Offered in a broad range of subjects, our graduate courses cover an entire semester’s worth of material at an accelerated pace. Take an in-depth look at a subject area in small, focused classes while learning from distinguished Georgetown faculty.
Although we do our best to run every course that is listed, we reserve the right to cancel courses at any time.
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The list of summer courses is updated in late December of each year. Click the down arrow to see course details.
Courses subject to change.
| Number | Course Name | Faculty | Time | Session | |
|---|---|---|---|---|---|
| GOVT-4672-25 | Negotiating Middle East Peace |
Kacowicz, Arie |
AM | Main Second Session | Click to read more about GOVT-4672-25 |
This course focuses upon the topic of negotiations and conflict resolution in the context of the Arab-Israeli conflict since 1977 to the present. This course focuses upon the topic of negotiations and conflict resolution in the context of the Arab-Israeli conflict since 1977 to the present. The course is divided into four parts. First, we will present the general theoretical framework for explaining and understanding negotiations in international relations. Second, we will refer in general terms to the history of the Arab-Israeli conflict and the main issues and patterns of negotiations. Third, we will address several case-studies of successes and failures of negotiations between Israel and its several Arab neighbors – Egypt, Syria, Lebanon, Jordan, the Palestinians, and most recently, the Abraham Accords of September 2020. In this context, we will attempt to understand the failure of the peace process between Israelis and Palestinians, including the assessment of the Israel-Hamas War. Finally, in the last part of the course we will play a simulation and students will present their short papers. |
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| GOVT-4832-15 | Politics & Film |
Boyd, Richard |
PM | Main First Session | Click to read more about GOVT-4832-15 |
The important and long-standing interplay between politics and film is the focus of this course. Three general questions characterize this examination. First, what ideological, chronological, or cultural differences mark different films focusing on a common political object, such as the American Dream or war? What accounts for these differences? Second, how political is an individual movie? How expansive should the definition of political content be? Third, how effective is the specific genre in conveying the intended political message? Are propaganda films really more effective than the indirect messages found in mainstream blockbusters? We begin with a general overview of the film-politics relationship and a brief discussion of the various perspectives and theories that illuminate the connection. Next, we look at the most obvious political films: the propaganda movies Triumph of the Will and Birth of a Nation. Next we look at the documentary genre through a contemporary production Paragraph 175 and a classic, Wiseman’s Titicut Follies. A discussion of political satire follows, focused on Chaplin’s Great Dictator and South Park: Bigger, Longer and Uncut. The next section delves into Hollywood’s image of America and American politics. The first two films revolve around the presentation of the American Dream, exemplified by Citizen Kane, and Forrest Gump, movies separated by 50 years. Then we look at the more focused theme of the image of Washington politics through Capra’s classic Mr. Smith Goes to Washington and Wag the Dog. On a different note, we discuss one of the most unexpectedly political films, Dangerous Liaisons, a study in political personality, power maximization and unadulterated competition. The last section thematizes war and genocide. In contrast to typical heroic representations of WWII, we look at a Japanese animated feature, Grave of the Fireflies, which reveals a substantially different cultural and political sensibility, as well as the Oscar-winning glimpse of Hitler’s last days, Downfall. For the Cold War we will analyze The Manchurian Candidate and From Russia with Love. Next comes The Deer Hunter, a masterpiece that best captures the pervasive malaise of the Vietnam War period, both at home and at the front. The final films delve into an historical theme with great contemporary political and ethical relevance: the Holocaust as depicted in Spielberg’s Schindler’s List and Holland’s Europa, Europa. |
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| SEST-5210-10 | Theory & Prac of Intelligence |
Teitelbaum, Lorne |
PM | Summer 6-Week Session I | Click to read more about SEST-5210-10 |
Fall: This course explores two primary questions: what is intelligence good for, and how can we know? Intelligence is generally viewed as an applied subject, studied primarily by practitioners. This course bridges the gap between theory and practice, encouraging students to examine the role of intelligence organizations in government and how the secrecy surrounding intelligence contributes to, and challenges, national security and transparency in governance. While the primary focus will be on the American intelligence system, the course addresses comparative issues in the study of intelligence, including themes and examples that transcend particular national and political contexts. This course will introduce students to fundamental issues in intelligence studies, including the role of intelligence in national security decision-making, elements of intelligence success and failure, and oversight. Class participants will gain a working understanding of the different types of intelligence, the range of responsibilities that elements of an intelligence community hold, and the relationship between intelligence and the policy-making process. Beyond technical aspects of intelligence functions, students will explore the political context that frames intelligence operations, evaluating how intelligence information relates to high-level government decision-making and to the conduct of foreign policy. Finally, students will consider some of the major normative questions regarding intelligence, such as: what the appropriate role for intelligence should be in a democracy, how transparent intelligence should be to the public, and how its vast array of activities should be