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Town Hall I, Day 1: Capacity Development in Institutions, Policies, and Culture and Leadership Models

Committee chair Oscar Barton, Jr., Ph.D., P.E. (Morgan State University), welcomed participants to the first of three town halls to uncover topics that can advance research at Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), Hispanic-Serving Institutions (HSIs), and Alaska Native and Native Hawaiian–Serving Institutions (ANNHSIs) supported by the Department of Defense (DOD) and other agencies. The entire town hall series, he explained, was designed to identify barriers that are hindering advancement but, more importantly, to highlight policies and procedures to advance capacity, including through case studies, and to discuss infrastructure and capacity.

BUILDING DEFENSE-RELATED RESEARCH CAPACITY AT MINORITY INSTITUTIONS

The session began with perspectives from leaders at each set of institutions: HBCUs, TCUs, HSIs, and ANNHSIs. They spoke about their institutions’ research goals and the steps they are taking to achieve them through policies, procedures, and operations. The institutions discussed barriers, challenges, and opportunities in their efforts.

Historically Black Colleges and Universities

Providing a perspective from two HBCUs were John Anderson, Ph.D. (Howard University), and Farin Kamangar, M.D., Ph.D. (Morgan State University).

Howard University

The U.S. Air Force designated Howard University as a University Affiliated Research Center (UARC) in tactical autonomy in early 2023, the first HBCU to lead a UARC.¹ With this great opportunity comes great responsibility, Dr. Anderson commented. Howard’s president and other senior leaders have been engaged in the planning “because it’s so important we get this right.”

In response to Dr. Barton’s question about goals, Dr. Anderson shared both university and college or department-specific goals. Success in faculty research involves very specific strategies, for example, in bringing postdocs on board. Faculty want to execute their research with as little stress as possible in terms of administration and management; thus, it is important to understand how to best serve them in an efficient way that allows them to submit and execute grants and contracts. In response to the increased funded research, Dr. Anderson noted an institutional need for the infrastructure to support this research. Howard has been seeking and receiving larger grants and contracts, as opposed to the smaller, individual grants that composed most of its research activity in the past. Center grants and the UARC will require finding and hiring individuals with the knowledge and skills to support this transformation. He noted a tight labor market for this type of expertise.

Morgan State University

Dr. Kamangar spoke of internal and external barriers to growing research capacity and how Morgan State University is addressing them. In 2022, Morgan State received new funding commitments of about $75 million from DOD, as well as awards from NASA, National Institutes of Health (NIH), and National Science Foundation (NSF). Within the past year, DOD awarded Morgan State $7.5 million for its Center for 2D Materials and $9 million for Equitable Artificial Intelligence.^2,3

Reviewing overall U.S. research and development (R&D) funding (Congressional Research Service, 2022), Dr. Kamangar pointed out that

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¹ For more information about the UARC at Howard University, see https://www.defense.gov/News/News-Stories/Article/Article/3275321/howard-university-will-be-lead-institution-for-new-research-center/.

² For more information, see https://www.morgan.edu/physics/dodcenter.

³ For more information, see https://www.morgan.edu/ceamls.

DOD awards a large portion of the $160 billion R&D federal total; he urged more be directed to minority-serving institutions. External barriers include clauses in the Federal Acquisition Regulations, or FAR, that are sometimes unnecessarily included in contracts. Other barriers he cited are prohibitions on publication (which faculty need for promotion and tenure); export controls that are unclear in terms of the nature of the research; IDIQ (Indefinite Delivery, Indefinite Quantity) contracts in which major partners apportion only a small amount of the total to HBCUs; incorrect assumptions about HBCU faculty capabilities; time and material contracts that are incompatible with existing HBCU reporting or accounting systems; and less likelihood that HBCUs are involved when proposals are envisioned. Internal barriers include a lack of belief that the institution can win a large award, although this perception has decreased; inadequate training for contracting staff; and inadequate computing or other infrastructure.

One hundred years ago, Dr. Kamangar related, Morgan State was a small teaching institution with a single building and has grown to a sprawling research campus. Pioneering research in the 1960s was mostly unfunded. As Dr. Anderson described for Howard, funded research is increasing and infrastructure must be built. Morgan State now has an R2 research designation under the Carnegie Classification of Institutions of Higher Education, and the goal is R1 designation.⁴ To help achieve this, Morgan State University president David Wilson, Ed.D., established the Division of Research and Economic Development, with Willie May, Ph.D., as vice president for research. Within this division, the Office of Research Administration provides resources and training to faculty, with improvement over the past 5 years but still more work to do, Dr. Kamangar said. An Office of Technology Transfer and Intellectual Property has also been strengthened. Starting in 2016, six research centers have been established with stable funding. Three in particular are related to DOD: the Cybersecurity Assurance and Policy Center, Center for Equitable AI and Machine Learning Systems, and Center for Education and Research in Microelectronics.

