[Congressional Record Volume 160, Number 109 (Monday, July 14, 2014)]
[House]
[Pages H6141-H6144]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
STEM EDUCATION ACT OF 2014
Mr. SMITH of Texas. Mr. Speaker, I move to suspend the rules and pass
the bill (H.R. 5031) to define STEM education to include computer
science, and to support existing STEM education programs at the
National Science Foundation.
The Clerk read the title of the bill.
The text of the bill is as follows:
H.R. 5031
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 ``STEM Education Act of
2014''.
SEC. 2. DEFINITION OF STEM EDUCATION.
For purposes of carrying out STEM education activities at
the National Science Foundation, the Department of Energy,
the National Aeronautics and Space Administration, the
National Oceanic and Atmospheric Administration, the National
Institute of Standards and Technology, and the Environmental
Protection Agency, the term ``STEM education'' means
education in the subjects of science, technology,
engineering, and mathematics, including other academic
subjects that build on these disciplines such as computer
science.
SEC. 3. INFORMAL STEM EDUCATION.
(a) Grants.--The Director of the National Science
Foundation, through the Directorate for Education and Human
Resources, shall continue to award competitive, merit-
reviewed grants to support--
(1) research and development of innovative out-of-school
STEM learning and emerging STEM learning environments in
order to improve STEM learning outcomes and engagement in
STEM; and
(2) research that advances the field of informal STEM
education.
(b) Uses of Funds.--Activities supported by grants under
this section may encompass a single STEM discipline, multiple
STEM disciplines, or integrative STEM initiatives and shall
include--
(1) research and development that improves our
understanding of learning and engagement in informal
environments, including the role of informal environments in
broadening participation in STEM; and
(2) design and testing of innovative STEM learning models,
programs, and other resources for informal learning
environments to improve STEM learning outcomes and increase
engagement for K-12 students, K-12 teachers, and the general
public, including design and testing of the scalability of
models, programs, and other resources.
SEC. 4. NOYCE SCHOLARSHIP PROGRAM AMENDMENTS.
(a) Amendments.--Section 10A of the National Science
Foundation Authorization Act of 2002 (42 U.S.C. 1862n-1a) is
amended--
(1) in subsection (a)(2)(B), by inserting ``or bachelor's''
after ``master's'';
(2) in subsection (c)--
(A) by striking ``and'' at the end of paragraph (2)(B);
(B) in paragraph (3)--
(i) by inserting ``for teachers with master's degrees in
their field'' after ``Teaching Fellowships''; and
(ii) by striking the period at the end of subparagraph (B)
and inserting ``; and''; and
(C) by adding at the end the following new paragraph:
``(4) in the case of National Science Foundation Master
Teaching Fellowships for teachers with bachelor's degrees in
their field and working toward a master's degree--
``(A) offering academic courses leading to a master's
degree and leadership training to prepare individuals to
become master teachers in elementary and secondary schools;
and
``(B) offering programs both during and after matriculation
in the program for which the fellowship is received to enable
fellows to become highly effective mathematics and science
teachers, including mentoring, training, induction, and
professional development activities, to fulfill the service
requirements of this section, including the requirements of
subsection (e), and to exchange ideas with others in their
fields.'';
(3) in subsection (e), by striking ``subsection (g)'' and
inserting ``subsection (h)'';
(4) by redesignating subsections (g) through (i) as
subsections (h) through (j), respectively; and
(5) by inserting after subsection (f) the following new
subsection:
``(g) Support for Master Teaching Fellows While Enrolled in
a Master's Degree Program.--A National Science Foundation
Master Teacher Fellow may receive a maximum of 1 year of
fellowship support while enrolled in a master's degree
program as described in subsection (c)(4)(A), except that if
such fellow is enrolled in a part-time program, such amount
shall be prorated according to the length of the program.''.
(b) Definition.--Section 10(i)(5) of the National Science
Foundation Authorization Act of 2002 (42 U.S.C. 1862n-
1(i)(5)) is amended by inserting ``computer science,'' after
``means a science,''.
