WOODROW WILSON SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS, PRINCETON UNIVERSITY, UNDERGRADUATE PROGRAM

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP89G00720R000600850013-8
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• Document Page Count: 29
• Document Creation Date: December 22, 2016
• Document Release Date: September 1, 2011
• Sequence Number: 13
• Publication Date: February 17, 1987
• Content Type: MEMO

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Woodrow Wilson
School of Public and
International Affairs
Princeton University
Undergraduate Program
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Undergraduate Program
The Woodrow Wilson School is Princeton's
memorial to an alumnus and professor who
became president of the University, then gov-
ernor of New Jersey, then president of the
United States. The purpose of the School's
undergraduate program is to carry forward
Woodrow Wilson's interest in preparing Prince-
tonians for leadership as public officials or as pri-
vate citizens with an active concern for public
and international affairs.
The School was founded in the 1930s as a
cooperative enterprise of the units that are now
the Departments of Anthropology, Economics,
History, Politics, Romance Languages, and
Sociology. The underlying belief of that time still
holds: We can best approach problems of public
policy when we understand the historical roots
of these problems as well as the interplay of the
economic, political, and social factors involved.
The undergraduate program is therefore de-
signed to familiarize students with the disaplines
that can be applied to the solution of public
problems.
For purposes of major concentration in upper-
class years, the Woodrow Wilson School is
equivalent to a department of instruction.
Lowell Liaezey, administrative director of the undergraduate
program, meets with students from a policy task force on
Public Interest Organizations and International Human
Rights.
Plans of Study
Students select departmental courses to form
an integrated plan of work within one of the
School's four fields of study-Economic Problems
and Policies, Government of a Democracy, Inter-
national Affairs, or Urban Affairs. Students may
combine these fields of study with a concentra-
tion in science or engineering, or with regional
programs such as Latin American studies and
Russian studies. Most courses are found among
the offerings of the Departments of Economics,
History, Politics, and Sociology. Special factors
may make it desirable to take courses in other
departments, such as Anthropology, Philosophy,
and Statistics, or in the School of Architecture or
the School of Engineering and Applied Science.
Thus the policy with regard to course selection is
one of focus with flexibility.
Further integration is gained through the stu-
dent's independent work, which includes the
policy conference, the policy task force, and the
senior thesis.
The Policy Conference
he policy conference is one of the most dis-
tinctive features of the School's undergradu-
ate program. The conference is designed to train
students in the investigation of domestic and
international issues of public policy, in methods
of current bibliography and interviewing, in writ-
ing clearly under the pressure of a tight dead-
line, in public speaking and debate, and in the
arts of group deliberation and decision making.
The topics of policy conferences change from
year to year. Recent topics have included:
Arms Control
Federal Housing Policy
America's Energy Supply
The Future of Southern Africa
Financing American Health
Immigration Policy
Urban Transport
U.S. Policy Toward China
School Desegregation
Middle Eastern Oil
Land-Use Policy in the United States
North-South Trade
The U.S. Automobile Industry
Former President jimmy Carter discusses U.S. diplomacy
with faculty and students. To the right is Professor Richard
H. Ullman, faculty chairman of the undergraduate program.
Each junior is required to participate in a
policy conference during the fall term. The con-
ferences may also include seniors who have
leadership responsibilities.
In policy conferences students work in groups
of fifteen to twenty, first formulating the general
problem, then engaging in individual research on
particular aspects, and finally presenting their
findings for discussion and debate. Seniors are
assigned special responsibility for guiding the
work of the group and synthesizing the results
in a series of recommendations on the policy
issues. Students are encouraged to seek informa-
tion from a variety of sources and often conduct
research outside the University. Invited guests-
practitioners, political figures, and academic
specialists~ften address policy conferences.
The Task Force
he policy task force is smaller, less formal,
Tand more narrowly focused than the policy
conference. Like the conference, it challenges
students to analyze public issues and to prepare
recommendations for action. Recent topics for
policy task forces have included:
Data Banks and Privacy
U.S. Policy Toward Korea
The Media and Terrorism
U.S.-Canada Relations
Central City Decay
Mass Media and Communications Policy
Nuclear Nonproliferation
Welfare Reform
The World Food Crisis
U.S. Policy Toward Cuba
Federal Support for the Arts
Meeting Japan's Industrial Challenge
The Senior Thesis
The senior thesis culminates each student's
work in the School, and its preparation
is a major project throughout the senior year.
Woodrow Wilson School seniors normally choose
a thesis topic related to their field of study. The
topic should reflect some aspect of policy in the
broadest sense and should encompass an inter-
disciplinary treatment of the issues under study.
Students plan public affairs internships with the help of
Nancy Beer, associate of the School's Program for New
Jersey Affairs.
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Diversity in the School
Alumni and alumnae of the Woodrow Wilson
School undergraduate program have demon-
strated avariety of career interests. Many have
entered government at the federal, state, or local
level, sometimes holding elective office. The
range of other jobs has been markedly varied.
The list includes journalists, professors, lawyers,
business executives, consumer advocates, doc-
tors, planners, television figures, pollsters, cler-
gy, and officials in international organizations
and in voluntary groups. Members of the School
have shown diversity both in their student in-
terests and in their later contributions. The
Admission Committee will attempt to assure
that future Wilson School classes continue to
be diverse in membership.
Scholarships for Travel and Field
Research
he program administers several funds that
Tfinance thesis research by Woodrow Wilson
School students and by concentrators in other
departments. Some of these funds support thesis
work between the junior and senior years on
problems in international affairs and are available
on a competitive basis to any Princeton junior.
Other funds have been established for the field
investigation of domestic policy issues. Limited
financial support is also provided for field re-
search in the junior year in connection with the
policy conferences and task forces.
Laurel McFarland, a 1984 graduate of the School and a
Rhodes Scholar, meets with Dr. Ernest Boyer, president of
the Carnegie Foundation for the Advancement of Teaching,
to discuss her summer work at the foundation.
