[Congressional Record (Bound Edition), Volume 148 (2002), Part 9]
[House]
[Pages 12249-12256]
[From the U.S. Government Publishing Office, www.gpo.gov]




    UNDERGRADUATE SCIENCE, MATHEMATICS, ENGINEERING, AND TECHNOLOGY 
                       EDUCATION IMPROVEMENT ACT

  Mr. BOEHLERT. Mr. Speaker, I move to suspend the rules and pass the 
bill (H.R. 3130) to provide for increasing the technically trained 
workforce in the United States, as amended.
  The Clerk read as follows:

                               H.R. 3130

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``Undergraduate Science, 
     Mathematics, Engineering, and Technology Education 
     Improvement Act''.

     SEC. 2. FINDINGS.

       The Congress makes the following findings:
       (1) Studies show that about half of all United States post-
     World War II economic growth is a direct result of 
     technological innovation, and science, engineering, and 
     technology play a central role in the creation of new goods 
     and services, new jobs, and new capital.
       (2) The growth in the number of jobs requiring technical 
     skills is projected to be more than 50 percent over the next 
     decade.
       (3) A workforce that is highly trained in science, 
     mathematics, engineering, and technology is crucial to 
     generating the innovation that drives economic growth, yet 
     females, who represent 50 percent of the United States 
     population, make up only 19 percent of the science, 
     engineering, and technology workforce.
       (4) Outside of the biomedical sciences, the number of 
     undergraduate degrees awarded in the science, mathematics, 
     engineering, and technology disciplines has been flat or 
     declining since 1987, despite rapid population growth and a 
     significant increase in undergraduate enrollment over the 
     same period.
       (5) The demand for H-1B visas has increased over the past 
     several years, suggesting that the United States is not 
     training a sufficient number of scientists and engineers.
       (6) International comparisons of 24-year olds have shown 
     that the proportion of natural science and engineering 
     degrees to the total of undergraduate degrees is lower in the 
     United States than in Japan, South Korea, Taiwan, the United 
     Kingdom, and Canada.
       (7) Technological and scientific advancements hold 
     significant potential for elevating the quality of life and 
     the standard of living in the United States. The quality and 
     quantity of such advancements are dependent on a technically 
     trained workforce.

[[Page 12250]]

       (8) Reversing the downward enrollment and graduation trends 
     in a number of science and engineering disciplines is not 
     only imperative to maintaining our Nation's prosperity, it is 
     also important for our national security.
       (9) The decline of student majors in science, mathematics, 
     engineering, and technology is reportedly linked to poor 
     teaching quality in these disciplines and lack of 
     institutional commitment to undergraduate education as 
     compared to research.
       (10) Undergraduate science, mathematics, engineering, and 
     technology faculty generally lack any formal preparation for 
     their role as undergraduate educators. In addition, faculty 
     members are generally not rewarded, and in some cases are 
     penalized, for the time they devote to undergraduate 
     education.
       (11) Faculty experienced in working with undergraduate 
     students report that undergraduate research experiences 
     contribute significantly to a student's decision to stay in 
     an undergraduate science, mathematics, engineering, or 
     technology major and to continue their education through 
     graduate studies.

     SEC. 3. DEFINITIONS.

       In this Act--
       (1) the term ``academic unit'' means a department, 
     division, institute, school, college, or other subcomponent 
     of an institution of higher education;
       (2) the term ``community college'' has the meaning given 
     such term in section 7501(4) of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 7601(4));
       (3) the term ``Director'' means the Director of the 
     National Science Foundation;
       (4) the term ``eligible nonprofit organization'' means a 
     nonprofit organization with demonstrated experience 
     delivering science, mathematics, engineering, or technology 
     education, as determined by the Director;
       (5) the term ``institution of higher education'' has the 
     meaning given such term in section 101(a) of the Higher 
     Education Act of 1965 (20 U.S.C. 1001(a)); and
       (6) the term ``research-grade instrumentation'' means a 
     single instrument or a networked system of instruments that 
     enable publication-quality research to be performed by 
     students or faculty.

     SEC. 4. TECHNOLOGY TALENT.

