[Congressional Record Volume 148, Number 91 (Tuesday, July 9, 2002)]
[House]
[Pages H4369-H4375]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
UNDERGRADUATE SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY
EDUCATION IMPROVEMENT ACT
Mr. BOEHLERT. Mr. Speaker, I move to suspend the rules and pass the
bill (H.R. 3130) to provide for increasing the technically trained
workforce in the United States, as amended.
The Clerk read as follows:
H.R. 3130
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Undergraduate Science,
Mathematics, Engineering, and Technology Education
Improvement Act''.
SEC. 2. FINDINGS.
The Congress makes the following findings:
(1) Studies show that about half of all United States post-
World War II economic growth is a direct result of
technological innovation, and science, engineering, and
technology play a central role in the creation of new goods
and services, new jobs, and new capital.
(2) The growth in the number of jobs requiring technical
skills is projected to be more than 50 percent over the next
decade.
(3) A workforce that is highly trained in science,
mathematics, engineering, and technology is crucial to
generating the innovation that drives economic growth, yet
females, who represent 50 percent of the United States
population, make up only 19 percent of the science,
engineering, and technology workforce.
(4) Outside of the biomedical sciences, the number of
undergraduate degrees awarded in the science, mathematics,
engineering, and technology disciplines has been flat or
declining since 1987, despite rapid population growth and a
significant increase in undergraduate enrollment over the
same period.
(5) The demand for H-1B visas has increased over the past
several years, suggesting that the United States is not
training a sufficient number of scientists and engineers.
(6) International comparisons of 24-year olds have shown
that the proportion of natural science and engineering
degrees to the total of undergraduate degrees is lower in the
United States than in Japan, South Korea, Taiwan, the United
Kingdom, and Canada.
(7) Technological and scientific advancements hold
significant potential for elevating the quality of life and
the standard of living in the United States. The quality and
quantity of such advancements are dependent on a technically
trained workforce.
(8) Reversing the downward enrollment and graduation trends
in a number of science and engineering disciplines is not
only imperative to maintaining our Nation's prosperity, it is
also important for our national security.
(9) The decline of student majors in science, mathematics,
engineering, and technology is reportedly linked to poor
teaching quality in these disciplines and lack of
institutional commitment to undergraduate education as
compared to research.
(10) Undergraduate science, mathematics, engineering, and
technology faculty generally lack any formal preparation for
their role as undergraduate educators. In addition, faculty
members are generally not rewarded, and in some cases are
penalized, for the time they devote to undergraduate
education.
(11) Faculty experienced in working with undergraduate
students report that undergraduate research experiences
contribute significantly to a student's decision to stay in
an undergraduate science, mathematics, engineering, or
technology major and to continue their education through
graduate studies.
SEC. 3. DEFINITIONS.
In this Act--
(1) the term ``academic unit'' means a department,
division, institute, school, college, or other subcomponent
of an institution of higher education;
(2) the term ``community college'' has the meaning given
such term in section 7501(4) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7601(4));
(3) the term ``Director'' means the Director of the
National Science Foundation;
(4) the term ``eligible nonprofit organization'' means a
nonprofit organization with demonstrated experience
delivering science, mathematics, engineering, or technology
education, as determined by the Director;
(5) the term ``institution of higher education'' has the
meaning given such term in section 101(a) of the Higher
Education Act of 1965 (20 U.S.C. 1001(a)); and
(6) the term ``research-grade instrumentation'' means a
single instrument or a networked system of instruments that
enable publication-quality research to be performed by
students or faculty.
SEC. 4. TECHNOLOGY TALENT.
(a) Short Title.--This section may be cited as the
``Technology Talent Act of 2002''.
(b) Grant Program.--
(1) In general.--The Director shall award grants, on a
competitive, merit-reviewed basis, to institutions of higher
education with physical or information science, mathematics,
engineering, or technology programs, to consortia thereof, or
to nonprofit entities that have established consortia among
such institutions of higher education for the purpose of
increasing the number and quality of students studying and
receiving associate or baccalaureate degrees in the physical
and information sciences, mathematics, engineering, and
technology. Consortia established by such nonprofit entities
may include participation by eligible nonprofit
organizations, State or local governments, or private sector
companies. An institution of higher education, including
those participating in consortia, that is awarded a grant
under this section shall be known as a ``National Science
Foundation Science and Engineering Talent Expansion Center''.
(2) Requirements.--
(A) Number.--The Director shall award not fewer than 10
grants under this section each year, contingent upon
available funds.
(B) Duration.--Grants under this section shall be awarded
for a period of 5 years, with the final 2 years of funding
contingent on the Director's determination that satisfactory
progress has been made by the grantee during the first 3
years of the grant period toward achieving the increases in
the number of students proposed pursuant to subparagraph (E).
(C) Principal investigator.--For each grant awarded under
this section to an institution of higher education, at least
1 principal investigator must be in a position of
administrative leadership at the institution of higher
education, and at least 1 principal investigator must be a
faculty member from an academic department included in the
work of the project. For each grant awarded to a consortium
or nonprofit entity, at each institution of higher education
participating in the consortium, at least 1 of the
individuals responsible for carrying out activities
authorized under subsection (c) at that institution must be
in a position of administrative leadership at the
institution, and at least 1 must be a faculty member from an
academic department included in the work of the project at
that institution.
(D) Subsequent grants.--An institution of higher education,
a consortium thereof, or a nonprofit entity that has
completed a grant awarded under this section may apply for a
subsequent grant under this section.
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(E) Increases.--
(i) Institutions of higher education with baccalaureate
degree programs.--An applicant for a grant under this section
that is or includes an institution of higher education that
awards baccalaureate degrees shall propose in its application
specific increases in the number of students who are United
States citizens or permanent resident aliens obtaining
baccalaureate degrees at each such institution within the
physical or information sciences, mathematics, engineering,
or technology, and shall state the mechanisms by which the
success of the grant project at each such institution shall
be assessed.
