FA7000-15-R-0002_Att_6.c._Draft_TO_0003_(CPO_Cur_Dev).pdf

FA7000-15-R-0002

Section J, Attachment 6.c.

TASK ORDER 0003 WORK STATEMENT

ENGINEERING ANALYSIS ACTIVITIES IN AGING STRUCTURES:

Corrosion Sciences Education Distance Learning Curriculum Development

1 October 2014

1 GENERAL DESCRIPTION

1.1 Summary. The Center for Aircraft Structural Life Extension (CAStLE) at the United States Air Force Academy requires contractor support to develop critical training and education materials in order to promote better understanding of how to prevent and mitigate corrosion. At its most basic, a metal being corroded acts as an anode; the metal is oxidized, forming metal ions and free electrons. Understanding the educational disciplines which explain the interaction of ions and electrons is therefore a key aspect to the understanding corrosion phenomena. Educational disciplines required to comprehend how to prevent and mitigate corrosion include the relevant aspects of physics, chemistry, and material science. Appropriately educated students are better prepared to address material degradation mechanisms, such as corrosion, and are therefore better equipped to understand issues associated with CAStLE’s structural sustainment mission. Therefore CAStLE requires the development of distance learning curricula in physics, chemistry, material science, and other disciplines which could facilitate a better understanding of corrosion phenomena. The potential targeted students are those in their first two years of college as well as advanced high school students in the 11th and 12th grade who have demonstrated college readiness. The development effort and completed courses for this requirement must satisfy a number of objectives as described in paragraph 2.

1.2 Background. Effective corrosion prevention and mitigation across the DoD depends as much on culture change as on the successful implementation and application of a broad range of technical processes, policies and procedures. Successful culture change in turn depends variously on understanding corrosion to include technical aspects such as initiation, growth mechanisms, and environmental and stress effects on corrosion-prone materials.

A major component of any culture change is education and training. Education and training in effective corrosion prevention and mitigation processes and techniques is vital to the success of the overall corrosion Prevention and Control (CPC) Program. Appropriately targeted educational techniques are broad and varied and depend greatly on the audience. More importantly, successful implementation of any corrosion education is deeply rooted in the fundamentals of understanding in corrosion mechanisms and their effect on materials. For pervasive cultural change to truly take place, education and training must begin early in a student’s career thereby maximizing the potential for current and future DoD employees to understand the science behind corrosion. The need for such curricula was investigated by the Office of the Secretary of Defense (OSD) Corrosion Policy and Oversight (CPO) office through a study conducted by the Naval Surface Warfare Center in April 2014 [reference Appendix A].

Historically the largest corrosion related return on investment usually stems from prevention.

Corrosion can be prevented or contained through judicious selection of materials, thoughtful design of equipment and facilities and careful development of production and assembly processes.

Therefore program managers, system engineers, acquisition logisticians, and facility engineers need to thoroughly understand the impact of corrosion-related decisions during the early acquisition process and be educated and trained to conduct effective analyses and trade-offs to minimize life-cycle costs and maximize operational readiness in the context of corrosion maintenance requirements. Having a fundamentally firm grasp of the science behind corrosion strengthens the ability to conduct effective analyses and make sound trade-off decisions. Clearly, education, training and indoctrination in the principles and specific methods of corrosion prevention and mitigation are essential to achieve a long-term cultural change.

This Work Statement directly supports CAStLE’s mission to actively support CAStLE training and/or education of individuals and organizations not located at USAFA. Such individuals and organizations may include, but are not limited to, agencies of the Federal Government, agencies of State and Local governments, education institutions (K-12, undergraduate, graduate, trade schools, etc.), charitable and not-for-profit organizations, and foreign organizations (both government and non-government). This Work Statement also supports the mission of the Office of the Secretary of Defense Corrosion Policy and Oversight (CPO) office. The delivered products from this Work Statement will be of significant contribution to USAFA cadet curriculum, future USAF officers, and be of direct benefit to such cadet courses as;

All engineering mechanics courses in the field of structures and materials

Mech Engr 491/492. Capstone Design Project

Mech Engr 499. Independent Study for Mechanical Engineering majors

As well as numerous courses in the Management and Systems Engineering majors

1.3 Basic Contract. This Work Statement (WS) describes only specific tasks and objectives applicable to this effort. The terms and conditions of the basic contract apply. Definitions of terms specific to this document or to the Aging Structures program can be found in the basic contract.

