[Congressional Record Volume 167, Number 85 (Monday, May 17, 2021)]
[House]
[Pages H2398-H2401]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




                        MSI STEM ACHIEVEMENT ACT

  Ms. BONAMICI. Mr. Speaker, I move to suspend the rules and pass the 
bill (H.R. 2027) to direct Federal science agencies and the Office of 
Science and Technology Policy to undertake activities to improve the 
quality of undergraduate STEM education and enhance the research 
capacity at the Nation's HBCUs, TCUs, and MSIs, and for other purposes.
  The Clerk read the title of the bill.
  The text of the bill is as follows:

                               H.R. 2027

       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 ``MSI STEM Achievement Act''.

     SEC. 2. FINDINGS.

       Congress makes the following findings:
       (1) Evidence suggests that the supply of STEM workers is 
     not keeping pace with the rapidly evolving needs of the 
     public and private sector, resulting in a deficit often 
     referred to as a STEM skills shortage.
       (2) According to the Bureau of Labor Statistics, the United 
     States will need one million additional STEM professionals 
     than it is on track to produce in the coming decade.
       (3) STEM occupations offer higher wages, more opportunities 
     for advancement, and a higher degree of job security than 
     non-STEM occupations.
       (4) The composition of the STEM workforce does not reflect 
     the current or projected diversity of the Nation, with 
     Hispanics, African Americans, and other racial and ethnic 
     minorities, significantly underrepresented in the STEM 
     workforce compared to their presence in the workforce more 
     generally.
       (5) A stronger national commitment to increasing the 
     diversity of the STEM workforce is needed to help address the 
     STEM skills shortage.
       (6) According to a 2019 National Academies of Sciences, 
     Engineering, and Medicine report entitled ``Minority Serving 
     Institutions: America's Underutilized Resource for 
     Strengthening the STEM Workforce'', 2- and 4-year minority 
     serving institutions enroll nearly 30 percent of all 
     undergraduate students--a percentage that is expected to grow 
     in the coming years--in the United States higher education 
     system and play a critical role in providing important 
     pathways to STEM-related education, training, and careers for 
     students of color.
       (7) HBCUs, TCUs, and MSIs are highly successful at 
     educating underrepresented minority students in STEM fields 
     and can serve as best practice models for other colleges and 
     universities to further expand participation of 
     underrepresented minorities in the STEM workforce.
       (8) Increased investment in STEM infrastructure at HBCUs, 
     TCUs, and MSIs has the potential to increase these 
     institutions' ability to educate even more students in the 
     STEM disciplines.
       (9) With the demand for STEM skills exceeding the supply of 
     STEM graduates, success of HBCUs, TCUs, and MSIs in educating 
     and training science and engineering leaders is increasingly 
     important for United States economic growth and 
     competitiveness.

     SEC. 3. GOVERNMENT ACCOUNTABILITY OFFICE REVIEW.

       Not later than 3 years after the date of enactment of this 
     Act, the Comptroller General of the United States shall 
     report to Congress--
       (1) an inventory of competitive funding programs and 
     initiatives carried out by Federal science agencies that are 
     targeted to HBCUs, TCUs, and MSIs or partnerships with HBCUs, 
     TCUs, and MSIs;
       (2) an assessment of Federal science agency outreach 
     activities to increase the participation and competitiveness 
     of HBCUs, TCUs, and MSIs in the funding programs and 
     initiatives identified in paragraph (1); and
       (3) recommendations of the Comptroller General to increase 
     the participation of and the rate of success of HBCUs, TCUs, 
     and MSIs in competitive funding programs offered by Federal 
     science agencies.

     SEC. 4. RESEARCH AND CAPACITY BUILDING.

