United States
Environmental Protection
Agency
Mav 1991
FINAL ACTION PLAN
Minority Academic Institutions
Task Force
U.S EPA Headquarters Library
Mail code 3404T
1200 Pennsylvania Avenue NW
Washington, DC 20460
202-566-0556
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UNITED STATES ENVIRONMENTAL PROTECTION AGENCY
WASHINGTON. D C 20460
v.;; 3 I 1991
THE ADMINISTRATOR
MEMORANDUM
SUBJECT: Action Plan From The Minority Academic Institutions
Task Force (MAI Task Force)
TO: Assistant Administrators
General Counsel
Inspector General
Regional Administrators
Associate Administrators
Staff Office Directors
Last April, I met with the Presidents of several Minority
Academic Institutions (MAIs) to discuss opportunities for
expanding EPA's relationships with these institutions and
establishing more effective partnerships with them. As a result
of the meeting, I created EPA's Minority Academic Institutions
Task Force and charged it to develop cooperative ventures that
would benefit both of us. Specifically, I asked the Task Force
to develop programs under which EPA could support the capacity of
MAI's to conduct environmental research, deliver scientifically
trained personnel and provide public education and outreach. Dr.
John Skinner, Deputy Assistant Administrator for Office of
Research and Development (ORD), has served as Vice Chair of the
Task Force and has coordinated these activities for the past
year.
Due to his leadership and his ability to coordinate the
activities of some very talented people, this task force has
provided insightful and detailed recommendations as to how EPA
can best carry out the goals of the President's Executive Order
12677 and my recent policy statement on equal opportunity.
Therefore, I am taking the opportunity offered by the
presentation of this report to officially appoint John Skinner as
the Chair of the Minority Academic Institutions Task Force. I am
directing him to continue the Task Force for another year to
assure we follow through on the recommendations.
A copy of the MAI Task Force's Action Plan, which describes
its recommendations in detail, is attached. I strongly support
the recommendations contained in this Action Plan. Each of you
should provide regular periodic progress reports on the plans
developed by your offices to expand EPA's relationship with MAIs.
The first such submission will be due September 30, 1991. The
Office of Environmental Education will collect these responses
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for my review. In short order, I expect the Office of
Environmental Education to provide advice, as needed, to assist
you in developing these plans and reports. Lew Crampton,
Associate Administrator for Communications and Public Affairs, is
your point of contact on these responses.
Since publication in 1987 of the President's Task Force
Report on Workforce 2000, we are all becoming increasingly
sensitive to the need to employ more minority scientists and
engineers in our Agency's workforce. To do this, we must find
new and creative ways to attract minority students to the
environmental sciences, create employment opportunities for them
and assure career tracks that will retain them at EPA. The
recommendations from the MAI Task Force provide an excellent
start on these issues. Based on the recommendations of the MAI
Task Force, I am pleased to announce the following programs:
1. SCHOLARSHIPS AND FELLOWSHIPS TO MINORITIES
The Task Force recommended that EPA develop Fellowship and
Scholarship Programs for minorities. Currently there is only a
small graduate/undergraduate fellowship program for minority
institutions managed by ORD. No undergraduate scholarship
program exists.
The President's FY'92 Budget Request would provide an
additional $1 million to increase support to the graduate
fellowship program, for a total of $1.4 million for this purpose.
This would provide for 40 new graduate fellowships each year for
minority students. I am requesting that ORD design this program
to become operational in January 1992 and to assure there are
incentives for the fellows to seek employment with EPA upon
graduation.
Pursuant to the Environmental Education Act of 1990, our new
Office of Environmental Education should develop an undergraduate
scholarship program to include an emphasis on minority students.
The Task Force also recommended that EPA develop a work-
study program specifically related to environmental science and
management. As a result, I recently announced the establishment
of the Environmental Science Management Fellowship Program.
Modeled after the current National Urban Fellows Program, the new
2 year Program would result in a Masters Degree, providing for
between five and ten fellows to spend nine to twelve months
working at EPA. I encourage each office, region and laboratory
to take advantage of this opportunity to sponsor fellows during
the first and succeeding years at a cost of $42,500 per student
per year. I'm asking the Office of Human Resources Management to
take the lead for this program, working with Regional and
Assistant Administrators to determine how many fellows their
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organizations can sponsor.
2. RESEARCH GRANTS AMD EQUIPMENT ACQUISITION
The Task Force recommended an increase in the current
funding of research grants to MAIs, including scientific
equipment acquisition as part of the grant. The Task Force
believes that the current funding levels for research grants to
minority academic institutions is not adequate to strengthen the
research activities, curricula in the sciences and engineering,
or faculty participation in the fields of science and
engineering. Thus, it recommended that EPA make an additional $1
million available for research grants to minority academic
institutions and in addition to provide $500,000 for equipment
acquisition. I am asking ORD to implement this recommendation
beginning in FY-92.
3. MINORITY RESEARCH CENTERS
The Task Force recommended that EPA establish three centers
at MAIs to strengthen research activities, expand curricula in
the sciences and engineering, and attract highly-qualified
faculty participation at MAIs in the fields of environmental
science and engineering. The FY-91 Appropriation Bill authorizes
direct funding to the following universities: l) $2 million was
appropriated for Clark-Atlanta University to increase the
participation of minority scientists, engineers and students in
emergency environmental Super-fund research areas, 2) $400,000 was
appropriated for Southern University at Louisiana to begin work
on a hazardous wastes research center, and 3) $1.9 million was
appropriated to the University of Texas at El Paso consortium for
analysis of possible solutions to the air, water and hazardous
waste problems along the U.S.-Mexican border. This provides the
nucleus for three such centers at minority institutions. I would
like ORD to work with these centers to develop programs as
envisioned by the Task Force.