Undergraduates meet informally with Professor Frank von
Hippel, who specializes in science, technology, and public
policy.
Admission
Students apply for admission to the Woodrow
Wilson School during the spring semester of
their sophomore year. The School's program and
the procedures for admission are discussed with
interested sophomores at a meeting held early in
the spring term. Applications are reviewed by
the Faculty Committee, and applicants are
accepted on the basis of their scholastic records,
their demonstrated experience and interests in
community service, and other evidence of their
capacity to benefit from the School's program.
Beginning with the class of 1988, each class will
consist of eighty students.
There are no fixed course prerequisites for
participation in the School. However, the Admis-
sion Committee normally prefers that incoming
students have completed about five courses from
among those offered by the Departments of
Anthropology, Economics, History, Politics, and
Sociology, including courses in at least three of
these departments. These may be taken in any
term prior to the time of application.
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Some knowledge of the history, political in-
stitutions, and social problems of the United
States and other nations will be essential to a
student of the Woodrow Wilson School, and it is
strongly suggested that freshmen and sopho-
mores take courses that provide such knowledge.
Some comprehension of macroeconomics and of
price systems will also be useful in policy re-
search, and it is therefore suggested that stu-
dents take courses in these subjects, such as Eco-
nomics 101 and 102 or equivalent work. There is
no set language requirement in the School, but
effective work in public affairs (including com-
parisons of U.S. problems and solutions with
those of other countries) will normally necessi-
tate aworking knowledge of at least one foreign
language.
In general, freshmen and sophomores are
advised to take a coherent set of courses, in any
departments, that will prepat~e them to approach
and solve public problems.
Woodrow Wilson School students are advised
to take some electives outside of the social sci-
ences. Many Princeton courses emphasize excel-
lence in writing or in analyzing quantitative data,
and these courses are highly relevant to the work
of the School. It is important that Wilson School
students show evidence of various talents and of
willingness to use these talents in working with
other people.
Further Information
For further information, contact the Adminis-
trative Director, Undergraduate Program,
Woodrow Wilson School of Public and Inter-
national Affairs, Princeton University, Princeton,
New Jersey 08544, or phone [phone].
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Woodrow Wilson School
of Public and International Affairs
Princeton University
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5 7 t h Y E A R O F T H E
P O L I C Y C O N F E R E N C E
Princeton, New Jersey
Richard H. Ullman Donald E. Stokes Lowell W. Livezey
Faculty Chairman Dean Administrative Director
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Since the School of Public and International Affairs was established in
1930, the Undergraduate Policy Conference has been its most distinctive
feature. From the outset, the School's purpose has been to encourage
students to apply social science research to current problems, and to prepare
them for handling such problems later. Whether graduates enter government
service, law,. journalism.,. academic .research. and..teachiaig.,-business, _.or ._other
public service, they will need the skills which the Conference builds. The
ability to focus on the essential facts about an issue of public policy, to
see the larger issues and values at stake behind the rhetoric of current
controversy, to reach responsible conclusions with a tight deadline and
necessarily incomplete information, to present one's views effectively in
both speaking and writing, and to reach agreement and accommodation in a
group are all highly transferable qualities, essential in any public affairs
career.
In purpose and form, the Undergraduate Policy Conference is different
from a course, seminar, or independent work in other departments. The
Conference normally deals with an unfinished-question of public policy, often
characterized by rapidly changing circumstances, and about which the
available documentation will be both partial and partisan. This may require
students to go beyond the library and to meet public officials or private
experts who are activelq concerned with the Conference topic.
In addition to its currency of topic and research, another distinctive
aspect of the Conference is its collective, interactive nature. The group as
a whole is charged with tackling a policy issue. Each research paper takes
on one aspect of the larger problem. Because each student's effort has
implications for other members of the Conference, students must read and
react to each other's work.
After completing his or her own research, a student has the additional
task of persuading colleagues of the aptness of his or her conclusions. In
the late stages of a Conference, the members debate various recommendations
which they might accept as a group.
This leads to a third distinctive aspect of the Conference: its
emphasis on policy choice. The group works toward a set of recommendations
on future policy behind which it can collectively stand. Individual students
must go beyond dealing with what "is" in a given policy area, to confront
what "should be." The Conference as a whole cannot evade the obligation to
recommend a future course of action to decision-makers. Senior students take
special responsibility for drawing together the group's findings into a
series of Summary Reports and a Final Report. The Final Report may be sent
to officials, specialists, and others involved with the policy issue.
The following gages describe the Conference format that has been most
usual in the years since 1930. Individual Conferences may differ because the
Program encourages experimentation in this form of teaching and learning.
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The Conference is a group of fifteen-to-twenty students who engage in
cooperative study throughout a college term. Together they investigate some
contemporary problem in public or international affairs, combining
in?ormati,au _fsom...individual. research....,guest speakers, f_ield._yisits, and group
discussion with the object of arriving at a set of conclusions on the policy
problem. Organization of the Conference is often modeled on the research
staff of a presidential commission or other independent investigating group.
Topics are selected for their timeliness, their suitability for research and
Conference decision-making, and their public importance. They usually force
a blend of domestic and international issues, economic and political aspects,
ethical and positive approaches.
While details of the procedure may vary, a typical Conference includes
an introduction and organization phase, an individual research and writing
phase, a formal presentation and discussion phase, and a group
decision-making and recommendation phase. A Conference Calendar, issued each
year, suggests specific dates for the parts of these events, subject to
modification within each Conference.
A. Introduction and Organization Phase
Charge, or Problem Sheet, or Prospectus. This is the directive for each
Conference, distributed when it convenes or shortly in advance. It states
the purpose of the Conference and the problem to be investigated. It may
suggest tentative sub-topics, important background reading, and any
anticipated departures from the standard Conference Calendar regarding
deadlines.
