the Registrar to 

enroll in MCR 703 and includes the Chair, appropriate Assistant Dean, and Staff Assistant in the 

notification. This Pass/Fail course is supervised by the student’s Thesis Chair. Students will 

complete a data analysis and write up their findings. Students are expected to make further 

progress on written chapters of the thesis. This is not a formal classroom course.
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MCR 704 Thesis Completion: After passing MCR 703, the student submits a request to the Registrar 

to enroll in MCR 704 and includes the Chair, appropriate Assistant Dean, and Staff Assistant in 

the notification. This In Progress (IP)/No Progress (NP)/Pass/Fail course is supervised by the 

student’s Thesis Chair. Students will complete and submit their thesis for review. This is not a 

formal classroom course, and it can be taken multiple times if needed (suggested especially for 

part-time students who need to sustain continuous enrollment and not be subject to disenrollment). 

In-resident/full-time students will also prepare to present their findings at the NIU Thesis 

Symposium in accordance with the academic calendar. Part-time students who would like to 

participate in the NIU Thesis Symposium should consult with their Thesis Chair. Note: If a parttime student plans to graduate in December, their Chair submits the final thesis, thesis turn-in 

checklist, and questionnaire in accordance with the academic calendar. If the Assistant Dean 

approves the package, they will inform the Registrar. The Registrar records “P” in MCR 704. It is 

also important to note that a grade of No Progress in two consecutive terms or in two of four 

quarters will result in dismissal from the University. 

To graduate, the student must submit all of the requisite forms to include the final thesis (in Microsoft 

Word and PDF formats), a fully signed thesis signature form, the NIU Thesis Turn-In Checklist, 

and the NIU Thesis Questionnaire, no later than the thesis completion deadline in accordance with 

the academic calendar. 

Any changes to the T-1 Form must be approved prior to the June graduation date in accordance with 

the academic calendar. This includes changes to the Thesis Chair or Reader(s).

Thesis forms are available on Blackboard. Students are responsible for selecting the most current 

electronic form, which does change over time. Forms must be typed and filled out completely. 

Digital signatures are highly encouraged.

Unless placed on academic leave of absence—coordinated with the Registrar and Thesis Chair—

students must stay enrolled in MCR 704 until they complete the thesis or until their eligibility 

expires. 

Thesis Committee (Chair and Reader) and Thesis Topic 

As a rule, Thesis Chairs must be members of the University’s full-time faculty, including the Reserve

faculty and the NIU full-time faculty at Academic Centers. Adjunct faculty may serve as Thesis Chairs if 

they have Dean approval and meet all of the IRB requirements. Students should select Chairs who 

specialize in their thesis research design or are subject matter experts. Students should select Readers 

based on either subject matter expertise, professional experience, or methodological expertise. If the chair 

is a subject matter expert (SME), the Reader does not need to be another SME. In these cases, some 

students may add a Reader who is an expert in other areas the thesis may cover.

If the Reader is from outside the University, the Thesis Chair must establish the Reader’s bona fides 

through a curriculum vitae or résumé prior to submission of the T-1 package to the appropriate Assistant 

or Associate Dean. 
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The information should show that the Reader is a SME or fills some other necessary role to ensure a highquality thesis. The Reader is required, at minimum, to have a master’s degree from an institution of higher 

learning that is accredited by a regional accreditor recognized by the Council on Higher Education 

Accreditation. The Reader’s curriculum vitae or résumé must show all degrees earned and the awarding 

school, major, and year earned. The Thesis Chair must use this information to either approve or disapprove 

the outside Reader. 

The thesis should cover an appropriate IC topic for the degree sought and contribute to the overall 

knowledge base of the IC. The thesis committee must approve the final thesis. The appropriate 

Associate/Assistant Deans make the final determination on whether to accept the thesis as meeting degree 

program requirements.

Undergraduate Capstone and Capstone Process

Undergraduate students complete capstone projects as teams during their year at NIU. Students conduct 

group and individual work on a comprehensive research project. NIU provides an overall capstone theme 

and applied topic areas during Phase 1 of the academic year, and the student teams develop specific areas 

of focus. A faculty committee made up of a Capstone Chair and Reader works closely with each team 

throughout the academic year. The Capstone Chairs and Readers must meet the same qualifications 

(described above) as graduate Thesis Chairs and Readers. BSI students complete classroom courses by 

the end of the spring term. Then, capstone teams, under the guidance of their faculty committees, refine 

and present their capstone projects during Phase 3 of the summer term. Final papers and presentations are 

due by 7 June or as prescribed by the BSI Program Director. The following capstone courses support 

student progress on their capstone projects:

• CAP 400: This is a graded, classroom course, taught during Phase 1, which familiarizes students 

with the BSI capstone process, including the annual capstone theme and the associated research 

frameworks, tools, techniques, and resources available to assist them. During the course, students 

are organized into capstone teams by topic, meet their capstone chairs, and prepare to embark on 

their selected capstone projects.

• CAP 401: This is a graded, classroom course, taught during the fall term. It is designed to prepare 

students with the undergraduate-level research and design skills they need to complete their 

capstone projects. The course teaches the fundamentals of scholarly research on selected 

intelligence problems and results in each capstone team creating a draft capstone research proposal 

that supports the capstone theme and the team’s topic.

• CAP 402: This is a Pass/Fail course, conducted during the winter term, where each capstone team, 

under the direction of the Capstone Chair, recruits a Capstone Reader, develops the CAP 401 draft 

proposal into a final capstone proposal, and obtains approval for it from the Chair and Reader, 

IRB, and BSI Program Director.

• CAP 403: This is a graded course, taught during the spring term, combining classroom instruction 

and focused collaboration with IC agencies during visits they host at their locations within the 

National Capital Region. The course is designed to demonstrate the interdependence between 
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collectors and analysts in addressing complex intelligence problems, such as those undertaken by 

the capstone teams.

• CAP 404: This is a Pass/Fail course, conducted during the spring term, under the guidance of the 

Capstone Chair and Reader and designed to assist the capstone team in accomplishing specific 

research and writing goals for the capstone project.

• CAP 405: This is a Pass/Fail course, conducted during Phase 3 of the summer term, under the 

guidance of the Capstone Chair and Reader and designed to assist capstone teams as they complete 

their capstone project, including a final presentation and written document. Students must achieve 

a “pass” to graduate.

Academic Freedom

Academic freedom is a cornerstone of academia to include NIU. NIU defines academic freedom as the 

pursuit of truth and knowledge, regardless of where that leads, and bases its academic freedom policy on 

the “1940 Statement of Principles on Academic Freedom and Tenure” as put forth by the American 

Association of University Professors and the Association of American Colleges and Universities. As an 

institution accredited by the Middle States Commission on Higher Education (MSCHE), NIU upholds the 

Commission’s principles that “Academic freedom, intellectual freedom, and freedom of expression are 

central to the academic enterprise.... Academic and intellectual freedom gives one the right and obligation 

as a scholar to examine data and to question assumptions.” 

NIU embraces the principle, as stated by the Board of Directors of the Association of American Colleges 

and Universities in their publication Academic Freedom and Educational Responsibility, that faculty, 

staff, and students have the “[a]cademic freedom to explore significant and controversial questions... 

[as] an essential precondition to fulfill the academy’s mission of educating students and advancing 

knowledge.” 

NIU faculty, staff, and students have freedom of inquiry and research, freedom of teaching and discussion 

in the classroom, and freedom of expression and publication. All NIU faculty and students are entitled to 

freedom in the classroom to discuss their subject without institutional discipline or restraint. They are 

expected to avoid controversial issues and opinions that are not related to the class subject. This concept, 

as discussed in the “Statement of Principles on Academic Freedom,” is not intended to avoid controversy 

because dealing with controversial topics is critical to academic freedom; rather, it is intended to reinforce 

the need for faculty members to avoid material that is not related to the class subject. 

NIU faculty, staff, and students have the freedom to conduct research on any intelligence and national 

security-related issue that contributes to the knowledge base of the IC. In exercising their scholarly 

activities, NIU personnel may participate in the discourse on intelligence and national security:

• Through research.

• By publishing articles, books, and book reviews.

• By appearing in public in professional and academic forums.
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In these activities, NIU personnel speak for themselves and not for the University or the U.S. Government, 

but they should be aware that they are still deemed to be representing the University, the IC, and the U.S. 

Government; therefore, the public may judge these institutions based on their actions and statements. 

NIU believes that review by professional peers is essential to both faculty and student research programs. 

Per the Association of American Colleges and Universities’ Board of Directors, “Knowledge is not simply 

a matter of making an assertion but of developing the evidence for that assertion in terms that gain 

acceptance among those with the necessary training and expertise to evaluate the scholarly analysis.... 

[S]cholars need the informed criticism of peers who represent a broad spectrum of insight and experience 

in order to build a body of knowledge.” 

NIU faculty, staff, and students are officers of the IC with access to classified and sensitive information. 

Because of this access, information they produce must undergo NIU and ODNI pre-presentation (or 

prepublication as appropriate) classification and policy review before being released to the public—

whether the presentation is written, oral, or electronic. This process is described in the section of this 

catalog on Publication Procedures. Academic freedom does not relieve any NIU faculty member, student, 

or staff member from their obligations to protect intelligence sources and methods. Discussion and debate 

involving classified information is encouraged, with the caveat that all participants must be cleared for 

access to the material involved. 

Non-Attribution

NIU seeks to create an environment that fosters the exchange of ideas and information without fear of 

reprisal or recrimination. 

Visiting Speakers

The University maintains a non-attribution, off-the-record policy to encourage open and candid academic 

exchange with non-NIU speakers, members of academia, government officials, IC and military leaders, 

and other presenters. All attendees at presentations by persons from outside NIU must honor the speakers’ 

right not to have any expressed views or opinions attributed to them outside the NIU environment without 

their explicit permission. This non-attribution policy protects external speakers from public access to their 

remarks and provides that information drawn from their presentations may be used freely solely within 

the University’s academic environment. Visiting speakers have the ability to waive non-attribution for 

recorded or other on-the-record events.

NIU Classroom and Research

Because all NIU students and many faculty members have professional careers outside the University in 

U.S. Government agencies or the military services, the University has a non-attribution policy to cover 

student and faculty interactions to encourage open and candid exchange in both classroom and research 

settings. Views and opinions expressed by students and faculty in classroom and research interactions are 

not to be attributed to them outside the NIU environment without their explicit permission. Comments, 

views, and opinions, both written and oral, can be used and debated freely within the NIU environment to 

encourage open and candid exchange in both classroom and research settings.
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Academic Integrity

As students, faculty members, Federal employees, and members of the IC, all NIU students, faculty, and 

staff are required to uphold the highest ethical standards in their personal and professional conduct. As 

University cadre, NIU’s faculty and staff are expected to maintain professional relationships with students 

and colleagues alike, practice responsible stewardship of government resources, and be vigilant guardians 

of national security information.

The “Notice of Final Policy” in the Federal Register, from the Office of Science and Technology Policy, 

provides a unified definition of misconduct that applies to all Federal agencies, including NIU. It 

articulates a clear reason for stressing professional ethics and behavior in academic research: “Advances 

in science, engineering, and all fields of research depend on the reliability of the research record, as do 

the benefits associated with them in areas such as health and national security.... Sustained public trust in 

the research enterprise also requires confidence in the research record and in the processes involved in its 

ongoing development.”

According to the unified definition at 65 F.R. 76260, “Research misconduct is defined as fabrication, 

falsification, or plagiarism in proposing, performing, or reviewing research, or in reporting research 

results.” Research misconduct does not include honest errors or differences of opinion. Express categories 

of academic misconduct are defined as follows:

• “Fabrication is making up data or results and recording or reporting them.” Fabrication of data is 

one of the more egregious problems, as it cannot be an unintentional error but represents the willful 

intent to deceive.

• “Falsification is manipulating research materials, equipment, or processes, or changing or omitting 

data or results such that the research is not accurately represented in the research record.” 

Falsification of data can occur through negligence as well as through willful deception.

• “Plagiarism is the appropriation of another person’s ideas, processes, results, or words without 

giving appropriate credit.” Plagiarism includes, but is not limited to:

• Investigators taking ideas from others’ grant proposals or articles during the peer review 

process and including them in their own publications.

• Students taking material from the Internet verbatim, without attribution, during write-ups 

of research.

• Faculty taking thesis material from students and including it in publications without giving 

due credit.

Academic integrity specifically prohibits cheating, plagiarism, and tolerance of those practices by other 

students. Cheating is defined as committing an act with the intent to receive undeserved credit or to gain 

an unfair advantage or assisting or attempting to assist others in doing so. Students are expected to properly 

and accurately credit the source of materials directly cited or indirectly used (i.e., paraphrased) in any oral 

or written work. All students’ work shall be their own, unless otherwise properly noted. 
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Alleged violations of these areas are investigated by appointed faculty boards who make recommendations 

for action to the student’s Dean. 

The University reserves the right to take disciplinary or administrative action, including dismissal from 

the University, in cases of substantiated violations of academic standards of integrity. Students normally 

receive a grade of F for any work proven to be undertaken or performed in violation of academic integrity 

standards. All instances of alleged violations of academic integrity are handled in accordance with 

published NIU policies. 

Self-Plagiarism

Students may not use entire papers or substantive selections of a paper from one course to complete work 

for another course or courses. Students may, with a faculty member’s prior permission, use up to 25 

percent of a paper for another course’s requirement. The new paper must be clearly footnoted as such. 

Students may use, and are encouraged to use, sections, or entire parts, of their own course papers 

in their thesis or capstone paper with proper annotation and footnoting. 

Actions for Suspected Academic Integrity Violations

The process for reviewing academic integrity violations is as follows:

1. Students must report any suspected violations of academic integrity to their faculty members. 

2. The faculty member then discusses the matter with the student(s) in question. 

3. The faculty member reports any suspected violations, whether based on their own findings or 

those forwarded by a student, to the appropriate Program Director. 

4. The Program Director investigates the suspected violation, talks to all parties involved, and, if 

necessary, convenes the APSC to review the validity of the suspected violations. 

5. As required by the APSC, students and faculty members submit detailed information for the 

record. 

6. The APSC reviews the record to determine if a violation occurred. 

7. The APSC determines whether a violation occurred and notifies the appropriate Dean of its 

findings and recommendations in writing. 

8. The Dean reviews the APSC findings and recommendations and makes a final written 

determination, which is then communicated to the student and APSC. The student may appeal 

the punishment to the Provost. If the applicable Dean or the Provost is unavailable, the Associate 

Dean or Associate Provost fills the role. 

Punishments for violations include, but are not limited to: 

• Grade of zero for the specific work involved in the violation. 
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• Withdrawing the student from the course with an appropriate withdrawal grade. 

• Disenrollment from the University. 

• Any proven violations of academic integrity will be reported to the student’s home agency or 

military service.

Intellectual Property Rights Policy

NIU recognizes and supports faculty, staff, and student intellectual property rights to the fullest extent 

permitted by law and policy.

Prior to 23 December 2022, NIU students, staff, and faculty members were precluded from asserting 

copyright for any works produced in the course of performing the official duties of the author. 

However, with passage of the Intelligence Authorization Act for Fiscal Year 2023 (FY23 IAA) (Public 

Law 117-263, 23 December 2022), all civilian members of the NIU faculty now own the copyright of a 

literary work produced by that civilian faculty member in the course of their employment for publication 

in a scholarly press or journal. Thus, civilian faculty members of NIU may assert copyright for certain 

works produced in relation to their employment at NIU. However, under the FY23 IAA, the Director of 

National Intelligence, may at any time, direct the civilian faculty member to provide the Federal 

Government with an irrevocable, royalty-free, worldwide, nonexclusive license to reproduce, distribute, 

perform, or display the work of the civilian faculty author for the purposes of the U.S. Government. 

ODNI and NIU will issue further policy guidance on implementation of these protections. While this 

guidance is being drafted, students, faculty, fellows, and staff should direct any questions on intellectual 

property rights to the ODNI Office of General Counsel via their Department Chair, Program Director, 

Academic Advisor, or supervisor as appropriate. University personnel interested in maintaining 

intellectual property rights on published work and/or the potential for receiving royalties, honorariums, or 

patents should consult with their management as early as possible.

Note that whether a student, staff, or faculty member can accept or direct compensation (e.g., royalties, 

honorariums) for a particular work is a separate question from whether they can assert copyright protection 

for that work. Government employees are subject to additional laws and regulations regarding ethical 

conduct and conflicts of interest that may preclude the employee from compensation for a work produced 

in relation to their employment, on government time, or with government resources.

Additionally, patent rights regarding inventions that may result from faculty or student research are 

separate from those regarding copyrights. Any patent from such research by a Federal Government 

employee related to the employee’s official duties, made during working hours, or made with contribution 

of any Government resources belongs to the U.S. Government.

Any work intended for release to the public is still subject to prepublication security and policy review, 

as specified by NIU and ODNI. See “Publication Procedures” below and ODNI Instruction 80.04 for 

additional details.
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Publication Procedures 

Unclassified materials intended for release to the public are subject to required NIU and ODNI 

prerelease, prepublication review. 

Information released from NIU in any form (written, oral, or electronic) to the public must undergo 

prepublication security and policy review if the information pertains to or mentions:

• Intelligence data.

• Intelligence activities.

• Military matters.

• National security issues.

• Foreign relations.

• Policies or operations of the IC or the U.S. Government.

• Subjects of significant concern to ODNI or the IC.

• Any subject about which the author has had access to classified information during his or her 

affiliation with NIU, ODNI, or the IC.

NIU personnel may publish two types of materials: (1) official, produced as part of one’s official NIU 

duties, and (2) nonofficial, produced outside of one’s NIU duties. Both official and nonofficial products 

must undergo a review process, defined by the respective NIU supervisor, to ensure that the product does 

not contain classified or operational security (OPSEC) information and would reasonably not be expected 

to impair the author’s performance of duties, interfere with authorized functions of NIU or ODNI, or have 

an adverse effect on the security or foreign relations of the United States. 

NIU personnel may prepare information in a private and nonofficial capacity for disclosure in the public 

domain if such action would reasonably not be expected to impair the author’s performance of duties, 

interfere with the authorized functions of the ODNI, or have an adverse impact on the security or foreign 

relations of the United States. 

ODNI policy specifically recognizes academic freedom at NIU. Students and faculty members of NIU 

may prepare academic papers and manuscripts for open publication. They may express their views in such 

materials as long as those views do not disclose classified or OPSEC critical information or jeopardize 

U.S. national security interests and the author accurately portrays official policy, even if the author takes 

issue with that policy. 

NIU personnel must obtain their supervisor’s concurrence prior to their submission of material to ODNI 

Prepublication Review. Supervisory concurrence is to ensure the individual’s supervisory chain (to 

include the Deans) is aware of the submission and has no concerns that the public disclosure would be 

expected to impair the performance of the individual’s official duties or interfere with the authorized 

functions of NIU. 
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After completion of NIU review, NIU personnel may submit the product to appropriate ODNI officials

for final clearance and approval for public disclosure. Faculty, staff, and students from other elements of 

the intelligence and national security communities may have additional prerelease, prepublication review 

requirements imposed by their home agencies and organizations. 

Copyright Compliance for Faculty and Students

Reproduction of copyrighted materials at NIU is governed by the Copyright Law of the United States 

(https://www.copyright.gov/title17/). Copyright is an area of law that provides creators and distributors 

of creative works with an incentive to share their works by granting them the right to be compensated when 

others use those works in certain ways. Specific rights are granted to the creators of creative works in the 

U.S. Copyright Act (Title 17, U.S. Code). The rights granted by the Copyright Act are intended to benefit 

“authors” of “original works of authorship,” including literary, dramatic, musical, architectural, 

cartographic, choreographic, pantomimic, pictorial, graphic, sculptural, and audiovisual creations. 

Copyright law does not protect ideas, data, or facts.

In the United States, the general rule of copyright duration for a work created on or after 1 January 1978 

is the author’s life plus 70 years after the author’s death. Works created by companies or other types of 

organizations generally have a copyright term of 95 years.

The information provided in this document is for informational purposes only and is not to be considered 

legal advice. 

Fair Use

The Fair Use Doctrine is a limited exception created by law so that copies may be made for certain 

nonprofit, educational, or other purposes without the copyright owner’s permission. The Fair Use Doctrine 

is outlined in the Copyright Act at Section 107.

Faculty members are allowed to make one copy of the following for the purposes of research, lesson 

preparation, teaching, etc.:

• A book chapter.

• An article from a periodical or newspaper.

• A short story, essay, poem, etc., whether or not from a collected work.

• A chart, diagram, graph, drawing, cartoon, or picture from a book, periodical, or newspaper.

Faculty members may make multiple copies, not to exceed one copy per student, provided the work meets 

all the requirements set forth in the Fair Use Doctrine (www.copyright.gov/circs/circ21.pdf)—tests for 

brevity, spontaneity, and cumulative effect:

• Brevity: The amount of copying is limited as follows: 

• The amount of copying for prose should not exceed 10 percent of the words in the work. 
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• No more than one chart, graph, diagram, drawing, cartoon, or picture is copied per book or 

per periodical issue. 

• If a poem is copied, the poem or the excerpt is less than 250 words and is printed on no more 

than two pages.

• Spontaneity: This test covers reproduction of material for classroom use where the reproduction is 

unexpected or spontaneous—for example, where an article in the morning newspaper is directly 

relevant to that day’s class topic.

• Cumulative Effect: The copying is for a single course only—not to be reused in future iterations 

of the course without securing copyright compliance.

If the intended use does not meet the previous criteria and the work is protected by copyright, the user 

should obtain permission to use the work from the copyright holder or its agent. 

Each copy must include the following copyright statement:

“This Material May Be Protected by Copyright Law (Title 17, U.S. Code).”

Copyright and Foreign Works

The United States is a member of the Berne Convention, the leading international copyright treaty. As 

such, when an NIU student or faculty member uses a copyright-protected work from another country that 

is also a party to the Berne Convention, the protections provided to works by U.S. copyright law 

automatically apply in the United States. 

Responsibilities

Responsibility for ensuring compliance with copyright requirements, including reproduction under the 

Fair Use Doctrine, rests with the individual user. When requesting copyright clearances, there are some 

additional restrictions and allowances to consider:

• Journal articles: The University Library follows the Commission on New Technological Uses of 

Copyrighted Works (CONTU) guidelines for defining “aggregate quantities.” The CONTU 

guidelines state that requesting and receiving more than five articles from a single periodical within 

a calendar year or a total of six or more copies of articles published within five years before the 

date of request would be too many under CONTU.

• Use of electronic materials licensed by ODNI or the IC: The University Library and other ICavailable sources have paid subscription licenses for commercial content available electronically. 

Each commercial vendor includes its own reuse rights. The license’s terms and conditions must be 

consulted to determine permissions. However, providing an electronic link to the material is 

allowed under copyright.

• Photocopying: A single photocopy of a portion of a copyright-protected work, such as a copy of 

an article from a scientific journal made for research, does not require permission. Any of the 

following actions would require permission: photocopying all the assignments from a book 
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recommended for purchase by the faculty member, making multiple copies of articles or book 

chapters for distribution to classmates, or copying material from consumable workbooks. The 

following notice appears on all photocopiers in the University and the University Library:

“The Copyright Law of the United States (Title 17 U.S. Code) Governs the 

Making of Photocopies and Other Reproductions of Copyrighted Material. The 

Person Using This Equipment Is Liable for Any Infringement.”

Obtaining Copyright Permission

When required, permission to use copyright-protected materials should be obtained before using those 

materials. The staff of the University Library provide assistance once the materials have been identified, and 

it has been determined that copyright permission is required. It is the Library’s policy for students and faculty 

to request permission in writing and to ensure that the Library’s Copyright Officer has a copy of each 

permission form or letter. Request forms can be obtained from the Copyright Officer in the University 

Library. For assistance in obtaining copyright permissions, contact the Library at library@niu.odni.gov.

Because responsibility for copyright compliance rests with the user, this summary provides general 

information and tools to assist in making informed decisions regarding appropriate use of copyrighted 

materials. The following sources provide more information.

• U.S. Copyright Office, http://www.copyright.gov.

• “Reproduction of Copyrighted Works by Educators and Librarians,” 

http://www.copyright.gov/circs/circ21.pdf.

• Copyright Clearance Center, http://www.copyright.com.

OFFICE OF RESEARCH 

The Office of Research (OOR) aims to serve as the IC’s premier resource for intelligence ideas,

innovation, and research excellence. Its mission is to promote research distinction at NIU by leading on

research standards and providing the outlets and infrastructure necessary for intelligence scholarship to

flourish. To that end, OOR incorporatesthe Ann Caracristi Institute for Intelligence Research, the National

Intelligence Press (NI Press), and the University Library.

The Ann Caracristi Institute for Intelligence Research

The Ann Caracristi Institute for Intelligence Research (CIIR) represents the IC’s principal resource for

academic intelligence research. CIIR serves to support, advance, and promote NIU’s academically

rigorous research on topics critical to U.S. intelligence and national security. The Institute houses NIU’s

expert research faculty, prestigious Research Fellowship Program, and a number of pioneering

intelligence research centers, which use state-of-the-art research methods and tools to analyze a synthesis

of classified and unclassified data on cutting-edge topics.
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Caracristi Research Faculty and Fellows

• Faculty members specialize in applying the scientific method to a broad range of research topics

pertaining to current and emergent intelligence and national security issues.

• Fellows conduct innovative research on issues of U.S. national security and intelligence interest

during an academic year at NIU.

Caracristi Research Initiatives

• Blue Sky: a portfolio of research initiatives that takes an open-minded approach to informing

national and IC leaders on what the future intelligence enterprise could be and how that vision can

be achieved.

• North Star: focuses on defining the future intelligence mission and examining longstanding

debates regarding definitions, purpose, and scope of intelligence, as well as who the IC should

serve and how.

Caracristi Institute Research Centers

CIIR administers the following research centers in partnership with NIU’s College of Strategic 

Intelligence and School of Science and Technology Intelligence: 

• Center for Anticipatory Intelligence and Adaptive Influence (C[AI]2): Applying complexity

theory and advanced computational methods to better understand intelligence problems and

improve policymaking. 