       (a) Short Title.--This section may be cited as the 
     ``Technology Talent Act of 2002''.
       (b) Grant Program.--
       (1) In general.--The Director shall award grants, on a 
     competitive, merit-reviewed basis, to institutions of higher 
     education with physical or information science, mathematics, 
     engineering, or technology programs, to consortia thereof, or 
     to nonprofit entities that have established consortia among 
     such institutions of higher education for the purpose of 
     increasing the number and quality of students studying and 
     receiving associate or baccalaureate degrees in the physical 
     and information sciences, mathematics, engineering, and 
     technology. Consortia established by such nonprofit entities 
     may include participation by eligible nonprofit 
     organizations, State or local governments, or private sector 
     companies. An institution of higher education, including 
     those participating in consortia, that is awarded a grant 
     under this section shall be known as a ``National Science 
     Foundation Science and Engineering Talent Expansion Center''.
       (2) Requirements.--
       (A) Number.--The Director shall award not fewer than 10 
     grants under this section each year, contingent upon 
     available funds.
       (B) Duration.--Grants under this section shall be awarded 
     for a period of 5 years, with the final 2 years of funding 
     contingent on the Director's determination that satisfactory 
     progress has been made by the grantee during the first 3 
     years of the grant period toward achieving the increases in 
     the number of students proposed pursuant to subparagraph (E).
       (C) Principal investigator.--For each grant awarded under 
     this section to an institution of higher education, at least 
     1 principal investigator must be in a position of 
     administrative leadership at the institution of higher 
     education, and at least 1 principal investigator must be a 
     faculty member from an academic department included in the 
     work of the project. For each grant awarded to a consortium 
     or nonprofit entity, at each institution of higher education 
     participating in the consortium, at least 1 of the 
     individuals responsible for carrying out activities 
     authorized under subsection (c) at that institution must be 
     in a position of administrative leadership at the 
     institution, and at least 1 must be a faculty member from an 
     academic department included in the work of the project at 
     that institution.
       (D) Subsequent grants.--An institution of higher education, 
     a consortium thereof, or a nonprofit entity that has 
     completed a grant awarded under this section may apply for a 
     subsequent grant under this section.
       (E) Increases.--
       (i) Institutions of higher education with baccalaureate 
     degree programs.--An applicant for a grant under this section 
     that is or includes an institution of higher education that 
     awards baccalaureate degrees shall propose in its application 
     specific increases in the number of students who are United 
     States citizens or permanent resident aliens obtaining 
     baccalaureate degrees at each such institution within the 
     physical or information sciences, mathematics, engineering, 
     or technology, and shall state the mechanisms by which the 
     success of the grant project at each such institution shall 
     be assessed.
       (ii) Community colleges.--An applicant for a grant under 
     this section that is or includes a community college shall 
     propose in its application specific increases in the number 
     of students at the community college who are United States 
     citizens or permanent resident aliens pursuing degrees, 
     concentrations, or certifications in the physical or 
     information sciences, mathematics, engineering, or technology 
     programs or pursuing credits toward transfer to a 
     baccalaureate degree program in the physical or information 
     sciences, mathematics, engineering, or technology, and shall 
     state the mechanisms by which the success of the grant 
     project at each community college shall be assessed.
       (F) Recordkeeping.--Each recipient of a grant under this 
     section shall maintain, and transmit annually to the National 
     Science Foundation, in a format indicated by the Director, 
     baseline and subsequent data on undergraduate students in 
     physical and information science, mathematics, engineering, 
     and technology programs. For grants to consortia or nonprofit 
     entities, the data transmitted shall be provided separately 
     for each institution of higher education participating in the 
     consortia. Such data shall include information on--
       (i) the number of students enrolled;
       (ii) student academic achievement, including quantifiable 
     measurements of students' mastery of content and skills;
       (iii) persistence to degree completion, including students 
     who transfer from science, mathematics, engineering, and 
     technology programs to programs in other academic 
     disciplines; and
       (iv) placement during the first year after degree 
     completion in post-graduate education or career pathways.
       (G) Priority.--The Director may give priority in awarding 
     grants under this section to applicants whose application--
       (i) indicates a plan to build on previous and existing 
     efforts with demonstrated success, including efforts 
     involving industry, in improving undergraduate learning and 
     teaching, including efforts funded by Federal grants from the 
     National Science Foundation or other agencies; and
       (ii) provides evidence of a commitment by the 
     administration at each institution of higher education to 
     support and reward faculty involvement in carrying out the 
     proposed implementation plan for the project.
       (c) Uses of Funds.--Activities supported by grants under 
     this section may include--
       (1) projects that specifically aim to increase the number 
     of traditionally underrepresented students in the physical or 
     information sciences, mathematics, engineering, or 
     technology, such as mentoring programs;
       (2) projects that expand the capacity of institutions of 
     higher education to incorporate current advances in science 
     and technology into the undergraduate learning environment;
       (3) bridge projects that enable students at community 
     colleges to matriculate directly into baccalaureate physical 
     or information science, mathematics, engineering, or 
     technology programs, including those targeted at 
     traditionally underrepresented groups in such disciplines;
       (4) projects including interdisciplinary approaches to 
     undergraduate physical and information science, mathematics, 
     engineering, and technology education;
       (5) projects that focus directly on the quality of student 
     learning, including those that encourage--
       (A) high-caliber teaching, including enabling faculty to 
     spend additional time teaching participating students in 
     smaller class settings, particularly in the laboratory 
     environment, by, for example, providing summer salary or 
     other additional salary for faculty members or stipends for 
     students;
       (B) opportunities to develop new pedagogical approaches 
     including the development of web-based course strategies, 
     distributed and collaborative digital teaching tools, or 
     interactive course modules; and
       (C) screening and training of teaching assistants;
       (6) projects that--
       (A) facilitate student exposure to potential careers, 
     including cooperative projects with industry or government 
     that place students in internships as early as the summer 
     following their first year of study;
       (B) provide part-time employment in industry during the 
     school year; or
       (C) provide opportunities for undergraduates to participate 
     in industry or government sponsored research;
       (7) projects that assist institutions of higher education 
     in States that participate in the Experimental Program to 
     Stimulate Competitive Research (EPSCoR) to broaden the 
     science, engineering, mathematics, and technology student 
     base or increase retention in these fields;
       (8) projects to encourage undergraduate research on-campus 
     or off-campus;
       (9) projects that provide scholarships or stipends to 
     students entering and persisting in the study of science, 
     mathematics, engineering, or technology;

[[Page 12251]]

       (10) projects that leverage the Federal investment by 
     providing matching funds from industry, from State or local 
     government sources, or from private sources; and
       (11) other innovative approaches to achieving the purpose 
     described in subsection (b)(1).
       (d) Assessment, Evaluation, and Dissemination of 
     Information.--
       (1) Project assessment.--The Director shall require each 
     institution of higher education receiving assistance under 
     this section to implement project-based assessment that 
     facilitates program evaluation under paragraph (2) and that 
     assesses the impact of the project on achieving the purpose 
     stated in subsection (b)(1), as well as on institutional 
     policies and practices.
       (2) Program evaluation.--Not later than 180 days after the 
     date of the enactment of this Act, the Director shall award 
     at least 1 grant or contract to an independent evaluative 
     organization to--
       (A) develop metrics for measuring the impact of the program 
     authorized under this section on--
       (i) the number of students enrolled;
       (ii) student academic achievement, including quantifiable 
     measurements of students' mastery of content and skills;
       (iii) persistence to degree completion, including students 
     who transfer from science, mathematics, engineering, and 
     technology programs to programs in other academic 
     disciplines; and
       (iv) placement during the first year after degree 
     completion in post-graduate education or career pathways; and
       (B) conduct an evaluation of the impacts of the program 
     described in subparagraph (A), including a comparison of the 
     funded projects to identify best practices with respect to 
     achieving the purpose stated in subsection (b)(1).
       (3) Dissemination of information.--The Director, at least 
     once each year, shall disseminate information on the 
     activities and the results of the projects assisted under 
     this section, including best practices identified pursuant to 
     paragraph (2)(B), to participating institutions of higher 
     education and other interested institutions of higher 
     education.
       (e) Underrepresented Groups.--In carrying out the program 
     authorized by this section the Director shall strive to 
     increase the number of students receiving baccalaureate 
     degrees, concentrations, or certifications in the physical or 
     information sciences, mathematics, engineering, or technology 
     who come from groups underrepresented in these fields.
       (f) Reports.--
       (1) List.--Not later than 90 days after the date of the 
     enactment of this Act, the Director shall develop, and 
     disseminate to institutions of higher education, a list of 
     examples of existing institutional and government efforts 
     relevant to the purpose stated in subsection (b)(1).
       (2) Interim progress report.--At the end of the third year 
     of the program authorized under this section, the Director 
     shall transmit to the Congress an interim progress report of 
     the evaluation conducted under subsection (d)(2).
       (3) Final report.--Not later than 6 years after the date of 
     the enactment of this Act, the Director shall transmit to the 
     Congress a final report of the evaluation conducted under 
     subsection (d)(2).
       (g) Advisory Committee.--
       (1) Establishment.--The Director shall establish an 
     advisory committee, that includes significant representation 
     from industry and academic leaders, for the grant program 
     authorized under this section. The advisory committee shall--
       (A) assist the Director in securing active industry, and 
     State and local government, participation in the program;
       (B) recommend to the Director innovative approaches to 
     achieving the purpose stated in subsection (b)(1); and
       (C) advise the Director regarding program metrics, 
     implementation and performance of the program, and program 
     progress reports.
       (2) Duration.--Section 14 of the Federal Advisory Committee 
     Act shall not apply to the advisory committee established 
     under this subsection.
       (h) Authorization of Appropriations.--There are authorized 
     to be appropriated to the National Science Foundation to 
     carry out this section--
       (1) $25,000,000 for fiscal year 2003; and
       (2) such sums as may be necessary thereafter.
       (i) Related Programs.--The Director shall give 
     consideration to achieving the purpose stated in subsection 
     (b)(1) by awarding grants to institutions participating in 
     the Louis Stokes Alliances for Minority Participation.