The SPEAKER pro tempore. Pursuant to the rule, the gentleman from
Texas (Mr. Smith) and the gentlewoman from Connecticut (Ms. Esty) each
will control 20 minutes.
The Chair recognizes the gentleman from Texas.
General Leave
Mr. SMITH of Texas. Mr. Speaker, I ask unanimous consent that all
Members may have 5 legislative days in which to revise and extend their
remarks and to include extraneous material on H.R. 5031, the bill under
consideration.
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from Texas?
There was no objection.
Mr. SMITH of Texas. Mr. Speaker, I yield myself such time as I may
consume.
The STEM Education Act of 2014 is bipartisan legislation that ensures
computer science is included in the definition of STEM education for
programs and activities at our Federal science agencies.
The bill also supports and strengthens ongoing STEM education efforts
at the National Science Foundation. I thank Ranking Member Eddie
Bernice Johnson and Representatives Elizabeth Esty, Larry Bucshon,
Chris Collins, Randy Hultgren, Robin Kelly, Joe Kennedy, Dan Lipinski,
and Frederica Wilson for their initiative on this bill.
Earlier this year, the Science Committee held a hearing on STEM
education. The discussion that took place at that hearing helped to
illustrate the importance of STEM education and why we should include
computer science as a component of STEM education. Frankly, it is hard
to believe it hasn't been done before.
Today, a variety of jobs from banking to business to medicine require
familiarity with computer science. According to the Bureau of Labor
Statistics, computing and mathematics will be one of the top 10 major
occupational groups from 2010 to 2020; and by 2020, there will be over
4 million U.S. jobs in computing and information technology.
Unfortunately, America lags behind many other nations when it comes
to STEM education. American students rank 21st in science and 26th in
math. That must change for the better.
We need to ensure that young adults have the scientific and
mathematical skills to strive and thrive in a technology-based economy,
but we have to capture and hold the desire of our Nation's youth to
study science and engineering, so they will want to pursue these
careers.
H.R. 5031 also includes language to support informal STEM education
programs and activities at the National Science Foundation. These
activities reach students outside of the classroom and strengthen a
student's engagement in STEM subject areas.
The STEM Education Act ensures that teachers working towards a
master's degree in STEM subjects can participate in the Robert Noyce
Master Teacher Fellowship program. This program provides more
opportunities for teachers who want to strengthen their teaching skills
and now will encourage more teachers to pursue advanced degrees.
A healthy and viable STEM workforce, literate in all STEM subjects,
including computer science, is critical to American industries. A well-
educated and trained STEM workforce ensures our future economic
prosperity. More graduates with STEM degrees means more advanced
technologies and a more robust economy.
We must work to ensure that students continue to go into these
fields, so that their innovative ideas can lead to a more innovative
and prosperous America. I encourage my colleagues to support this bill.
Mr. Speaker, I reserve the balance of my time.
Ms. ESTY. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I would like to start by thanking my friend, Chairman
Smith,
[[Page H6142]]
for his leadership on the Science Committee in promoting STEM
education. I am grateful that we are able to advance these important
provisions today in a bipartisan fashion, thanks in large part to his
willingness to work across the aisle.
I would also like to thank Ranking Member Eddie Bernice Johnson and
Representative Lipinski for their leadership on the committee and their
thoughtful guidance on these issues.
The STEM Education Act of 2014 provides critical support to the
teachers and advocates of STEM education who are preparing our students
with the skills they need to succeed in our increasingly competitive
global society.
As Chairman Smith said, the bill includes three provisions to support
and promote STEM education in this country. It supports teachers who
are passionate about STEM education, codifies the importance of
informal hands-on STEM education, and expands the definition of STEM
education to explicitly include computer science.
As a mother of three, I know firsthand the importance of having
teachers who are engaged and passionate about being in the classroom,
particularly science and math teachers.