• Center for Futures Intelligence (CFI): Driving research and engagement at the nexus of

geopolitical futures, disruptive technology, and strategic foresight to prepare intelligence leaders

for tomorrow’s security challenges. 

• Center for Global Politics and Societies (CGPS): Conducting academically rigorous, indepth

research on regions and dynamics of critical and emergent significance to U.S. intelligence and

national security.

• Center for Intelligence in Extremis (CIX): Providing indepth, STEM-related, multidisciplinary

intelligence research, education, and programmatic support to address existential threats.

• Center for Truth, Trust, and Transparency (Tr3): Focusing on identifying public attitudes,

perceptions, and biases related to what an interested citizenry knows, believes, and seeks to learn

about what the IC does, how it performs its various missions, whom it serves, and its role in

protecting U.S. national security and supporting national interests.

• Data Science Intelligence Center (DSIC): Leveraging classified and unclassified datasets from

across the U.S. Government and open sources to push the limits of data science research in support

of U.S. intelligence and national security.

• Geospatial Science Center (GSC): Supporting research and teaching using geospatial analysis.
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NIU Research Seminars

Research workshops build relationships among researchers of all types across the IC to facilitate and 

improve collaboration and to leverage the strengths of each agency to address research challenges. This 

includes opportunities for students to present their research to the Community.

NIU Research Fellowship

CIIR sponsors the NIU Research Fellowship to promote and conduct complex, sophisticated academic 

research within the IC. The Research Fellowship is available to IC civilians and active-duty members of 

the U.S. military. Intelligence professionals are competitively selected for the opportunity to conduct 

critical, innovative, and academically rigorous research on a full-time basis in support of U.S. intelligence 

and national security. Fellows are assigned to a 12-month tenure, which may be extended by the agreement 

of CIIR and the fellow’s home agency. Professionals from across the IC must apply directly to the program 

and have the support of their supervisors and agencies to participate.

The research fellows work with CIIR mentors, NIU faculty, and IC experts to refine their proposals, 

execute their research, and complete written products, as well as oral briefings. The Fellowship program 

offers research funding for data collection and analysis. Finished products may be eligible for publication 

by NIU’s National Intelligence (NI) Press. Individuals interested in applying for a research fellow position 

may contact CIIR for more information at Fellowship@niu.odni.gov. Please direct queries and interest in 

the Institute to: Caracristi@niu.odni.gov.

National Intelligence Press

The NI Press is a scholarly academic press dedicated to publishing high quality, valuable, and timely 

books and other publications on topics of concern to the IC and, more broadly, the U.S. Government.

The University, through the NI Press, publishes the work of NIU faculty, research fellows, students, and 

IC professionals. The NI Press encourages authors to exercise their academic freedom to introduce new 

perspectives on key issues within the IC. To ensure accuracy and relevance, NI Press products undergo 

peer review by senior government officials and subject matter experts before publication.

Books

The NI Press Editorial Board promotes transparency and professionalism in the selection of book-length 

manuscripts for publication. The Editorial Board includes NIU faculty to draw on their varied 

backgrounds and expertise to maintain the high quality of NI Press publications.

Anyone may download free electronic copies of NI Press books at http://www.NI-U.edu. U.S.

Government employees may request a complimentary copy of any book by contacting the NI Press at

NIPress@niu.odni.gov. The general public may purchase copies of some NI Press books from the

Government Printing Office at http://bookstore.gpo.gov.
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Research Monographs, Shorts, and Notes

The NI Press collaborates closely with the Caracristi Institute in the publication of NIU Research 

Monographs, including those prepared by the Institute’s research fellows. The Press also publishes NIU 

Research Shorts and NIU Research Notes, which blend intelligence information with academic insights 

on topics of interest across the IC. Some of these publications are available at http://www.NI-U.edu.

NIU Podcast Series

The NI Press also produces the Intelligence Jumpstart podcast. This NIU podcast series explores relevant 

issues that impact national security, engaging thought leaders from academia, the IC, and the private sector 

to offer academic perspectives on timely and relevant topics.

University Library

The University Library plays a key role in enhancing the competence of intelligence professionals by 

providing patrons with all-source academic research assistance, instruction, and comprehensive 

collections and tools that support the curriculum of the University and the all-source needs of the IC. The 

Library is committed to building its collections and services to align with the University’s future-focused 

curricula and the broader mission of the IC.

Location

The Library is located on the basement level of Roberdeau Hall at ICC-B. The Library’s staff operating 

hours are 0800–1800, Monday through Friday, but the Library is physically accessible to users 24 hours 

a day, 7 days a week, as are its electronic resources via the Library’s Blackboard page.

Research Librarians

The Library’s professional research librarians strive to help and are freely available for information, 

research assistance, and instructional assistance in using the Library’s resources. Research librarians are 

experts in the organization and retrieval of information, and they have extensive skills and experience in 

searching online databases and Internet resources for information. They welcome questions and are 

pleased to assist with patrons’ research.

The librarians provide general information, indepth research assistance with electronic resources, and 

assistance and instruction in using the Library’s electronic databases during staff operating hours.

For research assistance at one’s desk, at home, or after hours, patrons can contact the research librarians. 

Contact information can be found on the Library’s Blackboard page.

Collections

The Library’s physical holdings consist of 50,000 books and reference materials and more than 300 

journals and periodicals, as well as audio CDs and DVDs. The Library also maintains several special 

collections available to users for research purposes.
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Electronic Resources

The Library provides access to subscription databases, focusing on academic research resources. These 

combined subscriptions put thousands of research periodicals and books at users’ fingertips. For access 

information, contact the Library staff. Contact information can be found on the Library’s Blackboard page.

STUDENT AFFAIRS 

The Office of Student Affairs supports NIU students with a variety of non-academic and extracurricular 

services to enhance the overall student experience. This office is headed by the Associate Provost of 

Student Affairs and consists of three components:

• Student Life (including student communications, orientation, and support of student 

leadership/organizations)

• The Writing Center

• Alumni Relations

Student Affairs is also responsible for the Student Handbook, the onboarding and end-of-program surveys, 

and the coordination of the University’s two largest annual events: the Convocation at the start of each 

academic year and the Commencement Ceremony at its culmination.

Contact Student Affairs at NIU_Student_Affairs@niu.odni.gov or look for more information in the NIU 

Student Handbook.

Student Reasonable Accommodations

NIU is committed to ensuring that all students have the opportunity to perform to the best of their abilities 

while enrolled in University programs. Students in need of reasonable accommodations should review the 

guidance in the Student Handbook and then contact Student Affairs.

Student Grievance and Complaint Process

NIU grants students the opportunity to seek resolution for any University-related, academic and nonacademic grievances, as defined in the NIU Student Grievance Policy, which is contained in the Student 

Handbook. For grievances related to a course grade, please see the Grade Appeals section of this catalog.

NIU ACADEMIC PROGRAM OVERVIEW 

NIU is focused on fostering a common, rigorous learning experience for each student regardless of 

program or format. The following is an overview of NIU’s academic programs.
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One Year in Residence, Full-Time

NIU students can earn a degree by attending classes, in-residence/full-time, over 11 months starting in 

August and ending in June. The in-residence/full-time program comprises both a Master of Science of 

Strategic Intelligence (MSSI) and a Master of Science and Technology Intelligence (MSTI), as well as a 

completion program for Bachelor of Science in Intelligence (BSI). These programs have unique 

requirements, foremost of which is an endorsement by the student’s home agency or department.

Two-Year, Part-Time 

NIU students may also earn their master’s degree by attending class part-time. NIU offers courses in the 

day, evening, during a monthly weekend/executive program, and at its academic centers. Although NIU 

offers these formats every year, actual degree and concentration offerings are subject to enrollment 

interests and course availability. Most part-time students attend class during the evening. Students are

typically registered for two classes per quarter. The first year is focused on the core and degree program

requirements. In the second year, students take their electives and complete an academic thesis. It is also 

possible for part-time students to attend class during the day if their schedule and agency permit.

Monthly Program

NIU students can earn a MSSI or MSTI degree by attending class part-time on the weekend.This weekend 

format is typically scheduled for one weekend per month with classes meeting on select Saturdays and

Sundays during the year. Students enrolled in the monthly format can also attend a two-week intensive/inresidence period each summer. This is a competitive program that blends active-duty military, reserve

military, and IC civilians. At this time, concentrations and the certificate program are not formally offered in the 

monthly format due to faculty resource constraints.

Certificate Program 

NIU offers the Certificate in Intelligence Studies in several topical areas. 

Continuing Education

Students who wish to take courses for professional development may apply as a continuing education 

(CE) student. CE students can apply up to six credit hours, earned in CE status, toward a graduate degree 

from NIU.

Academic Opportunities

Student Research Funding

A limited amount of research funding is available to all students. Funds support offsite research outside 

the Washington, DC, area or attendance at conferences related to an approved thesis topic. Eligibility 

requirements are:
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• Successful completion of MCR 701, Thesis Methodology and Design.

• In good academic standing.

• Approval from the Dean.

• Institutional Review Board determination letter. 

In-residence/full-time students are eligible during their year at NIU. Part-time students are eligible when 

they have completed the core and required electives with only thesis courses (702, 703, 704) remaining. 

Additional information is available through the Office of the Dean of each program.

Joint Professional Military Education Studies Program

NIU is accredited by the Chairman, Joint Chiefs of Staff, as a program for in-residence/full-time Joint 

Professional Military Education (JPME) Phase I. Students must be service-nominated, service-selected, 

and qualified to enroll in the in-residence/full-time master’s degree program. Students are not 

authorized to self-select for the JPME program. Students are notified of their selection for the program 

during NIU orientation. Enrolled students in the JPME Phase I program must complete the full 

curriculum for the MSSI or the MSTI degree, take the designated JPME courses with the academic year 

JPME cohort, and complete a Joint Doctrine Exam. Interested students may contact the JPME Program 

Director for further details.

The following courses are mandatory for JPME credit in both the MSSI and MSTI degree programs:

• DEF 601 National Strategy: Theory and Intelligence Considerations

• DEF 602 Joint Campaign Planning and Intelligence

• DEF 603 Strategic Crisis Exercise

• DEF 604 Staff Ride

NIU Global Campus

To effectively meet its mandate to provide relevant, accessible, and continuous intelligence education to 

globally dispersed personnel beyond the National Capital Region, NIU has established a global campus 

structured around regional academic centers.

Each academic center is managed by an onsite NIU center director and offers courses taught by full-time 

and adjunct NIU faculty. To maximize accessibility, the academic centers work with approved

instructional sites where students can participate via secure VTC. Students who begin at an Academic 

Center but must PCS to an area without access to an NIU instructional site during the course of their 

studies or students who must deploy, may, on a case-by-case basis, continue their studies via remote 

SVTC. This must be approved by the Center Directors and Dean(s), and in coordination with the Associate 

Provost for Academic Integration and Services in advance, and the student must be made aware that the 

onus is on them to ensure they have access to a secure VTC.
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NIU Academic Center at Ft. Meade (NAC)

The NSA Academic Center (NAC) is located at NSA headquarters on Ft. Meade, Maryland, and includes 

an instructional site at NSA Georgia on Fort Gordon, Georgia. The NAC primarily serves students who 

work at NSA but is also available to other IC-affiliated staff who can readily access NSA spaces. As NIU's 

longest standing academic center, the NAC has a large student and alumni population and is seeking to 

expand to other NSA locations across the country.

NAC students receive local support from a dedicated team of civilian and contractor personnel who ensure 

they have classroom space, textbooks, and other learning materials, and that they enjoy a positive 

experience throughout their program. NSA recognizes the value of an NIU degree and provides the 

resources necessary to offer the MSSI degree in a convenient location and format for its civilian and 

military personnel.

NAC program offerings:

• MSSI Degree (generally 24 months)

NAC students earn NIU’s Master of Science of Strategic Intelligence (MSSI) degree in the part-time/daytime program, which allows students to dedicate up to two workdays per week to their NIU education 

program. NAC classes are generally offered in the 0800-1040 course time, and occasionally in the 1100-

1340 course time. As part of a NAC cohort, NAC students take two courses per quarter for two years and

complete a thesis to earn a general MSSI degree. NAC courses are taught by both NIU full-time faculty 

and NAC adjunct faculty to provide a diverse and well-rounded experience for the NAC students. NAC 

students at NSA headquarters also have the option to attend classes in person at NIU’s main campus in 

Bethesda if space is available.

For more information about the NSA Academic Center, call 301-688-5691.

NIU European Academic Center (EAC)

The European Academic Center (EAC), located at RAF Molesworth, UK, serves primarily students 

assigned overseas to U.S. European Command (EUCOM) and U.S. Africa Command (AFRICOM). With

additional instructional sites in Stuttgart and Ramstein, Germany, EAC supports students throughout 

Europe and Africa who can attend classes via secure videoconference. 

The EAC staff consists of two permanent full-time faculty, augmented by roughly a dozen adjunct faculty, 

and is fully integrated with the full-time faculty members from the main campus. Like programs on the 

main campus, NIU programs at the European Academic Center are open to U.S. Government civilians 

and military service members who hold TS/SCI clearances. Also like the main campus, the EAC operates 

on an academic quarter calendar. 

Classes meet for ten weeks. The exception is summer quarter, which runs eight weeks. Students who wish 

to take courses offered at other campuses must request permission from the course faculty and from the 

EAC Director or Deputy Director.
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EAC program offerings: 

• MSSI Degree (generally 24-36 months) 

• Certificate in Intelligence Studies–Africa (generally 12 months)

By taking two classes per quarter, EAC students in the MSSI degree program can complete the coursework 

in roughly 18 months. The degree requires a master’s thesis, which may be completed concurrently with 

the coursework but can typically take up to an additional six months to complete. The Certificate in 

Intelligence Studies–Africa comprises two required plus two elective courses. The required courses are

RSI 601 Africa: Principles and Continuity Through Time and RSI 602 U.S. Policy Toward Africa. 

Students may choose two electives from the following courses: RSI 603 Conflict and Complications in 

Africa; RSI 604 International Development Intricacies in Africa; RSI 605 The Technical Side of Africa;

and RSI 606 Futures of African Countries. There is also a capstone paper requirement. The certificate 

coursework can generally be completed in one year and an additional academic quarter is permitted to 

complete the capstone paper.

For more information about the EAC, contact the Director at +44 1480 843 641, or the Deputy Director 

at +44 1480 843 484.

NIU Southern Academic Center (SAC)

The Southern Academic Center (SAC), located at U.S. Central Command (CENTCOM) in Tampa, 

Florida, primarily serves students who live and work in the vicinity of MacDill Air Force Base but also 

supports students from six instructional sites: U.S. Southern Command (SOUTHCOM), Hurlburt Field 

and Joint Interagency Task Force–South (JIATF-South) in Florida, National Air and Space Intelligence 

Center (NASIC) in Ohio, Redstone Arsenal in Alabama, and Fort Liberty in North Carolina. These various 

agencies/activities support a large and diverse student population representing eight different 

organizations and agencies. 

The SAC staff consists of two permanent full-time faculty, augmented by adjunct faculty, and is fully 

integrated with the full-time faculty members from the main campus. Like the main campus programs, 

NIU programs at the SAC are open to U.S. Government civilians and military service members who hold 

TS/SCI clearances. Like the main campus, the SAC operates on an academic quarter calendar, and classes 

meet on Tuesdays, Wednesdays, and Thursdays for ten weeks from 1630 to 1910—except for the summer 

quarter, which is only eight weeks with classes from 1630 to 1940. By taking two classes per quarter, 

students in the MSSI or MSTI degree program can complete the coursework in 18 months. There is also 

a thesis requirement that can be completed concurrently with the coursework but can typically take up to 

an additional six months to complete. 

SAC program offerings: 

• MSSI Degree (generally 18-24 months, with option for the Strategic Intelligence in Special 

Operations (SISO) Concentration)

• MSTI Degree (generally 18-24 months)
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• Certificate in Intelligence Studies—Strategic Intelligence in Special Operations (SISO) (generally 

12 months)

The SISO Concentration within the MSSI degree and the SISO Certificate comprise three required courses 

plus one elective course. The required courses are INT 606 Covert Action, TRN 607 Transnational 

Challenges, and DEF 623 Intelligence and Special Operations. The additional required elective is chosen 

from DEF 621 Asymmetric Warfare, DEF 622 Peacekeeping and Stability Operations, RSI 661 Social 

Analysis, TRN 603 Roots of Terrorism, TRN 604 Countering Terrorism, and TRN 612 Engaging 

International Partnerships. 

For more information about the SAC, contact the Director at 813-529-2640, the Deputy Director at 813-

529-2626 or the Program Director at 813-529-2641.

NIU Quantico Academic Center (QAC)

The Quantico Academic Center (QAC), located at the FBI Academy Intelligence and Investigative 

Training Center, primarily serves students who live and work in the vicinity of Marine Corps Base 

Quantico. The QAC supports a diverse student population representing multiple organizations and 

agencies. An FBI-appointed Center Director and Office Services Specialist staff the center. 

The QAC provides part-time, evening graduate study to qualified military and Federal civil service 

personnel who hold active TS/SCI clearances and who are looking to earn a Master of Science of Strategic 

Intelligence (MSSI) or a Certificate in Intelligence Studies in Counterintelligence (CI). 

Classes are held in person at Quantico and via SVTC to NIU Main Campus. Classes operate Monday 

through Thursday from 1800 to 2040 during the 10-week fall, winter, and spring sessions and from 1800 

to 2120 during the 8-week summer session. Instruction is provided by NIU Main Campus faculty and 

augmented by adjunct faculty. 

QAC program offerings: 

• MSSI Degree (generally 24 months)

• Certificate in Intelligence Studies–Counterintelligence (generally 12 months)

QAC students can earn the MSSI degree by taking two classes per quarter. QAC students in the MSSI 

degree program can complete coursework in roughly 18 months. The MSSI degree requires a master’s 

thesis, which may be completed concurrently with the coursework but can typically take up to an 

additional six months to complete. The CI Certificate is a one-year program that offers students who 

possess an undergraduate or graduate degree the option of studying CI issues without degree enrollment. 

Students take one class per quarter for four consecutive quarters. Courses include CAC 620 

Counterintelligence, CAC 621 Comparative Intelligence, RSI 613 Chinese Intelligence and Information 

Warfare, and RSI 636 Russian Intelligence.

For more information about the QAC, contact the Director at 703-632-1976 or the Office Services 

Specialist at 703-632-4773.
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Other Instructional Locations

NIU also manages two instructional locations directly from the ICC-B. 

Students at the NGA-St. Louis location may pursue an MSSI degree or continuing education courses. 

Students take NIU courses via Secure VTC to the ICC-B or other Academic Centers. NIU’s NGA Chair 

supports students at this location.

Students at the U.S. Indo-Pacific Command (INDOPACOM) location may pursue the China Certificate 

only. Courses are taught by adjunct faculty or via Secure VTC to the ICC-B. NIU’s Director of the China 

Certificate and Concentration support students at this location.

Phases of Study (In-Residence/Full-Time Program)

In AY 2023-24, NIU will begin to transition its degree programs to a phased approach to student learning. 

However, these changes apply to the in-residence/full-time program only, although part-time students are 

welcome to join any campus activities. Please note: All students, regardless of program, who intend 

to graduate in summer 2024 must complete all courses except MCR 704 Thesis Completion by the 

end of the spring term.

Phase 1: Students in the in-residence/full-time program report to NIU on 31 July 2023 to begin inprocessing and orientation activities. Graduate degree-seeking students will complete MCR 609 

Intelligence Collection and BSI students will complete CAP 400 Capstone Introduction from 4 to 24

August, which will be integrated with other orientation activities. Between 14-24 August, new inresidence/full-time students will engage in research and writing workshops, and thesis and capstone topic 

conversations. 

Phase 2: Classes begin on 28 August 2023 for all students. Students will complete all coursework, to 

include required core courses, general electives, free electives, and thesis or capstone preparation courses, 

during the fall, winter, and spring academic terms. Students should research and write their theses and 

capstone projects primarily during this period.

Phase 3: Students will complete and submit master’s theses and capstone projects. The final deadline to 

submit an approved (by the student’s committee) thesis is 7 June 2024 at noon. Each graduate student will 

be required to participate in a University-sponsored thesis symposium to be held on 18 and 20 June 2024. 

BSI students will complete and submit capstone team presentations and papers by 7 June 2023 or as

prescribed by the BSI Program Director. 

Graduation for the Class of 2024 will be held on 28 June 2024.

Degree Status and Credit Hours

Degree Status

Students admitted into NIU degree programs must satisfy all degree requirements, as stated in the course 

catalog at time of their enrollment. Questions regarding the appropriate course catalog can be directed to 

niu_enrollments@niu.odni.gov.
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Non-Degree Status

Non-degree-seeking students may enroll in courses as continuing education (CE) students. Enrollment is 

based on eligibility criteria and availability of space in courses. A student cannot graduate or receive a 

degree in non-degree status. Non-degree-seeking students must meet the same academic standards as 

degree-seeking students. Students who subsequently convert to degree- or certificate-seeking status may 

apply (no more than) two CE courses toward a degree or certificate.

Assignment of Credit Hours

The University operates on the quarter system. Credits are based on the quarter hour. The standard 

graduate, undergraduate, or certificate course at NIU carries a 3-credit weight based on students achieving 

1,600 minutes of instructional time each quarter. In accordance with Federal standards and academic best 

practices, each credit hour carries the expectation of an approximate 1:2 ratio of time spent in any form of

classroom, laboratory, field, or other instruction to time spent in any form of individual study, preparation, 

and completion of coursework outside of formal instruction.

Students must successfully complete a minimum number of credits based on their academic program:

• The MSSI and the MSTI programs require students to earn 45 credits. Students in the JPME 

program will earn 46 credits.

• The BSI is a degree-completion program; therefore, students are required to:

• Transfer in 120 quarter (80 semester) hours of work.

• Earn 57 upper-division credits while at NIU.

Electronic Learning and Assessment

The University uses the Blackboard Learning Management System on its unclassified systems to allow 

students and faculty to access information and instructional resources. Through Blackboard, each 

faculty member has a virtual classroom with a syllabus, readings, lecture, and presentation materials. 

Each class has its own file exchange area and discussion board to further virtual collaboration. The 

Blackboard portal also provides access to Library resources, including the online catalog, electronic 

databases, and journals. All students use Blackboard to access instructional materials and support 

services remotely. Dedicated Blackboard specialists within the Education Technology Office at ICC-B

support students and faculty with Blackboard training and support. The University uses JWICS 

SharePoint to present classified course materials.

If circumstances warrant, NIU may also use MS Teams (embedded in ODNI UView) as a teaching 

platform if courses must be taught in a hybrid format (with some class time on campus, and some class 

time conducted remotely) or due to local weather concerns. NIU also uses MS Teams and One Drive

for research presentations and other engagement with the broader academic community and national 

security enterprise.
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Bachelor of Science in Intelligence 

The Bachelor of Science in Intelligence (BSI) is a bachelor’s degree completion program that allows 

students, who have completed three years of equivalent credits (80 semester hours minimum) of 

undergraduate study, to earn their undergraduate degrees in intelligence. The BSI is designed to encourage 

intellectual inquiry and the development of responsible graduates who dedicate themselves to improving 

the IC. At the conclusion of the program, students, working together as members of capstone teams, are 

required to submit a capstone project demonstrating critical thinking, innovation, and analytical problemsolving in a collaborative environment. 

BSI Degree Learning Outcomes

NIU BSI graduates will: 

• Analyze elements of the global environment in the context of security and intelligence.

• Distinguish processes, capabilities, and constraints of the U.S. national security and intelligence 

enterprises, to include intelligence support to strategy and policy.

• Appraise the dynamic interaction between the global environment and national security and 

intelligence.

• Create analytic outcomes individually and collaboratively. 

BSI Degree Requirements

The BSI degree program consists of 57 credit hours, including:

• 7 core courses (21 credit hours)

• 1 program elective course to support the capstone project (3 credit hours)

• 5 elective courses, 1 of which must be a regional studies course (15 credit hours)

• 6 capstone preparation and completion courses (18 credit hours)

Typical program flow:

Phase 1 (2 credits)

• CAP 400 Capstone Introduction

Phase 2 (49 credits)

Fall Quarter (15 credits)

• BCR 401 Global Security Environment 

• BCR 407 Intelligence Analysis 
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• BCR 409 Collection Assets and Capabilities 

• BCR 411 Intelligence and National Security Strategy 

• CAP 401 Capstone Research and Design 

Winter Quarter (17 credits)

• BCR 405 Analytic Methods 

• BCR 413 Science, Technology, and Intelligence 

• CAP 402 Capstone Proposal

• Program Elective (directly related to the capstone project)

• Elective 

• Elective 

Spring Quarter (17 credits)

• BCR 403 International Political Economy 

• CAP 403 Analyst-Collector Integration

• CAP 404 Capstone Research

• Elective 

• Elective 

• Elective 

Phase 3 (6 credits)

• CAP 405 Capstone Completion 

Elective courses (as available): a selection of the courses below will be offered in winter and spring terms. 

The BSI Program Director will designate at least one program elective course, directly related to the 

overall theme of the capstone project, which all students must take. However, with the permission of the 

BSI Program Director, a capstone team may select an alternative program elective course that the team 

feels better supports its specific capstone project. All team members must take this course. For all students, 

one elective must be a regional studies course taken either at the undergraduate or graduate level.

• CAC 420 Counterintelligence 

• CAC 430P Strategic Warning

• DEF 422 Intelligence: Building Stability and Peace 

• DEF 423 Intelligence and Special Operations 

• RSI 421 South Asia: Intelligence Issues 
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• RSI 422 East Asia: Intelligence Issues 

• RSI 431 Eurasia: Intelligence Issues 

• RSI 432 Europe: Intelligence Issues 

• RSI 441 Latin America: Intelligence Issues 

• RSI 451 Middle East: Intelligence Issues 

• RSI 461 Culture and Identity in an Age of Globalization 

• STI 460 Denial and Deception 

• STI 463 Proliferation of Weapons of Mass Destruction 

• STI 480 Information Operations 

• STI 482 Cyber Strategy 

• TRN 403 Terrorism: Origins and Methodologies 

• TRN 407 Transnational Threats 

• TRN 409 Homeland Security and Intelligence 

• BSI 498 Special Topics in Intelligence

• BSI 499 Directed Readings 

BSI students have the option to take up to two graduate courses in the MSSI or MSTI programs on a 

space-available basis in lieu of up to two BSI elective courses in either the winter or spring term. Students 

must obtain permission from the BSI Program Director and course instructor prior to registration for a 

graduate course.

