[Senate Report 117-108]
[From the U.S. Government Publishing Office]


                                                  Calendar No. 198

117th Congress}                                           { Report
                                 SENATE
  2d Session  }                                           { 117-108

======================================================================
 
                        ADVANCED TECHNOLOGICAL 
                           MANUFACTURING ACT

                               __________

                              R E P O R T

                                 OF THE

                COMMITTEE ON COMMERCE, SCIENCE, AND  
                            TRANSPORTATION

                                  ON

                                 S. 735

[GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]


                  May 17, 2022.--Ordered to be printed
                              __________

                  U.S. GOVERNMENT PUBLISHING OFFICE                    
                           WASHINGTON : 2022         
          
-----------------------------------------------------------------------------------         
                  
       SENATE COMMITTEE ON COMMERCE, SCIENCE, AND TRANSPORTATION
                    one hundred seventeenth congress
                             second session

                   MARIA CANTWELL, Washington, Chair
AMY KLOBUCHAR, Minnesota             ROGER WICKER, Mississippi
RICHARD BLUMENTHAL, Connecticut      JOHN THUNE, South Dakota
BRIAN SCHATZ, Hawaii                 ROY BLUNT, Missouri
EDWARD MARKEY, Massachusetts         TED CRUZ, Texas
GARY PETERS, Michigan                DEB FISCHER, Nebraska
TAMMY BALDWIN, Wisconsin             JERRY MORAN, Kansas
TAMMY DUCKWORTH, Illinois            DAN SULLIVAN, Alaska
JON TESTER, Montana                  MARSHA BLACKBURN, Tennessee
KYRSTEN SINEMA, Arizona              TODD YOUNG, Indiana
JACKY ROSEN, Nevada                  MIKE LEE, Utah
BEN RAY LUJAN, New Mexico            RON JOHNSON, Wisconsin
JOHN HICKENLOOPER, Colorado          SHELLEY MOORE CAPITO, West Virginia

RAPHAEL WARNOCK, Georgia             RICK SCOTT, Florida
                                     CYNTHIA LUMMIS, Wyoming
                                     
                       Lila Helms, Staff Director
                  John Keast, Minority Staff Director
                  
                  
                  
                                                  Calendar No. 198

117th Congress}                                           { Report
                                 SENATE
  2d Session  }                                           { 117-108

======================================================================                  

                       ADVANCED TECHNOLOGICAL 
                          MANUFACTURING ACT

                                _______
                                

                  May 17, 2022.--Ordered to be printed

                                _______
                                

      Ms. Cantwell, from the Committee on Commerce, Science, and 
                Transportation, submitted the following

                              R E P O R T

                         [To accompany S. 735]

      [Including cost estimate of the Congressional Budget Office]

    The Committee on Commerce, Science, and Transportation, to 
which was referred the bill (S. 735) to amend the Scientific 
and Advanced-Technology Act of 1992 to further support advanced 
technological manufacturing, and for other purposes, having 
considered the same, reports favorably thereon with an 
amendment (in the nature of a substitute) and recommends that 
the bill (as amended) do pass.

                          Purpose of the Bill

    S. 735 would modernize the Scientific and Advanced-
Technology Act of 1992 to further support advanced 
technological manufacturing through improved technician 
education in science, technology, engineering, and mathematics 
(STEM) fields. This bill would also direct the Director of the 
National Science Foundation (NSF) to establish a program to 
expand the number of institutions of higher education that are 
successfully able to compete for NSF grants.

                          Background and Needs


                       SCIENTIFIC COMPETITIVENESS

    Science and technology (S&T) impacts a wide range of issues 
confronting the Nation. Public and private research and 
development spur scientific and technological advancement. Such 
advances can drive economic growth, help address national 
priorities, improve health, and bolster quality of life. Prior 
U.S. investment in research and innovation has enabled the 
United States to become the strongest economy in the world. The 
Federal Government supports scientific and technological 
advancement directly by funding and performing research and 
development and indirectly by creating and maintaining policies 
that encourage private sector efforts.