From my own experience--my son just graduated from college with a
degree in astrophysics--and from our time studying these issues on the
committee, we know that when children are excited about science
projects and math problems at a young age, they carry that passion with
them throughout their lives. That is why we must encourage talented
people to go into teaching, and this bill does just that.
It expands the Robert Noyce Master Teacher Fellowship at the National
Science Foundation, so that more people who are enthusiastic about the
sciences can teach our children.
I am grateful to see portions of my bill, the STEM Jobs Act, included
in the legislation before us today. Currently, the Robert Noyce Master
Teaching Fellowship provides mentoring, training, and financial support
to people who have a master's degree in a STEM discipline and who want
to enter the teaching profession.
The program is designed to ensure that these passionate individuals
have the tools they need to become highly effective math and science
teachers.
In Connecticut, the University of Bridgeport's Master Teaching
Fellowship program is dedicated to placing physics teachers in our
high-needs schools. At UConn's Teachers for Tomorrow program, we
prepare teachers to effectively teach math to elementary, middle, and
high school students.
The bill before us today expands the master teaching fellowships, so
those working towards a master's degree are also eligible to apply.
This expansion will allow more gifted individuals to be in our
classrooms, preparing our children to become the next generation of
engineers, scientists, and even astronauts.
However, no matter how great your math teacher is, studies show that
all students thrive in a hands-on learning environment.
We are fortunate in Connecticut to have a terrific partner in
informal STEM education at the Connecticut Science Center, which opened
in 2009, to support STEM education in our schools.
When students visit the center, they can navigate through outer
space, use lasers to learn about sight and sound, experiment with
forces and motion, and explore our very own Connecticut River.
These interactive learning environments also provide structured
support for teachers and for students. For example, the Connecticut
Science Center trains more than 800 teachers annually. In teaching
skills and content to support our school curriculum, these teachers
then return to the classroom across the State of Connecticut and
provide our students with the high-quality education that they need to
succeed.
Programs like these are hosted by museums and science centers around
the country. This bill directs the National Science Foundation to
continue to award competitive grants to support these out-of-school,
hands-on STEM learning experiences.
Finally, as Chairman Smith noted, this bill takes an important--in
fact, a critical step forward in expanding the definition of STEM to
include computer science. Computer science is a critical component of
STEM education. As he noted, the Bureau of Labor Statistics projects
there will be more than 4 million computing and information technology
jobs by the year 2020.
Students who study computer science can be leaders in diverse fields
such as energy, manufacturing, defense, and health care. Unfortunately,
computer science has all too often been overlooked at our elementary,
middle, and high school levels. Even more concerning, only 25 percent
of computer scientists are women, although women make up 57 percent of
the workforce.
Manufacturing is the backbone of our economy in Connecticut, and I
know, from conversations with our manufacturers, that they are
desperate for high school and college graduates who have the computer
skills necessary for our manufacturing jobs--high tech manufacturing
jobs.
Our need for graduates with these skills will only continue to grow,
and that is why it is so critical that we focus on building these
skills in our elementary, middle, and high school students today.
Mr. Speaker, I am proud that we have put together a bipartisan bill
to support an advanced STEM education. Preparing our students with the
skills they need to thrive in a global economy transcends partisan
politics.
Again, I want to thank Chairman Smith, Ranking Member Johnson,
Representative Bucshon, Representative Lipinski, and all of the
committee staff for their hard work on the STEM Education Act. This
bill is an important step in securing our children's future.
Mr. Speaker, I reserve the balance of my time.
Mr. SMITH of Texas. Mr. Speaker, I would like to again thank the
gentlewoman from Connecticut (Ms. Esty) for her interest in this
subject of STEM education and for her contributions to this bill as
well.
Mr. Speaker, I yield 2 minutes to the gentleman from New York (Mr.
Collins), who is a member of the Science Committee and also a cosponsor
of this legislation.
Mr. COLLINS of New York. Mr. Speaker, I thank Chairman Smith for the
opportunity to speak in support of the STEM Education Act, legislation
that I have cosponsored to help create a new generation of innovators.