4. A COOPERATIVE PROGRESSION PROGRAM FROM HIGH SCHOOL TO COLLEGE
The Task Force recommended that EPA establish a program to
build links between high schools and colleges to encourage
students to go into scientific and engineering fields, while
there are several fledgling programs in place at RTF, Cincinnati
and Headquarters, which focus on creating a pipeline between
minority high schools and universities for students interested in
science and engineering careers, there is no coherent or
consistent use of such programs. Such programs should prove
useful in developing a feeder group of talented minority students
for future employment in the Agency. I would like to see each
region and laboratory establish similar programs with minority
institutions in their vicinity, and each AAship to complement
these efforts or develop independent relationships with other
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4
schools. I am asking OHRM to serve as the coordinator and
facilitator for this element.
5. FOSTERING INFORMATION EXCHANGE AMONG MAI FACULTY AND STUDENTS
AND EPA EMPLOYEES
The Task Force found a wealth of knowledge among MAI faculty
members and students and EPA employees which could benefit these
communities. The Committee recommends that formal agreements be
established between individual EPA offices and laboratories and
MAIs, which provide for l) EPA employees to serve as teachers,
mentors, counselors and role models at MAIs and 2) MAI students
and faculty to serve as visiting scientists and staff at EPA
facilities. This pooling of resources should prove mutually
beneficial to both MAIs in learning about EPA programs and to EPA
in informing MAIs about EPA's needs. I would like to see each
region, laboratory and AAship establish such a program with at
least one MAI. I would like the Office of Environmental
Education to coordinate the program.
6. EPA'S MINORITY SUPPORT CATALOG
The Task Force recommended the development of a
comprehensive catalog listing all ongoing activities across the
Agency which support minority institutions. This catalog,
intended for audiences within and outside the Agency, could be
used as a recruiting tool at job fairs as well as for publicizing
career opportunities at EPA for students interested in
environmental science and engineering degrees. I am directing
the Task Force to complete this Catalog by August l, 1991, and to
make its recommendation at that time for the frequency of
periodic updates.
Many thanks to all the members of the Task Force and
especially John Skinner and the committee chairs — Ken Dawsey,
John Wise, Stan Laskowski, Lew Crampton, Mike Shapiro, and Kofi
Bota for their help in this important activity. I am confident
that with the continuing support and innovative ideas from each
of you, your managers, supervisors, and staff members, that we
will succeed in attracting the best students to EPA.
William K. fffe^ly ^/
cc: Deputy Administrator
Attachment
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SUPPORT FOR MINORITY ACADEMIC INSTITUTIONS
AN ACTION PLAN FOR THE ADMINISTRATOR
Prepared by the
Minority Academic Institutions Task Force
U. 8. Environmental Protection Agency
May 1991
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CONTENTS
FOREWORD
Z. CONTENT
II. INTRODUCTION
ill
III. RECOMMENDED ACTIONS 5
SUMMARY OF ALL RECOMMENDATIONS 24
APPENDIX - MEMBERSHIP LIST 29
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IV
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FOREWORD
In June 1990, the Minority Academic Institutions Task Force
(MAI Task Force) was created by Administrator William K. Reilly
to develop an implementation plan for the recommendations
published in the April 1990 Report of the Administrator's
workgroup on Women, Minorities, and Handicapped in Science and
Technology. Additional information is provided in the Background
Section.
The MAI Task Force was comprised of senior managers from
EPA's headquarters and field offices and senior representatives
from several of the nation's Black and Hispanic institutions of
higher education. The objective of the MAI Task Force was to
review the recommendations in the above-mentioned report, select
those which pertained to strengthening minority academic
institutions, and develop a plan of action for those.
recommendations.
This report addresses ways in which EPA can strengthen its
support of minority academic institutions by expanding its
existing programs (grants and fellowships to MAIs) to a greater
number of MAIs. The April 1990 report describes in some detail
these excellent programs and recommends that EPA increase its
financial and staff support and devise greater visibility for the
effort. The MAI Task Force is recommending that these programs
be expanded. It is critical that EPA, and the Federal
government, take the lead in such programs to insure that a cadre
of well-qualified candidates be available for consideration for
future jobs in environmental science and technology.
I'd like to thank each of the members of the MAI Task Force
who participated in this effort and to thank all of the "ad hoc
members" who assisted.
Minorit
H. Skinner, Chair
ademic Institutions Task Force
Washington, D.C.
May 1991
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VI
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I. BACKGROUND
To understand why the Minority Academic Institutions Task
Force (MAI Task Force) was created, it is necessary to understand
the history that led up to it.
•
In 1987 the U.S. Congress passed P.L. 99-383, Section 8,
which established The President's Task Force on Women, Minorities
and the Handicapped in Science and Technology. The President's
Task Force was comprised of members from 15 Federal agencies, one
of which was EPA, and leaders in the private sector and
education. Its purpose was to develop a long-range plan for
broadening participation in science and engineering.
The Task Force held hearings in seven cities around the
country and issued an interim report in 1988 and a final report
II. INTRODUCTION
The Minority Academic Institutions Task Force was comprised
of senior managers from EPA's headquarters and field offices and
senior representatives from several of the nation's Black and
Hispanic institutions of higher education. A list of the members
of the Task Force may be found in the Appendix. The objective
was to. review the recommendations from both of the reports
mentioned earlier, select those which pertained to strengthening
minority academic institutions, and develop a plan of action for
those recommendations.
The first meeting of the MAI Task Force was held in Atlanta
on July 29, 1990. It was co-chaired by Lee DeHihns III, former
Deputy Regional Administrator, Region IV, and John H. Skinner,
Deputy Assistant Administrator for Research and Development. All
attendees agreed that for the MAI Task Force to be successful its
recommendations must be practical and able to be done within the
existing budget constraints. The MAI Task Force also felt very
strongly that there must be a commitment by the Administrator to
such support and that all managers and supervisors must be made
to see the need for implementing these recommendations as part of
their existing responsibilities—not as a momentary priority.