       (a) In General.--The Director of the National Science 
     Foundation shall award grants, on a competitive basis, to 
     institutions of higher education or nonprofit organizations 
     (or consortia thereof) to--
       (1) conduct research described in subsection (b) with 
     respect to HBCUs, TCUs, and MSIs;
       (2) conduct activities described in subsection (c) to build 
     the capacity of HBCUs, TCUs, and MSIs to graduate students 
     who are competitive in attaining and advancing in the STEM 
     workforce;
       (3) build the research capacity and competitiveness of 
     HBCUs, TCUs, and MSIs in STEM disciplines; and
       (4) identify and broadly disseminate effective models for 
     programs and practices at HBCUs, TCUs, and MSIs that promote 
     the education and workforce preparation of minority students 
     pursuing STEM studies and careers in which such students are 
     underrepresented.
       (b) Research.--Research described in this subsection is 
     research on the contribution of HBCUs, TCUs, and MSIs to the 
     education and training of underrepresented minority students 
     in STEM fields and to the meeting of national STEM workforce 
     needs, including--
       (1) the diversity with respect to local context, cultural 
     differences, and institutional structure among HBCUs, TCUs, 
     and MSIs and any associated impact on education and research 
     endeavors;
       (2) effective practices at HBCUs, TCUs, and MSIs and 
     associated outcomes on student recruitment, retention, and 
     advancement in STEM fields, including the ability for 
     students to compete for fellowships, employment, and 
     advancement in the workforce;
       (3) contributions made by HBCUs, TCUs, and MSIs to local, 
     regional, and national workforces;
       (4) the unique challenges and opportunities for HBCUs, 
     TCUs, and MSIs in attaining the resources needed for 
     integrating effective practices in STEM education, including 
     providing research experiences for underrepresented minority 
     students;
       (5) the access of students at HBCUs, TCUs, and MSIs to STEM 
     infrastructure and any associated outcomes for STEM 
     competency;
       (6) models of STEM curriculum, learning, and teaching 
     successful at HBCUs, TCUs, and MSIs for increasing 
     participation, retention, and success of underrepresented 
     minority students; and
       (7) successful or promising partnerships between HBCUs, 
     TCUs, and MSIs and other institutions of higher education, 
     private sector and non-profit organizations, Federal 
     laboratories, and international research institutions.
       (c) Capacity Building.--Activities described in this 
     subsection include the design, development, implementation, 
     expansion, and assessment of--
       (1) metrics of success to best capture the achievements of 
     HBCUs, TCUs, and MSIs and students of such institutions to 
     account for institutional context and missions, faculty 
     investment, student populations, student needs, and 
     institutional resource constraints;
       (2) enhancements to undergraduate STEM curriculum at HBCUs, 
     TCUs, and MSIs to increase the participation, retention, 
     degree completion, and success of underrepresented students;
       (3) professional development programs to increase the 
     numbers and the high-quality preparation of STEM faculty at 
     HBCUs, TCUs, and MSIs, including programs to encourage STEM 
     doctoral students to teach at HBCUs, TCUs, and MSIs; and
       (4) mechanisms for institutions of higher education that 
     are not HBCUs, TCUs, or MSIs to partner with HBCUs, TCUs, and 
     MSIs on STEM education, including the facilitation of student 
     transfer, mentoring programs for students and junior faculty, 
     joint research projects, and student access to graduate 
     education.
       (d) Research Experiences.--Grants under this section may 
     fund the development or expansion of opportunities for the 
     exchange of students and faculty to conduct research, 
     including through partnerships with institutions of higher 
     education that are not HBCUs, TCUs, or MSIs, private sector 
     and non-profit organizations, Federal laboratories, and 
     international research institutions.
       (e) Partnerships.--In awarding grants under this section, 
     the Director of the National Science Foundation shall--
       (1) encourage HBCUs, TCUs, and MSIs and consortia thereof 
     and partnerships with one or more HBCU, TCU, or MSI, to 
     submit proposals;
       (2) require proposals submitted in partnership with one or 
     more HBCU, TCU, or MSI include a plan for establishing a 
     sustained partnership that is jointly developed and managed, 
     draws from the capacities of each institution, and is 
     mutually beneficial; and
       (3) encourage proposals submitted in partnership with the 
     private sector, non-profit organizations, Federal 
     laboratories, and