     SEC. 5. INSTITUTIONAL REFORM.

       (a) In General.--The Director shall award grants, on a 
     merit-reviewed, competitive basis, to institutions of higher 
     education to expand previously implemented reforms of 
     undergraduate science, mathematics, engineering, or 
     technology education that have been demonstrated to have been 
     successful in increasing the number and quality of students 
     studying and receiving associate or baccalaureate degrees in 
     science, mathematics, engineering, or technology.
       (b) Uses of Funds.--Activities supported by grants under 
     this section may include--
       (1) expansion of successful reform efforts beyond a single 
     course or group of courses to achieve reform within an entire 
     academic unit;
       (2) expansion of successful reform efforts beyond a single 
     academic unit to other science, mathematics, engineering, or 
     technology academic units within an institution;
       (3) creation of multidisciplinary courses or programs that 
     formalize collaborations for the purpose of improved student 
     instruction and research in science, mathematics, 
     engineering, and technology;
       (4) expansion of undergraduate research opportunities 
     beyond a particular laboratory, course, or academic unit to 
     engage multiple academic units in providing multidisciplinary 
     research opportunities for undergraduate students;
       (5) expansion of innovative tutoring or mentoring programs 
     proven to enhance student recruitment or persistence to 
     degree completion in science, mathematics, engineering, or 
     technology;
       (6) improvement of undergraduate science, mathematics, 
     engineering, and technology education for nonmajors, 
     including teacher education majors; and
       (7) implementation of technology-driven reform efforts, 
     including the installation of technology to facilitate such 
     reform, that directly impact undergraduate science, 
     mathematics, engineering, or technology instruction or 
     research experiences.
       (c) Selection Process.--
       (1) Applications.--An institution of higher education 
     seeking a grant under this section shall submit an 
     application to the Director at such time, in such manner, and 
     containing such information as the Director may require. The 
     application shall include, at a minimum--
       (A) a description of the proposed reform effort;
       (B) a description of the previously implemented reform 
     effort that will serve as the basis for the proposed reform 
     effort and evidence of success of that previous effort, 
     including data on student recruitment, persistence to degree 
     completion, and academic achievement;
       (C) evidence of active participation in the proposed 
     project by individuals who were central to the success of the 
     previously implemented reform effort; and
       (D) evidence of institutional support for, and commitment 
     to, the proposed reform effort, including a description of 
     existing or planned institutional policies and practices 
     regarding faculty hiring, promotion, tenure, and teaching 
     assignment that reward faculty contributions to undergraduate 
     education equal to, or greater than, scholarly scientific 
     research.
       (2) Review of applications.--In evaluating applications 
     submitted under paragraph (1), the Director shall consider at 
     a minimum--
       (A) the evidence of past success in implementing 
     undergraduate education reform and the likelihood of success 
     in undertaking the proposed expanded effort;
       (B) the extent to which the faculty, staff, and 
     administrators are committed to making the proposed 
     institutional reform a priority of the participating academic 
     unit;
       (C) the degree to which the proposed reform will contribute 
     to change in institutional culture and policy such that a 
     greater value is placed on faculty engagement in 
     undergraduate education and that a commensurate reward 
     structure is implemented to recognize faculty for their 
     scholarly work in this area; and
       (D) the likelihood that the institution will sustain or 
     expand the reform beyond the period of the grant.
       (3) Grant distribution.--The Director shall ensure, to the 
     extent practicable, that grants awarded under this section 
     are made to a variety of types of institutions of higher 
     education.
       (d) Authorization of Appropriations.--There are authorized 
     to be appropriated to the National Science Foundation to 
     carry out this section $15,000,000 for each of fiscal years 
     2003 through 2007.

     SEC. 6. FACULTY DEVELOPMENT.

       (a) In General.--The Director shall award grants, on a 
     merit-reviewed, competitive basis, to--
       (1) institutions of higher education;
       (2) eligible nonprofit organizations; or
       (3) consortia of institutions and organizations described 
     in paragraphs (1) and (2),
     for professional development of undergraduate faculty in 
     support of improved undergraduate science, mathematics, 
     engineering, and technology education.
       (b) Uses of Funds.--Activities supported by grants under 
     this section may include--
       (1) support for individuals to participate in scholarly 
     activities aimed at improving undergraduate science, 
     mathematics, engineering, and technology education 
     including--
       (A) sabbatical funding, including partial or full support 
     for salary, benefits, and supplies, for faculty participating 
     in scholarly research in--
       (i) science, mathematics, engineering, or technology;
       (ii) the science of learning; or
       (iii) assessment and evaluation related to undergraduate 
     instruction and student academic achievement;

