TALK BEFORE GRADUATE STUDENTS AT THE UNIVERSITY OF TEXAS

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP79-00498A000700050028-9
• Release Decision: RIPPUB
• Original Classification: K
• Document Page Count: 34
• Document Creation Date: December 9, 2016
• Document Release Date: June 29, 2000
• Sequence Number: 28
• Publication Date: October 8, 1976
• Content Type: MFR

DD/A Registry
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8 October 1976
MEMORANDUM FOR THE RECORD
Deputy Director for operations lralning
SUBJECT: Talk Before Graduate Students at the University
of Texas
1. On 6 October I traveled to Austin to address
two groups of graduate students at the University of
Texas. This visit had been arranged through the good
offices of the Southwestern regional
recruiter, who e t that a presentation on the Agency
STATINTL today might be helpful to him in gaining access to a
wider range of potential candidates for Agency employment.
2. arrangements were flawless. I
arrived in Austin about 1300 and by 1330 was addressing
a group of about 50 graduate students and faculty. The
framework was the Policy Process Course taught by Dr. Dagmar
S. Hamilton at the LBJ School of Public Affairs. The course
itself has about 15 students. Others present were law
students and other interested. faculty. (Also present was
a reporter from the Texas University daily paper. I spoke
with him before my talk and told him.that I would designate
any comments which should be off the record. Due to the
reporter's presence, I was less specific in naming people
and places than I would have been.)
3. The subject of my talk was "Foreign Policy
Formulation--The Intelligence Input." The seminar
lasted for two hours and was interspersed with questions.
I sought to trace the development of the Agency since its
creation in 1947 and outlined ways in which it contributes
to foreign policy. This was similar to the talk which I
gave at Williams College last May.
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SUBJECT: Talk Before Graduate Students at the University
of Texas
4. About a dozen students participated actively in
questioning me during my talk. Their attitudes ranged
from skepticism to hostility, but all questions were put
to me in a courteous tone. In no case did a question
reflect an unquestioningly supportive attitude toward
the Agency. Quite predictably, the questions centered
on covert action, assassination, and the supposed tendency
of the Agency to act on its own volition. My responses
were listened to quite respectfully, and, following the
talk, my most active interrogator came up and thanked me
for my "candor and rational viewpoint." My feeling wasSTATINTL
that many of those who asked no questions were more
favorably inclined toward the Agency. I noted several.
students approach to ask for his calling card.
The student newspaper reporter asked- no questions, and
assured me that he would respect our ground rules.
hearing this, said he expected a noncontroversial
and abbreviated report of my talk to appear in the student
paper.
5. Dr. Sydney Weintraub, the Dean Rusk Professor at
the LBJ School, also attended the talk and introduced me
to the students. He has served as both a Deputy Adminis-
trator for AID and a Deputy Assistant Secretary of State.
Weintraub spoke in generally favorable terms of the
Agency's development, and cited a notable improvement in
its analytical product, particularly in the last five or
six years. Following the talk, Dr. Hamilton told me that
my remarks had been fully pertinent to the structure of her
course, and that the talk had been "worth two or three weeks
of normal class study."
6. We then shifted to the Texas University Center
for Asian Studies where I addressed a mixed group of
about 20 faculty and graduate students. Dr. F. Tomasson
Jannuzi, the Asian Center Director, introduced me to the
group. The discussion there, which lasted about 90 minutes,
focused more on regional problems, particularly those of
Latin America and South and Southeast Asia. Again, the
questioning from both students and faculty was searching,
and I was impressed by the detailed knowledge which
individual students possessed about recent developments
in Korea, Japan, Chile, and India. At the end of
this talk, I was thanked warmly by Dr. Jannuzi and
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 STATINTL
Approved For Release 2002/05/02 CIA-RDP79-00498A000700050028-9
SUBJECT: Talk Before Graduate Students at the University
of Texas
several students came up to say that their impression of
the Agency had been changed by what they heard me say.
This basically benevolent reaction carried over to a
small cocktail party at the Faculty Club. I asked
several faculty members and students whether they felt
that this sort of appearance was worth doing. The answer
was very positive in terms of what they had learned about
the function of today's CIA. Two or three of the more
sensitive observers said that they had wondered whether
the Agency had been trying to "propagandize" them, but,
that the pertinence of my talk to the structure of
Dr. Hamilton's course had strongly mitigated this feeling.
