United States
Environmental Protection
Administration And
Resources Management
                                   April 1990
            Women, Minorities,
            And Handicapped
            In Science And Technology
            Report Of The Administrator

         WORK GROUP ON
        US. Environmental Protection Agency
             401M Street, SW
           Washington, DC 20460

          WORK GROUP ON
      U. S. Environmental Protection Agency
            401 M Street. SW
          Washington, DC 20460
                                Region 5, Library
                                77 WesUacKson
                                Chicago, IL  bu -

                      WORK  GROUP

                     Clarice Gaylord, OARM, Chairperson
                     George Keeler, ORD, Executive Assistant
                     Tom Clark, ORD
                     Eileen daussen, OAR
                     Rafael DeLeon, OCR
                     Tim Fields, OSWER
                     Margaret! Hardmon, Region 5
                     Clarence Hardy, OARM
                     Ed Johnson, OIA
                     Denise Link, Region 8
                     Clarence Mahan, ORD
                     Harold PodaU, OPTS
                     David P. Ryan, OARM
                     ASSOCIATE MEMBERS

                     Richard Basher, OC
                     Richard Bright, OPP
                     Mike Hamlin, OARM
                     Carolyn Johnson, OARM
                     Lori May, OAR
                     Mike Shamaienger, OW (AARP)
                     Linda Smith, ORD
                     Joyce Stiles, ORD
                     Terry Anderson, ORD
                     EX-OFF1CIO MEMBERS

                     *Ferial Bishop, OPP
                     *Nat Scurry, OCR
*EPA representatives to the government-wide Task Force on Women, Minorities, and the Handicapped
in Science and Technology - Public Law 99-383.

                                  TABLE OF CONTENTS
Preface    ............................. . [[[    jv

I.   Background [[[ ~ [[[   1

II.  Executive Summary [[[ ~ ...................................  2

III. Agency Actions [[[  5
         Goal #1 Changing America [[[  5
         Goal #2 Pre-K- 12 Education [[[  6
         Goal #3 Higher Education [[[ 10
         Goal #4 Federal Research and Development [[[ 14
         Goal #5 Federal Employment .................................... .. ............................................ 19
         Goal #6 Influence of Culture ................... ______ ....... ...................................         23
                                                                            »....*....*••,•*•. flr^


A  Text References ......... ...................................... ..................... ........................................ 24
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B   EPA Scientific and Engineering Workforce -------- ......... ---------- .. ....................................... 3 1

    In October 1988, this Woric Group was created by then Administrator Lee M. Thomas to
recommend actions and suggest initiatives to improve advancement opportunities for minorities,
women, and persons with disabilities in scientific and engineering careen at EPA.

    The Work Group drew its membership from a broad spectrum of EPA employees who brought
many points of view to the task. In addition to several Assistant Administratorships and Regions.
representatives were selected from groups such as Women in Science and Engineering (WISE), the
Handicapped Committee, the Office of Civil Rights, the Scientific and Technical Advisory Careen
(Sci-Tech) Committee, and the Federal Women's Program (FWP).

    To accomplish its objectives, the Work Group met over a four-month period to study and
analyze Agencywide personnel data, affirmative action plans, statistical information and other
Agency reports covering  similar issues.  The Work Group solicited Agencywide comments and
ideas on the task before it.

    In addition to addressing these issues, this document serves as a major vehicle for information
transfer. Several excellent intervention projecs have been ongoing in this Agency for more than ten
yean (Le., Minority Institutions Assistance Program. Adopt-a-School Program. High School
Apprenticeship Program) but most have received low visibility and minimum financial and staff
support.  One objective of this report is to have these programs duplicated throughout EPA's
Headquarters. Regional Offices, and laboratory facilities. It is strongly recommended that these
programs be expanded to include women, other minorities, and 
                                    L Background

    In 1987. under Public Law 99-383, Section 8, Congress created a National Task Force on
Women. Minorities and the Handicapped  in Science and Technology.   The Environmental
Protection Agency (EPA) is one of fifteen (15) Federal Agencies represented on the Task Force
which was charged with "examining the current status of women, minorities, and the handicapped
in science and engineering positions in the Federal government and in federally-asssisted research
programs."  It was asked to "coordinate existing Federal programs designed to promote the
employment of women, minorities and the handicapped in such positions," to "suggest cooperative
interagency programs to promote such employment," and to "develop a long range plan to advance
opportunities1' for these groups in Federal programs.

    The Task Force held hearings in seven cities around the country and issued an interim report
in August 1988 which established six major National goals and thirty recommended actions for
Federal agencies. States, academic institutions, and the private sector. The interim report, entitled
"Changing America: TheNewFaceofScienceandEngineering," identifies serious problems with
science education in the United States and predicts severe shortages of scientists and engineers in
the future due in pan to changing demographics. The report suggests remedial actions that must be
taken by the Nation if the problem is to be effectively addressed. The six National goals of the Task
Force are summarized below.

Goal*l  Changing Amtrica
    The Nation should adopt the goal that all children bom today,  from all backgrounds, have a
    quality mathematics and science education and the opportunity to participate in the science
    and engineering workforce to their fullest potential.

Goal 92 PnK-12 Education
    The Nation should reform the PreK-12 education pipeline so that our children's mathematics
    and science competence is better than that of students in countries with whom we compete.

Goal 93 Hightr Education
    The Nation should increase the number and diversity of students graduating in the natural
    sciences and engineering.  By the year 2000 we should produce enough professionals in
    these fields, including more from underrepresented groups, to  meet the demand for faculty,
    industry, and Federal pen
Goal 94 Fidtral Raton* a»dD
                                 n. Executive Summary

     The Environmental Protection Agency (EPA) is facing a critical and potentially crippling
 shortfall of its technical workforce by the 21st Century. Impending shortages of «cif^rim and
 engineers, compounded by the relative absence of women and minorities in these fields, threaten the
 Agency's ability to effectively deal with important environmental problems facing the nation. To
 turn this situation around, EPA must take immediate, concerted action.

     EPA, by definition, is a key federal science agency which is uniquely prominent in addressing
 national and international environmental issues.  As political leaden and the public come to
 recognize the urgency and global nature of environmental challenges, EPA will be required to
 respond with high quality environmental  research, innovative analysis and sound strategies for
 public involvement Therefore, the Agency has a vested interest in assuring that students emerging
 from the education "pipeline' ' are math and science literate and that America produces an adequate
 supply of world class scientists and engineers.

     However, the scientific and technical workforce on which the Nation has relied upon for two
 generations is eroding. Experts now  predict that the shortfall for professional Kientists and
 engineers between now and the year 2000 could be as much as half a million. This shortfall stems
 from several trends:

     •   slower population growth;

     •   a decline in the number of American students graduating in key science and
         engineering fields;

     •  a decline in the pool of American college-age youth from which future bachelor's,
        masters', and Ph.D. holders will be drawn (Fig. Al, Appendix A);

     •  a continuing decline in the number of young people from minority groups, mainly
         Blacks and Hispantcs-groups traditionally underrepresented in science and engineering
        profession}! and

     •  retirement of senior scientists in government, universitief, and private industry who
        entered the workforce in the 1960's after Sputnik.