Dr. Kamangar thanked DOD colleagues who have visited the campus but stressed the importance of creating more opportunities for HBCUs. He suggested more seminars for HBCUs on DOD opportunities and

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⁴ For more information about the Carnegie Classification of Institutions of Higher Education, see https://carnegieclassifications.acenet.edu/.

more visits by DOD staff to HBCU campuses to speak with principal investigators (PIs). Training and funding for contracting offices, similar to those at NIH and NSF, would also be helpful, he suggested. Some larger institutions, he observed, have been doing this work since the 1940s and have developed capacity over time. With the growing number of laws and paperwork, training matters. He also noted that major partners sometimes include an HBCU on a proposal to win an award and then the HBCU receives only a small portion of the funding, and he urged a requirement that a certain percentage be directed to the HBCU partner.

Discussion

Dr. Barton asked the presenters about the relationship between execution of contracts and their institutions’ legal offices. Dr. Anderson said that with larger grants, and executing or receiving subcontracts, it is critical that the Office of General Counsel (OGC) work well with research teams to begin implementation as quickly as possible. Once an award has been made, “the clock is running, and the PI immediately feels a sense of stress when they are managing a large contract or grant.” A dean does not have a direct impact on contractual issues, but it is important to emphasize to the provost and other leaders the importance to the mission of the university. Dr. Kamangar echoed the importance of strong working relationships with the OGC to strengthen contracting processes. At Morgan State, the OGC provided parameters to contracting officers to conduct some independent reviews within the Office of Research. He also called attention to a UC2 mechanism out of the National Cancer Institute to support a grants office and to NIH’s Support of Competitive Research (SCORE) program.⁵ He expressed hope that DOD would consider such grants to enhance research infrastructure to meet DOD needs.

Dr. Barton underscored that in addition to building physical capacity, HBCUs and other Minority-Serving Institutions (MSIs) must build human capacity to conduct research and execute grants and contracts. He agreed with the need to be fairly treated as a sub-awardee. He also noted that many HBCUs began with a mission of teaching and are evolving to a new mission overlaid around research. It is a form of mission creep, he commented,

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⁵ UC2 is a National Institutes of Health grant activity code for “High Impact Research and Research Infrastructure Cooperative Agreement Programs”; for more information, see https://grants.nih.gov/grants/funding/ac_search_results.htm. For more information on SCORE, see https://grants.nih.gov/grants/guide/pa-files/par-20-039.html.

in that they are expected to maintain core experiences but also bring on research. He concluded with a reflection that initiatives from other agencies may be helpful to consider for DOD-related research.

Tribal Colleges and Universities

Committee member Abraham Wolcott, Ph.D. (San José State University), moderated a panel comprising Andrea Christelle, Ph.D. (Diné College), Emily Biggane, Ph.D. (United Tribes Technical College [UTTC]), and Al Kuslikis (American Indian Higher Education Consortium [AIHEC]).

Diné College

Before coming to Diné College, Dr. Christelle worked at the University of Texas at Austin. Seeing the huge difference in resources between the two institutions, she commented, “gives us pause to think about what has been made possible by historic investment.” She welcomed DOD interest in moving from good intentions to measurable outcomes, as noted in the 2022 National Academies consensus study report.

Diné, which was founded as Navajo Community College in 1968, began offering 4-year degrees about 5 years ago and is now transitioning to a research university with Dr. Christelle as the first vice president of research. As the college of the Navajo Nation, which is about the size of the state of West Virginia, Diné has a main campus and several smaller campuses that serve as community resource centers. Dr. Christelle’s unit is called Na’al Kaah Bee Honít’I’, or Research, Innovation and Practice. “We explicitly use the Diné language, because it focuses on the different epistemic framework and knowledge creation that is possible through Diné College,” she explained.

In supporting the institution, she said, it is important to emphasize not only the opportunity to address historic injustices but also the strategic advantages and unique thinking that can benefit DOD and other agencies. Examples include the Navajo Code Talkers of World War II and knowledge in traditional lifeways and agriculture that has implications for global security in a warming world. Diné’s educational philosophy of thinking creatively, planning, enacting, and reflecting embodies a conception of circular time, in contrast to the more linear time frame of Western thinking with a definite beginning and end. “The ability to bring this perspective,

and to create and explore from this unique epistemic perspective, has real value,” she said. “We want to make the case that we have something strategic to offer.”

