successor report thereto, and the Uniform Guidance in 
2 C.F.R. part 200. 
SEC. 109. WHISTLEBLOWER EDUCATION. 
(a) IN GENERAL.—The Foundation shall be subject to 
section 4712 of title 41, United States Code. 
(b) EDUCATION AND TRAINING.—The Foundation shall 
provide education and training for Foundation managers 
and staff on the requirements of such section 4712, and pro-
vide information on the law to all grantees, contractors, and 
employees of such grantees and contractors. 
SEC. 110. GRADUATE STUDENT SUPPORT. 
(a) SENSE OF CONGRESS.—It is the sense of Congress 
that the essential elements of the NSF Research Traineeship 
Program, formerly the Integrative Graduate Education and 
Research Traineeship program, (or any successor thereto) 
should be maintained, including— 
(1) collaborative research that transcends tradi-
tional disciplinary boundaries to solve large and com-
plex research problems of significant scientific and so-
cietal importance; and 
(2) providing students the opportunity to become 
leaders in the science and engineering of the future. 
(b) MODELS FOR SUPPORT.—The Director shall enter 
into an agreement with the National Research Council to 
convene a workshop or roundtable to examine models of 
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Federal support for STEM graduate students, including the 
Foundation’s Graduate Research Fellowship program and 
comparable 
fellowship 
programs 
at 
other 
agencies, 
traineeship programs, and the research assistant model. 
(c) PURPOSE.—The purpose of the workshop or round-
table shall be to compare and evaluate the extent to which 
each of these models helps to prepare graduate students for 
diverse careers utilizing STEM degrees, including at diverse 
types of institutions of higher education, in industry, and 
at government agencies and research laboratories, and to 
make recommendations regarding— 
(1) how current Federal programs and models, 
including programs and models at the Foundation, 
can be improved; 
(2) the appropriateness of the current distribu-
tion of funding among the different models at the 
Foundation and across the agencies; and 
(3) the appropriateness of creating a new edu-
cation and training program for graduate students 
distinct from programs that provide direct financial 
support, including the grants authorized in section 
527 of the America COMPETES Reauthorization Act 
of 2010 (42 U.S.C. 1862p-15). 
(d) CRITERIA.—At a minimum, in comparing pro-
grams and models, the workshop or roundtable participants 
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shall consider the capacity of such programs or models to 
provide students with knowledge and skills— 
(1) to become independent, creative, successful re-
searchers; 
(2) to participate in large interdisciplinary re-
search projects, including in an international context; 
(3) to adhere to the highest standards for re-
search ethics; 
(4) to become high-quality teachers utilizing the 
most currently available evidence-based pedagogy; 
(5) in oral and written communication, to both 
technical and nontechnical audiences; 
(6) in innovation, entrepreneurship, and busi-
ness ethics; and 
(7) in program management. 
(e) GRADUATE STUDENT INPUT.—The participants in 
the workshop or roundtable shall include current or recent 
STEM graduate students. 
(f) REPORT.—Not later than 1 year after the date of 
enactment of this Act, the National Research Council shall 
submit to Congress a summary report of the findings and 
recommendations of the workshop or roundtable convened 
under this section. 
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SEC. 111. PERMISSIBLE SUPPORT. 
A grant made by the Education and Human Resources 
Directorate to support informal education may be used— 
(1) to support the participation of underrep-
resented students in nonprofit competitions, out-of- 
school activities, and field experiences related to 
STEM subjects (such as robotics, science research, in-
vention, mathematics, and technology competitions), 
including— 
(A) the purchase of parts and supplies need-
ed to participate in such competitions; and 
(B) incentives and stipends for teachers and 
instructional leaders who are involved in assist-
ing students and preparing students for such 
competitions, if such activities fall outside the 
regular duties and responsibilities of such teach-
ers and instructional leaders; and 
(2) to broaden underrepresented secondary school 
students’ access to, and interest in, careers that re-
quire academic preparation in STEM subjects. 
SEC. 112. EXPANDING STEM OPPORTUNITIES. 
(a) IN GENERAL.—Within the Directorate for Edu-
cation and Human Resources (or any successor thereto), 
under existing programs targeting broadening participa-
tion, the Director shall provide grants on a merit-reviewed, 
competitive basis for research on programming that engages 
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underrepresented students in grades kindergarten through 
8 in STEM. 
(b) USE OF FUNDS.— 
(1) IN GENERAL.—Grants awarded under this 
section shall be used for research to advance the en-
gagement of underrepresented students in grades kin-
dergarten through 8 in STEM through the develop-
ment and implementation of innovative before-school, 
after-school, out-of-school, or summer activities, in-
cluding programs (if applicable to the target popu-
lation) provided in a single-gender environment, that 
are designed to encourage interest, engagement, and 
skills development of underrepresented students in 
STEM. Such research shall be conducted in learning 
environments that actively provide programming to 
underrepresented students in grades kindergarten 
through 8 in STEM. 