    These trends are pan of larger demographic changes-changes that our Nation's education
system, EPA and all employers must face. Nationally, by the 21st Century. 83% of the net new
entrants to the workforce will be women, members of minority groups, immigrants, and disabled
people (Fig. A2, Appendix A). Again, they, groups have not traditionally pursued careers in science

    Without concerted action by all sectors, the Nation  will have difficulty finding enough
              io maintain itj leadership position in science and technology.
EPA Workforce 2000

    EPA will have an increasing demand for scientific/technical professionals by the year 2000.
Over one-third of EPA's 15,000 workforce are scientists and engineers, a proportion which has been
constant over the last ten years (Fig. A3, Appendix A). With an annual turnover rate of 11%,
combined with the fact thatEPA's scientific and engineermg personnel are older (averaging 50 years
of age. compared with the Agency overall avenge of 39). the Agency stands to lose a significant
percentage of its technical workforce within the next ten yean. Traditionally, we have replenished

this supply of technical talent with white males, the mainstay of the current labor pool. However,
the low numbers of students entering science, the projected high retirement of scientific personnel
and the undenmlizaaon of women, minorities, and handicapped talent within the Agency are strong
indicators that employment demands of EPA will not be met

    EPA needs to enhance its own internal pipeline and utilize its existing resources. One-third of
its workforce is comprised of scientists and engineers, and another half has at lean some college
training in technical fields (Fig. A4, Appendix A). Many of these technically trained employees are
women and minorities who would benefit from career development and education enhancement
programs aimed at redirecting them back into scientific career tracks. Such a move would enable
the Agency to tap into an already available resource.

    EPA has not been aggressive in promoting technically trained women and minorities into upper
supervisory and managerial ranks. Many in these groups advance to OS 12 positions and then find
it difficult to progress past first-line supervisory levels. In bet, 60% of the Agency's CS 11 to 12
scientific personnel are women and minorities. By  contrast, 70% of grades 13 to 14 scientists and
engineers. 75% of grade 15. and 82% of our senior executive service (SES) are rilled with white
males. Likewise, the Agency  has been promoting laboratory scientists into upper level non-
administrative positions  for a couple of years (i.e. dual career track program), but women and
minorities have not been active participants in mis  program as well

    If current practices and employment patterns  continue, it is likely that EPA will miss the
demographic challenges of the next ten years. Withouisubstantial adjustments in the way we recrnit,
develop,  and train women, minorities, and handicapped employees, we will have significant
shortfalls of qualified technological staff. Weneednujormvesonents in our current and prospective
workers, both internally and externally.

    This  report outlines six (6) proactive and preventive recommendations the Agency must
undertake to: a) lessen the severity of future shortfalls in the relevant labor pool; b) minimize the
impact the Agency will experience in  these disciplines; and c) strengthen the nation's ability to
produce highly qualified, skilled scientists and engineers. These recommendations include:
Recommendation 1

    Create an aggressive public awareness and a commitment to environmental issues. The
    Administrator and senior managers should assume a high profile in inspiring and encouraging
    youth from all groups to pursue careen in science and engineering fields of concern to the
    Expand the Agency's role in improving mathematics, engineering, and environmental science
    teaching and railing student achievement and awareness of environmentally related programs.
    The Agency needs to fully support the newlyproposed Office of Environmental Education to
    be located in the Office of External Affairs.

Rcconaundatioa 3

Stnnftlun Uu External HftUnt
    Launch a bread range of initiatives aimed at strengthening the external environmental educ
    pipeline. Request thatCongress enact legislation to authorize the establishment of scholarships.
    fellowships, institutional training grants and research assisiamships to encourage more
    students Cram underrepresemed groups to pursue scientific and engineering degrees.
Recommendation 4

Enhanet tht Inttnal Piftttnt
    Be a pacesetter in developing our own internal pipeline. Higher priority should be placed on
    hiring, promoting, and training and retaining women, minority and handicapped personnel.
    Through leadership and example, senior managers can redirect the workforce so as to maximize
    opportunities for developing the talents of undentpresenied groups.
Recommendation 5

Dm/op an Efftctivt Rieruiatunt and HtrinfStnttfy
    Create OHM unities for the recnmment and hiring of scientists and enginms from 'yMB i?irp*>>iifd
    groups. Reward managers and supervisors who effectively recruit, hire, train, promote, and
    retain women and minorities.
Recommendation 6

IniOtau Accountability and Evaluation Systtnu
    Hold supervisors and managers accountable for broadening and diversifying the Agency's
    scientific workforce. Implement evaluation systems to determine how well programs have
    contributed to the improvement of the workforce profile.
    These recommendations include specific action items contained within the text  By adopting
these recommendations, the Agency will strengthen its current and future capability to fulfill its
mission of protecting the environment and the health and safety of our citizens.

                                     Agency Actions
    This section is organized according to the format of the original Task Force report.  Each
national goal is followed by a Task Force Action. EPA response and EPA recommendations.
                             GOAL41 National Change
Goal*I Changing Anurica
    The Nation should adopt the goal that all children born today, from all backgrounds, have
    a quality mathematics and science education and the opportunity to participate in the
    science and engineering workforce to their fullest potential
Task Font Action A

    ...Create a National Action Council of our country's highest leaden to serve for 5.yean to
ensure that all sectors actively work to broaden participation in the Nation '$ science and engineering

EPA Rtsponu
    It is essential that the Agency b*ild a National commitment to environmental iaf	
    The Agency has an interest m aatnrmg that the taknt of the present generation of
    sdentists and engineen is itaed to thefnllettanduhehjiu^aMw generation toemerge,
    from today's Khool children, qualified to address the environmental problems of the
    twenty-first century.

    To improve Hs current scientific workforce, the Agency should asrama a high profile
    on  enhancing the future scientific workforce, through actions of the Administrator,
    key leaden, and outreach programs.
EPA Rteommtndatioiu
in inspiring youth from all groups to pursue careen in science and engineering fields needed to solve
environmental problems.  He should articulate these goals publicly and within the Agency, and
represent the Agency on the proposed National Action Council
         The Administrator should establish and me Deputy Administrator should chair an EPA
advisory committee to oversee Agency actions and report yearly to the Administrator.

    1A1 The Agency should develop a five-year plan and budget showing bow it will broaden the
participation of umterrepresented groups in science and engineering. Each Assistant Administrator
(AA) and Regional Administrator (RA) should be required to submit yearly plans and budgets for
review by the Adminstrator's Advisory Committee.

    i.A.4 The Agency's proposed programs should be coordinated with those of other Federal
agencies, the private sector, non-profit organizations and academic institutions, and include shared
use of facilities, funds, and intervention programs.