Background Readings/Lectures. Introductory lectures by the faculty
director and preliminary readings help to stake out some of the policy
territories to be covered. Such reconnaissance is designed to give the
student a general knowledge of the problem and its setting. This is
essential if the student is to choose a research topic intelligently. In
addition, the faculty member usually distributes a bibliography to guide
students' search. These activities normally consume the first two weeks.
Organizing Session(s). Within the first two weeks, the Conference
organizes itself by dividing the overall policy problem into as many sub-
topics as there are juniors. Normally the director and senior officers will
offer a tentative plan for organizing the Conference. The Conference as a
whole can react to this plan, can modify, it and can have a hand in the
establishment of the final-sub-groups and individual topics. After these
first two weeks, the Conference is almost entirely conducted by the students.
A senior chairperson and several senior commissioners guide the work of the
Conference and conduct subsequent meetings. They are selected for this
respo~siblility on the basis of their interests in the topic, their
performances in earlier Conferences, and the backgrounds and skills they
bring to the task. The faculty Director continues to observe and advise
participants in individual work.
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Guest Speakers and Field Visits. During the term, guest experts may be
invited to the School to discuss the Conference topic. Usually they are
figures with public responsibility or other practical experience in the topic
under study. Such visits often prove most useful before juniors are deep
into their individual topics. Conferences also sometimes make field visits,
to interview specialists or observe programs.
..B. _ Indiv.idual_8eseasrh ~ _.Wri.ting Phase
Statement of the Problem & Research Proposal. Soon after the Conference
has fixed its organization and after juniors have selected the particular
topics they will research, each member submits a one-page memo. This
Research Proposal is an opportunity for each student to offer his or her own
definition of the problem, to identify some of the issues at stake, to sketch
the relation of a sub-topic to the grand themes of the Conference, and to
propose how to tackle it. In many past Conferences, these one-page
statements have been copied and distributed, providing for everyone an early
review of the Conference plan and each member's contribution to it. They can
help reveal gaps and avoid duplication of effort. The faculty director and
senior officers can offer timely comments on each proposal. If advisable,
the scope or approach of individual research efforts can be altered or
renegotiated at this time.
Working Bibliography. Within another week or so, each student draws up
a bibliography on the sub-topic as it stands at this early point in the
student's search. In most cases the bibliography will be based on a canvass
of the librarq catalogue, any published bibliographies, indexes to
periodicals, and lists of government documents. In some cases, it may also
involve other materials such as data sets readable by the computer, documents
known to be in distant archives, names of officials who might be interviewed,
and so forth. In response, the faculty director can offer additional
suggestions about potentially fruitful sources. When preparing
bibliographies, all students should certainly consult the person who is
likely to be of greatest help: the WWS Librarian.
Advanced Outline of Paver. Within another week or two (by about the 6th
week of the term) each member produces an Advanced Outline, richer in detail
than the earlier Research Proposal and close to the format and organization
of the eventual research paper. This Outline is often several pages in
length, and by this time the junior is likely to know more about the topic
than anyone else in the Conference. This occasion offers another major
opportunity for the faculty director and the senior officers to make
comments--alerting juniors to important questions that seem to be overlooked,
pointing out potential dead ends or blind alleys, and encouraging the
researchers along the most auspicious paths they have opened so far.
Juniors' Position Papers. Each member presents the results of his or
her research in a written report. This paper is submitted (usually to the
faculty director's WWS secretary) on the date specified in the Conference
Calendar, commonly the end of the 7th or 8th week of the term. Two copies go
on reserve to be read by other members of the Conference and one copy is for
the faculty director. Faithfulness in meeting the due date is absolutely
essential to the progress of the Conference, because all remaining phases of
Conference work depend on the timely availability of these papers.
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Conference papers average 6000 words, usually about 24 pages of
double-spaced typing. Excessive length is customarily penalized. The paper
should be cogent, laying bare the nature of the particular problem, comparing
alternative options and their implications, and marshalling evidence for
policy recommendations. It is usually appropriate to begin each paper with a
summary of principal findings, listing in explicit and concise fashion at the
outset the major conclusions and recommendations that the body of the paper
-supports.
Copies of the rhetoric book, Elements of Style, are available to any WWS
student on long-term loan at the Program Office. By all means pick up a copy
-- and use it.
C. Formal Presentation ~ Discussion Phase
Juniors' Oral Presentations. The Conference comes to a climax in a
series of formal sessions held during the last few weeks of the term. Each
junior makes an oral presentation of the findings and recommendations that
his or her research seems to justify. This statement is limited in time --
and it must be very well organized. It cannot detail all the contents of the
paper or meet all possible criticisms, but it must single out a few
significant points, making them with the most persuasive arguments and
illustrations.
Discussion. Other members, having read each paper on reserve, then
question the author on both the presentation and the paper. All participants
must read all scheduled reports prior to each session. In many past
conferences, members have exchanged written comments on each other's papers
as a helpful form of feedback. The purpose of the question-and-discussion
period is to clarify remaining ambiguities, to press the author about the
implications of certain arguments, and to highlight remaining issues. The
officers of the Conference, who ordinarily rotate in presiding at these
sessions, have a major responsibility to guide discussion along constructive
paths.
D. Group Decision-Making and Recommendation Phase
Commissioners' Reports and Debate. After these briefings and
discussions, the commissioners report to the Conference. The reports are in
writing, read by all conferees and often presented also in briefing form like
the juniors' papers. A Commissioner's Report should review the problem faced
by the small group, clarify the issues at stake, and summarize or crystallize
the findings. The Commissioner writes this report on the basis of personal
study, a reading of the individual reports of the juniors, and discussion in
the plenary sessions and the commission's own caucuses.
The Commissioner's Report is generally limited to 2000 words or 8
double-spaced typewritten pages. It should be a synthesizing, original
statement--not just a montage of the junior papers to which it refers. The
Commissioner should endeavor to secure as wide agreement as possible within
the commission and should make any dissenting views clear in the report. In
especially controversial areas, the Commissioner should use the report to
identify critical issues and sharpen them for further works.