[[Page H2399]]

     international research institutions, as appropriate.
       (f) MSI Centers of Innovation.--Grants under this section 
     may fund the establishment of no more than five MSI Centers 
     of Innovation to leverage successes of HBCUs, TCUs, and MSIs 
     in STEM education and research training of underrepresented 
     minority students as models for other institutions, including 
     both HBCUs, TCUs, and MSIs and institutions of higher 
     education that are not HBCUs, TCUs, or MSIs. Such centers 
     will be located on campuses of selected institutions of 
     higher education and serve as incubators to allow 
     institutions of higher education to experiment, pilot, 
     evaluate, and scale up promising practices.
       (g) Authorization of Appropriations.--There are authorized 
     to be appropriated to the Director of the National Science 
     Foundation $170,000,000 for fiscal year 2022, $175,000,000 
     for fiscal year 2023, $180,000,000 for fiscal year 2024, 
     $185,000,000 for fiscal year 2025, and $190,000,000 fiscal 
     year 2026 to carry out this section.

     SEC. 5. AGENCY RESPONSIBILITIES.

       (a) In General.--In consultation with outside stakeholders 
     and the heads of the Federal science agencies, the Director 
     shall develop a uniform set of policy guidelines for Federal 
     science agencies to carry out a sustained program of outreach 
     activities to increase clarity, transparency, and 
     accountability for Federal science agency investments in STEM 
     education and research activities at HBCUs, TCUs, and MSIs.
       (b) Outreach Activities.--In developing policy guidelines 
     under subsection (a) the Director shall include guidelines 
     that require each Federal science agency--
       (1) to designate a liaison for HBCUs, TCUs, and MSIs 
     responsible for--
       (A) enhancing direct communication with HBCUs, TCUs, and 
     MSIs to increase the Federal science agency's understanding 
     of the capacity and needs of such institutions and to raise 
     awareness of available Federal funding opportunities at such 
     institutions;
       (B) coordinating programs, activities, and initiatives 
     while accounting for the capacity and needs of HBCUs, TCUs, 
     and MSIs;
       (C) tracking Federal science agency investments in and 
     engagement with HBCUs, TCUs, and MSIs; and
       (D) reporting progress toward increasing participation of 
     HBCUs, TCUs, and MSIs in grant programs;
       (2) to publish annual forecasts of funding opportunities 
     and proposal deadlines, including for grants, contracts, 
     subcontracts, and cooperative agreements;
       (3) to conduct on-site reviews of research facilities at 
     HBCUs, TCUs, and MSIs, as practicable, and make 
     recommendations regarding strategies for becoming more 
     competitive in research;
       (4) to hold geographically accessible or virtual workshops 
     on research priorities of the Federal science agency and on 
     how to write competitive grant proposals;
       (5) to ensure opportunities for HBCUs, TCUs, and MSIs to 
     directly communicate with Federal science agency officials 
     responsible for managing competitive grant programs in order 
     to receive feedback on research ideas and proposals, 
     including guidance on the Federal science agency's peer 
     review process;
       (6) to foster mutually beneficial public-private 
     collaboration among Federal science agencies, industry, 
     Federal laboratories, academia, and nonprofit organizations 
     to--
       (A) identify alternative sources of funding for STEM 
     education and research at HBCUs, TCUs, and MSIs;
       (B) provide access to high-quality, relevant research 
     experiences for students and faculty of HBCUs, TCUs, and 
     MSIs;
       (C) expand the professional networks of students and 
     faculty of HBCUs, TCUs, and MSIs;
       (D) broaden STEM educational opportunities for students and 
     faculty of HBCUs, TCUs, and MSIs; and
       (E) support the transition of students of HBCUs, TCUs, and 
     MSIs into the STEM workforce; and
       (7) to publish an annual report that provides an account of 
     Federal science agency investments in HBCUs, TCUs, and MSIs, 
     including data on the level of participation of HBCUs, TCUs, 
     and MSIs as prime recipients/contractors or subrecipients/
     subcontractors.
       (c) Strategic Plan.--
       (1) In general.--Not later than 1 year after the date of 
     enactment of this Act, the Director, in collaboration with 
     the head of each Federal science agency, shall submit to 
     Congress a report containing a strategic plan for each 
     Federal science agency to increase the capacity of HBCUs, 
     TCUs, and MSIs to compete effectively for grants, contracts, 
     or cooperative agreements and to encourage HBCUs, TCUs, and 
     MSIs to participate in Federal programs.
       (2) Considerations.--In developing a strategic plan under 
     paragraph (1), the Director and each head of each Federal 
     science agency shall consider--
       (A) issuing new or expanding existing funding opportunities 
     targeted to HBCUs, TCUs, and MSIs;
       (B) modifying existing research and development program 
     solicitations to incentivize effective partnerships with 
     HBCUs, TCUs, and MSIs;
       (C) offering planning grants for HBCUs, TCUs, and MSIs to 
     develop or equip grant offices with the requisite depth of 
     knowledge to submit competitive grant proposals and manage 
     awarded grants;
       (D) offering additional training programs and 
     individualized and timely guidance to grant officers faculty 
     and postdoctoral researchers at HBCUs, TCUs, and MSIs to 
     ensure they understand the requirements for an effective 
     grant proposal; and
       (E) other approaches for making current competitive funding 
     models more accessible for under-resourced HBCUs, TCUs, and 
     MSIs.
       (d) Report to Congress.--Not later than 2 years after the 
     date of enactment of this Act, and every 5 years thereafter, 
     the Director shall report to Congress on the implementation 
     by Federal science agencies of the policy guidelines 
     developed under this section.