As a graduate in mechanical engineering, I quickly learned years ago
of the important role a STEM background plays in U.S. manufacturing.
Later, as I started my own business ventures, I have continued to learn
how hard it can be to find new graduates with backgrounds in science,
technology, engineering, or math.
These are jobs that drive our economy, and we need to act now to
encourage students to realize the benefits in choosing one of these
fields.
{time} 1515
Among these STEM fields is commuter science, which is the primary
driver for job growth among the four STEM fields of study. By 2020,
there will be an estimated 4.2 million computing and information
technology jobs; yet, at the current rate of students graduating from
American universities and colleges, these jobs will be vastly
underfilled.
We cannot let that happen. That is why we need this no-cost
legislation to direct Federal agencies to include computer science as
one of the definitions of STEM. This will allow the Federal Government
to expand on this focus and help address the future gap in computer
science.
Further, this bill will help teachers find ways to spur student
interest in STEM. With more than 40 years separating us from the last
Moon landing, we need to find a spark that spurs interest in STEM among
young students. Whether it is a robotics competition or a simple after-
school science experiment, these are the ways we will help create the
next generation of great American innovators and inventors.
I urge all my colleagues to support H.R. 5031.
Ms. ESTY. Mr. Speaker, I yield such time as she may consume to the
gentlewoman from Texas (Ms. Eddie Bernice Johnson), the ranking member
of the committee.
Ms. EDDIE BERNICE JOHNSON of Texas. Mr. Speaker, I rise in support of
H.R. 5031 and the three other science, Space, and Technology bills
being considered today.
[[Page H6143]]
Earlier this year, all of my Democratic committee colleagues joined
me in introducing H.R. 4159, the America Competes Reauthorization Act
of 2014. Three of the bills considered today are similar or identical
to the provisions we included in our Competes bill, and the fourth bill
similarly reflects a longstanding bipartisan effort. I will speak
briefly about each of the four bills.
First, I want to thank Chairman Smith and my Democratic colleagues,
Mr. Lipinski and Ms. Esty, for introducing H.R. 5031, the STEM
Education Act of 2014. While we still have much work to do to improve
access to high-quality STEM education for all young Americans, this
bill is a good step in the right direction.
American students and American companies are at a significant
disadvantage when it comes to having a well-prepared information
technology workforce. While there is no silver bullet, it is important
that we include computer science in the definition of STEM.
This bill also authorizes informal STEM education grants at the
National Science Foundation. Learning happens in all settings at all
times of the day, not just in the classroom.
While we know that informal STEM education holds great promise to
increased engagement and learning in STEM by diverse populations, R&D
and NSF helps ensure that we are developing and implementing the most
effective programs.
Finally, H.R. 5031 amends NSF's Noyce Master Teacher Fellowship
program to expand eligibility to current math and science teachers who
already have a bachelor's degree in a STEM field.
This update ensures that we are tapping into our entire pool of
talented STEM teachers who might serve as master teachers in their
schools and districts. I urge my colleagues to support this good bill.
Next, I want to thank my fellow Texan, Mr. Neugebauer, who introduced
H.R. 1786, legislation that would reauthorize the National Windstorm
Impact Reduction Program, or NWIRP. The last several years have been
devastating years for natural disasters across the country. Tornadoes
have resulted in significant loss of life and property across the
Midwest.
Superstorm Sandy caused widespread destruction and death along the
eastern seaboard, and it was not so long ago that Hurricane Katrina
devastated the gulf coast. We cannot stop these windstorms, but we must
make sure our communities have the tools they need to prepare for and
respond to and recover from these disasters.
H.R. 1786 reauthorizes NWIRP, an important program that helps our
Federal agencies and communities across the Nation develop and
implement new model building codes and many other measures to minimize
the loss of life and property during windstorms and to rebuild
effectively and safely after such storms.
I urge my colleagues on both sides of the aisle to support this
important bill.
I also want to thank Mr. Bucshon and Mr. Peters for introducing H.R.