                            GOAL*2  PreK-12 Education

         PrtK-12 Education

    The Nation should reform the PreK-tt education pipelne so that our children's mathematics
    and science competence is better than that of students in countries with whom we compete.

 Task Force Action A

    ...Accelerate professionalism of mathematics and science teaching  through teacher institutes.
 workshops, retraining, and participation in Federal research projects...

 EPA Rtspoiut
    The Agency should support environmental education and contribute measureabiy to
    the improvement of the mathematics and science competence of stndents throughout
    the K-12 education pipeline. EPA needs to be concerned about the quality of teacher
    training and inservice programs in environmental subjects because the qualify of
    teaching, in part, depends OB the effectiveness of teachers and the extent to which they
    are supported by technology and resource materials. Teachers of mathematics and
    science need to be educated to higher profestkraai standards and they need to npdate
    their skins periodically.
EPA Rtcommtndatioiu

    2.A.1 The newly proposed Office of Environmental Education (OEE) shall develop plans to
improve education in environmental subjects, science and mathematics, especially for students from
underrepresented groups. Toe OEE should develop plans to improve environmental education by
providing inservice training of elementary, secondary, and high school teachers, support curricula
development in environmental topics, develop environmental education seminars, summer training
programs, workshops for education professionals, and provide resource materials.

    The OEE shall highlight educational goals and recommend changes; assess Agency actions to
improve education; and monitor progress towards Agency educational goals in a five-year plan.

    2.A.2 EachAA and RA shall designate laboratory facilities around the Nation which will be
responsible for «*»ffMri«n Agency programs locally 0 measureably improve math, science and
environmental education and increase the number of qualified students emerging from the pipeline.

    The Agency can offer student use of laboratory facilities and staff to serve as met)
individuals through the pipeline,  from elementary school to college majors in science and
engineering. Workshops for inservice teacher training, summer institutes, and seminars can also be

    The role of designated laboratory facilities should be specified in the Agency five-year plan. It
should be to focus and coordinate Agency programs for maximum measurable impact on widening
and diversifying the pool of candidates.

    2-A.3 The Office of Environmental Education, in conjunction with the Science  Advisory
Board, shall review environmental education in the United States from pre-Kinderganen through
higher education.  The review inouki bf nrordinai^ •*& •**••• pnfcMJQMi Mtaeriea. foundations.

 and educators. In recommending improvements, it should consider Agency support for developing
 cuamg-edge leaching materials on environmental subjects, sunilar to ihe National Science Foundaoon's
 support for new curriculum materials in physics, chemistry and other disciplines.

    The review shall examine effective intervention programs for improving math and science
 leaching through guidelines issued by the Federal Education In Science Board.  It should also
 incorporate the Mathematical Sciences Education Board guidelines in subsequent Agency plans and

 Task Font Action B

    ...Increase the present workforce of good science and mathematics teachers nationwide...

 EPA Response
    The challenge of preparing enough scientists and engineers to meet furore Agency
    needs is more than simply sparking student iotertst in these fields; it calls for financial
    incentives to entice students to enter environmental education profeaiiona to improve
    the quality of environmental curricula. The Agency presently has no coordinated
    programs to help improve the teaching/* mathfmarin, science, and environmental
    subjects in schools.
EPA Rteommtndations

    2-B.l Seek to have language included in the fiscal 1992 authorizations allowing EPA to offer
scholarships to graduating high school seniors who agree to become teachers in environmental
studies and related fields.

    2.B.2 Encourage staff scientists and engineers to serve on paid time as' 'mentors'' to middle
school, high school and college students. One-on-one teaching is key to improving the skills and
interest of individual students and assuring they complete the pipeline. Awards could be given for
outstanding mentorship; for example, to those who coach an  unusual number of outstanding

    2.B.3 Initiate a program to identify retired or retiring staff scientists and engineers and place
them as teachers in  schools, colleges and universities with high proportions of students from
underrepresented groups. For example, Region Hi's new program in cooperation with the City of
Philadelphia certifies retired Agency scientists and engineers as teachers in the Philadelphia schools
system. This program should be replicated in other regions.

Task Font Action C

     n.Rftttnd effective intervention programs to  improve student mathematics and science

    Intervention program*, aimed especially at earichiaf the •atnematka, science and
    engineering preparation of women. mineridm and handicapped stadenni can rebuild
    confidence nnd intereat in environmental fWda, tapping poota of talent that are now
    underdeveloped. The Agency has several intervention programs at the ekauntary,
    middle, high school and undergraduate tarcfc. A partial fat appears to Tabk Al in
    Appendix A.  Tbowprofranu whfchbadioiM tap^oast«ii«tpBfonn*nc«aiid
    career choices should be replicated throughout ta* Agency.	

 EPA Rteomuuiidatioiu

     2.C.1  Expand current youth programs aimed at increasing elementary and secondary student
 and teacher awareness and involvement in environmental activities.  Encourage more National
 environmental poem, poster, and publication contests (e.g. prize money could go to students who
 agree to study science or engineering courses). Active Agency participation in the 4H Summer
 Seminars and Boy Scouts' Jamboree should be continued and supported.

     2.C.2 Sponsor environmental science clubs, science summer day camps, traveling environmental
 science  vans or circuses which entertain elementary students while instilling an interest in
 environmental issues.

     2.C.3  Suppon the annual President's Environmental Youth Awards Program which offers
 national competition and recognition for youth organizations involved in positive environmental
 community projects.

     2.C4 Expand the number of Agency " Adopt-A-School" programs, particularly in communities
 to be aided by designated laboratory facilities.  The objectives of these programs are to stimulate
 student interest in science and mathematics; to introduce students to careers in the environment; and
 to provide students, teachers, and the community with an understanding of environmentaUssues and
 their impact on city life.  Agency employees orTer classroom presentations, field trips, help  with
 student science projects, and serve as role models.

     2.CJ Tap into local talented and gifted programs (TAG) to identify high potential secondary
 and high school students to participate in Agency programs (Le., Junior Fellowship Program).

     2.C.6 Offer ongoing apprenticeship.programs for high school students who show aptitude and
 interest in the environmental sciences, particularly students from underrepresented groups. Student
 apprentices should engage in  hands-on laboratory work for up to 10 boon  a week dunng the
 academic year, and more in the summer. Each apprentice must have an Agency scientist or engineer
 as a mentor who should take some responsibility to improve the student's skills and academic
 performance, to help find science-related jobs, to encourage college attendance, and to steer them
 towards major technical fields.

