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December 9, 2016
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June 29, 2000
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October 8, 1976
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DD/A Registry Approved For Release 2002/05/02 : CIA-RDP79-00498A000700050028-9 ' ~' " 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. Approved For Release 2002/05/02 : CIA-RDP79-00498A000700050028-9 Approved For Release 2002/05/02 : CIA-RDP79-00498A000700050028-9 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 Approved For Release 2002/05/02 : dA-RDP79-00498A000700050028-9 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 ApplQg or Release 2002/05/02 : 9A-RDP79-00498A000700050028-9 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. Approved For Release 2002/05/02 : CIA-RDP79-00498A000700050028-9 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- Approved For Release 2002/05/02 : CIA-RDP79-00498A000700050028-9 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 Approved, For Release 2002/05/02 : CIA-RDP79-00498A000700050028-9 Approved ease 2002/05/02 :CIA-RDP79-00498A00070005g028-9 -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