Table of Contents

History

The National War College was officially established on 1 July 1946, as an upgraded replacement for the Army-Navy Staff College (June 1943 - July 1946). According to Lieutenant General Leonard T. Gerow, President of the Board which recommended its formation, "The College is concerned with grand strategy and the utilization of the national resources necessary to implement that strategy... Its graduates will exercise a great influence on the formulation of national and foreign policy in both peace and war..." This theme was underscored with the inclusion of State Department and, eventually, other government agency representatives into the faculty and student body.

American experience in 20th Century wars has repeatedly shown that the complexity of planning and conducting global war and joint and combined military operations required officers and civilians in government to be thoroughly familiar with each other's roles and missions. They also needed the skills to operate comfortably at levels in which key national security and strategy decisions would be made in peace and war.

Since its inception, the National War College has proven invaluable in preparing its students for those responsibilities.

The National War College is officially located in Theodore Roosevelt Hall on Fort Lesley J. McNair, the oldest active Army Post in existence today. Established near the confluence of the Anacostia and Potomac Rivers, it was originally designed to protect Washington from river invasion. Later, it was the site of the trial and hanging of four conspirators in the plot to assassinate President Lincoln. At Fort McNair on 21 February 1903, President Roosevelt laid the cornerstone of the building, which now bears his name. Since that date, it has been home to the Army War College (1903-1917, 1919-1940), War Plans Division, War Department General Staff, Selective Service System Headquarters, Headquarters U.S. Army Ground Forces (all successively during World War II), and the National War College (1946-present). In June 1974, this unique structure was designated a National Historic Landmark. In December of 1997, extensive renovations to Roosevelt Hall were started and the National War College was temporarily moved to the Coast Guard Headquarters Building (Transpoint), located adjacent to Fort McNair. Renovations were completed in 1999 and the National War College has returned to Roosevelt Hall.

The number of graduates who have been promoted to the top of their services or civilian components of the government is an indicator of the importance of the National War College, but its most profound effect has been on individual thinking and intellectual growth. The first National War College class met on 1 September 1946. One hundred Americans and six foreign observers were in attendance. To date, over 8,000 students have graduated.

Mission

The National War College mission is to educate future leaders of the Armed Forces, State Department, and other civilian agencies for high-level policy, command, and staff responsibilities by conducting a senior-level course of study in national security strategy.

The College program is designed to expand and enhance students' ability to analyze national security problems and issues and to develop appropriate national security strategies in response – strategies that integrate all the elements of national power. The curriculum addresses the fundamentals of thinking strategically, the elements and instruments of national power, the theory and practice of war, the domestic and international context of national security strategy, and contemporary military strategy.

A fundamental strength of the College is its thoroughly joint, “interagency,” and multinational environment and approach. Students and faculty are drawn from all U.S. armed forces evenly, from U.S. civilian departments and agencies concerned with national security policy, and from a broad coalition of foreign militaries. The College program stresses the interrelationship of domestic, foreign, and defense policies, and the necessity of inclusion and coordination of Service, interagency, and multinational capabilities, perspectives, and other factors in national security strategy planning and execution.

Qualified graduates are awarded with a Masters of National Security Strategy.

Location

The National War College is a component of the National Defense University. Other components include the Industrial College of the Armed Forces (ICAF), the Joint Forces Staff College (JFSC), the School for National Security Executive Education (SNSEE) and the Information Resources Management College (IRMC). JFSC is located in Norfolk, VA and SNSEE is located in the Coast Guard Headquarters in Washington, D.C. The other components are located at Fort McNair in Washington, D.C. More information can be obtained from the NDU Homepage on the World Wide Web at: http://www.ndu.edu.

The National Defense University and IRMC are located in Marshall Hall (Building 62). The National War College is located in Theodore Roosevelt Hall (Building 61). The Industrial College of the Armed Forces (ICAF) is located in Dwight D. Eisenhower Hall (Building 59).

Alumni Association

The NWC Alumni Association (NWCAA) is a vigorous organization, counting well over 50% of its 8000 graduates as life and annual members. The Association promotes the educational and social life of both its graduates and the National War College itself. It supports its graduates with a series of seminars, class luncheons, and socials in the Washington area, and periodic regional conferences throughout the continental United States. It supports the College through a variety of programs to enhance the guest lecturer programs, the awards programs, and activities related to operations during the academic year. The Association also provides funding for a variety of student social, athletic, and liaison activities. In addition, NWC mementos are available for purchase through the Alumni Association. The Alumni Association website is www.nationalwarcollege.org.

Class members are given a complimentary membership for the year they are in residence; upon graduation students are invited to join the NWC Alumni Association, and recent classes have joined en masse at the end of the school year.

Further information maybe obtained by calling (202)863-2306 or email NWC-Alumni@ndu.edu.

Executive Committee

The Executive Committee (EXCOM), composed of the class president, the student chairperson from each of the ten committees, and the secretary-treasurer, provides class leadership and accomplishes class business. A military member is normally appointed class president and the junior military member is appointed secretary-treasurer. Committee chairs are appointed as described below. With the guidance of the Dean of Students, the EXCOM oversees the activities of the special committees and disseminates information of mutual interest to all members of the class. It meets at the call of the class president and/or the Dean of Students.

Class Committees

Committees are formed to assist in the execution of class administration and social functions. There are ten homeroom committees of approximately 22 or 23 students each who remain together throughout the year; a senior military or civilian student serves as the committee chair. Faculty members volunteer as committee sponsors and assist the class committees.

Special Committees

Special committees are formed to coordinate specific class activities, normally with the advice and assistance of faculty advisors. There are eight special committees described and organized as follows:

• Social. Coordinates student-run class social functions. Each homeroom committee nominates a representative for the social committee. From those ten representatives, a class social committee leader will volunteer or be chosen.

• Esprit/Welfare. Coordinates class activities to provide expressions of sympathy and/or recognize special personal events for class members and their families (i.e., births, marriages, etc.). Each homeroom committee will nominate a representative for the welfare esprit committee.

• Athletic. Coordinates all NWC intramural athletic activities. This committee leader represents NWC in organizing varsity athletic events against ICAF. Each homeroom committee has a representative on the athletic committee. The committee leader also coordinates participation of NWC at Jim Thorpe Days in Carlisle, Pennsylvania.

• Computer. Provides support on computer related questions, such as use of the Internet, to their committees. Surveys committee members and provides input concerning computer training classes.

• Professional Enhancement Program Travel (PREP-T). Coordinates the voluntary program that plans trips to military installations and government agencies. It is designed to enhance student understanding of military capabilities and other aspects of U.S. national security policy and strategy. Each homeroom committee has a representative. Students should take active roles in this program.

• Yearbook. Coordinates the assembly and production of the class yearbook. Each homeroom will also appoint members to this committee. The yearbooks are paid for through a combination of class dues and advertisement sales.

• School Mentorship Program. Coordinates the voluntary tutoring program for elementary students at a local school in Washington, DC. Tutoring subjects include reading and math, with the objective of helping students overcome academic deficiencies and enriching their school experience with individualized instruction.

• National Youth Leadership Forum (NYLF). Coordinates the annual meeting of outstanding secondary youth (junior and senior high school students) with leadership potential. The high school students have demonstrated interest in America's security and defense.

Class Dues

The Class EXCOM will determine dues for the year. In past years dues were used for:

• Deposits on reservations for class-sponsored parties

• Coffee mess

• Class projects as determined by the Executive Committee

• Esprit/Welfare expenditures

• First year membership to the Alumni Association after graduation

Social Events

Various social events are scheduled during the academic year to promote social interaction among students, staff, faculty, speakers, and visitors to the College. Spouses are invited.

The Dean of Students must approve activities involving use of NWC facilities. Additionally, the consumption of alcoholic beverages at the College requires specific prior approval of the Dean of Students in every instance and will be the exception rather than the rule. Similarly, the routine storage of these beverages in committee rooms, offices, or lockers is not authorized.

The Executive Committee and the Dean of Students coordinate College/class-sponsored social activities, which in the past included:

• Commandants' Reception. A formal evening reception for the students, faculty, staff, distinguished guests, and spouses held in Roosevelt Hall the first Friday of each academic year.