7. I Iwas pleased with the day's activities
saying that he had achieved better access to both the
LBJ School and the Area Studies Department than he had.
had before. He agreed that appearances of this sort
should be "apropos of something," such as Dr. Hamilton's
course.
8. I was highly impressed with the quality of both
faculty and students, and was struck by the fact that at
the University of Texas, which aces as the
outstanding academic institution in his area, the Agency
is regarded with skepticism and some hostility by a
significant number of students and faculty. I felt,
however, that all minds were open and that a presentation
of this sort was useful in partially countering some
misconceptions which had existed before.
9, has promised to send feedback and
faculty reaction to the Director of Personnel, and
once his report has come in, we will be in a better
position to judge whether future gambits of this sort
are worth undertaking. I thoroughly enjoyed the day
and feel that Irepresents the Agency extremely
well. In the evening e arranged for me to interview a
truly outstanding CT candidate. This interview alone
would have made the trip worthwhile. STATINTL
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cc: DTR
DDO
D/Pers
 The l,yndon B. Johnson School of Public Affairs offers
an interdisciplinary graduate program for students inter-
ested in public service careers. The two-year program leads
to a master's degree in public affairs. The curriculum is
student-oriented and research based, focusing on relevant
public problems and issues. Students and faculty conduct
research on current issues in public affairs, working closely
with state, federal, and local government agencies, legisla-
tors, and executive officials.
The program is designed for students coming directly
from an undergraduate institution, as well as for persons
involved in a career who wish to return to school.
Admission to the School is based on merit.
Write to: Lyndon B. Johnson School of Public Affairs
The University of Texas at Austin
Orawer Y, University Station
Austin, Texas 78712
j,117E UNIVERSITY OF TEXAS
 Core Courses. In the first year, emphasis is placed upon
developing basic analytic skills and understanding of the
policy process. These are required courses. An under-
graduate background in quantitative studies, economics,
and government is helpful and students are encouraged to
take preparatory work in these areas in advance of enrolling
in the School. But students without such a background
should not be discouraged from applying.
1. Research and Management Skills Course (two
semesters). To help prepare for planning, implementing,
and evaluating public policies and programs, students are
taught a working knowledge of research methods and
operations; statistical analysis, and related computer utiliza-
tion skills; and systems planning, financial management,
and human resources management. The objective of the
course is to train generalists who are able to use and to cope
with these tools which are so widely employed in public
policy formation and administration, rather than to prepare
students for careers as statisticians, management experts, or
research technicians. Further, the course is directed towards
public affairs, and not simply one to develop skills.
2. The Policy Process Course (two semesters). In this
public affairs course students are acquainted with the basic
ways of policy development in the American governmental
system. The emphasis is on understanding the process of
policy formation and implementation in the political,
legislative, administrative, and judicial forums. The organi-
zation and functioning of public agencies are stressed. Basic
standards, rules, and practices of public administration are
covered. The course aims to provide actors aspiring to the
public stage with a knowledge of the ways government and
the public sector work, or can be made to work, to suit the
ends of public policy-making or implementation.
3. The Political Economy Course (two semesters.) This
course focuses on the interactions of the government and
the economy and the impact of each on the other. It is
neither a course in political science nor in economics, but a
distinct approach using elements of each. Because political
economy plays such a large role in public affairs, the course
is fundamental to understanding the policy process. The
broad scope of political economy in public policy is
reflected in the fact that the course will deal with matters
such as efficiency in resource allocation, the distribution of
income, stabilization policy, and tax and expenditure
policy. In addition, students are exposed to such special
techniques as cost benefit analysis and program budgeting.
4. The Policy Research Project (two semesters). Every
student takes two Policy Research Projects, one each
different discipline-working with a governmental agency.
Its output is an analytic report to that agency on an
important public policy problem. Students are asked to
learn simultaneously the ways of doing research and the
ways of public affairs, at the same time that they share
responsibility with the faculty for producing useful and
important policy data, ideas, and recommendations for
public evaluation.