     2.C.7 Establish an environmental science category in the Westinghouse Science Competition
 and other prestigious programs. Each  region and laboratory facility shall include local science
 competitions in its plan. The number of students helped who become prize winners should be a
 measure  of success.  An Agency high school  and college scientific award category  shall be

    2-C-8 Provide funds (Le.. through LAC or grant) to local junior/high schools for completion of
environmentally-related projects (i.e. establish Youth Corps which will provide jobs for inner city
 youth cleaning up the environment).

    2.C.Q Initiate new enrichment programs, such as OSWER's Superfund High School Seniors
Pilot Program in which gifted D.C. high school seniors were selected for participation in a one-year
Superfond community service project to teach other students about the identification and cleanup
of Superrund sites. This intervention program could be replicated by other Agency offices on other
environmental topics.

    2.C.1Q   Participate in the  ongoing National Young  Environmental  Scholars Program for
talented high school students run by the Washington, D.C. Science Service group, a non-profit
organization. These programs  provide both summer and academic  year lab research  and/or
accelerated course work experience in scientific  subjects at local colleges and universities.

    2.C.H inidtueaStairday Science Academy program.* weekend science and math enrichmenf
program for elementiry or middle school students. Its major god is to offer laboratory, computer
science and mathematics training for students and to improve their quantitative and problem solving

    1CJ2. Inioaie an Urban Environmental Education Program ID increase awaieneuc* environmental
issues in urban youth, particularly members of minority groups.

    2.C.13 Participate in programs like the Howard University-District of Colombia Metropolitan
Consortium for Minorities in Engineering programs (METCON). Representatives Gram secondary
school systems, engineering schools, industrial firms, and government, work to involve parents,
teachers, and counselors in helping students choose and understand engineering careers. METCON
aims to increase the number of qualified students from minority groups entering college engineering
programs and pursuing engineering careers.

                             GOAL * 3 Higher Education
Gool*3 Hlghtr Education
    The Nation should increase the number and diversity of students graduating in the natural
    sciences and engineering. By the year 2000 we should produce enough professionals in
    these fields, including more from underrepresented groups, to meet the demand for
    faculty, industry, and Federal personnel.
Task Font Action A

     ...Establish a National Research Scholars Program in Science and Engineering...

EPA Rtsponst
    The Agency should launch a broad range of initiatives aimed at strengthening the
    pipeline of students entering environmentally related fields. By providing better
    support mechanisms and incentives, EPA may ensure that a better quality, highly*
    trained workforce is availabk for employment in the 21st Century.  The Agency
    currently has no formal, ageacywtde initiative, such as a national scholars program*
    for developing future scientific talent. A major problem b that EPA has no direct
    authority to offer academic training funds to stadents interested in environmental
    careers.  The Agency must request that Congress enact legislation to authorize the
    establishment of scholarships, fellowships, institatioaal trahUng grants and research
    asststantships to encourage more students from underrepresented groups to pursue
    scientific and engineering degreest
EPA Rtcomiiundationt
          Seek to have language included in the fiscal 1992 and subsequent authorizations for
academic training funds to support undergraduate and graduate students in science and engineering
fields relevant to the Agency's mission.

    3.A.2 Create a National Research Scholars program in Environmental Sciences.  Honor
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and graduate degrees.
          Encourage Agency scientists and engineers to teach environmentally related courses in
local colleges and universities, and mentor undergraduate and graduate students with the specific
goal of bringing more qualified scientists and engineers into the workforce.  Staff should be
compensated for time spent in improving college leaching of key environmental courses.

    3..A-4 Make better use of cooperative education and summer intern programs to encourage early
interaction and career guidance of college students. Programs make participants more compeadve
for future employment at EPA.

    2AJI Issue travel giants forstudentsand faculty from minority/women colleges and universities
to enable participation at major environmental meetings and conferences.

    lAJi  Supplement ongoing research grants and cooperative agreements to encourage and
support undergraduate  minority and women student participation in research projects. Similar
supplemental programs are already ongoing at agencies like Nffl and NSF.

Task Font Action B
    ...Provide stable and substantial support for effective intervention programs that graduate
quaury scientists and engineers who are members of underrepresented groups...

EPA Rtsponst
    The Agency most offer incentives and opportunities for enrichment progranu-to «U
    students. While EPA has several intervention programs, their funding • not stabk
    and they do not reach significant numbers of women, Hispanic, Asian or American
    Indian students or students with disabilities.
EPA RtcomauHdadons

    ?.B.l TheOEE. in conjunction with the Deputy Administrator, shall review all Agency higher
education programs to consider how they can help increase the number and diversity of American
students earning degrees in the natural sciences and engineering.

    The review should "track" students who have received Agency assistance in the past and
evaluate how such aid affected their earning of degrees and career placement The review should
consider students who have "dropped out"  from science and engineering majors or from higher
education altogether, and propose ways that a larger proportion of them can complete their degrees.

    The Task Force recommended that Federal agencies "reproduce" the MARC and MBRS
programs of the National Institutes of Health (Appendix C) which have been successful in producing
highly qualified minority graduates in biomedical fields and in strengthening teaching and research
at minority institutions. Commitment and accountability are key features of these programs. For
example, renewal of three-year awards to these colleges depend on their meeting agreed milestones
for education improvement

    Programs to be considered for review and expansion should include:

    •   The Minority Research Annrenrieeahin Program CORDV Since 1980, the Andrew W.
        Breidenbach Environmental Research Center (AWBER) in Cincinnati has conducted an
        eight- week summer program whereby local high school and college students gain paid
        research experience and exposure to environmental science careers. Students compete for
        the* program based on grades and interestinthe environment Similar high school programs
        should be initiated in Regional and  field offices, as well as laboratories.

    •   The Minryjfy Faculty |nttTff^^'P Program (QRDt. Tht« r"*>g*M" feeta tn help facility  from
        Historically Black Colkges and Universities (HBCU) gain research experience at EPA
        facilities. It should be expanded to assist faculty from predominantly Hispanic,
        Asian and from women's institutions. Disabled faculty could be brought into the program
        as well

    •   The Minority Fellowship Pmyram (QRDV This program provides one year of tuition
        support to students from HBCUs majoring in relevant fields.  Summer internships in
        research laboratories are offered to  each fellow at the end of the academic year. This
        program should be expanded to other underrepresented groups.

    •   The CoopfjTjtJYfi Fafl'Oriflfl Ppp"" (AyenevwideV This program allows students to
        attend colkge on a full or pan-time  basis while engaging in periods of study-related work
        at EPA.  Students can be non-competitively converted to full-time employees after

                                                          A career-related, work/study
        program for baccalaureaie and associate degree students, which is based on student's
        financial need. It also provides for noncompeutive conversion of students to appointments
        after graduation.
    •  "2+2" education programs fORDv Supports two yean of high school and two years of
        community college training in environmental science areas.  Upon completion of the
        program, students are offered entry-level EPA jobs. Programs are ongoing in
        Hazardous Waste Materials Management and Pre-Engineering areas.