(ii) Community colleges.--An applicant for a grant under
this section that is or includes a community college shall
propose in its application specific increases in the number
of students at the community college who are United States
citizens or permanent resident aliens pursuing degrees,
concentrations, or certifications in the physical or
information sciences, mathematics, engineering, or technology
programs or pursuing credits toward transfer to a
baccalaureate degree program in the physical or information
sciences, mathematics, engineering, or technology, and shall
state the mechanisms by which the success of the grant
project at each community college shall be assessed.
(F) Recordkeeping.--Each recipient of a grant under this
section shall maintain, and transmit annually to the National
Science Foundation, in a format indicated by the Director,
baseline and subsequent data on undergraduate students in
physical and information science, mathematics, engineering,
and technology programs. For grants to consortia or nonprofit
entities, the data transmitted shall be provided separately
for each institution of higher education participating in the
consortia. Such data shall include information on--
(i) the number of students enrolled;
(ii) student academic achievement, including quantifiable
measurements of students' mastery of content and skills;
(iii) persistence to degree completion, including students
who transfer from science, mathematics, engineering, and
technology programs to programs in other academic
disciplines; and
(iv) placement during the first year after degree
completion in post-graduate education or career pathways.
(G) Priority.--The Director may give priority in awarding
grants under this section to applicants whose application--
(i) indicates a plan to build on previous and existing
efforts with demonstrated success, including efforts
involving industry, in improving undergraduate learning and
teaching, including efforts funded by Federal grants from the
National Science Foundation or other agencies; and
(ii) provides evidence of a commitment by the
administration at each institution of higher education to
support and reward faculty involvement in carrying out the
proposed implementation plan for the project.
(c) Uses of Funds.--Activities supported by grants under
this section may include--
(1) projects that specifically aim to increase the number
of traditionally underrepresented students in the physical or
information sciences, mathematics, engineering, or
technology, such as mentoring programs;
(2) projects that expand the capacity of institutions of
higher education to incorporate current advances in science
and technology into the undergraduate learning environment;
(3) bridge projects that enable students at community
colleges to matriculate directly into baccalaureate physical
or information science, mathematics, engineering, or
technology programs, including those targeted at
traditionally underrepresented groups in such disciplines;
(4) projects including interdisciplinary approaches to
undergraduate physical and information science, mathematics,
engineering, and technology education;
(5) projects that focus directly on the quality of student
learning, including those that encourage--
(A) high-caliber teaching, including enabling faculty to
spend additional time teaching participating students in
smaller class settings, particularly in the laboratory
environment, by, for example, providing summer salary or
other additional salary for faculty members or stipends for
students;
(B) opportunities to develop new pedagogical approaches
including the development of web-based course strategies,
distributed and collaborative digital teaching tools, or
interactive course modules; and
(C) screening and training of teaching assistants;
(6) projects that--
(A) facilitate student exposure to potential careers,
including cooperative projects with industry or government
that place students in internships as early as the summer
following their first year of study;
(B) provide part-time employment in industry during the
school year; or
(C) provide opportunities for undergraduates to participate
in industry or government sponsored research;
(7) projects that assist institutions of higher education
in States that participate in the Experimental Program to
Stimulate Competitive Research (EPSCoR) to broaden the
science, engineering, mathematics, and technology student
base or increase retention in these fields;
(8) projects to encourage undergraduate research on-campus
or off-campus;
(9) projects that provide scholarships or stipends to
students entering and persisting in the study of science,
mathematics, engineering, or technology;
(10) projects that leverage the Federal investment by
providing matching funds from industry, from State or local
government sources, or from private sources; and
(11) other innovative approaches to achieving the purpose
described in subsection (b)(1).
(d) Assessment, Evaluation, and Dissemination of
Information.--
(1) Project assessment.--The Director shall require each
institution of higher education receiving assistance under
this section to implement project-based assessment that
facilitates program evaluation under paragraph (2) and that
assesses the impact of the project on achieving the purpose
stated in subsection (b)(1), as well as on institutional
policies and practices.
(2) Program evaluation.--Not later than 180 days after the
date of the enactment of this Act, the Director shall award
at least 1 grant or contract to an independent evaluative
organization to--
(A) develop metrics for measuring the impact of the program
authorized under this section on--
(i) the number of students enrolled;
(ii) student academic achievement, including quantifiable
measurements of students' mastery of content and skills;
(iii) persistence to degree completion, including students
who transfer from science, mathematics, engineering, and
technology programs to programs in other academic
disciplines; and
(iv) placement during the first year after degree
completion in post-graduate education or career pathways; and
(B) conduct an evaluation of the impacts of the program
described in subparagraph (A), including a comparison of the
funded projects to identify best practices with respect to
achieving the purpose stated in subsection (b)(1).
(3) Dissemination of information.--The Director, at least
once each year, shall disseminate information on the
activities and the results of the projects assisted under
this section, including best practices identified pursuant to
paragraph (2)(B), to participating institutions of higher
education and other interested institutions of higher
education.
(e) Underrepresented Groups.--In carrying out the program
authorized by this section the Director shall strive to
increase the number of students receiving baccalaureate
degrees, concentrations, or certifications in the physical or
information sciences, mathematics, engineering, or technology
who come from groups underrepresented in these fields.
(f) Reports.--
(1) List.--Not later than 90 days after the date of the
enactment of this Act, the Director shall develop, and
disseminate to institutions of higher education, a list of
examples of existing institutional and government efforts
relevant to the purpose stated in subsection (b)(1).
(2) Interim progress report.--At the end of the third year
of the program authorized under this section, the Director
shall transmit to the Congress an interim progress report of
the evaluation conducted under subsection (d)(2).
(3) Final report.--Not later than 6 years after the date of
the enactment of this Act, the Director shall transmit to the
Congress a final report of the evaluation conducted under
subsection (d)(2).
