H. R. 4346—150 
(i) IN GENERAL.—The membership of the National 
STEM Teacher Corps Advisory Board shall— 
(I) be appointed by the Director; 
(II) include a representative from each of the 
following: School leaders, STEM researchers, 
STEM education researchers, Business leaders, 
PreK–12 STEM educators, and Students pursuing 
a postsecondary STEM degree; and 
(III) be geographically diverse. 
(ii) EXISTING
COMMITTEE.—The Director may 
assign the duties of the National STEM Teacher Corps 
Advisory Board to another advisory committee of the 
Foundation. 
(6) DUTIES OF THE CORPS ALLIANCES.—Subject to the avail-
ability of appropriated funds, the Administrator may make 
awards on a competitive, merit-review basis, to establish Corps 
alliances at eligible entities. Activities carried out by such alli-
ances shall include— 
(A) engaging local partners, which may include local 
educational agencies, institutions of higher education, 
STEM organizations, or education nonprofit organizations, 
to— 
(i) develop and serve the community of National 
STEM Teacher Corps members within the region or 
topic area, in coordination with local partners to carry 
out day-to-day activities; 
(ii) coordinate professional development activities, 
including activities led by National STEM Teacher 
Corps members; 
(iii) connect National STEM Teacher Corps mem-
bers with existing educator professional development 
programs and coordinate members’ involvement as 
cooperating teachers or mentors; 
(iv) seek opportunities to involve teachers who are 
not members of the National STEM Teacher Corps 
to participate in National STEM Teacher Corps activi-
ties; and 
(v) build partnerships with existing education 
organizations and other efforts by State educational 
agencies and local educational agencies that operate 
programs relevant to the National STEM Teacher 
Corps and its activities; 
(B) recruiting eligible applicants, with a focus on 
recruiting diverse STEM educators to advance equity based 
on race, ethnicity, sex, socioeconomic status, age, disability 
status, geography, and language ability; 
(C) screening, interviewing, and selecting members of 
the National STEM Teacher Corps using procedures and 
standards provided by the Administrator; 
(D) coordinating the online network that supports all 
National STEM Teacher Corps members in the region or 
topic area; 
(E) convening occasional meetings of National STEM 
Teacher Corps members in a region or topic area; 
(F) creating opportunities for the professional growth 
of National STEM Teacher Corps members, with a focus 
on increasing STEM student achievement and STEM
H. R. 4346—151 
participation rates for all students, particularly those from 
rural and high-need schools; and 
(G) supporting the retention and success of National 
STEM Teacher Corps members in the region or topic area. 
(7) DUTIES OF MEMBERS OF THE NATIONAL STEM TEACHER 
CORPS.—An applicant that is selected by a Corps alliance to 
be a member of the National STEM Teacher Corps shall— 
(A) serve a 4-year term with a possibility of reappoint-
ment; 
(B) receive an annual stipend in an amount not less 
than $10,000; and 
(C) have substantial responsibilities, including— 
(i) working with other members of the National 
STEM Teacher Corps to develop and improve innova-
tive teaching practices, including practices such as 
inquiry-based learning; 
(ii) participating in professional development in 
innovative teaching methodology and mentorship; and 
(iii) continuing to excel in teaching the member’s 
own students, with a focus on advancing equity by 
spending additional time teaching and coaching under-
served students to increase STEM student achievement 
and STEM participation rates for students from rural 
and high-need schools. 
(8) 
EVALUATION.—The 
Director, 
acting 
through 
the 
Administrator, shall submit a report to Congress after the 
third year of the pilot program that includes— 
(A) an assessment, drawing on the evaluations the 
Administrator shall conduct under subparagraphs (C) and 
(D) of paragraph (4), and other sources of information, 
of the effectiveness of the pilot program in recruiting and 
retaining high-quality STEM teachers in the selected 
regions or topic areas, particularly in high-need and rural 
schools; and 
(B) if deemed effective, a proposal to Congress for 
permanent implementation of the pilot program. 
(9) SUNSET.—The authority to carry out this subsection 
shall terminate on the date that is 15 years after the date 
of enactment of this Act. 
(10) 
AUTHORIZATION
OF
APPROPRIATIONS.—There 
are 
authorized to be appropriated $60,000,000 for each of fiscal 
years 2023 through 2032 to carry out this subsection. 
SEC. 10312. UNDERGRADUATE STEM EDUCATION. 