     SEC. 6. 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) HBCU.--The term ``HBCU'' has the meaning given the term 
     ``part B institution'' in section 322 of the Higher Education 
     Act of 1965 (20 U.S.C. 1061).
       (5) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given 
     such term in section 101 of the Higher Education Act of 1965 
     (20 U.S.C. 1001).
       (6) Minority serving institution.--The term ``minority 
     serving institution'' or ``MSI'' means Hispanic-Serving 
     Institutions as defined in section 502 of the Higher 
     Education Act of 1965 (20 U.S.C. 1101a); Alaska Native 
     Serving Institutions and Native Hawaiian-Serving Institutions 
     as defined in section 317 of the Higher Education Act of 1965 
     (20 U.S.C. 1059d); and Predominantly Black Institutions, 
     Asian American and Native American Pacific Islander-Serving 
     Institutions, and Native American-Serving Nontribal 
     Institutions as defined in section 371 of the Higher 
     Education Act of 1965 (20 U.S.C. 1067q(c)).
       (7) STEM.--The term ``STEM'' has the meaning given the term 
     in the STEM Education Act of 2015 (42 U.S.C. 1861 et seq.).
       (8) TCU.--The term ``TCU'' has the meaning given the term 
     ``Tribal College or University'' in section 316 of the Higher 
     Education Act of 1965 (20 U.S.C. 1059c).

  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 
have 5 legislative days in which to revise and extend their remarks and 
include extraneous material on H.R. 2027, 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 rise in support of H.R. 2027, the MSI STEM Achievement 
Act.
  The COVID-19 pandemic has highlighted how important scientists and 
engineers are to helping us respond to crises and move toward a 
brighter future.
  Whether it is a deadly pandemic or the climate crisis, we need all of 
our Nation's talent to help us understand the challenges and contribute 
to solutions. We also need all of our Nation's talent to fill the high-
skilled jobs of the future.
  Our Nation's demographics are changing, and we are not keeping up in 
diversifying our STEM workforce. Hispanics represent 18 percent of the 
U.S. population, but only 9 percent of the bachelor's degrees in 
mathematics and physics. And for Black students, STEM degree attainment 
has either stagnated or declined since 1996.
  The United States can rightly celebrate our great research 
universities and the STEM talent they cultivate in their laboratories. 
But these institutions represent a small fraction of the hundreds of 
institutions across the Nation that graduate students with STEM 
degrees, and an even smaller fraction in terms of the number of Black 
and Hispanic students.
  In 2018, the Academies released a report highlighting the outsized 
contributions made by minority-serving institutions, or MSIs. These 
institutions have a remarkable record of success in recruiting, 
retaining, and graduating underrepresented minority students in STEM. 
For example, HBCUs graduate 25 percent of all African-

