[Congressional Record Volume 167, Number 85 (Monday, May 17, 2021)]
[House]
[Pages H2392-H2398]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
STEM OPPORTUNITIES ACT
Ms. BONAMICI. Mr. Speaker, I move to suspend the rules and pass the
bill (H.R. 204) to direct the Director of the Office of Science and
Technology Policy to carry out programs and activities to ensure that
Federal science agencies and institutions of higher education receiving
Federal research and development funding are fully engaging their
entire talent pool, and for other purposes, as amended.
The Clerk read the title of the bill.
The text of the bill is as follows:
H.R. 204
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE; TABLE OF CONTENTS; FINDINGS.
(a) Short Title.--This Act may be cited as the ``STEM
Opportunities Act''.
(b) Table of Contents.--The table of contents for this Act
is as follows:
Sec. 1. Short title; table of contents; findings.
Sec. 2. Purposes.
Sec. 3. Federal science agency policies for caregivers.
Sec. 4. Collection and reporting of data on Federal research grants.
Sec. 5. Policies for review of Federal research grants.
Sec. 6. Collection of data on demographics of faculty.
Sec. 7. Cultural and institutional barriers to expanding the academic
and Federal STEM workforce.
Sec. 8. Research and dissemination at the National Science Foundation.
Sec. 9. Research and related activities to expand STEM opportunities.
Sec. 10. Tribal Colleges and Universities Program.
Sec. 11. Report to Congress.
Sec. 12. Merit review.
Sec. 13. Determination of budgetary effects.
Sec. 14. Definitions.
(c) Findings.--The Congress finds the following:
(1) Many reports over the past decade have found that it is
critical to our Nation's economic leadership and global
competitiveness that the United States educates and trains
more scientists and engineers.
(2) Research shows that women and minorities who are
interested in STEM careers are disproportionately lost at
nearly every educational transition and at every career
milestone.
(3) The National Center for Science and Engineering
Statistics at the National Science Foundation collects,
compiles, analyzes, and publishes data on the demographics of
STEM degrees and STEM jobs in the United States.
(4) Women now earn nearly 37 percent of all STEM bachelor's
degrees, but major variations persist among fields. In 2017,
women earned only 20 percent of all bachelor's degrees
awarded in engineering and 19 percent of bachelor's degrees
awarded in computer sciences. Based on Bureau of Labor
Statistics data, jobs in computing occupations are expected
to account for nearly 60 percent of the projected annual
growth of newly created STEM job openings from 2016 to 2026.
(5) In 2017, underrepresented minority groups comprised 39
percent of the college-age population of the United States,
but only 18 percent of students who earned bachelor's degrees
in STEM fields. The Higher Education Research Institute at
the University of California, Los Angeles, found that, while
freshmen from underrepresented minority groups express an
interest in pursuing a STEM undergraduate degree at the same
rate as all other freshmen, only 22.1 percent of Latino
students, 18.4 percent of African-American students, and 18.8
percent of Native American students studying in STEM fields
complete their degree within 5 years, compared to
approximately 33 percent of White students and 42 percent of
Asian students who complete their degree within 5 years.
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(6) In some STEM fields, including the computer sciences,
women persist at about the same rate through doctorate
degrees. In other STEM fields, women persist through
doctorate degrees at a lower rate. In mathematics, women earn
just 26 percent of doctorate degrees compared with 42 percent
of undergraduate degrees. Overall, women earned 38 percent of
STEM doctorate degrees in 2016. The rate of minority students
earning STEM doctorate degrees in physics is 9 percent,
compared with 15 percent for bachelor's degree. Students from
underrepresented minority groups accounted for only 11.5
percent of STEM doctorate degrees awarded in 2016.
(7) The representation of women in STEM drops significantly
from the doctorate degree level to the faculty level.
Overall, women hold only 26 percent of all tenured and
tenure-track positions and 27 percent of full professor
positions in STEM fields in our Nation's universities and 4-
year colleges. Black and Hispanic faculty together hold about
6.8 percent of all tenured and tenure-track positions and 7.5
percent of full professor positions. Many of the numbers in
the American Indian or Alaskan Native and Native Hawaiian or
Other Pacific Islander categories for different faculty ranks
were too small for the National Science Foundation to report
publicly without potentially compromising confidential
information about the individuals being surveyed.
(8) The representation of women is especially low at our
Nation's top research universities. Even in the biological
sciences, in which women now earn more than 50 percent of the
doctorates and passed the 25 percent level 37 years ago,
women make up only 25 percent of the full professors at the
approximately 100 most research-intensive universities in the
United States. In the physical sciences and mathematics,
women make up only 11 percent of full professors, in computer
sciences only 10 percent, and across engineering fields only
7 percent. The data suggest that approximately 6 percent of
all tenure-track STEM faculty members at the most research-
intensive universities are from underrepresented minority
groups, but in some fields the numbers are too small to
report publicly.
(9) By 2050, underrepresented minorities will comprise 52
percent of the college-age population of the United States.
If the percentage of female students and students from
underrepresented minority groups earning bachelor's degrees
in STEM fields does not significantly increase, the United
States will face an acute shortfall in the overall number of
students who earn degrees in STEM fields just as United
States companies are increasingly seeking students with those
skills. With this impending shortfall, the United States will
almost certainly lose its competitive edge in the 21st
century global economy.