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       (B) stipend support for graduate students and post-doctoral 
     fellows to participate in instructional or evaluative 
     activities at primarily undergraduate institutions; and
       (C) release time from teaching for faculty engaged in the 
     development, implementation, and assessment of undergraduate 
     science, mathematics, engineering, and technology education 
     reform activities following participation in a sabbatical 
     opportunity or faculty development program described in this 
     subsection; and
       (2) support for institutions to develop, implement, and 
     assess faculty development programs focused on improved 
     instruction, mentoring, evaluation, and support of 
     undergraduate science, mathematics, engineering, and 
     technology students, including costs associated with--
       (A) stipend support or release time for faculty and staff 
     engaged in the development, delivery, and assessment of the 
     faculty development program;
       (B) stipend support or release time for faculty, graduate 
     students, or post-doctoral fellows from the host institution 
     or external institutions who are engaged as participants in 
     such faculty development programs; and
       (C) support for materials, supplies, travel expenses, and 
     consulting fees associated with the development, delivery, 
     and assessment of such faculty development programs.
       (c) Applications.--An entity seeking a grant under this 
     section shall submit an application to the Director at such 
     time, in such manner, and containing such information as the 
     Director may require. The application shall include, at a 
     minimum--
       (1) a description of the activities to be carried out under 
     the proposed project and the projected impact of the project 
     on undergraduate majors and nonmajors enrolled in science, 
     mathematics, engineering, or technology courses or programs;
       (2) a plan for assessment of the outcomes of the proposed 
     project;
       (3) a plan for dissemination of information regarding the 
     activities and outcomes of the proposed project; and
       (4) evidence of institutional support for implementation of 
     the proposed project, including commitment to appropriate 
     faculty sabbaticals and release time from teaching.
       (d) Annual Meeting.--The Director shall convene an annual 
     meeting of awardees under this section to foster greater 
     national information dissemination and collaboration in the 
     area of undergraduate science, mathematics, engineering, and 
     technology education.
       (e) Authorization of Appropriations.--There are to be 
     authorized to be appropriated to the National Science 
     Foundation to carry out this section $8,000,000 for each of 
     fiscal years 2003 through 2007.

     SEC. 7. ACCESS TO RESEARCH-GRADE INSTRUMENTATION.

       (a) In General.--The Director shall award grants, on a 
     merit-reviewed, competitive basis, to institutions of higher 
     education to support the acquisition of research-grade 
     instrumentation and to support training related to the use of 
     that instrumentation. Instruments provided through awards 
     under this section shall be used primarily for undergraduate 
     research, undergraduate instruction, or both, in science, 
     mathematics, engineering, or technology.
       (b) Eligible Institutions.--Grants may be awarded under 
     this section only to institutions of higher education that 
     award fewer than 10 doctoral degrees per year in disciplines 
     for which the National Science Foundation provides research 
     support.
       (c) Authorization of Appropriations.--There are to be 
     authorized to be appropriated to the National Science 
     Foundation to carry out this section $10,000,000 for each of 
     fiscal years 2003 through 2007.

     SEC. 8. UNDERGRADUATE RESEARCH EXPERIENCES.

       (a) In General.--The Director shall award grants, on a 
     merit-reviewed, competitive basis, to institutions of higher 
     education, eligible nonprofit organizations, or consortia 
     thereof to establish sites that provide research experiences 
     for 10 or more undergraduate science, mathematics, 
     engineering, or technology students. The Director shall 
     ensure that--
       (1) at least half of the students participating at each 
     site funded under this section shall be recruited from 
     institutions of higher education where research activities in 
     science, mathematics, engineering, or technology are limited 
     or nonexistent;
       (2) the awards provide undergraduate research experiences 
     in a wide range of science, mathematics, engineering, or 
     technology disciplines;
       (3) awards support a variety of projects including 
     independent investigator-led projects, multidisciplinary 
     projects, and multiinstitutional projects (including virtual 
     projects);
       (4) students participating in the projects have mentors, 
     including during the academic year, to help connect the 
     students' research experiences to the overall academic course 
     of study and to help students achieve success in courses of 
     study leading to a baccalaureate degree in science, 
     mathematics, engineering, or technology;
       (5) mentors and students are supported with appropriate 
     summer salary or stipends; and
       (6) all student participants are tracked through receipt of 
     the undergraduate degree and for at least 1 year thereafter.
       (b) Authorization of Appropriations.--There are authorized 
     to be appropriated to the National Science Foundation to 
     carry out this section $10,000,000 for each of fiscal years 
     2003 through 2007.

     SEC. 9. DISSEMINATION OF PROJECT INFORMATION.

       The Director shall ensure that all National Science 
     Foundation-sponsored undergraduate science, mathematics, 
     engineering, or technology education projects, including 
     those sponsored by National Science Foundation research 
     directorates, shall disseminate via the Internet, at a 
     minimum, the following information:
       (1) Scope, goals, and objectives of each project.
       (2) Activities, methodologies, and practices developed and 
     implemented.
       (3) Outcomes, both positive and negative, of project 
     assessment activities.

     SEC. 10. EVALUATION.

       (a) In General.--The Director, through the Research, 
     Evaluation and Communication Division of the Education and 
     Human Resources Directorate of the National Science 
     Foundation, shall evaluate the effectiveness of all 
     undergraduate science, mathematics, engineering, or 
     technology education activities supported by the National 
     Science Foundation in increasing the number and quality of 
     students, including students from groups underrepresented in 
     science, mathematics, engineering, and technology fields, 
     studying and receiving associate or baccalaureate degrees in 
     science, mathematics, engineering, and technology. In 
     conducting the evaluation, the Director shall consider 
     information on--
       (1) the number of students enrolled;
       (2) student academic achievement, including quantifiable 
     measurements of students' mastery of content and skills;
       (3) persistence to degree completion, including students 
     who transfer from science, mathematics, engineering, and 
     technology programs to programs in other academic 
     disciplines; and
       (4) placement during the first year after degree completion 
     in post-graduate education or career pathways.
       (b) Assessment Benchmarks and Tools.--The Director, through 
     the Research, Evaluation and Communication Division of the 
     Education and Human Resources Directorate of the National 
     Science Foundation, shall establish a common set of 
     assessment benchmarks and tools, and shall enable every 
     National Science Foundation-sponsored project to incorporate 
     the use of these benchmarks and tools in their project-based 
     assessment activities.
       (c) Dissemination of Evaluation Results.--The results of 
     the evaluations required under subsection (a) shall be made 
     available to the public.
       (d) Reports to Congress.--Not later than 3 years after the 
     date of the enactment of this Act, and once every 3 years 
     thereafter, the Director shall transmit to the Congress a 
     report containing the results of evaluations under subsection 
     (a).

