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PAMELA HARDY, Booz Allen Hamilton: We have contract vehicles that require us
to partner with HBCUs, to provide internship and research opportunities at no cost to
the university. Also, we set aside money to do capstone projects, bringing high-end
technology into classrooms and helping to shape the curriculum. We need you just as
much as you need us. To the extent we can work together is a plus plus.
EDMUND H. MOORE, Senior Plans & Programs Engineer, Air Force Research
Laboratory, Air Force Materiel Command HBCU/MI Program Manager: What collabora-
tive techniques, whether with contractors or the government, [via] grants, contracts,
students, or faculty, work best for you?
Dr. Pamela Leigh-Mack
Dean, Department of
MONTGOMERY: At Alabama A&M, we have two mechanisms. Anyone can take
Engineering and Technology
Virginia State Universit
a contract or a grant through the university to [our] research office. We also have a
research institute and can bring contracts through that. We hire [institute] students
through the summer.
SHEPPARD: What we found, based on what doesn’t work, is we [Hampton Univer-
sity] are not as flexible as a small company. We have great capabilities to do things,
but we can’t always turn on a dime. We have to recognize that we may have to hire
24/7 people to make sure that we get the deliverables. What we are finding, as we try
to do more is [we have] to reach out to a company to say ‘please get in touch with us
long before the contract to build a relationship. So we get to know you, you get to
know us, and you aren’t asking what our basic capabilities are. Then when something
comes up, we can respond better.’ My fellow deans get this: when there is a big RFP
(request for proposal), we get companies [asking] do you want a teaming relation-
ship? And then we don’t hear much from them later. That doesn’t help either side.
Dr. Eugene M. DeLoatch
We would rather have a real relationship.
Dean, School of Engineering
Morgan State University
DELOATCH: The question I have is for the laboratories, [and] for companies like
Northrop Grumman, Lockheed Martin. What is the percentage of white males that
work in these facilities; in the United States, in the science and technical arena? Some
say 75 [percent], some say 90 [percent]. What’s the percentage of white males in the
United States? Thirty-three percent. Something is wrong. We’re trying to address
this issue. You can see the kids that could be the next generation [of engineers] but
can’t afford it. We have institutions that have the best of everything except for the
best of laboratories and facilities. How are we going to get where we have got to go?
In 2007, two hundred and sixty-three PhDs were awarded by [Maryland] universi-
ties and 69 percent were awarded to foreign nationals. This is the state where 50 per-
cent or better of the public school enrollment is minority. We are deans of engineer-
ing, 13 out of about 340 in the country. We [HBCUs] are less than 3 percent, [and]
still put out 28 percent of all African American bachelor degrees in engineering. And
yet, we have to figure out what kind of contract mechanism you have. We have got
to work together. Somebody’s got to listen and recognize this is a national resource.
Then again, engineering is so backward. Look at law, accounting, medicine, and the
[percentage of] women in them. [It’s] 11 percent in engineering, when [women] are
50 percent of the population. [Engineering] is too conservative. The guys who have
69 percent of the PhDs, you couldn’t hire. Why are we investing that kind of money in
those kids? It doesn’t make sense. We will go anywhere any time, sit down with you,
try and discuss how we can get this problem solved. We’ve got some gold and we
want to turn [it] into more gold. That’s what the HBCUs are about.
SHEPPARD: When your agencies are giving contracts to the MITs, Princetons, and
the University of Maryland, there is another statistic that is important. Our 13 schools
are producing the baccalaureate — 25 percent to 30 percent of [the] African Ameri-
cans who get PhDs in our fields. [Our schools] are helping to populate the graduate
schools that are working on [your] contracts. We are part of a very important pipe-
line. They are our students, but not just our students. They are also MIT students and
Princeton students and RPI students.
a
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