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After each Commissioner's report, debate and discussion are invited.
Votes may be necessary to resolve thorny issues that remain after the
Commission reports -- although in conferences, where members' premises have
been thoroughly vetted and where the commission reports have distilled
majority opinions and dissents particularly well, voting may hardly be
necessary.
Chair's Conference-Report, Recommendations, and Debate .Conference
deliberations traditionally culminate in the Chair's Report, presented orally
at the last formal session. The Chair distributes this report in advance of
the meeting. It is based on personal study, a reading of all individual
reports, the discussion in formal sessions, and the commissioners' reports.
The Chair is expected to consult in advance with the Commissioners, to draft
a report that will receive their concurrence or at least make clear the chief
points of disagreement. After the presentation of the Chair's Report, debate
is invited. The Conference may accept or reject the report or change
particular sections.
The final Conference Report thus represents a group document. Where
there is important dissent, either by juniors or seniors, this should be made
clear in the final report. The Chair may prepare such a statement, or ask
another senior to take the initiative, or call upon one or more minority
members to write it.
The papers by the Commissioners and the Chair should not be mere
summaries of the various position papers that have preceded them. They are
intended to blend and distill the juniors' views and recommendations in a
creative manner, but with as much faithfulness as possible to all positions
represented in the Conference. They may attempt to show the interconnection
of individual research projects or may concentrate on issues that cut across
the juniors' papers. The seniors are charged with a duty to remain true to
the evidence advanced by the juniors, but they also have the opportunity to
push arguments to a more general level. They can re-emphasize some of the
questions that brought students to the Conference in the first place. Such
reports must be able to command majority support from the members.
Final Revision of Paper
Any paper may be re-submitted at the end of the term in revised form.
This revised paper will enjoy the benefits of group discussion in the
Conference, as well as detailed comments from the faculty director and senior
officers. Normally a paper need not be re-typed in toto, but only a page
re-typed here and there. Where pages are replaced, however, the student
should re-submit the discarded pages, appending them at the back. This
assists the faculty director in understanding the nature of the revision.
It may be possible in~future Conferences to ask all students to use a
single computer program when typing their papers. This would facilitate
editing, would allow the conferences's final reports, to have a uniform
format, and would have many other advantages. The final reports of a
Conference are often shared with officials and specialists in the field, and
they are kept in Princeton's Manuscript Library.
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The traditional weights for grading are as follows:
Juniors--
Seniors--
Position Paper
60X
Written Report
30X
Oral presentation
15
Oral presentation
20
Participation
25
Participation
50
in group work
in group work
Each faculty director may announce some alteration of these weights. In
particular, faculty differ in how they wish the paper to be apportioned as
between the original and revised versions. The usual approach is for the
original version to count most (e.g. 2/3), because all subsequent Conference
activities depend on it. Faculty ordinarily do not return graded original
versions of papers until the last week or so of classes, lest the collective
spirit of the final weeks be sabotaged.
R. W. van de Velde Awards
The R. W. van de Velde Award goes to the junior in each Policy
Conference who "has, in overall performance, done most to assure the success
of that Conference as a unique and important form of learning." Collegial
attitude is traditionally recognized by this award.
Class of 1924 Award
One award is given each year to a senior for the most outstanding
performance in making a policy conference successful.
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CHECKLIST OF QUESTIONS FOR POLICY ANALYSTS
1. Origin & Nature of the Problem: What is the problem? Is it, in your
judgment, a "real" problem? Are there competing definitions of the
problem? Would a new approach serve to clarify issues?
2. ua].ues., .Groups, or Institntians;Affected: Why-treat -.this issue? To
whom is it a problem? Who is likely to benefit from action in this
area? Who is likely to bear some costs? What values are at stake?
Do some groups with interests at stake remain unaware or inactive?
3. Public Goals ~ Objectives: What are the announced objectives in this
policy area? Are these objectives ambiguous or contradictory? Are
there also "hidden" objectives that need to be made explicit? Are
there clear public (rather than private) interests involved?
4. Current Policy: What is it? Is it a set of programs, not a unified
policy? Is it implicit in ostensibly non-related programs?
5. Alternatives to Present Policy: What are some possible alternative
courses that policy could take?
6. Probable Consequences; Costs & Benefits: What are the benefits and
costs that might result from various alternatives? Do some outcomes
remain highly uncertain? Do these involve money? the power of rival
groups? the prestige of persons or organizations? What problems do
you foresee in obtaining relevant data about the impacts of alterna-
tives?
7. Feasibility ~ Implementation: Are political obstacles greater to the
achievement of some outcomes than others? Whose cooperation will be
essential? How will their interests be affected?
8. Other Considerations: Are there unspoken values underlying this
policy area that need to be exposed? Is any essential information
unavailable? Aow caa models from academic disciplines help? Are
there areas where more basic research is required for progress?
9. Recommendations: In accord with your answers to the above questions,
what course of action can you recommend to policymakers? Why?
Note: This list draws on E. S. Quade in Analysis for Public Decisions
and D. MacRae ~ J. A. Wilde in Policy Analysis for Public Decisions.
