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Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes (2022)

Chapter: 2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions

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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
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2

The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions

Through an intentional commitment to supporting student success, especially for U.S. students of color, Historically Black Colleges and Universities (HBCUs) and other minority institutions (MIs) can support the Department of Defense (DoD) in achieving its mission by providing a well-educated, diverse pool of talent. This chapter provides an overview of HBCUs, Hispanic-Serving Institutions (HSIs), and Tribal Colleges and Universities (TCUs); the spectrum of their research capacity; and their contributions to the U.S. science, technology, engineering, and mathematics (STEM) workforce.

HBCUS AND OTHER MIS

As detailed below, HBCU/MIs vary greatly in terms of institutional missions and priorities, history, size, location, and resources. Their research portfolios also range in terms of activity and objectives. At the same time, they share some significant characteristics:

  • While they educate a relatively small total number of students of color in proportion to all U.S. institutions of higher education, they have a disproportionately large impact on the pathway to graduate study and the STEM workforce.
  • They prioritize a culture of serving students who are often the first generation in their families to enroll in postsecondary education.
  • They receive less federal, state, and local funding, as well as have smaller endowments and other private investments, than non-HBCU/MIs.
  • They promote the importance of service to community among students, faculty, and staff.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
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Understanding both the commonalities and differences among HBCUs and other MIs, rather than assuming a one-size-fits-all group of institutions, can assist DoD in being more strategic and intentional in its outreach and research engagements.

Historically Black Colleges and Universities

HBCUs are defined in law as “any historically black college or university established prior to 1964, whose principal mission was, and is, the education of Black Americans.”1 Currently, more than 100 accredited HBCUs, public and private, enroll almost 300,000 students, approximately 80 percent of whom are African American and 70 percent from low-income families. Located in 19 states, Washington, DC, and the U.S. Virgin Islands, these institutions share a common goal in preparing and empowering African American students to succeed in higher education (UNCF, 2017).2

Role and Impact of HBCUs in Educating Black Students in STEM

HBCUs demonstrate disproportionately high success in graduating African American students, particularly in STEM fields, and producing a disproportionately large percentage of African American students who go on to earn doctoral degrees in STEM fields (NASEM, 2019). While HBCUs enroll about 10 percent of African American undergraduate students, recent estimates have found that they account for 17 percent of all bachelor’s degrees and 24 percent of STEM bachelor’s degrees earned by African American students (Saunders and Nagle, 2019). Among the top 10 baccalaureate institutions that sent Black or African American undergraduates to earn science and engineering doctorates between 2015 and 2019, six were HBCUs (NSF, 2019).3 It is important to highlight the success HBCUs have had in recruiting and graduating undergraduates in STEM disciplines and introducing them to research, in some cases defense-related research, as undergraduates. Graduates in STEM disciplines from HBCU/MIs serve as a vital resource to help diversify the future academic, industrial, and government STEM workforce upon which DoD will depend. The success of HBCUs in educating African American students has been attributed to the institutions’ strong academic and social support networks, culturally responsive teaching approaches, and dedication to maintaining an institutional culture of success (NASEM, 2019).

Comments from the focus groups convened by the committee (see Chapter 5) endorsed the contributions of this culture. For example, one HBCU faculty

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1 Higher Education Act of 1965, Pub. L. No. 89-329 (1965).

2 The use of the terms African American or Black in this report is based on the terminology included in the cited study.

3 See https://ncses.nsf.gov/pubs/nsf21321/data-tables.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
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member who was interviewed commented that for HBCUs, “maintaining education and community development is a core element of their vision and mission, and student development is a primary research goal.” Other faculty reported that an impetus behind providing research opportunities to students is to better prepare them to enter the job market and positively impact their communities. Box 2-1 highlights Prairie View A&M University as an example of an HBCU’s strides in expanding its science and technology (S&T) research capacity.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
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Financial Landscape

All institutions of higher education are funded through various revenue streams, including public sources (federal and state support, contracts, and grants); private investments (alumni gifts and other fundraising); tuition and fees; and other income (e.g., commercial spin-offs or businesses) (Williams and Davis, 2019). However, because of the unique profile of HBCUs’ student bodies and historical inequities in funding, many HBCUs are constrained by fewer sources of revenue and rely on public funding more than non-HBCU/MIs (NASEM, 2019).