(10) According to a 2014 Association for Women in Science
survey of over 4,000 scientists across the globe, 70 percent
of whom were men, STEM researchers face significant
challenges in work-life integration. Researchers in the
United States were among the most likely to experience a
conflict between work and their personal life at least
weekly. One-third of researchers surveyed said that ensuring
good work-life integration has negatively impacted their
careers, and, of researchers intending to leave their current
job within the next year, 9 percent indicated it was because
they were unable to balance work and life demands.
(11) Female students and students from underrepresented
minority groups at institutions of higher education who see
few others ``like themselves'' among faculty and student
populations often do not experience the social integration
that is necessary for success in all disciplines, including
STEM.
(12) One in five children in the United States attend
school in a rural community. The data shows that rural
students are at a disadvantage with respect to STEM
readiness. Among STEM-interested students, 17 percent of
students in rural high schools and 18 percent of students in
town-located high schools meet the ACT STEM Benchmark,
compared with 33 percent of students in suburban high schools
and 27 percent of students in urban high schools.
(13) A substantial body of evidence establishes that most
people hold implicit biases. Decades of cognitive psychology
research reveal that most people carry prejudices of which
they are unaware but that nonetheless play a large role in
evaluations of people and their work. Unintentional biases
and outmoded institutional structures are hindering the
access and advancement of women, minorities, and other groups
historically underrepresented in STEM.
(14) Workshops held to educate faculty about unintentional
biases have demonstrated success in raising awareness of such
biases.
(15) In 2012, the Office of Diversity and Equal Opportunity
of the National Aeronautics and Space Administration (in this
Act referred to as ``NASA'') completed a report that--
(A) is specifically designed to help NASA grant recipients
identify why the dearth of women in STEM fields continues and
to ensure that it is not due to discrimination; and
(B) provides guidance that is usable by all institutions of
higher education receiving significant Federal research
funding on how to conduct meaningful self-evaluations of
campus culture and policies.
(16) The Federal Government provides 55 percent of research
funding at institutions of higher education and, through its
grant-making policies, has had significant influence on
institution of higher education policies, including policies
related to institutional culture and structure.
SEC. 2. PURPOSES.
The purposes of this Act are as follows:
(1) To ensure that Federal science agencies and
institutions of higher education receiving Federal research
and development funding are fully engaging the entire talent
pool of the United States.
(2) To promote research on, and increase understanding of,
the participation and trajectories of women, minorities, and
other groups historically underrepresented in STEM studies
and careers, including persons with disabilities, older
learners, veterans, and rural, poor, and tribal populations,
at institutions of higher education and Federal science
agencies, including Federal laboratories.
(3) To raise awareness within Federal science agencies,
including Federal laboratories, and institutions of higher
education about cultural and institutional barriers limiting
the recruitment, retention, promotion, and other indicators
of participation and achievement of women, minorities, and
other groups historically underrepresented in academic and
Government STEM research careers at all levels.
(4) To identify, disseminate, and implement best practices
at Federal science agencies, including Federal laboratories,
and at institutions of higher education to remove or reduce
cultural and institutional barriers limiting the recruitment,
retention, and success of women, minorities, and other groups
historically underrepresented in academic and Government STEM
research careers.
(5) To provide grants to institutions of higher education
to recruit, retain, and advance STEM faculty members from
underrepresented minority groups and to implement or expand
reforms in undergraduate STEM education in order to increase
the number of students from underrepresented minority groups
receiving degrees in these fields.
SEC. 3. FEDERAL SCIENCE AGENCY POLICIES FOR CAREGIVERS.
(a) OSTP Guidance.--Not later than 6 months after the date
of enactment of this Act, the Director, in consultation with
relevant agencies, shall provide guidance to each Federal
science agency to establish policies that--
(1) apply to all--
(A) research awards granted by such agency; and
(B) principal investigators of such research and their
trainees, including postdoctoral researchers and graduate
students, who have caregiving responsibilities, including
care for a newborn or newly adopted child and care for an
immediate family member who is sick or disabled; and
(2) provide--
(A) flexibility in timing for the initiation of approved
research awards granted by such agency;
(B) no-cost extensions of such research awards;
(C) grant supplements, as appropriate, to research awards
for research technicians or equivalent positions to sustain
research activities conducted under such awards; and
(D) any other appropriate accommodations at the discretion
of the director of each such agency.
(b) Uniformity of Guidance.--In providing guidance under
subsection (a), the Director shall encourage uniformity and
consistency in the policies established pursuant to such
guidance across all Federal science agencies.
(c) Establishment of Policies.--Consistent with the
guidance under subsection (a), Federal science agencies
shall--
(1) maintain or develop and implement policies for
individuals described in paragraph (1)(B) of such subsection;
and
(2) broadly disseminate such policies to current and
potential grantees.
(d) Data on Usage.--Federal science agencies shall--
(1) collect data on the usage of the policies under
subsection (c), by gender, at both institutions of higher
education and Federal laboratories; and
(2) report such data on an annual basis to the Director in
such form as required by the Director.
SEC. 4. COLLECTION AND REPORTING OF DATA ON FEDERAL RESEARCH
GRANTS.
(a) Collection of Data.--
(1) In general.--Each Federal science agency shall collect,
as practicable, with respect to all applications for merit-
reviewed research and development grants to institutions of
higher education and Federal laboratories supported by that
agency, the standardized record-level annual information on
demographics, primary field, award type, institution type,
review rating, budget request, funding outcome, and awarded
budget.