     SEC. 11. NATIONAL ACADEMY OF SCIENCES STUDY ON UNDERGRADUATE 
                   RECRUITMENT AND RETENTION.

       (a) Study.--Not later than 3 months after the date of the 
     enactment of this Act, the Director shall enter into an 
     arrangement with the National Research Council of the 
     National Academy of Sciences to perform a study on the 
     factors that influence undergraduate students to enter and 
     persist to degree completion in science, mathematics, 
     engineering, and technology programs or to leave such 
     programs and matriculate to other academic programs, as 
     reported by students.
       (b) Transmittal to Congress.--Not later than 18 months 
     after the date of the enactment of this Act, the Director 
     shall transmit to the Congress a report containing the 
     results of the study under subsection (a).
       (c) Authorization of Appropriation.--There are authorized 
     to be appropriated to the National Science Foundation for 
     carrying out this section $700,000 for fiscal year 2003, to 
     remain available until expended.

     SEC. 12. MINORITY-SERVING INSTITUTIONS UNDERGRADUATE PROGRAM.

       (a) In General.--
       (1) The Director shall establish a program to award grants 
     to Hispanic-Serving Institutions, Historically Black Colleges 
     and Universities, Alaska Native-Serving Institutions, Native 
     Hawaiian-Serving Institutions, and tribally controlled 
     colleges and universities to enhance the quality of 
     undergraduate science, mathematics, and engineering education 
     at such institutions and to increase the retention and 
     graduation rates of students pursuing baccalaureate degrees 
     in science, mathematics, or engineering.
       (2) Grants shall be awarded under this section on a merit-
     reviewed, competitive basis.
       (b) Program Components.--Grants awarded under this section 
     shall support--
       (1) activities to improve courses and curriculum in 
     science, mathematics, or engineering disciplines;
       (2) faculty development, including support for--
       (A) sabbaticals and exchange programs to improve the 
     faculty's research competency and knowledge of technological 
     advances;

[[Page 12253]]

       (B) professional development workshops on innovative 
     teaching practices and assessment;
       (C) visiting faculty, including researchers from industry; 
     and
       (D) faculty reassigned time or release time to mentor 
     students or to participate in curriculum reform and academic 
     enhancement activities;
       (3) stipends for undergraduate students participating in 
     research activities in science, mathematics, or engineering 
     disciplines on-campus or off-campus at industrial, 
     governmental, or academic research laboratories; and
       (4) other activities that are consistent with subsection 
     (a)(1), as determined by the Director.
       (c) Application.--An institution seeking funding under this 
     section shall submit an application to the Director at such 
     time, in such manner, and containing such information as the 
     Director may require.

     SEC. 13. ADVANCED TECHNOLOGICAL EDUCATION PROGRAM.

       (a) Core Science and Mathematics Courses.--Section 3(a) of 
     the Scientific and Advanced-Technology Act of 1992 (42 U.S.C. 
     1862i(a)) is amended--
       (1) by inserting ``, and to improve the quality of their 
     core education courses in science and mathematics'' after 
     ``education in advanced-technology fields'';
       (2) in paragraph (1) by inserting ``and in core science and 
     mathematics courses'' after ``advanced-technology fields''; 
     and
       (3) in paragraph (2) by striking ``in advanced-technology 
     fields'' and inserting ``who provide instruction in science, 
     mathematics, and advanced-technology fields''.
       (b) Articulation Partnerships.--Section 3(c)(1)(B) of the 
     Scientific and Advanced-Technology Act of 1992 (42 U.S.C. 
     1862i(c)(1)(B)) is amended--
       (1) by striking ``and'' at the end of clause (i);
       (2) by striking the period at the end of clause (ii) and 
     inserting a semicolon; and
       (3) by adding after clause (ii) the following new clauses:
       ``(iii) provide students with research experiences at 
     bachelor-degree-granting institutions participating in the 
     partnership, including stipend support for students 
     participating in summer programs; and
       ``(iv) provide faculty mentors for students participating 
     in activities under clause (iii), including summer salary 
     support for faculty mentors.''.
       (c) Advanced Technological Education Advisory Committee.--
       (1) Establishment.--The Director shall establish an 
     advisory committee on science, mathematics, and technology 
     education at community colleges consisting of non-Federal 
     members, including representatives from academia and 
     industry. The advisory committee shall review, and provide 
     the Director with an assessment of, activities carried out 
     under the Advanced Technological Education Program (in this 
     section referred to as the ``Program''), including--
       (A) conformity of the Program to the requirements of the 
     Scientific and Advanced-Technology Act of 1992;
       (B) the effectiveness of activities supported under the 
     Program in strengthening the scientific and technical 
     education and training capabilities of community colleges;
       (C) the effectiveness of the National Science Foundation 
     and institutions receiving awards under the Program in 
     disseminating information to other community colleges about 
     activities carried out under the Program and about model 
     curricula and teaching methods developed under the Program;
       (D) the balance of resources allocated under the Program 
     for support of national centers of excellence, individual 
     institution grants, and articulation partnerships; and
       (E) other issues identified by the Director.
     The advisory committee shall make recommendations to the 
     Director for improvements to the Program based on its reviews 
     and assessments.
       (2) Advisory committee reports.--The advisory committee 
     established under paragraph (1) shall report annually to the 
     Director and to Congress on the findings and recommendations 
     resulting from the reviews and assessments conducted in 
     accordance with paragraph (1).
       (3) Duration.--Section 14 of the Federal Advisory Committee 
     Act shall not apply to the advisory committee established 
     under this subsection.
       (d) National Science Foundation Report.--Within 6 months 
     after the date of the enactment of this Act, the Director 
     shall transmit a report to Congress on--
       (1) efforts by the National Science Foundation and awardees 
     under the Program to disseminate information about the 
     results of projects;
       (2) the effectiveness of national centers of scientific and 
     technical education established under section 3(b) of the 
     Scientific and Advanced-Technology Act of 1992 in serving as 
     national and regional clearinghouses of information and 
     models for best practices in undergraduate science, 
     mathematics, and technology education; and
       (3) efforts to satisfy the requirement of section 3(f)(4) 
     of the Scientific and Advanced-Technology Act of 1992.
       (e) Authorization of Appropriations.--There are authorized 
     to be appropriated to the National Science Foundation--
       (1) for activities to improve core science and mathematics 
     education in accordance with section 3(a) of the Scientific 
     and Advanced-Technology Act of 1992 (42 U.S.C. 1862i(a)), as 
     amended by subsection (a) of this section, $5,000,000 for 
     each of fiscal years 2003 through 2007;
       (2) for acquisition of instrumentation in accordance with 
     section 3(a)(4) of the Scientific and Advanced-Technology Act 
     of 1992--
       (A) $3,000,000 for fiscal year 2003;
       (B) $3,500,000 for fiscal year 2004;
       (C) $4,000,000 for fiscal year 2005;
       (D) $4,500,000 for fiscal year 2006; and
       (E) $5,000,000 for fiscal year 2007; and
       (3) for support for research experiences for undergraduate 
     students in accordance with section 3(c)(1)(B) of the 
     Scientific and Advanced-Technology Act of 1992 (42 U.S.C. 
     1862i(c)(1)(B)), as amended by subsection (b) of this 
     section, $750,000 for each of fiscal years 2003 through 2007.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from New 
York (Mr. Boehlert) and the gentleman from Texas (Mr. Hall) each will 
control 20 minutes.
  The Chair recognizes the gentleman from New York (Mr. Boehlert).
  Mr. BOEHLERT. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, H.R. 3130 proposes a simple and direct solution to a 
clear and urgent problem. The problem is that fewer and fewer American 
college students are majoring in mathematics, engineering, technology, 
or science, particularly in the physical sciences. This is a source of 
growing concern for many reasons.
  First and most obviously, the Nation needs to constantly replenish 
its supply of scientists, mathematicians, and engineers to have a 
workforce that can compete in this increasingly technological world. 
The U.S. cannot assume that it can rely forever on immigrants, foreign 
students, and temporary emergency visa programs to meet its long-term 
workforce needs. Yet that is exactly what we are doing right now.
  But the problem goes beyond filling jobs that explicitly call for 
someone with a science degree. In today's world, just about every job 
has a component that is informed by science and technology, from the 
assembly line to the boardroom. Yet we have fewer and fewer Americans 
who have the background to understand and analyze technical 
information.
  Indeed, just to be an active citizen today requires more scientific 
background than was the case just a few years ago. Just think of how 
often this body turns to institutions like the National Academy of 
Sciences because so many policy questions today require a firm 
grounding in science. So we need to have more, not fewer, Americans 
trained in science and technology fields if we are to be a competitive 
economy and if we are to have a skilled workforce and an active polity.
  Now, reversing the current trends which have long been in the making 
is not easy. Many of the problems begin as early as elementary school; 
and this House has passed several major bills to address those 
problems, including H.R. 1 from the Committee on Education and the 
Workforce and H.R. 1858 from the Committee on Science.
  But not all of our problems reside at the K through 12 level. The 
statistics show that many students enter college intending to major in 
science, math, and engineering, but change course before declaring a 
major. Some of these students, of course, may just not be right for the 
field, but the attrition rate is far too high for that to be the whole 
story. The problem is, rather, that our colleges and universities by 
and large do not do enough to encourage students to remain in science, 
math, and engineering. Indeed, sometimes students are actually 
discouraged.
  We cannot afford to have that continue. H.R. 3130 takes aim at this 
problem directly by providing incentives for colleges and universities, 
including community colleges, to increase the number and quality of 
science, math, engineering, and technology majors. Under the bill, the 
National Science Foundation would provide grants to improve 
undergraduate science, math, and engineering education that are 
contingent on the grantee increasing