• Graduation Reception. This event is co-hosted by the Commandant and President, NDU, following graduation ceremonies for students, spouses, invited guests, staff, and faculty.

• Class-Sponsored Events. Formal Christmas dinner-dance, Potomac Cruise, and an end-of-year picnic are planned for the class, staff, faculty, spouses, and invited guests. Costs are pro-rated among attendees.

• Other Events. The type of function is determined by the group and can be arranged by individual class committees, seminars, trip groups, service groups, and faculty members. The sponsors of the event are responsible for all arrangements from setup to cleanup.

Athletic Program

Competition between NWC and ICAF is scheduled in the following sports: softball, soccer, basketball, volleyball, tennis, golf, bowling, racquetball, and a 5-K run. A rotating trophy for each sport is presented to the winning school. The President's Trophy is presented to the school winning the greater number of competitions at the end of the school year.

In addition, NWC competes with the other senior service colleges in a multi-event sports tournament in April, hosted by the Army War College in Carlisle, PA. This event is known as Jim Thorpe Sports Days. This sports program is managed by the Athletic Committee Leader for both individual and team sports.

Academic Program

The National War College curriculum is composed of a core program, elective courses, and regional studies. A common core program is required of all students. It provides grounding in national security strategy and policy, and military strategy and operations. The core curriculum focuses on the domestic and international contexts in which national security policy is developed, national security organizations and decision-making processes, and the formulation and implementation of military strategy.

The electives program complements the core curriculum. The College offers a wide range of courses, which provide students the opportunity to broaden and deepen their study.

The College conducts a field studies program throughout the year. The program begins soon after the start of the academic year when students register preferences to study particular regions of the world. The program builds throughout the year and culminates in May, with a multiple-day visit to the region, where students meet with key leaders, foreign affairs officials and senior military commanders to study first-hand their security concerns, military capabilities, and perceptions of U.S. policy.

Integrating Themes

Core Course Integrating Themes: At the conclusion of the curriculum, students will understand that:

• National security strategy and policy are formulated and implemented within international and domestic political processes and environments that are dynamic, changing and replete with competing interests. As a consequence, policy is often as much an outcome of bureaucratic processes, compromise, and the influence of a dominant personality as it is of 'rational' calculus.

• State resources are limited, requiring policy-makers to set priorities among competing domestic and international interests, and to accommodate the allocation of resources between selected domestic and international objectives. Means and ends must be judiciously matched within strategies designed to accomplish national objectives.

• National security objectives and strategy must be devised and implemented within environments where ethical norms inform and constrain policy-makers’ freedom of action.

• A national security strategy must identify the interests of the nation and the challenges to those interests, and specify the objectives to be met through the use of specific policy instruments, particularly in any use of military force.

• Instruments of policy must be orchestrated within a cohesive strategy that deliberately integrates the selected instruments to achieve specified objectives.

• As a component of national security, military strategy and operations require the development within the Armed Forces of a joint culture that fosters the teamwork essential for deterrence, joint war fighting, and multinational endeavors. Planning and prosecution of joint campaigns and major operations require competency in joint skills, including the ability to orchestrate air, land, sea, space and special operations forces into effective joint teams.

Core Program

All students, including research fellows, normally must complete the core curriculum. The core program averages 9 to 13 class contact hours per week, generally in the mornings, and consists of the following major courses:

6100 - Introduction to Strategy

This course introduces the elements of strategy, critical thinking and strategic analysis to develop and provide the foundational strategic thinking skills required for the balance of the curriculum. Using selected frameworks and examples of strategy, students will begin their year-long examination of the components of national security strategy, the assumptions behind strategic choices, relationships among the instruments of national power, the orchestration of the instruments of power in pursuit of national security objectives and the roles of leadership and ethics in national security strategy.

6200 - War and Statecraft

This course analyzes the distinctive, and multi-faceted, phenomenon of war, to include: its character, conduct, nature, and scope; its military and non-military dimensions; and the ramifications of its use and potential use to achieve political objectives. The course explores key concepts regarding war and how those theoretical underpinnings have affected the design of military strategy. In so doing, the course provides students with a solid theoretical foundation for developing military strategy. Students will study a framework for critiquing—and designing—military strategy that will benefit them in subsequent examinations of military issues in other courses, in the end-of-year strategy applications, and in their efforts to develop strategy after graduation. The course further examines the elements comprising the military instrument of power and how that instrument can be employed in combination with other instruments of statecraft in peace and crisis, as well as in war.

6300 - The Non-Military Elements of Strategy

This course analyzes the non-military tools available to strategists and how those tools flow from the broader elements of national power. Specifically, the course analyzes the nature, purposes, capabilities and limitations of the non-military instruments of power, and investigates and critiques a variety of ways that strategists use these instruments. The course explores how instruments of power differ from but are dependent upon underlying national power, particularly in the areas of economics and information. Discussions reference peace, crisis and war to provide a comprehensive review of the non-military instruments’ role in national security strategy. The course provides detailed information on the non-military tools available to national security strategists, the various uses of those tools, both singly and in conjunction with one another, and helps set the stage for the end-of-year applications in national security strategy course.

6400 - The Domestic Context and U.S. National Security Decision-Making

This course provides the students with an understanding of the complex reality of the domestic context in which American strategists must make decisions. It considers the domestic context from multiple perspectives. It evaluates how broad domestic political and cultural factors, as well as resource and economic constraints, affect policy formulation and execution. The course further examines the structure and process of U.S. national security decisions. Here the course considers both the historical, philosophical and Constitutional foundations of inter-agency and inter-branch processes, and their subsequent evolution and current form. One element of this investigation will be a study of American civil military relations. Finally, the course will focus on individual and group level decision-making, to include a discussion of individual leadership and legitimate dissent within the U.S. national security policy process.

6500 - The Global Context

The purpose of this course is to help students understand the world and emerging strategic challenges from a perspective that is not U.S.-centric. Students will study selected nation-states and international regions, developing a familiarity with the role played by culture and history, as well as the key emerging trends in that region. They will analyze international trends and developments, compare and contrast regional contexts and national perspectives, and recommend how best to prioritize US interests within and across regions. The course will also examine how non-state actors, transnational actors and global trends shape the strategic environment. Students will develop a working knowledge of the international security context that is essential for creating, analyzing and carrying out national security strategy and policy.

6600 - Applications in National Security Strategy

This capstone course integrates and synthesizes the fundamental themes from the entire curriculum. The course will examine a series of strategic national security and homeland security challenges confronting the nation today. Students will work in small groups to assess select transnational security issues, determine U.S. objectives, identify key assumptions, and develop a range of policy options that include evaluations of the risks and benefits of each option. Students will practice the critical thinking skills introduced in course 6100 and select the military instruments (6200) and non military instruments (6300) best suited to these security challenges. Each exercise will also require an assessment of key domestic and national decision making enablers and constraints (6400) as well as a keen appreciation for the global context (6500) in which the U.S. must develop and implement its strategy. Students’ preparations for their field studies (6700) will be integrated into a program that develops specific regional strategies. In keeping with the goal of “putting theory into practice,” students will give oral presentations, field questions from “real world” officials, and produce written options memoranda designed for senior decision makers.

6700 - Field Studies in National Security

The National War College curriculum focuses on strategy at the national level, to include the integration of all elements of national power. It addresses national security policy, the theory and practice of war, the domestic and international context of national security strategy, contemporary military strategy, and joint and combined warfare. In turn, the policy and strategy process takes place in specific political, military, economic, social, geographical, and governmental contexts. It is a process that has bilateral, regional, and global dimensions. Understanding the formulation and implementation of policy and strategy requires in-depth knowledge of the current and prospective foreign policy situation in nations and regions affected by U.S. policies, and even more importantly, an understanding of how such strategic judgments are formulated. The Field Studies program is designed to integrate all the themes of the core courses and meet NWC/JPME objectives by providing a “test bed” for the synthesis of the entire year’s curriculum. These studies provide opportunities for NWC students and faculty to discuss policy issues with political, military, business, media, and academic leaders of other nations that affect the security of their nations and regions as well as the security of the United States. This interaction moves NWC strategic education from the theoretical world to the world of reality. There is no classroom substitute for the intensive learning that comes from face-to-face exchanges and personal experiences gained through discussions and activities overseas.