               TECHNICAL EDUCATION AT COMMUNITY COLLEGES

    As U.S. advanced technology industries continue to grow, 
there will be an increasing demand for a qualified STEM 
technical workforce. While development of the future STEM-
literate American workforce will require many educational 
pathways, community colleges are a key contributor to meeting 
technical workforce needs.\1\ Annually, U.S. community colleges 
support roughly 11.8 million students, or 41 percent of 
undergraduates as of 2019.\2\ These institutions provide not 
only a traditional education curriculum, but also hands-on 
training to develop the technical skills that students will 
need in the workplace. As highlighted by the National Academy 
of Sciences, Engineering, and Medicine, community colleges are 
well positioned within local communities; have relationships 
with organizations, governments, and businesses; and serve as a 
model for educating a highly prepared technical workforce.\3\ 
These partnerships allow community colleges to respond quickly 
to community needs through curriculum development and 
retraining of displaced workers for skills needed by local 
businesses. Community colleges also serve as an affordable and 
flexible option, enabling them to support the most diverse 
student body within the U.S. higher education system.\4\
---------------------------------------------------------------------------
    \1\National Academies of Sciences, Engineering, and Medicine, 
Community Colleges in the Evolving STEM Education Landscape: Summary of 
a Summit, 2012 (https://www.nap.edu/
catalog/13399/community-colleges-in-the-evolving-stem-education-
landscape-summary-of).
    \2\American Association of Community Colleges, ``Fast Facts 2021,'' 
March 2021 (https://www.aacc.nche.edu/research-trends/fast-facts/).
    \3\National Academies of Sciences, Engineering, and Medicine, 
Community Colleges in the Evolving STEM Education Landscape: Summary of 
a Summit, 2012 (https://www.nap.edu/
catalog/13399/community-colleges-in-the-evolving-stem-education-
landscape-summary-of).
    \4\Ibid.
---------------------------------------------------------------------------

                       PARTNERSHIPS WITH INDUSTRY

    Building a strong STEM technical workforce requires 
cooperation and coordination between Federal and non-Federal 
entities, to develop the curriculum and programs that provide 
the technical skills needed to enter the workforce.\5\ 
Strategic partnerships between educational institutions and 
employers will help ensure that educational preparation is 
aligned with workforce needs. The promotion of these community-
connected STEM ecosystems can help respond more quickly and 
efficiently to rapidly changing career readiness standards and 
expectations, while ensuring students that their degree or 
certification will have considerable economic value.\6\
---------------------------------------------------------------------------
    \5\Executive Office of the President [Donald Trump], National 
Science & Technology Council, Committee on STEM Education, Charting a 
Course for Success: America's Strategy for STEM Education, December 
2018, pp. 13-14 (https://www.energy.gov/sites/default/files/2019/05/
f62/STEM-Education-Strategic-Plan-2018.pdf).
    \6\Ibid.
---------------------------------------------------------------------------

                ADVANCED TECHNOLOGICAL EDUCATION PROGRAM

    The NSF's Advanced Technological Education (ATE) program 
funds projects that improve technician education, including 
through partnerships between accredited associate-degree-
granting colleges, government, other institutions of higher 
education, and industry. These programs aim to improve the 
education of science and engineering technicians through 
curriculum development, professional development of academic 
faculty, and other activities.\7\ To receive funding, ATE 
principal investigators (typically academic institution 
faculty) submit proposals that advance technical education and 
culminate in new curricula or programs educators can use to 
respond to evolving employer needs. For example, the Kenai 
Peninsula College (Alaska) and Washington State University 
teamed up to create low-cost miniature industrial equipment and 
an associated curriculum for 2-year colleges to improve 
instruction of bio and chemical technology process 
technicians.\8\ Mississippi Gulf Coast Community College 
received an ATE grant to develop a certificate program for 
highly skilled technicians needed for smart homes and connected 
cities.\9\ Through this program, investigators will not only 
modify and design new curricula for connected technology 
solutions, but also provide professional development 
opportunities for faculty and help recruit and retain 
underrepresented groups in STEM, such as women and minorities. 
Following the completion of each project, ATE grantees share 
their results and make them available for others to use, 
expanding and extending the benefit of their work as well as 
preventing duplicative efforts.\10\
---------------------------------------------------------------------------
    \7\National Science Foundation, ``Advanced Technological Education 
(ATE)'' (https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5464).
    \8\National Science Foundation, Advanced Technological Education 
IMPACTS 2018-2019: Twenty-Five Years of Advancing Technician Education 
(https://atecentral.net/downloads/12339/ATE-Impacts-2018-2019.pdf).
    \9\National Science Foundation, ``Training Technicians for 
Connected Technologies in Businesses and Smart Homes'' (https://
www.nsf.gov/awardsearch/showAward?AWD_ID=2000073&
HistoricalAwards=false).
    \10\National Science Foundation, Advanced Technological Education 
IMPACTS 2018-2019: Twenty-Five Years of Advancing Technician Education 
(https://atecentral.net/downloads/12339/ATE-Impacts-2018-2019.pdf).
---------------------------------------------------------------------------
    Over the last 25 years, the ATE program has funded a wide 
array of centers and projects in areas including advanced 
manufacturing technologies and biotechnology to meet the 
evolving needs of the industries of the future.\11\ The ATE 
program has also helped provide a career pathway for 
populations that have been historically underrepresented in 
STEM fields and added diversity to the technical workforce.\12\ 
With existing shortages in scientifically and technically 
educated workers and continued expansion of advanced technology 
industries, the ATE program helps to ensure a better prepared 
U.S. workforce.
---------------------------------------------------------------------------
    \11\Ibid.
    \12\Ibid.
---------------------------------------------------------------------------