Public HBCUs receive state support in the form of general purpose, research, agricultural, and medical education appropriations. Most states provide student financial aid based on need, but many also offer assistance on the basis of academic merit, or some combination of both (PCT, 2019). State support to HBCU public colleges and universities dropped steeply after the 2008 financial crisis and has never returned to pre-2008 levels. Furthermore, disparities between state support to HBCUs and other institutions have persisted despite legal action brought in at least 12 states (e.g., Ayers v. Institutions of Higher Learning in Mississippi [U.S. DOJ, 2001]; Maryland Higher Education v. Maryland Higher Education Commission [Shwe, 2021]).

More than 75 percent of students at HBCUs rely on Pell grants, and nearly 13 percent rely on federal Parent Loan for Undergraduate Students (PLUS) loans to meet their college expenses (TMCF, 2019). Colleges and universities also receive funding from the federal government through the Higher Education Act, but federal funding per full-time-equivalent student not only has declined since 2003 but also is lower for students at private HBCUs than for students at non-HBCUs (Williams and Davis, 2019).

In terms of federal research funds, historically, HBCUs have received disproportionately fewer federal research dollars than predominantly white institutions. Between fiscal year (FY) 2010 and FY 2020, of the $67 billion in total S&T funding awarded to more than 1,100 institutions of higher education, only $396 million (0.6 percent) was awarded to HBCUs. This disparity widens when focusing on DoD-specific funding, as detailed in Chapter 4.

Philanthropic funding from endowments and other private investments also lag at HBCUs, despite some recent high-profile donations (e.g., Redden, 2021). In 2020, the 10 largest HBCU endowments totaled $2 billion, compared to more than $200 billion across the top 10 non-HBCU/MI endowments. The combined endowment for all HBCUs in the country in 2019 was a little more than $3.9 billion. By contrast, New York University alone had an endowment of $4.3 billion that year (Broady, Perry, and Romer, 2021).

Another potential source of income for institutions of higher education is auxiliary income. A commissioned paper for this committee surveyed 25 research-intensive and “emerging research” HBCUs and found that several received royalty-like auxiliary funding as a result of commercialized research. However, while many of them have policies on the books related to intellectual property

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
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and patents, due to capacity issues, those policies were not always current and relied on outdated guidance. The commissioned paper also found that even selected “intensive research HBCUs . . . are not currently optimizing opportunities for technology commercialization” and therefore are not able to maximize their income potential (McCrary, 2021).

HISPANIC-SERVING INSTITUTIONS

The Higher Education Act of 1992 defined HSIs as two- or four-year nonprofit institutions with at least a 25 percent Hispanic undergraduate full-time-equivalent enrollment and a high proportion of students with financial need. In 2020, about 540 institutions across 27 states; Washington, DC; and Puerto Rico were designated as HSIs (Excelencia in Education, 2020). It should be noted that the committee’s statement of task defines its emphasis to be on MIs with at least 50 percent minority enrollment threshold. Therefore, not all HSIs are MIs, since some HSIs’ Hispanic enrollment is below 50 percent. However, given the lack of specific data on Hispanic-related MIs, the data in the section below focus on all HSIs.

Similar to HBCUs, HSIs vary considerably in size and focus. The majority are public, and 54 percent are four-year and 46 percent are two-year institutions (Excelencia in Education, 2020). The total number of HSIs is continually increasing as national demographics change, with about 350 additional institutions across the country on the cusp of reaching 25 percent Hispanic enrollment.

Role and Impact of HSIs in Educating Hispanic/Latinx Students in STEM

HSIs constitute 18 percent of all institutions of higher education but educate 67 percent of enrolled Latinx students in higher education (Excelencia in Education, 2020). They are more likely to educate students from historically disadvantaged backgrounds, including students who are first-generation and/or from low-income households. About half of Hispanic undergraduates are enrolled in two-year institutions. A National Science Foundation–supported study noted the potential embedded in that number, finding that two-year HSIs are key partners in articulations that move Hispanic students into baccalaureate programs. The baccalaureate HSIs have strong pools of Hispanic STEM undergraduates for graduate program recruitment (HACU, 2020), and many of these students move on to the roughly 235 HSIs that offer graduate programs (Excelencia in Education, 2020) or to non-HSIs. Among the top 50 schools that send Hispanic students with bachelor’s degrees on to STEM PhDs, 18 are HSIs (HACU, 2020). Several of these have intentionally strengthened their research capabilities in recent years. The committee heard from leadership at one of these institutions—University of Texas at El Paso (UTEP) (Box 2-2).