[[Page H2400]]

American graduates with STEM degrees. Unfortunately, MSIs have 
relatively insufficient resources and infrastructure.
  The MSI STEM Achievement Act would make sure that education and 
research opportunities are more accessible to STEM students at MSIs. 
The legislation would require more transparency and accountability in 
Federal science agency support for MSIs. The legislation directs the 
National Science Foundation to support research on effective practices 
at MSIs for recruiting and retaining minority students in STEM, and 
offer strategies to build on and scale best practices.
  It further directs NSF to support research and STEM education 
capacity building at MSIs. The legislation also directs OSTP to develop 
a strategic plan for increasing MSI participation and success in 
competitive Federal research funding opportunities.
  Supporting our country's minority-serving institutions through 
targeted investments and outreach is essential to building our STEM 
workforce for the future.
  Therefore, Mr. Speaker, I strongly urge my colleagues to support H.R. 
2027, and I reserve the balance of my time.
  Mr. LUCAS. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I am proud to co-sponsor this legislation led by 
Chairwoman Johnson and Research and Technology Ranking Member   Michael 
Waltz, which continues the Science Committee's bipartisan work to 
support, encourage, and develop the next generation of America's 
Science, Technology, Engineering, Mathematics, and Computer Science 
workforce.
  Minority-serving institutions, such as historically Black colleges 
and universities, Hispanic-serving institutions, and Tribal colleges 
and universities have a long record of success in recruiting, 
retaining, and graduating underrepresented students in the STEM fields.
  In my own district, I have seen the unique value of minority-serving 
institutions. For more than 100 years, Langston University, a 
historically Black college and land-grant institution, has educated 
students of all backgrounds. They have influenced people's lives beyond 
the classroom in service to the community in both rural and urban 
Oklahoma. This legislation will help schools like Langston prepare 
their students to fill the STEM jobs of the 21st century.
  Since 1990, employment in STEM occupations has grown by nearly 80 
percent. Over the next decade, with demand continuing to grow and U.S. 
universities expecting to produce less than one-third of the STEM 
graduates needed, the STEM shortage is anticipated to reach 1 million 
professionals. At the same time, minorities are severely 
underrepresented in STEM fields, only accounting for 11 percent of the 
STEM workforce.
  To meet this growing demand, talent from all groups is essential. 
This bill we are considering today takes up this call to action by 
providing for increased transparency, accountability, and accessibility 
of Federal STEM education and research funding.
  Without a diverse talent pool of Americans with strong STEM knowledge 
and skills prepared for the jobs of the future, the U.S. will not be 
able to maintain the innovation that supports key sectors of the 
economy, including agriculture, energy, healthcare, and defense.
  Mr. Speaker, I, again, thank Chairwoman Johnson and Ranking Member 
Waltz for their leadership.
  Mr. Speaker, I encourage my colleagues to support this legislation, 
and I reserve the balance of my time.
  Ms. BONAMICI. Mr. Speaker, I reserve the balance of my time.