           HIGHER EDUCATION INSTITUTION GRANT COMPETITIVENESS

    Just under one-third (approximately 27 percent) of Federal 
research funding per capita in 2017 went to two States--
Maryland and California.\13\ More than half of Federal research 
funding is received by just nine States, while the bottom 10 
States combined had only 4.4 percent of public research 
spending per capita.\14\ This funding disparity is also 
prevalent amongst institutions of higher education.
---------------------------------------------------------------------------
    \13\Laurie A. Harris, Established Program to Stimulate Competitive 
Research (EPSCoR): Background and Selected Issues, CRS Report No. 
R44689, Congressional Research Service, January 12, 2017 (https://
fas.org/sgp/crs/misc/R44689.pdf).
    \14\Ibid.
---------------------------------------------------------------------------
    This funding disparity between institutions of higher 
education is, in part, driven by the disadvantages that smaller 
universities face when competing for grants with major 
institutions. Large universities have staff members who both 
help researchers navigate the grant application process and 
assist with technical grant writing.\15\ Additionally, because 
smaller universities generally prioritize teaching, lack of 
grant writing administrative support causes even greater 
challenges, with professors struggling to maintain both 
excellence in the classroom and the production of competitive 
grant applications.\16\
---------------------------------------------------------------------------
    \15\Karen M. Markin, ``Big Research Small College,'' The Chronicle 
of Higher Education, February 19, 2008 (https://www.chronicle.com/
article/Big-Research-Small-College/45957).
    \16\Jacqueline Ruttimann Oberst, ``Big Thinking at Small 
Universities,'' Science, September 10, 2010 (https://
www.sciencemag.org/features/2010/09/big-thinking-small-universities).
---------------------------------------------------------------------------

                         Summary of Provisions

    If enacted, S. 735, the Advanced Technological 
Manufacturing Act, would do the following:
   Reauthorize and modernize the Scientific and 
        Advanced-Technology Act of 1992, showing continued 
        support of the ATE program's role in supplying the 
        United States with a scientifically and technically 
        educated workforce.
   Direct the NSF Director to establish a series of 
        pilot programs to expand the number of institutions of 
        higher education that can successfully compete for NSF 
        grants.

                          Legislative History

    S. 735, the Advanced Technological Manufacturing Act, was 
introduced on March 11, 2021, by Senator Wicker (for himself 
and Senator Cantwell) and was referred to the Committee on 
Commerce, Science, and Transportation of the Senate. Senators 
Rosen, Collins, Peters, and Blackburn are additional 
cosponsors. On April 28, 2021, the Committee met in open 
Executive Session and, by voice vote, ordered S. 735 reported 
favorably with amendments.
    H.R. 3828, the Advanced Technological Manufacturing Act, 
was introduced on June 11, 2021, by Representative Kildee (for 
himself and Representative Meijer) and was referred to the 
Committee on Science, Space, and Technology in the House of 
Representatives.
    In the 115th Congress, S. 3074, the Advanced Technological 
Manufacturing Act, was introduced on May 13, 2020, by Senator 
Wicker and favorably reported May 20, 2020, by the Committee on 
Commerce, Science, and Transportation of the Senate. A related 
bill, H.R. 5685, the Securing American Leadership in Science 
and Technology Act of 2020, was introduced on January 28, 2020, 
by Representative Frank Lucas (for himself and Representatives 
Weber, Babin, Marshall, Baird, Gonzalez, Waltz, Olson, Murphy, 
Balderson, Posey, and Rooney) and was referred to the Committee 
on Science, Space, and Technology (in addition to the 
Committees on the Judiciary, Small Business, Natural Resources, 
and Foreign Affairs) in the House of Representatives. Section 
602 of H.R. 5685 would have reauthorized the ATE Program. 
Representatives Riggleman and Jackson Lee were additional 
cosponsors.

                            Estimated Costs

    In accordance with paragraph 11(a) of rule XXVI of the 
Standing Rules of the Senate and section 403 of the 
Congressional Budget Act of 1974, the Committee provides the 
following cost estimate, prepared by the Congressional Budget 
Office:

                                     U.S. Congress,
                               Congressional Budget Office,
                                      Washington, DC, May 18, 2021.
Hon. Maria Cantwell,
Chair, Committee on Commerce, Science, and Transportation,
U.S. Senate, Washington, DC.
    Dear Madam Chair: The Congressional Budget Office has 
prepared the enclosed cost estimate for S. 735, a bill to amend 
the Scientific and Advanced-Technology Act of 1992 to further 
support advanced technological manufacturing, and for other 
purposes.
    If you wish further details on this estimate, we will be 
pleased to provide them. The CBO staff contact is Janani 
Shankaran.
            Sincerely,
                                         Phillip L. Swagel,
                                                          Director.
    Enclosure.