    •  The discontinued QSWER Training Grant Program in hazardous materials management
        at minority institutions. It provided curriculum development and tuition support for
        students in civil and chemical engineering fields.  This program was phased ou; in FY-88
        due to lack of Agency funding.
    3.B.2 The overall Agency five-year plan should show how Agency funding for mainstream and
 set-aside programs is enlarging the pool of young  scientists and engineers emerging from U.S.
 colleges and universities and increasing the number from underrepresented groups. It should also
 show how Agency activities visibly improved die offerings in higher education in key environmental
 Task Font Action C
    ...Establish a Graduate Research Opportunities Program targeted for minority women and
 disabled students pursuing advanced degrees in science and engineering...
EPA Risponti
    EPA has twelve research laboratories aad thirteen academically based comprehensive
    centers conducting state-of-the-art research OB a number of environmental topics.
    These facilities should be better utilized to train graduate level research students,
    particularly students fora  underrepresented groups.  Moreover, to provide direct
    support to these students, academk training fnnds are •ceded by the Agency.
EPA Rteommtmdattoiu

    3.C.1 Tha A geiiey'«Afi^tflfc Triin'^g Commifl^^'rpcfflnmgndpd a direct line-item in the
Agency's budget submission for academic training at the level of S3 million per year. The Work
Group supports this recommendation and urges that a coordinated program of institutional training
grants be tailored to increase the numbers of students graduating with B.S..M.S., andPh.D. degrees
in science and engineering fields. Further, such a program should be designed to advance students
from underrepreeeoied groups.

    2£2. Initiate an instrumentation and laboratory improvement program to create and maintain
effective laboratory infrastructures at women and minority institutions.

    3.CJ Enhance opportunities for graduates and post-graduates students from underrepresented
groups by having the Agency require that principal investigators who receive Agency funds actively
develop the careen of junior staff working on Federally-funded projects.

          Implement a laboratory fellowship program (comparable to the NIH Staff Fellowship
program) designed to provide a flexible mechanism for the employment and professional development
of promising, new PhD. research scientists.  Appointments are initially for two yean and not to
exceed seven years. Such a program could afford opportunities for new researchers to work in close
association with leading EPA scientists and would ensure a continuous influx of talent to EPA.
Women, minority, and disabled scientists could be given priority consideration for these kinds of

                     GOAL * 4  Federal Research and Development
Coal #4 Ftdtrol RtstanH and DwlopiiuM

    Federal research and development funds influence the Nation's entire science and
    engineering effort. They generate new knowledge, and they train scientists and engineers.
    These funds should be leveraged to help develop a more diverse, world-class generation of
    scientific and engineering workers by the year 2000.
 Teak Forct Action A

     ...Within one year, review the Agency research and development budget, and report the impact
 of the budget on the Nation's science and engineering workforce, especially in terms of representation
 of members of minority groups, women and people with disabilities...

 EPA Responst
    Of the Agency's $4.6 billion budget in Fiscal 1989, $420 million goes for research and
    development, of which an estimated $200 nfllkw b spent at colleges and universities.
    These funds support work by scientific and engineering personnel at all teveb. The
    Agency has not considered how this support influences trends m the U.S. sctenrjflc
    workforce, and how it could be leveraged to increase pertkipattoo by undeireprciented

    Under Federal contract laws, the Agency collects data on the race and sex composition
    of contractors,  but has no comparable data collection for grants and cooperative
EPA RtcommtndoMoiu

    4.A.1 The Deputy Administrator and his Advisory Committee shall review Agency funds going
for research, technical and regulatory support each year. The review should assess the impact on
the representation of women, minorities and the disabled in the science and engineering workforce.

    4.A.2 The Agency shall officially agree to work coUabontively with other Federal R&D
agencies in developing and using standardized data collection systems to track the flow of Federal
dollars (via grants, contracts and cooperative agreements) to uno^rrepresftnted groups. The National
Science Foundation, as the lead Agency, will issue OMB approved forms for use by Federal agencies
and biennially hold progress review conferences and issue accomplishment reports. OMB will
assess how effective each Agency has been in helping to expand the resource pool of science and
engineering talent.
Talc Poret Action B

    ...Construct a timetable for mainstreaming all special programs for underrepresemed groups.
with explicit benchmarks and milestones for measurement of progress toward achieving defined

EPA Rtspoiut
    Tat Agency's programs to help minority scieatista aad hutitntiou compete have, ia
    jgeaeral, Dot formally determined it what poiat recipients are fully coaipetitive aad
    should apply for mainstream support.   Tat Agency shoald evaluate its carrtat
    programs aad develop a strategy aimed at increasing the repeseatatioa of atiaority
    groups in major Agency initiatives. (The National Science Foundation, for example,
    has a spectrum of programs to develop the careers of women scientists, who initially
    qualify for special grants and later are encouraged to compete for mainstream funds.)
EPA RtcomiMndations

    4.B.1  As pan of its overall review and reviews of intervention programs affecting PrcK-12 and
higher education the Agency should address when and how beneficiaries of special programs should
be fully competitive for mainstream Agency funds.
Task Force Action C

    ...Develop a plan showing how Agency research and development programs can bring about
a new, more diverse world-class workforce. Each Agency should propose devoting substantial pans
of its budgets to this policy goal The plan should include programs related to preK-12 education,
higher education, research and development awards, and employment...

EPA Responst
    Of the $200 million R&D funds speat at colleges aad universities ia FY'89, lest than
    $1.5 million went to support research at minority and women colleges. The Agency
    has not formalized plans to provide a more stable and significant R&D base to these
    schools. It must support effective iatervention programs which havea positive impact
    oa scientific training from pre-K to post graduate levels.
EPA Rtcommmdatioiu

    4.C.1 The five-year plan for the Agency, the annual plans of each Regional Administrator (RA)
and Assistant Administrator (AA), the overall review of RAD funds impact and reviews of
intervention programs, should have budget and target figures for increasing the numbers of
underrepresented groups to be brought into the science and engineering mainstream as a result of
Agency actions.
          The Agency should implement grant programs  similar to NSFs Career Access
Opportunities in Science and Technology for Women, Minorities and the Disabled. Five-year
projects are awarded organizations to focus on instructional and motivational activities in areas of
high minority populations. The groups conduct intervention programs and measure the increase in
students receiving technological degrees at the end of the five-year grant period. Private-public
partnerships are strongly encouraged.
Task Font Action D

    ...Use federal facilities to provide hands-on laboratory experience to students and teachers at all
educational levels...