supervised. Course Format This course is a seminar; the course is formatted to facilitate student-driven learning. Participants will be expected to come to class prepared and to demonstrate active, critical exploration of course material throughout the semester. Class meetings will focus on group discussion of course material, led each week by student presentations on class readings. Spring: This course will explore the organization and functions of the U.S. intelligence community, its interaction with national security policymakers, and the challenges it faces in defining its future role. Students will evaluate issues of intelligence collection, analysis, counterintelligence, and covert action, including how decision-makers use intelligence. The course will highlight some of the major debates about the role, practices, and problems of national intelligence. The course seeks to improve students’ writing skills and to cultivate the ability to engage in critical thinking, analysis, and independent learning. To that end, reading, discussing, and writing about the assigned material will be the central activities of the course. The goal is for students to leave the class possessing not only a better understanding of specific concepts and events, but also an increased abil This course is only open to students in the Security Studies Program. |
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| SEST-5733-10 | Cyber Operations |
Zetter, Kimberly |
PM | Summer 6-Week Session I | Click to read more about SEST-5733-10 |
Long ago, scholars of war and conflict divided their subject into three segments: the strategic, the operational, and the technical. The most widely-discussed of these, strategy, focuses on big questions like deterrence. Technical analysis is also common in specialized programs and, in a topic like cybersecurity, requires a fair amount of computer science knowledge. But operational analysis is too rare. In this course, we will take up this operational lens and use it to understand how nations project power in cyberspace. Rather than beginning with strategic concepts—such as analogies to other forms of warfare—we will focus first on what actually has happened. We will first establish a model for offensive and defensive cyber operations, introducing key terms and concepts that can be flexibly deployed to understand a wide range of incidents. Then we will use this model in analyzing a series of case studies. In each case, we will examine how different groups of government hackers performed their missions and what outcome resulted. With this solid foundation established, we will then use our operational understanding to re-examine strategic ideas like deterrence in a new light. Students will be assessed via a mid-term exam to ensure that they understand key operational concepts. In addition, students will write a final research paper in which they will examine the intersection of operational concepts with a strategic idea. In addition, class participation is a vital component of this class, as a substantial portion of each week will be oriented towards discussion. This course is only open to students in the Security Studies Program. |
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| SEST-5734-40 | Artificial Intel & Natl Sec |
Lynch, Justin |
PM | Full Term | Click to read more about SEST-5734-40 |
In this course, we will examine one of the topics most central for the future of national security policy: artificial intelligence, or AI. We will begin first by examining what AI is and isn’t, and discuss how the underlying technology works. We will then proceed to survey the national security landscape and consider how AI will impact key policy and strategy decisions in the near future. Topics discussed include autonomous weapons, intelligence collection and analysis, massive cyber attacks, propaganda, and technology competition. We will also focus on the AI strategies of two major nations, the United States and China. No technical background is required for this class, though we will introduce some important ideas that are relevant to how AI works. Students will be assessed through a mid-term exam that assesses understanding of key concepts, as well as through one research paper in which they examine how AI is changing an area of national security policy. In addition, class participation is a vital component of this class, as a substantial portion of each week will be oriented toward discussion. This course is only open to students in the Security Studies program. |
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| SEST-6527-10 | Foreign Policy of India |
Shah, Aqil |
PM | Summer 6-Week Session I | Click to read more about SEST-6527-10 |
India is an aspiring major power with the world’s largest population, fifth largest economy and third largest military. The country is pivotal to the shifting geopolitics of the Asia-Pacific region and has emerged as a key (albeit reluctant) U.S. partner in its competition with China. This course explores the origins, patterns and implications of India's foreign policy. It is divided into two main parts. The first part will focus on the factors that shape Indian foreign policy including domestic politics, institutions, leadership and strategic culture. The second part will examine salient challenges that India faces in its quest to become a "leading" power in global affairs, including military modernization, nuclear weapons, the Sino-Indian conflict, and the Indo-U.S. partnership. Some seats in this course are reserved. |
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| SEST-6529-10 | Latin American Politics & Secu |
Greene, Samuel |
PM | Summer 6-Week Session I | Click to read more about SEST-6529-10 |
This course examines the links between political context of Latin America and key issues of security in the region, with a focus on the post-Cold War era. In politics, the course will explore how democratization, the development of state institutions, the political economy, and social issues have shaped the region. In the area of security, the course will examine how this political context interacts with security at regional, state, and sub-state levels, considering both hard security topics at both the state and non-state levels as well as topics in human and environmental security. Some seats in this course are reserved. |