(g) Advisory Committee.--
(1) Establishment.--The Director shall establish an
advisory committee, that includes significant representation
from industry and academic leaders, for the grant program
authorized under this section. The advisory committee shall--
(A) assist the Director in securing active industry, and
State and local government, participation in the program;
(B) recommend to the Director innovative approaches to
achieving the purpose stated in subsection (b)(1); and
(C) advise the Director regarding program metrics,
implementation and performance of the program, and program
progress reports.
(2) Duration.--Section 14 of the Federal Advisory Committee
Act shall not apply to the advisory committee established
under this subsection.
(h) Authorization of Appropriations.--There are authorized
to be appropriated to the National Science Foundation to
carry out this section--
(1) $25,000,000 for fiscal year 2003; and
(2) such sums as may be necessary thereafter.
(i) Related Programs.--The Director shall give
consideration to achieving the purpose stated in subsection
(b)(1) by awarding grants to institutions participating in
the Louis Stokes Alliances for Minority Participation.
SEC. 5. INSTITUTIONAL REFORM.
(a) In General.--The Director shall award grants, on a
merit-reviewed, competitive basis, to institutions of higher
education to expand previously implemented reforms of
undergraduate science, mathematics, engineering, or
technology education that have been demonstrated to have been
successful in increasing the number and quality of students
studying and receiving associate or baccalaureate degrees in
science, mathematics, engineering, or technology.
(b) Uses of Funds.--Activities supported by grants under
this section may include--
[[Page H4371]]
(1) expansion of successful reform efforts beyond a single
course or group of courses to achieve reform within an entire
academic unit;
(2) expansion of successful reform efforts beyond a single
academic unit to other science, mathematics, engineering, or
technology academic units within an institution;
(3) creation of multidisciplinary courses or programs that
formalize collaborations for the purpose of improved student
instruction and research in science, mathematics,
engineering, and technology;
(4) expansion of undergraduate research opportunities
beyond a particular laboratory, course, or academic unit to
engage multiple academic units in providing multidisciplinary
research opportunities for undergraduate students;
(5) expansion of innovative tutoring or mentoring programs
proven to enhance student recruitment or persistence to
degree completion in science, mathematics, engineering, or
technology;
(6) improvement of undergraduate science, mathematics,
engineering, and technology education for nonmajors,
including teacher education majors; and
(7) implementation of technology-driven reform efforts,
including the installation of technology to facilitate such
reform, that directly impact undergraduate science,
mathematics, engineering, or technology instruction or
research experiences.
(c) Selection Process.--
(1) Applications.--An institution of higher education
seeking a grant under this section shall submit an
application to the Director at such time, in such manner, and
containing such information as the Director may require. The
application shall include, at a minimum--
(A) a description of the proposed reform effort;
(B) a description of the previously implemented reform
effort that will serve as the basis for the proposed reform
effort and evidence of success of that previous effort,
including data on student recruitment, persistence to degree
completion, and academic achievement;
(C) evidence of active participation in the proposed
project by individuals who were central to the success of the
previously implemented reform effort; and
(D) evidence of institutional support for, and commitment
to, the proposed reform effort, including a description of
existing or planned institutional policies and practices
regarding faculty hiring, promotion, tenure, and teaching
assignment that reward faculty contributions to undergraduate
education equal to, or greater than, scholarly scientific
research.
(2) Review of applications.--In evaluating applications
submitted under paragraph (1), the Director shall consider at
a minimum--
(A) the evidence of past success in implementing
undergraduate education reform and the likelihood of success
in undertaking the proposed expanded effort;
(B) the extent to which the faculty, staff, and
administrators are committed to making the proposed
institutional reform a priority of the participating academic
unit;
(C) the degree to which the proposed reform will contribute
to change in institutional culture and policy such that a
greater value is placed on faculty engagement in
undergraduate education and that a commensurate reward
structure is implemented to recognize faculty for their
scholarly work in this area; and
(D) the likelihood that the institution will sustain or
expand the reform beyond the period of the grant.
(3) Grant distribution.--The Director shall ensure, to the
extent practicable, that grants awarded under this section
are made to a variety of types of institutions of higher
education.
(d) Authorization of Appropriations.--There are authorized
to be appropriated to the National Science Foundation to
carry out this section $15,000,000 for each of fiscal years
2003 through 2007.
SEC. 6. FACULTY DEVELOPMENT.
(a) In General.--The Director shall award grants, on a
merit-reviewed, competitive basis, to--
(1) institutions of higher education;
(2) eligible nonprofit organizations; or
(3) consortia of institutions and organizations described
in paragraphs (1) and (2),
for professional development of undergraduate faculty in
support of improved undergraduate science, mathematics,
engineering, and technology education.
(b) Uses of Funds.--Activities supported by grants under
this section may include--
(1) support for individuals to participate in scholarly
activities aimed at improving undergraduate science,
mathematics, engineering, and technology education
including--
(A) sabbatical funding, including partial or full support
for salary, benefits, and supplies, for faculty participating
in scholarly research in--
(i) science, mathematics, engineering, or technology;
(ii) the science of learning; or
(iii) assessment and evaluation related to undergraduate
instruction and student academic achievement;
(B) stipend support for graduate students and post-doctoral
fellows to participate in instructional or evaluative
activities at primarily undergraduate institutions; and
(C) release time from teaching for faculty engaged in the
development, implementation, and assessment of undergraduate
science, mathematics, engineering, and technology education
reform activities following participation in a sabbatical
opportunity or faculty development program described in this
subsection; and
(2) support for institutions to develop, implement, and
assess faculty development programs focused on improved
instruction, mentoring, evaluation, and support of
undergraduate science, mathematics, engineering, and
technology students, including costs associated with--
(A) stipend support or release time for faculty and staff
engaged in the development, delivery, and assessment of the
faculty development program;
(B) stipend support or release time for faculty, graduate
students, or post-doctoral fellows from the host institution
or external institutions who are engaged as participants in
such faculty development programs; and
(C) support for materials, supplies, travel expenses, and
consulting fees associated with the development, delivery,
and assessment of such faculty development programs.