Program for Joint Education

The NWC core curriculum incorporates the Program of Joint Education (PJE) approved by the Joint Chiefs of Staff in November 1987 and later refined in the Officer Professional Military Education Policy (OPMEP), signed by the CJCS in March 1996. Completion of the NWC academic program fulfills the educational requirements for the Joint Specialty Officer designation. In addition to the coverage of joint matters in the core curriculum, NWC offers a number of elective courses in joint and combined warfare.

Electives Program

Overview. Students at the National War College (NWC) are required to take a minimum of four elective courses, two in the fall term and two in the spring term. The two exceptions to this rule are students who are Research Fellows and students taking the elective course, Cultural Literacy for the Arab World. Students taking Cultural Literacy for the Arab World need not take any other electives during that semester and need only take the minimum of two electives in the other semester of the academic year. The elective, Cultural Literacy for the Arab World is a four academic credit-hour course. All other elective courses meet for two hours each week over twelve consecutive weeks. One two-hour class equals two academic credit-hours. Students may take additional electives beyond the minimum requirement in either a for-credit or in an audit status.

Students may take elective courses offered by NWC, the Industrial College of the Armed Forces (ICAF), the Information Resources Management College (IRMC), the Center for Technology and National Security Policy (CTNSP), or the School for National Security Executive Education (SNSEE). The list of elective courses that are available for the academic year is published in the annual NDU Elective Catalog, which is electronically updated as required. In addition, NDU hosts an Elective Open House for each semester prior to the date that students must submit their elective choices for that semester. Each Elective Open House takes place in Marshall Hall and is designed to provide students with the opportunity to meet with the individual Elective Course Directors from all the schools on the Ft McNair campus in order to discuss course content, syllabus, requirements and methods, so that students can make an informed electives choice. Due to space limitations, faculty members teaching Field Studies electives will not be physically present at the Elective Open House, but will be in their offices to answer questions on Field Studies electives.

Some elective courses may be tied together, with Part One in the fall semester and Part Two in the spring semester, while in other cases, the same course may be offered in both semesters. Students cannot take the same course twice for credit, and must meet course prerequisites as listed in the NDU Elective Catalog.

A research paper or a tutorial may be substituted for an elective course(s) with prior approval. For more information, see the Research and Writing section of this Handbook.

It is also possible for students to choose their elective courses to pursue an Information Operations (IO) Concentration.

Students are required to submit rank-ordered elective choices per semester since they are not guaranteed their top choices. For example, there could be insufficient enrollment to warrant a course, or too many students choosing specific courses for all students to get their top choices.

Purpose. The Electives Program offers graduate-level seminar settings for courses that:

• provide deeper, more comprehensive analyses of themes and issues raised in the core curriculum;

• support the Field Studies program;

• take advantage of faculty expertise in areas not covered or briefly treated in the core curriculum; and,

• offer experimental vehicles through which issues can be examined with a small group of interested students and for possible integration into the core curriculum.

Requirements. All students, except Research Fellows and the Cultural Literacy for the Arab World case mentioned above, must complete a minimum of four full-semester courses (minimum of two each term). Except for International Fellows (IFs), who do not participate in Field Studies, one of those courses must be an elective related to the overseas field study seminar in which the student will participate. Students may substitute a major research project for writing credit in up to two courses depending upon the length of the paper (see page 20). Research Fellows are not required to enroll for credit in any elective courses except the elective course in support of their overseas Field Studies. Research Fellows will participate as normal students, meeting all the course requirements, including the paper requirement, in the Field Studies elective. Research Fellows may, with permission from their advisors and the NWC Research Director, take other electives in either a for-credit or audit status. All students may take more than the minimum load of elective courses each term and are encouraged to do so to the extent they can.

Elective Course Schedules. Elective courses are conducted on Monday, Tuesday and Wednesday afternoons. They meet weekly during both semesters. Fall semester courses begin in September and conclude in December. Spring courses begin in January and conclude in April. Class periods are 1330-1525 and 1535-1730. To balance the early and late class meetings, the courses that meet early on Tuesday and Wednesday (1330-1525) for the first six sessions will move to the late class period (1535-1730) for the last six sessions and vice versa. Monday electives run beginning at 1330 all term long. The Cultural Literacy for the Arab World elective course meets at fixed times, i.e., it does not switch times midway through the semester, on Tuesdays and Wednesdays. A limited number of other elective courses also do not shift times, and are annotated as such in the electives listing.

Elective Course Structure. As in the core curriculum, the elective courses vary in structure and teaching methods used. Some course directors lecture extensively, others emphasize seminar discussion, while most use a mix of these two techniques. A number of courses draw on the expertise of nearby government institutions in the Washington area.

Tutorial Reading. Students may arrange with an instructor to take a semester-long independent study on a specific topic related to national security. Such a tutorial normally involves extensive reading, a number of meetings (tutorial sessions) with the supervising faculty, and oral and written critical analyses of the readings. Such a tutorial counts as a full semester (two academic credit-hour) elective course.

The Information Operations (IO) Concentration. NWC Students can use their elective classes to pursue the IO Concentration offered by IRMC. The IO Concentration elective courses are not technical “how to” courses for the management and use of information technology, but rather strategic level courses that explore the impact of the information age on national security. International Fellows cannot enroll in the IO Concentration courses because they are taught at the secret classification level.

Students who choose the IO Concentration are required to take two IO elective courses, one each semester. In the fall semester, they must take National Security in the Information Age. In the spring semester, students must choose a minimum of one of the three IO Concentration courses: Information Engagement and Strategic Communication, Information, Warfare, and Military Strategy, or Information Assurance and Critical Infrastructure Protection. The IO Course Manager is an IRMC professor, who is available to advise students in the IO Concentration Program.

International Fellows (IFs). Per NDU policy, IFs may not take Field Studies related electives pertaining to their nation or region of the world. Instead, IFs travel domestically throughout the academic year and are required to participate in a minimum number of IF domestic trips as well as to take the American Identity course in the summer preceding their academic year at NWC.

NDU offers two distinct IF-only electives, one for the fall and one for the spring semester, for IFs to expand their knowledge of US society, culture, institutions and ideals. Each elective will consist of six, two-hour classroom sessions, and student participation in three trips, all of which will occur during the semester. The IF-specific electives will be standard two-credit-hour electives and can be taken in lieu of up to two general elective courses. NWC IFs will not be required to take either of the NDU IF-only electives, but can take none, one or both. NWC IFs not enrolled in the NDU IF-only elective are still encouraged to participate in the IF travel.

Within the limits of security requirements, and the above mentioned stipulation on regional courses, IFs can enroll in any other elective class offered.

Auditing Elective Courses. Students may audit elective courses at the discretion of the Elective Course Director in coordination with the Director of Electives. In general, auditors are observers who neither participate in discussions nor are responsible for, nor receive, readings or written assignments, but in smaller classes Course Directors may permit more active participation by auditors. Students wishing to audit an elective course will coordinate this request through the Director of Electives.

Once the semester begins, an audit course cannot be upgraded to for-credit status.

Spouse Participation. Spouses of students may participate in elective courses at the discretion of the instructor, and within the bounds of security requirements and classroom size. Furthermore, the total number of students, including students, auditors and spouses may not exceed 14 students per class. Spouses desiring to participate in specific elective courses will coordinate this request through the Director of Electives.

Timeline and Explanation of the Elective Registration Process. Elective Course Directors provide a brief course description to the Director of Electives who will, in turn, submit the descriptions to NDU Academic Affairs. In turn, NDU produces an Elective Catalog which is distributed in mid-August. Every elective that will be taught in the fall and in the spring is listed in this catalog. Students use this catalog, in tandem with the Electives Open Houses, to determine their choice of registration. The Electives Open House is held twice a year, once in August and again in October. All Elective Course Directors are expected to participate in the campus-wide event.

The Elective registration process begins with the assignment of faculty and students to Field Studies groups. Once the Director of Field Studies finalizes field studies registration, the Director of Electives automatically registers, or “hardwires,” each student into one elective course which is associated, regionally or thematically, with his/her Field Studies trip. Students learn which course they are “hardwired” into before they begin on-line Elective registration.