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| SEST-6556-10 | Global Health Security |
Katz, Rebecca |
AM | Summer 6-Week Session I | Click to read more about SEST-6556-10 |
This course analyzes the intersection of national security and biological threats, with particular emphasis on public health emergency preparedness and response. Topics covered include the spectrum of biological threats; global health security policy at the international, regional, national and local level; biodefense; and the role of the scientific community in preparedness and disaster response. Particular attention is paid to questions of infrastructure, with the emphasis on the federal government, and international legal frameworks. The course covers a variety of threat themes, including deliberate biological events, naturally occurring infectious diseases, natural disasters, and the associated preparedness and response policy issues. This course will challenge students to read and interpret health security-related agreements, negotiate a position, and assess the policy context while trying to advance a health agenda. This course will run May 27-June 8. M-F Every day is 8:30-12:00pm. Some seats in this course are reserved. |
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| SEST-6567-20 | Space Technologies & Security |
Johnson, Dana Weeden, Brian |
PM | Summer 6-Week Session II | Click to read more about SEST-6567-20 |
This course examines the extent to which spacepower doctrine, concepts, and operations influence national security strategy and international security. It identifies key space policy issues facing the United States and places them in the larger context of technological advances and a changing international strategic environment. The course will briefly examine the historical and policy foundations for U.S. and international space programs and activities. Key documents to be assessed will include U.S. presidential policy directives, Executive Orders, national strategies and policies, and other high-level documents that provide guidance to U.S. space sectors and activities. U.S. space sectors are defined as national security (military and intelligence communities), civil, and commercial. Efforts to expand international space cooperation and to counter other nations’ diplomatic and military space strategies will also be examined. International space programs, including those of Russia, China, Japan, and India, as well as other emerging and established space-faring nations, will be assessed through classroom lectures and in the context of a future space wargame. Students will gain an understanding of: the fundamental characteristics of the space environment that define its national security and commercial utility and context; the interrelationships among U.S. spacepower, national security, and the international security environment; the role of space organizations and sectors in developing and implementing various space technologies, strategies, doctrines, and national policies; strategic choices facing other nations with respect to development and utilization of space capabilities, products, technologies, and services; and analyzing the contribution of space-based capabilities and technologies through a classroom exercise (space wargame) focusing on space and terrestrial foreign policy issues in an international security context. Emphasizing applied learning in preparation for students’ potential future careers, the class assignments are intended to expose students to different presentation and writing styles encountered in the national security community. Presidential directives, memoranda generation, and high-level but comprehensive presentations, as well as development and presentation of diplomatic positions are some of the knowledge and skills encountered in this course. Furthermore, similar to other operational environments such as air, land, and sea, students will also gain an understanding of the nature, terminology, and impact of the space environment and orbital mechanics as well as technology on national security policy and national interests. Some seats in this course are reserved. |
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| SEST-6619-10 | Human Intelligence Ops |
London, Doug |
PM | Summer 6-Week Session I | Click to read more about SEST-6619-10 |
This course will give students an understanding of the roles and complexities of human intelligence operations. It will address both clandestine and overt collection mechanisms, considering the different objectives, risks and goals of each. Students will consider the various motivations for persons recruited as human sources (agents) and learn to assess the risks and gains which intelligence managers must weigh. Case studies will help students understand the special aspects of espionage operations. Included in the course will be an examination of ethical considerations and restraints, particularly in the age of terrorism when national security and protection of civil liberties are both important and sometimes competing objectives. Studying the development and tasking of requirements for human operations will be an important part of the course, including the role that the Departments of State and Defense have in the collection of information. The course will survey intelligence tradecraft and emphasize the importance of counterintelligence in the protection of intelligence programs, personnel and organizations The course will address certain foreign intelligence and security services’ objectives and mechanisms, particularly as they relate to protection of American interests. This course is only open to students in the Security Studies Program. |
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| SEST-6651-40 | CT Strategy and Policy |
Ali, Mustafa |
AM | Full Term | Click to read more about SEST-6651-40 |