(c) Applications.--An entity seeking a grant under this
section shall submit an application to the Director at such
time, in such manner, and containing such information as the
Director may require. The application shall include, at a
minimum--
(1) a description of the activities to be carried out under
the proposed project and the projected impact of the project
on undergraduate majors and nonmajors enrolled in science,
mathematics, engineering, or technology courses or programs;
(2) a plan for assessment of the outcomes of the proposed
project;
(3) a plan for dissemination of information regarding the
activities and outcomes of the proposed project; and
(4) evidence of institutional support for implementation of
the proposed project, including commitment to appropriate
faculty sabbaticals and release time from teaching.
(d) Annual Meeting.--The Director shall convene an annual
meeting of awardees under this section to foster greater
national information dissemination and collaboration in the
area of undergraduate science, mathematics, engineering, and
technology education.
(e) Authorization of Appropriations.--There are to be
authorized to be appropriated to the National Science
Foundation to carry out this section $8,000,000 for each of
fiscal years 2003 through 2007.
SEC. 7. ACCESS TO RESEARCH-GRADE INSTRUMENTATION.
(a) In General.--The Director shall award grants, on a
merit-reviewed, competitive basis, to institutions of higher
education to support the acquisition of research-grade
instrumentation and to support training related to the use of
that instrumentation. Instruments provided through awards
under this section shall be used primarily for undergraduate
research, undergraduate instruction, or both, in science,
mathematics, engineering, or technology.
(b) Eligible Institutions.--Grants may be awarded under
this section only to institutions of higher education that
award fewer than 10 doctoral degrees per year in disciplines
for which the National Science Foundation provides research
support.
(c) Authorization of Appropriations.--There are to be
authorized to be appropriated to the National Science
Foundation to carry out this section $10,000,000 for each of
fiscal years 2003 through 2007.
SEC. 8. UNDERGRADUATE RESEARCH EXPERIENCES.
(a) In General.--The Director shall award grants, on a
merit-reviewed, competitive basis, to institutions of higher
education, eligible nonprofit organizations, or consortia
thereof to establish sites that provide research experiences
for 10 or more undergraduate science, mathematics,
engineering, or technology students. The Director shall
ensure that--
(1) at least half of the students participating at each
site funded under this section shall be recruited from
institutions of higher education where research activities in
science, mathematics, engineering, or technology are limited
or nonexistent;
(2) the awards provide undergraduate research experiences
in a wide range of science, mathematics, engineering, or
technology disciplines;
(3) awards support a variety of projects including
independent investigator-led projects, multidisciplinary
projects, and multiinstitutional projects (including virtual
projects);
(4) students participating in the projects have mentors,
including during the academic year, to help connect the
students' research experiences to the overall academic course
of study and to help students achieve success in courses of
study leading to a baccalaureate degree in science,
mathematics, engineering, or technology;
(5) mentors and students are supported with appropriate
summer salary or stipends; and
(6) all student participants are tracked through receipt of
the undergraduate degree and for at least 1 year thereafter.
(b) Authorization of Appropriations.--There are authorized
to be appropriated to the National Science Foundation to
carry out this section $10,000,000 for each of fiscal years
2003 through 2007.
SEC. 9. DISSEMINATION OF PROJECT INFORMATION.
The Director shall ensure that all National Science
Foundation-sponsored undergraduate science, mathematics,
engineering,
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or technology education projects, including those sponsored
by National Science Foundation research directorates, shall
disseminate via the Internet, at a minimum, the following
information:
(1) Scope, goals, and objectives of each project.
(2) Activities, methodologies, and practices developed and
implemented.
(3) Outcomes, both positive and negative, of project
assessment activities.
SEC. 10. EVALUATION.
(a) In General.--The Director, through the Research,
Evaluation and Communication Division of the Education and
Human Resources Directorate of the National Science
Foundation, shall evaluate the effectiveness of all
undergraduate science, mathematics, engineering, or
technology education activities supported by the National
Science Foundation in increasing the number and quality of
students, including students from groups underrepresented in
science, mathematics, engineering, and technology fields,
studying and receiving associate or baccalaureate degrees in
science, mathematics, engineering, and technology. In
conducting the evaluation, the Director shall consider
information on--
(1) the number of students enrolled;
(2) student academic achievement, including quantifiable
measurements of students' mastery of content and skills;
(3) persistence to degree completion, including students
who transfer from science, mathematics, engineering, and
technology programs to programs in other academic
disciplines; and
(4) placement during the first year after degree completion
in post-graduate education or career pathways.
(b) Assessment Benchmarks and Tools.--The Director, through
the Research, Evaluation and Communication Division of the
Education and Human Resources Directorate of the National
Science Foundation, shall establish a common set of
assessment benchmarks and tools, and shall enable every
National Science Foundation-sponsored project to incorporate
the use of these benchmarks and tools in their project-based
assessment activities.
(c) Dissemination of Evaluation Results.--The results of
the evaluations required under subsection (a) shall be made
available to the public.
(d) Reports to Congress.--Not later than 3 years after the
date of the enactment of this Act, and once every 3 years
thereafter, the Director shall transmit to the Congress a
report containing the results of evaluations under subsection
(a).
SEC. 11. NATIONAL ACADEMY OF SCIENCES STUDY ON UNDERGRADUATE
RECRUITMENT AND RETENTION.
(a) Study.--Not later than 3 months after the date of the
enactment of this Act, the Director shall enter into an
arrangement with the National Research Council of the
National Academy of Sciences to perform a study on the
factors that influence undergraduate students to enter and
persist to degree completion in science, mathematics,
engineering, and technology programs or to leave such
programs and matriculate to other academic programs, as
reported by students.
(b) Transmittal to Congress.--Not later than 18 months
after the date of the enactment of this Act, the Director
shall transmit to the Congress a report containing the
results of the study under subsection (a).