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

Financial Landscape

Federal, state, and local appropriations to postsecondary education are the most significant public investment in HSIs, representing 46 percent of revenue at public four-year HSIs and 71 percent at public two-year HSIs (Nellum and Valle, 2015).

Several federal programs have invested in building STEM infrastructure at HSIs. The 2017 Consolidated Appropriations Act outlined the need for an HSI program to build capacity at institutions that do not typically receive high levels of National Science Foundation grant funding, and the American Innovation and Competitiveness Act of 2017 directed the National Science Foundation to award competitive, merit-based grants to HSIs to enhance the quality of undergraduate STEM education, and to increase retention and graduation rates for students seeking associate and bachelor’s degrees in STEM.4 In addition, the HSI Science, Technology, Engineering, and Mathematics and Articulation Program (HSI STEM) was a competitive grant program funded with annual mandatory appropriations through FY 2019 through the U.S. Department of Education (CRS, 2017). But funding disparities in STEM infrastructure continue, which impacts student and faculty research opportunities (HACU, 2020). The committee noted that there is no HSI-specific STEM investment program in DoD; rather, DoD investments for HSIs are included, without special preference or quota, within the targeted DoD HBCU/MI programs.

As with HBCUs, state funds are a significant source of revenue for public HSIs. The decrease in state and local funding for postsecondary education poses a significant challenge for HSIs, as they may be unable to generate enough revenue to offset the decrease in public funds. Furthermore, the current gap in per-full-time-equivalent student funding creates a significant financial disadvantage for HSIs (Nellum and Valle, 2015).

Importantly, revenues from tuition and fees were lower at HSIs than other institutions, and income from private giving and endowments represented a smaller percentage of revenue raised by HSIs. The “ability of HSIs to raise tuition and endowment revenue is constrained by the financial circumstances of the communities and students they serve” (Nellum and Valle, 2015).

TRIBAL COLLEGES AND UNIVERSITIES

The core mission of TCUs is to provide higher education to American Indians through programs that are “locally and culturally based, holistic, and supportive” (AIHEC, 2021). Navajo Community College (now Diné College) was established in 1968 in Tsaile, Arizona, as the first tribal college, and in 1994 TCUs received recognition as federal land-grant institutions. TCUs are chartered

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4 Explanatory statement of Consolidated Appropriations Act, Pub. L. No. 115-31 (2017). American Innovation and Competitiveness Act of 2017, Pub. L. No. 114-329 (2017).

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

by their respective tribal governments. Currently, there are 37 institutions (15 four-year and 20 two-year accredited institutions, and two developing/emerging institutions) supporting a very explicit mission to sustain tribal culture, traditions, and languages while bringing education, social, and economic opportunities to American Indians (Appendix D; AIHEC, 2022). The institutions operate more than 75 campuses and sites, mostly on reservation or federal Indian trust land in rural areas (AIHEC, 2021).

Role and Impact of Educating Native American/Alaska Native Students in STEM

Although no TCU offers a Ph.D. program, most TCUs offer STEM and/or computer science and technology courses. These institutions offer opportunities to DoD in several ways. First, many programs provide hands-on research opportunities to students, which is a significant contributor to instilling interest in further STEM study (NASEM, 2019). In addition, some TCUs have built partnerships with proximally located government labs and installations or other federal facilities. Another benefit may come from TCUs, teaching and research focus on culturally relevant issues, including climate change, resource management, and appropriate use of technology—areas with clear relevance to DoD research interests. Navajo Technical University provides an example of the potential of TCUs to support DoD objectives (Box 2-3).

The National Science Foundation’s Tribal Colleges and Universities Program is currently the primary federal program that supports building STEM-related capacity at TCUs. For example, with support from the National Science Foundation, Salish Kootenai College in Pablo, Montana, has established the Indigenous Research Center, which “seeks to diversify scientific thought and advocates that an Indigenous experience and approach to science is novel and innovative” (Pete, 2020). The National Science Foundation also supports the Native Science Report, which was originally launched to focus on the agency’s programs but has since expanded to connect TCUs with other research opportunities and research trends.5 The committee noted that there is no TCU-specific STEM investment program in DoD; rather, DoD investments for TCUs are included, without special preference or quota, within the targeted DoD HBCU/MI programs.