                              {time}  1700

  Mr. LUCAS. Mr. Speaker, I yield such time as he may consume to the 
gentleman from Florida (Mr. Waltz), the ranking member on the Research 
and Technology Subcommittee, and one of our great activists on this 
subject matter.
  Mr. WALTZ. Mr. Speaker, since 1904, Bethune-Cookman University, a 
historically Black college, has contributed to a rich, diverse history 
in my district in Florida. Four thousand students proudly call this 
university home. In Florida's Sixth Congressional District, we are 
proud of all of Bethune-Cookman's accomplishments, especially in the 
STEM fields. I personally look forward to seeing the statue of Dr. Mary 
McLeod Bethune represent the great State of Florida in Statuary Hall 
very soon.
  Mr. Speaker, minorities make up 30 percent of the United States 
population, but nationwide we are seeing a gap in minority 
representation in STEM fields. Believe it or not, minorities account 
for only 11 percent of the STEM workforce, and that 11 percent comes 
after years of slow improvement and diversity inclusion, but does not 
factor in how the COVID pandemic has disproportionately affected women 
and underrepresented minorities in STEM. There is fear that this 
limited progress may be undone by the COVID-19 crisis.
  Simultaneously, the demand for STEM skills is at an all-time high. 
Over the next decade, the STEM shortage is anticipated to reach 1 
million professionals. So we have a math problem.
  If we want to maintain America's edge over the Chinese Communist 
Party and over our adversaries, then we need to make sure our workforce 
reflects our country's diversity and that the numbers for that 
workforce are there. We must commit to increasing participation in the 
STEM enterprise and supporting individuals and institutions 
disproportionately impacted by the coronavirus pandemic.
  Minority-serving institutions like Bethune-Cookman University play a 
critical role in bringing members of underrepresented groups into STEM 
training and careers. By partnering with MSIs, the bill we are 
considering today would help increase the capacity for minority 
students in STEM curricula and encourage partnerships with industry and 
Federal laboratories.
  While the Chinese Communist Party is trying to leapfrog America in 
STEM, this bill will enhance our domestic workforce to compete. If 
America wants to lead militarily, economically, and globally, then we 
must lead in STEM.
  Mr. Speaker, I would be remiss to not mention the importance of women 
as well in STEM. As I have said countless times since I have been 
elected, and will continue to say, from my experience as a Green Beret 
around the globe, where women thrive in business, in civil society, and 
in politics, the fact is that extremism does not thrive. So for that 
reason, amongst others, diversity in STEM is a national security issue.
  In Volusia County, in my district, just north of Cape Canaveral, 
Florida, and the Kennedy Space Center, we are seeing countless 
businesses participate in workforce programs like the Space Coast 
Consortium Apprenticeship Program. This program and others are making 
huge strides to advance STEM curriculum and workforce development.
  As the Republican lead on the MSI STEM Achievement Act, I want to 
thank Chairwoman Johnson, as well as Ranking Member Lucas, for working 
with me to improve participation in STEM at MSIs. For America's 
continued predominance in science and technology, I urge my colleagues 
to support this important bill and for its passage.
  Ms. BONAMICI. Mr. Speaker, I continue to reserve the balance of my 
time.
  Mr. LUCAS. Mr. Speaker, I have no further speakers, and I yield 
myself the balance of my time to close.
  Mr. Speaker, the United States is in a race to remain the world 
leader in science and technology. The only way we will win this 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. Creating opportunities for 
students to not only develop STEM knowledge, but to also have hands-on 
experience is essential.
  Research shows that students--especially those from underrepresented 
minority backgrounds--are more likely to graduate from science and 
engineering programs if they have opportunities to engage in STEM 
course content with peers, participate in undergraduate research, and 
join science clubs and organizations.
  This bill will support such STEM education and training activities in 
MSIs, providing these students with the skills necessary to compete and

[[Page H2401]]

flourish in the 21st century. These investments will help grow our 
workforce, improve our economy, and protect our country.
  I, again, would like to thank Chairwoman Johnson and Ranking Member 
Waltz for their leadership.
  Mr. Speaker, I encourage my colleagues to support this bill, and I 
yield back the balance of my time.
  Ms. BONAMICI. Mr. Speaker, in closing, I urge all of my colleagues to 
support the bipartisan MSI STEM Achievement 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. 2027.
  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.

                          ____________________