Although students receive notice regarding their “hardwiring” for a Field Studies elective, they still must choose and list in rank-order, five options from the Elective Catalog. At the specified time in August and in October, students log on and enter their five selections. This information is then used by the NDU Registrar to make elective assignments.

The choices of each student and the elective schedules are run through a software program that determines the best fit between individual student choices, class sizes and other parameters. IT specialists from NDU run this program and produce Elective Course assignments for each student at NDU.

Students do not always get their top elective choices, and not every elective course offered is actually taught. That is why they rank-order their preferences. Elective assignments will only be adjusted in the case of technical errors. There is no add/drop course period or option at NDU. Students are assigned their electives based on the above system and expected to attend all class sessions.

If the system registers less than five students for an elective class, the Director of Electives works with the instructor to determine whether to drop the course or offer the course as a tutorial.

The NDU Registrar coordinates university-wide electives registration. He/she interacts with the Directors of Electives at ICAF and NWC, ensures correct data entry and oversees the IT staff.

Research and Writing Program

Clear thinking and plain writing are closely related objectives of the NWC curriculum. The College and writing program includes a number of reinforcing assignments of various types and lengths over the academic year. Each assignment is tied to the learning objectives of a particular block of study. We do not teach composition as a separate discipline. However, the writing program is interlaced in the curriculum to allow students to exercise their writing skills in short essays, longer essays, and for some students, research projects (either individually or in a group).

• To help achieve the learning objectives of the core curriculum and electives;

• To help integrate concepts through the application of theory, history and analysis to new situations and issues;

• To help students gain and demonstrate an understanding of a body of ideas through the clear, concise, and unified presentation of thoughts in a logical order and in well-crafted language;

• To hone the writing skills required to articulate those ideas so that good writing becomes even better as well as to help students whose writing needs improvement;

• To promote faculty and student interaction through working together on longer essays and research projects of mutual interest;

• To "identify" concepts and issues of use to the policy community; and

• To motivate and help students write articles and essays for publication in major strategy and policy journals.

Writing at NWC. As a tool of learning and thinking, writing is a proven method of stimulating original thought. Because of the importance of the issues analyzed in the College curriculum, we are also alert to opportunities for students to contribute to the national debate on policy and strategy. These opportunities may be pursued through our research and writing program. The faculty stands ready to help place good ideas and essays into the hands of senior civilian and military leaders.

Writing Requirements. Core course writing requirements will total about 25-30 pages per semester. In addition, elective courses may require papers and/or oral presentations. Students will write core course essays of varying length in each major segment of the curriculum. The topics for each paper will be described in the course syllabus. The essays will require the student to analyze and evaluate material presented in a particular course as a way of rounding out student understanding of the main issues addressed. With approval of the Faculty Advisor, and after coordination with a sponsoring faculty member, a student may choose to write a longer essay (20-30 pages) in lieu of writing two core course essays, a core course essay and an elective course essay, or two elective course essays.

Essay and Research Project Format. Core course and elective course writing assignments will specify desired page length. A page of writing is defined as a standard (8 1/2x11 inch) paper typed double-spaced in 12-pitch type (non-proportional font) with one inch top and bottom margins and 1 1\4 inch left and right margins. A total page count for any writing requirement includes citations, which may be formatted as embedded cites, footnotes, or endnotes. Bibliographies are not included in the page count. You should consult the source provided in your professional library for guidance on the format for essays and research papers, for layout and typing, and for citations and bibliographies.

Essay Options. In order to provide as much flexibility as possible, the College offers several options, which will allow students to fulfill writing requirements. The Director of Research and Writing will review and approve student proposals for essay options.

Longer Essays

Combining core and/or elective course essays: This option allows students to explore an issue in-depth (5000 words) of their own choosing, while receiving credit for a combination of two core and/or elective course writing requirements. While the subject must be related to the NWC curriculum, it need not be directly connected to the standard course writing requirements that it replaces. However, the student proposal must convince the Faculty Review Committee that it will require an equivalent amount of academic effort.

Longer essays are encouraged for interested students for the spring semester. Proposals will also be considered from experienced writers for the fall semester. Students who wish to write a longer essay must identify a faculty member who will agree to direct and evaluate the paper (the Paper Sponsor) before submitting a proposal. Proposal forms for the longer essay option may be obtained from the Director of Research and Writing.

Research Projects

In lieu of an elective course, students may pursue research on a subject outside the purview of the core or electives program. Such a Research Project may be undertaken by an individual or group. The research required should be the equivalent of a 12-week elective seminar. If an individual undertakes the project, 25-30 pages will satisfy the requirement for a single elective course. A group project will require 25-30 pages per participant to satisfy the requirement for an elective course. For group projects, the final product is expected to represent the group's collective effort where the research and analysis are equitably distributed among all members.

In exceptional cases, an Individual Research Project requiring 50-60 pages to complete the analysis may substitute for two elective courses. Such projects are normally conducted across two semesters. Before a student undertakes a Research Project, a faculty member (the Paper Sponsor) must agree to direct the research and evaluate the final product.

Expanded and Sequential Papers

Students may wish to further explore an issue analyzed in a paper prepared in a previous core or elective course. In an expanded/sequential paper, they may elect to develop and refine an analysis completed for a previous NWC assignment. A student who wishes to pursue this option must submit a proposal, which carefully defines the new work, and the analysis that will constitute the expansion of the original essay. The original paper must be attached to the proposal when it is submitted for approval. These papers are 5000 words long excluding footnotes and bibliography.

Although it is not encouraged, expanded/sequential papers may build on work completed at another institution. In all cases, expanded or sequential essays will require proportionally longer papers in order to complete the additional new work and analysis. Proposal forms for expanded/sequential papers are available from the Director of Research and Writing.

Research Fellowships

The Research Fellows program is separate and different from the Essay Options, which are offered as an alternative to the standard writing requirements in the NWC curriculum. For information on the Research Fellows program, see page 29.

Original Work. Because of the complexity of the options available within the writing program, and to avoid any ambiguity such options might produce, the College has carefully defined 'original work'. The term 'original' within the National War College research and writing program means both 'produced by the author and produced for the first time'. Complying with the original work definition will avoid any question of plagiarism. When in doubt: If you have any questions about options or requirements, consult your Faculty Advisor or the Director of Research and Writing. Consequently, essays written by you to satisfy the program's requirements must:

• Be produced during your tenure at the National War College;

• Be submitted for academic credit only once to satisfy the requirement(s) within the research and writing options above; and

• Contain your own ideas and analysis except as documented by appropriate citations.

Writing Awards. Awards for writing excellence are presented to students by a variety of sponsors who recognize the high esteem NWC attaches to good writing. These awards include a selection of the best seminar essays in each major core course. The sponsors of the awards are the Military Officers Association of America, the NWC Alumni Association, the NDU Foundation, the U.S. Navy League, the Marine Corps Association, the Association of the U.S. Army, the U.S. Air Force Association (AFA), the Association of Former Intelligence Officers, and the National Military Intelligence Association. NWC also offers the Colonel William R. (Rich) Higgins (USMC) Award for Excellence in Writing and the George F. Kennan award sponsored by the American Foreign Service Association (AFSA). In addition, NWC students may compete against students from the other senior-level professional military education (PME) schools for prestigious awards in the Chairman of the Joint Chiefs of Staff (CJCS) Strategy Essay Competition and the Secretary of Defense Transformation Essay Competition each spring. NWC conducts special ceremonies each semester to honor all winners of excellence in writing awards.

Educational Procedures and Requirements

The exchange of views among faculty and students in the seminar is the primary learning vehicle of the College. Student preparation and active participation in classroom discussions is key to the success of this approach. Students are evaluated on the extent and quality of their participation in the seminar. In addition to lectures by resident faculty, guest lecturers are used to provide the unique perspectives of senior officials and other experts on national security policy. In an average core week, students will hear two or three lecturers and meet in seminar three times.

The College provides students syllabi, books and/or compilations of required course readings for each course. The syllabi describe course scope, learning objectives, topics to be covered; specify student requirements; provide background information on the subjects to be addressed; and indicate the teaching methods that will be used.

Core contact time (classroom hours) includes lectures, panel discussions, questions-and-answer sessions with lecturers, seminar meetings and student exercises. Students should plan on about one and a half to two hours of preparation time for each hour of contact time. Preparation time refers to out-of-class curriculum-related activities, including required readings, preparation for student presentations, writing assignments, etc.