5056, the Research and Development Efficiency Act. I think we can all
agree that when federally funded researchers are spending more than 40
percent of their time on administrative burdens rather than doing
science, we are not getting the most we can out of our investments in
R&D.
While we must continue to prioritize both safety and accountability
in federally funded research, we should not be creating piles of
unnecessary paperwork for the scientists in the lab. Much of the burden
is caused by a lack of consistency and uniformity in policies and
requirements across our Federal science agencies.
I applaud my colleagues for ensuring that the science agencies, along
with OSTP and OMB, continue to look for ways to harmonize and
streamline Federal requirements affecting the conduct of R&D in our
Nation's great research institutions. I urge my colleagues to support
this bill.
Finally, I want to thank Mr. Lipinski for introducing H.R. 5029, the
International Science and Technology Cooperation Act of 2014. The 2012
National Academies report, Rising to the Challenge: U.S. Innovation
Policy for the Global Economy, notes that ``the globalization of
research and innovation presents valuable opportunities for U.S. firms
and federally funded research institutes to capitalize on offshore R&D
initiatives and growing pools of science and technology talent.''
International collaborations have led to some of the latest
discoveries and developments in science and technology, many of which
have relevance to our everyday lives. Topics such as cybersecurity,
nanotechnology, energy technology, and water resources are all ripe for
greater international engagement and cooperation. In many cases, we
simply cannot afford to do it all alone. In some cases, in this
interconnected world, going at it alone could lead to significant
unintended roadblocks in the future.
The better coordinated we are as a nation, the better positioned we
are to lead on these issues globally. H.R. 5029 helps us achieve these
goals. This is a good bill, and I urge my colleagues to support it.
Mr. SMITH of Texas. Mr. Speaker, I have no other requests for time on
this side, and I reserve the balance of my time.
Ms. ESTY. Mr. Speaker, I yield 2 minutes to the gentleman from
Illinois (Mr. Lipinski).
Mr. LIPINSKI. Mr. Speaker, I want to thank the gentlewoman for
yielding.
Mr. Speaker, I rise in support of H.R. 5031, the STEM Education Act.
Like Mr. Collins who spoke earlier, I am also a mechanical engineer.
I understand, as all of us do, the importance of improving STEM
education. It is one of the most important tasks our Nation faces if
our children are going to be able to compete in the global economy of
today and tomorrow.
The language in this bill, which affirms support for informal STEM
education at the National Science Foundation, is language that I
offered to the NSF authorization bill in markup. I would like to thank
Chairman Smith for including it in his bill.
About 65 million visits to museum and science centers occur each
year, including 13 million visits from schoolchildren. However, museums
and science centers are much more than just an inspiring field trip
destination. Their educational programming and inspirational exhibits
linked to classroom curriculum make museums and science centers natural
partners with schools in STEM education.
Programs supporting informal education at museums and science centers
are responsible for some of the most innovative forms of teaching
around. Passage of this bill would be a clear signal that Congress
supports informal STEM education activities funded by the National
Science Foundation and would ensure that they continue.
I would also like to thank my friend from Connecticut (Ms. Esty) for
her work on this bill to make substantive improvements to the Noyce
scholarship program at NSF, and to Chairman Smith for providing
language which includes computer science in the definition of STEM
education.
I urge my colleagues to support this bill.
Mr. SMITH of Texas. Mr. Speaker, we have no further individuals who
have requested time, so I am ready to yield back if the minority is
ready to yield back.
Ms. ESTY. Mr. Speaker, I yield back the balance of my time.
Mr. SMITH of Texas. Mr. Speaker, I yield back the balance of my time.
Ms. JACKSON LEE. Mr. Speaker, I want to thank Chairman Smith and
Ranking Member Eddie Bernice Johnson for their leadership in bringing
this legislation to the floor and for their commitment to advancing
STEM education and including computer science within the definition of
STEM.