Financial Landscape

As reported by the American Indian Higher Education Consortium, the reservations where most Tribal Colleges are located face high unemployment rates, income disparities when compared with the general U.S. population, and educational and economic challenges. Nearly 80 percent of students receive federal

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5 See www.nativescienceerport.org.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

financial aid, and nearly half are first-generation college students (AIHEC, 2021). One-third of TCU students are single with children, and most students—and many faculty—suffer from food and housing insecurity.

TCUs receive federal support for each American Indian student but receive less federal support than authorized under law (an average $8,303 per American Indian student versus the authorized level of $9,937). They receive little or no support from tribal governments, which have their own funding challenges, and state support is generally received only for the non-Indians who are enrolled in TCUs (AIHEC, 2021). The median endowment at TCUs is $2.4 million.

TWO WAYS TO VIEW RESEARCH ACTIVITY

The statement of task asked the committee to consider HBCU/MIs’ classification on the Carnegie Classification of Institutions of Higher Education,6 best practices for elevating covered institutions to R2 or R1 status (doctoral universities with high or very high research activity), and HBCU/MIs’ current and potential contributions to defense-related research. In addition to considering Carnegie classifications, the committee developed a complementary classification of research activity against which to consider current and potential defense research and workforce contributions across the HBCU/MI landscape.

Carnegie Classification System

The Carnegie classification, created in 1970, categorizes U.S. colleges and universities into seven groups, based on the highest degree the institution confers, the number of those highest degrees conferred each year, and other measures specific to each classification. The seven classifications (each with sub-classifications) encompass the following:

  • Doctoral universities: Institutions that confer at least 20 doctoral degrees annually and have at least $5 million in total research expenditures, or award at least 30 professional practice doctoral degrees in two or more programs (469 institutions)
  • Master’s colleges and universities: Institutions that confer at least 50 master’s degrees and fewer than 20 research doctoral degrees annually (667 institutions)
  • Baccalaureate colleges: Institutions where baccalaureate or higher degrees constitute at least 50 percent of all degrees awarded, and that award fewer than 50 master’s degrees each year (532 institutions)

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6 The Carnegie Classification of Institutions of Higher Education finalized an updated classification of higher education institutions in 2022. The classification can be accessed at https://carnegie-classifications.iu.edu/downloads.php.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
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  • Baccalaureate/associate’s colleges: Four-year colleges (with at least one baccalaureate degree program) where associate’s degrees constitute at least 50 percent of all degrees awarded (202 institutions)
  • Associate’s colleges: Institutions that award only associate’s degrees (949 institutions)
  • Special focus institutions: Institutions where at least 75 percent of the degrees are in a single field or closely related fields, such as art, engineering, or business (1086 institutions)
  • Tribal colleges and universities: Institutions that are members of the American Indian Higher Education Consortium

Within doctoral universities, the Carnegie classification distinguishes among R1 (very high research activity), R2 (high research activity), and D/PU (doctoral/professional) universities based on four main criteria: (1) research and development expenditures in science and engineering fields; (2) research and development in non-science and engineering fields; (3) science and engineering research staff; and (4) doctoral conferrals in humanities, social sciences, STEM, and other fields. Importantly, there is a significant difference—more than an order of magnitude—in median expenditures between R1 and R2 universities: R1 institutions’ median science and engineering research and development expenditures are $273,789 compared to $22,170 at R2 institutions. The median number of science and engineering doctoral students is 158 at R1s, compared to 17 at R2 institutions.

Among the types of MIs, doctoral universities are found in HBCUs and HSIs. Eleven HBCUs are classified as R2 institutions and none are R1. Fifteen HSIs are classified as R1 institutions, although only three of these are MIs (having at least 50 percent Hispanic enrollment): Florida International University, UTEP, and University of Texas at San Antonio.

The committee found a range of priorities among MIs regarding their degree of focus on research. It heard from several institutions that have demonstrated research success and are actively seeking to transition to the R1 level. (See Chapter 5 for some strategies they are employing.) Other institutions, especially those without doctoral programs, have purposefully prioritized teaching and preparation of their students to enter the workforce. Given this range of priorities, the committee developed a complementary spectrum of research activity against which to consider the potential defense research and workforce contributions across the HBCU/MI landscape, described below.