(2) PERMITTED
ACTIVITIES.—Such activities 
may include— 
(A) the development and implementation of 
programming described in subsection (a) for the 
purpose of research; 
(B) the use of a variety of engagement 
methods, including cooperative and hands-on 
learning; 
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(C) exposure of underrepresented youth to 
role models in the fields of STEM, including re-
searchers in the National Laboratories, and 
nearpeer mentors; 
(D) training of informal learning educators 
and youth-serving professionals using evidence- 
based methods consistent with the target student 
population being served; 
(E) education of students on the relevance 
and significance of STEM careers, provision of 
academic advice and assistance, and activities 
designed to help students make real-world con-
nections to STEM content activities; 
(F) the attendance of underrepresented 
youth at events, competitions, and academic pro-
grams to provide content expertise and encourage 
career exposure in STEM; 
(G) activities designed to engage parents of 
underrepresented youth; 
(H) innovative strategies to engage under-
represented youth, such as using leadership skill 
outcome measures to encourage youth with the 
confidence to pursue STEM coursework and aca-
demic study; 
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(I) coordination with STEM-rich environ-
ments, including other nonprofit, nongovern-
mental organizations, classroom and out-of-class-
room settings, institutions of higher education, 
vocational facilities, corporations, museums, Na-
tional Laboratories, or science centers; and 
(J) the acquisition of instructional mate-
rials or technology-based tools to conduct appli-
cable grant activity. 
(c) APPLICATION.—An applicant seeking funding 
under the section shall submit an application at such time, 
in such manner, and containing such information as may 
be required. The application shall include, at a minimum, 
the following: 
(1) A description of the target audience to be 
served by the program. 
(2) A description of the process for recruitment 
and selection of students, as appropriate. 
(3) A description of how such research activity 
may inform programming that engages underrep-
resented students in grades kindergarten through 8 in 
STEM. 
(4) A description of how such research activity 
may inform programming that promotes student aca-
demic achievement in STEM. 
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(5) An evaluation plan that includes, at a min-
imum, the use of outcome-oriented measures to deter-
mine the impact and efficacy of activities being re-
searched. 
(d) AWARDS.—In awarding grants under this section, 
the Director shall give priority to applicants which, for the 
purpose of grant activity, include or partner with a non-
profit, nongovernmental organization that has extensive ex-
perience and expertise in increasing the participation of 
underrepresented students in STEM. 
(e) ACCOUNTABILITY AND DISSEMINATION.— 
(1) EVALUATION REQUIRED.—Not later than 5 
years after the date of enactment of this Act, the Di-
rector shall evaluate the grants provided under this 
section. In addition to evaluating the effectiveness of 
the grant activities, such evaluation shall— 
(A) use a common set of benchmarks and 
assessment tools to identify best practices and 
materials developed or demonstrated by the re-
search; and 
(B) to the extent practicable, combine the 
research resulting from the grant activity with 
the current research on serving underrepresented 
students in grades kindergarten through 8. 
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(2) REPORT ON EVALUATIONS.—Not later than 
180 days after the completion of the evaluation under 
paragraph (1), the Director shall submit to Congress 
and make widely available to the public a report that 
includes— 
(A) the results of the evaluation; and 
(B) any recommendations for administra-
tive and legislative action that could optimize 
the effectiveness of the program. 
(f) COORDINATION.—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. 
SEC. 113. REVIEW OF EDUCATION PROGRAMS. 
(a) IN GENERAL.—The Director shall review the edu-
cation programs of the Foundation that are in operation 
as of the date of enactment of this Act to determine— 
(1) whether any of such programs duplicate tar-
get groups, services provided, fields of focus, or objec-
tives; and 
(2) how those programs are being evaluated and 
assessed for outcome-oriented effectiveness. 
(b) REPORT.—Not later than 1 year after the date of 
enactment of this Act, and annually thereafter as part of 
the annual budget submission to Congress, the Director 
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shall complete a report on the review carried out under this 
section and shall submit the report to the Committee on 
Science, Space, and Technology and the Committee on Ap-
propriations of the House of Representatives, and to the 
Committee on Commerce, Science, and Transportation, the 
Committee on Health, Education, Labor, and Pensions, and 
the Committee on Appropriations of the Senate, and shall 
make the report widely available to the public. 
SEC. 114. RECOMPETITION OF AWARDS. 
(a) FINDINGS.—The Congress finds that— 
(1) the merit-reviewed competition of grant and 
award proposals is a hallmark of the Foundation 
grant and award making process; 
(2) the majority of Foundation-funded multi- 
user research facilities have transitioned to five-year 
cooperative agreements, and every five years the pro-
gram officer responsible for the facility makes a rec-
ommendation to the National Science Board as to the 
renewal, recompetition, or termination of support for 
the facility; and 
(3) requiring the recompetition of expiring 
awards is based on the conviction that competition is 
most likely to ensure the effective stewardship of 
Foundation funds for supporting research and edu-
cation. 
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(b) RECOMPETITION.—The Director shall ensure that 
the system for recompetition of Maintenance and Oper-
ations of facilities, equipment and instrumentation is fair, 
consistent, and transparent and is applied in a manner 
that renews grants and awards in a timely manner. The 
Director shall periodically evaluate whether the criteria of 
the system are being applied in a manner that is trans-
parent, reliable, and valid. 
SEC. 115. SENSE OF THE CONGRESS REGARDING INDUSTRY 
INVESTMENT IN STEM EDUCATION. 
It is the sense of Congress that— 
(1) in order to bolster the STEM workforce pipe-
line, many industry sectors are becoming involved in 
K-12 initiatives and supporting undergraduate and 
graduate work in STEM subject areas and fields; 
(2) partnerships with education providers, 
STEM focused competitions, and other opportunities 
have become important aspects of private sector efforts 
to strengthen the STEM workforce; 
(3) understanding the work that private sector 
organizations are undertaking in STEM fields should 
inform the Federal Government’s role in STEM edu-
cation; and 
(4) successful private sector STEM initiatives, as 
reflected by measurements of relevant outcomes, 
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