Economic and infrastructure development is a real need, given that 30 percent of homes in the Navajo Nation lack electricity and plumbing. Thus, a focus of Diné College’s research activity is technology transfer. It was the first TCU to secure a patent (for a sensor used in epilepsy testing) and received congressional funding to build a technology transfer center for scientific innovation and for the protection of intellectual property rights of Navajo artisans. The National Telecommunications and Information Administration awarded Diné a grant (Connect Navajo) to build out research infrastructure, acquire hardware, and train information technology staff. The Mellon Foundation is supporting a program in which Navajo people working outside the nation come to campus to share their expertise with students. Diné has also received GRANTED (Growing Research Access for Nationally Transformative Equity and Diversity) funding from the National Science Foundation to build its research administration staff (see Chapter 3 for more information on this NSF program). They have aligned staff positions with the needs of the field (pre-award coordinator, post-award coordinator, director of sponsored projects) and are developing networks with research administrators at Arizona State University, Northern Arizona University, and the University of Arizona. For the first time, summer seed funding is available for faculty to develop projects, with the help of Dr. Christelle’s office, and to look for follow-on funding.

Future priorities are to build research administration capacity and to move from short- to long-form F&A (facilities and administration). She commented that the structure of F&A is such that it benefits institutions that have had historic investments and works against those that have not. The short-term goal is increasing competitive federal funding from $8 million to $10 million, which would enable them to apply for long-form F&A, and, in the longer term, to reach $50 million. A University of Arizona mentor is aiding in building out the research infrastructure and developing strategies for Diné to serve as the prime recipient of a grant or contract, and not always a sub-awardee.

United Tribes Technical College

Dr. Biggane discussed research capacity at United Tribes Technical College, which was founded in 1969 and has been accredited since 1982

by the Higher Learning Commission. It has educated more than 10,000 American Indian students from more than 75 tribes. The college is governed by the five tribes of North Dakota and offers four bachelor of science degrees among its programs. In 2018, UTTC received an NSF award to establish an Intertribal Research and Resource Center with a focus on food, water, and energy sustainability.

Dr. Biggane identified challenges and opportunities in four main areas. The first area related to faculty capacity. Faculty teach a minimum of 30 credit hours, although most teach more than that, and it is difficult to provide release time. There are not extra faculty to pick up courses, and it is hard to bring in adjuncts. Opportunities include collaborative strategies and funding for research-focused faculty. She also suggested that TCU-connected internships could provide a way for students to stay at their home institutions and participate in meaningful internships.

The second area related to expertise and interest. Faculty are often unclear of the overlap between their expertise and DOD research needs. In addition, students seek research and other experiences that benefit their communities. Opportunities are to increase awareness through workshops and small lunch- and-learn sessions so that there is a familiar face with whom to connect at DOD and other agencies. She echoed Dr. Christelle about the advantage to DOD of collaborative development and bringing Indigenous perspectives and knowledge to the table. She urged continued efforts to diversify the workforce, noting how helpful it is for students to see role models who look like them in science, technology, engineering, and mathematics (STEM) positions to promote self-confidence and a sense of belonging.

A third area with both challenges and opportunities relates to infrastructure. UTTC has a new science and technology building but is quickly outgrowing it. The IT department employs only four or five people, with no storage or management for large datasets. Opportunities include funding to expand physical and computer facilities. She noted AIHEC has an effort to expand physical server capacity across TCUs.

Finally, Dr. Biggane discussed the need for equitable partnerships. She noted that, instead, TCUs are treated as an “afterthought,” which is a barrier to developing equitable partnerships. “This produces challenges because there is an extremely short turnaround to get information back to partners, and it also limits the intellectual investment we can put in.” She criticized when UTTC or other TCUs are only a “participatory check box,” in which an RFP (Request for Proposal) requires a larger institution to partner with

a TCU, and the institution looks for the easiest one to contract but that may not be the best fit. “If you engage with us early, we do have good ideas and skill sets. We can collaborate to minimize challenges. Collaborative relationships are the most successful, but they take a while to develop to be successful,” she concluded.

American Indian Higher Education Consortium

Mr. Kuslikis noted that Dr. Christelle and Dr. Biggane laid out the challenges and opportunities at their TCUs, and he would expand the conversation to discuss how TCUs and other smaller MSIs can strengthen the DOD research ecosystem. He first explained that AIHEC was established by TCUs 50 years ago. There are now 35 TCUs represented by 230 federally recognized tribes, and two additional institutions are being developed.