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W. W. S. CONFERENCES
1930-31
Philippine Independence
Employee Stock Ownership
The.. Polish..Corridor
Unemployment Insurance
Muscle Shoals
1931-32
Trade Relations with Russia
Revised Charter for the City of New York
Control of Production of Raw Materials (Valorization of Brazilian
Coffee)
Implementation of the Pact of Paris
Regulation of Public Utilities (Municipal Power Plants)
1932-33
Philippine Independence
Compulsory Unemployment Reserves
War Debts
American Policy in Haiti
Stabilization of Industry
1933-34
Revised Charter for the City of New York
British Policy Regarding the Conflict in Manchuria
Higher Education for Negroes
Austria
Tariff-Making Through Reciprocity Agreements
1934-35
Administrative Reorganization of the State Government of New Jersey
Intervention by the U. S. in the Caribbean Area
Old Age Security
The Problem of Palestine
Federal Policy Respecting Transportation
1935-36
The Thirty-Hour Week
The Open Door in China
Canadian Reciprocity
The New England Cotton Textile Industry
The Tennessee Valley
1936-37
Negro Education in the United States
Puerto Rican Independence
Peaceful Change: Germany's Colonial Demands
Social Control of Radio Broadcasting
R
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1937-38
Power Policies of the TVA
The Neutrality Policy of the United States
The Possibilities of British Action Looking Toward a Peaceful
Settlement in Europe
Farm Tenancy in the Cotton South
1938-39
Education of the Negro
United States Policy Regarding the Philippines
The United States and the Cuban Sugar Industry
The Provision of Medical Care
1939-40
Municipal Insolvency in New Jersey
National Defense
The Regulation of Large-Scale Enterprise
1940-41
Economic Problems in Inter-American Relations
The Work of the National Labor Relations Board
Public Relief in New Jersey
A Study of the World's Experieace with International Organization in
the Period 1919-1939.
1941-42
Federal Regulation of Securities Markets
American Policy in the Philippines
Grand Strategy and National Security
Domestic Mobilization for War
1942-43
The Negro and the War
War Aims
The Problem of War Manpower
Brazil and the War
1943-44
Freedom of the Air
Peace Jobs for Ex-Soldiers
Reordering of Europe
Ring Cotton
1944-45
The Treatment of Germany
Post-War Shipping-Policy
A Settlement for India
1945-46
Managerial Prerogatives and Foremen's Unions
United States Policy in Southeastern Europe
Mexico
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1946-47
The Negro in Southern Politics
U. S. Policy Towards Japan
The U. S. and the Near East
Current Issues in Unemployment Compensation
The Political Status of Puerto Rico
1947-48 (Spring and Fall)
Control of Subversive Activities in the U. S.
U. S. Economic Aid to China
The Future of the American Farmer
U. S. Policy in Eastern Europe: Poland and Hungary
(Summer) U. S. Foreign Policy Towards Franco Spain
1948-49 (Spring and Fall)
An Armed Force for the United Nations
A National Policy for the Fuel Industries
U. S. Policy Towards Western Europe
More TVA's?
1949-50 (Spring)
A Policy for Non-Self-Governing Peoples
United States and Southeast Asia
(Fall)
Communism in Asia
Point IV in Latin America
World Resources and Population
Balancing New Jersey's State Budget
Government Control of Radio Broadcasting
1950-51 (Spring)
The U. S. and Western Europe: The Battle Against Communism
A National Policq for Education in War and Peace
(Fall)
National Labor Policy
U. S. and World's Food Problem
1951-52 (Spring)
Labor and the Mobilization Effort
U. S. and India
(Fall)
U. S. Policq on Foreign Economic Development - Point IV
Local Government Problems
1952-53 (Spring)
Corruption in Government
U. S. Policy and the Soviet Challenge
(Fall)
(Jr. & Sr.) U. S. Policq Towards Egypt and the Sudan
(Jr. & Sr.) The Arms Program
~n
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1953-54 (Fall)
The Problem of Emergency Labor Disputes
U. S. Policy Towards Communism in Asia
(Spring)
Loyalty and Security in a Democracy
The United States and Mexico: A Case Study of U. S. Diplomatic
. R,e]ations-.in .the .LTestern. _Hemisphere
1954-55 (Fall)
Defense Strategy in American Foreign Policy
Medical Health Insurance?
(Spring)
Juvenile Deliquency in New Jeraey
Puerto Rico: Case Study of Population and Economic Development
1955-56 (Fall)
Security of the American Worker
American Policy in Western Europe: Next Phase
(Spring)
Population Trends and Food Resources
United States Aid to the Near East
1956-57 (Fall)
Metropolis in Motion
U. S. Policy in Regard to Sub-Sahara Africa
(Spring)
The U. S. and the Future of NATO.
American Agricultural Policy
1957-58 (Fall)
The Role of the Federal Government in the Development of Nuclear
Power
International Cooperation in the Economic and Social Field
(Spring)
U. S. Relations with Eastern Europe
Money in Politics in the U. S.
1958-59 (Fall)
Trade Union Democracy
The U. S. and European Integration
(Spring)
Communism in France and Italy
U. S. Policy Towards North Africa
1959-60 (Fall)
Combatting Inflation in the Current American Economy
Social Change in Britain and the Labor Party
(Spring)
National Security and Individual Freedom
Soviet Objectives and Methods in Foreign Affairs and- their
Implications for American Policy
Modern Egypt and U. S. Policy
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19.60-61 (Fall)
Ends and Means for American Education
The U. S. and European Integration
Control and Reduction of Armaments
(Spring)
U. S. Policy Towards Latin America
Declining Industries, dressed Areas,-aad_Public Policy
Political Parties and the Election Process
1961-62 (Fall)
Race Relations in the United States
Britain, The Arabs and the United States
(Spring)
U. S. Policy Toward Sub-Sahara Africa
The United States' Commitment in Rorea: Of What? Why?