The BSI Capstone

Undergraduate students complete a capstone project as teams during their year at NIU. Students conduct 

group and individual work on a comprehensive research project. NIU provides an overall capstone theme 

and applied topic areas during Phase 1 of the academic year, and the student teams develop specific areas 

of focus. A faculty committee made up of a Capstone Chair and Reader works closely with each team 

throughout the academic year. Under the guidance of their faculty committees, the teams refine and 

present their capstone projects during Phase 3 of the summer term. Final papers and presentations are due 

by 7 June or as prescribed by the BSI Program Director. For more questions about the BSI program, please 

contact the BSI Program Director at 301-243-2272.

Below are the required six capstone courses needed to graduate:

• CAP 400 Capstone Introduction (2 credits)

• CAP 401 Capstone Research and Design (3 credits)

• CAP 402 Capstone Proposal (2 credits)
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• CAP 403 Analyst-Collector Integration (3 credits)

• CAP 404 Capstone Research (2 credits)

• CAP 405 Capstone Completion (6 credits)

Master of Science of Strategic Intelligence 

Students in the Master of Science of Strategic Intelligence (MSSI) program must conduct original 

research, display critical and creative thinking, and present their ideas through effective oral and written 

exercises, including a graduate thesis. They must demonstrate independent learning and skill in research 

and reasoning, information retrieval, and source evaluation and must formulate conclusions despite 

informational ambiguities.

MSSI Degree Learning Outcomes 

Graduates of the degree program will advance the nation’s intelligence enterprise through accomplishment 

of the following learning outcomes:

• Assess how U.S. national security is shaped by forces and developments in an uncertain world.

• Analyze the role the IC plays in the decisionmaking process within the U.S. national security 

policy and strategy communities.

• Demonstrate expertise in an area concerning threats, capabilities, or the national security 

enterprise.

• Conduct rigorous analytic research on topics of interest to the IC using all sources of information.

• Demonstrate effective communication and collaboration in a complex joint and interagency 

environment.

MSSI Degree Requirements

The MSSI degree program consists of 45 credit hours, including:

• 4 core courses (12 credit hours)

• 1 program requirement course (3 credit hours)

• 4 concentration courses or electives if non-concentration (12 credit hours)

• 3 free electives (9 credit hours)

• 4 thesis courses (9 credit hours)

Required Core Courses (12 credit hours) 

• MCR 607 Intelligence Reasoning and Analysis
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• MCR 608 Leadership and Management in the Intelligence Community 

• MCR 609 Intelligence Collection

• MCR 611 Intelligence and National Security Policy

MSSI Program Requirement (3 credit hours)

• MSI 601 Analyzing the Global Strategic Environment

General Electives, Concentration Courses, and the Strategic Intelligence Studies Program 

(21 credit hours) 

Students in the College of Strategic Intelligence (CSI) have an option of selecting a Strategic Intelligence

Studies (SIS) Program or focusing on a particular concentration topic. MSSI students are not required to 

select a concentration. Students who do not select a specific concentration are placed into the SIS Program. 

This program is designed to expose students to a diverse array of intelligence topics while still providing 

a cohesive, structured academic experience. 

The College will try to accommodate students who request a specific concentration in their application 

and will send out notifications of their enrollment status in the concentration prior to orientation. Students 

who seek a concentration at a later time will be accommodated on a space-available basis. 

Available concentrations include:

• Collection and Analysis

• Counterintelligence

• Strategic Intelligence in Special Operations

• IC Leadership and Management

• Middle East

• China

• Eurasia

• Terrorism

If a student chooses the SIS program, they will have the opportunity to select seven elective courses of 

their choice (21 hours). 

If a student chooses a particular concentration, they must meet the course requirements for that 

concentration by taking four prescribed courses (12 hours) and three elective courses (9 hours). 

Any course that is not listed as a required core or program course can be taken as an elective:

• SIS students may choose from all electives offered across the University; however, a minimum of 

four must be selected from MSSI degree program courses. 
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• Concentration-specific students will have registration priority for courses listed as required for 

their concentration.

• Concentration students cannot use their concentration requirements to meet elective requirements. 

• Every year CSI attempts to offer all necessary courses for all concentrations and certificate topics

in this catalog, subject to sufficient student demand for the courses and to faculty availability to 

deliver the courses.

NOTE FOR JPME STUDENTS: It will be unlikely for any student enrolled in the JPME Phase I to pursue 

a concentration due to time limitations and program requirements. Students may discuss this with the 

JPME Program Director or the Office of the Registrar for clarification if needed. 

CSI Departments

The College of Strategic Intelligence endeavors to improve the global and cultural awareness of military 

and civilian intelligence and national security professionals, provide them frameworks and tools for 

critical analysis, instill indepth knowledge of the Intelligence Community and its support of the national 

security policy process, and enhance their ability to consider the role and desired impact of intelligence 

on the strategic level in addition to the role played by their agency. 

All CSI departments manage at least one concentration, certificate topic, or program. Every department 

also offers an array of electives available to the entire student body. Department Chairs are responsible 

for the quality, development, and execution of their assigned concentrations or program courses, electives, 

and certificate topics. Students with questions regarding their program are encouraged to speak to their 

Department Chair, Program Director, or Academic Advisor. 

CSI is aligned into three interdisciplinary departments: 

• National Intelligence and Security Enterprise (NISE) Department

• National Intelligence and Strategic Studies (NISS) Department

• Global Security Intelligence Studies (GSIS) Department

National Intelligence and Security Enterprise (NISE) Department

The National Intelligence and Security Enterprise (NISE) Department focuses on mission integration within 

the intelligence enterprise. Graduate learning opportunities build competencies in analysis, collection, 

counterintelligence, and leadership and management in an approach that emphasizes collaboration, critical 

thinking, and innovation. Students will be challenged by NISE faculty to understand today’s rapidly 

changing strategic environment and intelligence enterprise capabilities, to develop strategies and 

assessments that address adversarial threats, and to prepare them to be future senior intelligence leaders. The 

department provides oversight and management of three core courses: MCR 607 Intelligence Reasoning and 

Analysis; MCR 608 Leadership and Management in the Intelligence Community, and MCR 609 Intelligence 

Collection; as well as three concentrations (Collection and Analysis, Counterintelligence, and IC Leadership 

and Management) and two certificate topics (Counterintelligence and Leadership and Management).
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Collection and Analysis Concentration

Students apply advanced analytic methodologies to examine theoretical and real-world intelligence 

collection and analysis priorities while examining the structures and challenges of the IC, with the goal of 

providing future-oriented intelligence to strategic decisionmakers. Students select a collection and/or 

analysis topic for their graduate thesis and collaborate with faculty to select electives that optimally 

prepare them to produce a relevant body of research.

Collection and Analysis Concentration Learning Outcomes:

MSSI students in the Collection and Analysis Concentration evaluate and dissect national-level 

intelligence priorities to identify component elements of information and knowledge gaps against which 

collection and analysis efforts are employed.

• Compare the strengths and limitations of various collection and analysis disciplines.

• Critique the interagency structure for tasking, collection, processing, and exploitation of 

intelligence data, as well as the interactions between collection and analysis.

• Assess the significance of the allocation of limited collection resources and capabilities.

• Recommend analysis methodologies appropriate for theoretical and real-world intelligence 

priorities.

In addition to the other degree requirements, the Collection and Analysis Concentration includes the 

following courses (12 credit hours):

• CAC 601 Advanced Methods of Intelligence Analysis

• CAC 602 Applied Collection and Analysis for Strategic Warning

• CAC 610 Advancing Intelligence Collection

• CAC 613 HUMINT

Counterintelligence Concentration

The Counterintelligence Concentration prepares students to critically evaluate the efforts of U.S. 

counterintelligence (CI) agencies to mitigate the foreign intelligence service threat to the United States. 

The courses examine the U.S. CI effort from a strategic perspective, including the role of CI in relation to 

the larger IC, law enforcement, and U.S. national security strategy. The courses also address the structure

and mission of the U.S. CI organizations, as well as the legal, civil liberties, and policy considerations that 

shape and constrain the CI effort in a democratic society. Students gain an understanding of various 

aspects of the foreign intelligence threat, including espionage, influence operations, economic espionage, 

and cyber intrusions. The courses also explore criticism of the U.S. CI effort, alternative theoretical 

approaches to CI, and the future of CI in a globalized information environment. Students choose a CI 

topic for their graduate theses and collaborate with faculty to select specific elective courses that optimally 

prepare them to produce a relevant body of research related to CI.
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Counterintelligence Concentration Learning Outcomes:

• Consider the political, legal, social, and economic factors that have shaped the evolution of the 

U.S. approach to CI.

• Evaluate U.S. CI policy, strategies, organizations, functions, and missions.

• Appraise the foreign intelligence threat to the United States.

• Consider the political, legal, social, and economic factors that have shaped selected foreign 

intelligence communities.

In addition to the other degree requirements, the CI concentration includes the following program courses 

(12 credit hours):

• CAC 620 Counterintelligence

• CAC 621 Comparative Intelligence

• RSI 613 Chinese Intelligence and Information Warfare

• RSI 636 Russian Intelligence

Intelligence Community Leadership and Management Concentration 

The IC Leadership and Management (L&M) Concentration seeks to educate intelligence professionals on the 

skills and competencies necessary to lead an effective, adaptive, and agile IC. The concentration provides 

students with an opportunity to explore and apply leadership and management principles to current and future 

IC challenges through theoretical and real-world examples. Students are exposed to national security law, 

budget and resource management, intelligence and leadership ethics, strategic decision analytics, and specific 

leadership roles and methods to effectively support senior policymakers. Students choose a leadership and 

management topic for their graduate thesis and collaborate with faculty to select elective courses that prepare 

them to produce research that contributes to the growing body of work focused on the IC.

IC Leadership and Management Concentration Learning Outcomes:

• Evaluate strategic leadership and management principles in leading an adaptive intelligence enterprise.

• Evaluate legal and ethical frameworks and challenges for IC leaders.

• Analyze evidence-based decisions against IC resources and priorities.

In addition to the other degree requirements, the IC L&M concentration includes the following courses 

(12 credit hours):

• INT 602 Strategic Decision Analytics and Methods

• INT 603 Intelligence Resource Management: Process, Politics, and Money

• INT 604 Professional Ethics

• INT 605 Intelligence and National Security Law
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National Intelligence and Strategic Studies (NISS) Department

The National Intelligence and Strategic Studies (NISS) Department challenges students not only to 

understand, but also to evaluate and strategically leverage the instruments of national power and related 

tools of statecraft. Students will enhance their capabilities that contribute to enabling national and 

homeland security policy and power projection. The curriculum includes instruction in military and 

intelligence history, political and economic theory, application of public policy, civil-military relations, 

military and defense studies, leadership, alliance and coalition issues, intelligence, oversight, and strategy. 

The instruction employs local and regional case studies and threat scenarios. The department oversees the 

JPME program, the Strategic Intelligence in Special Operations (SISO) Concentration, and one Certificate 

in Intelligence Studies topic—homeland intelligence.

Strategic Intelligence in Special Operations (SISO) Concentration

Special operations forces (SOF) play an important role in U.S. national security strategy, interagency 

activities, and military operations. Moreover, there is a strong, mutually supporting, symbiotic, and unique 

relationship between SOF and the IC. The SISO Concentration prepares students to critically examine and 

evaluate SOF operations and intelligence activities that support those operations with the aim of providing 

national security decisionmakers more effective strategic options across a wide spectrum of conflict within 

today’s complex global environment. Students who select the SISO Concentration will choose 

SOF/intelligence-related topics for their graduate theses. Research focuses on intelligence at the nationalstrategic level, with faculty collaboration to select elective courses that optimally prepare students to 

produce a relevant body of research on strategic intelligence and special operations.

Strategic Intelligence in Special Operations (SISO) Concentration Learning Outcomes:

• Apply analytical frameworks by which to evaluate emerging transnational and conventional threat 

capabilities and strategies within the environment of special operations.

• Evaluate the unique capabilities of SOF intelligence and sensitive operational activities and how 

they network within the wider IC.

• Analyze and evaluate how covert action tools and techniques can be incorporated within broader 

national security strategies and evaluate measures to assess their effectiveness.

• Synthesize key aspects of special operations-unique capability with national intelligence means to 

propose complex problem solutions to senior-level decisionmakers.

In addition to the other degree requirements, the SISO Concentration includes the following courses (12 

credit hours overall):

• INT 606 Covert Action

• TRN 607 Transnational Challenges 

• DEF 623 Intelligence and Special Operations

One additional course (student’s choice):

• DEF 621 Asymmetric Warfare 
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• DEF 622 Peacekeeping and Stability Operations

• RSI 661 Social Analysis 

• TRN 603 Roots of Terrorism 

• TRN 604 Countering Terrorism 

• TRN 612 Engaging International Partnerships 

Global Security Intelligence Studies (GSIS) Department

The Global Security Intelligence Studies (GSIS) Department applies innovative and diverse academic 

approaches to help students master critical country, regional, and transnational intelligence issues that impact 

global security. The Department uses a variety of multidisciplinary academic and analytical methods to build 

understanding about intelligence priorities, while synthesizing comprehensive international issues and 

perspectives to demonstrate their interconnectedness. The Department offers four concentrations—China, 

Middle East, Russia/Eurasia, and Terrorism—and three certificates—Africa, China, and Eurasia—along 

with elective courses on Africa, China, Eurasia, Europe, Iran, Latin America, the Middle East, North Korea, 

Northeast Asia, Polar Regions, Russia, South Asia, and Southeast Asia. This globally-focused intelligence 

studies program prepares students, as future leaders and consumers of intelligence, to contextualize and best 

use that intelligence within their assigned areas of responsibility at home and abroad.

China Concentration

The China Concentration emphasizes strategic-level knowledge of this diverse and dynamic country, 

preparing students to critically identify, analyze, and forecast current and emerging intelligence and 

security concerns facing the IC in the Indo-Pacific region and globally. The program provides students 

with a multidisciplinary approach for researching and evaluating the drivers, objectives, strategies, and 

activities associated with China’s political, social, economic, security, military, and informational 

behavior. Particular focus is on assessing the opportunities and constraints of China’s comprehensive 

modernization and the effects and trajectories of its reemergence as a great power, both regionally and 

globally. Students choose a topic and collaborate with faculty to research and produce future-oriented 

intelligence and national security studies.

China Concentration Learning Outcomes:

• Apply the lenses of China’s modern history, institutional structure, and elite politics as 

explanations for its contemporary policies and regime behavior in crisis or conflict. 

• Outline the Communist Party of China’s national strategy and foreign policy; the processes by 

which it formulates, articulates, and implements them; and the relationship between the Party’s 

overall strategic ends and its efforts in specific functional and regional areas. Critique the scholarly 

debates about the implications for the United States and the international order. 

• Integrate examinations of China’s military modernization program, doctrine, capabilities, and 

strategies for regional conflicts into the construction of potential Chinese military campaigns in 

the Indo-Pacific. 
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• Appraise China’s domestic and international activities in the information domain to include 

intelligence, counterintelligence, cyber and information warfare, and strategic influence 

operations; and evaluate the implications for U.S. policy. 

• Evaluate the strengths and weaknesses of China studies scholarship and its implications for the 

U.S. strategic intelligence enterprise. 

In addition to the degree requirements, the China concentration includes the following courses (12 credit 

hours):

• RSI 610Introduction to China Intelligence Studies

• RSI 611China’s National Strategies and Foreign Policy 

• RSI 612China’s Military Capabilities and Strategies

• RSI 613Chinese Intelligence and Information Warfare

Russia/Eurasia Concentration

The Russia/Eurasia Concentration emphasizes strategic-level knowledge of this dynamic, geographically 

broad, and politically and culturally diverse region and prepares students to identify, analyze, and forecast 

the IC’s current and emerging intelligence and security concerns and policies toward both regional allies 

and potential adversaries. The concentration provides students with a multidisciplinary approach for 

researching and evaluating the drivers, objectives, strategies, and activities associated with Eurasian 

questions. It addresses political, sociocultural, economic, demographic, security, military, conflict, and 

informational issues for this region. The program also focuses on assessing the drivers and outcomes of 

Russia’s authoritarian assertiveness in an era of great power politics; the challenges and advantages of 

European Union integration; economic and energy production and interdependence; radicalization and 

terrorism issues; and external security and economic policies and engagement. Students choose thesis 

topics and collaborate with faculty to formulate a specific academic sequence of selective and elective 

courses that prepare them to produce future-oriented, relevant intelligence assessments.

Russia/Eurasia Concentration Learning Outcomes:

• Evaluate the expert theoretical and applied research literature examining the dynamics of Eurasia’s 

evolving internal socioeconomic development, national and supranational governance, financial 

and economic performance and challenges, and domestic stability and internal security.

• Evaluate Russia’s military, intelligence, and information strategy, modernization, and operations.

• Analyze Russia’s evolving regional and global aspirations, behaviors, and assertiveness, including 

in foreign policy, trade and finance, regional and other multilateral organizations, transnational 

security issues, and confronting or causing regional disputes.

• Assess threats and opportunities for the United States vis-à-vis the actions and intents of Russia and 

the former Soviet republics in the key issues of governance, economic and infrastructure development, 

foreign and security policy, domestic political and security conditions, and resource management.
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The Russia/Eurasia Concentration includes the following courses (12 credit hours overall):

• RSI 632 Russia: Geostrategic Intelligence Issues 

• RSI 636 Russian Intelligence

• RSI 637 Russian Foreign Policy 

One additional course (student’s choice):

• RSI 630P Russian Military Issues

• RSI 635 The Near Abroad

Middle East Concentration

The Middle East Concentration emphasizes advanced, strategic-level knowledge of the diverse and 

complex Middle East, preparing students to critically analyze, assess, and identify current and emerging 

geopolitical intelligence issues in the region.

Middle East Concentration Learning Outcomes:

• Analyze emerging challenges and potential opportunities the Middle East poses to the national 

security objectives of the United States and its allies. 

• Assess the key factors shaping security and stability in the Middle East region.

• Identify possible regional and country trajectories related to stability and security. 

In addition to the degree requirements, the Middle East Concentration requires the following four courses 

(12 credit hours):

• RSI 651 Introduction to Middle East Politics and Security Issues

• RSI 652 Iran: Geopolitical Intelligence Issues

• RSI 654 The Arabian Peninsula: Geopolitical Intelligence Issues

• RSI 655 Islamism: Geopolitical Intelligence Issues

Terrorism Concentration

The Terrorism Concentration educates intelligence professionals on the full lifecycle of foreign and 

domestic terrorist activities, from their political, military, social, and cultural origins to their 

manifestations as individual terrorists and organized groups operating within a given state or as a 

transnational network. Students engage a wide spectrum of sociological and political issues that give rise 

to terrorist groups and transnational terrorist networks that threaten the United States and its interests. 

Students will apply the broad range of intelligence tools to create innovative solutions directed toward 

countering the terrorist threat. Students transition during the concentration from focusing on the RED 

paradigm of studying terrorist adversaries to a BLUE paradigm of assessing the strengths and weaknesses 
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of the U.S. response to terrorist threats and formulating more robust “whole-of-government” approaches 

to counter them. Students conduct research and write on a terrorism-related issue for their thesis, while 

integrating other transnational issues such as crime, corruption, and illicit smuggling that bear on the threat 

or the U.S. response.

Terrorism Concentration Learning Outcomes:

• Apply cross-discipline theoretical frameworks to the causes of terrorism, terrorist movements, and 

terrorist groups.

• Demonstrate how terrorist organizations are able to achieve their ends through the effects of lethal 

force as they operate in the physical, cognitive, and moral domains of warfare.

• Analyze the complex interactions between domestic and international issues, including evaluation 

of the role of adversary states in sponsoring or permitting nonstate and nongovernmental actors to 

plan or execute attacks against U.S. and allied state targets.

• Analyze the role of the U.S. IC in its response to the global and domestic terrorist threat.

• Evaluate past and present challenges of U.S. counterterrorism strategies and policies.

In addition to the other degree requirements, the Terrorism Concentration includes the following courses 

(12 credit hours):

• TRN 602 Introduction to Terrorism

• TRN 603 Roots of Terrorism

• TRN 604 Countering Terrorism

• TRN 605 Case Studies in Terrorism

The MSSI Thesis

The MSSI thesis is a written presentation of original research that examines a strategic intelligence or 

intelligence-related topic and contributes to the overall body of knowledge of the IC. All students research 

and write their theses under the close guidance of a committee (consisting of a Thesis Chair and a Reader). 

The classification of the thesis is determined by the research question, nature of the data, and sensitivity 

of the judgments and results. Based on their concentrations or programs of study, students choose topics 

for their graduate theses and collaborate with faculty to select specific elective courses that optimally 

prepare them to produce a relevant body of research related to their selected concentrations or programs. 

An acceptable thesis must:

• Be based on sound, valid, and clear argumentation.

• Provide documentation sufficient for the research to be replicated.

• Contribute to the body of intelligence literature.
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Below are the required four thesis courses needed to graduate: 

• MCR 701 Thesis Methodology and Design (3 credits)

• MCR 702 Thesis Research (2 credits)

• MCR 703 Thesis Writing (2 credits)

• MCR 704 Thesis Completion (2 credits)

Master of Science and Technology Intelligence 

The Master of Science and Technology Intelligence (MSTI) degree curriculum integrates science and 

technology intelligence (S&TI) competencies, knowledge, skills, and abilities for S&TI officers with the 

academic mission of the University. Students in the degree program take core courses designed to 

introduce them to the strategic nature of the intelligence environment. Then, students can choose a 

concentration to focus their education on issues directly related to their interests. Students can also take a 

more generalist approach and take a variety of elective courses from MSTI concentrations. Students in 

the MSTI program must write and present their ideas effectively; learn independently; use appropriate and 

advanced analytic tools; retrieve information and evaluate sources; and develop critical and independent

thinking, tolerating complexities and ambiguities.

MSTI Degree Learning Outcomes

Graduates of the degree program will advance the nation’s intelligence enterprise through accomplishment 

of the following learning outcomes:

• Understand how world issues and the U.S. national security community are influenced by science 

and technology.

• Analyze specific science and technology areas to either evaluate associated threats or the potential 

to enhance U.S. intelligence capabilities.

• Conduct rigorous analytic research on science and technology topics of interest to the IC and 

provide outputs to appropriate customers and stakeholders.

• Inform decisions on science and technology topics within the U.S. national security and 

intelligence communities.

MSTI Degree Requirements

The MSTI degree program consists of 45 credit hours, including:

• 4 core courses (12 credit hours)

• 1 program requirement course (3 credit hours)
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• 4 concentration courses or electives if non-concentration (12 credit hours)

• 3 free electives (9 credit hours)

• 4 thesis courses (9 credit hours)

Required Core Courses (12 credit hours) 

• MCR 607 Intelligence Reasoning and Analysis

• MCR 608 Leadership and Management in the Intelligence Community 

• MCR 609 Intelligence Collection

• MCR 611 Intelligence and National Security Policy

MSTI Program Requirement (3 credit hours)

• MST 613 Science and Technology

General Electives and Concentration Courses (21 credit hours)

The School of Science and Technology Intelligence (SSTI) offers its concentrations to students at ICC-B 

who attend class in person, or via VTC from an approved site.

Students desiring a broad S&TI education may take their four electives from any of the SSTI 

concentrations, but they will not receive a concentration annotation on their transcript. The final three 

electives (9 credits) may be taken from any University program.

Students who want a more indepth S&TI education in a particular area of study may select their four 

electives (12 credits) from within one of the SSTI concentrations, and they earn a concentration annotation 

on their transcripts. Students can also pursue dual concentrations, and they earn dual concentration 

annotations on their transcripts. Dual concentrations probably require that the final three electives (9 credits) 

and one more elective be taken from the concentration programs. Some courses are dual-listed across 

concentrations. SSTI does not place students into concentrations unless their home agency specifically 

mandates it. Students simply earn a concentration by taking four courses in the desired concentration area. 

SSTI will try to accommodate students who request a specific concentration in their application. Students 

who seek a concentration at a later time will be accommodated on a space-available basis. If a student 

chooses a particular concentration, they must meet the course requirements for that particular concentration 

by taking four courses (12 hours) and three elective courses (9 hours) for a total of 21 credit hours.

Available concentrations include:

• Counterproliferation (CP)

• Cyber Intelligence (CYI)

• Data Science in Intelligence (DSI)

• Emerging Technologies and Geostrategic Resources (ETGR)

• Information and Influence Intelligence (I3)
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NOTE FOR JPME STUDENTS: It will be unlikely for any student enrolled in the JPME Phase I to pursue 

a concentration due to time limitations and program requirements. Students may discuss this with the 

JPME Program Director or the Office of the Registrar for clarification if needed. 

Counterproliferation (CP) Concentration

Weapons of mass destruction (WMD) are among the highest priority concerns for the IC. WMD issues 

include chemical, biological, radiological, nuclear, and high-yield explosive (CBRN-E) threats from state 

and nonstate actors, as well as nonstate armed groups involving all forms of WMD. The IC uses a wide 

range of techniques to identify and counter the various adversarial WMD programs. To address these

critically important issues in an ever-changing global environment, the Counterproliferation (CP) 

Concentration at NIU provides a graduate education designed to introduce students to the technology used 

in threat WMD programs. The CP Concentration explores intelligence issues and challenges surrounding 

the full spectrum of WMD actors and their evolving capabilities.

CP Concentration Learning Outcomes:

• Identify different types of WMD and their method of development and employment.

• Examine WMD technologies, intelligence indicators, and collection challenges.

• Analyze the different factors that affect adversarial WMD capabilities, intent, doctrine, and use, 

as well as the competing global or regional efforts that enable or counter these activities.