(2) Uniformity and standardization.--The Director, in
consultation with the Director of the National Science
Foundation, shall establish a policy to ensure uniformity and
standardization of the data collection required under
paragraph (1).
(3) Record-level data.--
(A) Requirement.--Beginning not later than 2 years after
the date of the enactment of this Act, and on an annual basis
thereafter, each Federal science agency shall submit to the
Director of the National Science Foundation record-level data
collected under paragraph (1) in the form required by such
Director.
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(B) Previous data.--As part of the first submission under
subparagraph (A), each Federal science agency, to the extent
practicable, shall also submit comparable record-level data
for the 5 years preceding the date of such submission.
(b) Reporting of Data.--The Director of the National
Science Foundation shall publish statistical summary data, as
practicable, collected under this section, disaggregated and
cross-tabulated by race, ethnicity, gender, and years since
completion of doctoral degree, including in conjunction with
the National Science Foundation's report required by section
37 of the Science and Technology Equal Opportunities Act (42
U.S.C. 1885d; Public Law 96-516).
SEC. 5. POLICIES FOR REVIEW OF FEDERAL RESEARCH GRANTS.
(a) In General.--Each Federal science agency shall
implement the policy recommendations with respect to reducing
the impact of implicit bias at Federal science agencies and
grantee institutions as developed by the Office of Science
and Technology Policy in the 2016 report entitled ``Reducing
the Impact of Bias in the STEM Workforce'' and any subsequent
updates.
(b) Pilot Activity.--In consultation with the National
Science Foundation and consistent with policy recommendations
referenced in subsection (a), each Federal science agency
shall implement a 2-year pilot orientation activity for
program officers and members of standing review committees to
educate reviewers on research related to, and minimize the
effects of, implicit bias in the review of extramural and
intramural Federal research grants.
(c) Establishment of Policies.--Drawing upon lessons
learned from the pilot activity under subsection (b), each
Federal science agency shall maintain or develop and
implement evidence-based policies and practices to minimize
the effects of implicit bias in the review of extramural and
intramural Federal research grants.
(d) Assessment of Policies.--Federal science agencies shall
regularly assess, and amend as necessary, the policies and
practices implemented pursuant to subsection (c) to ensure
effective measures are in place to minimize the effects of
implicit bias in the review of extramural and intramural
Federal research grants.
SEC. 6. COLLECTION OF DATA ON DEMOGRAPHICS OF FACULTY.
(a) Collection of Data.--
(1) In general.--Not later than 3 years after the date of
enactment of this Act, and at least every 5 years thereafter,
the Director of the National Science Foundation shall carry
out a survey to collect data from grantees on the
demographics of STEM faculty, by broad fields of STEM, at
different types of institutions of higher education.
(2) Considerations.--To the extent practicable, the
Director of the National Science Foundation shall consider,
by gender, race, ethnicity, citizenship status, and years
since completion of doctoral degree--
(A) the number and percentage of faculty;
(B) the number and percentage of faculty at each rank;
(C) the number and percentage of faculty who are in
nontenure-track positions, including teaching and research;
(D) the number and percentage of faculty who are reviewed
for promotion, including tenure, and the percentage of that
number who are promoted, including being awarded tenure;
(E) faculty years in rank;
(F) the number and percentage of faculty to leave tenure-
track positions;
(G) the number and percentage of faculty hired, by rank;
and
(H) the number and percentage of faculty in leadership
positions.
(b) Existing Surveys.--The Director of the National Science
Foundation, may, in modifying or expanding existing Federal
surveys of higher education (as necessary)--
(1) take into account the considerations under subsection
(a)(2) by collaborating with statistical centers at other
Federal agencies; or
(2) award a grant or contract to an institution of higher
education or other nonprofit organization to take such
considerations into account.
(c) Reporting Data.--The Director of the National Science
Foundation shall publish statistical summary data collected
under this section, including as part of the National Science
Foundation's report required by section 37 of the Science and
Technology Equal Opportunities Act (42 U.S.C. 1885d; Public
Law 96-516).
(d) Authorization of Appropriations.--There are authorized
to be appropriated to the Director of the National Science
Foundation $3,000,000 in each of fiscal years 2022 through
2024 to develop and carry out the initial survey required
under subsection (a).
SEC. 7. CULTURAL AND INSTITUTIONAL BARRIERS TO EXPANDING THE
ACADEMIC AND FEDERAL STEM WORKFORCE.
(a) Best Practices at Institutions of Higher Education and
Federal Laboratories.--
(1) Development of guidance.--Not later than 12 months
after the date of enactment of this Act, the Director, in
consultation with the interagency working group on inclusion
in STEM, shall develop written guidance for institutions of
higher education and Federal laboratories on the best
practices for--
(A) conducting periodic climate surveys of STEM departments
and divisions, with a particular focus on identifying any
cultural or institutional barriers to the recruitment,
retention, or advancement of women, racial and ethnic
minorities, and other groups historically underrepresented in
STEM studies and careers; and
(B) providing educational opportunities, including
workshops as described in subsection (b), for STEM faculty,
research personnel, and administrators to learn about current
research on implicit bias in recruitment, evaluation, and
promotion of undergraduate and graduate students and research
personnel.
(2) Existing guidance.--In developing the guidance under
paragraph (1), the Director shall utilize guidance already
developed by Federal science agencies.
(3) Dissemination of guidance.--Federal science agencies
shall broadly disseminate the guidance developed under
paragraph (1) to institutions of higher education that
receive Federal research funding and Federal laboratories.