AIHEC has a STEM vision statement to build a framework of strategic partnerships, resources, and tools that will strengthen TCUs and their communities in STEM and to ensure American Indian students achieve success in STEM research and careers. Research in such areas as environmental science and environmental health fill a need in tribal communities, he stressed. He pointed to an overlap of strategic priorities between DOD and TCUs (see Figure 2-1). Mr. Kuslikis noted the “emerging technologies” highlighted by the Office of the Under Secretary of Defense for Research and Engineering [OUSD(R&E)], and the “effective adoption areas” for “robust private-sector activity.”⁶ In his presentation, Figure 2-1 illustrates the overlap of DOD technology priorities and tribal nation-relevant priorities. Examples include decision-making tools, environmental monitoring, and artificial intelligence (AI). While some fields require a higher level of technology than currently exists at most TCUs, he suggested using these priority areas to direct a long-term view for TCUs to put students on the pathway to research careers.

Every institution has a role to build partnerships with federal agencies within the larger innovation ecosystem, Mr. Kuslikis stressed. In considering how to build relationships, he explained the “six Rs” of Indigenous research—Respect, Relevance, Reciprocity, Responsibility, Representation,

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⁶ These “emerging technologies” and “effective adoption areas” were highlighted in the 2022 National Defense Science and Technology strategy led by OUSD(R&E). For the February 1, 2022, letter by Under Secretary of Defense for Research and Engineering Heidi Shyu, see https://www.cto.mil/wp-content/uploads/2022/02/usdre_strategic_vision_critical_tech_areas.pdf.

and Relationships. As partnerships grow across all MSIs, these principles are applicable, and it is important to explore how to incorporate them in the growing innovation ecosystem that encompasses academic programs, faculty, and institutions. Academic programs should provide a core STEM curriculum, inquiry-based learning, and student research experiences. Faculty need reduced teaching loads, professional development and mentoring, and collaborative relationships. Institutions should provide leadership support to build research programs and campus cyberinfrastructure. In his view, campus cyberinfrastructure should be a core strategy to level the planning field so that all MSIs have access and can participate in research, citing the NSF-funded Minority Serving – Cyberinfrastructure Consortium (MS-CC) as a good example.⁷

Hispanic-Serving Institutions

An overview from the perspective of HSIs was provided by Karen Butler-Purry, Ph.D. (Texas A&M University), Frank Gomez, Ph.D.

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⁷ For more information on MS-CC, see https://www.ms-cc.org.

(California State University [CSU] system), and Folarin Erogbogbo, Ph.D. (San José State University [SJSU]).

Texas A&M University

Texas A&M University was designated an HSI in March 2022, as more than 25 percent of its undergraduate students are Hispanic. Dr. Butler-Purry shared thoughts about involving underrepresented students in DOD research. It is a challenge to engage undergraduate students in research, many of whom lack awareness of the benefits. Many are first-generation students who cannot participate without funding. There is competition with high-paying industry jobs, internships, and other opportunities. Some students are hesitant to engage in DOD research; they may be concerned about the security clearance process or have misperceptions or lack of knowledge about the benefits of defense research.

Graduate enrollment at Texas A&M provides a different snapshot than undergraduate enrollment, with a much smaller number of in-state students, she continued. Hispanics are about 12 percent and African Americans are about 4 percent of total graduate enrollment. Challenges in engaging them in DOD research include competition from industry, especially for those who have undergraduate student loans. There are limited scholarships for master’s students.

Dr. Butler-Purry’s recommendations to encourage diverse undergraduates to engage in DOD research include scholarships and funds to engage in research beginning as freshmen, more summer internships at defense facilities or on campus to compete with industry, and nurturing knowledge and awareness in the opportunities. She urged DOD personnel to engage with students on campus, such as through student organizations like the National Society of Black Engineers or the Society of Hispanic Professional Engineers. From a graduate student perspective, Dr. Butler-Purry urged increased partnerships with fellowship programs, such as the GEM Fellowships or Graduate Fellowships for STEM Diversity, and student loan forgiveness opportunities, which she said some cyber programs offer.⁸ She reiterated that regular engagement with DOD personnel could demystify and dispel students’ misperceptions.

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⁸ For more information on GEM, see https://www.gemfellowship.org/gem-fellowship-program/. For more information on the Graduate Fellowships for STEM Diversity, see https://stemfellowships.org.

California State University System STEM-NET

Dr. Gomez discussed STEM-NET (Science, Technology, Engineering and Mathematics Network) within the California State University Office of the Chancellor, which works with the 23 campuses of the CSU system. He noted that CSU is the largest and most diverse university system in the United States, and most of the campuses are HSIs. There is a total of 470,000 students and 49,000 faculty and staff. Overall, California enrolls about 1.1 million Latinx students in higher education, and about 20 percent of them are at CSU campuses. One of every 19 engineering degrees in the United States is awarded from the CSU system, he said. (Representatives from several campuses also spoke during the town halls, including from San José State University, San Diego State University, and California State University, Fullerton; presented in this chapter and in Chapters 5, 6, and 7.)