In the immediate aftermath of the terrorist attacks on September 11, 2001, counterterrorism quickly became the most important national priority for the United States and dominated the security landscape for the rest of the decade. Even after the death of al-Qa’ida leader Usama bin Laden in 2011—which some experts thought might have signaled the potential demise of that group and the threat it posed to the United States, al-Qa’ida and other groups remained resilient even when faced with significant counterterrorism pressure. By the middle part of the 2010s, events such as the Arab Spring, the rise of the Islamic State in Iraq and al-Sham (ISIS), competition from China and Russia, and security threats from regimes like North Korea and Iran combined to force hard choices regarding the prioritization of counterterrorism and the U.S. focus on it. Over the last twenty years, key decisions in the National Security Council (NSC) drove U.S. policy on counterterrorism, with different approaches adopted by different administrations. This class will explore U.S. policy on counterterrorism before and after the September 11, 2001 attacks through the lens of NSC decision-making and some of the key personalities involved. It will first look at the NSC from a historical context and identify its key roles and functions, before transitioning into an examination of terrorist threats, and then the more specific aspects of NSC decisions and policy choices on counterterrorism. The course will also involve guest speakers, writing assignments geared toward NSC style and format, and simulated NSC meetings where students assume different interagency roles and examine potential courses of action on various counterterrorism issues. Introduction/Description. Counterterrorism strategy and policy in the United States has ebbed and flowed over the last several decades as a result of changes in the terrorist threat landscape, the development of new counterterrorism tools, resources, and capabilities, and the introduction of counterterrorism authorities and legislation. Still, there are gaps and seams in the existing US counterterrorism architecture, and new threats emerge, old ones recede, and other national security priorities rise in prominence. This class is designed to provide a foundational overview of US counterterrorism strategy and policy stretching back nearly forty five years contrasted with an ever-changing threat environment over distinct stretches beginning with the Reagan administration. As a result, it does not focus exclusively on a particular terrorist threat nor one particular policy or counterterrorism approach, but rather provides a more holistic perspective for terrorism scholars and practioners alike. Instructional Methodology. Using a seminar-based format involving instructor lectures, group discussions, class presentations, and guest speakers, the course provides a holistic view on the evolving US counterterrorism strategy and policy landscape. Given the unique construct of the course meeting on five Saturdays only for a two-month stretch, each Saturday session will be comprehensive covering multiple issues in a single eight-hour block. The first Saturday session begins by exploring the evolution of different terrorist threats, and then examines foundational U.S. counterterrorism topics like definitions, policy and legal authorities, operational tools, and US government roles and responsibilities. The next four Saturday sessions will delve into specific counterterrorism policy choices and the counterterrorism tools utilized from each administration beginning with President Ronald Reagan in 1981 up through the return of President Trump for his second term. Course grading involves policy memos, overall class participation, and student performance in panel presentations. |
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| SEST-6659-10 | Violence Pol & Power in Africa |
Zenn, Jacob |
PM | Summer 6-Week Session I | Click to read more about SEST-6659-10 |
More than five years ago, in January 2020, France and the G5 Sahel (Burkina Faso, Chad, Mali, Mauritania, and Niger) declared in a meeting in Pau, France that Islamic State in Greater Sahara (ISGS) was the most significant security threat in West Africa. Several years before the Pau meeting, the Islamic State (IS) was still new to Africa. However, in a short time it eclipsed the threat from al-Qaeda, whose history on the continent dates to Usama bin Laden’s 1991 arrival in Sudan. Nevertheless, al-Qaeda still has its own affiliates in Africa, including in Somalia, where al-Shabaab controls territory; Mali, where its fighters clash with and often overpower ISGS; and Nigeria, where its fighters have cooperated and conflicted with IS’s largest province globally—Islamic State in West Africa Province (ISWAP). Fast forward five years, and the G5 Sahel is now a relic of a bygone era. No longer is France the region’s “security guarantor”. Rather Russia, especially through its Africa-focused private military contractor affiliate, Africa Corps, is the predominant external military power in the Sahel, if not Africa more broadly. Africa Corps is exerting influence throughout the continent mostly in Francophone countries like the Sahelian states, Central African Republic, and Chad, but also in East African countries ranging from Sudan to Mozambique. While French influence has diminished at the expense of Russia’s, there are also a number of “middle powers” now becoming more active economically, politically, and, indeed, militarily on the continent, such as Türkiye, the UAE, and Iran, not to mention the “dragon in the room”—China. The US role on the continent as well as the question of whether the priority should be economic empowerment, democratization, human rights, or counterterrorism, both remain the subject of debate. Besides the constellation of militant groups and former, emerging, and great powers in Africa, there are also dozens of other civic movements that seek their own economic or political empowerment, the defense of their lands and livelihoods, or the end to discrimination and exploitative practices by government forces. Many are challenged by the unmet expectations of the “Arab Spring” more than a decade and a half since those movements spread throughout northern Africa. In addition, the pro-Russian juntas in the Sahel and repressive crackdowns on civic movements by ostensible democracies, including in countries ranging from Nigeria and South Africa, are also key factors affecting politics and power in Africa. Given the complexities on the continent, this course will examine contemporary African political and armed movements. It will also explore democratic, military, and authoritarian governments and whether there is anything distinctly “African” about them. Further, the course will assess advantages and limitations of