Students in projects have dealt with problems facing
state, local, and national agencies in areas of: water
resource development and management, land resource
management, child development, welfare administration,
property tax administration, energy policy, post secondary
education, social service delivery systems, poverty, arts
policy, the status of women, and transportation.
Between the First and Second Years-
The Summer Internship
A required internship with a public agency involves work
and rated output, and deepens the student's understanding
of public affairs. Placements are made throughout the
United States at all levels of government.
The student is required to take a second Policy Research
Project, and assignments are based on the policy problems
available for study and the logistic requirements of as-
sembling the team. Students have a relatively uncon-
strained choice among the several Topical Seminars and can
chart out their own programs with the required Independent
Policy Project course.
1. Topical Seminar Courses (two semesters). Topical
Seminars derive from a faculty member's interest and
research in a policy problem of current importance and
provides an opportunity for students to examine a major
policy problem in depth. Topical Seminars deal with such
topics as political behavior and ethics; defense policy; urban
housing policy; collective bargaining; Presidential decision
making; government and the media; higher education
policy; Texas policy toward the aged; state and local
finance; and materials and resources policy.
2. Independent Policy Projects Course (two semesters).
This course usually involves research in an area of a student's
special interest. The student chooses a project with a policy
orientation and of interest to a governmental official or
agency. The project involves significant creative activity
that can be documented and evaluated.
3. Policy Research Project (two semesters). See discus-
year. A project gener Wpr ~d F6ymmaSlt 2%b_2766/02: CIA-M5"9eb5 8YAbbb 6b0028-9
 Approved
sources of The University of Texas are available to LBJ
School students. A four-year joint degrees program in Law
and Public Affairs was initiated in 1975, and a joint pro-
gram with Engineering is being developed.
FACULTY
The faculty, drawn from many disciplines, have substan-
tial experience in public service.
Lynn F. Anderson: public financial policy and management; state
and local government; urban affairs. R. Keith Arnold: research
administration; natural resources; forestry. Victor Arnold: economic
development; natural resources planning. Victor E. Bach: urban
housing and social policy. Marlan Blissett: public policy and
processes; energy policy; science and public policy. Albert A. Blum:
national and international labor and industrial relations; civil-
military relations. Kenneth Boulding: general social and economic
dynamics; international relations; peace research. Henry David:
economics; behavioral sciences; science policy. David Eaton: environ-
mental systems analysis planning. Peter T. Flawn: natural resources
and environment; geological sciences. John A. Gronouski: public
finance and economics; international affairs; politics. Da mar S.
Hamilton: law and government; judicial process; civil rights.. Kings ey
aynes: urban geography; regional development; environmental
analysis; spatial impact of public policy decision. Jared E. Hazleton:
economic theory; industrial organization; money and banking;
natural resources and environment. Allan S. Mandel: public finance;
urban economics. Beryl A. Radin: social policies planning; social
welfare policy; politics of evaluation. Emmette S. Redford: public
policy formation; public administration. Lodis Rhodes: social
psychology; social differentiation. Gerard A. Rohlich: environ-
mental engineering. Richard L. Schott: federal executive branch;
state government operations. Jurgen Schmandt: political philosophy;
science, technology, and public policy; social policy. Stephen H.
Spurr: botany; forestry; natural resources and environment.
Kenneth W. Tolo: public policy analysis; education and manpower
policy. David C. Warner: public finance; development economics;
health policy. Sidney Weintraub: international affairs; international
monetary trade, and development of public affairs policy. G.M.
Williams, Jr.: urban and regional planning; transportation policy.
COSTS AND FINANCIAL AID
Costs vary with marital status, standards of expectations,
residency requirements, and other factors so that only
general cost guidelines can be given. Taking all these factors
into account the average cost per school year ranges from
$3,000 to $4,700. Grant and loan funds are generally
available to help finance such costs under the several federal
and state programs, if the student can meet their eligibility
criteria. In addition, the LBJ School has fellowship funds to
pay student stipends, which are awarded on the basis of
merit and need.
