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Appendix B Model for Partnership with HBCU As noted above, three spirals will be the focus of the NAVSEA initiative over a ten year time frame: “Plant” (2007-2009), “Nurture” (2010-2013), “Produce” (2014-2017). These will evolve as momentum is gained through the initiatives and activity sets described in the paper. Essential to laying the foundation for success will be to coordinate current and evolving initiatives throughout the NAVSEA organization and build links to broader, related Naval Enterprise activities. Additionally, the outreach and engagement activities described above will provide the core set of activities in the short term to leverage existing resources until additional resources can be programmed. To begin the process, NAVSEA will develop its partnerships with AMIE and the Timbuktu Academy to leverage existing and proven process models as noted below. Engagement Plan with Academia AMIE is a coalition of industry, government agencies and the Accreditation Board for Engineering and Technology (ABET)-accredited HBCUs Schools of Engineering. It seeks to forge corporate/academic alliances that serve to promote and support quality engineering programs. AMIE’s vision is to be “the premier organization that develops industry, government and university partnerships to achieve diversity in the engineering workforce.” AMIE develops partnership through a process that includes: • Identifying HBCUs that best match partnering requirements based on vision, goals, and expectations. • Identifying and making initial contact to provide a foundation for a strong working relationship. • Assisting in the writing of a “Memorandum of Understanding” to formalize the partnership and provide a written action plan and mutual expectations. • Providing follow-up assistance as needed. • Sharing “Best Practices” with members. B-1

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The Timbuktu Academy resides at Southern University, Baton Rouge. It is funded by the Department of the Navy, Office of Naval Research (ONR) and was established in 1990 to mentor undergraduate physics majors. Pursuant to funding by ONR, in 1993, the Academy moved from a demonstration stage to one of national-model status; included pre-college programs; and recruited majors in other fields, with emphasis on engineering and chemistry in addition to physics. They apply the developmental process as a scientific process in itself and use specific measures including journal publications to validate its efficacy and utility. Specific objectives of The Timbuktu Academy that may be expanded upon by this NAVSEA initiative include: • Produce 50 well-trained Bachelor degree holders in Engineering, Physics, Chemistry (EPC), and other sciences and to guide these graduates to the successful pursuit of advanced degrees (i.e., Ph.D.); • Produce and disseminate new knowledge in science, mathematics, engineering and in education/mentoring; • Render professional services to the educational, private, and other communities through publications, presentations, and consulting. To date, the Timbuktu Academy has supported over 147 students to complete undergraduate studies with over 92 going on complete graduate degrees. Additionally, over 1675 pre-college students have completed The Timbuktu Academy’s summer enrichment programs. Other areas that The Timbuktu Academy offers as linkages to NAVSEA’s initiative includes a framework that provides: • Systemic Mentoring Activities • Communication Skills Enhancement • Financial support • Conduct Of Specific Research Projects • Scientific Advisement • Tutoring • Generic Research, Literature Searches • Enhancement Of Computer/Tech. Skills B-3

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• Guidance To Graduate School • Monitoring • Immersion In A Professional Culture Additional advocates for HBCUs/MIs and development of a diverse STEM workforce have been identified and are looked at as prospective additional partners. B-3