campuses and increased involvement in high school and summer programs, as well as regular meetings with young investigators, postdoctoral researchers, and female scholars. This outreach will also increase the visibility and presence of ONR on college campuses. Performance reviews should reflect individual program officers' success at meeting these goals.
ONR should realign its corporate programs to provide a continuum of educational opportunities from high school through postdoctoral study.
For all potential students and young researchers, but for underrepresented groups especially, a continuum of support, from one educational level to the next and into one's early career, is important. The committee's impression is that the efforts made by ONR at the high school level, for example, are not followed through with any substantial programs at the undergraduate level. Similarly, graduate students with ONR or NDSEG fellowships are not necessarily connected in a systematic way to postdoctoral or other research opportunities. ONR needs to be visible and active at each level in the educational process. The effectiveness of funds invested at one stage can be amplified by channeling some of the same students through multiple levels of ONR programs. In addition, academic year programs can be leveraged by providing recipients with follow-up internships or summer jobs at Navy facilities. At the very least, students who receive ONR funding should be made aware more systematically.
The greatest break in support seems to come at the undergraduate level. Except for awards to the HBCUs/MIs and the occasional undergraduate who participates in a principal investigator's research grant under AASERT, ONR funds nothing at this level. The committee recommends that ONR consider creating undergraduate scholarships or a summer intern program at selected universities or Navy laboratories.
ONR should use broader criteria for recruitment and selection.
As with employment decisions, it is easy in fellowship or research programs to fall back on two or three quantitative measures of potential success such as grades and test scores or, at a more advanced level, to rely solely on the opinions of trusted colleagues. Such methods of recruiting and selecting participants for these programs can, however, eliminate strong candidates from consideration. In the first instance, those eliminated candidates may not have the highest quantitative measures of success, even though they show great potential or evidence of success in other ventures. In the second instance, they are seldom known to a group of peers that consists primarily of white males. Several of the recommendations about recruitment and hiring for ONR's work force in Chapter 4 can be adapted for use in these programs.