militaristic, economic, and diplomatic approaches to engage with African governments and support or More than five years ago, in January 2020, France and the G5 Sahel (Burkina Faso, Chad, Mali, Mauritania, and Niger) declared in a meeting in Pau, France that Islamic State in Greater Sahara (ISGS) was the most significant security threat in West Africa. Several years before the Pau meeting, the Islamic State (IS) was still new to Africa. However, in a short time it eclipsed the threat from al-Qaeda, whose history on the continent dates to Usama bin Laden’s 1991 arrival in Sudan. Nevertheless, al-Qaeda still has its own affiliates in Africa, including in Somalia, where al-Shabaab controls territory; Mali, where its fighters clash with and often overpower ISGS; and Nigeria, where its fighters have cooperated and conflicted with IS’s largest province globally—Islamic State in West Africa Province (ISWAP).Fast forward five years, and the G5 Sahel is now a relic of a bygone era. No longer is France the region’s “security guarantor”. Rather Russia, especially through its Africa-focused private military contractor affiliate, Africa Corps, is the predominant external military power in the Sahel, if not Africa more broadly. Africa Corps is exerting influence throughout the continent mostly in Francophone countries like the Sahelian states, Central African Republic, and Chad, but also in East African countries ranging from Sudan to Mozambique. While French influence has diminished at the expense of Russia’s, there are also a number of “middle powers” now becoming more active economically, politically, and, indeed, militarily on the continent, such as Türkiye, the UAE, and Iran, not to mention the “dragon in the room”—China. The US role on the continent as well as the question of whether the priority should be economic empowerment, democratization, human rights, or counterterrorism, both remain the subject of debate.Besides the constellation of militant groups and former, emerging, and great powers in Africa, there are also dozens of other civic movements that seek their own economic or political empowerment, the defense of their lands and livelihoods, or the end to discrimination and exploitative practices by government forces. Many are challenged by the unmet expectations of the “Arab Spring” more than a decade and a half since those movements spread throughout northern Africa. In addition, the pro-Russian juntas in the Sahel and repressive crackdowns on civic movements by ostensible democracies, including in countries ranging from Nigeria and South Africa, are also key factors affecting politics and power in Africa. Given the complexities on the continent, this course will examine contemporary African political and armed movements. It will also explore democratic, military, and authoritarian governments and whether there is anything distinctly “African” about them. Further, the course will assess advantages and limitations of militaristic, economic, and diplomatic approaches to engage with African governments and support or counter protest, militant, and other movements. Lessons from class will be applied in immersive exercise simulations. Some seats in this course are reserved. |
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| SEST-6668-10 | Nat Sec Crisis Decision Making |
Jones, Gregg |
PM | Summer 6-Week Session I | Click to read more about SEST-6668-10 |
This course will introduce you to the theory and current practice of managing crises in the National Security arena. After a brief orientation on the primary structures, actors, and theories influencing National Security now, the course will examine in detail how a National leadership team operates and strives to respond to and manage a significant crisis event. A theoretical construct will then be proposed and tested during the rest of the course. Using case studies of recent representative crises, students will assess how the primary National Security actors responded, whether the theoretical construct is applicable, and what, if any, lessons were learned. Along the way, students will also survey the record of predicting crises, and conclude with an adapted theoretical framework that can be used when observing or potentially participating in managing a crisis. Some seats in this course are reserved. |
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| SEST-6674-20 | Weapons of War |
Brown, Duncan |
PM | Summer 6-Week Session II | Click to read more about SEST-6674-20 |
Modern warfare utilizes advanced weapons systems. This course will examine various weapon systems ranging from electronic warfare, artillery, cruise missiles, aircraft, aircraft-launched weapons, ships, submarines, unmanned systems, and strategic and tactical nuclear weapons. In the examination, we will look at capabilities, concepts of operation, and issues surrounding their procurement and use. The course will also involve students working through a crisis scenario utilizing various weapon systems. No pre-existing technical knowledge is assumed nor is any required. |
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| SEST-6682-40 | Russia Security Eurasia/Beyond |
Stronski, Paul |
PM | Full Term | Click to read more about SEST-6682-40 |
This course explores Russian security from domestic, regional, and international perspectives, including an examination of Russia’s security interests in the Caucasus, Central Asia, and Ukraine. For the first decade after the collapse of the Soviet Union, Russians and Americans viewed the country through a prism of relative decline. However, Russia’s undeclared war against Ukraine and its meddling in the 2016 U.S. presidential election has shown Russia is to reinsert itself into global affairs and seek to dismantle a world order that has been dominated since 1991 by the United States and its allies. In the eyes of both the West and its immediate neighbors, Russia’s security policy has shifted from a defensive position of holding off encroachments by the West (or China) to a more assertive direction, as indicated by the war with Georgia in August 2008, the annexation of Crimea and war in Ukraine since 2014, Russia’s intervention in Syria and Russian attempts to sway public opinion and political processes in Europe, North American, and elsewhere. Is Russia’s quest for “great power status” an end in itself, or a reflection of growing domestic pressures that strain Russian economic and political security? How firm a hold does the Kremlin have on the reins of power, particularly as the Russian economy stumbles under the dual weight of low oil prices and sanctions? How much do Russian internal domestic concerns impact its security strategy and posture in Eurasia, and with the West? How is Russia reacting to emerging threats, such as cyber, organized crime, and terrorism/extremism (both at home and abroad)? Some seats in this course are reserved. |