Where specific tasks, terms, or conditions in this WS and basic contract/contract clauses conflict, the basic WS governs.

1.4 Scope. The period of performance (PoP) for this project is eighteen (18) months commencing at task order award.

2 DESCRIPTION OF TASKS

The following paragraphs describe the task of this Work Statement in detail.

2.1 Sub-Task 1: Survey. Recognizing that other existing virtual, online distance learning courses likely exist in and are offered to students across the nation in many states, the Contractor shall begin this Work Statement by conducting a research survey and detailed analysis of these courses. Results of this phase shall be included in the Survey Summary Report.

2.1.1 The Contractor shall describe their process for conducting the research survey such that the most relevant educational institutions and courses, nation-wide, are included. The process shall describe how the contractor intends to capitalize on existing relevant survey data. The Contractor shall describe how the surveyed body sufficiently samples the relevant population of institutions and courses.

2.1.2 The Contractor shall perform a detailed analysis of not less than three (3) such courses. The Contractor shall describe which factors are relevant in this analysis to achieve the desired curricular outcomes on objectives of the Work Statement. The Contractor shall carefully consider the results of the analysis and make recommendations for new course(s) and/or curriculum which will meet the objectives of this Work Statement. Recommendations shall include at minimum instruction technology, curriculum approach, and anticipated instructional efficiency (i.e. the anticipated number of students in the subject population which may be reached over a

Contractor-specified period of time) using the recommended approach. The Contractor shall identify which analysis factors are most important to their new course(s) and/or curriculum recommendations. The Contractor shall specifically detail how curricular elements and presentation methods in the recommended new courses developed under this Work Statement would be unique and materially different from currently available courses.

2.2 Sub-Task 2: First Course Curriculum Design and Development. The Contractor shall develop one (1) distance learning course in either the physics field, the chemistry field, or the material science field which satisfies the overall goal of this Work Statement as stated in the paragraphs of Section 1 as well as the following specific objectives (reference 2.2.1 through 2.2.8).

2.2.1 Course Recommendation. The Contractor shall recommend to the CAStLE Government Technical Lead (GTL) the most appropriate field for this course and how this course would be supportive of up to two subsequent courses. The contractor recommendation shall include their recommended target student population and other factors considered in the research survey analysis (reference Section 2.1). The Contractor shall fully justify the basis for their recommendation.

2.2.2 Presentation methods. From a student perspective, the presentation of each course should place an emphasis on high quality production value to be engaging to the targeted student population. The Contractor shall, where possible, consider interactive methods, and include instructional elements which might creatively encourage further study of other related courses. The Contractor shall describe their process for selecting a presentation method that is expected to be most engaging to the target student population as compared to other methods.

2.2.3 Course Content. Referencing the Work Statement goals stated in the paragraphs of Section 1, the course developed in this Work Statement shall address the areas of physics, chemistry and material science in order to provide an understanding within the candidate student population of how to prevent and mitigate corrosion. Accordingly, the content of the developed courses shall include, as their focus, appropriate aspects of material sustainment, corrosion prevention and corrosion mitigation. The content in the developed courses shall encourage students to explore broad careers opportunities within related fields as well as advanced education opportunities. The Contractor shall describe their process for ensuring the most relevant course content is selected for development which is both technically relevant to the course goals and encourages students to pursue further educational and professional opportunities in corrosion.

2.2.4 Course Description.

a. General. Following GTL approval of the recommendation of paragraph 2.2.1, for the course to be developed, the Contractor shall propose to the GTL for approval a course description suitable for a course catalog, the course goal and assessable course objectives.

b. Specific. Following GTL approval of the proposed description, goal, and objectives for each course (reference paragraph 2.2.4a), the Contractor shall develop detailed lesson content described by means appropriate to the proposed instructional method (lesson plans, storyboards, multimedia plan, etc.). Each of the developed courses shall also include any additional materials typically required to satisfy public education criteria such as testing/assessment material, and teacher instructional aids and administrator guidance. The Contractor shall describe their process to ensure their delivered course materials are sufficient to meet typical public education requirements for a stand-alone course of instruction.

2.2.5 Students. The Contractor shall describe the expected number of candidate students as part of the entire population of students. This description shall include expected qualifications which should be required of the candidate students. The candidate students should include both civilian university and service academy students. The Contractor shall describe their method for determining the number and qualifications of the targeted students.