• Evaluate the nature of the WMD threat to the United States and its allies, and the role of the IC in 

countering WMD.

In addition to the other degree requirements, to earn the Counterproliferation Concentration students must 

take four of the following courses (12 credit hours):

• MST 655 Advanced Conventional and Non-Conventional Weapons (dual-listed)

• MST 663 WMD: Counterproliferation

• MST 665 The Biological Threat (dual-listed)

• MST 667 The Nuclear Threat

• MST 669 The Chemical and Explosive Threat

• MST 671 S&TI Space and Missile Systems

• MST 698 Special Topics in Strategic Intelligence

• MST 699 Directed Readings

Cyber Intelligence (CYI) Concentration

Cyber intelligence is information in the digital world: how it is used, manipulated, and understood. The 

Cyber Intelligence (CYI) Concentration educates students on the foundations and rapidly changing 
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dynamics of the global information environment. Successful completion of four courses in the following 

concentration area prepares students to provide strategic intelligence support within cyber intelligence.

CYI Concentration Learning Outcomes:

• Assess the cyber threat environment in relation to strategic intelligence.

• Analyze cyber-related science and technology and the impact on strategic intelligence.

• Examine IC roles and responsibilities related to current and future cyber network operations 

environments.

Students must take four courses from the following:

• MST 682 Cyber Intelligence

• MST 683 Foreign Information and Cyber Strategies

• MST 684 Cyber Threat

• MST 685 Social Networks and Intelligence (dual-listed)

• MST 686 Network Operations Environment—Engagement

• MST 694P Algorithmic Warfare (dual-listed)

• MST 698 Special Topics in Strategic Intelligence

• MST 699 Directed Readings

Data Science in Intelligence (DSI) Concentration

The Data Science in Intelligence (DSI) Concentration educates students on the rapidly expanding 

applications of data science within the context of intelligence collection and analysis. Successful 

completion of the four courses in the concentration prepares students to provide technically competent 

critical insight into how data science can be applied to strategic intelligence problems. Data science 

involves the development of methods to engage large data sets in order to infer useful information and 

convey insights. Information in large databases, complex structures, and massive data flows provides

intelligence analysts and operators with opportunities to inform strategic decisions.

DSI Concentration Learning Outcomes:

• Explain the evolving role of data science within the IC.

• Assess the applications and limitations of data science within the context of strategic intelligence.

• Calculate statistics and algorithmic output from intelligence data sets.

• Interpret and communicate the meaning of information inferred from data.

Students must take four courses from the following:

• MST 688 Data Science Applications
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• MST 690 Data Science Mathematics

• MST 691 Data Science Tools and Techniques

• MST 692 Data Science Visualization and Communication

• MST 693P Geospatial Data Science

• MST 694P Algorithmic Warfare (dual-listed)

• MST 698 Special Topics in Strategic Intelligence

• MST 699 Directed Readings

Emerging Technologies and Geostrategic Resources (ETGR) Concentration

The coupled intelligence problems of evolving technology and resources must be grappled with to forestall 

strategic surprise. One of the most daunting challenges in strategic intelligence is to anticipate the progress

of science and technology, compounded by the strategic importance of various resources and

environmental forces. Estimating the potential of specific resources, theoretical sciences, emerging 

disciplines, and hypothetical capabilities to shape the future requires new approaches and broad 

awareness. Successful completion of four courses in the Emerging Technologies and Geostrategic 

Resources (ETGR) Concentration prepares students to provide strategic intelligence support within other 

S&TI disciplines, including cyber and WMD. Students should discuss their elective choices with their 

concentration Department Chair, Program Director, or Track Advisor.

ETGR Concentration Learning Outcomes:

• Analyze emerging technological trends and disruptive events and their implications, including

global or regional conditions and environments.

• Analyze market- and economic-based drivers for technological development and supply chain 

challenges.

• Evaluate the process for and execution of state and nonstate research, development, and acquisition 

life cycles and the resources required to support, complement, or counter them.

• Evaluate how environmental changes, geostrategic resources, power systems, access routes, 

supply chain, critical and rare materials, manufacturing, technology transfer, and other critical 

drivers may influence disruptive and emerging technologies.

Students must take four courses from the following:

• MST 653 Advanced Science and Technology

• MST 655 Advanced Conventional and Non-Conventional Weapons (dual-listed)

• MST 656 The Economics of Technology

• MST 657 Case Studies in Technology Transfer

• MST 658 Infrastructure Vulnerability Assessment
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• MST 659P Research, Development, Test, and Evaluation (RDT&E) Intelligence

• MST 665 The Biological Threat (dual-listed)

• MST 674 Identity Intelligence (dual-listed)

• MST 676P Fundamentals of Space Operations

• MST 677P Foreign Space Capabilities

• MST 698 Special Topics in Intelligence

• MST 699 Directed Readings

Information and Influence Intelligence (I3) Concentration

The Information and Influence Intelligence (I3) Concentration educates students on the principles, 

foundations, threats, and dynamics of using information in the cognitive dimension of the information 

environment to shape the opinions, choices, and behaviors of others to gain an intelligence advantage. The 

denial and deception (D&D) component of the concentration addresses foreign programs designed to 

counter U.S. technological superiority or significantly affect U.S. national security interests. The information 

power component addresses intelligence-related issues and equities in the use of information to affect the 

understanding, will, and behavior of selected target audiences. The identity intelligence component 

addresses the intelligence enterprise in intelligence operations and attribution of actors. The overarching 

goal of the concentration is to enable students to analyze, evaluate, and solve the IC’s current and emerging 

concerns regarding the use of information in the cognitive dimension of the information environment. 

I3 Concentration Learning Outcomes:

• Understand the role of I3 in strategic intelligence.

• Understand foreign I3-related capabilities, methods, and intentions.

• Analyze adversarial I3 activities.

• Evaluate foreign I3 strategies, capabilities, methods, and activities.

Students who pursue an I3 concentration must complete at least four I3 elective courses.

• MST 660 Introduction to Denial and Deception

• MST 664 Denial and Deception: Adversaries, Organizations, Activities, and Countermeasures

• MST 674 Identity Intelligence (dual-listed)

• MST 680 Information Power

• MST 681 Propaganda

• MST 685 Social Networks and Intelligence (dual-listed)

• MST 687 Advanced Information Power Seminar
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• MST 698 Special Topics in Strategic Intelligence

• MST 699 Directed Readings

SSTI Departments

All School of Science and Technology Intelligence departments serve a management function regarding 

the oversight of at least one concentration and certificate. Each department offers electives available to 

the entire student body on a priority basis. Department Chairs and teaching faculty are responsible for the 

quality, development, and execution of their assigned concentrations, elective courses, and certificate

topics. Students with questions regarding their concentration or certificate are encouraged to speak to their 

Department Chair. 

SSTI is aligned into three interdisciplinary departments: 

• Counterproliferation and Information and Influence Intelligence (CPI3) Department 

• The Department Chair and faculty execute and oversee the Counterproliferation (CP) 

Concentration and certificate.

• The Department Chair and faculty execute and oversee the Information and Influence 

Intelligence (I3) Concentration and certificate.

• Cyber Intelligence and Data Science in Intelligence (CIDS) Department

• The Department Chair and faculty execute and oversee the Cyber Intelligence (CYI) 

Concentration and certificate.

• The Department Chair and faculty execute and oversee the Data Science in Intelligence (DSI) 

Concentration and certificate.

• Emerging Technologies and Geostrategic Resources (ETGR) Department

• The Department Chair and faculty execute and oversee the Emerging Technologies and 

Geostrategic Resource Concentration and certificate.

The MSTI Thesis

The MSTI thesis is a written presentation of original research, examining an S&TI topic that contributes 

to the overall body of knowledge on the topic. An acceptable thesis must:

• Be based on sound, valid, and clear argumentation.

• Provide documentation sufficient for the research to be replicated.

• Contribute to the body of intelligence literature.

All students research and write their theses under the close guidance of a thesis committee (which includes 

a Thesis Chair and at least one Reader). The classification of the thesis is determined by the research 

question, nature of the data, research sources, and sensitivity of the judgments and results.
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Below are the required four thesis courses needed to graduate: 

• MCR 701 Thesis Methodology and Design (3 credits)

• MCR 702 Thesis Research (2 credits)

• MCR 703 Thesis Writing (2 credits)

• MCR 704 Thesis Completion (2 credits)

Certificate in Intelligence Studies 

The Certificate in Intelligence Studies (CIS) program allows non-degree-seeking students the opportunity 

for indepth, graduate-level study of intelligence topics. CIS programs are conducted at the ICC-B NIU 

Main Campus and at designated instructional locations. Certificate topics may not be offered every year, 

and availability is subject to enrollment, space availability, faculty availability, and other NIU 

commitments and priorities. 

Students interested in applying for a CIS program must possess an undergraduate degree from an

institution of higher learning accredited by a regional body recognized by the Council on Higher 

Education Accreditation. Students already enrolled in an NIU graduate degree program may take CIS 

courses as individual electives but may not earn the graduate certificate. CIS students who do not earn a 

certificate but subsequently matriculate to an NIU graduate program can apply to transfer a maximum of 

six credits toward their NIU master’s degree.

College of Strategic Intelligence (CSI) Certificate Topics

Master of Science of Strategic Intelligence (MSSI) students may apply up to six credit hours from an earned 

certificate to satisfy free elective course requirements. Likewise, only two electives (six hours) in the MSSI 

or MSTI programs can be used toward the CIS. MSSI students who are part of a CIS program are encouraged 

to consider transferring to the degree program prior to the completion of the second certificate course if they 

wish to apply the courses to a concentration requirement.

Africa

The Certificate in Intelligence Studies–Africa is a graduate-level program focused on providing academic rigor 

to personnel working on and interested in Africa and topics relevant to the continent. As such, intelligence 

considerations and requirements are woven through courses designed to ground students in the history of the 

continent as that history affects current and future issues; to appraise current culture, government, conflict, 

technology, and environment topics; and to prepare collection, analysis, and intelligence support to strategies 

and policies for use by the United States and its partner nations now and in the future.

The Certificate in Intelligence Studies–Africa is available to students at the European Academic Center 

(EAC), and NIU students at other locations may take Africa-related courses as electives and as available via 

secure VTC.
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Certificate in Intelligence Studies–Africa Learning Outcomes:

• Understand and distinguish key components of African studies in general especially as they relate 

to the U.S. people and government.

• Illustrate and assess the impact of African events that are historic and affect current issues.

• Survey and assess the effects and/or potential effects of national and regional actions with respect 

to politics, information, military, intelligence, society, cyber, economic, and law enforcement.

• Critique U.S. intelligence and U.S. intelligence support to operations on key topics that include 

politics, information, military, intelligence, society, cyber, economic, and law enforcement.

• Understand the roles and goals of external state and nonstate actors in the African context such as, 

but not limited to, international organizations, international financial institutions, civil society 

organizations, religious organizations, and terrorist groups.

• Distinguish the role of African countries and Africa in current and future global security concerns.

Students in the CIS–Africa program must take the two required foundational courses before engaging in 

the CIS–Africa electives:

• RSI 601 Africa: Principles and Continuity Through Time

• RSI 602 U.S. Policy Toward Africa

In addition to the two required courses, students are to complete two of the following CIS–Africa elective 

courses:

• RSI 603 Conflict and Complications in Africa

• RSI 604 International Development Intricacies in Africa

• RSI 605 The Technical Side of Africa

• RSI 606 Futures of African Countries

China

The Certificate in Intelligence Studies–China emphasizes strategic-level knowledge of this diverse and 

dynamic country, preparing students to critically identify, analyze, and forecast current and emerging 

intelligence and security concerns facing the IC in the Indo-Pacific region and globally. The program 

provides students with a multidisciplinary approach for researching and evaluating the drivers, objectives, 

strategies, and activities associated with China’s political, social, economic, security, military, and 

informational behavior. Particular focus is on assessing the opportunities and constraints of China’s 

comprehensive modernization and the effects and trajectories of its reemergence as a great power, both 

regionally and globally. Students choose a topic and collaborate with faculty to research and produce 

future-oriented intelligence and national security studies. 

The China topic is available to students at ICC-B and NIU’s instructional location at INDOPACOM.
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Certificate in Intelligence Studies–China Learning Outcomes:

• Apply the lenses of China’s modern history, institutional structure, and elite politics as 

explanations for its contemporary policies and regime behavior in crisis or conflict. 

• Outline the Communist Party of China’s national strategy and foreign policy, the processes by 

which it formulates, articulates, and implements them, and the relationship between the Party’s 

overall strategic ends and its efforts in specific functional and regional areas; critique the scholarly 

debates about the implications for the United States and the international order. 

• Integrate examinations of China’s military modernization program, doctrine, capabilities, and 

strategies for regional conflicts into the construction of potential Chinese military campaigns in 

the Indo-Pacific. 

• Appraise China’s domestic and international activities in the information domain to include 

intelligence, counterintelligence, cyber and information warfare, and strategic influence 

operations; evaluate the implications for U.S. policy. 

• Evaluate the strengths and weaknesses of China studies scholarship and its implications for the 

U.S. strategic intelligence enterprise. 

The certificate course requirements include: 

• RSI 610 Introduction to China Intelligence Studies 

• RSI 611 China’s National Strategy and Foreign Policy 

• RSI 612 China’s Military Capabilities and Strategy

• RSI 613 Chinese Intelligence and Information Warfare 

Russia/Eurasia 

The Certificate in Intelligence Studies–Russia/Eurasia emphasizes strategic-level knowledge of this 

dynamic, geographically broad, and politically and culturally diverse region and prepares students to 

identify, analyze, and forecast the IC’s current and emerging intelligence and security concerns and 

policies toward both regional allies and potential adversaries. The concentration provides students with a 

multidisciplinary approach for researching and evaluating the drivers, objectives, strategies, and activities 

associated with Eurasian questions. It addresses political, sociocultural, economic, demographic, security, 

military, conflict, and informational issues for this region. The program also focuses on assessing the 

drivers and outcomes of Russia’s authoritarian assertiveness in an era of great power politics; the 

challenges and advantages of European Union integration; economic and energy production and 

interdependence; radicalization and terrorism issues; and external security and economic policies and 

engagement. Students choose thesis topics and collaborate with faculty to formulate a specific academic 

sequence of selective and elective courses that prepare them to produce future-oriented, relevant 

intelligence assessments.

The Russia/Eurasia topic is available to students at ICC-B.
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Certificate in Intelligence Studies–Russia/Eurasia Learning Outcomes:

• Evaluate the expert theoretical and applied research literature examining the dynamics of Eurasia’s 

evolving internal socioeconomic development, national and supranational governance, financial 

and economic performance and challenges, and domestic stability and internal security.

• Evaluate Russia’s military, intelligence, and information strategy, modernization, and operations.

• Analyze Russia’s evolving regional and global aspirations, behaviors, and assertiveness, including 

in foreign policy, trade and finance, regional and other multilateral organizations, transnational 

security issues, and confronting or causing regional disputes.

• Assess threats and opportunities for the United States vis-à-vis the actions and intents of Russia and 

the former Soviet republics in the key issues of governance, economic and infrastructure development, 

foreign and security policy, domestic political and security conditions, and resource management. 

The Russia/Eurasia Certificate includes the following courses (12 credit hours overall):

• RSI 632 Russia: Geostrategic Intelligence Issues 

• RSI 636 Russian Intelligence

• RSI 637 Russian Foreign Policy 

One additional course (student’s choice):

• RSI 630P Russian Military Issues

• RSI 635 The Near Abroad

Counterintelligence 

The Certificate in Intelligence Studies–Counterintelligence prepares students to critically evaluate the efforts 

of U.S. counterintelligence (CI) agencies to mitigate the foreign intelligence service threat to the United 

States. The courses examine the U.S. CI effort from a strategic perspective, including the role of CI in 

relation to the larger IC, law enforcement, and U.S. national security strategy. The courses also address the 

structure and mission of U.S. CI organizations, as well as the legal, civil liberties, and policy considerations 

that shape and constrain the CI effort in a democratic society. Students gain an understanding of various 

aspects of the foreign intelligence threat, including espionage, influence operations, economic espionage, 

and cyber intrusions. The courses also explore criticism of the U.S. CI effort, alternative theoretical 

approaches to CI, and the future of CI in a globalized information environment. Students choose a CI topic 

for their graduate theses and collaborate with faculty to select specific elective courses that optimally prepare 

them to produce a relevant body of research related to CI.

The Counterintelligence topic is available to students at ICC-B and NIU’s Quantico Academic Center.

Certificate in Intelligence Studies–Counterintelligence Learning Outcomes:

• Consider the political, legal, social, and economic factors that have shaped the evolution of the 

U.S. approach to CI.
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• Evaluate U.S. CI policy, strategies, organizations, functions, and missions.

• Appraise the foreign intelligence threat to the United States.

• Consider the political, legal, social, and economic factors that have shaped selected foreign 

intelligence communities.

The course requirements include: 

• CAC 620 Counterintelligence 

• CAC 621 Comparative Intelligence 

• RSI 613 Chinese Intelligence and Information Warfare 

• RSI 636 Russian Intelligence 

Leadership and Management in the Intelligence Community

This CIS program provides IC professionals with an educational experience in a collaborative interagency 

environment that furthers knowledge and use of leadership theory and practice, organizational 

management skills, national security law and ethics, and the role of intelligence in national security policy 

formulation. Designed for intelligence professionals of all job series and backgrounds with at least 10 

years of experience, the program integrates education and information sharing, while participants in this 

four-course program explore and analyze real-world intelligence challenges and use tools immediately 

applicable to their daily environment. Seating is limited and requires an agency/department nomination. 

The Leadership and Management in the IC topic is available to students at ICC-B.

Certificate in Intelligence Studies–Leadership and Management in the IC Learning Outcomes:

• Apply leadership and management theories and strategies to decisionmaking in the IC.

• Evaluate the current and future challenges facing the intelligence enterprise in national security 

policy formulation and execution.

• Apply the role of professional ethics and the foundational constitutional, statutory, and legal 

authorities to issues impacting intelligence practitioners.

• Employ a structured analytical framework for strategic planning that assesses current and future 

operating environments, utilizes organizational change theories, and applies risk and performance 

management theories and practice.

• Develop realistic solutions against an IC enterprise challenge that applies the tools and strategies 

presented in this program.

The certificate course requirements include: 

• INT 501 Leadership and Intelligence

• INT 502 Leadership, Intelligence, and National Security Decisionmaking 
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• INT 503 National Security Law and Ethics

• INT 504 Organizational Management and Change

Homeland Intelligence

The Certificate in Intelligence Studies–Homeland Intelligence for Transnational Issues provides an indepth 

examination and evaluation of intelligence gathered and used domestically by the intelligence, law 

enforcement, and private sectors to address the significant national security threats that face the United 

States. Intelligence areas covered within this program could span foreign malign activity, border security, 

terrorism, counterterrorism, domestic violent extremists, cyber threats, transnational threats, infrastructure 

protection, WMD, homeland warning, or other homeland-related threats. For TRN 614, there will be a oneweek period where students must report to NIU during working hours to participate in site visits and a 

tabletop exercise. Please ensure your supervisor is aware and approves prior to submitting your application.

Certificate in Intelligence Studies–Homeland Intelligence for Transnational Issues Learning 

Outcomes:

• Assess the intelligence requirements and capabilities available to counter foreign and domestic 

sponsored or inspired threats to the homeland.

• Evaluate intelligence on key homeland topics, which can include border security, terrorism, 

transnational threats, cyber threats, foreign malign activity, WMD, and critical infrastructure 

protection, for the utility it has to support homeland preparedness. 

• Assess the balance between the laws that protect the homeland and the desire to protect civil 

liberties, civil rights, and privacy.

• Analyze the efficacy of homeland warning systems, including the National Terrorism Advisory 

System.

Students in the CIS–Homeland Intelligence for Transnational Issues must take two required courses: 

• TRN 609 Intelligence to Protect the Homeland 

• TRN 614 Homeland Intelligence Warning Field Engagement

In addition to the two required courses, students are to complete two of the following CIS-Homeland 

Intelligence for Transnational Issues electives. Students may also choose other threat or area studies 

courses that are related to the homeland from the catalog. Please note that not all electives will be offered 

or spots guaranteed in each class every year.

• CAC 620 Counterintelligence

• CAC 658 Infrastructure Vulnerability Assessment

• MST 682 Cyber Intelligence

• MST 683 Foreign Influence and Cyber Strategies
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• MST 684 Cyber Threat

• MST 685 Social Networks and Intelligence

• MST 665 The Biological Threat

• TRN 602 Introduction to Terrorism

• TRN 604 Countering Terrorism

• TRN 607 Transnational Challenges

• RSI 613 Chinese Intelligence & Information Warfare

• RSI 636 Russian Intelligence

Strategic Intelligence in Special Operations

Special operations forces (SOF) play an important role in U.S. national security strategy, interagency 

activities, and military operations. Moreover, there is a strong mutually supporting, symbiotic, and unique 

relationship between SOF and the IC. This certificate topic prepares students to critically examine and 

evaluate SOF operations and intelligence activities that support those operations and intelligence activities

with the aim of providing national security decisionmakers more effective strategic options across a wide 

spectrum of conflict within today’s complex global environment. This certificate topic is designed for 

non-degree-seeking students interested in a focused, intense course of study resulting in a regionally 

accredited graduate certificate recognized across academia.

The Strategic Intelligence in Special Operations topic is available to students at ICC-B and at the Southern 

Academic Center (SAC).

Certificate in Intelligence Studies–Strategic Intelligence in Special Operations Learning Outcomes:

• Apply analytical frameworks by which to evaluate emerging transnational and conventional threat 

capabilities and strategies within the environment of special operations.

• Evaluate the unique capabilities of SOF intelligence and sensitive operational activities and how 

they network within the wider IC.

• Analyze and evaluate how covert action tools and techniques can be incorporated within broader 

national security strategies and evaluate measures to assess their effectiveness.

• Synthesize key aspects of special operations-unique capabilities with national intelligence means 

to propose complex problem solutions to senior-level decisionmakers. 

There are three required certificate courses: 

• INT 606 Covert Action

• TRN 607 Transnational Challenges

• DEF 623 Intelligence and Special Operations
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Additionally, students choose one elective course from the following list (3 credit hours):

• DEF 621 Asymmetric Warfare

• DEF 622 Peacekeeping and Stability Operations 

• RSI 661 Social Analysis

• TRN 603 Roots of Terrorism

• TRN 604 Countering Terrorism 

• TRN 612 Engaging International Partnerships

School of Science and Technology Intelligence (SSTI) Certificate Topics

Students seeking a Certificate in Intelligence Studies (CIS) in an S&TI area of study may select four electives 

(12 credits) all from within one of the certificate topics listed, each of which is aligned to degree 

concentration areas. Once those four electives are completed, students must apply for a 1-credit MST 

certificate capstone assignment after consulting with the Certificate Director or another faculty member to 

meet the full requirements for the certificate. The electives are offered on a space-available basis from the 

existing course catalog. Students have up to two years from the start of their first course to complete all 13 

credits and may request an extension from the Dean. Because electives are offered on a space-available 

basis, courses can be taken during the day, in the evening, or on the weekend if available. Students should 

discuss their elective choices with the SSTI Academic Program Director or Certificate Director.

Master of Science and Technology Intelligence (MSTI) students may not use CIS courses to 

simultaneously satisfy both elective and CIS requirements. MSTI students who wish to earn a certificate 

while enrolled in the MSTI program should contact the SSTI Academic Program Director to schedule the 

number and type of courses required so that the certificate courses are deconflicted with degree courses.

Counterproliferation (CP)

WMD issues are among the highest priority concerns for the IC. They include chemical, biological, 

radiological, nuclear, and high-yield explosive (CBRN-E) threats from state and nonstate actors, as well 

as nonstate armed groups involving all forms of WMD. The IC uses a wide range of techniques to identify 

and counter the various adversarial WMD programs. To address these critically important issues in an 

ever-changing global environment, the certificate provides material designed to introduce students to the 

technology used in threat WMD programs. The certificate explores intelligence issues and challenges 

surrounding the full spectrum of WMD actors and their evolving capabilities.

The Counterproliferation topic is available to students at ICC-B.

Certificate in Intelligence Studies–Counterproliferation (CP) Learning Outcomes:

• Identify different types of WMD and their methods of development and employment.

• Examine WMD technologies, intelligence indicators, and collection challenges.
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• Analyze the different factors that affect adversarial WMD capabilities, intent, doctrine, and use, 

as well as the competing global or regional efforts that enable or counter these activities.

• Evaluate the nature of the WMD threat to the United States and its allies, and the role of the IC in 

countering WMD.

To earn the Certificate in Intelligence Studies–Counterproliferation (CP) students must take four of the 

following courses (12 credit hours):

• MST 655 Advanced Conventional and Non-Conventional Weapons (dual-listed)

• MST 663 WMD: Counterproliferation

• MST 665 The Biological Threat (dual-listed)

• MST 667 The Nuclear Threat

• MST 669 The Chemical and Explosive Threat

• MST 671 S&TI Space and Missile Systems

• MST 698 Special Topics in Strategic Intelligence

• MST 699 Directed Study

And students must also complete:

• MST 697 Graduate Certificate Capstone (1 credit)

Cyber Intelligence (CYI)

Cyber intelligence is information in the digital world: how it is used, manipulated, and understood. The 

certificate educates students on the foundations and rapidly changing dynamics of the global information 

environment. Successful completion of four courses in the area prepares students to provide strategic 

intelligence support within cyber intelligence.

The Cyber Intelligence topic is available to students at ICC-B.

Certificate in Intelligence Studies–Cyber Intelligence (CYI) Learning Outcomes:

• Assess the cyber threat environment in relation to strategic intelligence.

• Analyze cyber-related science and technology and the impact on strategic intelligence.

• Examine IC roles and responsibilities related to current and future cyber network operations 

environments.