EPA Rttpomu

    The Agency's vast research and testing facilities have aot beta oatJauOy atUtzed to
    provide formal  research training  programs for ctndenti and  teachers  from
    underrepraented groups. Cumntiy, only a few fadUties,soch as the Cincinnati, Las
    Vegas. RTF and Naragansett laboratories, have ongoing program*.
EPA Recommtndadoiis

    4.D.1  Two of the largest ORD laboratories. Cincinnati and Research Triangle Park, should
undertake high profile initiatives to increase the number and diversity of young Americans entering
science and engineering fields of relevance to the Agency's mission.

    4.D.2  The newly proposed ORD Environmental Research Institute-planned to be a national
and international source of expertise-shall include plans to enhance the quality and diversity of
scientists and engineers in the field. For example, it should plan cooperative arrangements with
women's and minority institutions with the goal of early mainstreaming.

    4.D.3 All 12 ORD laboratories shall actively support the National Research Council's Resident
Research Associates (RRAs) program which grants competitive awards to outstanding postdoctoral
scientists and engineers. ORD shall strive to have as many RRAs from underrepresemed groups as
possible, to nurture top  talent

    4.D.4  The ORD Research Centers could be structured to strengthen research and training«
minority institutions. At present, only one HBCU participates.  ORD should be encouraged to
support a Center of Excellence at a minority and/or womens' institution.

    4.D.5   Principal investigators on ORD extramural research agreements should strongly
encourage  the participation and development of individuals from undentpresemed groups.
Agency project officers should closely monitor the advancement of scientists and engineers from
underrepresented groups. Other forms of leverage should be considered so Agency research funds
could influence the composition and diversity of university technical departments and faculties.
Task Font Action E

    .-Reproduce  the Minority Access to  Research Careen (MARC) program  and  Minority
Biological Research Support (MBRS) program in the fields of physical sciences and engineering...

EPA Rtspotut
    Since NIH'sMBBS has beta successful in streagtheaiag research aad teaching at
    ftxfpiaat adaoritv insdtatioos over date, EPA ihoald eoaakkr daplkattaig their
    effort  For example, renewal of mtritntioaal awarda depend OB meeting agreed
    matititfcmtliiaestottes. including the successful placement of bachelors' ttadcats to
    TT»e Agency haettements of the MARC-MBiS»|)ectn« of atristaiicemitfmiiwrity
    student summer mternahipt, tat minority autrtirtioaatsistaaaprofram and faculty
    intern prognaii described elsewhere fa the report*

EPA Rtcommindadoiu
          Review the Minority Institution Assistance (MIA) program (which provides grant dollars
for the conduct of scientific research) for its effectiveness in increasing the pool of qualified
minorities graduating in science and engineering and improving the caliber of training at recipient
institutions. The review should recommend strategies for expanding such assistance to institutions
with high proportions of Hispanics, Asian Pacific Islanders. American Indians and   women
Task Forct Action F

    ...Direct efforts towards  those Federal contractors who utilize scientists and engineers if
continued increased minority and female participation in these sectors is to occur...

EPA Rtsponst
    The Agency's Office of Contract Compliance should continue to monitor the EEO and
    Affirmative action practices of EPA contractors. Special attention, however, should
    be given to those contractors engaged in scientific aad technical activities.  They
    shook! be made aware of the Agency's goal toward increased participation of women,
    minorities and handicapped personnel and held accountable for meeting these targets.
EPA Rtcommtndadons

    4.F.1  The Agency shall collect data on all research, technical support and regulatory support
contracts, to show the composition of scientific and technical workers, by sex and ethnic group. The
information should be formatted to meet the needs of the National Action Council, OMB, and
Agency requirements outlined in this report
Task Forct Action G

    ...Increase the number of minority group members, women, and people with disabilities on
federal science and engineering-related advisory boards and committees...

EPA Rtspoiut
    Of the 170 scientists and engineers serving on EPA adfhury boards, councils and
    committees, less than 16% are members from oaderrepresented grape* The Agency
    currently ha* not developed an aggressive approach to the search and recruitment of
           , minorities, and disabled persons who nan tfca potential to serve on these
EPA Ricommtndadon

    4.G.1 Establish a data file of potential scientific and engineering advisors who are women, as
well as members from underrepresented groups, indicating their areas of expertise.  The Science
Advisory Board staff and the Committee Management office shall be responsible for seeing that this
dam file is utilized in appointments to all science and engineering-related boards and committees
within the Agency.

          Use several recruitment methods to identify potential reviewers such as (a) advertising
in scientific and technical journals; (b) obtaining minority professional resource lisa from other
organizations such as National Academy of Sciences, American Association for the Advancement
of Sciences. NIH, NSF. professional scientific societies, etc.; (c) identifying successful recipients of
research grams, cooperative aggreements and contracts in environmental fields; and (d) using
professional recruitment organizations to identify potential committee members.
Task Font Action H

    ...Establish a Federal Coordinating Committee for Science. Engineering and Technology
(FCCSET) to provide visibility, coordination, and accountability for Agency achievement of

EPA Rttpoiut
    The Agency has not participated in the put in federahride efforts to ensure that data
    collection, monitoring, and evaluation projects are uniform and in compliance with
    the National Commission's guidance.
EPA Rtcommtndatioiu

    4.H.1 Upon creation of the FCCSET. the Agency shall have a liaison responsible for reporting
and compliance.  Such a person shall also be a member of die Deputy Administrator's Advisory

                           GOAL f 5 Federal Employment

Goal 95 Ftdtnl Employment

    The Federal Government should be • pacesetter in developing • work environment that
    is accessible, equitable, and favorable to attracting and advancing groups now
    underrepresented in science and engineering.
Task Font Action A

    ...Review existing Federal Equal Opportunity Recruitment Plans (FEORP) and use them as a
guide to develop Agency-specific data for hiring, advancing, and retaining undeireprescnted groups
in science and engineering...

EPA Ktspoau
    The Agency's current hiring and promotion goal of 52% minorities and women in
    supervisory and managerial positions edead to all levels m the scientific and engineering
    categories. Existing FEORPs will be modified to include the 52% goal from entry level
    to SES in professional categories.
EPA Rtcommtndattoiu

    S.A.1 Instead of an agencywide plan, require each Assistant Administrator and Regional
Administrator to submit a FEORP for the purpose of developing a highly qualified, competitive
workforce through hiring, training, advancement and retention of members of underrepresented
groups in scientific and engineering jobs. The revised FEORPs should be coordinated with other
Agency plans required in this report
Task Forct Action B

    ...Include a provision in the FEORP for funding technical aids in order to facilitate the hiring
and advancing of d'*^h|ad professionals who require this *""** of iccofnmrKl*nf"iT .1

EPA Rttponu
    Physkal and technical needs of disabled sckatfsts and 
    SB.2 Formalize a system to assess technical aid requirements when employees are hired. An
 oversight committee could be appointed to improve availability of the latest technology to help the
 diiahtart perform scientific and engineering jobs.