Table 2-1 shows the total numbers of HBCUs and MIs within Carnegie categories and the percentage that they represent of all institutions within that category. For example, 39 HBCU/MIs are doctoral universities, which is 8.31 percent of all doctoral universities.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

TABLE 2-1 HBCU/MIs Across Carnegie Classifications

Carnegie Classifications
Doctoral Universities
Category Number of Institutions
R1 3
R2 20
D/PU 16
Total HBCU/MI doctoral universities and the percentage of all doctoral universities 39/8.31%
Master’s Colleges and Universities
Category Number of Institutions
Larger 38
Medium 24
Small 23
TOTAL HBCU/MI master’s institutions and percentage of all master’s institutions 85/12.7%
Baccalaureate Colleges
Category Number of Institutions
Sciences-focus 27
Diverse fields 64
Baccalaureate/associates (associate dominant) 24
Baccalaureate/associates (mixed) 15
TOTAL HBCU/MI baccalaureate institutions and percentage of all baccalaureate institutions 130/17.7%
Tribal Colleges and Universities/Baccalaureate and Associates
Category Number of Institutions
Four-year 15
Two-Year 20
TOTAL Tribal Colleges and Universities 35
Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
Associate’s Colleges
Category Number of Institutions
High transfer 74
Mixed transfer 40
Career and technical 48
TOTAL HBCU/MI associate’s institutions and percentage of all associate’s institutions 162/17.0%

NOTE: Special focus institutions (21 four-year and 4 two-year) are not included in the table, nor are two TCUs that are considered developing/emerging.

SOURCES: For a full list of the HBCUs and MIs in each Carnegie category, see Appendix D. For a listing of all institutions of higher education and their Carnegie classifications, see https://carnegieclassifications.iu.edu/listings.php.

The Carnegie classification system makes no judgments or rankings on the relative quality of institutions within each classification, nor does it imply that bigger is better, noting that “our classifications identify meaningful similarities and differences among institutions, but they do not imply quality differences.”7 In the committee’s view, however, the Carnegie “quality/importance” disclaimer may not be universally appreciated. In practice, classification levels may impact certain funders’ perception of an institution’s ability to perform. The committee found in its interaction with several HBCU/MI researchers that they perceive their institution’s Carnegie classification may put them at a disadvantage.8

Many institutions intentionally seek to “move up” in the rankings for a range of reasons. For example, the provost of UTEP (see Box 2-2) said that one of the motivations for UTEP to gain R1 designation was to attract faculty who want to work in its mission-focused environment. The vice president of research at Howard University noted at one of the committee’s public sessions that he was hired with the goal of working to transition the institution from R2 to R1. He said that his experience at another institution of higher education showed that moving from R2 to R1 changed the entire research culture and greatly increased the amount of support available to students, noting that “[R1] impacts the faculty and students you can recruit and the partnerships you can perform.”9

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7 See https://carnegieclassifications.iu.edu/links.php#faq.

8 Note: Specific Carnegie classifications (e.g., R1, R2) are not a criterion for DoD proposal submission or selection.

9 Data collected at the committee’s public session held on February 16, 2021. For more information, please visit https://www.nationalacademies.org/event/02-16-2021/defense-research-at-historically-black-colleges-and-universities-and-other-minority-institutions-meeting-3.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

Spectrum of Research at HBCUs and MIs

In hearing from the presenters at the public workshops, focus group participants, and other sources, the committee recognized that the level of experience to secure and manage sponsored research and the robustness of research infrastructures vary widely among HBCU/MIs and often exhibit significant heterogeneities within the same institution. Institutions’ experiences range from lacking experience in sponsored research, to having experience with federal agencies other than DoD, to having experience with DoD grants from multiple sources but little experience with contracts, to having significant experience with both grants and contracts.

With these considerations in mind, the committee offers Figure 2-1 as a general depiction of the spectrum of research spanned by HBCU/MIs throughout the United States and its territories.

As Figure 2-1 indicates, “undergraduate-centric” characterizes an HBCU/MI that enrolls a high percentage of U.S. citizens as undergraduates, prioritizes teaching and students’ learning, cultivates culturally strong ecosystems, and is not actively engaged in research or other DoD-funded projects. The other categories encompass the attributes of undergraduate-centric HBCU/MIs along with greater research infrastructure and an increasing degree to which an institution secures

Image
FIGURE 2-1 Generalized depiction of the research spectrum of HBCU/MI institutions.
Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

grants and DoD funding. Specifically, institutions that identify as “research-engaged” have all of the undergraduate-centric attributes, and, in addition, they have attracted some DoD funding, mostly related to DoD workforce goals, and have some activity in securing grants from other federal and private sources. Institutions that identify as “research-active” or “highly research-active” are research institutions that have made increasing progress in building their infrastructure elements (introduced in Figure 1-1 and described more fully in Chapter 5), have secured some or significant DoD research funding, and are active or highly active in securing grants from non-DoD federal and private sources.