Students must take four courses from the following:

• MST 682 Cyber Intelligence

• MST 683 Foreign Information and Cyber Strategies
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• MST 684 Cyber Threat

• MST 685 Social Networks and Intelligence (dual-listed)

• MST 686 Network Operations Environment—Engagement

• MST 694P Algorithmic Warfare (dual-listed)

• MST 698 Special Topics in Strategic Intelligence

• MST 699 Directed Readings

And students must also complete:

• MST 697 Graduate Certificate Capstone (1 credit)

Data Science in Intelligence (DSI)

The Certificate in Intelligence Studies–Data Science in Intelligence (DSI) educates students on the rapidly 

expanding applications of data science within the context of intelligence collection and analysis. 

Successful completion of four courses prepares students to provide technically competent critical insight 

into how data science can be applied to strategic intelligence problems. Data science involves the 

development of methods to engage large data sets in order to infer useful information and convey insights. 

Information in large databases, complex structures, and massive data flows provides intelligence analysts 

and operators with opportunities to inform strategic decisions.

The Data Science in Intelligence topic is available to students at ICC-B.

Certificate in Intelligence Studies–Data Science in Intelligence (DSI) Learning Outcomes:

• Explain the evolving role of data science within the IC.

• Assess the applications and limitations of data science within the context of strategic intelligence.

• Calculate statistics and algorithmic output from intelligence data sets.

• Interpret and communicate the meaning of information inferred from data.

Students must take four courses from the following:

• MST 688 Data Science Applications

• MST 690 Data Science Mathematics

• MST 691 Data Science Tools and Techniques

• MST 692 Data Science Visualization and Communication

• MST 693P Geospatial Data Science 

• MST 694P Algorithmic Warfare (dual-listed)

• MST 698 Special Topics in Strategic Intelligence

• MST 699 Directed Readings
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And students must also complete:

• MST 697 Graduate Certificate Capstone (1 credit)

Emerging Technologies and Geostrategic Resources(ETGR)

The coupled intelligence problems of evolving technology and resources must be grappled with to forestall 

strategic surprise. One of the most daunting challenges in strategic intelligence is to anticipate the progress 

of science and technology, compounded by the strategic importance of various resources and environmental 

forces. Estimating the potential of specific resources, theoretical sciences, emerging disciplines, and 

hypothetical capabilities to shape the future requires new approaches and broad awareness. Successful 

completion of the certificate topic prepares students to provide strategic intelligence support within other 

S&TI disciplines, including cyber and WMD. 

The Emerging Technologies and Geostrategic Resources topic is available to students at ICC-B.

Certificate in Intelligence Studies–Emerging Technologies and Geostrategic Resources (ETGR) 

Learning Outcomes:

• Analyze emerging technological trends and disruptive events and their implications, including 

global or regional conditions and environments.

• Analyze market- and economic-based drivers for technological development and supply chain 

challenges.

• Evaluate the process for and execution of state and nonstate research, development, and acquisition 

life cycles and the resources required to support, complement, or counter them.

• Evaluate how environmental changes, geostrategic resources, power systems, access routes, 

supply chain, critical and rare materials, manufacturing, technology transfer, and other critical 

drivers may influence disruptive and emerging technologies.

Students must take four courses from the following:

• MST 653 Advanced Science and Technology

• MST 655 Advanced Conventional and Non-Conventional Weapons (dual-listed)

• MST 656 The Economics of Technology

• MST 657 Case Studies in Technology Transfer

• MST 658 Infrastructure Vulnerability Assessment

• MST 659P Research, Development, Test, and Evaluation (RDT&E) Intelligence

• MST 665 The Biological Threat (dual-listed)

• MST 674 Identity Intelligence (dual-listed)

• MST 676P Fundamentals of Space Operations
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• MST 677P Foreign Space Capabilities

• MST 698 Special Topics in Strategic Intelligence

• MST 699 Directed Readings

And students must also complete:

• MST 697 Graduate Certificate Capstone (1 credit)

Information and Influence Intelligence (I3)

The Certificate in Intelligence Studies–Information and Influence Intelligence (I3) educates students on 

the principles, foundations, threats, and dynamics of using information in the cognitive dimension of 

the information environment to shape the opinions, choices, and behaviors of others to gain an 

intelligence advantage. The denial and deception (D&D) component addresses foreign programs 

designed to counter U.S. technological superiority or significantly affect U.S. national security interests. 

The information power component addresses intelligence-related issues and equities in the use of 

information to affect the understanding, will, and behavior of selected target audiences. The identity 

intelligence component addresses the intelligence enterprise in intelligence operations and attribution 

of actors. The overarching goal of the certificate is to enable students to analyze, evaluate, and solve 

the IC’s current and emerging concerns regarding the use of information in the cognitive dimension of 

the information environment. 

The Information and Influence Intelligence topic is available to students at ICC-B.

Certificate in Intelligence Studies–Information and Influence Intelligence (I3) Learning Outcomes:

• Understand the role of I3 in strategic intelligence.

• Understand foreign I3-related capabilities, methods, and intentions.

• Analyze adversarial I3 activities.

• Evaluate foreign I3 strategies, capabilities, methods, and activities.

Students must take four courses from the following:

• MST 660 Introduction to Denial and Deception

• MST 664 Denial and Deception: Adversaries, Organizations, Activities, and Countermeasures

• MST 674 Identity Intelligence (dual-listed)

• MST 680 Information Power

• MST 681 Propaganda

• MST 685 Social Networks and Intelligence (dual-listed)

• MST 687 Advanced Information Power Seminar
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• MST 698 Special Topics in Strategic Intelligence

• MST 699 Directed Readings

And students must also complete:

• MST 697 Graduate Certificate Capstone (1 credit)

COURSE DESCRIPTIONS 

The following is a list of all NIU courses. Not all courses are offered every year, or in every location.

Please check the course schedule for course offerings each academic year. Unless otherwise noted, SVTC 

attendance may be available, except for courses offered at USINDOPACOM. Please verify VTC options 

with the instructor in advance of the course.

Undergraduate Core Courses

All bachelor’s degree-seeking students are required to take the following core courses.

BCR 401 Global Security Environment

The course examines key global drivers and trends that impact intelligence in an increasingly 

interconnected world. The global security environment is rapidly evolving due to the velocity and linkages 

of local and world events as well as shifting roles of international actors. The course explores phenomena 

such as emerging state and nonstate actors, evolving structures within the international system, 

demographic and migration patterns, expanding trading networks and financial flows, competition for 

natural resources, health and environmental hazards, disruptive science and technology development, and 

transnational threats such as terrorism, weapons proliferation, cyber disruptions, and crime.

BCR 403 International Political Economy

This course focuses on the introduction of international relations and economic theories and their impact 

on national policy and security. By examining the evolution of both international relations and economics 

in parallel with world events, the course will provide students with fundamental concepts and linkages to 

enhance their respective knowledge of global political and economic activity and with the ability to 

incorporate this understanding in preparing for and implementing the entire range of intelligence cycle 

activities. This course will specifically examine international relations concepts, micro/macroeconomic 

theories, and economic indicators for application in conducting political and economic methods of 

analysis, both alone and in interdisciplinary contexts, toward the study of national security as a whole.

BCR 405 Analytic Methods

This course strengthens analytic tradecraft skills to foster critical thinking and provide the opportunity to 

develop and implement innovative approaches to analyzing complex intelligence problem sets. The course

introduces tenets and functions of one or more advanced analytic methodologies and their application in
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resolving a significant intelligence problem set. The course is designed to support capstone project courses 

(CAP 402, CAP 404, and CAP 405).

BCR 407 Intelligence Analysis

How does information become meaningful intelligence? As information is analyzed, meaning is created. 

This course examines the logic of reasoning, critical thinking, argumentation, and analytical 

methodologies applied against a wide range of intelligence problems. Assessing key intelligence failures 

lays the foundation for addressing methodologies and possible pitfalls, such as prejudice and 

preconceptions, mirror imaging, cultural bias, and other perceptual filters. The course examines the IC’s 

analytical process and organizational measures to focus on key issues, including the relationship of 

analysis to the policymaker, military commanders, and military planners, and the IC’s current efforts to 

improve analytical standards, assessments, collection, evaluation, and warning.

BCR 409 Collection Assets and Capabilities

This course evaluates key U.S. intelligence collection assets and capabilities that are applied to national 

intelligence requirements. Topics include the capabilities and limitations of assets corresponding to the

five intelligence collection disciplines: GEOINT, HUMINT, MASINT, OSINT, and SIGINT. Students 

examine intelligence collection assets to determine their organizational structure, the collection 

infrastructure (technologies, systems, and institutions), and the collection tasking system.

BCR 411 Intelligence and National Security Strategy

Today’s intelligence professionals must understand the role intelligence plays in formulating and executing 

the U.S. national security strategy. These strategies provide the intellectual framework for the evolution and 

application of U.S. instruments of national power. This course focuses on the tenets of U.S. national security, 

warfighting strategies, and the context of influencing national security strategies development. Globalization 

provides the backdrop for discussion of contextual factors, along with the primary principles, doctrines, and 

theories underpinning successful and unsuccessful strategies, the interactive nature of warfare, and the 

evolution of strategies in conflict. Students develop a framework for thinking about conflict at the strategic 

and operational levels and examine the role of intelligence in formulating strategies.

BCR 413 Science, Technology, and Intelligence

This course introduces students to the basic physics (and selected other sciences) associated with S&TI. 

The application of these concepts includes exploiting S&T to generate intelligence understanding and 

assessment of technical capabilities and limitations. The course introduces terminology, principles, and 

limitations of specific scientific and technological applications that affect intelligence and national 

security. The aim of this course is to enable students to better understand the scientific “why” behind the 

technological “how” applicable to the practice of S&TI.

Undergraduate Capstone Courses

The course requirements for the Capstone Project are described in the subsection that follows.
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CAP 400 Capstone Introduction

This course familiarizes students with the BSI capstone process, including the annual capstone theme and 

the associated research frameworks, tools, techniques, and resources available to assist them. Besides 

interactions with the BSI faculty, included in the program of study are detailed briefings by staff members 

from the NIU Library, the Writing Center, the Institutional Review Board, and the Ann Caracristi Institute 

for Intelligence Research. During the course, students form four- and five-person topical teams, meet their 

Capstone Chairs, and prepare to embark on their selected capstone projects.

CAP 401 Capstone Research and Design

This course is designed to prepare students for the undergraduate-level research and design needed to complete 

the capstone projects. The undergraduate capstone experience is designed to bring reflection and focus to the 

whole of the degree program. The course teaches fundamentals of scholarly research on an intelligence topic, 

encouraging students to integrate coursework with intelligence and research concepts. They will acquire and 

synthesize material including intelligence reports, academic literature, and other sources. Students will begin 

the process of creating a capstone project on a national security and intelligence-related topic.

CAP 402 Capstone Proposal

Under the Capstone Chair’s guidance, the capstone team develops a final capstone proposal, identifies a 

reader, receives Institutional Review Board (IRB) approval, briefs the proposal to the Capstone Chair and 

Reader, and submits the final proposal to the BSI Program Director for approval.

CAP 403 Analyst-Collector Integration 

In this course, students integrate collection strategies and all-source intelligence analysis in a missioncentric approach to strategic-level intelligence problems listed in the National Intelligence Priorities 

Framework. The course is designed to demonstrate the interdependence between collectors and analysts. 

Students apply analytic methods and full-spectrum collection capabilities in ways that satisfy priority 

intelligence requirements, provide indication and warning, and identify intelligence information gaps for 

policy, planning, and operations against significant intelligence problems.

CAP 404 Capstone Research

Under the guidance of the Capstone Chair and Reader, the capstone team continues to collaborate on, 

research, and prepare the final capstone presentation and paper. The Capstone Chair and Reader engage 

with the team to set and accomplish specific research and writing goals for the capstone project.

CAP 405 Capstone Completion

Under the direction of the Capstone Chair and Reader, students finalize their capstone presentation and 

paper. Understanding the dynamic and complex relationships among analysis, collection, and warning is 

the key challenge facing the IC. This capstone project requires students to experience the dynamics of a 

significant intelligence problem, while integrating the challenges of analysis, warning, and collection. The 

goal of the course is for students to successfully apply research and data collection methods, carry out a 

comprehensive project, and complete a final written product.
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Undergraduate Elective Courses

National Intelligence and Security Enterprise (NISE) Department Courses

CAC 420 Counterintelligence

Foreign intelligence activities pose a significant threat to U.S. national security and economic interests at 

home and abroad. This course examines the U.S. CI effort from a strategic perspective, including the role 

of CI in relation to the IC, the law enforcement system, and U.S. national security strategy. The course 

includes an overview of the CI organizations, laws, and strategies, as well as the foreign intelligence threat 

including espionage, influence operations, and cyber intrusions.

CAC 430P Strategic Warning 

This is an undergraduate survey course that reviews the fundamentals of strategic warning intelligence. 

The course begins with a discussion of the origins and development of the U.S. strategic warning 

process. This will be followed by a discussion of obstacles to successful analysis in the context of the 

psychology of analysis and heuristics. The course will examine some of the modern-day challenges to 

warning. It addresses warning successes and failures of the United States and other nations and discusses 

postmortems of failures to identify lessons learned. The course will examine some of the warning 

methodologies used and the role of collection. The impact on warning of denial and deception 

campaigns will be reviewed as well.

National Intelligence and Strategic Studies (NISS) Department Courses

DEF 422 Intelligence: Building Stability and Peace

The United States conducts stability operations to prevent, contain, or resolve regional conflicts that 

threaten U.S. national interests. Stability operations have been designated a core U.S. military mission 

and are becoming a priority comparable to combat operations. The immediate goals are to provide

conflicted societies with security, restore essential services, and meet humanitarian needs. The long-term

goals are to help develop indigenous capacity for securing essential services, a viable market economy,

rule of law, democratic institutions, and a robust civil society. This course examines the challenges and 

requirements facing intelligence professionals engaged in planning and supporting U.S. and multinational 

stability and peace operations in global regions, including how intelligence supports U.S. and 

multinational plans and operations for stabilization, security, reconstruction, and transition operations for

sustainable peace.

DEF 423 Intelligence and Special Operations

Special operations play an important role in U.S. national security strategy. Moreover, there is a strong, 

mutually supporting, symbiotic relationship between special operations and intelligence that needs to be 

fully understood and maximized by the intelligence professional. Intelligence support necessary to plan and 

execute special operations missions involves understanding an interlinked framework of concepts of the 

national security environment, the human domain in which special operations occur, and the mission sets 

themselves. Students will focus on, critique, and hypothesize on the concepts and their interrelationship to 

better understand the impact, benefits, risks, and intelligence needs of special operations.
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TRN 409 Homeland Security and Intelligence

This course evaluates the role, structure, composition, missions, capabilities, and limitations of homeland 

security, IC, and key law enforcement institutions, in light of the strategic security environment and 

probable threats. Students apply national security strategy and policy to the homeland security 

environment. Students gain an understanding of how intelligence capabilities are applied to sharing 

information, preventing national security threats, protecting critical infrastructure, and protecting the 

economy in a world of interconnected global transportation systems. The course also examines threats 

and threat doctrines that adversely affect intelligence and law enforcement practices, including insider 

threats, and provides analytic frameworks for modeling threats, evaluating those threats against homeland 

security mission capabilities and proposing intelligence strategies.

Global Security Intelligence Studies(GSIS) Department Courses

RSI 421 South Asia: Intelligence Issues

This course provides students with an understanding of the drivers and causes of conflict and instability in 

South Asia, focusing particularly on the intertwined relations among India, Pakistan, and Afghanistan. The 

course explores the historical and cultural sources of the region’s extremism; ethnic, communal, and sectarian 

conflict; and potential flashpoints, including Kashmir. The course examines the historical and contemporary 

decision points and challenges that have brought India global stature as an economically dynamic democracy 

yet have yielded a struggling and conflict-ridden state in Pakistan, nuclear proliferation, and safe haven for a 

range of militant Islamist groups. Students also explore the nature of Afghan governance, Afghanistan’s 

current and future prospects, and Indian-Pakistani competition there for influence. The course concludes with 

a look at the region’s future prospects and the enduring nature of U.S. strategic interests there.

RSI 422 East Asia: Intelligence Issues

This course explores key cultural, historical, political, economic, security, and intelligence issues for East 

Asia. It develops an understanding of East Asia’s current and emerging regional security challenges, including 

political and societal instability, military developments, demographic shifts, trade, and tension over natural 

resources. Recognizing that China is emerging as a global power, the course addresses priority intelligence 

challenges, such as China’s grand strategy, the South China Sea, military modernization, Taiwan and the 

Korean Peninsula, ethnic tension, and regional security.

RSI 431 Eurasia: Intelligence Issues

This course focuses on Russia and its relations with five major regional and world groups: the successor 

states of the former Soviet Union, the nations of the former Warsaw Pact, Western Europe, NATO, and 

the United States, as well as other specific states, such as Iran. Current and emerging security challenges—

including regional stability, terrorism, criminal activities, transnational threats, and socioeconomic factors 

that affect regional and global security—are discussed, along with implications for U.S. national security.

RSI 432 Europe: Intelligence Issues

Europe contains many of the U.S. allies who provide critical strategic platforms to pursue American 

national security strategies. This course focuses on the reality of contemporary European and American 
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national security strategies. It also focuses on how U.S. allies meet U.S. expectations in contributing to 

multilateral and coalition efforts. European cooperation depends on agreement with overall U.S. strategic 

aims, the capacity and will to assist, and the ability to cope with burgeoning domestic challenges. Students 

explore NATO and EU cooperation and competition, disputes among various European states, and the 

effects of a resurgent Russia on NATO and EU cohesion. The course examines lessons learned in NATO’s 

operations in the Balkans and Afghanistan and focuses on the cyber and terrorist threats in the region.

RSI 441 Latin America: Intelligence Issues

The goal of this course is to increase awareness of threats and opportunities, both current and future, that 

originate in Latin America. Students gain a greater understanding of recent developments in Latin 

America and the historical, sociopolitical, and cultural fabric of this important region. This enhanced 

perspective should enable the student to intelligently collect, process, and analyze data on Latin American 

society, politics, economics, trends, and issues. This understanding should enable students to improve 

their ability to cogently articulate analytical assessments. The course focuses on the vital role of 

intelligence in understanding and dealing with critical Latin American security issues, such as increased 

Chinese, Iranian, and Russian influence in the region. The course also studies transnational criminal 

organizations, terrorism, insurgencies, and trafficking in humans, drugs, and arms.

RSI 451 Middle East: Intelligence Issues

This course examines the cultural, social, political, and economic underpinnings crucial to understanding 

the challenges for U.S. national security and the role of intelligence warning, analysis, and collection in 

the region. The course examines the importance of Islam, the history of Western involvement, and regional 

political and security issues, such as terrorism, the promotion of democracy, and prospects for economic 

development. The course also addresses specific issues, such as the Arab-Israeli conflict, Persian Gulf 

security (including issues pertaining to Iraq and Iran), WMD proliferation, and access to hydrocarbon 

reserves.

RSI 461 Culture and Identity in an Age of Globalization

The highly distributed and dispersed global operations observed in recent years—from Timor to Bosnia, 

the former Soviet Republics, Baghdad, and Kabul—underscore the importance of conducting uniquelytailored missions in different environments. The pressures of globalization challenge the ability of 

individuals and nations to maintain “identity.” The mix of cultural groups, languages, religions, customs, 

and beliefs occurring in nation-states can shape an official identity. However, individuals and nonstate 

actors also seek to forge their own identities because identification with a particular group provides a 

sense of belonging, empowerment, and security. The lack of identity among minorities and outsiders can 

yield exclusion, intolerance, and conflict. The principal focus of this course is to learn to recognize the 

complexity and dynamics of national, ethnic, cultural, and religious identities. Understanding individual 

and group identities and practices is key to knowing both one’s adversaries and one’s allies.

TRN 403 Terrorism: Origins and Methodologies

Terrorism represents one of the most palpable threats to U.S. security interests. This course examines the 

terrorism phenomenon within the context of the social sciences. Particular emphasis is placed on 
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introducing basic techniques for analyzing the causes, strengths, and weaknesses of key forms of 

terrorism, with a view toward facilitating intelligence capabilities to develop preemptive and 

countervailing strategies.

TRN 407 Transnational Threats

The growing prominence of transnational threats and capabilities of illicit transnational actors in the 

globalized world presents significant security challenges to the intelligence mission. Transnational threats 

range from terrorism, pandemic health issues, and international narcotics trafficking; through environmental 

degradation, human trafficking, WMD and weapons proliferation; to international smuggling of otherwise 

licit goods and trafficking in wildlife, antiquities, human organs, and art—all enabled by expert facilitators, 

manipulation of the global financial system, and public corruption. IC responses to these many and often 

overlapping activities help shape the way policy and decision makers consider and address the deepening 

effects of these transnational threats. This course highlights the profound, destabilizing effects of 

globalization on sovereignty, international regimes, and global security. Students are challenged to 

understand and explain this complex space and coherently describe the threat from an IC perspective.

Science and Technology Intelligence Courses

STI 460 Denial and Deception

The accuracy and credibility of the IC rest on its ability to determine ground truth in an environment 

characterized as information-competitive, with extensive foreign knowledge of intelligence sources,

methods, and analytical techniques. Deception analysis equipsthe intelligence analyst with the information

and tools necessary to identify both deception and the larger strategic picture that drives potential

adversaries to implement advanced deception operations against the United States. This course establishes

a historical, thematic, and contemporary context that provides the fundamental perspective and

foundational knowledge required to successfully counter D&D activities. This course is divided into three 

parts. Part I examines the fundamental principles and historical events through supporting case studies by

focusing on the effects of D&D that permeate and influence the world of the D&D analyst. Part II outlines 

operational and strategic deceptions and illustrates their effects on leadership and intelligence analysis. 

Part III focuses on influence operations, offensive CI, and the effect of D&D on surprise, strategic 

warning, and U.S. national security objectives.

STI 463 Proliferation of Weapons of Mass Destruction

This course examines the role of intelligence in analyzing threats from adversarial state and nonstate actors 

possessing or aspiring to acquire WMD to use against the U.S. homeland and global interests. It explores 

the capabilities and consequences of current and emerging revolutionary advances in S&T that can be 

used by adversaries to perfect nuclear, biological, and chemical weapons. An overview of the intelligence 

analysis challenges surrounding the threats posed by state and nonstate adversaries provides the 

framework to examine the basic technologies of nuclear, chemical, and biological weapons and the threats 

posed by WMD. The course explores the motives for and means of acquiring and developing WMD and 

encourages students to think analytically and critically about the causes and consequences of nuclear 

proliferation.
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STI 480 Information Operations

The power of information lies at the heart of cooperation and conflict, while state and nonstate actors, 

groups, and individuals adapt to, and exploit, the “global commons.” This course examines the global 

information environment and its effects on U.S. national security strategy and military operations. 

Students view essential paradigms and concepts, policies, doctrines, and practices of information 

operations (IOs) from a strategic intelligence perspective supporting U.S. information operations planning 

and strategy. The course analyzes U.S., coalition, and adversarial IOs and examines the exploitation of 

the global information environment in conducting national security operations at the strategic and 

operational levels of conflict. Additionally, the course explores intelligence-related aspects of planning 

and executing in-theater, interagency, and international IOs across the physical, informational, and 

cognitive dimensions of the information environment.

STI 482 Cyber Strategy

This course provides students a foundation from which they will assess and evaluate U.S. policies and 

strategies related to the cyber domain within the context of national security. Topics covered in this course 

include how cyber works; its relevance to the IC; current roles and responsibilities of government and 

nongovernment entities related to cyber; and the challenges and opportunities related to cyber applications 

in the national security context. 

Special Interest Courses

BSI 498 Special Topics in Intelligence

This course designation is used for one-time-only courses on special topics in intelligence. Such courses 

may be created to take advantage of special expertise of a visiting professor or to meet the needs of a timely 

intelligence topic. Special Topics are also candidate courses for permanent listing in future curricula.

BSI 499 Directed Readings

This course focuses on a specific aspect of strategic intelligence that is so new or specialized it is not 

offered in an existing course. The student must develop a written proposal, a list of readings, and 

assignments and have them approved by the sponsoring faculty member and the BSI Program Director. 

Students may use a Directed Readings course to satisfy an elective course requirement.

Graduate Core Courses

All master’s degree students are required to take the following courses.

MCR 607 Intelligence Reasoning and Analysis

This course focuses on the art and science of analysis and explores the concepts and processes of 

developing effective intelligence analysis. Students will explore the elements of logic, critical thinking, 

and argumentation as the fundamental components of assessing and estimating threats and opportunities 

in the national security environment. Students will also examine analytical concepts and practices with 

the goal of mitigating traditional analytic pitfalls and enhancing the accuracy of assessments. Throughout 
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the course, students will explore the numerous organizational and ethical issues associated with improving 

intelligence analysis in today’s highly dynamic and increasingly complex environment.

MCR 608 Leadership and Management in the Intelligence Community

This course examines the practices and theories of leadership, then looks at the dynamics of organizational 

management and change to identify “best practices” that can be applied to the unique challenges and 

missions of the IC. The course examines corporate and governmental leadership as a process: the people 

who become leaders, the influence leaders wield in motivating followers, the psychology of organizations—

including culture, structure, and communications—and the goals that give groups purpose. The course then 

examines corporate management: creating a vision, developing a strategy, implementing lasting change and 

transformation, and assessing risk and performance. The course endeavors to relate the best available theory 

and scholarship to the specific attributes of the IC in a unique interdepartmental government construct. This 

course concludes with an examination of how the IC can organize, prioritize, collaborate, and operate in a 

rapidly changing global environment.

MCR 609 Intelligence Collection

Collection includes a dynamic and integrated set of activities to acquire intelligence information needed 

to satisfy national intelligence requirements and is performed through five primary means:

• Human intelligence (HUMINT).

• Signals intelligence (SIGINT).

• Geospatial intelligence (GEOINT).

• Measurement and signature intelligence (MASINT).

• Open-source intelligence (OSINT).

Collection must continuously produce the right data and information for successful and aggressive all-source 

analysis. This course analyzes HUMINT, SIGINT, GEOINT, MASINT, and OSINT collection disciplines 

to determine their structures, technologies, capabilities, and limitations, in the context of interacting with 

and providing evidence for analysts. Case studies drawn from classified intelligence literature provide the 

substantive backdrop for analyzing the capabilities and limitations of each collection discipline.