    5.B.3 Establish an assigned technical assistant, or buddy system, to assist disabled scientists and
 engineers as needed.

    S.B.4 Provide guidance on handicapped accessibility of new EPA Building (Project 1992).
Task Font Action C

    ...Offer  visible career ladder programs for entrants from underrepresented groups into the
science and engineering career fields...

EPA Rtspoau
    EPA should enhance in own internal pipeline. The Agency toe* about 500, or 11%,
    of its scientific and engineering professional workforce each year, ai people retire or
    take other job*. The majority, or 65.7%f of thote leaving an white males. Thi* trend
    is likely to continue with retirement patterns expected in the 1990k Meanwhile, the
    percentage of scientists and engineer! the Agency hires into this workforce is constant
    but the emerging workforce has a somewhat hither fraction of women and minorities
    and a smaller fraction of white males. Tht*rateofturnoveroffersachancetodhertif>
    the participation in this workforce at all levels, through recruitment and development
    of current talent

    With the exception of the new task forces hi some program areas, Agency recruitment
    has not aggressively focused on identifying and attracting qualified scientists and
    engineers from underrepresented group*. Besides more aggressive recruitment, the
    development of current employees is the obvious way to broaden participation in the
    Agency's scientific and technical  workforce in the near term. Active efforts in
    recruiting and developing current talent will make the Agency a pacesetting employer
    among Federal science agencies.
    S.C.I The Agency's present recruitment activities should be reviewed to see what resources,
personnel and structure are needed to identify and attract qualified scientists and engineers from
underrepresented groups. Among actions to be considered are:

    •  Assure that ficffioes and laboratories have adequate means p hire members of u»deiiepieiented
        groups in entry level (GS-3/7) science, engineering and technician positions.

    •  Increase direct hiring authority to facilitate new hires in scientific areas, modeled on the
        annual Puerto Rico recruitment program.

    •  Use professional recruiters to assist hiring of members of undenepiesented groups in
        science and engineering  jobs.

    •  Expand participation in job fain and professional conferences attended by significant
        numbers of scientists and engineers from underrepresented groups.

    1C2 Current Agency employees should have additional opportunities to increase their science
and engineering competence and to qualify for higher level technical job*. Among me actions to be
considered in Agency plans are:

     •  Expand the concept of the National Urban/Rural Fellows Program, which gives college
        students support in academic study leading to a Master's degree in public administration
        and an Agency position. A similar program could be initiated for Agency employees to
        complete degrees in science and engineering and improve their competitiveness for higher
        scientific and engineering positions.

     •  Expand the Office of Air and Radiation (OAR) short- and long-term training program
        Agency wide. This job enrichment program for permanent employees enables individuals
        to enhance their job skills through course work at local colleges and universities. In
        addition to paying the salary of each participant, the program sets aside S 12,500 for tuition.
        books and expenses during full-time post-graduate educational assignments.

     •  Initiate a degree enhancement program for EPA employees who possess master degrees in
        science or engineering. EPA laboratory facilities in conjunction with local
        colleges could be utilized to offer advanced career related science courses.

     •  Improve the retention of highly qualified scientists and engineers by expanding the ORD
        "Career Ladders" pilot program. Career Ladders enable promotion of qualified OS 14-16
        personnel while allowing them to remain in technical jobs rather than changing to
        administrative positions to achieve higher grade levels. This program could enhance
        opportunities for minorities and women to progress in grade levels without changing their
        professional specialties.

     •  Encourage Agency scientists and engineers to participate in professional society activities
        and strengthen their university ties.

     •  Expand Imergovernrnental Personnel Aa (PA) assigrraw^
        opportunities to teach in university settings and strengthen environmental curricula. IPA
        assignments to women and minority institutions shall be fully funded by the Agency.

     •  Use retirees to help meet needs for science and engineering personnel, using the Agency
        annuitant and AARP cooperative programs.
Teak Font Aato* D

    ~Esoblish ooretch public awareness programs to present science ami engineering as prestigious
and rewarding careen, and promote the concept that professionals in Federal service can develop
their talents to maximum potential without discrimination and with recognition and professional
EPA Ritponu
    The Agency's owtmch programs should ftrtat the important* of ttttcBvirowitent to
    the Nation's ant the world's favt, and the «t*d for nor* student to taur the field.
    Th* Administrator eta rate the profile of tk* teat, aad paUfc awmoMS CM be
    htifhtaed. ThtAfineycaamaktscteKtudtBfiMtrinf carttn
    and rtwardag by • MBbtr of acttau.

EPA RteommtdMioiu

    3-P-l  Expand  Agency programs with National Professional Engineering Societies  for
recnnnng minority and women engineers and scientists to the Agency. Similiar programs with other
societies should be initiated.

    S.D.2  Create a public information package regarding availability of scholarships/loans/
fellowships/summer jobs, etc. for women, minorities, and disabled persons.

    S.D.3  Implement lecture series on Outstanding  Women/Minorioes/Disabled Scientists in
Environmental Fields.  Such lectures will be informative and possibly present role models for
members from underrepresented groups.

    5.D.4 Initiate a research/essay writing contest for junior and senior high school and freshman/
sophomore college students on some mathematical,  scientific or engineering area of concern to

    s.D.5 Participate in local Board of Education Youth Motivation Programs to increase interest
in EPA.

    S.P.6 Produce an EPA story and coordinate speaker forums with EPA staff during Earth Day

                           GOAL #6  Influence of Culture
Gool*6 Infliunct ofCulam

    Our Nation's future hinges on hiving an ample supply of people who achieve in m
    and science, who are science-literate adults, and who perform technkal jobs with world-
    class competence.  The entertainment industry and the mass media-powerful influences
    in shaping society's values-must participate in reshaping popular attitudes toward
    science and engineering.
Task Font Action A

    ...Explain and make readily available videos, recordings, and other entertainment materials that
awaken interest in science and engineering, to  community  groups, libraries, and museums.
especially in low-income areas...

EPA Rtsponu
    The Agency should take a high profile in inspiring youth from aA groups to achieve
    mathematics and science competence and to pursue careers in science and engineering
    relevant to the environment The Administrator can perform a leading role through
    appearances in the media and in schools. The Agency can nuke careen in science and
    engineering appealing to students from underrepresented groups and other potential
    recruits. To play such a role, the Agency will need designated staff to contract for and
    produce informational materials.'
EPA Rtcommtttdations

    frA.1  Designate an office responsible for outreach activities, possibly within the Office of
Community Relations, Office of External Affairs, or in the new OEE The office could produce more
environmental science recruitment materials highlighting role models who are women, members of
minority groups, and disabled people. Materials, such as braille and capooned videotapes, should
be accessible to the disabled.
          Sponsor local museum exhibits on outstanding women, minority and disabled scientists
in the environmental areas and sponsor environmental exhibits in minority-based institutions.