After some discussion it was decided that the best way to reach
the objective of the MAI Task Force was to break into smaller
groups which could focus on the major themes. These became
committees which worked on the major goals identified by the
Administrator's Workgroup. A description of each Committee
follows.
Research and Development Committee
Kofi Bota, Co-Chair
John Wise, Co-Chair
Review and plan for establishing environmental research and
development programs at MAIs for the purpose of developing
within these institutions the research capability to meet
our Agency's future environmental science and regulatory
needs.
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Employment Committee
Ken Dawsey, Chair
Develop strategies and programs that will enhance MAI
recruitment, staffing and retention. Consideration will be
given to programs to stimulate student and faculty interest
in environmental issues and to facilitate future employment
at EPA.
Management Accountability and Institutional Issues Committee
Mike Shapiro, Co-Chair
Stan Laskowski, Co-Chair
Develop a questionnaire, survey each AAship and Region, and
publish a catalog of current Agency activities and support
related to MAIs. Suggest ways to ensure accountability and
ownership of the action plan and suggest offices within EPA
where responsibility for implementation should be located.
Also, determine an effective system or process for
communicating the purpose, needs, objectives and strategies
to the Agency to ensure plan implementation, and consider
any coordination issues that should be addressed during
implementation of the final plan.
Each committee was to review the two reports mentioned
earlier, select recommendations which could 1) be done
immediately with existing resources, and 2) those which could be
done on a longer term basis. Each recommendation was to include:
a project description, the action to be taken, the estimated cost
and the EPA office to be responsible. The next section describes
each project that the MAI Task Force recommends for action by the
Agency.
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III. RECOMMENDED ACTIONS
This section is divided into four categories according to
the Committee structure of the MAI Task Force. For each
recommendation there is a problem description, proposed action,
estimated cost, and EPA office responsible for implementing the
action. While each Committee made long-term recommendations
along with short-term ones, this report highlights only those
which should be increased or started during the next two fiscal
years.
The overall goal of these recommendations is to increase the
quantity and quality of minority students receiving science and
engineering baccalaureate degrees and subsequently entering
graduate study and attaining the Ph.D. in environmental science
and engineering fields convergent with environmental science
employment needs. Therefore, the success of the overall EPA
financial assistantship effort can be measured by the proposed
implemented programs' ability to effect or contribute to
significant quantifiable and quantitative enhancements in
minority science and engineering participation. The MAI Task
Force believes that these recommendations will support this goal.
Education Committee
In addition to the recommendations found in the two reports
mentioned earlier in this report, this Committee also based its
recommendations on some made in the "Strategic Plan for
Establishing The EPA's Environmental Education Program."
In the legislation which established EPA's Office of
Environmental Education, language was included which gave
authorization for EPA to fund academic training grants at
colleges and universities. This opens the door for EPA to pursue
the support for both undergraduate and graduate students and
programs in science and engineering fields relevant to the
environment. This is one of the major recommendations discussed.
The following items are actions which EPA can take
immediately with little or no additional monetary cost to its
existing programs.
1. Curriculum Development
Problem: EPA should begin working with America's minority
colleges and universities to make environmental science related
courses core components of liberal arts and technical degree
programs. Currently relatively few college graduates are'
adequately trained for, or interested in, careers in
environmental professions because they have had limited exposure
to the subject.
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Action: During PY'91 EPA will select three MAIs for a pilot
project to develop new environmental science programs and
curricula or enhance existing programs. To the extent possible,
the curricula already proposed by the HBCU Consortium on
engineering, life sciences, and physical sciences will be
adopted. The MAIs will be selected based on criteria determined
by the MAI Task Force. Ultimately, the goal will be to expand
the results of the pilot project to all four year MAIs.
Cost:
$150,000
Office: Office of Environmental Education should have lead
responsibility. To be successful, each Assistant/Regional
Administrator must participate in program development.
2. Provide Scholarships and Fellowships for Minorities
Problem: Currently EPA has a very limited graduate
fellowship program for minority institutions. No undergraduate
scholarship program currently exists. Under this fellowship
program there is no requirement to remain with EPA upon
graduation. To attract students to EPA and interest honor
students in research careers there must be long-term financial
and mentoring support provided as they continue their
undergraduate programs and pursue graduate degrees. The Research
and Development Committee recommended support for such a program
as its top priority.
Action: EPA must establish a formal National Research
Scholars Program in Environmental Sciences which focuses on
minority institutions. The Program should require participants
to work for EPA during their summer vacation and encourage the
students to make a career at EPA upon graduation. Each Regional
and Research Laboratory should provide funding for the
candidate(s) and provide mentoring and a summer position.
This program should be incorporated into an existing smaller
program administered by ORD—The Minority Fellowship Program.
Each year all MAIs will have an equal opportunity to compete for
these awards which will be based upon merit. The participating
schools will administer all on-campus distribution of award
funding to students.
Over the course of the next year, the Office of
Environmental Education under its new authorities will need to
clarify EPA's role in providing support to undergraduates with
the other agencies who also have responsibility in this area.
Step l - Establish a minimum of 25 two-year research
fellowships at $50K/year at MAIs for graduate level minority
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students using existing authorities within the Office of
Research and Development.
Step 2 - Establish 25 two-year scholarships at
$24K/year at MAIs for undergraduate level minority
students.
Step 3 - Each Assistant/Regional Administrator will be
requested to financially support several scholarships and
fellowships. As part of the requirement for receiving a
scholar/fellow, the receiving office must assign a full-
time mentor who will council and guide the student and
provide summer employment.
Step 4 - In future years additional scholarships and
fellowships should be made available culminating in a total
of 100 fellowships and 100 scholarships per year by the end
of the first four year, cycle.