Educational Methodologies

The college uses a variety of teaching methods of which the following abbreviations appear on the NWC schedule:

Case Study (CS). An analytical examination of an episode read or hypothetical presented to illustrate the substantive and/or procedural issues involved in the case. Students may be provided study guides for use in organizing their review of the case.

Directed Reading (DR). Time scheduled for students to complete a reading assignment which may be in addition to the normal reading load or which is particularly important for the next classroom session.

Guest Seminar (GS). A meeting of a student seminar with one or more specialists to discuss a specific subject. An elective assignment for the student provides a basis for the seminar discussion. Guests, therefore, may assume students have a general familiarity with the subject.

Instructor-led Seminar (IS). A meeting led by a faculty member to discuss a particular topic. In addition to discussion of assigned reading or recent lectures, seminars may include student presentations, oral reports or book reviews.

Lecture (L). Normally, lectures are about 45 minutes long and are followed by a question and answer session of equal length where students are afforded the opportunity to query the speaker. The vast majority of lectures is given in Arnold Auditorium.

Lecture Seminar (LS). Seminars follow a lecture to discuss the substance of the lecture or assigned readings.

Panel Discussion (PD). A panel composed of participants having expertise on a given topic or geographical area. Normally panelists speak briefly then engage in discussion among themselves and with members of the student audience.

Student Exercise (SE). Solutions to a problem based on assigned readings. These programs may involve such analytical procedures as problem identification, analysis of options, ordering of priorities and rationalization of conclusions. These may be accomplished either by groups or individually.

Student-led Seminar (SS). A meeting very similar to an Instructor-led Seminar except that a designated student organizes the agenda and acts as leader in place of a faculty member.

Information Technology

Information technology (IT) available within Roosevelt Hall is continuously under improvement to provide students, faculty, and staff with the latest state-of-the-art IT resources. While in attendance at NWC, students will be exposed to numerous IT services to facilitate their educational experience.

IT training is part of the curriculum with all students receiving an initial orientation shortly after arrival at NWC. There is also optional instruction for selected IT software throughout the year.

To provide flexibility in facilitating the NWC learning experience, each committee room, seminar room, auditorium, conference room, and study areas is equipped to continuously access the Internet and the NDU Intranet via NDU’s local area network (LAN). Additionally, each seminar room is equipped with a full IT automation suite that supports most multimedia services via TV, VCR, DVD, and CD equipment. Video Tele-Conference (VTC) capability is available at several Marshall Hall and Eisenhower Hall locations and can be scheduled for use via the NDU Operations group.

There is a wide range of other IT resources and capabilities available throughout NDU. Students will be scheduled for the appropriate training for those resources and capabilities during the first several weeks of the academic year.

All students will be issued a laptop computer upon their arrival at the College. The laptop computer uses the latest computer technology and supports a wide range of NDU provided applications. The laptop is also equipped with both wired and wireless network capability for maximum flexibility. Wireless connectivity is currently for off campus use only with the exception of Abraham Lincoln Hall, (AHL) all other campus connections are via wired Ethernet. The laptop comes pre-loaded with the MS Windows XP Professional operating system and MS Office XP Professional application suite along with several other NDU provided applications. Students will receive initial computer training during laptop equipment issue on the first day of attendance along with some additional IT training later that first week.

NWC uses several Internet and Intranet applications to facilitate NDU’s administrative, operational, and education environments. The following is a brief list of the primary NDU Internet and Intranet applications currently in frequent use at NWC; short-cut links for all these applications are available on the NWC home webpage. User operation of these applications and others is covered during student IT training received during the first week of the academic year.

· Administrative and operational information can be accessed from the NWC Internet home webpage at http://www.ndu.edu/nwc. Some of the information provided on NWC’s web pages is available via the Internet while other information is “Intranet Only” accessible and is so labeled.

Personnel biographical, demographical, and academic registration data and Course assessment (surveys and evaluations) can be accessed via the NDU DES (Data Enterprise System) application from links in the NWC Intranet home page http://ndunet.ndu.edu/nwc/Appropriate user login credentials are required for this Internet application.

· Academic information for some course materials can be accessed from the Internet through the University’s Learning Management System, known as BlackBoard, at http://ndu.blackboard.com/webapps/portal/frameset.jsp or from links in the NWC Internet home page http://www.ndu.edu/nwc/. Appropriate user login credentials are required for this Internet application.

· The NWC academic calendar is provided via the NDU WebEvents application and can be accessed at http://calendar.ndu.edu/webevent.plx?cmd=calmonth&calID=772. or from links in the NWC Intranet home page http://ndunet.ndu.edu/nwc/ The NDU WebEvents application is only available through the NDU Intranet.

· Remote access to the NDU Intranet is provided via the NDU vNet application which can be accessed at https://vnet.ndu.edu. or from links in the NWC Internet home page http://www.ndu.edu/nwc/Appropriate user login credentials are required for this Internet application. This service is only available on Government Funded Equipment (GFE) i.e. your issued laptop computer.

· Remote access to your NDU MS Outlook email account is provided via the MS Outlook Web Access application and can be accessed at http://webmail.ndu.edu or as an option from the NDU vNET application. Appropriate user login credentials are required for this application which is available from any ISP connection on any computer.

· The NDU IT Online Support Center is provided via the Parature application and can be accessed 24/7 for any IT technical assistance at http://supportcenteronline.com/ics/support/default.asp?deptID=4103. Appropriate user login credentials are required for this Internet application.

Although an Internet connection at each student’s residence is not required, it is highly recommended that students coordinate access to the Internet while in attendance at the College. The metropolitan Washington, DC area hosts numerous Internet Service Providers (ISP) with a broad range of Internet connection options such as Dial-up, Cable and Digital Subscriber Line (DSL) access. The range of service options available vary depending on geographic location.

Non-Attribution Policy

Presentations by guest speakers/seminar leaders/panelists, including renowned public officials and scholars, constitute an important part of the curriculum. So that these guests, the faculty and other university officials may speak candidly, the University offers its assurance that presentations at the National War College and the Industrial College of the Armed Forces will be held in strict confidence. This assurance derives from a policy of non-attribution, which is ethically binding on all who attend. Without the expressed permission of the speaker, nothing he/she says will be attributed to him/her directly or indirectly in the presence of anyone who was not authorized to attend the presentation.

This policy is not intended to preclude references by students and faculty within the academic environment to opinions expressed by speakers; however, courtesy, good judgment and non-attribution policy preclude citing those views, even if the speaker/panelist is not identified by name, when questioning subsequent guests. Specifically, the non-attribution policy provides that:

• Classified information gained during these presentations may be cited only in accordance with the rules applicable to its classification. Additionally, without consent, neither the speaker nor the university nor the colleges may be identified as the originator or source of the information.

• Unclassified information gained during lectures, briefings, panels and discussion seminars may be used freely. However, without consent, neither the speaker nor the university nor the colleges may be identified as the originator of the information.

• This non-attribution policy must be maintained zealously. The only exception is when the visiting speaker makes public release of his/her own remarks and then only after prior coordination with the Dean of Students or Dean of Faculty.

Exception to this policy can be granted with the permission and coordination of the Dean of Students and the Dean of Faculty.

Academic Freedom

The Officer Professional Military Education Policy of the Chairman, Joint Chiefs of Staff, directs the President, National Defense University, to establish a climate of academic freedom within the university that fosters and properly encourages thorough and lively academic debate, and examination of national security issues. NDU's commitment to academic freedom is published in NWC faculty and student handbooks, as well as NDU Regulation 360-1. University leaders continually review the policies ensuring academic freedom is protected and thrives in and out of the classroom.

At NWC, not only is academic freedom encouraged but also original thinking and the exploration of new ideas are required for the energy and seriousness of the instruction and for the professional development of faculty. Creativity and the ability to synthesize new concepts from the sharing of information and analyses are at the heart of seminar discussions. Faculty seminar leaders routinely pose unconventional situations and require students to develop original solutions that apply doctrinal or theoretical concepts they have learned. As future senior policymakers, advisors, and leaders, NWC graduates must be able to formulate, discuss, and challenge national security strategy and policy in new situations. NWC's mission is to prepare them for that role, and academic freedom is essential to carrying out that mission.