As a senior member of the Homeland Security Committee, I rise in
support of H.R. 5031, the ``STEM Education Act of 2014.'' STEM workers
drive our nation's innovation and competitiveness by generating new
ideas, new companies and new industries.
I am committed to making sure that our nation can keep pace with
global innovation today and into the future. During the 113th Congress:
I originally sponsored the Cybersecurity Education Enhancement Act,
which directs the Secretary of Homeland Security to establish a program
to award grants to institutions of higher education for: cybersecurity
professional development programs, associate degree programs in
cybersecurity, and the purchase of equipment to provide training in
cybersecurity for either professional development or degree programs.
[[Page H6144]]
I offered an amendment that was adopted by the Full Homeland Security
Committee that would establish a fellowship program to attract STEM
undergraduate and doctoral students to work at the Department of
Homeland Security in exchange for tuition reimbursement assistance.
I co-sponsored the Veterans' STEM Education Program, the STEM
Gateways Act, the National STEM Education Act, the Tax Incentive for
Teacher Act, and the Women and Minorities in STEM Booster Act of 2014
all of which work towards bolstering the growth of STEM.
I also hosted the first Annual Congressional STEM Competition for my
District, which challenged High School Students to design and/or create
projects using Science, Technology, Engineering, and Mathematics
skills.
Houston is the 4th largest city in the United States and the 5th most
populated metropolitan area in the nation.
The Houston region is one of the most important industrial bases in
the world and was recently Manufacturers' New ranked the city first
among other U.S. manufacturing cities.
Houston is also home to the largest medical complex in the world--the
Texas Medical Center--and provides clinical health care, research and
education at its 54 institutions.
The Houston Texas region lost 153,100 jobs during the Great
Recession and gained 309,100 jobs during the recovery.
Only 3 other top metropolitan areas have done as well as Houston:
Dallas at 158.9% recovery of jobs; Washington, DC at 144.2% of post
recession job recovery and Boston had a 123.4% post recession jobs
recovery.
The middle class of this decade is being determined by workers who
get the right STEM education and job training today.
Brookings' Metropolitan Policy Program's report ``The Hidden STEM
Economy,'' reported that in 2011, 26 million jobs or 20 percent of all
occupations required knowledge in 1 or more STEM areas.
Half of all STEM jobs are available to workers without a 4 year
degree and these jobs pay on average $53,000 a year, which is 10
percent higher than jobs with similar education requirements.
There will be STEM winners and losers, but not because the skills
needed are too difficult to obtain, but because people are not aware of
the jobs that are going unfilled today nor do they know what education
or training will create job security for the next 2 to 3 decades.
A third of Houston jobs are in STEM-based fields.
Houston has the second largest concentrations of engineers (22.4 for
every 1,000 workers according to the Greater Houston Partnership.)
Houston has 59,070 engineers the second largest populations in the
nation.
STEM Jobs can be found in every sector of the economy. For example:
Science
Houston has more than 400 software development companies and a ready
customer base in the areas of energy, space science, biotechnology and
leading technology research and development entities.
Houston has the Johnson Space Center, a $1.5 billion complex housing
one of NASA's largest Research and Development facilities that provides
some of the nation's best high-tech professionals in science and
engineering.
Mr. Speaker, in the past 10 years, growth in STEM jobs has been three
times greater than non-STEM jobs.
In the next decade, almost all of the 30 fastest-growing jobs will
require some STEM skills, yet 61 percent of middle school students
would rather take out the garbage than do their math homework.
STEM jobs are expected to keep up an accelerated pace in the coming
years leading to 1.8 million STEM-related job openings in 2018.
60 percent of U.S. employers are having difficulties finding
qualified workers to fill vacancies at their companies.
In the current overall employment market, unemployed people outnumber
job postings 3.6 to one. In the STEM occupation 4, job postings
outnumbered unemployed people by 1.9 to one.
At all levels of educational attainment, STEM job holders earn 11
percent higher wages compared with their same-degree counterparts in
other job.
I urge all of my colleagues to join me in supporting passage of H.R.
5031.
____________________