The goal of STEM-NET is to create pathways for students, share resources, and share best practices for students and faculty. Over the past 3 years, STEM-NET has helped obtain 40 awards from federal agencies and private organizations, with a total of about $50 million in funding. Dr. Gomez echoed some of the previous challenges discussed, such as those related to faculty workloads and infrastructure, but he also pointed to some unique challenges. CSU relies on state funding, which varies from year to year and comes with different priorities. The leadership changes frequently, with a turnover in provost positions every 2 to 3 years, most of whom do not have STEM or research backgrounds, which may mean less synergy with faculty who want to engage in research. Diverse priorities arise because of the need to maintain or increase student enrollment, and various laws and policies affect the system. The CSU system offers very few doctoral programs and even limited master’s programs; thus, research needs to involve undergraduates in alignment with the Teacher-Scholar model and “making by doing,” a phrase Dr. Gomez used to refer to CSU students and faculty involved in experiential learning. However, Dr. Gomez said, “what we do have are opportunities for experiential learning through research, field experiences, internships, service learning, and other efforts.” He commented that his involvement in research as a Cal State undergraduate inspired him to become a professor. Salaries at CSU institutions are below R1 and private institutions, especially when considering the high cost of living where many are located. High teaching loads and committee work limit faculty research time.

As recommendations, Dr. Gomez urged improving the partnership between DOD and across MSIs, rather than pitting different types of MSIs against each other to secure funding. Understanding is a two-way street, based on reciprocity. “What can we offer each other and serve each other’s needs?” he asked. “DOD is sometimes a black box for MSI faculty, who think they have nothing to offer.” But, he countered, MSIs offer a diverse student body and community-engaged research that can be tied to national needs and STEM workforce development. For example, climate change, equity, and energy are student passions and important to national security. CSU and other MSIs build whole-person or “power” skills, including such human-centered skills as critical thinking and team building. He suggested looking at NSF for ideas in developing student training and campus systemic cultural change, including programs in the new Directorate for Technology, Innovation, and Partnerships (see Chapter 5). He also suggested a joint HSI-HBCU-TCU R1 collaborative could be promising, and asked whether DOD could play a role in the diversity of the professoriate. Finally, he said, allocations to support systemic change and sustainability are important, so that projects can go forward irrespective of shifting state budgets and priorities.

San José State University

Dr. Erogbogbo centered his discussion on the importance of messaging about DOD opportunities. He said a main challenge is that most undergraduates do not know DOD. He urged capturing their interest to want to do DOD or related work. Faculty members also often think first of NSF or NIH to fund their research, and it is also important to invest in faculty so they pursue DOD funding. He agreed with previous panelists about challenges related to time and resources but urged finding ways “to pierce student interests.” For example, a program at San José State during Black Engineer Week is a faculty-in-residence initiative. Engaging in other spaces also helps students envision their pathway. As a promising model, he pointed to a summer engineering program at SJSU.⁹ He suggested a similar DOD initiative that is flexible with no barriers to entry. Pairing students with engineers also has impact, he concluded.

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⁹ For more information on programs of the San José Engineering Student Success Center, see https://www.sjsu.edu/essc/.

Alaska Native and Native Hawaiian Institutions

The final panel of this session brought in representatives from ANNHSI institutions: Helen Turner, Ph.D. (Chaminade University of Honolulu), Aaron Dotson, Ph.D. (University of Alaska Anchorage [UAA]), and Michele Yatchmeneff, Ph.D. (University of Alaska Anchorage).

Chaminade University of Honolulu

Dr. Turner noted that Chaminade is a Pacific institution that “is small but is punching above its weight.” It has 1,200 students, is faith based, and is “matrix marginalized” in that students are poor, Indigenous, and isolated geographically. Chaminade fosters a sense of belonging and attainment and considers itself a “C1”—community first—institution. She stressed the value of being “between knowledges, Indigenous and western.” Climate change, a nuclear legacy, and other issues affect the culture, health, equity issues, and environment of the Pacific.

Dr. Turner pointed to the geopolitical importance of the region, transitioning from an aid model, and the value of tapping into Pacific ways of knowing and doing. Over the past 15 years, Chaminade has built a portfolio around inclusion for students, meaningful research, workforce development aligned with regional needs, and capacity building. According to Dr. Turner, its total portfolio of NSF awards is about $43 million and funds a data science program, cyber infrastructure, and scholarships, among other efforts. Its NIH portfolio focuses on AI and health inequity, and it also receives U.S. Air Force funding, which she said has been transformative.