HBCU/MIs have different goals and priorities that determine where they may see themselves on the spectrum depicted in Figure 2-1, and it is not the committee’s intention to suggest that all institutions of higher education should aspire to become “highly research active.” As noted, some HBCU/MIs actively seek to increase their research activity, while others prioritize outcomes that rely less on research but contribute to the country’s national security needs in other ways. The committee also made no attempt to place specific institutions within this spectrum but offers this depiction as a tool for HBCU/MIs to consider where they might fit—or where they want to fit—in the research ecosystem. This spectrum can also be used to guide institutions as they consider how to address challenges in expanding their defense research, as described later in the report.

The committee observed that the degree to which a given HBCU/MI may place itself within the research spectrum in Figure 2-1 is strongly influenced by

  • the amount, types, continuity, and intended uses of resources invested over time;
  • the strategic priorities set and executed by successive leaders;
  • faculty interpretations of what is valued and rewarded; and
  • the strength, consistency, and durability of the academic and research infrastructures and support.

Given the range of levels of engagement in research at HBCU/MIs, DoD’s strategy for meaningfully expanding the number and type of institutions to which it awards research grants could be multidimensional. For example, institutions that are research-engaged or research-active can provide valuable research to DoD while also building on sponsored projects to further increase research capacity. Engaging students at undergraduate-centric institutions through internships, summer research programs, and other experiences can acquaint them with opportunities that build both skills and interest in DoD-relevant graduate work. HBCU/MI capacity goals articulated in several National Defense Authorization Acts are unlikely to be achieved if DoD focuses chiefly on awarding discrete, short-term research projects and instrument grants or recruiting bachelor’s degree-level candidates for workforce needs.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

INCREASING OPPORTUNITIES FOR UNDERREPRESENTED MINORITY STUDENTS IN DOD STEM RESEARCH

Because U.S. citizenship and security clearances are requirements to participate in certain types of DoD research, doctoral programs at HBCUs and MIs present a valuable opportunity to help DoD to meet its mission.

Demographics of HBCU and Minority-Serving Institution Doctoral STEM Recipients

The committee reviewed data compiled by the National Science Foundation on the percentages of U.S. citizens and temporary visa holders among STEM doctoral students. To note, National Science Foundation data do not disaggregate MIs from minority-serving institutions (MSIs), and, as expected, the total number of doctoral students at HBCUs and MSIs is lower than the totals from the larger universe of non-HBCU/MIs. With these caveats in mind, HBCUs and MSIs have relatively higher percentages of U.S. citizens in their doctoral programs than non-HBCU/MSIs: 63 percent at HBCUs, 51 percent at MSIs, and 47 percent at non-HBCU/MSIs (i.e., predominantly white institutions).10

HBCUs

From 2010 through 2019, 1,617 doctorate degrees were awarded at HBCUs in the fields of life sciences, physical and earth sciences, mathematics and computer sciences, and engineering. Demographic data of enrolled students in doctorate programs from FY 2010 through FY 2019 show 42 Asian students, 115 white students, 747 underrepresented minorities (including Hispanics, American Indian/Alaska Native, Black), and 65 students who identified as “other race/ethnicity” (including Native Hawaiian/other Pacific Islanders, more than one race, or unreported race or ethnicity) (RTI International, 2021).

Enrollment data also show that 436 students enrolled in doctorate programs at HBCUs were categorized as temporary visa holders and 1,014 were categorized as U.S. citizens and/or permanent residents. The remaining 167 students who received doctorate degrees in the fields of life sciences, physical and earth sciences, mathematics and computer sciences, and engineering from 2010 through 2019 did not report data on citizenship. Overall, among those who reported this status, 27 percent of students who received doctorate degrees in STEM fields of study

_____________

10 The 2020 NDAA defines “minority institutions” as HBCUs and other institutions of higher education with at least 50 percent minority enrollment. This is in contrast to the more widely known term “minority-serving institutions,” which are either historically defined or enrollment-defined with varying threshold requirements for minority enrollments and institutional expenditures.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

at HBCUs were temporary visa holders and 63 percent were U.S. citizens (RTI International, 2021).11

MSIs

From 2010 through 2019, 3,684 doctorate degrees were awarded at all MSIs in the fields of life sciences, physical and earth sciences, mathematics and computer sciences, and engineering. Demographic data for enrolled students in doctorate programs from 2010 through 2019 show 161 Asian students, 803 white students, 877 underrepresented minorities (including Hispanics, American Indian/Alaska Native, Black), and 61 students who identified as “other race/ethnicity” (including Native Hawaiian/Other pacific islanders, more than one race, or unreported race or ethnicity) (RTI International, 2021).