Academic freedom at NWC involves two elements. First, there is freedom: to teach, conduct research, and publish research findings; to discuss in the classroom any material relevant to the subject matter as delineated in the course objectives; and to seek changes in academic and institutional policies. Second, there is responsibility: to pursue excellence, intellectual honesty, and objectivity in teaching; to encourage faculty, students, and colleagues to engage in free discussion and inquiry; to nurture innovative thinking, discussion, and publication concerning national security issues; and to enhance the standing and credibility of professional military education.

Auditorium Etiquette

The audience will stand when the Commandant and guest lecturers enter the auditorium. Students will be in their seats at the scheduled time. As a courtesy, the students will not enter the auditorium after the lecture has started or leave before its conclusion.

It is customary to applaud the visiting speaker at the end of the introduction, and to stand and applaud the visiting speaker at the end of the lecture and the question period. After 45 minutes, there is normally a coffee break. This is to provide students an opportunity to talk one-on-one with the speaker.

Penetrating and thought-provoking questions are key to a productive discussion session with the guest lecturer. NWC expects students to be prepared and willing to ask good questions of the speaker. As a general rule, students have priority in asking questions. When asking questions, it is critical that the student stand, identify him/herself and state his/her parent agency. When attending the Distinguished Lecture Program (DLP) in Marshall or Eisenhower Halls, students will use the microphones in the auditorium to identify themselves and ask questions. The microphones are essential to the video taping/recording process that occurs during the joint ICAF/NWC lectures. This is a courtesy to help the speaker better answer the questions. The following are general rules for university and NWC auditoriums:

• Food and drinks are not permitted in any of the university's auditoriums.

• Silence your watch chimes.

• The use of laptops, cellular phones, and pagers are prohibited in Arnold Auditorium.

• During classified briefings, in addition to the normal prohibitions, books, note pads, purses or other materials are not allowed in the auditorium.

Class Schedule

The normal class day begins at 0830 to as late as 1730 depending on the student's elective course schedule. A typical week's schedule is depicted at Figure 1 below (page 28 in printed HandBook). Students will receive a tentative schedule of classes and activities for the first semester during the first week of school and a schedule for the second semester prior to the winter break. Changes to the schedule will be issued via e-mail. Should you wish to have personal visitors attend lectures or seminars, the seminar leader and Dean of Students will require prior approval.

Students may schedule class/seminar rooms by contacting the Events Coordinator in Room G20 (NWC Admin Office) for NWC-related social events or the Dean of Faculty and Academic Programs for academic events. When the event is complete, the room should be set-up, cleaned, and ready for the next user. If there is a need to retain information on dry erase boards in the seminar room, the user should write "Do Not Erase" in a conspicuous location.

Figure 1. NWC Schedule Sample

Classroom Procedures

Students are encouraged to take notes during lectures and seminars and may retain notes of unclassified material permanently. A container for storing classified notes and other material is available for each student in the NDU Library's Classified Documents Center (Room 316, Marshall Hall). Notes of classified material must be destroyed by the close of the school year. Students may not record lectures, other presentations and their associated question and answer periods, except with the expressed consent of the speaker. This policy is complementary to the non-attribution policy that encourages our speakers to discuss their subjects with candor. The Dean of Students and Dean of Faculty are the approval authority for exceptions to this policy.

Seminar Structure

The seminar is the basic academic grouping for the core program. It is comprised of 13 students and, as with the student committee its makeup reflects the mix of military and civilian students in the class. Seminars are restructured about six to seven times during the academic year, normally at the end of a major unit of instruction. These re-sectioning are designed to enable students to interact with as many classmates as possible during the year in the core course.

Special Programs

Research Fellows Program. The purpose of the National War College Research Fellows Program is to provide an opportunity for well-prepared, talented, and motivated students to conduct intensive research issues directly related to U.S. national security policy, grand strategy, and national military strategy and operations. The program is open to both military and civilian students. The product of the research should be substantive contribution to the national security policy community. Publication of the research is desirable but not a requirement of the program. In all cases, the research will support educational goals of the college.

Administration of the NWC Research Fellows Program is the responsibility of the College. Preferably, student candidates will apply before the beginning of the school year, but in no case later than the end of August each year. Candidates will be screened based upon their desire, demonstrated competence to undertake the research, topic selection, and writing ability. Research can be done individually or by groups of not more than three students.

Procedures. Applicants will be notified of their selection no later than the date for registration for fall elective courses. The Faculty Review Committee consisting of at least the Director of Research and one representative from each academic department will make selection. The committee will select candidates for approval by the Dean of Faculty and Academic Programs.

The committee will also propose specific curricular requirements that should be waived based on the character and scope of the intended research. The Dean of Faculty and Academic Programs will approve these waivers. Waivers can include all elective courses and the writing requirements for all core courses. The committee may recommend additional waivers. Regardless of waivers, however, Research Fellows will, as a minimum, audit an elective course, which supports their Regional Study Seminar.

Students selected as Research Fellows will receive an orientation during their first few weeks in the research program. The orientation will acquaint fellows with the resources and faculty help available in the NDU community.

The progress of each Research Fellow will be monitored and supported by a Research Panel. The panel consists of the Director of Research, a member of the NWC Faculty serving as Faculty Director for the research, and four additional members of the faculty. The Panel assists Research Fellows in developing attainable milestones to support the completion of their research.

Experience shows the greatest threat to the success of a research project is falling behind the agreed schedule of work. Consequently, failure to meet research milestones will trigger a progress review by the respective Research Panel. The Panel can recommend that the Research Fellow:

• Refocus efforts and refine methodology;

• Recast research objectives; or

• Discontinue research and fulfill the standard curriculum.

The last option requires a decision not later than 1 January to ensure elective courses can be scheduled in the spring semester to fulfill graduation requirements.

• The Research Panel will periodically meet with the Research Fellows to review progress at approximately five-week intervals. The Panel will convene, whether the Research Fellow has a product to review or not, to examine the attainment of milestones and to assess the qualitative aspects of the research process.

• Each Research Fellow may receive up to ten 'Research Days', which can be used at any time during the academic year to focus on research to the exclusion of the scheduled topics. The Faculty Advisor and Director of Research must approve the request for research days. The research days can accommodate specific research, draft preparation, or related travel. Funded travel to support research will be considered on a case-by-case basis. The importance of the topic, budget constraints, and the value of the relevant travel determine whether the College endorses a request to NDU for funding.

• Research Fellows must submit a completed first draft of the project no later than 15 March. If the draft is not completed by 15 March, the Director of Research and the Dean of Faculty and Academic Programs conduct a review to guide the Research Fellow, to assess the potential of the student to graduate, and to prepare a recommendation for the Commandant on the disposition of the student.

International Fellows (IF's) Program. Thirty-two foreign officers selected by the Chairman, JCS participate in the core and elective programs of the National War College. As full members of the class, IF’s bring perspectives to studies that enrich the course and expand the experience of our U.S. students. In addition to the normal NWC curriculum, IF’s participate in seminars with academicians and senior U.S. government leaders and conduct field studies at U.S. military, cultural and industrial locations. NWC faculty and students sponsor International Fellows to help them in adapting to United States culture and to assist in fully integrating IF’s into homeroom committees and academic seminars.

Professional Education Enhancement Program - Lecture (PREP-L). The student-run Professional Education Enhancement Program-Lecture provides students the opportunity to hear from speakers beyond those who lecture in the core program. Students can propose speakers to the student body through the student PREP-L committee. Speakers may be members of the faculty, fellow students, or outside speakers with knowledge, expertise, or experience of interest. The committee considers recommended speakers and extends invitations to speak to the student body on a voluntary attendance basis.

The PREP-Ls are usually scheduled during the lunch period and, as a rule, take place in Arnold Auditorium or a room appropriate to the audience size. Students and faculty who wish to sponsor a PREP-L must send a written request through the PREP Committee for consideration and approval. Once approved by the student committee, the request goes to the Associate Dean of Faculty and Academic Programs for review, deconfliction and scheduling. To ensure maximum student attendance and opportunity for students to hear all speakers, the College limits PREP-Ls to one per lunch period. Additional PREP-Ls may be scheduled on a non-interference basis at times other than the lunch period; however, in the event of conflicts, all curricular activities take priority over PREP-Ls.