True partnerships have been a feature in the growth, Dr. Turner continued. Several are long term, and they are managed through a collective impact framework to create mutually shared agendas and document progress. An example is a successful data science program for Native Hawaiians, formerly incarcerated people, veterans, and others. She said it is important for agencies to understand Chaminade’s journey, moving from being dismissed in 2007 (when they had never had a federal grant and no research capability) to the present. The transition was characterized by a conducive institutional environment, committed champions, relationships, extraordinarily committed faculty, alignment with regional and national priorities, and laser focus on outcomes and proof points. The growth began with sub-awards that showed the institution was a valued partner based on outcomes. More substantial awards have followed, which has strengthened Chaminade’s agency over its own future while also advocating for other insti-

tutions in the Pacific region. She countered incorrect assumptions expressed by some reviewers about smaller institutions’ capabilities. She noted DOD was an early believer in Chaminade, beginning with support from the Air Force in 2008. The credibility gained from that support was leveraged with other funders and other DOD programs and defense contractors.

Dr. Turner offered several recommendations to build research capacity for institutions like Chaminade: (1) a national systemized effort to mitigate personal and professional biases that contaminate review processes, restack review panels, and recognize the difference between excellence and elitism; (2) a national systemized effort to reintroduce/revalue non-R1 identities in science; (3) mandated trickledown, especially in single R1/R2 states, and a reward to R1 institutions for joint faculty appointments; (4) equity in funding mechanisms; (5) a nationally coordinated effort to assist small institutions and help them scale; (6) subsidized faculty workload models based on service to populations/regions/needs; (7) federally funded career development awards for resilient champions; and (8) mitigation against academic trafficking and commoditization, so that institutions and students are valued and not just used as a diversity checkbox.

University of Alaska Anchorage

Dr. Dotson highlighted research support at the University of Alaska Anchorage, including programs funded by DOD, the Department of Homeland Security (DHS), and other agencies. Dr. Yatchmeneff, an Alaska Native who is from an Aleutian community, described some of the region’s global and military interactions. She added she is the only Alaska Native in the world with a Ph.D. in engineering education, and there are currently only three Alaska Natives with Ph.D.’s in engineering. She is serving as UAA’s first Alaska Native Education and Outreach executive director, at the vice chancellor level.

UAA is not officially considered an MSI because that designation is based on percentage of a single population, Dr. Dotson explained.¹⁰ How-

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¹⁰ Dr. Dotson noted UAA is not officially considered an MSI, which is based on the 2022 Department of Education’s Eligibility Matrix. UAA is now officially considered an MSI, per the 2023 Eligibility Matrix. For information to compare the 2022 Matrix to the 2023 Matrix at the Department of Education’s Office of Postsecondary Education, see https://www2.ed.gov/about/offices/list/ope/idues/eligibility.html. The Rutgers Center for Minority Serving Institutions maintains a directory of current, 2023 eligible MSIs, based on Department of Education data at https://cmsi.gse.rutgers.edu/msi-directory.

ever, 60 percent of local K–12 students are of diverse backgrounds, as are 50 percent of UAA students, 11 percent of whom are Indigenous.

DOD performs Arctic exercises out of Alaska, and DOD and DHS have strong presences in the state. Being a community partner is important because the military is important to the community. For example, UAA works with the Army Corps of Engineers on place-based research, such as a study to help the military understand the effects of its work on salmon. The DHS Arctic Domain Awareness Center and new DOD Ted Stevens Center for Arctic Security Studies also integrate with UAA academic programs. UAA stresses the nature of being inclusive, where students are provided places of community, culture, and refuge. Many faculty are transient and move to the state for the job, so they need to learn about living and working in Alaska. The Indigenous connection is intrinsic at UAA and extends beyond those with Indigenous backgrounds.

Dr. Yatchmeneff stressed that building relationships takes time. A connection to the land is often not included in a research plan, which misses a lot of helpful information, she said. As an example of a successful program, the Alaska Native Science and Engineering Program (ANSEP) began in 1995 with one student and now serves kindergarten to Ph.D. students on the UAA campus.¹¹ Students can move from grade 8 to a bachelor’s degree in 5 years, with internships, research opportunities, and other experiences. She participated in “Alaska Grown PhD,” through which she earned her Ph.D. and returned to UAA as faculty. She stressed the importance of involving precollege students in STEM, to include financial support.

As another application of the concept of Alaska Grown PhD, Dr. Dotson added that interns often become employees, and DOD has the opportunity to grow the employees of the future. The Alaska Native Success Initiative has been launched for students and faculty to help Alaska Native success across all University of Alaska campuses so that efforts do not just rely on a few individuals.¹²

REIMAGINING FACULTY WORKLOAD POLICIES

The next session of the town hall looked at faculty workloads in the context of building research capacity. In a consideration of building capacity

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¹¹ For more information on ANSEP, see https://www.ansep.net.