Cost: Initial Years - $1,850,000 (25x$50,000 per Graduate
Fellow; 25x$24,000 per Undergraduate
Scholar)
Future Years - $7,400,000 (I00x$50,000 per Graduate
Fellow; I00x$24,000 per Undergraduate
Scholar)
office:
Development.
Offices of Environmental Education and Research and
3. Encourage EPA Employees to Teach at MAIs
Problem: EPA and its programs are not well known in the
minority academic institutions and therefore, students are not
attracted to work for EPA.
Action: EPA should work with MAIs to arrange for EPA
employees to serve as teachers, assistants, mentors and role
models in the classroom. At the same time, EPA will develop a
program to encourage its scientists and engineers, as well as
those from other federal agencies and the private sector, to
teach environmentally related courses at MAIs with the specific
goal of bringing more qualified scientists and engineers into
America's workforce.
Step 1 - Encourage and identify EPA employees who are
interested in serving as visiting professors at MAI
campuses.
Step 2 - Formalize the program so that it is included as
part of the volunteer's performance agreement to encourage
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continuation of the program.
Step 3 - Encourage employees to participate in the Inter-
Governmental Personnel Act (IPA) and take developmental
assignments at minority institutions. Employees involved in
such an IPA will be encouraged to seek teaching
opportunities and professorships at MAIs.
Cost: Salary of participating employee(s) and travel
expenses associated with meetings should be borne by employee's
office.
Office: Office of Research & Development to coordinate with
the Human of Resources Management, and Regions
4. Work with Private Sector/ Educators and Environmental
Community to sponsor workshops
Problem: A knowledge of environmental issues and career
opportunities is lacking on the campuses of many minority
academic institutions. Therefore, it is difficult to attract
students to an environmental curricula and the workforce of
scientists and engineers is unavailable.
Action: EPA needs to forge effective ties with industry,
universities, federal government scientists and engineers.
Step 1 - Work with major environmental groups and private
industry to organize environmental conferences, seminars and
workshops on MAI campuses to educate students, faculty and
administrators on current environmental issues and trends.
Step 2 - Co-sponsor annual environmental conferences and
workshops in five cities with a significant minority
population for the purpose of informing minority students,
faculty and administrators about current environmental
issues and trends. Cities recommended: Atlanta, Nashville,
Los Angeles, San Antonio, and Washington, D.C. Various EPA
offices will participate, providing information about their
activities and conducting job interviews. Funding will
come from EPA, environmental groups, and corporations.
Cost: Total: $75,000 {EPA Share: $37,500)
$15,000/Conference (EPA Share: $7,500)
Initial Year: $15,000 for Two Seminars
Office: offices of External Relations, Environmental
Education, Human Resource Management, Civil Rights and Regions
5. create Increased Knowledge About EPA Through Outreach
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Problem: There seems to be little or no knowledge on the
part of students and faculty about EPA programs, EPA's
accomplishments and career opportunities. EPA needs to become
better known. EPA should make an aggressive effort to increase
knowledge and understanding on MAI campuses about EPA programs,
our accomplishments and career opportunities with the agency.
Action: There needs to be a coordinated effort to get EPA's
accomplishments before the public so that students and faculty
are aware of the positive activities performed by the Agency.
Increased knowledge about the agency's positive work may increase
student interest in environmental curricula, EPA sponsored
scholarships, internships and many of the other goals listed
above.
Step l - Develop a brochure on EPA's programs
which would provide an overview of agency goals,
accomplishments, research activities, environmental
protection actions, work of regional offices and research
laboratories, and career opportunities. This brochure could
be used by EPA recruiters as well as distributed to MAIs.
Step 2 - Develop a videotape which shows EPA activities
and various offices which could be distributed to science
teachers at high schools and colleges with large minority
student enrollments. This video may help interest more
minority students to pursue science and engineering related
curriculum and majors.
Cost: $160,000
Brochure - $ 60,000
Videotape - $100,000
(1st printing of 300,000)
(Production)
Office: Office of Environmental Education, Communications &
Public Affairs
6. Annually Produce an EPA Minority Support Catalog
Problem: The agency does not have a single publication
which describes the various activities performed in support of
minority academic institutions. The MAI Task Force conducted a
survey of each EPA headquarters office, region and laboratory and
is compiling a comprehensive catalog. This must be kept current.
Action: EPA should update the EPA Minority Support Catalog
on an annual basis and distribute it to all MAIs and high schools
to publicize the programs at EPA available for students and
faculty.
Cost: $20,000 for initial printing
$75,000 for update, printing & mailing
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Office: Office of Environmental Education.
Employment Committee
This committee looked at ways that EPA could improve its
ability to attract and hire minority employees into science and
engineering positions.
1. Recruitment Barriers
Problem: Current recruitment efforts are not yielding
sufficient gains in the hiring of minority applicants.
Action: The Agency needs to adopt a strategy that will
create more effective recruitment teams at all locations that
will make our recruitment efforts more fruitful. Each team
should be composed of individuals, preferably at the branch level
or higher, who have responsibility for assessing and planning the
recruitment needs of each office as well as have responsibility
for actual recruiting and hiring. EPA needs to 1) adopt those
recruitment and recruitment incentives; e.g., special pay rates,
increased salary for critical positions, variable entry grade
levels, bonuses and travel expenses to name a few> 2) expand its
use of direct hiring authority particularly in entry level
scientific and technical positions for minority groups and 3)
establish incentive systems (i.e. matching FTEs, EEC awards,
etc.) to encourage more commitment from program managers and
supervisors to hire minority applicants.
The following steps have been identified as the means to
reach this end.
Step 1 - Each AAship and Region should form recruitment
teams of senior managers, branch level or higher, with full
authority and responsibility to hire for all entry level
positions.
Step 2 - OHRM should provide training to each AAship's and
Region's team member on the recruitment responsibilities,
interviewing techniques, reporting requirements, etc.