(c) Authorization of Appropriation.--There are authorized
to be appropriated to the National Science Foundation for
carrying out this section $700,000 for fiscal year 2003, to
remain available until expended.
SEC. 12. MINORITY-SERVING INSTITUTIONS UNDERGRADUATE PROGRAM.
(a) In General.--
(1) The Director shall establish a program to award grants
to Hispanic-Serving Institutions, Historically Black Colleges
and Universities, Alaska Native-Serving Institutions, Native
Hawaiian-Serving Institutions, and tribally controlled
colleges and universities to enhance the quality of
undergraduate science, mathematics, and engineering education
at such institutions and to increase the retention and
graduation rates of students pursuing baccalaureate degrees
in science, mathematics, or engineering.
(2) Grants shall be awarded under this section on a merit-
reviewed, competitive basis.
(b) Program Components.--Grants awarded under this section
shall support--
(1) activities to improve courses and curriculum in
science, mathematics, or engineering disciplines;
(2) faculty development, including support for--
(A) sabbaticals and exchange programs to improve the
faculty's research competency and knowledge of technological
advances;
(B) professional development workshops on innovative
teaching practices and assessment;
(C) visiting faculty, including researchers from industry;
and
(D) faculty reassigned time or release time to mentor
students or to participate in curriculum reform and academic
enhancement activities;
(3) stipends for undergraduate students participating in
research activities in science, mathematics, or engineering
disciplines on-campus or off-campus at industrial,
governmental, or academic research laboratories; and
(4) other activities that are consistent with subsection
(a)(1), as determined by the Director.
(c) Application.--An institution seeking funding under this
section shall submit an application to the Director at such
time, in such manner, and containing such information as the
Director may require.
SEC. 13. ADVANCED TECHNOLOGICAL EDUCATION PROGRAM.
(a) Core Science and Mathematics Courses.--Section 3(a) of
the Scientific and Advanced-Technology Act of 1992 (42 U.S.C.
1862i(a)) is amended--
(1) by inserting ``, and to improve the quality of their
core education courses in science and mathematics'' after
``education in advanced-technology fields'';
(2) in paragraph (1) by inserting ``and in core science and
mathematics courses'' after ``advanced-technology fields'';
and
(3) in paragraph (2) by striking ``in advanced-technology
fields'' and inserting ``who provide instruction in science,
mathematics, and advanced-technology fields''.
(b) Articulation Partnerships.--Section 3(c)(1)(B) of the
Scientific and Advanced-Technology Act of 1992 (42 U.S.C.
1862i(c)(1)(B)) is amended--
(1) by striking ``and'' at the end of clause (i);
(2) by striking the period at the end of clause (ii) and
inserting a semicolon; and
(3) by adding after clause (ii) the following new clauses:
``(iii) provide students with research experiences at
bachelor-degree-granting institutions participating in the
partnership, including stipend support for students
participating in summer programs; and
``(iv) provide faculty mentors for students participating
in activities under clause (iii), including summer salary
support for faculty mentors.''.
(c) Advanced Technological Education Advisory Committee.--
(1) Establishment.--The Director shall establish an
advisory committee on science, mathematics, and technology
education at community colleges consisting of non-Federal
members, including representatives from academia and
industry. The advisory committee shall review, and provide
the Director with an assessment of, activities carried out
under the Advanced Technological Education Program (in this
section referred to as the ``Program''), including--
(A) conformity of the Program to the requirements of the
Scientific and Advanced-Technology Act of 1992;
(B) the effectiveness of activities supported under the
Program in strengthening the scientific and technical
education and training capabilities of community colleges;
(C) the effectiveness of the National Science Foundation
and institutions receiving awards under the Program in
disseminating information to other community colleges about
activities carried out under the Program and about model
curricula and teaching methods developed under the Program;
(D) the balance of resources allocated under the Program
for support of national centers of excellence, individual
institution grants, and articulation partnerships; and
(E) other issues identified by the Director.
The advisory committee shall make recommendations to the
Director for improvements to the Program based on its reviews
and assessments.
(2) Advisory committee reports.--The advisory committee
established under paragraph (1) shall report annually to the
Director and to Congress on the findings and recommendations
resulting from the reviews and assessments conducted in
accordance with paragraph (1).
(3) Duration.--Section 14 of the Federal Advisory Committee
Act shall not apply to the advisory committee established
under this subsection.
(d) National Science Foundation Report.--Within 6 months
after the date of the enactment of this Act, the Director
shall transmit a report to Congress on--
(1) efforts by the National Science Foundation and awardees
under the Program to disseminate information about the
results of projects;
(2) the effectiveness of national centers of scientific and
technical education established under section 3(b) of the
Scientific and Advanced-Technology Act of 1992 in serving as
national and regional clearinghouses of information and
models for best practices in undergraduate science,
mathematics, and technology education; and
(3) efforts to satisfy the requirement of section 3(f)(4)
of the Scientific and Advanced-Technology Act of 1992.
(e) Authorization of Appropriations.--There are authorized
to be appropriated to the National Science Foundation--
(1) for activities to improve core science and mathematics
education in accordance with section 3(a) of the Scientific
and Advanced-Technology Act of 1992 (42 U.S.C. 1862i(a)), as
amended by subsection (a) of this section, $5,000,000 for
each of fiscal years 2003 through 2007;
(2) for acquisition of instrumentation in accordance with
section 3(a)(4) of the Scientific and Advanced-Technology Act
of 1992--
(A) $3,000,000 for fiscal year 2003;
(B) $3,500,000 for fiscal year 2004;
(C) $4,000,000 for fiscal year 2005;
(D) $4,500,000 for fiscal year 2006; and
(E) $5,000,000 for fiscal year 2007; and
(3) for support for research experiences for undergraduate
students in accordance with section 3(c)(1)(B) of the
Scientific and Advanced-Technology Act of 1992 (42 U.S.C.