MCR 611 Intelligence and National Security Policy

Emerging trends that have manifested in the threats and opportunities of globalization have altered 

collective national interests and national security policy formulation. The country’s success in meeting

ever increasing asymmetric and transnational challenges depends on effective transformation, 

reorientation, and coordination of the IC to support the requirements of national security policy. This 

course examines national security policy formulation, the factors that influence and constrain policy 

choices, and the role of intelligence in this process. Changing intelligence relationships with policymakers 

continue to serve as benchmarks for national security engagement. Students analyze and evaluate the 

future political, cultural, and institutional changes facing the IC as it supports national policy.
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Master’s Thesis Courses

The course requirements for the master’s degree thesis are described in the subsections that follow.

MCR 701 Thesis Methodology and Design

This course teaches students the graduate-level research skills they need to complete a MSSI or MSTI 

thesis on a topic related to U.S. intelligence and national security. The course exposes students to the 

fundamentals of research design and teaches them how to identify a research problem, develop a research 

question, write a synthesized literature review, formulate hypotheses, utilize basic research 

methodologies, apply analytic frameworks, and describe the results of their research. Students also learn 

about human subjects research/Institutional Review Board (IRB) standards and procedure. During the 

course, students prepare and peer-review each other’s research designs and, as the final assignment, 

complete a final research proposal.

MCR 702 Thesis Research

Under the Thesis Chair’s guidance, the student implements the thesis completion calendar, establishes the 

thesis committee’s workflow, and begins the data-gathering and analysis processes. (Prerequisite: passing 

MCR 701 with a score of 80 or higher.) 

MCR 703 Thesis Writing

Under the Thesis Chair’s guidance, the student continues to implement the thesis completion calendar, 

completes the data-gathering and analysis processes, and writes up the findings. At a minimum, students 

must show continued progression in research and writing. (Prerequisite: completion of MCR 702 with 

a pass.)

MCR 704 Thesis Completion

Under the guidance of the Thesis Chair and Reader, the student completes and delivers the master’s thesis. 

(Prerequisite: completion of MCR 703 with a pass.)

Program Requirement: Master of Science of Strategic Intelligence (MSSI)

All MSSI students must successfully complete the MSSI program requirement, MSI 601.

MSI 601 Analyzing the Global Strategic Environment

To best understand how intelligence challenges develop and evolve, it is critical to view the world not only 

as regions and specific countries but also as a global and international system of connected states. Many 

challenges facing intelligence professionals cross traditional sovereign state boundaries; this course prepares 

master’s degree students to examine the world at both a systemic level and at the traditional state-centric 

level. This course includes a solid grounding of major theoretical debates that influence national security 

strategies and national intelligence priorities, an examination of the existing state-centric system and its 

strengths and challenges, the role of regional and international organizations and how they both enable and 

constrain analysis and actions, and emerging issues and opportunities in the global strategic environment.
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Program Requirement: Master of Science and Technology Intelligence (MSTI)

All MSTI students must successfully complete the MSTI program requirement, MST 613.

MST 613 Science and Technology

This program requirement course is designed to develop a common knowledge and comprehension of 

current and future S&T threats and issues. It explores the concepts, principles, and applications of S&TI to 

collection and analysis—focusing on:

• Developing the ability to understand threats to U.S. national security posed by adversarial use 

of S&T.

• Appreciating the effect of emerging and disruptive technology advances.

• Identifying effective threat indicators and collection capabilities to monitor S&T advances.

• Understanding the use of S&T capabilities in U.S. intelligence collection and analysis.

The course examines S&T from a global perspective—studying its use and potential use by adversaries,

understanding the S&T of important weapons and intelligence systems, and exploring the capabilities of

relevant U.S. and global S&T organizations. The course is designed to provide an information foundation 

for the MSTI degree and its concentrations.

College of Strategic Intelligence Graduate Electives

The MSSI electives within the MSSI degree program are described below.

National Intelligence and Security Enterprise (NISE) Department

CAC 601 Advanced Methods of Intelligence Analysis

To meet the objectives of the National Intelligence Strategy, analysts must anticipate developments of

strategic concern and identify opportunities by rigorously applying techniques that explore alternative 

analytic views. This course focuses on developing and integrating analysis concepts and techniques to 

provide effective estimates of opportunities and threats to U.S. national interests. Students learn to use 

key challenges in the national security environment as practical frameworks to apply and assess estimative

analysis methods, explore issues associated with analytic processes, and develop estimative skills.

CAC 603P Open-Source Intelligence (OSINT) 

This course provides current and future IC leaders with the theory, principles, and concepts they will need 

to manage, lead, and provide effective oversight over Open-Source Intelligence (OSINT) exploitation 

activities. The course addresses key functions and principles of OSINT, and the significance they have 

for the use and management of OSINT in the IC. Desired learning outcomes are assessed through written 

assignments, presentations, and class participation. The course incorporates a variety of teaching methods 

in recognition of different learning styles.
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CAC 610 Advancing Intelligence Collection

Developing advanced intelligence collection resources to address the most difficult intelligence problems 

requires understanding the broader contributions of individual collection systems. This course leverages 

material presented in Intelligence Collection (MCR 609), with a focus on advancing future collection 

systems and a particular emphasis on hard targets. (Prerequisite: MCR609)

CAC 611 Signals Intelligence Resources, Methods, and Operations

This course presents a holistic approach to SIGINT activities and their support to the National Intelligence 

Priorities Framework (NIPF). The business of America is conducted mostly on the Internet, which makes 

that network a national interest. NSA must carefully and skillfully integrate its missions to achieve an 

effective, persistent, pervasive presence on the Internet. This course is designed to educate the intelligence 

professional about NSA’s operational missions and how they are leveraged in a new operational architecture 

that mirrors the global network environment. Students learn how NSA is integrating all missions into a 

single enterprise that gives the IC a distinct advantage over its adversaries. (Prerequisite: MCR 609)

CAC 612 Geospatial Intelligence: A Strategic Introduction

GEOINT is the use of imagery, imagery intelligence, and geospatial information to describe, assess, and 

depict geographically referenced activities and physical features on Earth. GEOINT’s power to develop 

and support strategic intelligence residesin its ability to enhance the situational awareness of policymakers,

defense planners, and military operators by gathering information and presenting complex problems in a 

spatial, geographical context. This course examines the historical foundations of military geography and

aerial reconnaissance, then evaluates the ways in which GEOINT provides decision advantage to 

policymakers and military leaders. It also dissects current GEOINT collection capabilities and analytic

approaches and explores future challenges in the discipline. (Prerequisite: MCR 609)

CAC 613 HUMINT

Collecting intelligence from human sources—HUMINT—is one of the core intelligence collection 

disciplines. Senior U.S. and national security policymakers look to HUMINT to provide detail, context, and 

adversary intent unavailable through other collection disciplines. In addition, all-source analysts look to 

HUMINT to contribute to the overall analytic perspective of national security threats. The course considers 

HUMINT to be a collection discipline within three disparate operational environments: traditional overseas, 

domestic, and war zones. In addition, the course provides perspective on congressional oversight of 

HUMINT operations and how policymakers and senior analysts view HUMINT. The course also briefly 

addresses the foundational role HUMINT plays in covert action and CI.

CAC 614P Time and Narrative in Intelligence Analysis 

As rational actors in society, all human beings seek meaning and structure in their lives. Key moments in 

time, whether carefully remembered and memorialized or willfully forgotten and discarded, serve as 

guideposts for establishing master narratives that can justify policy decisions, shape political rhetoric, or 

transform social expectations. Politicians and their constituents view present threats and opportunities 

through the lens of previous experiences, drawing upon their understanding of historical precedent to help 

guide them in achieving positive future outcomes. All policymakers, in Washington and abroad, make 
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their decisions within a historical context and mindset that is specific to their family, friends, and 

generation; their birthplace, capital, and country; their experiences and those of their predecessors, among 

other factors. An understanding of how foreign leaders, institutions, and societies conceive of time and 

narrative is essential for subject matter experts, and IC analysts must work with these concepts of time 

and narrative as they craft their own analytical lines.

CAC 615P Private Sector Intelligence Practices 

There are crucial similarities and differences that exist between public and private sector approaches to 

intelligence analysis and collection. Private intelligence companies (PICs) have proliferated in the last five 

years, with dozens of outfits employing sophisticated tools that mirror U.S. Government techniques for 

SIGINT, HUMINT, GEOINT, OSINT, and even MASINT. They include large corporations operating 

branch offices around the world with 24-hour crisis centers, computer labs using algorithms derived from 

machine learning to develop new platforms for networking big data, and small providers of highly 

specialized insider information who also function as business consultants and strategic advisors. Although

these PICs seek to develop a skilled workforce of qualified experts and replicate the tradecraft standards of 

the U.S. Intelligence Community, they face a very different set of market constraints and human resources 

challenges. Many of these firms are already contracting to the U.S., UK, and other foreign governments, and 

they are likely to play an increasing role over the next decade in helping the U.S. Government to fill critical 

knowledge gaps. A knowledge of their operating environment will be essential to understanding the future 

of the intelligence enterprise. This course will not involve collection of intelligence from the private sector. 

CAC 620 Counterintelligence

Foreign intelligence activities pose a significant threat to U.S. national security and economic interests at 

home and abroad. This course examines the U.S. CI effort from a strategic perspective, including the role 

of CI in relation to the larger IC, the law enforcement system, and U.S. national security strategy. The 

course also includes an overview of CI organizations, laws, and strategies and an overview of the foreign 

intelligence threat, including espionage, influence operations, economic espionage, and cyber intrusions.

CAC 621 Comparative Intelligence

A critical mission of U.S. CI organizations—and of the broader IC—is to assess the intelligence capabilities 

and activities of foreign powers and to describe their resources, plans, and methods of operation. This course 

provides students with multiple approaches to analyzing foreign intelligence systems and services. Students 

are introduced to theoretical models drawn from academia and to analytic frameworks used by U.S. 

intelligence agencies. Later in the course, the theoretical models and frameworks are applied in a series of 

case studies of the intelligence systems and services of both adversaries and allies.

INT 501 Leadership and Intelligence

This course explores and applies the tenets of leadership within the context of the IC. The course examines

current challenges affecting IC leaders, leadership theories and roles, organizational culture, motivation 

theory, building trust and influence, and leadership philosophy. The sessions combine seminar instruction

with experiential activities, case studies, facilitated group discussions, and personal reflection exercises.

This course applies to the Leadership and Management certificate topic.
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INT 502 Leadership, Intelligence, and National Security Decisionmaking

This course examines national security policy formulation, the factors that influence and constrain policy 

choices, and the role of intelligence in this process. Students examine relationships among primary actors 

using a combination of theory and real-world examples. Participants better understand and appreciate how 

the interagency processes, resource management, and IC oversight affect the process of developing and 

executing U.S. national security policy. This course applies to the Leadership and Management in the 

Intelligence Community certificate topic.

INT 503 National Security Law and Ethics

Senior intelligence officers, responsible for leading mission-oriented organizations and managing public 

resources, require an appreciation for the complex legal and ethical issues they may encounter. Senior officers 

further require an appreciation for the roles and responsibilities of attorneys in government, including agency 

general counsel and the inspector general, as critical team members who enable mission accomplishment 

consistent with American laws and values. This course facilitates lifelong learning by introducing students to 

the complex interaction of issues, theories, and concepts facing senior intelligence officers. This course 

applies to the Leadership and Management in the Intelligence Community certificate topic.

INT 504 Organizational Management and Change

This course explores and applies tenets of business management to the IC by studying group dynamics, 

organizational change theories, business decisionmaking, business analysis, strategic communications, 

and marketing. During the session, attendees combine materials from previous sessions with 

organizational management applications to examine issues within the IC. Attendees complete an IC case

study analysis, combining leadership and change management theories, before the next session. This 

course applies to the Leadership and Management in the Intelligence Community certificate topic.

INT 602 Strategic Decision Analytics and Methods

This course examines the use of applied decision sciences and business analytics in strategic intelligence 

decisionmaking to determine mission priorities, capabilities, and resources.These disciplines have changed

the way senior intelligence executives approach decisions on complex, interdependent systems. For the 

IC, these tools and methods must be adapted to an interdependent system combining collection, analysis, 

technology, infrastructure, workforce, and organizational dynamics of the diverse intelligence disciplines. 

The course introduces the fundamental methods for decision analytics and applies them to real problems 

in the IC through a case study approach supplemented with advanced textbook exercises.

INT 603 Intelligence Resource Management: Process, Politics, and Money

One of the primary means of implementing policy and achieving strategic goals is through the allocation 

of fiscal resources. The challenge lies in knowing how to effectively navigate competing priorities, 

personalities, and processes. Such knowledge is a critical part of understanding how the IC functions at

the strategic level and a key attribute of effective senior leadership in the IC. This course focuses on the

National and Military Intelligence Programs, and the legal, political, bureaucratic, and interpersonal 

contexts that define and constrain the IC and DoD resource management processes.
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INT 604 Professional Ethics

Ethics is the branch of knowledge dealing with human values. It is a mode of questioning that enables us

to analyze the interaction of personal, societal, and professional values that often come into conflict. In 

contrast to legal analysis, which grounds action in what we can do, ethical analysis helps answer the 

question: What should we do, based on what we value? Sound ethical reasoning aids intelligence 

professionals in developing a deeper understanding of human values and the moral compass to navigate 

contentious and complex sociopolitical environments.

INT 605 Intelligence and National Security Law

Constitutional issues—such as separation of powers and preservation of civil liberties in light of rapidly 

evolving surveillance and other collection technologies—and U.S. obligations to other nations under treaty 

and custom play critical roles in creating effective national security legislation and in trying to anticipate 

and avoid unintended consequences of such legislation. Although a solid grasp of intelligence-related 

statutes and regulations is essential to today’s strategic intelligence professional, the underlying 

constitutional issues continue to inform ongoing national debate about the balance—for those who avow 

that such a balance exists—between national security and civil liberties. Students analyze and evaluate the 

Constitution and a range of national security-related statutes, case law, treaties, and commentaries, in light 

of their own experiences as intelligence professionals (both actual and potential). Post-9/11 legislation and 

subsequent court challenges form the basis for an examination of how national security law is developing 

and how strategic intelligence professionals can—or should—attempt to predict, if not influence, its path.

RSI 613 Chinese Intelligence and Information Warfare

This course examines the composition, missions, capabilities, and operations of China’s intelligence, 

influence, cyber, and internal security organizations. A primary objective is to enable students to assess 

the nature of the threat to nationalsecurity and economic interests posed by the People’s Republic of China

(PRC) intelligence and information warfare capabilities. The course also includes discussion of the role 

of intelligence and information warfare in PRC national security policy and covers U.S. efforts to counter 

PRC intelligence and information warfare. The course draws on readings from a variety of perspectives,

including IC products, other government publications, academic writings, and media reports.

RSI 636 Russian Intelligence

This course examines the organization, missions, capabilities, and operations of Russia’s intelligence

organizations. A primary objective is to enable students to assess the nature of the threat to U.S. interests 

posed by Russian intelligence and information operations (IOs) and the role of intelligence and IOs in 

Russia’s government and society. In addition, the course covers U.S. efforts to counter Russian 

intelligence and IO activities. The course draws on readings from a variety of perspectives, including IC

products, other government publications, academic writings, and Russian documents.

RSI 661 Social Analysis

Strategic-level intelligence estimates and grand strategy for contemporary threats require that we know 

these threats both empathetically and sociologically in terms of all of the complex historical, structural, 
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and agent-related factors that have shaped their emergence and growth. Key parts of our analytical tool 

kit for these threats are informed by the conceptual frameworks that have been formulated over decades 

of formal research and peer review in the social sciences. These analytical tools and concepts cover every 

category of social phenomena, including conflicts of various kinds, social and political movements, and 

extremism or radicalization. 

National Intelligence and Strategic Studies(NISS) Department

CAC 602 Applied Collection and Analysis for Strategic Warning

This course allows students to evaluate, synthesize, and apply theoretical concepts of collection and 

analysis to a real-world strategic warning problem. Students apply an advanced analytical methodology 

to examine a real-world problem incorporating collection and analysis priorities while also considering 

foreign intelligence concepts, adversary D&D, and the unique challenges of effective strategic warning 

that allow strategic decisionmakers ample time to make effective, proactive decisions.

CAC 630 History of Warning Intelligence

This course provides a historical perspective of the experiences of the United States and other nations in

providing warning to policymakers. It addresses both warning successes and failures and covers 

methodological and organizational lessons learned to place this critical analytical mission into perspective. 

The course also discusses the origins and development of strategic warning analysis in the United States 

and the obstacles to successful analysis within the context of the psychology of analysis and heuristics.

The course is largely oriented around student case-study presentations and class discussion.

CAC 631 Challenges in Strategic Warning

This course addresses the increasingly complex environment that has made the always difficult mission 

of strategic warning intelligence analysis all the more challenging since the end of the Cold War. The 

course is divided into three parts. The first discusses the revolutionary developments of globalization:

phenomena, such as emerging state and nonstate actors; evolving structures within the international

system; demographic and migration patterns; expanding trading networks and financial flows; 

competition for natural resources; health and environmental hazards; and disruptive S&T trends. This

discussion particularly focuses on three transnational issues, which have proven especially challenging to 

warning analysis: threats related to cyber, terrorism, and proliferation of WMD. The second general topic 

involves examining the critical intelligence collection component of analysis, to understand the 

relationship between these two functions and how to maximize and coordinate the effort. Third, the course 

discusses both international and interagency intelligence collaboration, which studies have found to be 

critical to intelligence successes.

CAC 632 Warning Theory and Methodologies

This course surveys analytical techniques compiled since the 9/11 attacks that help address the challenges 

of producing effective warning intelligence. The course begins with an indepth discussion of analytical 

pitfalls, then discusses methods to help overcome them. The course reviews the methodology developed 

during the Cold War, analyzes indicator-based scenarios, and discusses whether this methodology remains 
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relevant. Students explore concepts and methods under consideration since 9/11, including enduring

issues, emerging issues, strategic surveillance and reconnaissance, horizon scanning, and communities of 

interest for warning analysis. The class explores relevant structured analytical techniques compiled since 

9/11—particularly those designed to enhance imagination and to challenge conventional wisdom—

addresses the possibility of deception, and discusses decisionmaking theory to understand the dynamics 

of the target. Finally, the course addresses methodologies and analysis practiced in the business world and 

in the related field of futures analysis to provide relevant insights.

DEF 601 National Strategy: Theory and Intelligence Considerations

This course enables students to evaluate state and nonstate actor strategies through the application of 

traditional and modern strategic theory and analytical frameworks suitable across the spectrum of conflict. 

Students analyze the use of intelligence in the formulation and evaluation of strategy as a key driver in 

the selection and use of all the elements of national power. Students examine their future roles as advisers 

to planners, commanders, and policymakers in the operational and global environment.*

*This course is mandatory for students seeking JPME I credit.

DEF 602 Joint Campaign Planning and Intelligence

This course explores intelligence planning at the national strategic and theater level for joint military 

expeditionary operations within the context of the joint planning process and the Joint Operational 

Planning and Execution System (JOPES). It assesses the complex problem of supporting joint and 

combined organizations and command relationships. Students evaluate new and emerging tools for 

adaptive planning and intelligence campaign planning, both in rapid response and crisis modes, to gain a 

better appreciation of the role of intelligence in peacetime, crisis, and war.*

*This course is mandatory for students seeking JPME I credit.

DEF 603 Strategic Crisis Exercise

This course explores the application of intelligence to operational and strategic crisis planning. After six 

weeks of classroom instruction, students participate in exercises hosted by the services’ war colleges, a 

combatant command, and/or combatsupport agency.Students enhance the intelligence value ofthe exercise 

by role-playing in BLUE (friendly), RED (adversary), or WHITE (control) functions. Students are 

challenged by time-constrained decisionmaking as they evaluate policy and strategy options, assess the 

effects of threats, resolve conflicting information, and develop and revise intelligence estimatesin a rapidly

evolving crisis situation. Simulations and gaming help students understand the challenges inherent in 

effective intelligence planning across a broad spectrum of scenarios: regional wars, military 

contingencies, homeland defense, humanitarian assistance, and peacekeeping operations.*

* This course is mandatory for students seeking JPME I credit.

DEF 604 Staff Ride

The Staff Ride course integrates systematic preliminary study coupled with a site visit and student 

involvement to provide a synthesis of complex strategic thought and operational concepts. It effectively 
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conveys the lessons of the past to present-day military leaders and illustrates the functions and factors of 

operational art. The two-hour, in-class lecture and one-day field study support the theories presented in 

DEF 601 National Strategy: Theory and Intelligence Considerations and the doctrine discussed in DEF 602

Joint Campaign Planning and Intelligence to lay the groundwork for the application of the joint planning 

process in the DEF 603 Strategic Crisis Exercise. This is a 1-credit course.* 

* This course is mandatory for students seeking JPME I credit

DEF 621 Asymmetric Warfare

War is no longer restricted to the realm of the nation-state and conventional military operations. The 

complexities of asymmetric warfare require that students study the principles of military strategy across 

cultural and geostrategic boundaries. Transnational threats pose complex problems for societies, and faster 

global communication creates huge advantages for a variety of anti-Western groups, including al-Qaida 

and Hezbollah. Both fourth- and fifth-generation warfare are the results of the shift of social and political 

loyalties from nations to causes and movements. This process continues to be marked by increasing power 

devolving upon ever-smaller entities that prove capable of shaping perceptions of social constituencies 

with new or radical ideologies. Students assess fourth- and fifth-generation adversary strategies with a 

view toward understanding their functions, strengths, and weaknesses, and to identify identity intelligence 

(I2) challenges in advising combatant commanders on viable countervailing strategies.

DEF 622 Peacekeeping and Stability Operations

Intelligence plays a pivotal role in identifying, preparing, and executing peacekeeping and stability 

operations performed in a multinational context. Stability and peace operations are designed to prevent, 

contain, or resolve regional conflicts. This course examines the concepts of nation-building, stabilization, 

reconstruction, and transition across the spectrum of peace operations and analyzes the roles of various 

actors—including nongovernmental organizations (NGOs), intergovernmental organizations, and 

governmental organizations—and how they interact in the stabilization mission and environment.

DEF 623 Intelligence and Special Operations

Special operations play an important role in U.S. national security. Intelligence professionals need to fully 

understand and leverage the strong, mutually supportive relationship between special operations and

intelligence to successfully achieve national objectives. Special operations intelligence involves 

understanding an interlinked framework of concepts of the national security environment, the human 

domain in which special operations occur, and the tasked missions themselves. Students focus on and 

analyze these interrelated concepts to better understand the effects, benefits, risks, and intelligence needs 

of special operations.

DEF 624 Operational Capabilities Analysis

This course develops and applies a comprehensive strategy-centric conceptual framework for analyzing 

and forecasting the operational capabilities of state and nonstate actors. It begins by analyzing the 

historical and current circumstances of the actors in which they develop and implement strategy, doctrine, 

and tactics. Students then use this background to understand how forces are raised, equipped, and deployed 
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within the context of a set of missions defined by strategy. The course discusses variables, such as

command, control, communications, and intelligence (C3I); defense economics, which may embrace the 

global economy; geography (terrain, political, ethnic); personnel; weapons and systems; individual and 

unit training; and medical support. Students complete an in-class practical exercise demonstrating proper 

framework application.

DEF 625 Intelligence and U.S.-China Great Power Competitive Strategies

This course provides a comprehensive overview of the role of intelligence in the emerging U.S.-China 

great power competition, as framed by the National Security Strategy and National Defense Strategy. 

Students apply competitive frameworks to counter Beijing’s goals and actions short of war that challenge 

U.S. and allied national interests. The course is designed to prepare students to develop their abilities to 

think critically in the competitive environment by comprehending the nature of China’s threats short of 

armed conflict, exploring options to achieve U.S. objectives in this environment, and assessing their 

effectiveness.

INT 601 The History of U.S. Intelligence

This course traces the evolution of U.S. national intelligence organizations and their missions in the 

context of evolving security threats since the beginning of the 20th century. It challenges students to 

critically evaluate various threats the United States has faced and the role of U.S. intelligence in meeting 

those challenges. Course topics focus on the history of U.S. intelligence collection, analysis, operational 

support, and the intelligence-policy nexus. The course connects legacy U.S. intelligence capabilities, 

limitations, achievements, and failures to the enduring intelligence challenges of today and tomorrow. 

Course content walks through a chronological narrative of U.S. intelligence organizations, national 

security challenges, and intelligence outcomes with case studies on topics of operational military 

intelligence, political analysis, advanced technology threats, economic/industrial intelligence, 

espionage/CI, and intelligence ethics/oversight. Covert action is not addressed in detail in this course.

INT 606 Covert Action

Covert activities and sensitive operations are integral parts of war, conflict, and counterterrorism operations. 

Intelligence officers, operators, and policymakers must understand covert activities and the contributions 

they can make to achieving broader foreign policy or national security objectives. This course explores 

covert action—from propaganda and psychological or influence operations, through the range of covert 

political and economic activities, to subversion and paramilitary programs. It also examines the procedures 

under which covert actions are developed and the oversight established to ensure that covert initiatives are 

consistent with broader objectives. The course also discusses factors that differentiate the development and 

implementation of special operations and some information operations from covert activities.

TRN 606 Economics and National Security

This course focuses on the events, forces, and ideasthat have shaped the evolution of economics and world

economies by examining the parallel development of economic thought and conflict theory.The course uses

fundamental economic concepts and linkages to enhance students’ knowledge of global economic activity
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and their ability to incorporate this phenomenon into intelligence analysis. Students evaluate international 

economic and financial relationships and their relevance to interstate competition and conflict. The course 

specifically examines cutting-edge research on the application of economic methods of analysis, both 

alone and in interdisciplinary contexts, such as international political economy, to the study of national 

security. It helps the student better analyze important economic and financial issuesrelevant to themissions

of the IC and the national security and foreign policy communities.