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| SEST-6690-20 | Migration & Sec in the Arctic |
Herrmann, Victoria |
PM | Summer 6-Week Session II | Click to read more about SEST-6690-20 |
From demographics to diseases, economies to ecosystems, ships to species, the Arctic is on the move. Urbanization, globalization, and the impacts of climate change are activating the simultaneous migrations of species, settlements, and security threats across the Arctic in new and unpredictable ways. Arctic port cities are witnessing increased maritime traffic and inflow of migrant labor; rural villages are facing displacement from slow and sudden-onset disasters; sea ice melt and ocean warming are shifting marine species ranges; and terrestrial ecosystems in transition are upending Arctic food webs and introducing southern disease vectors. Each of these intersecting mobilities challenge the quality of life, sustainable development, environmental health, and the regional security of the circumpolar north. In this course, students will learn about distinct drivers of Arctic migrations, and will analyze their implications for economic, military, cultural, environmental, political, food, health, and energy securities. Through case studies, hands-on activities, and guest lectures from leading policymakers and scientists, students, this course will offer an exploration of the many dimensions of security impacted by Arctic migrations. The semester will culminate in a tabletop exercise where students will make real time decisions on how to effectively manage the cascading consequences of Arctic climate change - not only in the north but across the globe. Because what happens in the Arctic does not stay in the Arctic; it affects us all. Some seats in this course are reserved. |
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| SEST-6736-20 | Econ of Competitrs/Adversaries |
Troutman, Mark |
PM | Summer 6-Week Session II | Click to read more about SEST-6736-20 |
In December 2017, the Administration published a National Security Strategy that outlined a different approach for the United States. The document outlined a security view that identified China and Russia as challengers to US power in a world of growing political, economic, and military competition. The document characterized Iran and North Korea as active adversaries, seeking to challenge US and allied interests within their region. This course examines each of these actors from an economic viewpoint, proceeding from the premise that a national economic base provides the resources from which these nations provide for domestic living standards while at the same time resourcing their national security objectives. The course provides an overview of each nation in context to its regional and world economy and in comparison to the US. The course will examine contemporary and projected trends for each nation and relate these to security and strategy. This is designed as an economics course for security professionals who are NOT economists. The instructor will familiarize students with basic macroeconomic concepts and provide a framework for inquiry which the seminar will apply to each of the actors. The seminar will then draw conclusions for strategy and decision-makers. Assignments will consist of short presentations, a short decision paper for each nation, and a medium-length (8 – 12 page) paper on a national topic chosen by the student. Some seats in this course are reserved. |
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| SEST-6747-40 | The Chinese Nat Sec System |
Yung, Chris |
PM | Full Term | Click to read more about SEST-6747-40 |
The Chinese Communist Party conceives of security as not only protecting national land borders, maritime sovereignty rights, and bringing Taiwan back into the fold, but also protecting the internal stability of the People's Republic, ensuring the continued growth of the Chinese economy protecting the legitimacy, resiliency of the Party, and ensuring dangerous ideas, and propaganda do not erode CCP effectiveness at governance. To ensure this security the CCP has erected a system of governance, instituted a national security commission, developed over time a reformed military force structure and processes, put in place new law enforcement and prosecution procedures, strengthened its intelligence collection and surveillance system, and has put in place a robust system of military contingency planning, crisis decision making, and policy implementation. This class will explore this system in detail, using case studies, and reading the latest China analytic scholarship on these structures, processes and challenges. Some seats in this course are reserved. |
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| SEST-6754-20 | Taiwan and U.S. Policy |
Harold, Scott |
PM | Summer 6-Week Session II | Click to read more about SEST-6754-20 |
The United States Department of Defense characterizes China as “the pacing challenge” and a cross-Strait conflict between the People’s Republic of China (PRC) and the Republic of China (Taiwan) as the “pacing scenario.” Indeed, few countries face a more severe national security threat than Taiwan, a high-tech liberal democracy that the PRC aspires to absorb by subversion and intimidation if possible, and by force if necessary, using all the tools at its disposal. A former treaty ally of the United States and former permanent member of the United Nations Security Council, Taiwan today is formally recognized by just twelve other countries. Its semiconductor industry and geostrategic position along the First Island Chain make it critical for global supply chains and regional sea lines of communication yet owing to a decades-long campaign by Chinese nationalists to erase its very identity, many people fail to understand its unique identity, society, and