[[Page H4373]]
1862i(c)(1)(B)), as amended by subsection (b) of this
section, $750,000 for each of fiscal years 2003 through 2007.
The SPEAKER pro tempore. Pursuant to the rule, the gentleman from New
York (Mr. Boehlert) and the gentleman from Texas (Mr. Hall) each will
control 20 minutes.
The Chair recognizes the gentleman from New York (Mr. Boehlert).
Mr. BOEHLERT. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, H.R. 3130 proposes a simple and direct solution to a
clear and urgent problem. The problem is that fewer and fewer American
college students are majoring in mathematics, engineering, technology,
or science, particularly in the physical sciences. This is a source of
growing concern for many reasons.
First and most obviously, the Nation needs to constantly replenish
its supply of scientists, mathematicians, and engineers to have a
workforce that can compete in this increasingly technological world.
The U.S. cannot assume that it can rely forever on immigrants, foreign
students, and temporary emergency visa programs to meet its long-term
workforce needs. Yet that is exactly what we are doing right now.
But the problem goes beyond filling jobs that explicitly call for
someone with a science degree. In today's world, just about every job
has a component that is informed by science and technology, from the
assembly line to the boardroom. Yet we have fewer and fewer Americans
who have the background to understand and analyze technical
information.
Indeed, just to be an active citizen today requires more scientific
background than was the case just a few years ago. Just think of how
often this body turns to institutions like the National Academy of
Sciences because so many policy questions today require a firm
grounding in science. So we need to have more, not fewer, Americans
trained in science and technology fields if we are to be a competitive
economy and if we are to have a skilled workforce and an active polity.
Now, reversing the current trends which have long been in the making
is not easy. Many of the problems begin as early as elementary school;
and this House has passed several major bills to address those
problems, including H.R. 1 from the Committee on Education and the
Workforce and H.R. 1858 from the Committee on Science.
But not all of our problems reside at the K through 12 level. The
statistics show that many students enter college intending to major in
science, math, and engineering, but change course before declaring a
major. Some of these students, of course, may just not be right for the
field, but the attrition rate is far too high for that to be the whole
story. The problem is, rather, that our colleges and universities by
and large do not do enough to encourage students to remain in science,
math, and engineering. Indeed, sometimes students are actually
discouraged.
We cannot afford to have that continue. H.R. 3130 takes aim at this
problem directly by providing incentives for colleges and universities,
including community colleges, to increase the number and quality of
science, math, engineering, and technology majors. Under the bill, the
National Science Foundation would provide grants to improve
undergraduate science, math, and engineering education that are
contingent on the grantee increasing the number of graduating majors in
those fields by a specific amount without reducing quality. This is a
direct and targeted approach that should make a real difference in the
culture of our Nation's colleges and universities.
I should note that NSF is already beginning to try this approach.
Congress appropriated money for fiscal year 2002 to begin implementing
H.R. 3130 on an experimental basis in advance of the bill's enactment,
and the President has proposed continuing the program next year; but
the program cannot be fully ramped up without this bill.
H.R. 3130 also creates a number of other important programs to
improve undergraduate education, including grants to enable colleges
and universities to expand successful, innovative undergraduate
programs; grants to enable faculty to improve their teaching skills;
and grants to help colleges purchase new research equipment for
undergraduates. It also expands the National Science Foundation's
summer research program for undergraduates.
Finally, the bill establishes a rigorous evaluation program so we can
really learn what approaches to improving undergraduate education work
and which ones do not. We have been flying by the seat of our pants for
too long in this regard, and this bill will finally provide some
reliable data and analysis on undergraduate reform.
So H.R. 3130 is a good bill that promotes targeted steps to improve
undergraduate education that will make a real difference.
As with all good bills, this one reflects the work of many hands. I
want to start by thanking the gentleman from Ohio (Chairman Boehner)
and his staff for working so cooperatively with us on this bill, as
they have on all education legislation.
I want to particularly thank the gentleman from Texas (Mr. Hall), the
ranking minority member of the Committee, and the gentleman from
Connecticut (Mr. Larson), the primary Democrat sponsor of this bill,
and all our minority Members for their contributions to this bill which
passed in our committee by voice vote because it reflected ideas that
originated on both sides of the aisle.
I want to mention two Members of the minority specifically, the
gentleman from Utah (Mr. Matheson) and the gentleman from California
(Mr. Schiff), as they should have been mentioned as cosponsors of the
bill, and I want to thank the gentleman from Texas (Mr. Smith) and
other Texans on the committee for making sure that others in their
State could compete fairly for grants under this bill, even though some
Texas programs are organized differently from those in other States.
I also want to thank many companies and high-tech industry groups
such as Tech Net and higher education groups such as the American
Council on Education that have actively supported this bill and helped
us get it to the floor. This bill is supported, and it deserves
everyone's support because it has widespread impact. I urge its
adoption.
Mr. Speaker, I reserve the balance of my time.
Mr. HALL of Texas. Mr. Speaker, I yield myself such time as I may
consume.
Mr. Speaker, I rise in support of the Undergraduate Science,
Mathematics, Engineering, and Technology Education Improvement Act,
H.R. 3130, as reported from the Committee on Science and as described
very adequately by our chairman.
The bill was developed in a very bipartisan way, in keeping with the
past practices of the Committee on Science in the area of science
education legislation. I want to thank the gentleman from New York
(Chairman Boehlert) and those with whom he works, his staff, for
working with us on this side of the aisle to produce this very
excellent legislative product.
Basically, the bill will help increase the number of students who are
graduating in science, math, and engineering, and will help improve the
quality of undergraduate science education.
Mr. Speaker, this bill builds on existing NSF programs that have
proven their effectiveness, such as Research Experiences for
Undergraduates. Similarly, the bill will provide support for the
expansion of successful small-scale undergraduate education reform
activities that some colleges and universities have been engaged in.
