[Congressional Bills 107th Congress]
[From the U.S. Government Publishing Office]
[H.R. 3130 Referred in Senate (RFS)]
2d Session
H. R. 3130
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
July 11 (legislative day, July 10), 2002
Received; read twice and referred to the Committee on Health,
Education, Labor, and Pensions
_______________________________________________________________________
AN ACT
To provide for increasing the technically trained workforce in the
United States.
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.
(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;
(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;
(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;
(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.
Passed the House of Representatives July 9, 2002.
Attest:
JEFF TRANDAHL
Clerk.
By Martha C. Morrison,
Deputy Clerk.