TRN 609 Intelligence to Protect the Homeland

This course focuses on strategic and operational threats to the U.S. homeland. Students examine friendly 

and adversarial centers of gravity, critical vulnerabilities, and offensive and defensive strategies consistent 

with the values of a free and democratic society. Students explore vital linkages, doctrines, and policies 

between law enforcement and intelligence and relationships among Federal, state, local, tribal, and private 

sector entities in homeland security.

TRN 610P Threat Finance

Intelligence analysis and targeting are central to U.S. efforts to use financial tools to coerce and counter 

threats from both state and nonstate actors. This course will examine the operations, mechanisms, and 

vulnerabilities of illicit financial networks and the challenges they pose to U.S. and global financial 

systems, highlighting the role of intelligence analysis in informing the use of policy and regulatory 

authorities and tools to defeat the networks. Students will also gain experience using tools and financial 

data exploitation techniques that have proven effective in monitoring and assessing financial threats. The 

role and impact of economic and financial sanctions and the efforts of targeted entities to circumvent them 

will receive special emphasis as a category of analysis to inform policy decisionmaking. Course 

assignments will be modeled after typical threat finance intelligence products to help students develop the 

skills needed to support the threat finance mission.

TRN 614 Homeland Intelligence Warning Field Engagement

This course focuses on the ability of intelligence to guide strategic and operational direction through the 

use of warning in the homeland, protection of which remains the IC’s ultimate responsibility. Students 

examine the nature of warning, study warning failures in the homeland, and evaluate the current construct 

for warning. By examining the complex relationships among Federal, state, local, tribal, territorial, and 

private sector partners, students prepare to ensure that the homeland is protected, prevent adversary 

success, and apply warning concepts and practices to protect and save as many lives as possible, given 

current threats, threat actors, and their capabilities. In addition to the normally scheduled classes, there 

will be a one-week period where students must report to NIU during working hours to participate in site 

visits and a tabletop exercise. Please ensure your supervisor is aware and approves prior to enrollment.

Global Security Intelligence Studies(GSIS) Department

RSI 601 Africa: Principles and Continuity Through Time

African history is replete with themes and events, which inform current events. Root cause analysis of 

government, demographic shifts, and social norms will be explored to understand their modern impacts.
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RSI 602 U.S. Policy Toward Africa

The U.S. relationship with Africa and African countries has been fluid and yet consistent. This course 

unpacks the complexities between the United States and individual countries, and regional entities, as well 

as with the region as a whole.

RSI 603 Conflict and Complications in Africa

This course examines the spectrum of conflict from political contestation to all-out war to post-conflict 

peacebuilding, including conflict management strategies, negotiation spoilers, and the complexities 

surrounding external interventions.

RSI 604 International Development Intricacies in Africa

This course analyzes development concepts and how the concepts have been implemented before 

assessing their success. Aspects of governance, democracy, transparency, economics, and the security 

sector will be examined.

RSI 605 The Technical Side of Africa

This course examines scientific advancement, cyber capabilities, and industrial manufacturing, as well 

as the contribution of African resources to the chemical, biological, radiological, and nuclear markets 

of the world.

RSI 606 Futures of African Countries

This course uses futures analysis techniques to examine potential effects of climate change, population 

explosions, urbanization, and resource exploitation on African people, African countries, and the world.

RSI 610 Introduction to China Intelligence Studies

This course provides a foundation for strategic intelligence work on the People’s Republic of China by 

equipping students to formulate and critique contextual explanations for Beijing’s policies and regime 

behavior. The course begins by preparing students to employ the lenses of China’s modern history 

(Sessions 1-3), institutional structure (Session 4), and elite politics (Sessions 5-6). The course then applies 

these frameworks to examine three key challenges facing China’s leaders that are not the subject of 

separate NIU China studies courses: the economy (Session 7), internal political stability (Session 8), and 

the Taiwan issue (Session 9). The course culminates with student briefings on historical case studies 

(Session 10) in which they individually demonstrate the analytic toolkit acquired in the first six sessions 

and practiced as a group in the latter three to dissect China’s behavior in crisis and conflict. The course 

serves as a grounding for China’s National Strategy and Foreign Policy (RSI 611), China’s Military 

Capabilities and Strategy (RSI 612), and Chinese Intelligence and Information Warfare (RSI 613).

RSI 611 China’s National Strategies and Foreign Policy

This course equips students to dissect Beijing’s domestic and international strategies and evaluate the 

implications for U.S. policymakers. It begins with the Communist Party of China’s depiction of its aims. 

The course then details the processes by which the Party formulates, articulates, and implements its 
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national strategy. It examines the Party Congresses as a critical juncture and the Party’s long-term 

commitment to integrated military and civilian development. Turning to foreign policy, it identifies the 

Party’s views of the current international order, the evolution of its alternative vision for the world, and 

how Beijing tailors its approach to different international constituencies. The course then examines 

problems of policy coordination, national security crisis decisionmaking, and strategic signaling. It 

culminates with student briefings on case studies of the Party’s strategy and policy in specific functional 

and regional areas—situating them in the context of Beijing’s overall aims and then evaluating the 

implications for Washington and the international order. 

RSI 612 China’s Military Capabilities and Strategy

This course covers the characteristics, drivers, and objectives of China’s military modernization, reform, 

capabilities, proficiency, and strategy. The course examines China’s military force modernization and 

trends across a range of People’s Liberation Army (PLA) offensive and defensive capabilities. These 

capabilities include space, air, missile, maritime, land, electronic warfare, and cyber forces. Students 

examine China’s global and regional security activities and military engagement, with an emphasis on 

analyzing China’s ongoing military development of expanding roles and missions for the PLA. Students 

assess China’s options for using military capabilities to signal, deter, compel, coerce, or prevail in 

resolving conflicts in its favor. The course emphasizes PLA capabilities that could deter Taiwan’s 

independence or influence Taiwan to settle the dispute on Beijing’s terms while simultaneously attempting 

to deter, delay, or deny U.S. support for the island. The objective of the course is to produce a futureoriented campaign concept that is phased over time, space, warfare domains, and levels of intensity to 

achieve specific political and military objectives.

RSI 614 China in the Future

This course explores the drivers, objectives, and strategies associated with China’s modernization and 

reemergence as a great power. Students examine key aspects of how China is expanding and using hard 

and soft power, both regionally and globally. Students also discuss the influence of China’s history, 

culture, geography, and its social, political, and economic development on China’s internal stability. The 

course also analyzes goals in foreign and military diplomacy; intelligence and information operations;

trade, financial, and economic cooperation; acquisition of S&T; expanding participation in multinational 

organizations; and China’s military capabilities and intentions within the regional and global security 

environment.

RSI 615 The Chinese Economy: National Security and Intelligence Concerns

This course provides students with the key background, concepts, and topics of inquiry for China’s 

political economy and economic modernization strategies, competitiveness, and power. The course 

emphasizes the priority macroeconomic, domestic, and international aspects of China’s economy 

emphasized in strategic intelligence analysis. Key themes include macro-level analysis of China’s partystate system’s role in directing socioeconomic development strategies, policies, and planning. The sectorlevel analyses of the course include domestic Chinese business and industry models, organization, and 

practices, as well as Chinese finance, banking, investment, and international aid. The course also 

emphasizes China’s global integration into business and commodity trading networks, science and 
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technology sectors, global economic governance, the Belt and Road Initiative, and China’s national 

economic security strategy of military-civil fusion linking commercial economic and technological 

innovation with defense industries. The course concludes with students assessing current and future topics 

of the U.S.-China economic relationship, global competition and influence, and Chinese economic power, 

growth, and sustainability.

RSI 616P Taiwan: Crucible of U.S.-China Relations

This course provides an indepth examination of the role Taiwan plays in U.S.-China relations and great 

power competition in the Indo-Pacific, equipping students with the tools for analyzing the trilateral 

security dynamic among the People’s Republic of China, Taiwan, and the United States. The course covers 

the historical legacies that shape contemporary developments across the Taiwan Strait and the respective 

national strategies each government pursues to advance its interests. Students will explore the prospects 

of a resolution to the Taiwan issue, the role of the United States in the future development of cross-Strait 

relations, and contemporary scholarly and policy debates about the inevitability of war over Taiwan.

RSI 621 Northeast Asia: Geostrategic Intelligence Issues

This course examines the history, geography, and culture of Northeast Asia to determine its effects on 

current and future geostrategic intelligence issues in the region. Students appraise the region’s historical 

geostrategic trends as a critical part of framing the discussion for current and emerging security challenges, 

priority intelligence issues, and potential opportunities in Northeast Asia. Students evaluate geostrategic 

intelligence issues, including North Korea’s cycle of provocations and nuclear programs; proliferation of 

nuclear, biological, and chemical weapons technology; democratization and alliance evolution in South 

Korea and Japan; sources of convergence and divergence in bilateral and multilateral relations; Russia’s 

reorientation toward East Asia; and the subregion’s response to the rise of China as a major regional power 

and global actor.

RSI 622 South Asia Intelligence Issues

Students explore the historical and contemporary political cultures of Pakistan, India, and Afghanistan 

and their resultant interactions and conflicts, both internally and with each other. This course provides 

students with a basic understanding of the drivers and causes of conflict and instability in South Asia, 

focusing particularly on the intertwined relations among India, Pakistan, and Afghanistan. The course 

explores the historical and cultural sources of the region’s extremism; its ethnic, communal, and sectarian 

conflict; and its potential flashpoints, including Kashmir. The course examines the historical and 

contemporary decision points and challenges that have brought India global stature as an economically 

dynamic democracy yet have yielded a struggling and conflict-ridden state in Pakistan. Students also 

explore the growing role of China in the region, Afghanistan’s current and future prospects, and IndianPakistani competition there for influence. The course concludes with a look at the region’s future prospects 

and the enduring nature of U.S. strategic interests there.

RSI 623 North Korea: Geostrategic Intelligence Issues

This course examines the modern history, geography, and culture of Korea to determine its effects on 

current and future geostrategic intelligence issues for the United States. The initial appraisal of the modern 
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history of Korea includes the rise of Japan, Japan’s colonization of Korea, and Kim Il Sung’s guerrilla 

activities in Manchuria and the Russian far east. Understanding these events frames the discussion of key 

geostrategic intelligence issues related to the founding of North Korea, the Korean War, consolidation of 

power by Kim, the rise of his son Kim Jong Il, the nuclear crises, the cycle of provocations, and Kim Jong 

Un’s survival strategy.

RSI 624P Southeast Asia: Intelligence Issues

This course examines the ten nations of Southeast Asia, and their relations with other international 

actors in the region such as Australia, China, India, Japan, and the Association of Southeast Asian 

Nations. It begins with the appraisal of the region’s history and assesses the region’s critical role in 

upholding a Free and Open Indo-Pacific (FOIP) region. The course then discusses the concepts of power 

and influence and evaluates how the various actors in the region seek to exercise them in a complex 

security environment. The course specifically examines the various challenges and opportunities 

associated with engaging partners and regional institutions, enhancing economic prosperity, ensuring 

peace and security, promoting good governance, and addressing transnational challenges. The course 

draws on readings from a variety of perspectives, including IC products, other government publications, 

academic writings, and media reports.

RSI 631 Europe: Intelligence Partner and Analytic Subject

Europe is the source of the most trusted, most like-minded global allies and partners for the United States, 

and the continent provides a critical strategic platform for pursuing U.S. national security and global 

political strategy. This course focuses on the reality of contemporary Europe and how U.S. allies meet 

U.S. expectations in contributing to multilateral and coalition efforts. European cooperation depends on 

agreement with overall U.S. strategic aims, the capacity and will to assist, and the ability to cope with 

burgeoning domestic challenges. Students explore NATO and EU cooperation and competition, disputes 

among various European states, and the extent to which Europe remains a major factor in determining the 

efficacy of U.S. strategic, political, cultural, and military leadership in the 21st century.

RSI 632 Russia: Geostrategic Intelligence Issues

This course assesses the current and future policies and direction of Russia as it continues to redefine itself 

and its role in the world after the dissolution of the Soviet Union in 1991. The course examines major 

political, economic, military, cultural, and social issues affecting regional stability and U.S. interests. 

Topics include traditional and newly emerging political cultures, leading personalities and institutions, 

economic reforms, and foreign policies. Other key issues include nationalism and ethnic conflict, 

separatism and terrorism, civil society, the emergence of the rule of law, and the relationship of Russia to 

its neighbors. This course develops critical thinking and an understanding of Russia’s perspective in the 

context of globalization. It is designed to provide students with a broad conceptual framework for 

analyzing key intelligence questions.

RSI 633 Central Asia: Geostrategic Intelligence Issues

This course develops a deep knowledge and understanding of the complex environment governing Central

Asia today. Located in the critical area between Iran, Russia, China, and Afghanistan, this region is a 
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corridor between Europe and Asia that encompasses the historic Silk Road. With the U.S. military

drawdown in Afghanistan, Central Asia has a special strategic importance to the United States and the IC. 

Students examine the five nations of the area—Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and 

Uzbekistan—and their relations with neighboring regions. The course further identifies the various 

challenges and opportunities that the region presents to the IC. The course objectives involve expanding 

students’ knowledge about an important geostrategic area and the issues facing it, as well as evaluating

U.S. intelligence activities and existing analysis of this region.

RSI 634 The Caucasus

This course develops a deep knowledge and understanding of the complex environment governing the 

Caucasus today. The Caucasus region is in the critical neighborhood of Iran, Russia, and Turkey, between 

Europe and Asia, and it represents strategic importance to the IC. This course examines four countries of 

the Caucasus region—Armenia, Azerbaijan, Georgia, and Russia—and three unrecognized, but selfproclaimed independent states—Abkhazia, Nagorno-Karabakh, and South Ossetia—and identifies the 

various challenges and opportunities that the region presents to the IC. The course examines the changing 

environment in select states of the former Soviet Union and U.S. relations with the region. The course 

objectives are to expand students’ knowledge about an important geostrategic region and the various 

issues facing it and to develop analytic and critical thinking skills with regard to U.S. intelligence activities 

and analysis of this region.

RSI 635 The Near Abroad

This course examines the changing environment in the states of the former Soviet Union and relations 

within the region. The first part of the course examines the dissolution of the Soviet Union and the 

resulting 14 independent states, including the Baltic States (Estonia, Latvia, and Lithuania), the Western 

Republics (Belarus, Moldova, and Ukraine), the Caucasus (Armenia, Azerbaijan, and Georgia), and 

Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan). The second part of 

the course examines cross-regional issues and problems that have arisen since the dissolution and how 

they affect the United States. The objective is to expand students’ knowledge and encourage critical 

thinking with regard to U.S. policies toward these states. This course is designed as a follow-on to RSI 

632 Russia: Geostrategic Intelligence Issues; however, the content stands alone and does not require 

RSI 632 as a prerequisite.

RSI 637 Russian Foreign Policy

The course assesses Russian foreign policy in terms of its historical development, key ideas, and responses 

to both internal and external developments. Topics to be discussed include the effects of Russia’s history, 

the bumpy transition from being a superpower to the era of Yeltsin, and the Russia of Vladimir Putin, who 

has dominated Russian politics for 16 years. The course analyzes key topics, including Russia’s current 

objectives, its instruments of hard and soft power, and its relations with the Near Abroad, the Middle East, 

China and Asia, the European Union, and the United States. A recurring theme will be how much of 

Russia’s foreign policy is Putin’s and how much is traditionally Russian. This course develops critical

thinking and the ability to evaluate Russia’s foreign policy objectives from an intelligence perspective.
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RSI 638 Europe’s Extremes—Terrorism and Political Violence in the Modern Era

Terrorism has been on everyone’s mind since the attacks of 9/11, but nowhere more so than in Europe, 

which has itself witnessed horrific terrorist attacks in the first two decades of the 21st century. Europe is, in 

many ways, the epicenter of contemporary terrorism. The French Revolution introduced the modern concept 

of “terror”—in this case, violence perpetrated by a revolutionary regime against so-called “enemies of the 

people.” In the intervening centuries, radical groups at the extremes of the political and ideological spectrum 

have used terror to further nationalist agendas, protest government policy, express grievances, sow discord, 

and hammer at the bonds of civil society. Today Europe once again faces a grave threat from terrorism and 

political violence, particularly from Islamic extremists and far-right groups. Yet, as several recent studies 

have noted, Europe’s existential struggle with its extremes, and its aggressive approach to meeting these 

threats, has gone largely unnoticed in the United States, despite direct and dangerous implications for U.S. 

national security. This course aims to shed light on this complex problem set, from a European perspective. 

The course begins by examining the place that terrorism and political violence have held in the general 

context of European affairs in the modern period, the typology of terrorists in Europe, and the various forms 

that terrorism has taken there. Next, students consider the current context and issues that have contributed 

to the recent surge in extremist activity and violence. Through case studies and selected readings, students 

analyze contemporary instances of Islamic terrorism and right-wing violence in Europe. Students then 

consider these developments as an intelligence problem and analytic subject for the United States and 

European partners. Finally, students explore European domestic and international responses to terrorism and 

the nature of U.S.-European bilateral and multilateral counterterrorism efforts.

RSI 639 Polar Security 

This course develops a deep knowledge and understanding of the complex security and intelligence issues 

in the polar regions. The Arctic and Antarctica, individually and together, are once again critically 

strategic regions for the United States. What happens in one polar region affects dynamics in the other 

region, as many of the same players address similar issues. For two and a half decades following the end 

of the Cold War, military tempo significantly decreased as relations between the two former rivals—the 

United States and the Soviet Union—improved. This new geopolitical environment combined with a

dramatically warming climate, resulting in a significant increase in the number of stakeholders in the polar 

regions in the sectors of scientific research, natural resource extraction, fisheries, shipping, and tourism. 

After 2010, as relations between Russia and the West deteriorated and as China exercised greater global 

influence, the polar regions once again became central to international diplomacy, law, economics, and 

security. This requires a more capable IC, as well as a clear vision for enhanced American engagement in 

the polar regions while preparing for increasing threats to national security.

RSI 641 Latin America: Geostrategic Intelligence Issues

This course examines the current and future threats, challenges, and opportunities for the United States in 

Latin America and the Caribbean and provides a greater understanding of recent developments within 

their historical, political, and cultural contexts. The course focuses on the vital role of intelligence in 

understanding and handling critical security issues, including political and economic instability, 

government corruption, mass migration, transnational organized crime, insurgency, terrorism, and foreign 

influence in the region.
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RSI 642 Mexico and Central America Intelligence Issues 

The threats and opportunities of globalization have dramatically affected Mexico and Central America 

and have consequently altered national security and intelligence policies for each of those countries as 

well as the United States. This course examines the domestic and international impact and future political, 

cultural, and institutional challenges of these changes on Mexico and Central American nations. This 

course will also focus on national, operational, and tactical intelligence requirements and strategies for 

these nations and issues.

RSI 643 The Caribbean Basin: Intelligence Issues

This course examines the current and future threats, challenges, and opportunities for the United States in 

the Caribbean and provides a greater understanding of recent developments within their historical, 

political, and cultural contexts. The course focuses on the vital role of intelligence in understanding and 

handling critical security issues, including political and economic instability, governmental corruption, 

mass migration, transnational organized crime, insurgency, terrorism, and foreign influence in the region.

This graduate course complements and builds upon RSI 641 Latin America: Geostrategic Intelligence 

Issues by fostering indepth understanding of the social, political, economic, and cultural diversity and 

complexity of individual Caribbean basin countries—as well as the regional dynamics—as they impact 

U.S. interests and shape U.S. intelligence planning.

RSI 644 South America Intelligence Issues

The South American nations represent a special challenge to policymakers and the IC that supports them. 

Although the South American nations are on the same continent, their politics, economics, and culture have 

evolved by quite different means from each other and in quite different directions, based in part on 

geographic accessibility to global markets and the demographics of their populations. Consequently, proper 

intelligence collection and analysis on these nations requires a sophisticated understanding of regional and 

national histories, including their modernization; educational, social, economic, and political systems;

ideologies (especially fascism, populism, communism, and militarism); and treatment of racially and 

ethnically diverse populations. This graduate course complements and builds upon RSI 641 Latin America: 

Geostrategic Intelligence Issues, by fostering indepth understanding of the social, political, economic, and 

cultural diversity and complexity of individual South American countries—as well as the regional 

dynamics—as they impact U.S. interests and shape U.S. intelligence planning. This course does not cover 

Colombia and Venezuela, which are addressed in RSI 643 The Caribbean Basin: Intelligence Issues.

RSI 651 Introduction to Middle East Politics and Security Issues

The primary objective of this course is to offer a thematic survey of the political, ideological, and security 

dynamics of the Middle East, by focusing on how history and religion have shaped and reshaped its 

development in modern times. The course also covers the way in which great power/regional power 

competition—among countries including the United States, Russia, China, Iran, Saudi Arabia, and 

Turkey—continuesto impact the stability and the future of the region. From this knowledge base, students 

are better able to produce timely, policy-relevant strategic intelligence to evaluate the nature of regional 

threats, and to identify opportunities for U.S. policy and strategy.
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RSI 652 Iran: Geopolitical Intelligence Issues

This course is designed to achieve two objectives. The first is to provide an overview of modern Iran’s 

strategic culture by focusing on the country’s political, military, and security dynamics. The aim here is 

to enable students to evaluate core structural and functional characteristics of Iranian state and society 

behavior at the national, regional, and international levels. The second objective is to teach students how 

to assess the challenges Iran poses to U.S. regional and national security goals by evaluating Tehran’s 

foreign policy and regional security calculus.

RSI 653 Egypt, Turkey, and the Levant: Geopolitical Intelligence Issues 

This course provides a comprehensive examination of the strategic security and intelligence issues related 

to the historical “Levant”—Syria, Lebanon, Jordan, Israel, and the Palestinian Authority—as well as the 

bordering states of Egypt and Turkey, whose trajectories often influence and are influenced by Levantine 

states. From this knowledge base, students will be prepared to produce strategic intelligence to estimate 

regional states’ future trajectories, evaluate the nature of threats from states’ structures and strategies, and 

identify challenges and opportunities for U.S. policy. 

RSI 654 The Arabian Peninsula: Geopolitical Intelligence Issues

Since the Arab Spring in 2011, the countries of the Arabian Peninsula (Bahrain, Kuwait, Oman, Qatar, Saudi 

Arabia, the United Arab Emirates, and Yemen) have emerged as dynamic forces in the region. A new 

generation of leaders is assuming control. They are testing one another’s commitment and resolve, seeking 

a more solid foundation for long-term economic stability, and engaging in a competition for leadership of 

the Islamic world while funding proxies in ways that alter societies in faraway places. Social media and 

technological advances are changing public expectations, leading governments to resort to repression and 

co-optation, but also some degree of accommodation. Yemen has descended into a civil war accompanied 

by foreign intervention, threatening the security of regional neighbors, and a full resolution might still be 

many years away. This course will help students to better understand the Intelligence Community through 

the lens of a closer examination of a region that is so vital for U.S. interests.

RSI 655 Islamism: Geopolitical Intelligence Issues

Understanding the ideology of Islamism is fundamental to strategic intelligence that supports U.S. policy, 

strategy, and operations in today’s global theater. Drawing on historical and contemporary patterns, the course 

examines the intelligence implications of interaction between Islamism and the West, including sources of 

legitimacy, relationships between religion and the state, the nature of jihad, human rights issues, and questions 

of political and economic development. As a matter of emphasis, the course explores ideological megatrends 

of Islamism, pan-Islamic nationalism, caliphatism, pan-Salafism, defensive jihadism, takfirism, and Mahdism 

within their local, regional, and global contexts. From this knowledge base, students produce strategic 

intelligence estimates and assessments on selected contemporary security issues related to Islamism.

RSI 656 Iranian Foreign Policy

The primary objective of this intelligence course is to provide a comprehensive survey of the Islamic 

Republic’s international relations by identifying key drivers, principal decisionmaking institutions, the 
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underlying threat perceptions, and essential actors exporting Iran’s Islamic Revolution. Based on this 

conceptual framework, students will be able to internalize the nature of threats posed by Iran, assessing 

Tehran’s potential future foreign policy trajectory and growing expansionist tendencies in order to identify 

opportunities/challenges for U.S. regional security calculus. The aim is to equip students to produce 

quality strategic-level intelligence papers relevant to policy, military, and intelligence communities.

RSI 657P Iran: Military Capabilities and Doctrine

The primary objective of this course is to provide a comprehensive survey of the Islamic Republic of 

Iran’s military structure and capabilities, evolving way of war, and changing defense doctrine. Based on 

this framework, students will be able to examine and assess the nature of military threat Iran poses to its 

neighbors and to the United States and its partners in the Middle East and beyond. The course will also 

offer an opportunity for students to appraise the trajectory of Iran’s armed forces development in the next 

three to five years as Tehran adopts new technologies and receives assistance from China and Russia. 

From this knowledge base students will be well-prepared to produce quality papers and briefs that provide 

timely strategic warning and substantive assessments of Iran’s evolving dynamics.

TRN 602 Introduction to Terrorism

This course contributes to NIU’s mission by engaging and challenging students to think critically and 

creatively in order to appraise and render judgments on the terrorism phenomenon and, thereby, to 

enhance intelligence production and relevancy to policymaker deliberations. This course introduces and 

explores the key concepts and drivers of the terrorism/counterterrorism paradigm within the context of 

broader social movement theory. Initially, students analyze the current transnational threat environment 

in which terrorism is one of many undercurrents, and then they evaluate how terrorism fits into this larger 

threat environment. The course then explores ideas and concepts for how to analyze and schematize the 

terrorism phenomenon at the individual (micro), organizational (meso), and societal (macro) levels in 

order for the student to judge the efficacy of terrorism as an instrument within the asymmetrical warfare 

structure. Next, the course investigates the role of ideology in terrorism and the psychology of terrorism 

to enable students to assess the overall stability of a terrorist organization with an eye to determining who 

joins, who remains, and who levels the organization, and why. Finally, the course examines terrorist use 

of propaganda (messaging), social media (target audience), and their ability to finance (support) their 

activities. The course concludes with a critical evaluation of the efficacy of the terrorism phenomenon. 