(4) Establishment of policies.--Consistent with the
guidance developed under paragraph (1)--
(A) the Director of the National Science Foundation shall
develop a policy that--
(i) applies to, at a minimum, doctoral degree granting
institutions that receive Federal research funding; and
(ii) requires each such institution, not later than 3 years
after the date of enactment of this Act, to report to the
Director of the National Science Foundation on activities and
policies developed and implemented based on the guidance
developed under paragraph (1); and
(B) each Federal science agency with a Federal laboratory
shall maintain or develop and implement practices and
policies for the purposes described in paragraph (1) for such
laboratory.
(b) Workshops To Address Cultural Barriers to Expanding the
Academic and Federal STEM Workforce.--
(1) In general.--Not later than 6 months after the date of
enactment of this Act, the Director, in consultation with the
interagency working group on inclusion in STEM, shall
recommend a uniform policy for Federal science agencies to
carry out a program of workshops that educate STEM department
chairs at institutions of higher education, senior managers
at Federal laboratories, and other federally funded
researchers about methods that minimize the effects of
implicit bias in the career advancement, including hiring,
tenure, promotion, and selection for any honor based in part
on the recipient's research record, of academic and Federal
STEM researchers.
(2) Interagency coordination.--The Director shall, to the
extent practicable, ensure that workshops supported under
this subsection are coordinated across Federal science
agencies and jointly supported as appropriate.
(3) Minimizing costs.--To the extent practicable, workshops
shall be held in conjunction with national or regional STEM
disciplinary meetings to minimize costs associated with
participant travel.
(4) Priority fields for academic participants.--In
considering the participation of STEM department chairs and
other academic researchers, the Director shall prioritize
workshops for the broad fields of STEM in which the national
rate of representation of women among tenured or tenure-track
faculty or nonfaculty researchers at doctorate-granting
institutions of higher education is less than 25 percent,
according to the most recent data available from the National
Center for Science and Engineering Statistics.
(5) Organizations eligible to carry out workshops.--A
Federal science agency may carry out the program of workshops
under this subsection by making grants to organizations made
eligible by the Federal science agency and any of the
following organizations:
(A) Nonprofit scientific and professional societies and
organizations that represent one or more STEM disciplines.
(B) Nonprofit organizations that have the primary mission
of advancing the participation of women, minorities, or other
groups historically underrepresented in STEM.
(6) Characteristics of workshops.--The workshops shall have
the following characteristics:
(A) Invitees to workshops shall include at least--
(i) the chairs of departments in the relevant STEM
discipline or disciplines from doctoral degree granting
institutions that receive Federal research funding; and
(ii) in the case of Federal laboratories, individuals with
personnel management responsibilities comparable to those of
an institution of higher education department chair.
(B) Activities at the workshops shall include research
presentations and interactive discussions or other activities
that increase the awareness of the existence of implicit bias
in recruitment, hiring, tenure review, promotion, and other
forms of formal recognition of individual achievement for
faculty and other federally funded STEM researchers and shall
provide strategies to overcome such bias.
(C) Research presentations and other workshop programs, as
appropriate, shall include a discussion of the unique
challenges faced by different underrepresented groups,
including minority women, minority men, persons from rural
and underserved areas, persons with disabilities, gender and
sexual minority
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individuals, and first generation graduates in research.
(D) Workshop programs shall include information on best
practices for mentoring undergraduate, graduate, and
postdoctoral women, minorities, and other students from
groups historically underrepresented in STEM.
(7) Data on workshops.--Any proposal for funding by an
organization seeking to carry out a workshop under this
subsection shall include a description of how such
organization will--
(A) collect data on the rates of attendance by invitees in
workshops, including information on the home institution and
department of attendees, and the rank of faculty attendees;
(B) conduct attitudinal surveys on workshop attendees
before and after the workshops; and
(C) collect follow-up data on any relevant institutional
policy or practice changes reported by attendees not later
than 1 year after attendance in such a workshop.
(8) Report to nsf.--Organizations receiving funding to
carry out workshops under this subsection shall report the
data required in paragraph (7) to the Director of the
National Science Foundation in such form as required by such
Director.
(c) Report to Congress.--Not later than 4 years after the
date of enactment of this Act, the Director of the National
Science Foundation shall submit a report to Congress that
includes--
(1) a summary and analysis of the types and frequency of
activities and policies developed and carried out under
subsection (a) based on the reports submitted under paragraph
(4) of such subsection; and
(2) a description and evaluation of the status and
effectiveness of the program of workshops required under
subsection (b), including a summary of any data reported
under paragraph (8) of such subsection.
(d) Authorization of Appropriations.--There are authorized
to be appropriated to the Director of the National Science
Foundation $1,000,000 in each of fiscal years 2022 through
2026 to carry out this section.
SEC. 8. RESEARCH AND DISSEMINATION AT THE NATIONAL SCIENCE
FOUNDATION.
(a) In General.--The Director of the National Science
Foundation shall award research grants and carry out
dissemination activities consistent with the purposes of this
Act, including--
(1) research grants to analyze the record-level data
collected under section 4 and section 6, consistent with
policies to ensure the privacy of individuals identifiable by
such data;
(2) research grants to study best practices for work-life
accommodation;
(3) research grants to study the impact of policies and
practices that are implemented under this Act or that are
otherwise consistent with the purposes of this Act;
(4) collaboration with other Federal science agencies and
professional associations to exchange best practices,
harmonize work-life accommodation policies and practices, and
overcome common barriers to work-life accommodation; and
(5) collaboration with institutions of higher education in
order to clarify and catalyze the adoption of a coherent and
consistent set of work-life accommodation policies and
practices.