    [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]
    

    S. 735 would authorize the annual appropriation of $150 
million over the 2022-2027 period for the National Science 
Foundation's (NSF's) Advanced Technological Education (ATE) 
program, which provides grants to educators and students for 
technical science and engineering education. The bill also 
would direct the agency to conduct pilot programs to increase 
the number of institutions of higher education that can compete 
for NSF grants.
    For this estimate, CBO assumes that the legislation will be 
enacted in fiscal year 2021.
    Based on historical spending patterns for the ATE program, 
CBO estimates that providing those grants would cost $478 
million over the 2021-2026 period and roughly $400 million 
after 2026, assuming appropriation of the authorized amounts. 
In 2021, the NSF allocated $75 million for the ATE program.
    Using information from the NSF, and based on the costs of 
similar activities, CBO estimates that conducting the pilot 
programs would require two additional employees at an average 
annual cost of $175,000 each over the 2021-2026 period. In 
total, implementing that provision would cost $2 million. Such 
spending would be subject to the availability of appropriated 
funds.
    The costs of the legislation, detailed in Table 1, fall 
within budget function 250 (general science, space, and 
technology).

                 TABLE 1.--ESTIMATED INCREASES IN SPENDING SUBJECT TO APPROPRIATION UNDER S. 735
----------------------------------------------------------------------------------------------------------------
                                                                 By fiscal year, millions of dollars--
                                                      ----------------------------------------------------------
                                                        2021    2022    2023    2024    2025    2026   2021-2026
----------------------------------------------------------------------------------------------------------------
Advanced Technological Education:
    Authorization....................................       0     150     150     150     150     150        750
    Estimated Outlays................................       0      18      71     110     132     147        478
Pilot Programs:
    Estimated Authorization..........................       *       *       *       *       *       *          2
    Estimated Outlays................................       *       *       *       *       *       *          2
                                                      ----------------------------------------------------------
    Total Changes:
        Estimated Authorization......................       *     150     150     150     150     150        752
        Estimated Outlays............................       *      18      71     110     132     147        480
----------------------------------------------------------------------------------------------------------------
CBO estimates that outlays for the Advanced Technological Education program after 2026 would total about $400
  million, assuming appropriation of the authorized amounts.
Components may not sum to totals because of rounding; * = between zero and $500,000.

    The CBO staff contact for this estimate is Janani 
Shankaran. The estimate was reviewed by H. Samuel Papenfuss, 
Deputy Director of Budget Analysis.

                      Regulatory Impact Statement

    In accordance with paragraph 11(b) of rule XXVI of the 
Standing Rules of the Senate, the Committee provides the 
following evaluation of the regulatory impact of the 
legislation, as reported:

                       NUMBER OF PERSONS COVERED

    S. 735, as reported, would not impose any new significant 
regulatory requirements, and, therefore, would not subject any 
individuals or businesses to new significant regulations.

                            ECONOMIC IMPACT

    S. 735, as reported, is not expected to have any 
significant adverse impacts on the Nation's economy. This 
legislation would likely assist post-pandemic economic recovery 
by bringing research and development, workforce education, and 
industry into new partnerships that foster economic development 
and help the workforce adapt to and contribute to the growth of 
advanced technological sectors.

                                PRIVACY

    S. 735, as reported, would not have any adverse impact on 
the privacy of individuals.

                               PAPERWORK

    S. 735, as reported, would not impose a substantial 
paperwork burden on individuals or businesses.

                   Congressionally Directed Spending

    In compliance with paragraph 4(b) of rule XLIV of the 
Standing Rules of the Senate, the Committee provides that no 
provisions contained in the bill, as reported, meet the 
definition of congressionally directed spending items under the 
rule.

                      Section-by-Section Analysis


Section 1. Harnessing our Nation's research potential.

    This section would require the NSF Director to conduct 
multiple pilot programs within NSF to expand the number of 
higher education institutions able to successfully compete for 
NSF grants. Pilot programs could provide mentorship, grant 
writing technical assistance, targeted outreach (including to 
minority-serving institutions, historically Black colleges and 
universities, Hispanic-serving institutions, and Tribal 
colleges), support for institutions without an experienced 
grant management office, and increases in the number of grant 
reviewers from institutions that have not traditionally 
received NSF funds. The pilots could also include increasing 
the grant term and funding, for a period of 3 years or less, to 
a principal investigator that is a first-time grant awardee, 
when paired with regular mentoring on the administrative 
aspects of grant management. Pilot programs should aim to 
reduce administrative burdens. Five years after enactment, the 
NSF would be required to review the results of each pilot 
program and develop agency-wide best practices for 
implementation across the NSF.

Section 2. Advanced scientific and technical manufacturing.