Step 3 - Each AAship and Region should develop a quarterly
recruitment plan that assesses budget needs, targeted
positions, recruitment events, etc.
Step 4 - Each AAship and Region should implement an
incentives system to recognize managers and supervisors who
are successful in meeting hiring objectives.
Step 5 - OHRM should request Direct Hire Authority for EPA
for all scientific and engineering positions at the GS-5 and
GS-7 levels.
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Step 6 - OHRM should strengthen the Agency's network of
recruitment teams by conducting annual seminars on the
recruitment program.
Step 7 - Each AAship and Region should conduct quarterly
meetings with its managers to review the recruitment
program, discuss strategy plans, exchange contacts and
resource information.
Cost: Training and Travel of each participating member of a
given recruitment team would be funded by the sponsoring AAship
and Region. Travel costs for the recruitment teams from the
regions and headquarters offices to attend OHRM-sponsored
training seminars and participate in recruitment trips is
estimated at $50,000 to $70,000 per year.
Office: Office of Human Resource Management, Regions,
Assistant Administrators.
2. Establish a Co-operative Progression from High School to
College Pilot Program
Problem: There is no mechanism which stimulates students'
interest in scientific and engineering fields at EPA during their
early education. High School students should be tutored,
mentored and trained in environmental issues year round to
stimulate interest in scientific and engineering fields.
Action: In affiliation with a local MAI, EPA regions and
offices should initiate a cooperative apprenticeship program in
conjunction with tuition/travel assistance to provide a feeder
group of talented minority students into the agency at an early
age.
The following are steps in accomplishing this
recommendation.
Step 1 - In FY'91 Select 4 to 5 local D.C. high schools to
participate in a pilot program and establish agreements.
Step 2 - Select up to 10 high school juniors or seniors
who intend to pursue science/engineering careers.
Step 3 - Initiate a cooperative agreement with a local MAI
to develop year-round training activities, for the
participating students (i.e. seminars, Saturday academics,
parent/teacher workshops, summer employment at EPA [$6K per
student], and other related activities).
Step 4 - Upon graduation from high school, place student
into Co-op program with guaranteed summer employment at an
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Step 4 - Upon graduation from high school, place student
into Co-op program with guaranteed summer employment at an
EPA facility between high school graduation and college
entry.
Step 5 - Provide college tuition assistance to student up to
$5,000 per semester and travel expenses to duty station for
colleges outside D.C. area.
Step 6 - Provide employment at an EPA facility each summer.
Step 7 - Evaluate program for possible Agencywide expansion.
Cost:
Salary & Expenses: $60,000/year (10 at $6K)
Tuition Assistance/Travel: $100,000/year (10 students at
$5,00O/semester
plus travel
expenses)
MAI Research Apprenticeship
Program for 10 Students: $ 40,000/year
Total Costs: $200,000/year
3. National urban/Rural Fellows Program (NURF)
Problem: The current NURF Program does not include
environmental science management as part of the curriculum. The
current NURF Program is one year and gives college students
support towards a Masters degree in public administration and
ultimately a position with EPA. It is highly focused and aimed
at enhancing the participation of mid-career minority and women
administrators in the upper levels of public sector management
and leadership.
Action: EPA should expand the current NURF Program and
establish a 2-year Environmental Science Management Fellowship
(ESMF) Program based on the NURF model, designed to address
employment needs, specifically related to environmental science
and management of minorities and women at the mid- and upper-
manageraent/research ranks. A planning grant was awarded to The
Urban League, the sponsors of the NURF Program, on September 7,
1990, for these purposes. The next steps include:
Step 1 - Evaluate current NURF 1-year training program and
modify to encourage more EPA offices to participate
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Step 2 - Make the office of Human Resources Management
responsible for managing the Program thereby insuring
IPA participation in the NURF Program. Each AAship and
Region would continue to provide support to the
participants.
Step 3 - Review progress of the planning process for the
2-year Environmental Science and Management Fellowship
Program.
Step 4 - Explore establishment of the ESMF academic program
at a Minority Academic Institution.
Step 5 - Implement Agency ESMF 2-year program:
- suggest funding mechanism(s)
- suggest Agency management home for ESMF program
- encourage agencywide participation
Cost: $175,000 of existing funds for 5 fellows to
participate in current NURF at $35,000 each. $425,000 of
existing funds for 10 fellows in ESMF Program.
Office: Offices of Human Resources Management, Human
Resources Offices in participating regions, participating AAships
4. Hiring of students and Faculty Members From Minority
Academic institutions
Problem: There is not a shared partnership between EPA and
minority institutions which allows for an exchange of personnel.
Thus, minority academic institutions are not aware of EPA's
environmental programs and aren't able to describe EPA's programs
to their students and faculty thereby not reaching potential
employees.
Action: EPA should develop a program to expand the use of
all types of hiring programs as described in the steps below to
attract minorities from both minority and majority institutions.
The strategic use of programs such as cooperative education,
Federal Junior Fellows, summer employment, stay-in-school, EPA
Management Intern and the Presidential Management Intern programs
can provide an important pipeline for EPA. The costs shown for
each program reflect minority hires.
Step 1 - Develop an agency-wide program to expand the use of
all types of hiring programs as described in Steps 2-8.
Program would include the following:
a. Develop a college relations program on all
targeted MAI campuses.
b. Create and distribute ' ;r.terna 1 ly and externally)
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b. Create and distribute (internally and externally)
a marketing package on student and faculty employment
programs.
c. Conduct meetings with EPA managers to establish
hiring strategies for students and faculty from minority
academic institutions.
d. Acquire resource commitment from each AAship and
Regional Office to hire a minimum number of student and
faculty starting with summer of 1991.
e. Establish a system to track activities and measure
effectiveness of minority student and faculty hiring
programs.