Enrollment data also show that 1,627 students were categorized as temporary visa holders and 1,902 were categorized as U.S. citizens and/or permanent residents. The remaining 151 students who received doctorates in the fields of life sciences, physical and earth sciences, mathematics and computer sciences, and engineering from 2010 through 2019 did not report citizenship. Overall, among those who reported this status, 44 percent of students who received doctorates in STEM fields of study at MSIs were temporary visa holders and 51 percent were U.S. citizens (RTI International, 2021).12

Non-HBCU/MSIs

From 2010 through 2019, 305,353 doctoral degrees were awarded at non-HBCU/MI institutions in the fields of life sciences, physical and earth sciences, mathematics and computer sciences, and engineering. Demographic data for enrolled students in doctoral programs from 2010 through 2019 show 20,457 Asian students, 124,151 white students, 17,785 underrepresented minorities (including Hispanics, American Indian/Alaska Native, Black), and 9,646 students included as “other race/ethnicity” (including Native Hawaiian/Other pacific islanders, more than one race, or unreported race or ethnicity) (RTI International, 2021).

Enrollment data also show that 118,480 students were categorized as temporary visa holders and 144,754 were categorized as U.S. citizens and/or permanent residents. The remaining 42,119 students who received doctorates in the fields of

_____________

11 It is important to note that the available data contained suppressed information on race and ethnicity. However, the total number of doctorate degrees that were awarded at HBCUs in the fields of life sciences, physical and earth sciences, mathematics and computer sciences, and engineering are accurately reported. Please see Appendix L.

12 It is important to note that the available data contained suppressed information on race and ethnicity. However, the total number of doctoral degrees that were awarded at MSIs in the fields of life sciences, physical and earth sciences, mathematics and computer sciences, and engineering are accurately reported. Please see Appendix L.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

life sciences, physical and earth sciences, mathematics and computer sciences, and engineering from 2010 through 2019 did not report citizenship. Overall, among those who reported this status, approximately 38 percent of students who received doctoral degrees in STEM fields at non-HBCU/MSIs were temporary visa holders and 47 percent were U.S. citizens (RTI International, 2021).13

Underrepresented Minority Students in DoD STEM Research

The committee was asked to focus on the role that DoD plays in enabling opportunities to advance research capacity at HBCU/MIs, as underutilized academic institutions that are rich in STEM research talent. However, in looking beyond the specific focus of this report, to achieve DoD’s own goal to increase the diversity of its STEM workforce, DoD and other funders would also be well served to consider actions that advance individual underrepresented minority students at all types of institutions, including non-HBCU/MIs and HBCU/MIs that are less research-focused, to increase exposure to DoD-sponsored STEM opportunities and spark future interests in the DoD workforce (Box 2-4).

CONCLUSION: All HBCU/MIs have demonstrated an ability to support the national STEM workforce in areas relevant to DoD needs. To allow HBCU/MIs to pursue DoD research goals and contribute graduates to the future DoD-relevant STEM workforce, a strategic long-term commitment from DoD is needed.

_____________

13 It is important to note that the available data contained suppressed information on race and ethnicity. However, the total number of doctorate degrees that were awarded at non-HBCU/MIs in the fields of life sciences, physical and earth sciences, mathematics and computer sciences, and engineering are accurately reported. Please see Appendix L.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

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Broady, K., A. Perry, and C. Romer. 2021. Underfunding HBCUs leads to underrepresentation of black faculty. The Avenue, blog. August 4, 2021. Washington, DC: Brookings Institution. https://www.brookings.edu/blog/the-avenue/2021/08/04/underfunding-hbcus-leads-to-an-underrepresentation-of-black-faculty/.

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McCrary, V. 2021. Technology commercialization at historically black colleges and universities: A snapshot on the current state of the practice. Paper commissioned by the Committee on Defense Research at Historically Black Colleges and Universities and Other Minority Serving Institutions. https://https://www.nationalacademies.org/our-work/defense-research-at-historically-black-colleges-and-universities-and-other-minority-serving-institutions.