    This section would modernize the Scientific and Advanced-
Technology Act of 1992. It would utilize the term ``STEM'' 
throughout the Act to better reflect current education 
terminology and standards. It would redefine the term 
``advanced-technology'' to better reflect 21st century advanced 
technological fields, such as advanced manufacturing and 
engineering, information, cybersecurity, geospatial, and other 
emerging technologies and define the term ``skilled technical 
workforce''. It would also remove references to sections of the 
Higher Education Act that have been eliminated since 1992.
    Further modifications would require the NSF Director to 
place emphasis on the needs of veterans when awarding grants 
and remove the limitation on the number of Centers of 
Scientific and Technical Education.
    Additionally, this section would make grants available to 
partnerships that encourage the development of career and 
educational pathways to meet skilled technical workforce 
demands. To encourage the interest and aptitude of students in 
STEM and advanced-technology fields, it would instruct the NSF 
Director to award grants that promote articulation agreements 
between associate-degree-granting and bachelor-degree-granting 
institutions or dual credit courses between community colleges 
with outstanding STEM programs and secondary schools or 
elementary schools, as appropriate. Partnerships that receive 
funding would be required to counsel students, including 
veterans, on requirements and course offerings at bachelor-
degree-granting institutions and to provide research 
experiences through summer programs and industry internships.
    In awarding grants to develop associate degree programs, 
this section would further require the Director to prioritize 
applications that leverage best practices for distance learning 
or utilize simulated work environments. Finally, it would 
authorize appropriations of $150 million for each of fiscal 
years 2022 through 2027 and expand the list of activities that 
can be federally funded.

                        Changes in Existing Law

    In compliance with paragraph 12 of rule XXVI of the 
Standing Rules of the Senate, changes in existing law made by 
the bill, as reported, are shown as follows (existing law 
proposed to be omitted is enclosed in black brackets, new 
material is printed in italic, existing law in which no change 
is proposed is shown in roman):

SCIENTIFIC AND ADVANCED-TECHNOLOGY ACT OF 1992

           *       *       *       *       *       *       *


                          [42 U.S.C. 1862h-j]

SEC. 2. FINDINGS AND PURPOSES.

  (a) Findings.--The Congress finds that--
          (1) the position of the United States in the world 
        economy faces great challenges from highly trained 
        foreign competition;
          (2) the workforce of the United States must be better 
        prepared for the technologically advanced, competitive, 
        global economy;
          (3) the improvement of our work force's productivity 
        and our international economic position depend upon the 
        strengthening of our educational efforts in [science, 
        mathematics, and technology] science, technology, 
        engineering, and mathematics or STEM, especially at the 
        associate-degree level;
          (4) shortages of scientifically and technically 
        educated and trained workers in a wide variety of 
        fields will best be addressed by collaboration among 
        the Nation's associate-degree-granting colleges and 
        private industry to produce skilled, advanced 
        technicians; and
          (5) the National Science Foundation's traditional 
        role in developing model curricula, disseminating 
        instructional materials, enhancing faculty development, 
        and stimulating partnerships between educational 
        institutions and industry, makes an enlarged role for 
        the Foundation in [scientific and technical education 
        and training] STEM education and training particularly 
        appropriate.
  (b) Purposes.--It is the purpose of this Act to--
          (1) improve science and technical education at 
        associate-degree-granting colleges;
          (2) improve secondary school and postsecondary 
        curricula in [mathematics and science] STEM fields;
          (3) improve the educational opportunities of 
        postsecondary students by creating comprehensive 
        articulation agreements and planning between 2-year and 
        4-year institutions; and
          (4) promote outreach to secondary schools to improve 
        [mathematics and science instruction] STEM instruction.

SEC. 3. [SCIENTIFIC AND TECHNICAL EDUCATION] STEM EDUCATION.