2.2.6 Outreach and Communications.

a. Candidate Student Outreach. Whereas knowledge of course availability, content, pre-requisite requirements, et cetera will be essential to ensuring any developed course is taken and completed by candidate students, the Contractor shall develop an approach or approaches for making candidate students aware of the opportunity to take a developed course(s). The Contractor shall describe how the developed curriculum and instructional approach provides opportunities to take the course(s) developed in this Work Statement in lieu of existing courses. Where such course replacements are applicable, the Contractor shall describe examples of university credit hour systems, points of contact, program timing, and other relevant course substitution requirements.

b. Course Outreach. Recognizing it is the intent of the GTL and CPO to make any developed courses widely available across the nation; the Contractor shall consider, explore and include recommendations for offering completed courses in as many states as possible. The Contractor shall describe their methodology for making state-to-state availability recommendations. A thorough review and analysis of the issues for exporting developed courses shall be addressed appropriately in an end of project summary report.

2.2.7 Accreditation Standards. In order to ensure the developed courses may be widely applicable across the requirements of the candidate population, the Contractor shall develop the distance learning course per a consistent set of state and/or national accreditation standards.

Accreditation standards to be considered should include at minimum the Contractor’s state resident state course accreditation requirements for credit at the university or college level, North Central Association of Colleges and Schools (www.northcentralassociation.org) accreditation standards, and ABET (www.abet.org) accreditation standards. The Contractor shall describe their approach for determining which accreditation standards are most relevant to the course developed under this Work Statement. The Contractor shall recommend to GTL for approval which accreditation standards shall be used in this task.

2.2.8 Metrics. Measurement of success in this and any future similar course development is critical to the continuous process improvement common in national public education. Such course/curriculum assessment is facilitated by relevant data and metrics. The Contractor shall develop success criteria and other metrics appropriate to course assessment. Success criteria should include, but not be limited to, the number of students taking a developed course; student course completion rates; and the number of public schools, colleges, and universities offering the course. The Contractor shall describe their method for defining relevant metrics and rubrics or analysis methodologies to be used in the evaluation of such metrics.

3 DELIVERABLES

3.1 Interim Deliverables. The following deliverables will be submitted in draft form and be subject to the GTL review and approval. The GTL has responsibility to coordinate review with CPO.

Where approval of a deliverable is required to begin a subsequent task, the Contractor should plan a minimum of ten (10) working days for Government review and comment.

a. Monthly status reports addressing technical performance. Status reports should highlight any technical issues to the GTL which may impact cost, schedule of performance in the delivery of the completed course(s).

b. Phase 1—Survey report (reference paragraph 2.1).

c. Course Recommendation (reference paragraph 2.2.1).

d. Proposed description, goal, and objectives for each course (reference paragraph 2.2.4a).

This delivery should include a notional production and delivery schedule making particular note of any dependencies.

e. Recommended accreditation standards (reference paragraph 2.2.7).

f. One (1) fully developed course satisfying the objectives described above with all appropriate and related materials typically used to satisfy public education criteria such as test material, teacher/administrator instruction or guidance.

3.2 Final Report (CDRL A006). A draft final report shall be delivered to the GTL not later than 45 days prior to the end of the PoP.

a. The final report shall include development insights, lessons learned and recommendations.

The report shall also provide detailed specifications of all materials required to satisfy the course requirements not directly part of the student presentation material.

b. The report shall also make specific detailed recommendations related to outreach and communication. Where the CPO and CAStLE are interested in having these developed distance learning courses available nationwide, the Contractor shall make recommendations for GTL and CPO consideration for making prospective colleges, universities and other institutions of higher learning aware of the courses and their availability for use.

c. The GTL will have 30 days for review and comment after draft delivery for the Contractor’s consideration in preparing the final report deliverable.

4 GOVERNMENT PROPERTY

There will be no government property furnished under this Work Statement.

5 REQUIRED SUPPORT

The Contractor shall describe the need for the use of each category to support to meet the Task requirements. Proposed costs should not be included here, but should be included in the accompanying cost/price proposal (solicitation Attachment 3). Provide necessary quantities, types and rationale for each support category proposed to include: Travel, Transportation, Storage, Materials and Other Direct Costs. The Contractor shall propose appropriate CONUS travel during the performance of this Work Statement to include technical performance progress reviews.

Wherever possible, Program Management Reviews should be held in conjunction with scheduled quarterly CPO Forums. These forums are generally scheduled in March, July and December of each year in Mclean, Virginia.