Corey Antione Brooks
Corey Antione Brooks
Adjunct Faculty
Teaching Students with Autism in an Inclusive Environment
Dr. Corey A. Brooks teaches Applied Criminal Psychology at George Mason University. He is a veteran counterintelligence professional, educator, and curriculum leader with more than two decades of experience in military intelligence, federal service, criminal and counterintelligence investigations, intelligence collection, behavioral analysis, and professional education.
Dr. Brooks currently supports the Defense Intelligence Agency’s Joint Counterintelligence Training Activity, where he manages curriculum and instruction addressing counterintelligence and emerging technical-surveillance threats. Previously, he trained and mentored hundreds of federal counterintelligence professionals in advanced investigative techniques, analytical reasoning, interviewing, and evidence-based decision-making.
His military career included service in the United States Marine Corps and United States Army, with assignments in Iraq, Afghanistan, Belgium, the Republic of Korea, and locations throughout the United Kingdom. As a senior counterintelligence special agent and leader, he managed investigations and collection operations, developed intelligence sources, coordinated with U.S. and international partners, and supervised teams supporting national-security and force-protection missions.
Dr. Brooks earned a Doctor of Education in Educational Leadership, an Education Specialist degree, a Master of Arts in Human Services with a concentration in Executive Leadership, and a Bachelor of Science from Liberty University. He also holds an Associate of Applied Science in Intelligence Operations from Cochise College and completed an executive certificate in instructional design and technology.
His teaching interests include applied criminal psychology, counterintelligence, investigative decision-making, behavioral evidence, interviewing, analytical bias, surveillance, and the responsible use of inference in criminal and national-security investigations. His teaching emphasizes realistic cases, collaborative problem-solving, and a central analytical principle: The strength of a conclusion should never exceed the strength of the evidence.
Selected Publications
Teaching Students with Autism in an Inclusive Environment: A Case Study
copyright ProQuest LLC, Dissertations & Theses @ Liberty University; ProQuest Dissertations & Theses Global
Courses Taught
Courses Taught
George Mason University
CRIM 400: Applied Criminal Psychology
Joint Counterintelligence Training Activity
Advanced Counterintelligence Investigations Course
Ubiquitous Technical Surveillance Seminar
Counterterrorism Investigations Practical Exercise
Cyber Investigations instructional integration
Counterintelligence investigative interviewing and case-development instruction
Surveillance and countersurveillance practical exercises
Education
Education
Doctor of Education in Educational Leadership, Liberty University
Education Specialist in Educational Leadership, Liberty University
Master of Arts in Human Services, Executive Leadership concentration, Liberty University
Bachelor of Science in Business and Religion, Liberty University
Associate of Applied Science in Intelligence Operations, Cochise College
Executive Certificate in Instructional Design and Technology, Liberty University
Teaching Philosophy
My teaching philosophy is grounded in the belief that students learn most effectively when they are challenged to apply course concepts to realistic problems while receiving clear guidance, meaningful feedback, and opportunities for reflection. I strive to create an inclusive learning environment in which students feel respected, supported, and comfortable examining complex ideas from multiple perspectives.
In applied criminal psychology, students must learn more than theories, terminology, and offender characteristics. They must develop the analytical discipline to distinguish evidence from interpretation, recognize assumptions and bias, consider competing explanations, identify limitations, and communicate conclusions with an appropriate degree of confidence. For this reason, I incorporate case studies, structured discussions, practical exercises, collaborative problem-solving, and scenario-based learning into my courses.
My professional experience in counterintelligence, investigations, intelligence collection, leadership, and curriculum development allows me to connect academic concepts with the realities of criminal justice and national-security practice. At the same time, I emphasize that professional experience does not replace careful analysis. Students are encouraged to question conclusions, evaluate the quality of the evidence, and explain how new information might strengthen, weaken, or change an assessment.
I view teaching as both instruction and mentorship. My responsibility is to establish high expectations while giving students the structure and constructive feedback necessary to meet them. Ultimately, I want students to leave my courses as more careful thinkers, more responsible analysts, and more effective professional communicators.
A principle that captures this approach and guides my teaching is:
The strength of a conclusion should never exceed the strength of the evidence.
In the Media
Media and Community Engagement
Featured Guest, “Reach One Mentorship Program,” Black Fredericksburg Radio, May 2026.
Featured in a Community Conversations interview discussing the mission and community impact of the Reach One Mentorship Program, including its approach to youth mentorship, leadership development, education, community service, and civic engagement. The conversation highlighted the importance of positive male mentorship and community partnerships in creating meaningful developmental opportunities for young men