  (a) National Advanced [Scientific and Technical Education] 
Stem Education Program.--The Director of the National Science 
Foundation (hereafter in this Act referred to as the 
``Director'') shall award grants to associate-degree-granting 
colleges, and consortia thereof, to assist them in providing 
education in advanced-technology fields and education to 
prepare the skilled technical workforce to meet workforce 
demands, and to improve the quality of their [core education 
courses in science and mathematics] core education courses in 
STEM fields. The grant program shall place emphasis on the 
needs of students who have been in the workforce (including 
veterans and individuals engaged in work in the home) and on 
building a pathway from secondary schools, to associate-degree-
granting institutions, to careers that require technical 
training, and shall be designed to strengthen and expand the 
scientific and technical education and training capabilities of 
associate-degree-granting colleges through such methods as--
          (1) the development and study of model instructional 
        programs in advanced-technology fields and in [core 
        science and mathematics courses] core STEM courses;
          (2) the professional development of faculty and 
        instructors, both full- and part-time, who provide 
        instruction in [science, mathematics, and advanced-
        technology fields] STEM and advanced-technology fields;
          (3) the establishment of innovative partnership 
        arrangements that--
                  (A) involve associate-degree-granting 
                colleges and other appropriate public and 
                private sector entities to support the 
                advanced-technology industries that drive the 
                competitiveness of the United States in the 
                global economy;
                  (B) provide for private sector donations, 
                faculty opportunities to have short-term 
                assignments with industry, sharing of program 
                costs, equipment loans, and the cooperative use 
                of laboratories, plants, and other facilities, 
                and provision for state-of-the-art work 
                experience opportunities for students enrolled 
                in such programs; and
                  (C) encourage participation of individuals 
                identified in section 33 or 34 of the Science 
                and Engineering Equal Opportunities Act (42 
                U.S.C. 1885a or 1885b);
          (4) the acquisition of state-of-the-art 
        instrumentation essential to programs designed to 
        prepare and upgrade students in [scientific and 
        advanced-technology fields] STEM and advanced-
        technology fields; and
          (5) the development and dissemination of 
        instructional materials in support of improving the 
        [advanced scientific and technical education] advanced 
        STEM and advanced-technology and training capabilities 
        of associate-degree-granting colleges, including 
        programs for students who are not pursuing a science 
        degree.
  (b) [National Centers of Scientific and Technical Education] 
Centers of Scientific and Technical Education.--The Director 
shall award grants for the establishment of centers of 
excellence, [not to exceed 12 in number] in advanced-technology 
fields, among associate-degree-granting colleges. Centers shall 
meet one or both of the following criteria:
          (1) Exceptional instructional programs in advanced-
        technology fields.
          (2) Excellence in undergraduate [education in 
        mathematics and science] STEM education.
The centers shall serve as national and regional clearinghouses 
and models for the benefit of both colleges and secondary 
schools, and shall provide seminars and programs to disseminate 
model curricula and model teaching methods and instructional 
materials to other associate-degree-granting colleges [in the 
geographic region served by the center].
  (c) Articulation Partnerships.--
          (1) Partnership grants.--(A) The Director shall make 
        grants to eligible partnerships [to encourage students 
        to pursue bachelor degrees in mathematics, science, 
        engineering, or technology, and to assist students 
        pursuing bachelor degrees in mathematics, science, 
        engineering, or technology to make the transition from 
        associate-degree-granting colleges to bachelor-degree-
        granting institutions, through such means as--] to 
        encourage the development of career and educational 
        pathways with multiple entry and exit points leading to 
        credentials and degrees, and to assist students 
        pursuing pathways in STEM fields to transition from 
        associate-degree-granting colleges to bachelor-degree-
        granting institutions, through such means as--
                  (i) examining curricula [to ensure] to 
                develop articulation agreements that ensure 
                that academic credit earned at the associate-
                degree-granting college is transferable to 
                bachelor-degree-granting institutions;
                  (ii) informing teachers from the associate-
                degree-granting college on the specific 
                requirements of [courses at the bachelor-
                degree-granting institution] the career and 
                educational pathways supported by the 
                articulation agreements; and
                  (iii) providing summer educational programs 
                for students from the associate-degree-granting 
                college to encourage such students' subsequent 
                matriculation at bachelor-degree-granting 
                institutions.
          (B) Each eligible partnership receiving a grant under 
        this paragraph shall, at a minimum--
                  (i) counsel students, including students who 
                have been in the workforce (including veterans 
                and individuals engaged in work in the home), 
                about the requirements and course offerings of 
                the bachelor-degree-granting institution;
                  (ii) conduct workshops and orientation 
                sessions to ensure that students are familiar 
                with programs, including laboratories and 
                financial aid programs, at the bachelor-degree-
                granting institution;
                  (iii) provide students with research 
                experiences at [bachelor's-degree-granting 
                institutions] institutions or work sites 
                participating in the partnership, including 
                stipend support for students participating in 
                summer programs or industry internships; and
                  (iv) provide faculty mentors for students 
                participating in activities under clause (iii), 
                including summer salary support for faculty 
                mentors.
[Funds used by eligible partnerships to carry out clauses (i) 
and (ii) shall be from non-Federal sources. In-cash and in-kind 
resources used by eligible partnerships to carry out clauses 
(i) and (ii) shall not be considered to be contributions for 
purposes of applying subsection (f)(3).]
          [(C) Any institution participating in a partnership 
        that receives a grant under this paragraph shall be 
        ineligible to receive assistance under part B of title 
        I of the Higher Education Act of 1965 for the duration 
        of the grant received under this paragraph.]