Cost: $150,000 to cover development and marketing
of new materials and to establish a tracking system. Costs for
individual programs described below come from the participating
program offices.
Step 2 - Expand Cooperative Education Program (Co-op)
Students may participate at high school, undergraduate and
graduate levels in any fields of study related to work
assignments; any student may participate (i.e., no needs
criteria); students may workpart-time and/or on alternating
schedules; nc FTE ceiling required; EPA may assist students
with tuition and related expenses; 2.5 or higher GPA required;
grade levels may range from GS-1 through GS-9; students may be
easily converted to permanent positions upon completion of
requirements. The recommended ceiling for minority hires is
30%.
Cost: The per position cost of $12,000 is based on a GS-5
salary, plus some travel and training and reflects only the minority
hires.
Initial Year Future Years
Total Positions 100 200
Minority Hires (30%) 30 60
salary & Expenses $360K $720K
Tuition Assistance $300K $600K
($5K/Semester/Hire)
Total $660K $1,300K
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Step 3 - Expand Federal Junior Fellowship Program (PJPP)
Students are selected at high school level and remain in progr,
until completion of undergraduate degree; Students may work
summers, holidays and/or part-time; work assignments must be
related to fields of study; Selectees must meet needs criteria
( i.e., family income must not exceed $35,000); no FTE ceiling
required—Agency assigned separate ceiling by the Office of
Personnel Management (OPM); EPA may assist students with
tuition and related expenses; participants currently over 50%
minority; 2.5 or higher 6PA required; participants enter the
program at GS-2 ; easy conversion to permanent positions.
Cost: The per position cost is $9,000 which is based on a GS-5
base salary and is shown for the minority hires only.
Total Positions
Minority Hires (50%)
Salary & Expenses
Tuition Assistance
($5K/Semester/Hire)
Total
Initial Year
35
18
$162K
$180K
$342K
Future Years
50
25
$225K
$250K
$475K
Step 4. Expanding the Stay-in-School Program
Students may participate at the high school or undergraduate
level; Must meet needs criteria ( i.e., family income cannot
exceed established limits); participants may be assigned routine
work up to the GS-4 level; no FTE ceiling required—Agency
assigned separate ceiling by OPM; students may work up to 20
hours per week and full-time during summers, holidays and
vacations; participants currently over 75% minority.
Cost: The per position cost is $7,000 which is based on a GS-4
base salary and is for the minority hires only.
Total Positions
Minority Hires (75%)
Salary & Expenses
Initial Year
750
563
$ 3.9M
Future Years
850
638
$ 4.5M
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Step 5. Expand Summer Employment Program
High school graduates, undergraduate, graduates and needy youth
may participate; all candidates must compete under 0PM's summer
vacancy announcement, except needy youth and trades and labor
occupation candidates; FTE ceiling is required; summer
work period is between May 13 and September 30; at least 30%
minority selections recommended.
•
Cost: The per position cost is $9,000 which is based a GS-5
salary and is shown for the minority hires only.
Initial Year Future Years
Total Positions 400 450
Minority Hires (30%) 120 135
Salary & Expenses $ 1.1M $ 1.2K
Step 6. Expand Faculty Fellows Program
Faculty from Minority Academic Institutions (MAI's) hired during
the summer; grades generally range from GS-7 to GS-12;
participants 100% minority; FTE ceiling is required.
Cost: The per position cost is $25,000 which is based on a GS-9
base salary.
Initial Year Future Years
Total Minority Hires 20 25
Salary & Expenses $500K $625K
Step 7. Expand EPA Management Intern (MI) Program
Candidates for the MI Program must have completed an
undergraduate degree or be in the final stages of completing
their degrees prior to entering the program; Mi's are
placed on a two-year internship which consists of developmental
assignments (including several rotations) and intensive training;
grade levels range form GS-7 to GS-11; FTE ceiling is required;
at least 40% minority representation recommended.
Cost: The per position cost is a total of $27,000 which is based
on a GS-9 salary of $25,000, plus $2,000 for training and travel. The
amounts shown are for minority hires only.
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Total Positions
Minority Hires (40%)
Salary & Expenses
Training/Travel
Total
Initial Year
25
$250K
$ 50K
$300K
Future Years
30
$300K
$ 90K
S390K
Step 8. Expand Presidential Management Intern (PMI) Program
Highly competitive government-wide program designed to attract
outstanding graduate students; selectees remain in program for
two years and receive formal training and rotational assignments;
hired at GS-9 and 11 levels; may be easily converted to
permanent at end of two years; FTE ceiling is required; at
least 30% minority representation recommended.
Cost: The per position cost of $35,000 is based on a mid-range
GS-9 salary of $30,000, plus $5,000 training and travel costs. The
amounts shown are for minority hires only.
Total Positions
Minority Hires (30%)
Salary & Expenses
Training/Travel
Total
Initial Year
20
6
$180K
$ 3 OK
$210K
Future Years
25
8
$240K
$ 40K
$280K
Research and Development Committee
This committee focused on programs at the graduate level in
minority academic institutions to make available research and
educational opportunities in environmental science.
l. Research Grants Program
Problem: Currently the funding for research grants to
minority academic institutions is not adequate to strengthen the
research activities, curricula in the sciences and engineering or
faculty participation in the fields of science and engineering.
EPA must increase its support to MAIs if it hopes to increase the
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availability of qualified scientists and engineers in the fut
workforce.
Action: EPA must design a competitive program for
solicitation from minority academic institutions to address
science-specific issues relevant to the Agency's risk assessment
and/or risk management processes. Built into the program would
be a means to include qualified scientists with no prior
experience as principal investigators to provide continuity in
the pool of qualified scientists to serve as principal
investigators.
Cost: Reserve an additional $1M out of the current research
grant program for grants to MAls. Currently $800K is reserved
for this purpose. This would provide 5-7 new grants to MAIs at
$140-200K each over three years.