Regulation of the Domestic Airlines
1962-63 (Fall)
Federal Policy and the Metropolis
The Railroads and Public Policy
Soviet-United States Aid Competition in Underdeveloped Countries
(Spring)
United States Participation in the Internal Affairs of Foreign States
The European Economic Community and United States Policy
Federal Policy for American Education
1963-64 (Fall)
Chinese Challenge and American Response in Southeast Asia
The Abolitionist Movement--A Case Study of Reform in America
American Participation in Middle Eastern Development
(Spring)
U. S. Foreign Aid and Nation Building in Asia
Strategy, Arms Control, and Political Settlement in Western Europe
Federal Policy in the Antitrust Field
1964-65 (Fall)
The Negro and the Metropolis
American Foreign Trade Policy and the European Trade Economic
Community
The United States and the Arab World
(Spring)
Reconstruction and Civil Rights
The Challenge of Political Evolution in the Communist Camp Case
Studies in East Central Europe
Federal Regulation of Broadcasting
1965-66 (Fall)
American Foreign Economic Policy and Economic Relations Between the
Developed and Underdeveloped Countries
Nationalism, Revolution, and Reform in Latin America
The Negro in the South Today
(Spring)
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Science and Public Policy
The Requisites of Democracy
1966-67 (Fall)
Protest Movements in Twentieth Century America
Police in an Urban Society
Congressional Control of National Security Policy
-..American Foreign Economic ~nlicy_aad.the D.iuisjons of Europe
(Spring)
Great Power Intervention in Africa
State and Local Finance
American Policy in Modernization in the Near East
1967-68 (Fall)
The Foreign Policies of the U. S. and China
Conflict of Interests
Economic Reform in Eastern Europe and the USSR
The Alliance for Progress
(Spring)
Public Policy for Polution Control
The Computer and Its Implications
Revolution and Modernization in Viet Nam
1968-69 (Fall)
The Problem of Governing the American City in Historical Perspective
Community Action Programs and Political Power
Revolution and Modernization in Developing Countries
Sources of Conflict and their Resolution in the Middle East
(Spring)
Improving Urban Education
Patterns of U. S. Response to Revolution in the Third World
The Protection of Civil Liberties in Criminal Law Issues
1969-70 (Fall)
The University in Society: The American Case
Arms Control and Disarmament
U. S. Foreign Policy in the 1970's
Poverty and Public Policy
(Spring)
Conflict Resolution Among Limited, Structured Societies
The U. S. and the Industrialized States of the West
1970-71 (Fall)
The Future of American Foreign Trade Policy
Civil Liberties and the Poor
American Foreign Policy Towards Nuclear Arms Control & Disarmament
Improving the Environment
(The Policy Task Force was introduced as a new form of independent
work for the Spring term)
1971-72 (Fall)
The United States and the World Food Problem
13
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Boundaries of Privacy in American Society
U. S. Policy in Western Europe
The Draft and Alternative Uses of Manpower
Financing and Organizing of Health Services in the U. S.
1972-73 (Fall)
Restructuring Local Government in New Jersey
Policy .far Nuclear. arms Control. and. Disarmament
Manpower Training: Goals, Value, and Organization
Furthering Security in a Complex World: The Problem in Great Powers
Perspectives
1973-74 (Fall)
International Energy Problems
A United States Defense Budget
Migratory Agricultural Labor in the United States
Civilian Control of the Military
1974-75 (Fall)
Arms Control ~ Defense Policy
Shaping the Future of Southern Africa
U. S. & International Energy Problems
Federal Policy for Housing America's Poor
1975-76 (Fall)
The U. S. and Nuclear Energy Policy
A U. S. Policy on Detente with the Soviet Union
Coal, Energy, and Public Policy
Land Use and Environmental Quality in America
1976-77 (Fall)
Urban Transportation Policy
Economic Planning
Civilian Control of the Military
The Threat of Nuclear War
1977-78 (Fall)
Federal Income Tax Reform
Strategic Arms Control
Reforming the Federal Campaign and Electron Process
U. S. Policy in the Middle East
1978-79 (Fall)
Energy Policy
Mass Media Issues ~ Communications Policy
Urban Redevelopment Policy
(Spring)
American Population Policy
1979-80 (50th YEAR OF CONFERENCES)
Chinese-American Relations (Fall)
Financial Support for Urban Arts (Fall)
Industrial & Technological Policies (Spring)
Discrimination in America (Spring)
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1980-81
Exchange Rates and Monetary Policy (Fall)
North-South Trade Negotiations (Spring)
Mexican Migration and U.S. Policy Toward Illegal Immigrants (Spring)
Welfare Policy (Spring)
1981-82
U.S. Nuclear Weapons Policy (Spring)
School Desegregation: A Policy for Chicago (Fall)
Issue Strategies for the Political Parties (Fall)
Economic Sanctions in U.S. Foreign Policy (Spring)
1982-83
The Underclass (Fall)
U.S. Trade Policy (Fall)
American Health Care (Spring)
U.S. Policy in Central America (Spring)
1983-84 (Fall)
The Island Carribean
Energy Efficiency and the Future of the U.S.Automobile Industry
A Domestic Policy for Candidate "R"
U.S. Policy Towards the Soviet Union
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APPENDIX?
FURTHER DETAILS ON THE
ROLES OF THE PARTICIPANTS
A. Role of the Faculty Director
* Prepare a brief and preliminary statement of the purpose and scope of
the Conference (submitted in previous spring for distribution to
students).
* Notify the WWS Librarian, as early as possible, of the essential
required books to be placed on reserve.
* Prepare a conference "charge," stating the problem to be investigated
and giving suggestions on the way the director thinks the investigation
could be approached (distributed at first meeting).
* Prepare an initial reading list, indicating the required general
background reading (for Week #1). The reading list should also include
other materials the director wishes the WWS Librarian to place on the
reserve shelf.
* Appoint the Chair (with advice of the directors of the Undergraduate
Program) and assign commissioners and commission topics.
* Conduct the first plenary meetings of the Conference, giving background
talks.
* Assist in each commission's division of the topic into individual
tasks. There should be enough overlap among tasks to avoid completely
compartmentalizing students and thereby creating individual but iso-
lated "experts," with whom peers feel incompetent to argue.
* Consider and give individual comments on juniors' research proposals,
bibliograpies, and outlines.
* Invite guest experts if desired; notify Program Office and request
administrative assistance as needed. Arrange field visits, if
appropriate.
* Assist juniors in their research and writing as need arises and as theq
request.
* Assemble the officers (seniors) as often as needed to direct their
work with juniors during the research phase.
* Call special plenary sessions whenever it becomes apparent, by talking
with officers or juniors, that some common need is developing among
enough members to make inconvenient its servicing by individual
interviews .
