The term “criminal analysis” defines the general field of study. There are specialized areas performed by analysts, including intelligence analysis, strategic analysis, criminal investigative analysis, crime analysis, and operations analysis. This article explores the advantages of consolidating these subspecialties into a criminal analysis curriculum that uses critical thinking and active learning strategies. The article also recommends standardizing terminology and curriculum offerings across the Nation. In proposing an academic curriculum paradigm for criminal analysis, the article recommends a collection of organizing principles, belief systems, or creative models that shape the understanding of educational issues. New sets of solutions emerge as a curriculum paradigm develops and knowledge increases. The curriculum paradigm eventually improves learning effectiveness and technological applications. Criminal analysis requires synchronization for maximum curriculum and learning effectiveness. Several practical advantages emerge in the synchronization of multiple curriculum strategies; the exploratory examination of the whole system magnifies an entire constellation of successful transitions and research opportunities; the holistic and synergistic curriculum model offers opportunities for changing the current disordered state of curriculum strategies; and this change can eventually lead to a movement toward a future curriculum state that improves homeland security, crime intervention, and prevention strategies. Criminal analysis education requires active learning and case-study simulation that ensure coordination among governmental agencies. Addressing homeland security, community crime problems, and disorder requires synchronization of all existing strategies into a holistic paradigm formula as follows: Criminal Analysis + Homeland Security = Public Safety. 2 figures, 2 tables and 29 references