NASEM (National Academies of Sciences, Engineering, and Medicine). 2019. Minority serving institutions: America’s underutilized resource for strengthening the STEM workforce. Washington, DC: The National Academies Press. https://doi.org/10.17226/25257.

Nellum, C., and K. Valle. 2015. Government investment in public Hispanic-serving institutions. Issue brief. Washington, DC: American Council on Education, Center for Policy Research and Strategy. https://www.acenet.edu/Documents/Persistent-Funding-Inequities.pdf.

NSF (National Science Foundation). 2019. Top baccalaureate institutions of Black or African American S&E doctorate recipients, by type of institution: 2015-2019. Women, Minorities, and Persons with Disabilities in Science and Engineering. https://www.ncses.nsf.gov/pubs/nsf21321/data-tables#group3.

PCT (Pew Charitable Trusts). 2019. Two decades of change in federal and state funding. Issue brief. Philadelphia, PA. https://www.pewtrusts.org/en/research-and-analysis/issue-briefs/2019/10/two-decades-of-change-in-federal-and-state-higher-education-funding.

Pete, S. 2020. SKC research center uses indigenous methodologies in STEM. February 21, 2020. Tribal College: Journal of American Indian Higher Education.https://tribalcollegejournal.org/skc-research-center-uses-indigenous-methodologies-in-stem/.

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Redden, E. 2021. A fairy godmother for once-overlooked colleges. Inside Higher Ed, January 4, 2021. https://www.insidehighered.com/news/2021/01/04/mackenzie-scott-surprises-hbcus-tribal-colleges-and-community-colleges-multimillion.

RTI International (Research Triangle Institute International). 2021. Survey of earned doctorates. Special tabulation from NCSES (National Center for Science and Engineering Statistics). Alexandria, VA: National Science Foundation.

Saunders, K. M., and B. T. Nagle. 2019. HBCUs punching above their weight: A state-level analysis of historically black college and university enrollment graduation. Washington, DC: Frederick D. Patterson Research Institute, United Negro College Fund. https://uncf.org/pages/punching-above-their-weight-state-performance.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×

Shwe, E. 2021. Maryland settles HBCU federal lawsuit for $577 million. Maryland Matters. https://www.marylandmatters.org/2021/04/28/maryland-settles-hbcu-federal-lawsuit-for-577-million/.

TMCF (Thurgood Marshall College Fund). 2019. About HBCUs. Washington, DC. https://www.tmcf.org/about-us/member-schools/about-HBCUs.

UNCF (United Negro College Fund). 2017. HBCUs Make America Strong: The Positive Economic Impact of Historically Black Colleges and Universities. Washington, DC. https://cdn.uncf.org/wp-content/uploads/HBCU_Consumer_Brochure_FINAL_APPROVED.pdf?_ga=2.88977243.1182288866.1654606432-1122092017.1654606432.

U.S. DOJ (Department of Justice). 2001. Mississippi to settle suit alleging discrimination in state’s higher education system. https://www.justice.gov/archive/opa/pr/2001/April/183cr.htm.

Williams, K., and B. Davis. 2019. Public and private disinvestments in historically black colleges and universities. Washington, DC: American Council on Education and United Negro College Fund. https://www.acenet.edu/Documents/Public-and-Private-Investments-and-Divestments-in-HBCUs.pdf.

Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
×
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Suggested Citation:"2 The Research Spectrum of Historically Black Colleges and Universities and Other Minority Institutions." National Academies of Sciences, Engineering, and Medicine. 2022. Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions: Transitioning from Good Intentions to Measurable Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/26399.
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Historically Black Colleges and Universities (HBCUs) and other minority institutions (MIs) represent a valuable resource to expand the Department of Defense's (DoD) government and extramural workforce and science and technology enterprise. The more than 400 public and private HBCUs, Tribal Colleges and Universities, Hispanic-Serving Institutions, and other two- and four-year MIs are positioned to make strong and uniquely important contributions to the defense research enterprise, offering DoD an opportunity to widen its talent pool and diversify STEM research and ultimately strengthen its ability to support national security.

Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions examines the status of DoD research at HBCUs and MIs, including the methods and means necessary to advance research capacity at these institutions in order to comprehensively address the national security and defense needs of the United States. This report offers recommendations to guide DoD, Congress, HBCU/MIs, and partnering entities in supporting and strengthening the role of these institutions in defense research. A strategic commitment will translate into increased opportunities for HBCU/MIs to diversify the future American academic, industrial, and government STEM workforce upon which DoD will depend.

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