* Read juniors' position papers, give them comments for revision of their
papers at last classes. Grade the original papers, but do not return
these to authors until main discussion sessions are concluded. Advise
them on their speeches as they request.
* Grade the juniors on their oral presentations. The Undergraduate
Program Office furnishes grade sheets to each Director.
* Grade all the members on their participation generally in group effort,
particularly during the formal sessions.
* Grade the Commissioners also on their reports, oral and written.
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* Grade the Commissioners also on their individual roles as officers, in
such matters as help given to juniors during research and writing, the
amount, regularity, and quality of leadership in commission caucuses,
as well as contribution to plenary sessions (including presiding roles
in plenary sessions to which they may have been assigned).
* Grade the Chair on the final report, the conduct of final plenary
sessions, and skill as the senior officer of the entire undertaking.
* Grade j.uniars?' .reYised reports .and..furnish comments. This weighs
in the final grade, and students often spend a great deal of time on
these revisions.
* Report grades to Program Office for each student. Write an evaluation
paragraph on the work of each student. Make recommendations as to the
potential of juniors for roles as senior officers in future confer-
ences.
* Assure that names and addresses are compiled for a mailing of the final
report to relevant officials and specialists.
* Assemble a complete set of students' papers, with list of commission-
ers, to be left in the Undergraduate Program Office. These are then
sent to Mudd Library where they are bound together into one or two
volumes.
B. Role of the Senior Chair
* Assists the Faculty Director in organizing the Conference, in allo-
cating tasks, and in reporting on progress in the research and writing
phases.
* Coordinates work among commissions during the research phase by
periodically meeting with the commissioners to determine gaps in the
overall plan and to hold duplication of effort to desirable limits.
* Makes sure that the commissioners are effectively assisting and guiding
their juniors.
* May conduct the formal sessions (or may rotate commissioners to preside
at some early ones), according to parliamentary rules if needed. By
recognizing would-be participants and by judiciously calling on non-
volunteers, the Chair attempts to give each member of the Conference a
relatively equal opportunity to express views and to contribute con-
structively to the common effort. It is the Chair's responsibility to
keep the discussion useful by limiting excessive verbosity or purely
rhetorical comments.
* Writes a report which is the basis of discussion at the last session --
and rewrites it after those deliberations. The Chair should consult in
advance with commissioners to gain support for the document. Where the
entire Conference cannot agree on majority decisions, the Chair assigns
the task of writing a minority report or clarifies the difference of
views.
C. Role of the Senior Commissioners
A Commissioner is responsible for the progress of work among one group
of juniors, but may on occasion also perform other functions such as
that of roving consultant to all juniors. She or he
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* Assists the faculty director and the chair in organizing the Conference
and in accepting commission responsibility for certain areas of the re-
search task. He or she calls commission meetings at which the indivi-
dual research tasks are developed and allocated.
* Studies broadly the whole field of his or her commission and mediates
differences within it when possible.
* Assists the members of his or her commission in designing and pursuing
their research,.includiag_suggestions.as_to useful saurres and fruitful
approaches.
* Meets early in the Conference with members of his or her commission to
plan the avoidance of gaps or of excessive duplication within the com-
mon research effort.
* Meets the commission members either singly or collectively during the
research phase, to determine progress or potential difficulties. The
Commissioner keeps the director and the chair appraised of these mat-
ters and recommends their help when necessary.
* Advises the members of the commission writing their reports and prac-
ticing their oral presentations. A commissioner may chair the confer-
ence on the day when his or her group is giving presentations.
* Often conducts a final commission meeting (caucus) prior to the next-
to-last formal session, in order to gain commission support on policy
recommendations. This synthesizing of the findings of the various mem-
bers provides the basis for the commissioner's report and oral presen-
tation. It is incumbent upon the commissioner to attempt to reach con-
sensus within the Commission, but not to stifle dissent and, if such
does exist, to urge the disseater(s) to prepare a minority view.
* Prepares or assigns the member who will prepare any oral defense of the
commission's position that he or she anticipates will be needed.
* Assists the chair in the conduct of the formal sessions to the end that
all views are considered, but that unnecessary or repetitious comments
are held to a minimum. If voting is used in these last sessions, a
Commissioner should actively discourage his/her own juniors from voting
as a bloc unless their separate views clearly bring that result.
Commi$sioners should see that the views of each Conference member are
carefuly considered.
* Assists the chair, as requested, in the preparation of the latter's
report prior to the last formal session, and in writing the Final
Report of the Conference.
* Revises his or her own Report and submits it in the Reading Period.
D. Role of the Conference Members (Juniors)
Each Junior enrollad in the Conference acts as a research staff member
of one of the commissions. He or she
* Undertakes research~on a selected topic, which together with other
staff papers will be the basis of the Conference's report on the issues
under consideration.
* Meets periodically with other commission members at the call of the
commissioner, to discuss the progress of their research, to assist the
commissioner in eliminating gaps or excessive duplications in the work
of the commission as a whole, and to share with colleagues their
findings and conclusions.
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* Confers on his or her own initiative with the director and the com-
missioner, to seek guidance on sources for research, on writings, and
on the oral presentation.
* Prepares a paper investigating a policy issue, analyzing the major
alternatives and their implications, and arguing for particular policy
options.
* Prepares a brief formal oral presentation.
* Reads and prepares comments on all other reports. In many Conferences,
juniors exchange brief written comments on each other's papers.
* Participates in the discussions at all plenary sessions.
* Assists his or her commissioner in arriving at recommendations. If he
or she cannot agree with the commission position, there is the alternative
of preparing a minority report.
* Revises his or her report for final submission.
These role descriptions summarize the Conference
form of teaching and learning as it has developed
since 1930. They should be treated as advisory
in nature, however. The Program encourages
experimentation and continued development of the
Conference format. No individual conference is
likely to be described in full by this outline.
Normally the faculty director will announce early
in the season if there are to'be major departures
from this pattern or in the calendar.