Office: Office of Research and Development
2. Major Equipment and Research Instrumentation Acquisitions
Problem: Minority academic institutions have limited
capabilities to conduct both short and long-term experimental
research in environmental sciences and engineering due to a lack
of major equipment and research instrumentation. This causes the
MAI, in many cases, to be ineligible for research grants through
the competitive process and makes it difficult to attract the
best and the brightest students.
Action: Establish an equipment and research instrumentation
acquisition program which will assist MAIs in strengthening their
capabilities to conduct research.
Step l - Out of the existing grants budget, ORD should set
aside $500K for equipment acquisitions to be awarded as
part of the competitive process to those successful awardees
from an MAI. This would buy three to five pieces of
equipment at a cost of 5100-150K per item.
Step 2 - Develop a formal program document which explains
how the acquisitions grant program operates.
Cost: In initial year, $500K should be set aside. In
future fiscal years, an additional SIM is recommended to be set
aside which would fund approximately 6-10 additional pieces of
equipment.
Office: Office of Research ir.d Development
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3. Establish MAI Research Centers
Problem: EPA has recognized the need to develop a key
minority academic institution as an Academic Center of Excellence
in environmental sciences and engineering. Such a center would
bring together students and faculty members who are trained in
various specific disciplines to interact in the examination of
environmental issues and problems. This would help to expand the
research and teaching capabilities at MAIs which would attract
pre-doctoral students or post-doctoral fellows.
Action: EPA should establish three minority academic
institution centers of excellence in the following areas: 1)
environmental health sciences, biomedical sciences and
toxicology; 2) physical sciences and engineering, and 3)
biological sciences and biotechnology. Each Center should be
funded at $2M each year for three year periods.
In the FY'91 Appropriation Bill, there were two Centers
authorized: l) $2M was appropriated for Clark-Atlanta University
to enhance the participation of minority scientists, engineers
and students in emergency environmental Superfund research areas
and 2) $400K was appropriated for Southern University at
Louisiana to begin work on a hazardous wastes research center.
3) Also in FY'91, $1.9M was appropriated to the University of
Texas at El Paso to create a center-type effort for the analysis
of possible solutions to the air, water and hazardous waste
problems at the U.S.-Mexican border. A public-private sector
consortium, led by the University, representing The Republic of
Mexico, Arizona, Utah, New Mexico and Texas has been formed.
Cost:
FY'91:
$4 . 3M
Future Years: $6M (at $2M per center)
Office: Office of Research and Development
Management Accountability and Institutional Issues Committee
The support for Minority Academic Institutions must become a
part of the day-to-day operation of the ongoing EPA programs.
This Committee focused on structural and philosophical
recommendations to assure that this occurs.
The first activity undertaken was to conduct a survey of all
EPA organizations to .identify any support currently provided to
Minority Academic Institutions. The Committee is in the process
of collating this material for publication and to make it
available in a catalog form. The intent is that this catalog
will be updated on an annual basis. Other activities included
the recommendations described below which are focused on
"institutionalizing" support to XAIs.
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1. Minority Academic Institutions Scientific Program Office
Problem: The support for Minority Academic Institutions
must become a part of the day-to-day operation of the ongoing EPA
programs. As of now, there is no means to ensure that Minority
Academic Institutions are included in all aspects of EPA's
programs.
Action: The committee recommends that a Minority Academic
Institutions Office be established in the Office of Environmental
Education to oversee all of these recommendations in conjunction
with the other offices involved. Once done, it should foster a
more proactive and positive relationship between EPA's offices,
regions and laboratories, and MAIs. The Office should be
designed to provide direct liaison between EPA and these
institutions to allow them full participation in the Agency's
programmatic activities. This should include but not necessarily
be limited to:
l. Providing oversight on all activities identified in
this report to insure that support to minority
academic institutions becomes part of the day-to-day
activities of each EPA organization.
2. Arranging for the appointment of MAI representatives to
the Science Advisory Board, Grants Review Panel and other
appropriate Agency policy and decision-making committees,
panels or boards.
3. Overseeing the creation of a network and effective
working relationship between EPA and those MAIs in proximity
to its regional offices and laboratories.
4. Continuing to publish on an annual basis, the Catalog
of Support to Minority Academic Institutions, which will
be published in 1991 for the first time.
Cost: The cost involved is in establishing the MAI Program
Office and the FTEs to support it.
Office: Office of Environmental Education in conjunction
with all program offices.
2. Management Accountability
Problem: All conscientious managers and supervisors .support
the need to increase support to Minority Academic Institutions in
order to increase the numbers of qualified graduates entering the
science and engineering labor pool. The problem is how to
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provide this support and how to maintain such support as a part
of the day-to-day activities. It must be considered as business
as usual to be successfully incorporated into our daily
attitudes.
Action: It is the Committee's belief that increased
management accountability for the Agency's Minority Academic
Institutions policy will occur when the leadership of each AAship
and Region cleariy articulates support for the effort, provides
the necessary leadership and resources for it, develops effective
plans, communicates expectations to office managers, effectively
coordinates its program with the overall Agency effort in this
area, and provides appropriate recognition for those who make the
program a success. The proposed office in the first
recommendation will insure that the effort is structurally in
place. Each of the following items is recommended as the
philosophy for the Agency managers and will serve as a means for
institutionalizing such a policy.
Step 1. There Must be Management Support From The Top
In addition to the annual policy statement by the
Administrator, support for the Agency's policy on Minority
Academic Institutions must be articulated by each Assistant and
Regional Administrator. This support should take the following
form:
1) a written statement of policy to all managers and
supervisors,
2) assignment of responsibility for the development of the
program and its success to a high level official, preferably
the Deputy Assistant/Deputy Regional Administrator,
3) review of the progress mid-fiscal year and again at year
end by the AA/RA.