H.R. 3130 will also implement programmatic recommendations of the
Committee on Science, those that they have received through a long
series of science education hearings going back to the last Congress.
I would like also to point out that the bill incorporates provisions
advanced by my colleague, the gentleman from Washington (Mr. Baird), as
in his bill, H.R. 4680. These provisions are focused on helping
community colleges improve their science and technology offerings,
which is important because community colleges enroll such a significant
proportion of all undergraduate students.
Finally, the bill includes the establishment of an educational
program at NSF that will target minority-serving institutions. This
program, which was advanced by my colleague, the gentleman from
California (Mr. Baca), will help address the serious problems of
[[Page H4374]]
underrepresentation by minorities in the science and technology fields.
The Nation just cannot afford to lose the talents of any segment of
society if we are to produce a workforce with the range of skills and
capabilities that are going to be needed in the postindustrial world.
Mr. Speaker, I strongly support H.R. 3130 and commend it for
favorable consideration by the House.
{time} 1330
Mr. Speaker, I yield 3 minutes to the gentlewoman from Texas (Ms.
Eddie Bernice Johnson) who is the ranking member of the Subcommittee on
Research of the Committee on Science.
Ms. EDDIE BERNICE JOHNSON of Texas. Mr. Speaker, I rise in strong
support of H.R. 3130, the Undergraduate Science, Mathematics,
Engineering and Technology Education Improvement Act. I want to thank
the gentleman from New York (Mr. Boehlert), the gentleman from Texas
(Mr. Hall), and the gentleman from Michigan (Mr. Smith) for working
with me and my colleagues in a very bipartisan manner to develop the
legislation now before the House.
This bill focuses on two important issues. The first is to attract
and retain more students in associate and baccalaureate degree programs
in critical science and technology fields. The second issue is to
ensure that all undergraduate students receive a quality education
experience in their science and technology courses, regardless of the
career path they ultimately choose.
One important component for dealing with the problem of declining
numbers of students pursuing careers in science and math and
engineering for the long term is to increase participation in these
areas by individuals from underrepresented groups. Under the Technology
Talent Act, the National Science Foundation is required to ensure that
projects are supported that would lead to increases in the numbers of
science degrees by individuals from underrepresented groups.
The NSF is also encouraged to make use of existing Louis Stokes
Alliance for Minority Participation program, which has a 10-year track
record in attracting and maintaining minority students in science-
related degree programs. H.R. 3130 also authorizes a new Minority-
Serving Institutions undergraduate program to build up the capacity for
these institutions.
In other provisions, the bill will help expand undergraduate
education reform efforts at institutions of higher education throughout
the Nation that have demonstrated successful records of accomplishment.
It provides professional development opportunities for undergraduate
faculty and expands the availability of research experiences for the
undergraduate students, including students at nonresearch institutions.
The bill also encourages the inclusion of innovative public-private
partnerships by enabling consortia to participate in the grants program
which has worked very, very well in the State of Texas and in my area.
Mr. Speaker, I believe that H.R. 3130 will put in place a range of
programs and activities that will strengthen undergraduate education in
science and technology and will help provide the human resources that
this Nation will need for economic strength and security in the
postindustrial world.
I strongly support this legislation. I commend it to my colleagues
and ask for their support in the passage by this House.
Mr. HALL of Texas. Mr. Speaker, I yield 3 minutes to the gentleman
from Connecticut (Mr. Larson), a member of the committee.
(Mr. LARSON of Connecticut asked and was given permission to revise
and extend his remarks.)
Mr. LARSON of Connecticut. Mr. Speaker, I want to thank our
distinguished leader for the opportunity to speak here on the floor
this afternoon.
Let me begin by applauding the efforts of the gentleman from New York
(Mr. Boehlert), who has done an outstanding job. It has been my high
honor and pleasure to work with him over the past 3 years, and in the
last year specifically, as this legislation has been developed.
It has been a longstanding concern of mine and clearly my
constituents and people all around this country who understand
intuitively, as the chairman does, the need that exists out there to
address this glaring inequity that has existed in terms of making sure
that we have a pipeline that is full of students who have expertise in
math, science, and engineering. Because of the obvious shortcomings in
this area, we risk this Nation's becoming a second-rate economic power
if we do not address these concerns forthrightly.
This bill does exactly that. And typical of his manner, the chairman
once again has reached out and done this in a bipartisan manner,
garnering the best ideas from both sides of the aisle, which in my
humble estimation always leads to the best legislation.
I am proud, as well, to join my colleagues on this side of the aisle,
especially the gentlewoman from Texas (Ms. Eddie Bernice Johnson), the
gentleman from Colorado (Mr. Udall) and the gentleman from California
(Mr. Honda), as well, who have fought hard to make sure that issues
like granting minorities greater access and greater funding in these
specific areas that are much needed in order for us to compete, were
attended to.
Again, I would like to thank the gentleman from Texas (Mr. Hall) for
his efforts as well.
The defense of this Nation and its continued economic prosperity are
inextricably tied and linked to our education system. And by providing
an opportunity and incentives that will provide us with the kind of
dedicated members of our society entering into the field of math and
science and engineering, this bill takes a bold step in terms of
accomplishing that specific goal. I am proud to stand here on the floor
of the House today and endorse this concept and ask all of my
colleagues for their unanimous support of a great bill put forward by a
great leader.
Mr. HALL of Texas. Mr. Speaker, I yield 3 minutes to the gentleman
from California (Mr. Baca), a member of our subcommittee.
(Mr. BACA asked and was given permission to revise and extend his
remarks.)
Mr. BACA. Mr. Speaker, I rise in support of H.R. 3130.
Mr. Speaker, first of all, I would like to commend the minority
chairman and the chairman for a bipartisan bill that really addresses
the needs of our Nation. And I say the needs of our Nation because when
we look at technology, we look at our future and we look at a vision of
where we need to be, and that is preparing students in the area of
science, technology, engineering and mathematics. We all realize it has
declined, but yet the priorities were set there because a vision is
there for our Nation, and that is to make sure that we prepare our
students to make sure that they can guide us, because they are our
future.