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PRINCETON UNIVERSITY: Woodrow Wilson School of Public and International Affairs
THE UNDERGRADUATE POLICY CONFERENCE
Fall 1986 Calendar
(Suggested)
Attendance at sessions is essential. Conference meetings normally take precedence
over other commitments. The flow of events outlined below follows a pattern that has
proven successful in past Conferences. Each Conference may deviate from it, but you
should generally adhere to it unless special arrangements are announced by your
Conference Director.
Week 4~1 Plenary Session #1 of each Conference. (The task of the
(9/15-19) Conference will be discussed, tentative organization of sub-divisions, range
of topics, and so forth.) Often another plenary session is held later in
the same week, to get the project off to a good start. Juniors commence
individual reading and research to determine their topics.
Week 4i2 Regular Meeting Day -- During the daytime, seniors may meet with the
(9/22-26) Director at his call. Commissions are organized at earliest practical time.
7:30 p.m. Each commission caucuses to consider sub-topics, inter-relations,
common themes. (Chair and Director may visit each briefly.)
8:15 p.m. Plenary Session: Organizing session and background lecture.
Friday - 26 September, 4:00 p.m. -- Juniors submit one-page statement of
their problem and research proposal to their Director's WWS secretary by
4 p.m.
Week ~3 Regular Meeting Day (or alternative time) -- Plenary session as scheduled
(9/29- by the Conference Director. (The Director may also schedule individual
10/3) meetings with 3uniors this week, in order to discuss each research
proposal.) Possible outside speaker.
Research continues. Director may meet with senior officers of the
Conference.
Week ~4 All Week. Bibliographies take form. Commissioners may have
(10/6-10) meeting with their juniors, and chair may have a meeting with
commissioners. Director is available to any student to help as needed.
Juniors begin to consider off-campus interviews they may need to arrange.
Likely outside speaker, on regular meeting day or at alternative time.
Tuesday - 7 October, 4:00 p.m. -- Each 3unior submits a single copy of a
tentative bibliography to the Director's WWS secretary by 4 p.m. Director
comments on these for individual students as he sees fit.
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Regular Meeting Day (or alternative time) -- Plenary session may be
scheduled to hear guest speaker or for other purpose.
Week 4~5 All Week. -- Chair and commissioners may meet as a group
(10/13-17) with director at latter's call. Commissioners may meet with their own
commissions at the seniors' call. Juniors call on Director individually
for assistance or guidance as needed.
Regular Meeting Day (or alternative time) --Plenary session may be
scheduled to hear a guest speaker or for other purpose.
Week ~~6 MIDTERM TESTS - Monday - Friday, 20-24 October
(10/20-24) All Week - Juniors draw up outlines of their papers. Commissioners meet
individually and briefly, as exam schedules permit, with their commission
members. Regular Meeting may also be held.
Friday - 24 November, 4:00 p.m. -- Juniors' advanced outlines including
final titles and statement of problem" are due by 4 p.m. with Director's
WWS secretary. The final paper should reflect organization.
(10/25- MIDTERM RECESS. -- Interview trips may take place at this time.
11/2)
Week ~7 All Week. -- Juniors draft their position papers.
(11/3-7) Commissioners complete their own research, check their individual juniors
to help where needed. Chair completes own research, checks with
commissioners to assure all work is progressing properly. Director
remains available for assistance to any participant, as needed. Director
and seniors may distribute a memo with tips on format and style of the
paper due next week. Regular Meeting may also be held.
Week #8 Monday - Thursday, 10-13 November -- Juniors finish their
(11/10-14) position papers and begin to consider their oral presentations
Friday - 14 November, 12 noon -- Juniors' papers are due with faculty
director s WWS secretary by noon.
Week #9 Juniors develop oral presentations, and practice them before going to
(11/17-21) plenary sessions. Commissions caucus at the call of the commissioners to
check order of presentation, time limits for presentations, and tips on
format and style. Senior officers meet with Director, at his call, to
discuss arrangements for formal sessions. Juniors begin reading each
other's papers.
* N.B. All members read all pertinent position papers prior to each
session; this is an essential responsibility.
Monday - 17 November -- 1st Formal Session: Oral presentations, question
period, and discussion.
Tuesday - 18 November -- 2nd Formal Session: Oral presentations, question
period, and discussion.
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Week ~~10 Conferences meet Monday, Nov. 24 through Wednesday, Nov. 26.
11/24/30) THANKSGIVING RECESS -- 26-30 November.
Week 411 All Week. -- Additional presentations as needed.
(12/1-5)
Week X12 Monday - 8 December, 12 Noon -- Commissioners' reports are due with
(12/8-12 Directors secretary. All members read these before scheduled
also 12-15) plenary session(s) which may be held this week and next.
Make-up Regular Meeting Day -- Penultimate Formal Session: Commissioners'
days for reports and discussion of issues or recommendations. All members read
Thanks- these prior to session. A special session may be held to decide any
giving remaining issues.
Monday - 15 December, 12 Noon -- Chair's report is due. All members
read this report between noon Tuesday, 16 December, and next regular
plenary.
Partial Week - Regular Meeting Day -- Last formal session: The Chair's
report (plus any minority report) and discussion.
CHRISTMAS RECESS - 4 p.m. -- 16 December - 4 January
January Wednesday - 7 January, 4 p.m. -- Juniors' revised papers due.
Tuesday - 13 January, 4 p.m. -- Seniors' revised reports due.
SUMMARY OF DUE DATES
(unless changed by individual Conference director)
Friday, Sept. 26, 4 p.m. -- One-page statement of problem and research
proposal
Tuesday, Oct. 7, 4 p.m. -- Tentative bibliography
Friday, Oct. 24, 4 p.m. -- Advanced outline of position paper
Friday, Nov. 14, Noon -- Position paper
Week of Nov. 17-21 -- Juniors' oral presentations
Wednesday, Jan. 7, 4 p.m.-- Revised position paper
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