Step 2. Each AA/RA Must Have a Well Thought Out Plan
Each AA/RA should create a planning mechanism to design a
focused program which it will develop with a given Minority
institution(s). The plan should indicate which personnel or
dollar resources will be utilized to execute its plan and these
resources should be identified in the budget planning process.
The plan should include mechanisms for ensuring appropriate
coordination with other AAs/RAs. Once finalized, the plan should
be communicated to managers and employees.
Step 3. Accountability Should Be Tied to Specific
Expectations
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Accountability for managerial and supervisory support for
the AA/RA program with these MAIs should be tied to this plan.
Step 4. Managers Need to Have Information About the
institutions
The Agency should develop information about MAIs and their
capabilities to better enable offices to determine what
institutional linkages might work most effectively. This
information should also help to educate managers about the long
and short-term benefits of these linkages.
Step 5. coordination with other AAs/RAs is Critical to
Success
Each AA/RA should participate in the Agency's Campus
Executive Program, operated by the National Recruitment
Coordinator in OHRM, to ensure Agency coordination, with regard
to the development of partnerships with MAIs. This program
identifies a single point of contact for a given MAI by
identifying an EPA employee who is an alumni. This person serves
as the conduit into EPA for the MAI. The Campus Executive
Program concept should be expanded or another mechanism should be
developed to also ensure national coordination of the
developmental aspects of the national program. Those responsible
for the program should report directly to the AA for the Office
of Administration and Resources Management to ensure that the
program receives high level attention and support.
Step 6. Communication is Critical to Success
Successful initiatives with Minority institutions should be
shared as one means of creating greater interest and support for
the program.
Step 7, Successes Help to Increase Commitment
Program relationships with these institutions should be
evaluated by the AA/RA on a regular basis to ensure that
successful initiatives are continually developed and problem
areas are strengthened.
Step 8. Recognition is the Key to continued Support
Recognition should be provided from top management to
managers and supervisors who successfully support the Minority
Academic Institutions program.
Step 9. Cultural Diversity Training Can Be a Useful Tool
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AAs/RAs should support cultural diversity training
initiatives as they develop relationships with Minority Academic
Institutions.
Step 10. Progress Should Be Reported Periodically
Support for the Agency's Minority Academic Institutions
policy should be an agenda item for periodic meetings of top
managers. These could include quarterly management reviews,
annual forums which include the DAAs and DRAs, the annual SES
program as well as any other periodic meetings of top managers.
Each AA/RA should formally report their progress in this area to
the Administrator, at least on an annual basis.
Cost: The cost involved will be in the staff time needed to
establish a Minority Academic Institutions Program Office and in
the FTEs.
Office: Office of the Administrator through the Office of
Environmental Education must hold each AA/RA responsible for the
implementation of a Minority Academic Institutions program in
his/her area.
A concise summary of each of the recommendations begins on
page 24. This completes the Task Force's recommendations for
improving support to Minority Academic Institutions.
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28
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MINORITY ACADEMIC INSTITUTIONS TASKFORCE
PARTICIPANTS
Dr. John H. Skinner, Chair
Deputy Assistant Administrator
Office of Research & Development
Dr. Kofi Bota, Vice Pres. *
Research & Development
Clark Atlanta University
Nathaniel Scurry
Director
Office of Civil Rights
Dr. Frederick S. Humphries
President
Florida A&M University
Stanley L. Laskowski *
Deputy Regional Administrator
Region III
Dr. Diana Natalicio
President
University of Texas, El Paso
Robert Springer
Assistant Regional Administrator
for Planning and Management
Region V
Dr. Antonio Rigual
President, Hispanic Assoc.
of Colleges & Universities
Joe D. Winkle
Deputy Regional Administrator
Region VI
Dr. Robert L. Ford, Dir.
Ctr. Energy/Env. studies
Southern University at
Baton Rouge
John C. Wise *
Deputy Regional Administrator
Region IX
Dr. Curtis Ross
Visiting EPA Scientist
Talladega College
Dr. Michael Shapiro *
Deputy Assistant Administrator
Office of Air & Radiation
Cesar Tremble
Hispanic Assoc. of Colleges
& Universities
Lewis Crampton *
Associate Administrator for
Off. of Comm. & Public Affrs.
Dr. Richard Bright
Visiting EPA Scientist
Clark Atlanta University
Kenneth Dawsey *
Director
Office of Human Resources Mgt.
Dr. August Curley
Visiting EPA scientist
Clark Atlanta University
^Denotes Committee Chair/Co-Chair
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Nam«/Titl«
Dr. Kofi Bota *
Vice President for
Research & Sponsored Programs
Dr. Frederick S. Humphries
President
Dr. Diana Natalicio
President
Dr. Antonio Rigual
President
Robert L. Ford
Director
Ctr. for Energy & Environ. Studies
Curtis Ross
Visiting Scientist
Cesar Tremble
Richard Bright
Visiting Scientist
August Curly
Visiting Scientist
Stephen Riter
Edgar Thornton
Michael O'Reilly
Acting Director
Ann Goode
Management Analysis Officer
Robert Knox
Organization
Clark Atlanta University
Florida ASM University
University of Texas
El Paso
Hispanic Association
of Colleges and
Universities (HACU)
Southern University
Baton Rouge Campus
Talladega College
Talledega, Alabama
Hispanic Association
of Colleges and
Universities (HACU
Clark Atlanta University
Clark Atlanta University
University of Texas
El Paso
Office of Policy,
Planning & Evaluation
Ofc. of Environmental
Education
Office of Air & Radiation
Office of Solid Waste i
Emergency Response
*Committee Chair/Co-Chair
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Name/Title
Clarice Gaylord
Associate Director
Patrick Tobin
Deputy Regional Administrator
Organization
Office of Human Re sou'
Management
Region IV
* 8 2006
31
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