[[Page 12254]]

the number of graduating majors in those fields by a specific amount 
without reducing quality. This is a direct and targeted approach that 
should make a real difference in the culture of our Nation's colleges 
and universities.
  I should note that NSF is already beginning to try this approach. 
Congress appropriated money for fiscal year 2002 to begin implementing 
H.R. 3130 on an experimental basis in advance of the bill's enactment, 
and the President has proposed continuing the program next year; but 
the program cannot be fully ramped up without this bill.
  H.R. 3130 also creates a number of other important programs to 
improve undergraduate education, including grants to enable colleges 
and universities to expand successful, innovative undergraduate 
programs; grants to enable faculty to improve their teaching skills; 
and grants to help colleges purchase new research equipment for 
undergraduates. It also expands the National Science Foundation's 
summer research program for undergraduates.
  Finally, the bill establishes a rigorous evaluation program so we can 
really learn what approaches to improving undergraduate education work 
and which ones do not. We have been flying by the seat of our pants for 
too long in this regard, and this bill will finally provide some 
reliable data and analysis on undergraduate reform.
  So H.R. 3130 is a good bill that promotes targeted steps to improve 
undergraduate education that will make a real difference.
  As with all good bills, this one reflects the work of many hands. I 
want to start by thanking the gentleman from Ohio (Chairman Boehner) 
and his staff for working so cooperatively with us on this bill, as 
they have on all education legislation.
  I want to particularly thank the gentleman from Texas (Mr. Hall), the 
ranking minority member of the Committee, and the gentleman from 
Connecticut (Mr. Larson), the primary Democrat sponsor of this bill, 
and all our minority Members for their contributions to this bill which 
passed in our committee by voice vote because it reflected ideas that 
originated on both sides of the aisle.
  I want to mention two Members of the minority specifically, the 
gentleman from Utah (Mr. Matheson) and the gentleman from California 
(Mr. Schiff), as they should have been mentioned as cosponsors of the 
bill, and I want to thank the gentleman from Texas (Mr. Smith) and 
other Texans on the committee for making sure that others in their 
State could compete fairly for grants under this bill, even though some 
Texas programs are organized differently from those in other States.
  I also want to thank many companies and high-tech industry groups 
such as Tech Net and higher education groups such as the American 
Council on Education that have actively supported this bill and helped 
us get it to the floor. This bill is supported, and it deserves 
everyone's support because it has widespread impact. I urge its 
adoption.
  Mr. Speaker, I reserve the balance of my time.
  Mr. HALL of Texas. Mr. Speaker, I yield myself such time as I may 
consume.
  Mr. Speaker, I rise in support of the Undergraduate Science, 
Mathematics, Engineering, and Technology Education Improvement Act, 
H.R. 3130, as reported from the Committee on Science and as described 
very adequately by our chairman.
  The bill was developed in a very bipartisan way, in keeping with the 
past practices of the Committee on Science in the area of science 
education legislation. I want to thank the gentleman from New York 
(Chairman Boehlert) and those with whom he works, his staff, for 
working with us on this side of the aisle to produce this very 
excellent legislative product.
  Basically, the bill will help increase the number of students who are 
graduating in science, math, and engineering, and will help improve the 
quality of undergraduate science education.
  Mr. Speaker, this bill builds on existing NSF programs that have 
proven their effectiveness, such as Research Experiences for 
Undergraduates. Similarly, the bill will provide support for the 
expansion of successful small-scale undergraduate education reform 
activities that some colleges and universities have been engaged in.
  H.R. 3130 will also implement programmatic recommendations of the 
Committee on Science, those that they have received through a long 
series of science education hearings going back to the last Congress.
  I would like also to point out that the bill incorporates provisions 
advanced by my colleague, the gentleman from Washington (Mr. Baird), as 
in his bill, H.R. 4680. These provisions are focused on helping 
community colleges improve their science and technology offerings, 
which is important because community colleges enroll such a significant 
proportion of all undergraduate students.
  Finally, the bill includes the establishment of an educational 
program at NSF that will target minority-serving institutions. This 
program, which was advanced by my colleague, the gentleman from 
California (Mr. Baca), will help address the serious problems 
of underrepresentation by minorities in the science and technology 
fields. The Nation just cannot afford to lose the talents of any 
segment of society if we are to produce a workforce with the range of 
skills and capabilities that are going to be needed in the post-
industrial world.
  Mr. Speaker, I strongly support H.R. 3130 and commend it for 
favorable consideration by the House.