          (2) Outreach grants.--The Director shall make grants 
        to associate-degree-granting colleges with outstanding 
        [mathematics and science programs] STEM programs to 
        strengthen relationships with secondary schools and, as 
        appropriate, elementary schools, in the community 
        served by the college by improving [mathematics and 
        science education] STEM education and encouraging the 
        interest and aptitude of [secondary school students] 
        students at these schools for careers in [science and 
        advanced-technology fields] STEM and advanced-
        technology fields through such means as developing 
        [agreements with local educational agencies] 
        articulation agreements or dual credit courses with 
        local secondary schools, or other means as the Director 
        determines appropriate, to enable students to satisfy 
        entrance and course requirements at the associate-
        degree-granting college.
          (3) Mentor training grants.--The Director [shall--]
                  [(A) establish a] shall establish a program 
                to encourage and make grants available to 
                institutions of higher education that award 
                associate degrees to recruit and train 
                individuals from [the fields of science, 
                technology, engineering, and mathematics] STEM 
                fields to mentor students who are described in 
                section 33 or 34 of the Science and Engineering 
                Equal Opportunities Act (42 U.S.C. 1885a or 
                1885b) in order to assist those students in 
                identifying, qualifying for, and entering 
                higher paying technical jobs in those fields[; 
                and], including jobs at Federal and academic 
                laboratories.
                  [(B) make grants available to associate-
                degree-granting colleges to carry out the 
                program identified in subsection (A).]
  (d) Grants for Associate Degree Programs in Stem Fields.--
          (1) In-demand workforce grants.--The Director shall 
        award grants to junior or community colleges to develop 
        or improve associate degree or certificate programs in 
        STEM fields, with respect to the region in which the 
        respective college is located, and an in-demand 
        industry sector or occupation.
          (2) Applications.--In considering applications for 
        grants under paragraph (1), the Director shall 
        prioritize--
                  (A) applications that consist of a 
                partnership between the applying junior or 
                community college and individual employers or 
                an employer consortia, or industry or sector 
                partnerships, and may include a university or 
                other organization with demonstrated expertise 
                in academic program development;
                  (B) applications that demonstrate current and 
                future workforce demand in occupations directly 
                related to the proposed associate degree or 
                certificate program;
                  (C) applications that include commitments by 
                the partnering employers or employer consortia, 
                or industry or sector partnerships, to offer 
                apprenticeships, internships, or other applied 
                learning opportunities to students enrolled in 
                the proposed associate degree or certificate 
                program;
                  (D) applications that include outreach plans 
                and goals for recruiting and enrolling women 
                and other underrepresented populations in STEM 
                fields in the proposed associate degree or 
                certificate program; [and]
                  (E) applications that describe how the 
                applying junior or community college will 
                support the collection of information and data 
                for purposes of evaluation of the proposed 
                associate degree or certificate program[.]; and
                  (F) as appropriate, applications that apply 
                the best practices for STEM education and 
                technical skills education through distance 
                learning or in a simulated work environment, as 
                determined by research described in subsection 
                (f).
  (e) Grants for Stem Degree Applied Learning Opportunities.--
          (1) In general.--The Director shall award grants to 
        institutions of higher education partnering with 
        private sector employers or private sector employer 
        consortia, or industry or sector partnerships, that 
        commit to offering apprenticeships, internships, 
        research opportunities, or applied learning experiences 
        to enrolled students in identified STEM baccalaureate 
        degree programs.
          (2) Purposes.--Awards under this subsection may be 
        used--
                  (A) to develop curricula and programs for 
                apprenticeship, internships, research 
                opportunities, or applied learning experiences; 
                or
                  (B) to provide matching funds to incentivize 
                partnership and participation by private sector 
                employers and industry.
          (3) Applications.--In considering applications for 
        grants under paragraph (1), the Director shall 
        prioritize--
                  (A) applicants that consist of a partnership 
                between--
                          (i) the applying institution of 
                        higher education; and
                          (ii) individual employers or an 
                        employer consortia, or industry or 
                        sector partnerships;
                  (B) applications that demonstrate current and 
                future workforce demand in occupations directly 
                related to the identified STEM fields;
                  (C) applications that include outreach plans 
                and goals for recruiting and enrolling women 
                and other underrepresented populations in STEM 
                fields; and
                  (D) applications that describe how the 
                institution of higher education will support 
                the collection and information of data for 
                purposes of the evaluation of identified STEM 
                degree programs.
  (f) Grants for Computer-based and Online Stem Education 
Courses.--
          (1) In general.--The Director of the National Science 
        Foundation shall award competitive grants to 
        institutions of higher education or nonprofit 
        organizations to conduct research on student outcomes 
        and determine best practices for STEM education and 
        technical skills education through distance learning or 
        in a simulated work environment.
          (2) Research areas.--The research areas eligible for 
        funding under this subsection may include--
                  (A) post-secondary courses for technical 
                skills development for STEM occupations;
                  (B) improving high-school level career and 
                technical education in STEM subjects;
                  (C) encouraging and sustaining interest and 
                achievement levels in STEM subjects among women 
                and other populations historically 
                underrepresented in STEM studies and careers; 