(b) Authorization of Appropriations.--There are authorized
to be appropriated to the Director of the National Science
Foundation $5,000,000 in each of fiscal years 2022 through
2026 to carry out this section.
SEC. 9. RESEARCH AND RELATED ACTIVITIES TO EXPAND STEM
OPPORTUNITIES.
(a) National Science Foundation Support for Increasing
Diversity Among Stem Faculty at Institutions of Higher
Education.--Section 305 of the American Innovation and
Competitiveness Act (42 U.S.C. 1862s-5) is amended--
(1) by redesignating subsections (e) and (f) as subsections
(g) and (h), respectively; and
(2) by inserting after subsection (d) the following:
``(e) Support for Increasing Diversity Among STEM Faculty
at Institutions of Higher Education.--
``(1) In general.--The Director of the Foundation shall
award grants to institutions of higher education (or
consortia thereof) for the development and assessment of
innovative reform efforts designed to increase the
recruitment, retention, and advancement of individuals from
underrepresented minority groups in academic STEM careers.
``(2) Merit review; competition.--Grants shall be awarded
under this subsection on a merit-reviewed, competitive basis.
``(3) Use of funds.--Activities supported by grants under
this subsection may include--
``(A) institutional assessment activities, such as data
analyses and policy review, in order to identify and address
specific issues in the recruitment, retention, and
advancement of faculty members from underrepresented minority
groups;
``(B) implementation of institution-wide improvements in
workload distribution, such that faculty members from
underrepresented minority groups are not disadvantaged in the
amount of time available to focus on research, publishing
papers, and engaging in other activities required to achieve
tenure status and run a productive research program;
``(C) development and implementation of training courses
for administrators and search committee members to ensure
that candidates from underrepresented minority groups are not
subject to implicit biases in the search and hiring process;
``(D) development and hosting of intra- or inter-
institutional workshops to propagate best practices in
recruiting, retaining, and advancing faculty members from
underrepresented minority groups;
``(E) professional development opportunities for faculty
members from underrepresented minority groups;
``(F) activities aimed at making undergraduate STEM
students from underrepresented minority groups aware of
opportunities for academic careers in STEM fields;
``(G) activities to identify and engage exceptional
graduate students and postdoctoral researchers from
underrepresented minority groups at various stages of their
studies and to encourage them to enter academic careers; and
``(H) other activities consistent with paragraph (1), as
determined by the Director of the Foundation.
``(4) Selection process.--
``(A) Application.--An institution of higher education (or
a consortium of such institutions) seeking funding under this
subsection shall submit an application to the Director of the
Foundation at such time, in such manner, and containing such
information and assurances as such Director may require. The
application shall include, at a minimum, a description of--
``(i) the reform effort that is being proposed for
implementation by the institution of higher education;
``(ii) any available evidence of specific difficulties in
the recruitment, retention, and advancement of faculty
members from underrepresented minority groups in STEM
academic careers within the institution of higher education
submitting an application, and how the proposed reform effort
would address such issues;
``(iii) how the institution of higher education submitting
an application plans to sustain the proposed reform effort
beyond the duration of the grant; and
``(iv) how the success and effectiveness of the proposed
reform effort will be evaluated and assessed in order to
contribute to the national knowledge base about models for
catalyzing institutional change.
``(B) Review of applications.--In selecting grant
recipients under this subsection, the Director of the
Foundation shall consider, at a minimum--
``(i) the likelihood of success in undertaking the proposed
reform effort at the institution of higher education
submitting the application, including the extent to which the
administrators of the institution are committed to making the
proposed reform effort a priority;
``(ii) the degree to which the proposed reform effort will
contribute to change in institutional culture and policy such
that greater value is placed on the recruitment, retention,
and advancement of faculty members from underrepresented
minority groups;
``(iii) the likelihood that the institution of higher
education will sustain or expand the proposed reform effort
beyond the period of the grant; and
``(iv) the degree to which evaluation and assessment plans
are included in the design of the proposed reform effort.
``(C) Grant distribution.--The Director of the Foundation
shall ensure, to the extent practicable, that grants awarded
under this section are made to a variety of types of
institutions of higher education.
``(5) Authorization of appropriations.--There are
authorized to be appropriated to carry out this subsection
$8,000,000 for each of fiscal years 2022 through 2026.''.
(b) National Science Foundation Support for Broadening
Participation in Undergraduate STEM Education.--Section 305
of the American Innovation and Competitiveness Act (42 U.S.C.
1862s-5), as amended by subsection (b), is further amended by
inserting after subsection (e) the following:
``(f) Support for Broadening Participation in Undergraduate
STEM Education.--
``(1) In general.--The Director of the Foundation shall
award grants to institutions of higher education (or a
consortium of such institutions) to implement or expand
research-based reforms in undergraduate STEM education for
the purpose of recruiting and retaining students from
minority groups who are underrepresented in STEM fields.
``(2) Merit review; competition.--Grants shall be awarded
under this subsection on a merit-reviewed, competitive basis.
