Review of the Naval Sea Systems Command (NAVSEA) Draft Memorandum NAVSEA's 21st Century Engagement, Education, and Technology Initiative (2008) / Chapter Skim
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PRIMARY RECOMMENDATIONS
PRIMARY RECOMMENDATIONS
Pages 3-8
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share in the global supply of science and engineering talent, any policy that restricts agencies involved in R&D and national security issues to U.S. citizens risks lowering the productivity of those agencies relative to what it would be if, like the major multinationals, they globally searched for the best candidates for jobs." Richard Freeman, Globalization of the Scientific/Engineering Workforce and National Security, pp.
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Examples include the joint NAVSEA/ONR National Naval Responsibility for Naval Engineering (NNRNE) program8 and the SeaPerch program9, the latter of which provides hands-on underwater robotics experiences for K-12 students and has been largely supported by NAVSEA and ONR.10 Similarly, the Human Powered Submarine (HPS)
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There is a strong trend today for corporations to take on more community responsibility. 11 An alternative model would be to actively recruit educational institutions willing to send their high school or undergraduate students to conduct experiments at the Navy laboratories.
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14, SMART fellowships15, the ONR Summer Faculty Leave/Sabbatical Leave program16, and the HBCU Future Engineering Faculty Fellowship Program,17 and the Krell fellowships at the Department of Energy (DOE) , which require internship work at a DOE laboratory and include annual conferences for awardees.18 In addition, the Navy itself has several internship/fellowship programs targeting minorities, high school, college, and graduate students, and faculty.
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The 11 AMIE schools, representing about three percent of all engineering schools in the country, enroll and graduate between 25 percent and 30 percent of all African Americans who receive baccalaureate degrees in engineering each year, and have begun to award a growing number of the graduate degrees awarded annually to this population. NAVSEA has appropriately elected to pilot its program where there is a critical mass of both students and programs.
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High quality professional development includes multiple components: long-term opportunities to experiment with ideas in classrooms and reflect on those experiences; materials that are aligned with standards and assessments; early and steady "buy in" by teachers; materials focused on student learning of specific content; grounding in research and clinical knowledge of teaching and learning; facilitated collaboration among teachers both within and across schools; use of existing teacher expertise to plan activities and cultivate leaders: and mechanisms for garnering support from principals. Such programs focus on good practices and provide teachers with active learning opportunities, to build teachers' content knowledge and pedagogical skills.
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