                and
                  (D) combining computer-based and online STEM 
                education and skills development with 
                traditional mentoring and other mentoring 
                arrangements, apprenticeships, internships, and 
                other applied learning opportunities.
  (g) Coordination With Other Federal Departments.--In carrying 
out this section, the Director shall consult, cooperate, and 
coordinate, to enhance program effectiveness and to avoid 
duplication, with the programs and policies of other relevant 
Federal agencies. [In carrying out subsection (c), the Director 
shall coordinate activities with programs receiving assistance 
under part B of title I of the Higher Education Act of 1965.]
  (h) Funding.--
          (1) Funding.--The Director shall allocate out of 
        amounts made available for the Education and Human 
        Resources Directorate--
                  (A) up to $5,000,000 to carry out the 
                activities under subsection (d) for each of 
                fiscal years 2019 through [2022] 2026, subject 
                to the availability of appropriations;
                  (B) up to $2,500,000 to carry out the 
                activities under subsection (e) for each of 
                fiscal years 2019 through [2022] 2026, subject 
                to the availability of appropriations; and
                  (C) [up to $2,500,000] not less than 
                $3,000,000 to carry out the activities under 
                subsection (f) for each of fiscal years 2019 
                through [2022] 2026, subject to the 
                availability of appropriations.
          (2) Limitation on funding.--Amounts made available to 
        carry out subsections (d), (e), and (f) shall be 
        derived from amounts appropriated or otherwise made 
        available to the National Science Foundation.
          (3) Limitation on funding.--To qualify for a grant 
        under this section, an associate-degree-granting 
        college, or consortium thereof, shall provide 
        assurances adequate to the Director that it will not 
        decrease its level of spending of funds from non-
        Federal sources on advanced scientific and technical 
        education and training programs.
  (i) Functions of the Director.--In carrying out this Act, the 
Director shall--
          (1) award grants on a competitive, merit basis;
          (2) ensure an equitable geographic distribution of 
        grant awards;
          (3) ensure that an applicant for a grant awarded 
        under subsection (a), (b), or (c)(1) will make an in-
        cash or in-kind contribution in an amount equal to at 
        least 25 percent of the cost of the program, and for a 
        grant awarded under subsection (c)(2) will make an in-
        cash or in-kind contribution in an amount at least 
        equal to the amount of the grant award;
          (4) establish and maintain a readily accessible 
        inventory of the programs assisted under this Act; and
          (5) designate an officer of the National Science 
        Foundation to serve as a liaison with associate-degree-
        granting institutions for the purpose of enhancing the 
        role of such institutions in the activities of the 
        Foundation.
  (j) Definitions.--As used in this section--
          [(1) the term ``advanced-technology'' includes 
        advanced technical activities such as the 
        modernization, miniaturization, integration, and 
        computerization of electronic, hydraulic, pneumatic, 
        laser, nuclear, chemical, telecommunication, fiber 
        optic, robotic, and other technological applications to 
        enhance productivity improvements in manufacturing, 
        communication, transportation, commercial, and similar 
        economic and national security activities;]
          (1) the term ``advanced-technology'' includes 
        technological fields such as advanced manufacturing, 
        agricultural-, biological- and chemical-technologies, 
        energy and environmental technologies, engineering 
        technologies, information technologies, micro- and 
        nano-technologies, cybersecurity technologies, 
        geospatial technologies, and new, emerging technology 
        areas;
          [(2) the term ``associate-degree-granting college'' 
        means an institution of higher education (as determined 
        under section 101 of the Higher Education Act of 1965) 
        that--
                  [(A) is a nonprofit institution that offers a 
                2-year associate-degree program or a 2-year 
                certificate program; or
                  [(B) is a proprietary institution that offers 
                a 2-year associate-degree program;]
          (2) the term ``associate-degree-granting college'' 
        means an institution of higher education (as defined in 
        section 102 of the Higher Education Act of 1965 (20 
        U.S.C. 1002)) that offers a 2-year associate-degree 
        program or 2-year certificate program;
          (3) the term ``bachelor-degree-granting institution'' 
        means an institution of higher education ([as 
        determined under section 101 of the Higher Education 
        Act of 1965] as defined in section 102 of the Higher 
        Education Act of 1965 (20 U.S.C. 1002)) that offers a 
        baccalaureate degree program;
          (4) the term ``eligible partnership'' means one or 
        more associate-degree-granting colleges in partnership 
        with one or more [separate bachelor-degree-granting 
        institutions] other entities;
          (5) the term ``in-demand industry sector or 
        occupation'' has the meaning given the term in section 
        3 of the Workforce Innovation and Opportunity Act (29 
        U.S.C. 3102);
          (6) the term ``junior or community college'' has the 
        meaning given the term in section 312 of the Higher 
        Education Act of 1965 (20 U.S.C. 1058);
          [(7) the term ``local educational agency'' has the 
        meaning given such term in section 1471(12) of the 
        Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 2891(12)).]
          [(8)] (7) the term ``region'' means a labor market 
        area, as that term is defined in section 3 of the 
        Workforce Innovation and Opportunity Act (29 U.S.C. 
        3102); [and]
          [(9)] (8) the terms ``[mathematics, science, 
        engineering, or technology] science, technology, 
        engineering, or mathematics'' or ``STEM'' mean science, 
        technology, engineering, and mathematics, including 
        [computer science and cybersecurity.] computer science 
        and cybersecurity; and
          (9) the term ``skilled technical workforce'' means 
        workers--
                  (A) in occupations that use significant 
                levels of science and engineering expertise and 
                technical knowledge; and
                  (B) whose level of educational attainment is 
                less than a bachelor degree.

           *       *       *       *       *       *       *


SEC. 5. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated, from sums otherwise 
authorized to be appropriated, to the Director for carrying out 
this Act--
          [(1) $35,000,000 for fiscal year 1992; and
          [(2) $35,000,000 for fiscal year 1993.]
  There are authorized to be appropriated, from sums otherwise 
authorized to be appropriated, to the Director for carrying out 
this Act, $150,000,000 for each of fiscal years 2022 through 
2027.

                                  [all]