This bill addresses the problem by funding a program at the NSF to
provide grants to institutions of higher education. These grants will
be used to increase the number and quality of graduates from physical
science, mathematics, engineering and technology degree and transfer
programs.
Just as importantly, this bill recognizes that the institutions that
serve unique purposes also have unique needs. Hispanic-serving
institutes, historically black colleges and universities, Alaska-
native-serving institutions, native-Hawaiian-serving institutions, and
tribally controlled colleges and universities serve that special
purpose.
These institutions educate and train underserved and often overlooked
segments of our population. But this segment of the population will not
be overlooked by this bill because this bill addresses those needs. And
I want to commend the chairman for doing that, because it is about
inclusion of everyone; and this bill includes everybody in this
process. Inclusion and making sure that no child, whether it is an
adult, is left behind, and this includes that.
Today, we are establishing a program that would accomplish two
things. First, the program would award grants to minority-serving
institutions to enhance the quality of undergraduate science,
mathematics, and engineering education at these institutions. These
grants also increase the retention and graduation rates of students
pursuing bachelors degrees in science, mathematics or engineering.
Mr. Speaker, I ask that we consider this unique role and this unique
need of
[[Page H4375]]
minority-serving institutions when we consider this important piece of
legislation. I ask my colleagues on both sides of the aisle to support
this bipartisan bill that is good for our Nation and good for our
country.
Mr. HALL of Texas. Mr. Speaker, I have no further requests for time,
and I yield back the balance of my time.
Mr. BOEHLERT. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, let me conclude by saying if a forensic expert were
brought into the Committee on Science and asked to examine this piece
of legislation, he would find on it the fingerprints of just about
every single member of the committee, Democrat and Republican alike.
The hallmark of this committee, as has been mentioned during this
debate, is the inclusion. We want the ideas from everyone on the
committee. I am proud to report to my colleagues in the House that this
is an engaged committee. People are involved in helping to shape
responsible public policy. I am very proud to serve in the capacity of
chairman of a committee that is serving with such distinction
addressing the needs of the American people.
We have just been through 10 years, from March of 1991 to the end of
the first quarter of last year, the longest period of sustained growth
in modern history for the economy. That growth was largely driven by
science, math, engineering, the technical people who are part of this
Information Revolution. We had a slight downturn last year, and then we
had 9-11, but we are on the rebound now.
If we are to experience, to realize, the next era of sustained growth
in our economy, we are going to have to be dependent on our own people,
our people who are well trained, our universities that teach these very
important subjects. We cannot rely on just people from abroad to come
rescue us, and that is too often the case now. We have got to grow our
own, right here.
And so I am proud to present this bill to the House, to my
colleagues, and to urge its adoption.
Mr. SMITH of Michigan. Mr. Speaker, I rise in support of H.R. 3130,
the Technology Talent Act of 2002.
For some time now, we have recognized the need to improve math and
science education in America. The Science Committee, and the Research
Subcommittee which I chair, has taken one of the lead roles in
advancing these reforms. Last year, the House passed legislation
generated by our Committee, the Math and Science Partnerships Act, that
authorizes a number of programs at the National Science Foundation
aimed at improving K-12 education.
More recently, we have turned our attention to an equally important
problem: improving math, science and engineering education at the
undergraduate level. Our Subcommittee held hearings to identify the
problems of our current educational system, and more importantly, to
understand how to encourage and support changes that will provide
solutions to these problems that benefit all students.
What we learned was that there is no single problem that has resulted
in the talent gap and workforce challenges we face today, but rather,
an assortment of problems that demand a variety of solutions. Much of
the problem is simply a supply and demand issue, the marketplace is
increasingly demanding a workforce skilled in the sciences and
engineering, while the supply of people capable of filling those
positions has remained flat.
This has forced us to look to foreign students to help fill the gap,
and we now are in a situation where only half of all engineering
doctoral degrees in the U.S. are awarded to American students, and a
similar disproportionate number of all high-tech jobs are filled by
foreign workers.
One task that doesn't require scientific or engineering expertise and
that can even be understood by politicians is that if we don't fill the
current talent gap in these fields, we risk damaging America's position
the global economic, technological, and scientific leader.
In response to these challenges, the Science Committee has put forth
the bipartisan effort that is before us today--the Technology Talent
Act. It establishes a performance-based competitive grant program at
the National Science Foundation that would provide funding for
institutions of higher learning to implement innovative proposals
designed to increase the number of undergraduates graduating in math,
science, engineering, and technology.
It also addresses other areas such as institutional reform and
faculty development, and authorizes NSF to provide awards to
universities for improving their research instrumentation and provide
undergraduate students valuable research experience.
The bill takes advantage of NSF's competitive, peer-reviewed system,
allowing institutions to develop their own proposals to maximize
results and promote creativity.
The legislation also emphasizes accountability and regular program
evaluation, institutions that fail to meet the goals set forth in their
proposals may have their funding terminated or reduced.
It is clear that if we want to maintain our competitive edge in the
world--if we want to remain the top economic power, the top military
force, and ensure the safety of our citizens from terrorist
aggression--it is critical that we do a better job of preparing our
students for careers in science, mathematics, engineering, and
technology. The Technology Talent Act provides the reforms necessary to
meet these challenges.
I would like to thank the Chairman for his leadership on this
legislation, and I urge all members to support this bill.
Mr. Speaker, I yield back the balance of my time.
The SPEAKER pro tempore (Mr. Walden of Oregon). The question is on
the motion offered by the gentleman from New York (Mr. Boehlert) that
the House suspend the rules and pass the bill, H.R. 3130, as amended.
The question was taken; and (two-thirds having voted in favor
thereof) the rules were suspended and the bill, as amended, was passed.
A motion to reconsider was laid on the table.
____________________