Professional Education Enhancement Program - Travel (PREP-T). To expand understanding of fellow student’s parent services and agencies, the voluntary Professional Education Enhancement Program (Travel) program provides opportunities to visit military installations and government agencies within the local area and beyond. Students and faculty work together to make this a highly valuable part of the College program. Travelers participate on a permissive TDY basis and individually bear their portion of trip costs.

Distinguished Lecture Program (DLP). High-level government officials or military commanders are invited by the University to address joint sessions of the National War College, the Industrial College of the Armed Forces, and the Information Resource Management College. These lectures take place in either Marshall or Eisenhower Halls, normally on Wednesdays, and occasionally are followed by a luncheon hosted by the President, National Defense University, with selected students of both colleges invited. Attendance at these lectures is mandatory. Military students and faculty will be in uniform with blouse for these lectures. DLP's require NDU security badge identification for entrance.

Individual Assessment Program. In the fall, students have the opportunity to participate in a voluntary, comprehensive health and physical fitness assessment. Test items include resting and exercise electrocardiograms, maximal treadmill stress test, complete blood chemistry, pulmonary lung function, flexibility assessment, strength assessment, nutrition analysis, and percent body fat.

Graduate Degree Studies. The National War College does not have a cooperative degree arrangement. Enrollment in postgraduate study in other universities while attending the National War College is not encouraged and the NWC academic program will not be adjusted to facilitate graduate study.

The National Defense Authorization Act of Fiscal Year 1994 authorized the President, National Defense University, to grant a Master of Science Degree in National Security Strategy to National War College graduates upon the recommendation of the Commandant and faculty. In March 1997, the Middle States Association of Colleges and Schools formally recognized NDU as an accredited institution. Students who successfully complete all the requirements of the NWC academic program will receive a Masters Degree upon graduation.

Faculty Advisor

During in-processing, each student is assigned a Faculty Advisor who serves as the principal advisor on curricular and administrative matters for the student throughout the academic year. There will be an initial meeting between students and advisors during the first week of school and a number of times thereafter during the year. Students are encouraged to consult with their advisors on any college-related matter or for counseling/advice in general. All advanced studies courses and the student's faculty advisor must approve research selections as well as any scheduled absences.

CJCS and Service Chairs

The CJCS Chair represents the joint perspective in all aspects of the College program. The Service Chair faculty member from each military branch is the representative for his or her Service. The International Affairs Advisor serves in this role for civilian students. The Service Chairs enrich the College's understanding of operational matters and provide insight of Service-unique perspectives. They also advise students on problems and issues which surface with members of their Service and coordinate and supervise activities related to their Service such as Service briefings, Service physical fitness testing, visits, etc.

Student Evaluations and Counseling

All courses are graded on a pass/fail basis. In addition, any faculty member may submit special evaluations for an exceptionally good or poor student performance at any time. The objectives of this process are to:

• Ensure successful completion of the academic program

• Encourage innovative work and outstanding performance.

• Identify students who need assistance.

• Provide the basis for end-of-year academic and fitness reports.

Frequency of Evaluations

Each faculty seminar leader will complete a written student performance evaluation after the following events:

• After completion or re-sectioning in a core course.

• Upon completion of each elective course.

• After completion of field studies.

• After fall and spring oral evaluations.

Oral Evaluations

Each NWC student participates in two oral evaluation sessions, one in the fall semester and one in the spring semester. These sessions engage two faculty members and one student in a forty-five minute colloquy that gives the student an opportunity to demonstrate the ability to integrate the principal themes of the core curriculum and to apply this knowledge to the analysis of specific national security issues. Guidelines for the preparation and conduct of the oral evaluations are provided by the Dean of Faculty and Academic Programs prior to the fall semester sessions.

Counseling

Faculty Advisors will review all the materials related to the student’s performance throughout the academic year, and will counsel students as recommended below. Problems related to academic counseling should be raised with the Dean of Students and the Service Representative.

In an initial session, Faculty Advisors explain the evaluation process and how it relates to the year-end report. Advisors will coordinate with students to schedule additional sessions throughout the year.

The core program, electives, and field studies requirements must be completed in their entirety. Early departure will not be approved. Permanent departure from the College for any reason requires President of the University and Director, Joint Chiefs of Staff approval for military students and President of the University and the Under-Secretary level of the respective agency for civilian students.

A final report on students is required by all Services/Agencies. Final reports will be prepared by the faculty advisor and submitted through the Service Representative to the Dean of Students. The Commandant, National War College, signs all student reports.

Distinguished Graduates Program

Distinguished Graduates are defined as the best students of strategy. They are the top ten percent of the students who have demonstrated their ability to comprehend new and complex national security concepts and issues and an aptitude for formulating national security strategy and national military strategy. All full-time students, assigned to the National War College by their Service, Agency, or government are eligible. A panel is convened to consider nominations of candidates for Distinguished Graduate and make recommendations to the Commandant. Selection will be based on the criteria contained in the student performance evaluation standards, specifically those describing "Above Standards" performance in subject mastery and communication skills. The most applicable criteria are:

• Innovation: imaginative, insightful and creative thinking; openness to new ideas, seeks new solutions, and approaches;

• Analysis: quickly analyzes problem and its components; thoroughly and accurately examines assumptions, determines alternative courses of action and assesses risk;

• Integration: understands relationships between ideas, between force and diplomacy and between ends and means; able to integrate concepts and capabilities into coherent strategy; and

• Communication: organized, clear, concise, convincing and articulate in speech and writing.

Student Performance Standards

The criteria below are used by instructors in conjunction with the Student Performance Evaluation Form (Figure 2, page 37) to assess student performance. Performance is defined as how well the student has prepared for and performed in seminar, and how well the student has mastered the material presented.

Preparation: The student's readiness to participate.

A - Fully Prepared: Has studied the syllabus and has completed all required reading plus some optional material. Familiar with the issues to be discussed and has carefully thought them through to discover relationships. Is prepared not only to contribute to the discussion but also to lead it. May have prepared additional supporting material for use in the seminar.

M - Well Prepared: Has studied the material and completed most of the required reading. Knows the issues to be discussed, has thought about them, and is ready to contribute.

B - Inadequately Prepared: Has not studied the material and completed little of the reading. Does not fully understand the issues under consideration through lack of effort. Not ready to contribute effectively.

Participation: The degree to which the student contributes to the seminar and the quality of his/her efforts.

A - Ideas Especially Constructive and Imaginative: Insightful. Innovative thinking which stretches the minds of others in seminar. Understands relationships between ideas. Will try out new concepts. Speaks in an articulate, confident, and persuasive manner. Encourages others to participate; an attentive listener who builds on points made by others. Relates concepts quickly.

M - Ideas and Concepts are Organized and Understandable: Understands pro's and con's. Uses sound reasoning. Speaks clearly, confidently, and coherently. Gets the point across. Uses appropriate grammar and pronunciation. Listens well.

B - May Have Valid Ideas, but Lacks Organization: Misses the point of the discussion ideas but hampered by poor grammar, inappropriate language, or distracting mannerisms. Rambles. Lacks confidence when speaking. Listens poorly and does not give others a chance to speak.

Mastery of the Subject: How well the student has comprehended the material and has demonstrated analytical/problem-solving skills, which will enable the student to apply the knowledge in different situations.

A - Fully Understands All of the Principles, Concepts, and Issues: Clearly demonstrates knowledge gained from supplemental material, as well as from assigned readings. Aggressively seeks to expand his/her knowledge and depth of understanding. Quickly and clearly understands how to analyze a problem and its components. Imaginative and innovative in seeking solutions. Is willing to test new ideas and approaches. Exceptionally thorough and accurate in discerning the assumptions, is creative in establishing alternative courses of action, and in assessing risk. Recommendations are rational, practicable, and complete.

M - Grasps the Basic Concepts and Assimilates Information Presented in Readings, Lectures, and Seminar Discussions: Demonstrates an understanding and ability to apply the knowledge in new and different cases. Understands the problem or issue and can break it down to its essentials. Logical and methodical in seeking solutions or resolution.