¹² For more information on the Alaska Native Success Initiative, see https://www.alaska.edu/pres/aknativesuccess/.

at MSIs, invariably faculty engagement is brought up as the linchpin to growing the enterprise, Dr. Barton commented in introducing Mark Ginsberg, Ph.D. (George Mason University), and John Crockett, Ph.D. (San Diego State University [SDSU]). They described faculty workload models at their institutions, then engaged in discussion with Dr. Barton.

Two Models: George Mason University and San Diego State University

George Mason University is the largest R1 in Virginia, Dr. Ginsberg began, with 40,000 students and 2,000 educators as instructional research (IR), administrative and professional, and adjunct faculty. The IR faculty is composed of two categories—tenure track (2/2 teaching load,¹³ expected to be research active) and term, also called contract or contingent. Term faculty sign a contract for 1 year and are later eligible for 3- or 5-year contracts. The teaching load varies, but it is usually 4/4, although some are engaged in research. Dr. Ginsberg stressed that the distinction between tenure-track and term faculty has to do with workload expectations, not esteem or respect. He said an institution needs a range of faculty who research, teach, and split their time between the two.

Dr. Crockett said San Diego State University is designated an HSI and AANAPISI (Asian American and Native American Pacific Islander–Serving Institution) and is the most research active of the 23 campuses in the CSU system at about $165–170 million per year. It is aiming to transition to R1 status. A separate, nonprofit organization manages grants and contracts. Dr. Crockett noted that an artifact of the 1960 Donahoe Higher Education Act is that SDSU offers graduate programs, but Ph.D.s must be delivered through another institution.¹⁴ SDSU has recently prioritized the engagement of postdoctoral scholars and made a number of matching investments in extending postdocs on campus. Dr. Crockett said one advantage of the San Diego area is that when faculty transition away from teaching to research, a large pool of people to engage as contingent faculty is available.

Dr. Crockett noted the multiple time demands on SDSU faculty, including teaching, mentorship, training, and research involvement, adding that women and historically excluded faculty tend to spend more time on class preparation than majority faculty. He noted that faculty at SDSU

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¹³ In academic parlance, a 2/2 teaching load typically means two classes per semester, whereas a 4/4 is typically the highest, at four courses per semester.

¹⁴ For more information, see https://oac.cdlib.org/view?docId=hb5b69n9fm&brand=oac4&doc.view=entire_text.

and other MSIs make an intentional choice to be “radically available” to students, but this adds to their workloads. He offered several ideas from the Division of Research and Innovation to lessen the faculty load, noting that students often seek faculty for navigational assistance and not just academic content. Moreover, students preferentially seek out women and underrepresented minority faculty to deal with these issues. For example, faculty can now refer students to other resources on campus that can better help them, such as for issues related to food or housing insecurity. Another strategy is to consider aspects of research that can be done by someone who does not have a Ph.D., such as editing, pre-submission review, and biosketches. His office also helps faculty engage in small groups to overcome isolation.

Dr. Crockett urged federal agencies to interrogate their review practices and biases related to applications from MSIs. He related that he has served on review panels where reviewers do not understand the context of these institutions and some context could enhance the quality of the review. At many MSIs, the PI does everything, including human resources, procurement, and other administrative and management tasks. Additional funding for postdocs or project managers could increase research activity. A more sophisticated treatment of teaming among institutions is necessary, he agreed, and noted that SDSU also receives token invitations to partner because of its MSI status. He called for interactions that are authentic and build capacity in real ways.

Discussion

In response to a question from Dr. Barton, Dr. Ginsberg explained that both term and tenure-track faculty have governance privileges and opportunities to serve in George Mason’s Faculty Senate. Term faculty can serve in administrative positions, as department chairs, and in senior leadership. The university tries to link salaries to the market. Creating a fair way to create competitive wages and also retain faculty is an area of challenge, he acknowledged.

Dr. Crockett considered ways to incentivize faculty to engage in DOD research. SDSU was involved in a program with North Dakota State University that looked at MSI faculty attitudes toward research. The study found that it is useful to attend to the morale of scholars and allow their natural excellence to emerge. Rather than focus on the outcomes side and push for more productivity, he said it is more helpful to pare down extra tasks so faculty can do what they were trained to do. He said postdocs also

are a great investment to underpin the growth of research to be sustainable. They bring in energy and skills, and part of the educational responsibility of the institution is to prepare them to succeed in the research enterprise. Postdocs at SDSU receive support in building community and professional development.

CULTURAL AND LEADERSHIP MODELS TO FACILITATE RESEARCH CAPACITY BUILDING

In the final session of the first day of the town hall, Abigail Newsome, Ph.D. (Mississippi Valley State University), moderated a session about institutional programs and policies that have been responsive to DOD needs and priorities. Speakers were Jagannathan Sankar, Ph.D. (North Carolina Agricultural and Technical State University [N.C. A&T]), and Twyla Baker, Ph.D. (Nueta Hidatsa Sahnish College [NHSC]).