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 The Center for Asian
Studies
The Center for Asian Studies at The University of Texas at
Austin is unique within the region it selves. The Center's
many specialized scholars on Asia offer nearly 100 courses in
Asian Studies which thoroughly. integrate work in the social
sciences, the humanities and the :fine arts. The extensive
library resources on Asia which are available at The Uni-
versity of Texas at Austin further complement the growing
program of the Center for Asian Studies.
'1.. he center is comprised of men and women who are
eomnnitted to teaching and scholarship which leads under-
graduates and graduates to an improved understanding of
the great civilizations of Asia. The core faculty are from
various disciplines and departments. Unity of purpose
comes from a shared belief that Americans within the re-
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 The Center for Asian Studies Program
For the South Asian region, courses of instruction are
provided in anthropology, economics, education, govern-
ment, history, philosophy, literature, linguistics, art and
music. Language instruction is provided in important lan-
guages of the region, including Hindi, Sanskrit and Telugu.
Special tutorial programs can be offered on request in
Urdu, Kannada, Malayalam and Tamil.
For the East Asian region, courses of instruction are pro-
vided in anthropology, geography, history, government,
literature, linguistics, philosophy and music. Language
courses are offered in both modern and classical Chinese
and Japanese.
The undergraduate program of the Center is a concen-
tration, rather than a major. However, a B.A. degree pro-
gram is to be inaugurated in the Fall of 1975. Under the
present program, requirements for an Asian concentration
include at least 30 hours of Asian content courses. Gen-
erally, Asian content courses may be applied to satisfy
requirements of a student's departmental major, minor
and/or B.A. degree electives.
No graduate degrees are awarded specifically in the field
of Asian Studies. However, graduate students in various
disciplines are encouraged by Center faculty to do gradu-
ate work which focuses on an Asian region and involves
intensive study of an Asian language. A wide variety of
graduate level courses are offered by faculty of the Center.
The Center's faculty are active in producing books, mon-
ographs, articles and other scholarly works in the field of
Asian Studies. The Center itself publishes "Occasional Pa-
pers" of the faculty and disseminates reprints of faculty
articles.
The Center annually sponsors a series of lectures on
Asian topics. These lectures are open to the public. A wide
variety of topics are usually presented, reflecting the di-
verse interests of Center faculty and students.
In 1973-74 the Center inaugurated a Fine Arts Progr
which in its first year presented performances of classica
Chinese music and both classical and folk dance of India
This program represents another dimension of the Center'
continuing effort to acquaint its students (and the greate
community) with aspects of Asian culture.
The Center for Asian Studies formally established
"Field Staff" affiliated to the National Committee on U.S.-
China Relations in October, 1973. The Field Staff, com-
prised of faculty, students and staff of the Center, has been
carrying on an active and highly diversified Asian Studies ed-
ucational program in the public schools of Texas. The Field
Staff has held more than 32 workshops and inservice train-
ing programs for school teachers and students in the pas
12 months. It has also been recognized as a leading group
of its kind by the National Committee on U.S.-China Re-
lations and the National Endowment for the Humanitie
(which has provided grants-in-aid for the community out
reach activities of the Field Staff). The director of the Fiel
Staff, Mr. Robert Walton, is employed by the Center an
maintains his office in the Center's central secretariat.
Prior to the formal establishment of the Field Staff, the
faculty and staff of the Center had done volunteer work i
the greater community served by The University of Texas
With the formal establishment and funding of its Field
Staff, the capacity of the Center to move systematically t
disseminate information about Asia in the community out
side of the University is greatly enhanced.
Those faculty of the Center for Asian Studies who cur-
rently teach courses that directly relate to Asia are in-
cluded under the South and East Asian faculty listing.
Those faculty whose courses support the general program
in Asian Studies will be found under the Associated Fac-
ulty listing.
G. V. Desani
John W. Grubbs
'Robert L. Hardgrave, Jr.
F. Tomasson Jannuzi
Philosophy
Music of India, Japan, China
Indian politics and political
development
Economic development of
India and Pakistan
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 -ion served by The University at Austin must have access
+o information and training that will equip them to relate
rneaoingfully to the peoples of Aiia who represent mor:-
han half of all mankind.
Since I96(U the (:enter for Asian Studies has been pro
ehccing increasing numbers of informed people in the fiele
of Asian Si,1 ^ USE ON Y ^ UINC?LASSIFIED