``(3) Use of funds.--Activities supported by grants under
this subsection may include--
``(A) implementation or expansion of innovative, research-
based approaches to broaden participation of underrepresented
minority groups in STEM fields;
``(B) implementation or expansion of bridge, cohort,
tutoring, or mentoring programs, including those involving
community colleges and technical schools, designed to enhance
the recruitment and retention of students from
underrepresented minority groups in STEM fields;
``(C) implementation or expansion of outreach programs
linking institutions of higher education and K-12 school
systems in order to heighten awareness among pre-college
students from underrepresented minority groups of
opportunities in college-level STEM fields and STEM careers;
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``(D) implementation or expansion of faculty development
programs focused on improving retention of undergraduate STEM
students from underrepresented minority groups;
``(E) implementation or expansion of mechanisms designed to
recognize and reward faculty members who demonstrate a
commitment to increasing the participation of students from
underrepresented minority groups in STEM fields;
``(F) expansion of successful reforms aimed at increasing
the number of STEM students from underrepresented minority
groups beyond a single course or group of courses to achieve
reform within an entire academic unit, or expansion of
successful reform efforts beyond a single academic unit or
field to other STEM academic units or fields within an
institution of higher education;
``(G) expansion of opportunities for students from
underrepresented minority groups to conduct STEM research in
industry, at Federal labs, and at international research
institutions or research sites;
``(H) provision of stipends for students from
underrepresented minority groups participating in research;
``(I) development of research collaborations between
research-intensive universities and primarily undergraduate
minority-serving institutions;
``(J) support for graduate students and postdoctoral
fellows from underrepresented minority groups to participate
in instructional or assessment activities at primarily
undergraduate institutions, including primarily undergraduate
minority-serving institutions and 2-year institutions of
higher education; and
``(K) other activities consistent with paragraph (1), as
determined by the Director of the Foundation.
``(4) Selection process.--
``(A) Application.--An institution of higher education (or
a consortia thereof) seeking a grant under this subsection
shall submit an application to the Director of the Foundation
at such time, in such manner, and containing such information
and assurances as such Director may require. The application
shall include, at a minimum--
``(i) a description of the proposed reform effort;
``(ii) a description of the research findings that will
serve as the basis for the proposed reform effort or, in the
case of applications that propose an expansion of a
previously implemented reform, a description of the
previously implemented reform effort, including data about
the recruitment, retention, and academic achievement of
students from underrepresented minority groups;
``(iii) evidence of an institutional commitment to, and
support for, the proposed reform effort, including a long-
term commitment to implement successful strategies from the
current reform beyond the academic unit or units included in
the grant proposal;
``(iv) a description of existing or planned institutional
policies and practices regarding faculty hiring, promotion,
tenure, and teaching assignment that reward faculty
contributions to improving the education of students from
underrepresented minority groups in STEM; and
``(v) how the success and effectiveness of the proposed
reform effort will be evaluated and assessed in order to
contribute to the national knowledge base about models for
catalyzing institutional change.
``(B) Review of applications.--In selecting grant
recipients under this subsection, the Director of the
Foundation shall consider, at a minimum--
``(i) the likelihood of success of the proposed reform
effort at the institution submitting the application,
including the extent to which the faculty, staff, and
administrators of the institution are committed to making the
proposed institutional reform a priority of the participating
academic unit or units;
``(ii) the degree to which the proposed reform effort will
contribute to change in institutional culture and policy such
that greater value is placed on faculty engagement in the
retention of students from underrepresented minority groups;
``(iii) the likelihood that the institution will sustain or
expand the proposed reform effort beyond the period of the
grant; and
``(iv) the degree to which evaluation and assessment plans
are included in the design of the proposed reform effort.
``(C) Grant distribution.--The Director of the Foundation
shall ensure, to the extent practicable, that grants awarded
under this subsection are made to a variety of types of
institutions of higher education, including 2-year and
minority-serving institutions of higher education.
``(5) Education research.--
``(A) In general.--All grants made under this subsection
shall include an education research component that will
support the design and implementation of a system for data
collection and evaluation of proposed reform efforts in order
to build the knowledge base on promising models for
increasing recruitment and retention of students from
underrepresented minority groups in STEM education at the
undergraduate level across a diverse set of institutions.
``(B) Dissemination.--The Director of the Foundation shall
coordinate with relevant Federal agencies in disseminating
the results of the research under this paragraph to ensure
that best practices in broadening participation in STEM
education at the undergraduate level are made readily
available to all institutions of higher education, other
Federal agencies that support STEM programs, non-Federal
funders of STEM education, and the general public.
``(6) Authorization of appropriations.--There are
authorized to be appropriated to carry out this subsection
$15,000,000 for each of fiscal years 2022 through 2026.''.
SEC. 10. TRIBAL COLLEGES AND UNIVERSITIES PROGRAM.
(a) Grants To Broaden Tribal College and University Student
Participation in Computer Science.--Section 525 of the
America COMPETES Reauthorization Act of 2010 (42 U.S.C.
1862p-13) is amended by inserting after subsection (c) the
following:
``(d) Grants To Broaden Tribal College and University
Student Participation in Computer Science.--
``(1) In general.--The Director, as part of the program
authorized under this section, shall award grants on a
competitive, merit-reviewed basis to eligible entities to
increase the participation of tribal populations in computer
science and computational thinking education programs to
enable students to develop skills and competencies in coding,
problem-solving, critical thinking, creativity and
collaboration.