national security importance. The island’s complex and rapidly evolving political landscape adds a further layer of complication, with different parties disagreeing vehemently over how best to meet the threat posed by China, either by minimizing the threat or by highlighting it. And given Taiwan’s proximity to the PRC and Beijing’s willingness to threaten and coerce those who support Taiwan, even the island’s democratic neighbors and the United States must tread carefully, balancing their support against other equities even as they strive to avoid crossing redlines that might prompt the very conflict that they seek to deter by bolstering Taipei. This course will tackle Taiwan’s history and politics, the PRC threat, Taiwan’s national security strategy and policy choices, and the options and implications for national security policies for the United States and Taiwan’s neighbors. It will culminate with a detailed examination of how a war in the Strait might unfold and what its consequences would be for all parties. Students will come away with a deeper understanding of the potential causes of a Taiwan Strait conflict and the ability to understand and contextualize developments that occur after the conclusion of the course. |
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| SEST-7101-40 | Writing for Publication |
Ware, Jacob |
PM | Full Term | Click to read more about SEST-7101-40 |
Have you ever been curious about how to publish in Security Studies, but been too nervous to try on your own? Have a big idea that you want to write about, but can't figure out how to get your ideas onto paper? This is the right course for you. This course is a student driven workshop supporting independent research and the creation of a publishable paper in a Security Studies related field. The paper will be of journal article length and quality, and will provide policy-relevant empirical or theoretical advances in the understanding of security studies. Students may work individually or in teams of two. The class meetings are focused on interactive peer review. You'll have the chance to see other students' works in progress and seek their advice as you develop your own. Because the course is student driven, it is quite labor intensive. Students are advised not to take this course before completing at least one semester at SSP. Some seats in this course are reserved. |
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| UNXD-4950-40 | Startup Internship Seminar |
Malloy, Michael |
AM | Full Term | Click to read more about UNXD-4950-40 |
The Georgetown Startup Internship (GSI) Seminar is designed to offer students from across the university access to real-world skills building while working part-time as an intern at a startup, growth-stage company, or international social enterprise where they can apply those skills. The GSI program encourages whole-person learning through our holistic pedagogy combining formal, experiential, and developmental learning. Students will have access to asynchronous training modules to build core professional skills such as emails, meetings, and working remotely, as well as training on networking, informational interviews, sales, presentations, managing up, and more. The seminar includes a leadership coaching element that can bridge the gap between what students learn and apply in their internship and academic life and what they can carry forward into the rest of their lives, professional and personal. Students must apply to internships and receive an offer before the semester begins to be eligible to register for this class. Students must visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship to enroll in this class. This class meets online asynchronously. You may self-enroll today in UNXD 590 Startup Internship Seminar. Please note the following requirements to stay enrolled in the course: You are required to seek approval from your DGS and secure an internship with a startup or growth-stage company (1-499 employees) before the course starts to be eligible to complete the course. Please follow the steps recommended by the Georgetown Startup Interns (GSI) program (https://eship.georgetown.edu/gsi/). You can apply to any of the GSI internship postings or bring your own internship. If you want to know if a potential internship will be approved for the course, please email the position description and company's website to mike.malloy@georgetown.edu for pre-approval. When you receive your internship offer letter, you must complete the Finalize Your Internship with Georgetown Startup Interns Form (https://airtable.com/shrVKj3Q2e0QFGbZC) to be approved for the course. If you do not finalize your internship and receive approval from Prof Malloy before the end of drop/add period, you will be removed from the course. |
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| UNXD-4950-41 | Startup Internship Seminar |
Malloy, Michael |
AM | Full Term | Click to read more about UNXD-4950-41 |
The Georgetown Startup Internship (GSI) Seminar is designed to offer students from across the university access to real-world skills building while working part-time as an intern at a startup, growth-stage company, or international social enterprise where they can apply those skills. The GSI program encourages whole-person learning through our holistic pedagogy combining formal, experiential, and developmental learning. Students will have access to asynchronous training modules to build core professional skills such as emails, meetings, and working remotely, as well as training on networking, informational interviews, sales, presentations, managing up, and more. The seminar includes a leadership coaching element that can bridge the gap between what students learn and apply in their internship and academic life and what they can carry forward into the rest of their lives, professional and personal. Students must apply to internships and receive an offer before the semester begins to be eligible to register for this class. Students must visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship to enroll in this class. This class meets online asynchronously. Note section 02 is for 0 credits while section 01 offers 3 credits. You may self-enroll today in UNXD 590 Startup Internship Seminar. Please note the following requirements to stay enrolled in the course: You are required to seek approval from your DGS and secure an internship with a startup or growth-stage company (1-499 employees) before the course starts to be eligible to complete the course. Please follow the steps recommended by the Georgetown Startup Interns (GSI) program (https://eship.georgetown.edu/gsi/). You can apply to any of the GSI internship postings or bring your own internship. If you want to know if a potential internship will be approved for the course, please email the position description and company's website to mike.malloy@georgetown.edu for pre-approval. When you receive your internship offer letter, you must complete the Finalize Your Internship with Georgetown Startup Interns Form (https://airtable.com/shrVKj3Q2e0QFGbZC) to be approved for the course. If you do not finalize your internship and receive approval from Prof Malloy before the end of drop/add period, you will be removed from the course. |
