Connecting Scholars and Practitioners:

1. Connecting Scholars and Practitioners: Reflections on the Development of the Combating Terrorism Center at West Point Dr. James Forest, Director of Terrorism Studies

2. Agenda Introduction 1 – Establishing the CTC 2 – Pursuing Three Core Mission Areas 3 – Achievements, Years 1 Thru 6 4 – Challenges, Years 1 Thru 6 5 – Lessons Learned

3. Establishing the CTC The Context, Post-9/11 Increasing demand for courses & informed analysis Sources of Funding USMA Alumni Private sectorGovt. projects The Founders, 2001-2003Mr. Viola, COL Howard, CPT Sawyer , GEN Downing Additions 2004-2005

4. 3 Core Mission Areas • Teaching • Develop and teach courses at West Point • Contribute to the development of intellectual capacity for organizations in the military, law enforcement and intelligence communities • Research • Contribute meaningfully to the expansion of the Terrorism Studies field • Connect scholars with practitioners • Examine issues that enhance the understanding of al-Qaida and others targeting the U.S. • Provide insights that are relevant and accessible to operators and the general public • Policy/Strategy Advice • Contribute to new strategic thinking about counterterrorism policies and strategies • Offer informed analysis of existing and proposed policies and strategies for counterterrorism

5. Achievements, Years 1 thru 6 • Teaching • 5 courses developed, incorporated into West Point curriculum • Minor in Terrorism Studies • External education programs (FBI, FDNY, NYPD) • Research • 12 edited volumes, 4 authored books, 25 articles, etc. • Research reports (Harmony series, Iraq, Militant Ideology Atlas, etc.) • The Sentinel (monthly journal), 10,000+ subscribers • Policy/Strategy Advice • Congressional Testimony • Defense Science Board, Army Science Board, military briefings, etc. • Other • Academic conferences (Internet radicalization, AfPak, SE Asia, etc. • Funding source diversification

6. Indicators of Success

7. Challenges, Years 1 thru 6 Internal hurdles to establishing a new academic unit at West Point: • 13 academic departments, divided over budget, curricular priorities, cadet time • Who’s in charge? Accountability issues and personality clashes • Security concerns: physical protection? antagonizing a lethal enemy? • Office space, support staff, and computer network support • Personnel (are they qualified to teach other courses in the department? Will they relocate to West Point for short-term, funding-dependent contracts?) • Establishing a website (logistics, regulations, technical control and security issues, design and appearance considerations, content control issues, bureaucratic resistance, lack of a dedicated webmaster or technical expert . . . ) External challenges: • Army concerns: Is a CTC really necessary? Why at West Point? • Ensuring academic integrity, ideological neutrality (critical for bridge-building) • Funding issues: perceptions, military regulations, logistics (AOG)

8. Lessons Learned Establish Purpose and Relevance • Must contribute in multiple, meaningful ways (our emphasis on education and scholarly-policy bridge-building has been a key to our relevance and success) Define a lane, stay in it, but don’t be afraid to take risks • Establish boundaries; don’t be too opportunistic, even if this constrains funding opportunities; maintain academic integrity, ideological neutrality Assemble and “Lead” the Right Herd of Cats Build a “Cloud Network” of multi-disciplinary collaboration Establish a Robust Communications Effort • Work with institutional public affairs office on media relations • Give briefings to whomever asks (from Rotary clubs to Congressional staff) Diversify funding sources • Establish a long-term endowment