``(2) Purpose.--Grants awarded under this subsection shall
support--
``(A) research and development needed to bring computer
science and computational thinking courses and degrees to
tribal colleges and universities;
``(B) research and development of instructional materials
needed to integrate computer science and computational
thinking into programs that are culturally relevant to
students attending tribal colleges and universities;
``(C) research, development and evaluation of distance
education for computer science and computational thinking
courses and degree programs for students attending tribal
colleges and universities; and
``(D) other activities consistent with the activities
described in paragraphs (1) through (4) of subsection (b), as
determined by the Director.
``(3) Partnerships.--A tribal college or university seeking
a grant under this subsection, or a consortia thereof, may
partner with an institution of higher education or nonprofit
organization with demonstrated expertise in academic program
development.
``(4) Coordination.--In carrying out this subsection, the
Director shall consult and cooperate with the programs and
policies of other relevant Federal agencies to avoid
duplication with and enhance the effectiveness of the program
under this subsection.
``(5) Authorization of appropriations.--There are
authorized to be appropriated to the Director of the
Foundation $2,000,000 in each of fiscal years 2022 through
2026 to carry out this subsection.''.
(b) Evaluation.--
(1) In general.--Not later than 2 years after the date of
enactment of this Act, the Director of the National Science
Foundation shall evaluate the grant program authorized under
section 525 of the America COMPETES Reauthorization Act of
2010 (42 U.S.C. 1862p-13), as amended.
(2) Requirements.--In conducting the evaluation under
paragraph (1), the Director of the National Science
Foundation shall, as practicable--
(A) use a common set of benchmarks and assessment tools to
identify best practices and materials developed or
demonstrated by the research conducted pursuant to grants
programs under section 525 of the America COMPETES
Reauthorization Act of 2010 (42 U.S.C. 1862p-13);
(B) include an assessment of the effectiveness of such
grant programs in expanding access to high quality STEM
education, research, and outreach at tribal colleges and
universities, as applicable;
(C) assess the number of students who participated in such
grant programs; and
(D) assess the percentage of students participating in such
grant programs who successfully complete their education
programs.
(3) Report.--Not later than 180 days after the date on
which the evaluation under paragraph (1) is completed, the
Director of the National Science Foundation shall submit to
Congress and make available to the public, a report on the
results of the evaluation, including any recommendations for
legislative action that could optimize the effectiveness of
the grant program authorized under section 525 of the America
COMPETES Reauthorization Act of 2010, as amended by
subsection (a).
SEC. 11. REPORT TO CONGRESS.
Not later than 4 years after the date of enactment of this
Act, the Director shall submit a report to Congress that
includes--
(1) a description and evaluation of the status and usage of
policies implemented pursuant to section 3 at all Federal
science agencies, including any recommendations for revising
or expanding such policies;
(2) with respect to efforts to minimize the effects of
implicit bias in the review of extramural and intramural
Federal research grants under section 5--
(A) what steps all Federal science agencies have taken to
implement policies and practices to minimize such effects;
(B) a description of any significant updates to the
policies for review of Federal research grants required under
such section; and
(C) any evidence of the impact of such policies on the
review or awarding of Federal research grants; and
(3) a description and evaluation of the status of
institution of higher education and
[[Page H2397]]
Federal laboratory policies and practices required under
section 7(a), including any recommendations for revising or
expanding such policies.
SEC. 12. MERIT REVIEW.
Nothing in this Act shall be construed as altering any
intellectual or broader impacts criteria at Federal science
agencies for evaluating grant applications.
SEC. 13. DETERMINATION OF BUDGETARY EFFECTS.
The budgetary effects of this Act, for the purpose of
complying with the Statutory Pay-As-You-Go Act of 2010, shall
be determined by reference to the latest statement titled
``Budgetary Effects of PAYGO Legislation'' for this Act,
submitted for printing in the Congressional Record by the
Chairman of the House Budget Committee, provided that such
statement has been submitted prior to the vote on passage.
SEC. 14. DEFINITIONS.
In this Act:
(1) Director.--The term ``Director'' means the Director of
the Office of Science and Technology Policy.
(2) Federal laboratory.--The term ``Federal laboratory''
has the meaning given such term in section 4 of the
Stevenson-Wydler Technology Innovation Act of 1980 (15 U.S.C.
3703).
(3) Federal science agency.--The term ``Federal science
agency'' means any Federal agency with an annual extramural
research expenditure of over $100,000,000.
(4) Institution of higher education.--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)).
(5) Interagency working group on inclusion in stem.--The
term ``interagency working group on inclusion in STEM'' means
the interagency working group established by section 308 of
the American Innovation and Competitiveness Act (42 U.S.C.
6626).
(6) STEM.--The term ``STEM'' means science, technology,
engineering, and mathematics, including computer science.
The SPEAKER pro tempore. Pursuant to the rule, the gentlewoman from
Oregon (Ms. Bonamici) and the gentleman from Oklahoma (Mr. Lucas) each
will control 20 minutes.
The Chair recognizes the gentlewoman from Oregon.
General Leave
Ms. BONAMICI. Mr. Speaker, I ask unanimous consent that all Members
may have 5 legislative days to revise and extend their remarks and to
include extraneous material on H.R. 204, the bill now under
consideration.
The SPEAKER pro tempore. Is there objection to the request of the
gentlewoman from Oregon?
There was no objection.
Ms. BONAMICI. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I thank Committee on Science, Space, and Technology
Chairwoman Johnson and Ranking Member Lucas for introducing this bill,
which I am also proud to cosponsor.
I thank all of the Members on both sides of the aisle who have
cosponsored the bill, the 25 organizations that have endorsed it, and
the many more organizations and individuals who contributed to it.