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| UNXD-7950-40 | Grad Startup Intern Seminar |
Malloy, Michael |
AM | Full Term | Click to read more about UNXD-7950-40 |
The Georgetown Startup Internship (GSI) Seminar is designed to offer students access to real-world skills building while working as an intern at a startup, growth-stage company, or international social enterprise where they can apply those skills. The GSI program encourages whole-person learning through our holistic pedagogy, which combines formal, experiential, and developmental learning. Students will have access to asynchronous training modules to build core professional skills such as emails, meetings, and working remotely, as well as training on networking, informational interviews, sales, presentations, and more. The seminar includes a leadership coaching element that can bridge the gap between what students learn and apply in their internship and academic life and what they can carry forward into the rest of their lives, professional and personal. Students can self-enroll in the course today before securing an internship. Students must apply to internships and receive an offer before the add/drop period ends to be eligible for this class. Students can visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship. If you want to bring your own internship for the course, please email Prof Mike Malloy at mike.malloy@georgetown.edu for approval. This class meets asynchronously. Students can self-enroll in the course today before securing an internship. Students must apply to internships and receive an offer before the add/drop period ends to be eligible for this class. Students can visit https://linktr.ee/georgetownstartupinterns to see a list of internship options and complete step 4 to finalize their internship. If you want to bring your own internship for the course, please email Prof Mike Malloy at mike.malloy@georgetown.edu for approval. |
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| UNXD-7951-40 | Grad Internship and Prof Dev |
Malloy, Michael |
AM | Full Term | Click to read more about UNXD-7951-40 |
The Graduate Internship and Professional Development course offers graduate students from across the university access to real-world skills building while interning at an established company, non-profit, or government agency where they can apply those skills. The course encourages whole person learning through our holistic pedagogy combining experiential, formal, and program specific learning. Students set professional SMART goals at the start of their internship. They complete weekly asynchronous training modules and skills workshops to build core professional skills such as cross-cultural communication, working remotely, networking, emotional intelligence, sales, presentations, navigating bureaucracy, and more. Students produce bi-weekly written reflections on how they have and/or will apply what they learn in the course to their graduate program specific professional development, internship, and future career pathways. This facilitates cross-discipline learning with their classmates from diverse graduate programs. Each graduate program assigns a liaison who will deepen the grad program specific professional development experiences for students, including student attendance at in-person professional development mentoring, training, and networking events specifically as they relate to their graduate program’s career pathways. Students join LinkedIn groups with alumni from their program and direct message them to conduct informational interviews. At the end of the course, students design an Individual Career Development Plan to direct their career trajectory after completing the graduate program. This class meets asynchronously. In addition to enrolling via MyAccess, be sure to visit to apply via the GSI website: https://eship.georgetown.edu/apply-to-gsi/. Contact Professor Mike Malloy with any questions. The Graduate Professional Development Seminar offers graduate students from across the university access to real-world skills building while interning at an established company, non-profit, or government agency where they can apply those skills. The seminar encourages whole-person learning through our holistic pedagogy combining experiential, formal, and program-specific learning. Students set professional SMART goals at the start of their internship. They complete weekly asynchronous training modules and skills workshops to build core professional skills such as cross-cultural communication, working remotely, networking, emotional intelligence, sales, presentations, navigating bureaucracy, and more. Students produce bi-weekly written reflections on how they have and/or will apply what they learn in the course to their graduate program-specific professional development, internship, and future career pathways. This facilitates cross-discipline learning with their classmates from diverse graduate programs. Each graduate program assigns a liaison who will deepen the program-specific professional development experiences for students, including the design of synchronous professional development training and discussions specifically as they relate to their graduate program’s career pathways. At the end of the course, students design an Individual Career Development Plan to direct their career trajectory after completing the graduate program. |
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