                              {time}  1330

  Mr. Speaker, I yield 3 minutes to the gentlewoman from Texas (Ms. 
Eddie Bernice Johnson) who is the ranking member of the Subcommittee on 
Research of the Committee on Science.
  Ms. EDDIE BERNICE JOHNSON of Texas. Mr. Speaker, I rise in strong 
support of H.R. 3130, the Undergraduate Science, Mathematics, 
Engineering and Technology Education Improvement Act. I want to thank 
the gentleman from New York (Mr. Boehlert), the gentleman from Texas 
(Mr. Hall), and the gentleman from Michigan (Mr. Smith) for working 
with me and my colleagues in a very bipartisan manner to develop the 
legislation now before the House.
  This bill focuses on two important issues. The first is to attract 
and retain more students in associate and baccalaureate degree programs 
in critical science and technology fields. The second issue is to 
ensure that all undergraduate students receive a quality education 
experience in their science and technology courses, regardless of the 
career path they ultimately choose.
  One important component for dealing with the problem of declining 
numbers of students pursuing careers in science and math and 
engineering for the long term is to increase participation in these 
areas by individuals from underrepresented groups. Under the Technology 
Talent Act, the National Science Foundation is required to ensure that 
projects are supported that would lead to increases in the numbers of 
science degrees by individuals from underrepresented groups.
  The NSF is also encouraged to make use of existing Louis Stokes 
Alliance for Minority Participation program, which has a 10-year track 
record in attracting and maintaining minority students in science-
related degree programs. H.R. 3130 also authorizes a new Minority-
Serving Institutions undergraduate program to build up the capacity for 
these institutions.
  In other provisions, the bill will help expand undergraduate 
education reform efforts at institutions of higher education throughout 
the Nation that have demonstrated successful records of accomplishment. 
It provides professional development opportunities for undergraduate 
faculty and expands the availability of research experiences for the 
undergraduate students, including students at nonresearch institutions. 
The bill also encourages the inclusion of innovative public-private 
partnerships by enabling consortia to participate in the grants program 
which has worked very, very well in the State of Texas and in my area.
  Mr. Speaker, I believe that H.R. 3130 will put in place a range of 
programs

[[Page 12255]]