North Carolina Agricultural and Technical State University

Dr. Sankar discussed building a research infrastructure over time at North Carolina Agricultural and Technical State University using federal, state, and industrial collaborations and partnerships in the area of advanced materials and processes as an example. The first funded research was in ceramics, supported by NASA, followed by programs funded by the NSF, U.S. Army, U.S. Navy, and other entities. An interconnective advanced materials facility was built. Its most important feature, he stressed, was to create an innovation ecosystem that crosses disciplines. N.C. A&T made history in 2008 by leading and winning an NSF Engineering Research Center, the first HBCU to do so. N.C. A&T also set up the first bioengineering program at an MSI and is now working with The Ohio State University and other institutions and industries on hybrid autonomous manufacturing.

Dr. Sankar stressed the importance of self-evaluation for success. This involves knowing the areas where N.C. A&T excels, competitive advantages, foundational strengths, and how to sustain and lead in the years to come. Partnerships are based on strengths, rather than trying to do everything. He recommended a team approach across discipline areas with metrics to track as part of a self-evaluation. He uses a quad chart approach to map all projects by analyzing their significance, progress, continuation plans, and project extension. Data are mined to understand where students

go on to work after graduation. Communication is very important, including with K–12 students. He also commented on the need for visionary dreamers, mentoring the next generation, and a focus on character and leadership as part of a “one team, one dream” philosophy.

Dr. Sankar stressed the need to build capacity over time. “Once you have a successful start, the success comes easier in later stages and people want to join,” he said. N.C. A&T is the largest HBCU in the nation and is working to become an R1. To succeed, everyone from president to chancellor to dean to faculty must work in a similar direction, he concluded.

Nueta Hidatsa Sahnish College

Like other TCUs, Nueta Hidatsa Sahnish College on the Fort Berthold Indian Reservation began by addressing social and economic issues of tribal members mostly through career and adult education, explained Dr. Baker. She noted that TCUs that are chartered by tribal nations have funding structures, opportunities, and capacities that reflect their different priorities. NHSC conducts community-based and mission-driven applied research, for example related to food sovereignty and air quality. It is important to help with student employment either on or off the reservation. She said she must convey to partners that the institution is small and rural and is often the only accessible higher education option for students. Remedial education is offered, and they also look for partnerships with larger institutions to expose students to bench or field research.

Dr. Baker noted that TCUs often face a visibility question when grouped with other MSIs. In her experience, if tribal nations are not explicitly mentioned in a funding opportunity, they will be left out. It is important that advocates talk about native people because they are less than 1 percent of the higher education population, she said. This has been referred to as the “native asterisk”: that is, the numbers of Native American, Native Hawaiian, and Alaska Natives are so small in datasets that there is an asterisk rather than a percentage number. Despite the small numbers, she stressed, “We need to be having these conversations. Innovation and knowledge systems since time immemorial are stored with tribal people.”

Context is crucial in terms of physical resources, access to technology and other resources, and populations. Many communities do not trust federal agencies unless robust conversation takes place to build relationships based on mutual respect and prioritization of the goals. As an example of

mutual benefit, her tribal nation has been in the same place for 13,000 years with deep knowledge of soil, water, and food that could be useful to DOD.

The missions of TCUs are multifaceted with a strong cultural component folded in, Dr. Baker continued. They are centers of innovation and translation but also must maintain culture and language for the next generation. Partners have to take that mission seriously, she said. Dr. Baker said her institution has a process in place to be thoughtful about which opportunities to pursue. Echoing other presenters, she expressed frustration when people seeking a TCU partner to submit a proposal contact her and require a quick sign-off.

The main point is to build a level of trust to envision a pathway forward, Dr. Baker said. She noted some faculty and tribal members have gone on to larger institutions and have built relationships with government, industry, and other universities. She acknowledged the large investment made in her education so she could return to work at NHSC and find opportunities for others. She seeks commitments with external partners to set goals together, some of whom are tribal members. Those who are not tribal members need to understand Indian Country, she concluded.

Discussion

Discussing the notion of “check-boxing” when partners come in at the last minute, Dr. Baker described NHSC’s process in which proposals go through an executive committee and administration committee and, in some cases, the board. Capacity is already limited by other projects going on, and soft funding dollars almost match the general fund with a lot of different projects. Team members have to be judicious with time. She also said she keeps strong tabs on the health and well-being of staff and faculty so that they do not burn out.

Dr. Sankar noted two main types of partnerships for N.C. A&T: internal across disciplines within the university and external. In his view, the strongest external partnerships are based on authentic relationships between faculty members and colleagues at other institutions, agencies, or industry.

REFERENCE

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