B - Has Difficulty in Understanding and in Synthesizing the Material Presented: Does not fully comprehend the basic concepts and often misapplies them when confronted with new cases. May not fully grasp the problem or issue or its components. Recommended solutions may be faulty because of lack of understanding or because of poor reasoning. Jumps to conclusions based on insufficient evidence. Fails to continue to examine alternative courses of action. Closed mind to new ideas and approaches.

Leadership and Group Interaction: The interest and enthusiasm shown by the student and his/her cooperation in working within a group.

A - Forceful and enthusiastic: Exceptional qualities of leadership, but comfortably accepts support role when assigned interested and fully involved. Stimulates other students and draws them out. Skillfully uses knowledge of group dynamics to inspire cooperation among diverse individuals/groups. Works exceptionally well with others regardless of rank, agency or department, or position. Makes things happen.

M - Interested, involved, and supportive: Respects the views and ideas of others. Cooperative and a team player; can either lead or follow. Carries his/her share. Gets group to work together without mandates. Treats people in considerate, courteous manner. Stays focused on seminar goals.

B - Sometimes shows lack of interest or involvement and may not be supportive of group goals: May disregard the ideas and feelings of others. May be impatient, patronizing, or impolite; talk too much or listen too little. May be inflexible or unwilling to take assigned role. Not a team player.

Figure 2. Student Performance Evaluation Form

National War College
Student Oral Examination
Performance Evaluation

A = Above Course Standards M = Met Course Standard B = Below Course Standards NA = Not Applicable

Top of Form

Comments: ______________________________________________________________

Please provide an overall rating for this student’s performance.

A = Above Course Standards M = Met Course Standard B = Below Course Standards I = Incomplete

Bottom of Form

Essay/Paper: The student's ability to gather information or to do research, to organize material logically, to compose and express thoughts in coherent and effective prose, and to use standard written English are crucial for paper content and composition.

Content.

A: Clarity in thought and expression: Insightful, tightly organized, and well-honed composition. May be original in approach. Thorough research when required. Persuasive argumentation. Well-reasoned work with good evidence. Excellent development of concepts and good use of transitions.

M: Writes logically and persuasively: Mature ability to think issues through, gather information, and express ideas using standard English mechanics. Communicates points and arguments clearly.

B: Organization and logical flow flawed: Argumentation hackneyed, incompetent, incomplete, and one-sided. Uneven in clarity, lacking in unity, and sparse in evidence. Enervating style. Burdened with clichés of thought and expression.

Composition. Correct use of grammar, spelling, and punctuation, which is the standard, written English expected of educated officers and senior officials.

A: Competent use of standard written English: Technically correct. Proper use and choice of words. Analogies, historical examples, figures of speech used to good effect. Original in turns of phrase, well-crafted sentences, and good transitions between sections and paragraphs.

M: Good working knowledge of standard English: No habit of flawed English grammar and word usage. Mechanics correct. Presentable work.

B: Excessive errors. Sloppy work: Not presentable to high-level officials/officers. In need of remedial work. Style and mechanics distracting to readers.

Oral Preparation: Prepared and delivered by a student or a group of students in a seminar.

Content. Organization, persuasiveness, and clarity in the presentation of ideas topics/issues.

A: Clearly thought out and well-organized material: Crisp and persuasive presentation. Topics germane, arguments tightly constructed, and evidence available in support of material. Potential questions anticipated. Often includes recommendations.

M: Good professional presentation: Does the job assigned. All major points covered.

B: Lacking clarity, completeness, and unity; support material weak: This presentation should not be given to next level in the chain of command/supervisor.

Delivery. The manner of presenting material: from speaking style to audio visual aids (when and as appropriate).

A: Speaker in control. Style, emphasis, voice, and physical bearing all contribute to persuasive and informative presentation: Audio-visual aids (as appropriate) well-crafted and helpful in communicating concepts. Mindful of audience needs.

M: Solid presentation. Briefing helped accomplish seminar lessons: May use audio visual aids. Knows how to keep the attention of the audience.

B: Boring delivery. No consideration for audience: Filled the square, little work or practice evident in preparing and delivering material. May even read material rather speak without dependence on notes.

Oral Evaluation Performance Standards (See Figure 3, below)

Area 1: Comprehension of principal integrating themes and objectives in the core course.

A: Demonstrates a comprehensive understanding of the core course integrating themes and course objectives. Exceptionally thorough and accurate in discussing the themes and course objectives, and in discerning the assumptions underlying the themes and objectives as they relate to the curriculum.

M: Conversant with the themes and objectives. Understands the reasons for the various course objectives and the relationship of the themes to the overall curriculum.

B: Weak in the comprehension of themes and course objectives. Has difficulty understanding individual themes and how they relate to the curriculum.

Area 2: Integration of core course themes and frameworks.

A: Demonstrates full integration of core course themes and frameworks across the curriculum and can fold in ideas from advanced studies, research, and (especially in the second oral evaluation) preparation for regional studies. Is capable of reconceptualizing problems and judging the value of analytic frameworks.

M: Can integrate the basic themes and analytic frameworks developed in the core curriculum and can relate these to advanced studies, research, and (especially in the second oral evaluation) preparation for regional studies.

B: Has difficulty integrating themes and frameworks developed in the core curriculum and the linkages between them and with advanced studies, research, or (especially in the second oral evaluation) preparation for regional studies. Does not understand the linkages. Generally lacking adequate analytic skills.

Area 3: Ability to apply themes and frameworks to new issues and situations.

A: Particularly skilled in conceptualizing, analyzing with insight, and applying established frameworks to new ideas and situations. Is creative in suggesting and applying alternative courses of action, and is capable of discerning risks when evaluating these alternatives. Is capable of re-conceptualizing and adjusting frameworks to fit various circumstances.

M: Demonstrates an understanding and ability to apply concepts, conceptual frameworks and knowledge to new situations. Understands the problem of unstated assumptions.

B: Has difficulty in synthesizing the material and often misapplies the themes when confronted with new cases. Generally lacks sufficient analytic ability to respond to new situations.

Area 4: Logic and precision in analyzing issues and problems.

A: Exceptionally well thought-out and organized approaches to analysis. Reasoning is tightly constructed, developed, and supported. Problems are divided into properly structured components for analysis. Quickly identifies the unstated assumptions of a line of reasoning.

M: Logical and methodical approach. Can break down a problem into its essentials for analysis, and recognizes the importance of unstated assumptions in evaluating a line of reasoning.

B: Organization and logic flow are incomplete or one-sided. Tends to jump to conclusions without systematic analysis. Does not examine premises. Operates on personal opinion to a large extent.

Area 5: Clarity and persuasiveness in expression and dialogue.

A: Precise and persuasive throughout the dialogue. Arguments are tightly constructed with available evidence used to support and illustrate reasoning. Potential questions anticipated. Articulate, confident, and poised.

M: Good professional dialogue. Reasoning is supported by evidence. Communicates effectively throughout.

B: Lacking in clarity and completeness of thought. Support for ideas is weak; development of concepts lacking; and coherent reasoning not always evident.

Figure 3: Oral Evaluation Performance Standards

National War College

Core Course
Student Performance Evaluation

A = Above Course Standards M = Met Course Standard B = Below Course Standards NA = Not Applicable

Comments: (Please provide comments on the student’s course paper as well as on seminar performance.):

Please provide an overall rating for this student’s performance.

A = Above Course Standards M = Met Course Standard B = Below Course Standards I = Incomplete

Designate TWO top student in Core Course Seminar.

Designate ONE top paper in Core Course Seminar.

Program Evaluation

Assessing the effectiveness of the National War College educational program is an ongoing, dynamic process. Faculty and students engage in a collaborative effort to evaluate and improve the quality of teaching and learning. Active, thoughtful participation by both faculty and students is critical to the success of this evaluation process.

As part of their professional responsibilities, all NWC students are expected to provide feedback by completing surveys at the end of each core and elective course, field studies, and major exercises. In addition, each core course director conducts a face-to-face meeting with student representatives from each seminar to have candid, in-depth discussions on all aspects of the course.

Students are also encouraged to provide informal feedback on the NWC program at any point during the academic year. The Commandant, the Dean of Faculty, the Dean of Students, the Service Chairs, and all course directors and faculty advisors have an open door policy to promote the sharing of ideas and concerns regarding the overall effecti