Although this course stands on its own as an elective, it is designed to set the stage for the other three 

courses in the terrorism concentration. To that end, it is highly desirable that students enroll in this course 

first to set the foundation for the remaining concentration courses: TRN 603 Roots of Terrorism, TRN 

604 Countering Terrorism, and TRN 605 Case Studies in Terrorism.

TRN 603 Roots of Terrorism

Terrorism represents a critical threat to U.S. security interests today and well into the future. This course 

examines the terrorism phenomenon with particular emphasis on basic forms that the phenomenon may 

take, the influences and factors that may cause a given form of terrorism to occur, and how each form 

functions within the physical, moral, and cognitive domains of social conflict. Students will be equipped 

with numerous theoretic approaches—motivational, structural, open systems, and revolutionary 
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mobilization—to enable them to properly identify a specific form of terrorism and discern its strengths 

and weaknesses. Terrorism will continue to remain a serious threat to U.S. and allied national security 

interests for the foreseeable future. Intelligence analysts require the requisite skills to assess the 

capabilities and objectives of given terrorist movements and groups in order to anticipate and provide the 

support required to plan and execute a sound counterterrorism policy and strategy.

TRN 604 Countering Terrorism

This course explores the structure, roles and missions, and policies of the U.S. counterterrorism 

community in the context of recent history, political factors, and human nature to assess the importance 

of perception in this course and in terrorism in general resulting from the consequences of U.S. 

counterterrorism action. This course examines specific components of U.S. counterterrorism policy and 

the importance/roles of rhetoric, the media, and strategic and tactical indicators and warnings. The 

course will assess American and allied political, military, and cultural responses to threatened and actual 

terrorist attacks. Understanding the nature of collaboration among intelligence and law enforcement 

agencies further enhances students’ awareness of counterterrorism capabilities and limitations in a 

globalized world.

TRN 605 Case Studies in Terrorism

This course focuses on how to analyze, appraise, and reach critical judgments regarding the dynamics of 

the contemporary terrorist threat, which inform the students’ understanding of how to counter the terrorist 

threat most effectively. Students examine origins of terrorism in the breaking away of splinters from larger 

upheavals driven by economic, social, and political grievances, hopes, and aspirations; followed by the 

strategic and operational choices faced by the splinter and its members. These culminate in the use of 

terrorism as a logic of action (pure terrorism) or terrorism as a method of action (that which is utilized by 

insurgency). Theoretical considerations are supplemented by indepth examination of episodes of terrorism 

to emphasize that agency (individual choice) is bounded by structure, a web of social and personal factors, 

and constraints. Contingency (chance) also plays a role. All of these considerations will be thoroughly 

examined and discussed as we move through a series of case studies that will be first presented to the 

students (“See One”), then we will collectively work on a case study (“Do One”), and finally the students 

will analyze and present a case study to the seminar (“Teach One”).

TRN 607 Transnational Challenges

The dynamics of transnational threats against the complexity of globalization have resulted in significant 

security challenges that shape the intelligence mission. Fueled by globalization, transnational threats 

include terrorism, WMD proliferation, environmental degradation, pandemic disease, conflict over natural 

resources and/or energy, destabilizing migration of large groups of people across borders, and the effects 

of regional economic crises on global financial markets. How the IC assesses these new threats affects 

how effective decisionmakers are in responding with policies and plans. This course highlights 

globalization’s interconnected effects on regional and local actors, distribution of power, and sources of 

stability and instability. Students are challenged to assess the transnational threat environment and 

recommend analytic and collection solutions.
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TRN 608 The Role of Intelligence in Counternarcotics

Drug trafficking is a global issue reaching into the economic, political, and human security of many 

regions. This course examines the nature of international drug trafficking and its interactions with other 

global issues—terrorism, illicit finance, trafficking in persons, and smuggling of other contraband. Drug 

trafficking groups can be small and local, or they can be globally connected. They evolve and exert 

influence within their environments, reacting to the efforts to control them. They build networks and 

relationships that connect to other security issues. The U.S. interagency community has built a complex 

network of information-sharing and support relationships to face these challenges. This course explores 

the threat and the U.S. responses to it from the perspectives of practitioners, policymakers, and policy 

implementers, and the nexus between these groups and the IC.

TRN 612 Engaging International Partnerships

Globalization, the mounting challenges of transnational threats, access to hard targets, and the increasing 

complexity of the world security environment demand that the United States rely more on collaborative 

efforts with trusted partners. Defeating transnational threats, building coalitions, maintaining viable and 

trusted intelligence warning systems, monitoring compliance, and manning intervention forces require 

that the United States maximize its ability to collect, process, and analyze intelligence 24/7. This course

examines the role of intelligence partnerships and addresses the need for coalition partner operations, 

sharing intelligence, and eliminating threats to national, regional, and global security.

TRN 613 Essentials of Conflict Analysis

The velocity of globalization can strain the political, social, religious, and cultural identity of individual 

groups and may result in challenges to the legitimacy and coherence of state and international structures. 

This strain places conflict analysis at the center of understanding the nature of today’s threats across the 

spectrum of conflict, which can range from nonviolent resistance and protest movements to the more 

violent terrorism, insurgencies, and conventional wars within and between states. This course examines 

in depth the spectrum of conflict across the globe from economic competition to differing levels and types 

of war, with a variety of relevant theoretical and analytical approaches. The ability of intelligence 

professionals to anticipate and analyze conflict is essential to intelligence collection, indications and 

warnings, and analysis.

Special Interest Courses

MSI 698 Special Topics

This course designation is used for new curriculum topics in strategic intelligence. Such courses may take

advantage of special expertise of visiting faculty or meet the needs of a timely intelligence topic. Special 

Topics are also candidate courses for permanent listing in future curricula.

MSI 699 Directed Readings

This course focuses on a specific aspect of strategic intelligence that is new or specialized, so it is not 

offered in an existing course. The student must develop a written proposal, a list of readings, and 
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assignments and have them approved by the sponsoring faculty member and the MSSI Program Director. 

Students may use a Directed Readings course to satisfy an elective course requirement.

School of Science and Technology Intelligence Graduate Electives

The MSTI electives within the MSTI degree program are described below:

MST 653 Advanced Science and Technology

This course is a follow-on to MST 613 Science and Technology, for students interested in the analysis 

and evaluation of current science and technology (S&T) topics of interest to national security. The course 

focuses on reviewing S&T topics that emerge from current events, policy interest, or enhanced intelligence 

focus. Intelligence topic areas include, but are not limited to, emerging and disruptive technologies, WMD

(nuclear, chemical, and biological), missile systems, proliferation, cyber, conventional weapons, 

environment, health, space (and counterspace), and arms control. The course analyzes both foreign 

technology capabilities and S&T that can support U.S. intelligence collection and analysis missions. The 

course is a seminar where students research current S&T topics and present observations from their 

research for class discussion and assessment. (Prerequisite: MST 613)

MST 655 Advanced Conventional and Non-Conventional Weapons

This course is designed to provide a broad level of situational awareness into the essential S&T underpinning 

modern military capabilities. This course will not cover the specifics of WMD but will, in part, include their 

delivery systems. The unique capabilities of advanced weapon systems are the result of innumerable 

advancements in the basic and applied sciences, as well as the unique and creative problem-solving insights 

of systems integrators. This nexus between interdisciplinary technical advancement and practical application 

that results in new or enhanced military capabilities forms the basis of power projection and technological 

superiority. It is also, by definition, a set of areas that foreign adversaries specifically target in an effort to 

obtain military or economic advantage through a variety of espionage tactics.

MST 656 The Economics of Technology

This course examines resource allocation, intelligence collection, and strategic philosophies from an 

economic perspective, as they jointly apply to technology and innovation. At the completion of the course, 

the students will be able to assess how technological innovations are affected by various economic inputs 

and how those innovations are then applied to benefit the nation's ability to develop its defense.

MST 657 Case Studies in Technology Transfer

Technology transfer is an often-misunderstood term that has multiple usages, ranging from the benign to 

the strategic. This course will define and assess the various meanings of that term but will pay specific 

attention to its tactical, strategic, and intelligence-related aspects. Case studies will be the primary learning 

vehicle whereby the science and technology-related implications of technology transfer will be explored. 

Particular focus will be given to its organizational, analytical, political, legal, and economic dimensions. 

Through the use of specific case studies, the real-world implications of technology transfers—the 

economic health of the nation—will become clear.
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MST 658 Infrastructure Vulnerability Assessment

The new security threats that we face in the 21st century have repeatedly demonstrated that the United States

can no longer rely on geographical distance and the protection from enemies afforded by two great oceans 

to ensure the safety of our citizenry. In fact, the documented growth of a variety of threats within the United 

States poses a unique series of problems that require intelligence officers to fully understand and appreciate 

the nature of strategic facilities throughout the country and the type and degree of damage that may result if 

they are successfully targeted for disruption or destruction. On the other side of the coin, acquiring such an 

understanding of key or critical infrastructures will help develop the analytical acuity to recognize and place 

into perspective potential threats to U.S. forces, missions, or allies overseas, as well as the targeting expertise 

necessary to provide effective warning and offensive advice depending on the circumstances.

MST 659P Research, Development, Test, and Evaluation (RDT&E) Intelligence

This course examines principal facets of science and technology intelligence (S&TI): security, 

intelligence, and counterintelligence aspects of worldwide scientific research, development, test, and 

evaluation (RDT&E), and system acquisition. The economic drivers and effects of technical innovations 

are studied, with special attention to disruptive technologies that have large and rapid social, economic, 

or military consequences. Worldwide academic, commercial, and government research in physical 

science, biomedical science, and engineering is considered, as well as the acquisition processes used to 

design and deliver innovative devices and systems, and to verify that the devices and systems meet their 

design requirements. These matters are viewed from an intelligence and counterintelligence perspective, 

with an eye to how they can be exploited or disrupted.

MST 660 Introduction to Denial and Deception

This course sets a historical, thematic, and contemporary context that provides a fundamental perspective 

on denial and deception (D&D) activities and the foundational knowledge required to recognize and counter 

them. It focuses on fundamental principles, historical events, trends, supporting case studies, and U.S. 

organizational responses to the foreign D&D threat. Course material addresses the existing U.S. IC 

environment and national security issues that permeate and influence the world of the D&D analyst. The 

course also focuses on the role and effect of D&D on U.S. strategic warning and national security objectives.

MST 663 WMD: Counterproliferation

This course outlines the structure and role of the U.S. counterproliferation effort within the IC, as well as current 

applications and future implications of the enabling functions stated in the National Strategy. The course focuses 

on specific components of U.S. counterproliferation policy and the vital role played by intelligence collectors 

and analysts working collaboratively in the national counterproliferation effort. Chemical, biological, and 

nuclear threats are defined, and future applications are discussed throughout the course.

MST 664 Denial and Deception: Adversaries, Organizations, Activities, and Countermeasures

In this course, students examine various adversarial threat organizations and their execution of D&D

activities, gain insight into the effect of collection technologies on D&D, and investigate current techniques

for countering foreign manipulation via D&D practices.
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MST 665 The Biological Threat

This course addresses pathological, biological, biochemical, molecular, and medical laboratory features 

of living agents or organic products for potential use in warfare, terrorism, or criminal activities. The 

scope of biological agents and their potential for deployment against humans, animals, and plants, along 

with relevant aspects of prophylaxis and therapeutics, are examined. Attention is given to environmental 

issues causing certain biological agents to become special threats in specific geographical locations, 

laboratory diagnosis, and forensic investigation. Students distinguish properties of agents or organic 

products presenting dangers as strategic and tactical weapons of warfare from those with properties more 

suited to bioterrorism or crime, and become aware of efforts to prevent, contain, or counter terrorist and 

criminal use of biological agents.

MST 667 The Nuclear Threat

This course provides students with an overview of the nuclear weapons threat, from the science and 

engineering behind special nuclear materials production to the role of nuclear weapons as weapons of 

power and policy by the United States, nation-states, and nonstate actors. This course addresses technical, 

intelligence, and policy issues associated with nuclear weapons and provides an understanding of nuclear 

weapons and their impact on the IC and national security. Basic weapons physics is reviewed, and special 

nuclear material production is introduced, followed by nuclear weapons development and testing, and the 

threat from foreign nuclear programs. Intelligence issues associated with these weapons and their 

development are examined, along with the current state of the threat from various foreign, nuclear

weapon-capable states, proliferators, and nonstate actors. Intelligence indicators associated with foreign 

nuclear weapons production activities are reviewed and discussed, as well as collection capabilities on 

adversarial nuclear programs. Unfortunately, this course cannot be offered via secure VTC.

MST 669 The Chemical and Explosive Threat

This course provides students with an overview of the chemical and explosive threat. This course 

addresses scientific and technical intelligence and policy issues associated with weapons, which may be 

used in warfare, terrorist actions, or criminal activity, and it is designed to provide a comprehensive 

understanding of the chemical and explosive categories of WMD. Distinctions are made between this and 

other classes of WMD. Effects of each type of weapon are examined, along with the current state of the 

art. Intelligence indicators and warning associated with adversarial systems necessary to develop and 

employ the weapons are reviewed and discussed. 

MST 671 S&TI Space and Missile Systems

This course provides the essential principles, components, and technologies of space and missile systems.

Further, space-based applications will be compared and contrasted, to include orbital and interplanetary

propulsion and sensing systems, in both the military and civilian context. A fundamental understanding of 

propulsion systems and accompanying laws of thermodynamics will be supplemented with analyses of 

the range of physical manufacturing techniques and chemistry issues that make such vehicles possible. 

Discussion of guidance, control, warhead design, and delivery techniques—to include penetration aids—

will provide a comprehensive understanding of the strategic aspects of this technology. Capabilities of 
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U.S. and foreign systems, along with the proliferation of ballistic missiles, are analyzed and related to 

implications for national security.

MST 674 Identity Intelligence

This course provides operational-strategic/national (DoD/interagency/partner nation) understanding of 

identity intelligence (I2) terms, concepts, doctrine, and associated operations/activities. This includes 

knowledge of identity modalities, three enabling activities (biometrics, forensics, and DOMEX), and 

identity attributes (biologic, biographic, and behavioral). Students will learn the organizations, 

missions/functions, technology/tools (current and emerging), databases and analytic tradecraft, and 

information coordination requirements, including policy and legal considerations. Content spans the two 

primary I2 functions: identity discovery/reveal (or denying threat anonymity) and protect/conceal.

Unfortunately, this course cannot be offered via secure VTC.

MST 676P Fundamentals of Space Operations

This course introduces the student to the space environment, as well as the technology and national 

security implications of space as a commercial, military, and intelligence venue. Concepts to be covered 

include basic orbital structures and laws of motion, space system characteristics, and delivery means and 

operation in space for civilian, military, and intelligence purposes. Space applications including remote 

sensing, GEOINT, SIGINT, communications, missile warning, navigation, scientific research, and 

commercial and manufacturing exploitation are surveyed. The course will explore ground infrastructure, 

command and control, satellite components, and payloads, and how these systems are acquired, operated, 

and maintained. The course will include a survey of international laws and treaties governing space. A 

STEM background, although helpful, is not required. 

MST 677P Foreign Space Capabilities

This course focuses on foreign space systems and architectures, including adversary, competitor, 

foreign commercial, and allied systems. The course reviews foreign military, scientific, and economic 

policies as they apply to the space domain. The course will analyze and compare/contrast adversary 

space operations and doctrine with their U.S. counterparts. The course will examine mission sharing 

across commercial and allied architectures and assess the risks associated with each. A review of 

technology trends and their impact on both capability development and policy and doctrine will be 

conducted. Prospective impacts of revolutionary technology, such as quantum technologies and 

artificial intelligence, will also be discussed.

MST 680 Information Power

This course examines the information component of power from a strategic intelligence perspective. 

Students assess the intelligence-related aspects and issues of military information operations, critical 

information infrastructure and cyberspace, strategic communication and public diplomacy, and media war 

within the contested global information environment. The aim of this course is to enable the intelligence 

professional to analyze adversary information-related capabilities and activities to develop strategic 

intelligence requirements.
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MST 681 Propaganda

This courseprovides anintensive examinationofthe techniques,methodologies, and strategies of influence 

for the purpose of discerning intelligence requirements. Topics include communication theory; social 

influence and persuasion; attitude formation; the history of propaganda; target audience analysis; media 

war; and practices for analyzing adversary propaganda. The aim of this course is to enable the intelligence 

professional to recognize and analyze adversary influence activities and tactics to develop strategic

intelligence requirements.

MST 682 Cyber Intelligence

This course provides students a cyber intelligence foundation from which they assess and evaluate the 

policies, functions, and analysis of intelligence issues related to the cyber domain. Topics covered in this 

course include how cyber works; its relevance to the IC; IC challenges and opportunities in cyber; and 

roles and responsibilities of government and nongovernment entities.

MST 683 Foreign Information and Cyber Strategies

This course examines information- and cyber-related strategies of selected threat actors in the global 

information environment. The course enables the student to comprehend foreign threat information 

warfare concepts and activities, foreign employment of cyber capabilities, and how those capabilities are 

used in concert to support an adversary’s information strategy and national security objectives. Students 

will understand how information technology is employed by adversaries in pursuit of their strategic goals 

and will be able to assess the impact on U.S. national interests.

MST 684 Cyber Threat

TheCyber Threat course providesstudentsthe framework with which they will assess and evaluate cyberthreat actors, methodologies, and resources. Students compare a variety of threat models by assessing 

real-world cyber scenarios. Topics include worldwide cyber capabilities, foreign state and nonstate actor 

cyberstrategies, cyber-attack processes, attack vectors, exploitation, espionage, and denial and deception.

MST 685 Social Networks and Intelligence

This course covers the rapidly changing foundations and dynamics of the S&T of social networks and 

intelligence. Students gain a greater understanding of recent developments in social networks and their 

S&T foundations. This enhanced perspective should enable the student to provide strategic intelligence

support as it relates to social networks. Unfortunately, this course cannot be offered via secure VTC.

MST 686 Network Operations Environment—Engagement

This course focuses on understanding and assessing network operations, exploitation, and activities in a 

unique, standalone network environment. Unfortunately, this course cannot be offered via secure VTC.

MST 687 Advanced Information Power Seminar

This seminar enables students to analyze strategic problems in information power affecting U.S. national 

interests, assess adversarial information strategies and tactics, create intelligence support requirements, and 
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synthesize potential solutions to information-based confrontations in the global information environment. 

The course uses a tabletop strategic exercise for which BLUE-Force victory is not presumed. The seminar 

requires the students to analyze and integrate nested, scenario-driven events to determine adversary 

information activities and intents, anticipate and counter asymmetric information advantages, generate 

intelligence requirements and assessments, and solve the complexities of strategic intelligence support for 

information conflict. The aim of this course is to prepare the intelligence professional to analyze, evaluate, 

and solve both anticipated and unexpected strategic intelligence challenges in the increasingly contested 

global information environment. Unfortunately, this course cannot be offered via secure VTC.

MST 688 Data Science Applications

This course provides an introduction to data science, covering the history, evolution, application, and 

philosophy of data science from inception into the data/digital age. The course addresses the use of tools 

and techniques with various data structures, including algorithms, extracting meaning from data, network 

graphs, visualization, and ethical components. Unfortunately, this course cannot be offered via secure VTC.

MST 690 Data Science Mathematics

This course examines the underpinning role of mathematics in data science and intelligence. Students will 

review and assess the critical roles of linear algebra, statistical methods, elements of differential calculus, 

and graph theory in data science, and they will apply these mathematical tools to IC-relevant problem 

sets. This course is designed to develop common knowledge and comprehension of mathematics within 

the data science field, as it relates to intelligence collection and analysis. Unfortunately, this course cannot 

be offered via secure VTC.

MST 691 Data Science Tools and Techniques

This course examines the tools and methods used in data science and intelligence. Students will use Python 

to solve a variety of data science challenges applicable to the IC, and they will become familiar with Python 

libraries useful in network analysis and graph theory, natural language processing, and convolutional neural 

networks. Unfortunately, this course cannot be offered via secure VTC.

MST 692 Data Science Visualization and Communication

This course focuses on the rapidly changing foundations and dynamics of data science technology, 

visualization, tools, and communication. By focusing on key intelligence priorities, students will gain an 

enhanced perspective on how to apply effective data visualization to intelligence problems and trends, as 

well as forecasting. Students will learn to apply graphical designs to data and present effectively to a selected 

audience—using the right chart for the right data is key. By the end of the course, students will be able to 

explore, gather, manipulate, analyze, and communicate data sets focused on key intelligence attributes.

Unfortunately, this course cannot be offered via secure VTC.

MST 693P Geospatial Data Science

This course introduces theory and practical application of spatial data science in intelligence and analysis. 

Students will review and assess the critical role that spatial data science plays in strategic intelligence, 
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including the GEOINT enterprise capability across the IC and joint forces. Geostatistical fundamentals 

will be covered to introduce methods for modeling spatial and spatiotemporal phenomena to aid in an 

operational environment. Traditional analytical methods such as network analysis, spatial interpolation, 

and geostatistical analysis are examined, along with recent data science and analytics methodologies that 

help us extract knowledge and insights from spatial distribution in the human and environmental 

geographies. The student will be provided with the working knowledge of theory and practice in spatial 

statistics and geostatistics. Theoretical knowledge will be supplemented with real-world use cases through 

in-class projects and assignments. Unfortunately, this course cannot be offered via secure VTC.

MST 694P Algorithmic Warfare

This course examines the role of artificial intelligence (AI) in intelligence collection, analysis, and modern 

warfare. Students will review and assess the critical role that AI and data science play in strategic 

intelligence, including the current state of AI capability delivery across the IC and joint forces and the 

strategic approach to delivering AI capabilities rapidly for operational impact at scale, and will appraise 

how we can develop new warfighting and intelligence constructs and address operational challenges. 

Students will examine the ethical considerations of AI in intelligence operations and warfare and will 

consider the implications of a hypothetical artificial general intelligence (AGI) instantiation. Students will 

also gain hands-on experience with machine-learning algorithms and evaluate their operational utility.

Unfortunately, this course cannot be offered via secure VTC.

MST 697 Graduate Certificate Capstone

Upon successful completion of four certificate courses, students pursuing a CIS in an SSTI topic may 

enroll in this capstone course, which serves as a means of integrating the learning experience. The course 

provides a capstone assignment to ensure the achievement of the certificate’s learning outcomes. The 

Certificate Director will direct and assess the deliverable, which will result in a pass/fail determination.

Special Interest Courses

MST 698 Special Topics

Special Topics can be used for new curriculum topics that take advantage of unique expertise of visiting 

faculty or meet the needs of a timely intelligence topic. The lead instructor must develop a written 

proposal, a list of readings and assignments, and have them approved by the SSTI Program Director. 

Special Topics are also candidate courses for permanent listing in future curricula.

MST 699 Directed Readings

This course focuses on a specific aspect of S&TI that is so new or specialized it is not offered in an existing 

course. Directed Study allows students to design and carry out an independent project, working one-onone with a faculty member. The student must develop a written proposal or experimental research plan, 

and a list of readings and assignments in conjunction with the sponsoring faculty member. The resulting 

plan of study must be approved by the SSTI Program Director.
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ACRONYM LIST 

ACE American Council on Education

AERS Army Educational Requirements System

APSC Academic Policy and Standards Committee

AY academic year

BoV Board of Visitors

BSI Bachelor of Science in Intelligence

C3I command, control, communications, and intelligence

CAB Campus Activities Board

CBRN-E chemical, biological, radiological, nuclear, and high-yield explosive

CE continuing education

CI counterintelligence

CIA Central Intelligence Agency

CIDS Cyber Intelligence and Data Science in Intelligence Department

CIS Certificate in Intelligence Studies

CHEA Council on Higher Education Accreditation

CJCS Chairman of the Joint Chiefs of Staff

CONTU Commission on New Technological Uses of Copyrighted Works

CP Counterproliferation Concentration

CPI3 Counterproliferation and Information, Influence, and Intelligence Department

CSI College of Strategic Intelligence

CYI Cyber Intelligence Concentration

D&D denial and deception

DEA Drug Enforcement Administration

DHS Department of Homeland Security

DIA Defense Intelligence Agency

DNI Director of National Intelligence

DoD Department of Defense

DOE Department of Energy

DOS Department of State

DSI Data Science in Intelligence Concentration

EAC European Academic Center

ETGR Emerging Technologies and Geostrategic Resources Concentration

FBI Federal Bureau of Investigation

GEOINT geospatial intelligence

GSIS Global Security Intelligence Studies Department
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GRE Graduate Record Exam

HUMINT human intelligence

I&W indications and warnings

I2 identity intelligence

I3 information and influence intelligence

IC Intelligence Community

ICC-B Intelligence Community Campus-Bethesda

IO information operation

IRB Institutional Review Board

JPME Joint Professional Military Education

JWICS Joint Worldwide Intelligence Communications System

L&M Leadership and Management Concentration

MASINT measurement and signature intelligence

MSCHE Middle States Commission on Higher Education

MSSI Master of Science of Strategic Intelligence

MSTI Master of Science and Technology Intelligence

NAC National Security Agency Academic Center

NATO North Atlantic Treaty Organization

NCR national capital region

NISE National Intelligence and Security Enterprise Department

NISS National Intelligence and Strategic Studies Department

NGA National Geospatial-Intelligence Agency

NGO nongovernmental organization

NIPF National Intelligence Priorities Framework

NIPRNET Nonsecure Internet Protocol Router Network

NIU National Intelligence University

NSA National Security Agency

NSC National Security Council

ODNI Office of the Director of National Intelligence

OOR Office of Research

OPSEC operational security

OSINT open-source intelligence

PEDs portable electronic devices

PII personally identifiable information

PLA People’s Liberation Army

PRC People’s Republic of China
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QAC Quantico Academic Center

S&T science and technology

S&TI science and technology intelligence

SAC Southern Academic Center

SCI sensitive compartmented information

SIGINT signals intelligence

SISO Strategic Intelligence in Special Operations Concentration

SME subject matter expert

SOF special operations forces

SSO Special Security Officer

SSTI School of Science and Technology Intelligence

TDY temporary duty

USEUCOM U.S. European Command

USINDOPACOM U.S. Indo-Pacific Command

USSOUTHCOM U.S. Southern Command

UView Unclassified Virtual Enterprise Workspace

WMD weapons of mass destruction