    6.AJ Expand audiovisual loan programs to Mreatifflial. imhmrM. professional, youth and
similar groups.

    6.A.4 Initiate teJetoctures on a variety of environmental topics to audiences around the Nation.

    6JL5 Establish a computer bulletin board system to provide a source of information on EPA
programs and activities to community groups.
          Produce educational television programs on a variety of environmental topics and
Agency activities.

                                   APPENDIX  A

                                   Text References
Figure Al   Science and Engineering Pipeline from High School
           through PluD. Degree 	 25

Figure A2   The Changing Labor Force. 1985-2000	 26

Figure A3   EPA Professional Scientists and Engineers, 1979-88	 27

Figure A4   EPA Employee Educational Levels	~	 28

Table A1   EPA Intervention Programs	 29


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                                   APPENDIX  B
                            EPA Scientific and Engineering

Figure Bl   EPA Workforce Composition  	 32

Figure B2   Occupational Breakdown	 33

Figure B3   EPA Male Distribution 	 34

Figure B4   EPA Female Distribution	 35

Figure B5   Educational Levels 	 36

Table Bl   Workforce Composition by Office and Region 	 37

Figure B6   Women and Minorities Distribution by AASHIP	 38

Figure B7   Women and Minorities Distribution by Region	40

Figure B8   Attrition Rate	 42

Figure B9   Women and Minorities in Supervisory Positions		 43

Figure BIO Persons with Disabilities	 45

Figure Bll Persons with Disabilities by Profession	 46




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                                 APPENDIX C

            National Institutes of Health Minority Institutions Program Support


Program Description of MARC & MBRS  	48

    Minority Access to Research Careen (MARC)	 48

    Minority Biomedical Research Support (MBRS) Program	49

                        Program Description of MARC & MBRS
Minority Access to Research Careen (MARC)

    The National Institutes of Health (NIH) help minority institutions train greater numbers of
scientists and teachers in biomedical disciplines through four different mechanisms:

    1)  MARC Honors Undergraduate Research Training Program

        This undergraduate research training program is intended to assist minority institutions in
        training greater numbers of scientists and teachers in health-related fields. The program has
        three objectives: to increase the number of well-prepared minority students who can
        compete successfully for entry into graduate  programs leading to a Ph.D.; to aid  the
        development of a strong biological sciences curriculum; and to strengthen biomedical
        research training programs.

        Support. Selected institutions are given support for junior and senior level honor students.
        The honors program is aimed at significantly improving the research training capabilities
        of minority institutions. Funds are available for research equipment and supplies essential
        to the program, and for stipends, tuition fees, and limited travel costs for the trainees. Each
        institutional grant has a maximum support period of 5 years.
    2)  MARC Predoetoral Fellowship Program

        The MARC Predoctonl Fellowship Program provides support forresearch training leading
        to the Ph.D. degree in the biomedical sciences for selected students who are graduates of
        the MARC Honors Undergraduate Research Training Program.

        Support. An annual stipend is provided as a subsistence allowance to help a MARC fellow
        defray living expenses during the training period. Also, funds are provided per 12-month
        period to the sponsoring institution to help defray mining expenses such as full tuition,
        fees«research supplies, equipment, travel to scientific meetings, and related items.
    3)  MARC Visiting Scientist Award

        The purpose of this award is to provide support for outstanding scientist-teachers to serve
        as visiting scientists at qualifying institutions.  The primary intention is to strengthen
        research and teaching programs in these institutions' health research fields for the benefit
        of students and faculty by drawing upon the special talents of scientists from other
        institutions.  The visiting scientists benefit through the added experience gained  by
        involvement in innovative science education and research development programs.

        Support. Fellowships are awarded for periods of 3 to 12 months. The stipend is determined
        by the nominees' current salary at the institution at which they are employed.  Any
        sabbatical pay or other salary support for the proposed period in residence is taken into
        account. An additional travel allowance may be provided equivalent to round trip coach
        air fare between the visiting scientist's home institution and the sponsoring institution.

    4)  MARC Faculty Fellowship Program

        This program provides opportunities for advanced research training for selected faculty
        members of 4 year colleges, universities and health professional schools with substantial
        enrollments of ethnic minorities. Institutions can nominate faculty to apply for the MARC
        fellowship  to support a period of advanced study and  research mining in graduate
        departments and laboratories as candiates for a Ph.D. degree or for postdoctoral research
        training in specific areas of the biomedical sciences.

        Support.  Individuals may receive up to 3 yean of support The amount of the stipend
        awarded is commensurate with the salary that the individual would normally receive from
        the institution up to a maximum of $25.000. Upon completion of the training, fellows are
        expected to return to their sponsoring institutions to do research and teaching so as to assist
        minority students in preparing for research careers in the biomedical sciences.
Minority Biomedkal Research Support (MBRS) Program

    The purpose of the Minority Biomedical Research Support (MBRS) Program is to further the
NIH's commitment towards ensuring ethnic minority groups an equal opportunity to pursue careers
in biomedical research. The program has 2 major goals:  to increase the number and quality of
minority health scientists; and to strengthen the capability of eligible minority institutions to provide
health career opportunities to their students and to conduct research in the health sciences.

    The program has 4 grant mechanisms for carrying out its objectives: 1) the traditional MBRS
Program Project grant: 2) the undergraduate college grant; 3) the  thematic grant; and 4) the
supplemental grant for shared instrumentation.

Support Through institutional awards, the MBRS Program provides for academic year and summer
salaries and wages for faculty, students, and support personnel needed to conduct a research project.
Other cost categories suppported include: equipment, supplies, travel, and alterations and renovations.

For further information on either program, please call NIH's Officesof Grant Inquiries, at (301)496-

                                  APPENDIX  D

Assistant Administrator
American Association of Retired Persons
Andrew W. Breidenback Environmental Research Center
Deputy Administrator
Equal Employment Opportunity
Environmental Protection Agency
Federal Coordinating Committee for Science, Engineering and Technology
Federal Equal Opportunity Recruitment Plan
Federal Women's Program
Fiscal Year
Greater Leadership Opportunity
General  Schedule
Historically Black Colleges and Universities
Headquarters (EPA)
Minority Access to Research Careen
Minority Biomedical Research Support
Minority Institution Assistance
National Institutes of Health
National Science Foundation
Office of Air and Radiation
Office of Administration and Resources Management
Office of Comptroller'
Office of Civil Rights
Office of Environmental Education
Office of Human Resources Management
Office of International Activities
Office of Management and Budget
Office of Pesticide Program
Office of Program Planning and Evaluation
Office of Research and Development
Office of Science and Technology Policy
Office of Solid Waste and Emergency Response
Office of Water
Prekinderganen Through Twelfth Grade
Research and Development
Regional Administrator
Resident Research Associates
Science Advisory Board
Senior Executive Service
Women in Science and Engineering