{time} 1645
The COVID-19 pandemic has shown us all the importance of a robust
U.S. research enterprise. Not only has this been essential during the
pandemic, it will continue to be crucial to maintaining U.S. global
leadership in science and technology.
Unfortunately, this position of global leadership is eroding. To
maintain our leadership position and to lead the world in the
development of technologies that may dramatically reshape our lives,
the U.S. needs a talented STEM workforce that is fully representative
of our population.
We have a lot of work to do on that front. Women and people of color
remain severely underrepresented in STEM. As we have learned from
numerous studies, this underrepresentation results from numerous
cultural and institutional barriers, as well as a lack of access to
resources and adequate support. It is not because of a lack of talent
or interest in STEM. We have made progress on increasing the diversity
of the STEM fields in recent years, but it is nowhere near enough.
We must act now to address these inequities and begin building a more
diverse STEM workforce for the 21st century.
The STEM Opportunities Act requires comprehensive data collection by
Federal agencies so we can better understand the challenge we are
facing. It also requires the development of consistent Federal policies
for recipients of Federal research awards who have caregiving
responsibilities, an issue the pandemic has brought into sharper focus.
The bill requires OSTP to develop consistent guidelines and best
practices for grant reviewers and program officers, as well as
universities and Federal laboratories. These guidelines and best
practices will assist in reducing the effects of implicit bias and
identifying barriers limiting the recruitment, retention, and
advancement of women and minorities in STEM.
The bill also authorizes the National Science Foundation to expand
research aimed at improving the recruitment, retention, and advancement
of women and minorities in STEM. NSF is also directed to award grants
through the existing Tribal Colleges and Universities Program to
support computer science education.
We cannot leave anybody behind in the STEM fields, and H.R. 204 will
help. We give better decisions when we have people from all backgrounds
around the table.
Mr. Speaker, I look forward to working with my colleagues to ensure
this important bill is signed into law. I strongly urge my colleagues
to support the bill, and I reserve the balance of my time.
Mr. LUCAS. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I rise today in support of H.R. 204, the STEM
Opportunities Act of 2021. As a co-sponsor of this legislation with
Chairwoman Johnson, I am pleased the House is taking it up for
consideration today.
H.R. 204 continues the Science Committee's long history of bipartisan
support for STEM education. The United States is in a race to remain
the world's leader in science and technology. The only way we will win
is by utilizing America's most valuable resource: Our people.
That means developing a diverse STEM-capable workforce at every
education level and from every background.
The U.S. invests over $1 billion a year in Federal STEM education
programs. But we have not made enough progress in growing a STEM-
capable workforce. We need to address that. That is why one of the key
provisions of H.R. 204 is a requirement for more comprehensive data
collection and analysis on the students, researchers, and faculty
receiving Federal science grants.
This data will help us identify and reduce the barriers that prevent
underrepresented groups from entering and advancing in STEM. It will
also help us measure the success of Federal STEM programs to better
direct our investments.
The bill also includes a provision directing the NSF to support
computer science education through the existing Tribal Colleges and
Universities Program. Access to computer science resources and
developing computer skills is critical in today's economy.
The STEM employment in the United States continues to grow faster
than any other job category. Employers in all sectors, including
agriculture, energy, healthcare, and defense are desperate for workers
with STEM skills.
In order to meet this demand, we must develop talent across all
possible groups. Our bill takes important steps to ensure that we are
fully engaging America's entire talent pool and maintaining our global
leadership in science and technology.
H.R. 204 overwhelmingly passed the House last Congress, and I look
forward to getting the bill across the finish line this year.
Mr. Speaker, I encourage my colleagues to support this bill, and I
reserve the balance of my time.
Ms. BONAMICI. Mr. Speaker, a few years ago, I held an innovation
roundtable in northwest Oregon, and I remember clearly one very
successful tech entrepreneur answered the question: What is the best
thing we can do for innovation?
He said: We need to diversify the STEM workforce because people from
different backgrounds and different experiences bring different
perspectives and help identify problems that others may not.
This bill will help in that effort.
Mr. Speaker, I reserve the balance of my time.
Mr. LUCAS. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, in closing, I would like to thank Chairwoman Johnson and
her staff for working in a bipartisan fashion on this legislation and
for incorporating our feedback and ideas. I look
[[Page H2398]]
forward to continuing to work with her to advance STEM education
efforts--this Congress--that will support, encourage, and develop the
next generation of STEM workers.
Maintaining our global leadership in science and technology is
critical to our economic and national security. We will not be able to
lead without a STEM-capable workforce for the 21st century.
Mr. Speaker, I urge my colleagues to support H.R. 204, and I yield
back the balance of my time.
Ms. BONAMICI. Mr. Speaker, I, once again, urge adoption of the
bipartisan STEM Opportunities Act, and I yield back the balance of my
time.
The SPEAKER pro tempore. The question is on the motion offered by the
gentlewoman from Oregon (Ms. Bonamici) that the House suspend the rules
and pass the bill, H.R. 204, as amended.
The question was taken.
The SPEAKER pro tempore. In the opinion of the Chair, two-thirds
being in the affirmative, the ayes have it.
Mr. ROSENDALE. Mr. Speaker, on that I demand the yeas and nays.
The SPEAKER pro tempore. Pursuant to section 3(s) of House Resolution
8, the yeas and nays are ordered.
Pursuant to clause 8 of rule XX, further proceedings on this motion
are postponed.
____________________