and activities that will strengthen undergraduate education in science 
and technology and will help provide the human resources that this 
Nation will need for economic strength and security in the 
postindustrial world.
  I strongly support this legislation. I commend it to my colleagues 
and ask for their support in the passage by this House.
  Mr. HALL of Texas. Mr. Speaker, I yield 3 minutes to the gentleman 
from Connecticut (Mr. Larson), a member of the committee.
  Mr. LARSON of Connecticut. Mr. Speaker, I want to thank our 
distinguished leader for the opportunity to speak here on the floor 
this afternoon.
  Let me begin by applauding the efforts of the gentleman from New York 
(Mr. Boehlert), who has done an outstanding job. It has been my high 
honor and pleasure to work with him over the past 3 years, and in the 
last year specifically, as this legislation has been developed.
  It has been a longstanding concern of mine and clearly my 
constituents and people all around this country who understand 
intuitively, as the chairman does, the need that exists out there to 
address this glaring inequity that has existed in terms of making sure 
that we have a pipeline that is full of students who have expertise in 
math, science, and engineering. Because of the obvious shortcomings in 
this area, we risk this Nation's becoming a second-rate economic power 
if we do not address these concerns forthrightly.
  This bill does exactly that. And typical of his manner, the chairman 
once again has reached out and done this in a bipartisan manner, 
garnering the best ideas from both sides of the aisle, which in my 
humble estimation always leads to the best legislation.
  I am proud, as well, to join my colleagues on this side of the aisle, 
especially the gentlewoman from Texas (Ms. Eddie Bernice Johnson), the 
gentleman from Colorado (Mr. Udall) and the gentleman from California 
(Mr. Honda), as well, who have fought hard to make sure that issues 
like granting minorities greater access and greater funding in these 
specific areas that are much needed in order for us to compete, were 
attended to.
  Again, I would like to thank the gentleman from Texas (Mr. Hall) for 
his efforts as well.
  The defense of this Nation and its continued economic prosperity are 
inextricably tied and linked to our education system. And by providing 
an opportunity and incentives that will provide us with the kind of 
dedicated members of our society entering into the field of math and 
science and engineering, this bill takes a bold step in terms of 
accomplishing that specific goal. I am proud to stand here on the floor 
of the House today and endorse this concept and ask all of my 
colleagues for their unanimous support of a great bill put forward by a 
great leader.
  Mr. HALL of Texas. Mr. Speaker, I yield 3 minutes to the gentleman 
from California (Mr. Baca), a member of our subcommittee.
  Mr. BACA. Mr. Speaker, I rise in support of H.R. 3130.
  Mr. Speaker, first of all, I would like to commend the minority 
chairman and the chairman for a bipartisan bill that really addresses 
the needs of our Nation. And I say the needs of our Nation because when 
we look at technology, we look at our future and we look at a vision of 
where we need to be, and that is preparing students in the area of 
science, technology, engineering and mathematics. We all realize it has 
declined, but yet the priorities were set there because a vision is 
there for our Nation, and that is to make sure that we prepare our 
students to make sure that they can guide us, because they are our 
future.
  This bill addresses the problem by funding a program at the NSF to 
provide grants to institutions of higher education. These grants will 
be used to increase the number and quality of graduates from physical 
science, mathematics, engineering and technology degree and transfer 
programs.
  Just as importantly, this bill recognizes that the institutions that 
serve unique purposes also have unique needs. Hispanic-serving 
institutes, historically black colleges and universities, Alaska-
native-serving institutions, native-Hawaiian-serving institutions, and 
tribally controlled colleges and universities serve that special 
purpose.
  These institutions educate and train underserved and often overlooked 
segments of our population. But this segment of the population will not 
be overlooked by this bill because this bill addresses those needs. And 
I want to commend the chairman for doing that, because it is about 
inclusion of everyone; and this bill includes everybody in this 
process. Inclusion and making sure that no child, whether it is an 
adult, is left behind, and this includes that.
  Today, we are establishing a program that would accomplish two 
things. First, the program would award grants to minority-serving 
institutions to enhance the quality of undergraduate science, 
mathematics, and engineering education at these institutions. These 
grants also increase the retention and graduation rates of students 
pursuing bachelors degrees in science, mathematics or engineering.
  Mr. Speaker, I ask that we consider this unique role and this unique 
need of minority-serving institutions when we consider this important 
piece of legislation. I ask my colleagues on both sides of the aisle to 
support this bipartisan bill that is good for our Nation and good for 
our country.
  Mr. HALL of Texas. Mr. Speaker, I have no further requests for time, 
and I yield back the balance of my time.
  Mr. BOEHLERT. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, let me conclude by saying if a forensic expert were 
brought into the Committee on Science and asked to examine this piece 
of legislation, he would find on it the fingerprints of just about 
every single member of the committee, Democrat and Republican alike. 
The hallmark of this committee, as has been mentioned during this 
debate, is the inclusion. We want the ideas from everyone on the 
committee. I am proud to report to my colleagues in the House that this 
is an engaged committee. People are involved in helping to shape 
responsible public policy. I am very proud to serve in the capacity of 
chairman of a committee that is serving with such distinction 
addressing the needs of the American people.
  We have just been through 10 years, from March of 1991 to the end of 
the first quarter of last year, the longest period of sustained growth 
in modern history for the economy. That growth was largely driven by 
science, math, engineering, the technical people who are part of this 
Information Revolution. We had a slight downturn last year, and then we 
had 9-11, but we are on the rebound now.
  If we are to experience, to realize, the next era of sustained growth 
in our economy, we are going to have to be dependent on our own people, 
our people who are well trained, our universities that teach these very 
important subjects. We cannot rely on just people from abroad to come 
rescue us, and that is too often the case now. We have got to grow our 
own, right here.
  And so I am proud to present this bill to the House, to my 
colleagues, and to urge its adoption.
  Mr. SMITH of Michigan. Mr. Speaker, I rise in support of H.R. 3130, 
the Technology Talent Act of 2002.
  For some time now, we have recognized the need to improve math and 
science education in America. The Science Committee, and the Research 
Subcommittee which I chair, has taken one of the lead roles in 
advancing these reforms. Last year, the House passed legislation 
generated by our Committee, the Math and Science Partnerships Act, that 
authorizes a number of programs at the National Science Foundation 
aimed at improving K-12 education.
  More recently, we have turned our attention to an equally important 
problem: improving math, science and engineering education at the 
undergraduate level. Our Subcommittee held hearings to identify the 
problems of our current educational system, and more importantly, to 
understand how to encourage and support changes that will provide 
solutions to these problems that benefit all students.
  What we learned was that there is no single problem that has resulted 
in the talent gap and workforce challenges we face today, but

[[Page 12256]]

rather, an assortment of problems that demand a variety of solutions. 
Much of the problem is simply a supply and demand issue, the 
marketplace is increasingly demanding a workforce skilled in the 
sciences and engineering, while the supply of people capable of filling 
those positions has remained flat.
  This has forced us to look to foreign students to help fill the gap, 
and we now are in a situation where only half of all engineering 
doctoral degrees in the U.S. are awarded to American students, and a 
similar disproportionate number of all high-tech jobs are filled by 
foreign workers.
  One task that doesn't require scientific or engineering expertise and 
that can even be understood by politicians is that if we don't fill the 
current talent gap in these fields, we risk damaging America's position 
the global economic, technological, and scientific leader.
  In response to these challenges, the Science Committee has put forth 
the bipartisan effort that is before us today--the Technology Talent 
Act. It establishes a performance-based competitive grant program at 
the National Science Foundation that would provide funding for 
institutions of higher learning to implement innovative proposals 
designed to increase the number of undergraduates graduating in math, 
science, engineering, and technology.
  It also addresses other areas such as institutional reform and 
faculty development, and authorizes NSF to provide awards to 
universities for improving their research instrumentation and provide 
undergraduate students valuable research experience.
  The bill takes advantage of NSF's competitive, peer-reviewed system, 
allowing institutions to develop their own proposals to maximize 
results and promote creativity.
  The legislation also emphasizes accountability and regular program 
evaluation, institutions that fail to meet the goals set forth in their 
proposals may have their funding terminated or reduced.
  It is clear that if we want to maintain our competitive edge in the 
world--if we want to remain the top economic power, the top military 
force, and ensure the safety of our citizens from terrorist 
aggression--it is critical that we do a better job of preparing our 
students for careers in science, mathematics, engineering, and 
technology. The Technology Talent Act provides the reforms necessary to 
meet these challenges.
  I would like to thank the Chairman for his leadership on this 
legislation, and I urge all members to support this bill.
  Mr. BOEHLERT. Mr. Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore (Mr. Walden of Oregon). The question is on 
the motion offered by the gentleman from New York (Mr. Boehlert) that 
the House suspend the rules and pass the bill, H.R. 3130, as amended.
  The question was taken; and (two-thirds having voted in favor 
thereof) the rules were suspended and the bill, as amended, was passed.
  A motion to reconsider was laid on the table.

                          ____________________