(a) RESEARCH ON STEM EDUCATION AND WORKFORCE NEEDS.— 
The Director shall make awards, on a competitive basis, to four- 
year institutions of higher education or nonprofit organizations 
(or consortia of such institutions or organizations) to support 
research and development activities to— 
(1) encourage greater collaboration and coordination 
between institutions of higher education and industry to 
enhance education, foster hands-on learn experiences, and 
improve alignment with workforce needs; 
(2) understand the current composition of the STEM 
workforce and the factors that influence growth, retention, and 
development of that workforce;
H. R. 4346—152 
(3) increase the size, diversity, capability, and flexibility 
of the STEM workforce; and 
(4) increase dissemination and widespread adoption of effec-
tive practices in undergraduate education and workforce 
development. 
(b) ADVANCED TECHNOLOGICAL EDUCATION PROGRAM UPDATE.— 
Section 3(b) of the Scientific and Advanced-Technology Act of 1992 
(42 U.S.C. 1862i(b)) is amended to read as follows: 
‘‘(b) CENTERS OF SCIENTIFIC AND TECHNICAL EDUCATION.— 
‘‘(1) IN GENERAL.—The Director shall make awards for the 
establishment of centers of excellence, in advanced-technology 
fields, among associate-degree-granting colleges. Centers shall 
meet one or both of the following criteria: 
‘‘(A) Exceptional instructional programs in advanced- 
technology fields. 
‘‘(B) Excellence in undergraduate STEM education. 
‘‘(2) PURPOSES.—The centers shall serve as national and 
regional clearinghouses and models for the benefit of both col-
leges 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. 
‘‘(3) NETWORKS.—The centers may enter into partnerships 
with other institutions of higher education, nonprofit organiza-
tions, and stakeholder groups, or a consortium thereof, to 
develop networks to— 
‘‘(A) coordinate research, training, and education activi-
ties funded by awards under subsection (a); 
‘‘(B) share information and best practices; or 
‘‘(C) promote collaboration between academic institu-
tions, workforce development programs, labor organiza-
tions, and industry to communicate and meet workforce 
education and training needs.’’. 
(c) INNOVATIONS
IN STEM EDUCATION
AT COMMUNITY COL-
LEGES.— 
(1) IN GENERAL.—The Director shall make awards on a 
merit-reviewed, competitive basis to institutions of higher edu-
cation or nonprofit organizations (or consortia of such institu-
tions or organizations) to advance research on the nature of 
learning and teaching at community colleges and to improve 
outcomes for students who enter the workforce upon completion 
of their STEM degree or credential or transfer to 4-year institu-
tions, including by— 
(A) examining how to scale up successful programs 
at community colleges that are improving student outcomes 
in foundational STEM courses; 
(B) supporting research on effective STEM teaching 
practices in community college settings; 
(C) designing and developing new STEM curricula; 
(D) providing STEM students with hands-on training 
and research experiences, internships, and other experien-
tial learning opportunities; 
(E) increasing access to high quality STEM education 
through new technologies; 
(F) re-skilling or up-skilling incumbent workers for 
new STEM jobs;
H. R. 4346—153 
(G) building STEM career and seamless transfer path-
ways; and 
(H) developing novel mechanisms to identify and 
recruit talent into STEM programs, in particular talent 
from groups historically underrepresented in STEM. 
(2) PARTNERSHIPS.—In carrying out activities under this 
subsection, the Director shall encourage applications to develop, 
enhance, or expand cooperative STEM education and training 
partnerships between institutions of higher education, industry, 
and labor organizations. 
(d) IMPROVING ACCESS TO STEM EDUCATION AT CAREER AND 
TECHNICAL EDUCATION INSTITUTIONS.— 
(1) IN GENERAL.—The Director shall make awards, on a 
competitive basis, to institutions of higher education (including 
postsecondary vocational institutions) to support career and 
technical education in STEM and computer science related 
fields. 
(2) PRIORITY.—In making awards under this subsection, 
the Director shall give priority to institutions that demonstrate 
effective strategies to recruit and provide career and technical 
education to veterans and members of the Armed Forces 
transitioning to the private sector workforce. 
(3) CAREER AND TECHNICAL EDUCATION DEFINED.—In this 
subsection, the term ‘‘career and technical education’’ has the 
meaning given that term in section 3 of the Carl D. Perkins 
Career and Technical Education Act of 2006 (20 U.S.C. 2302). 
(e) COURSE-BASED UNDERGRADUATE RESEARCH EXPERIENCES.— 
(1) IN GENERAL.—The Director shall carry out a 4-year 
pilot program under which the Director shall make awards, 
on a competitive basis, to institutions of higher education and 
nonprofit organizations (or consortia of such institutions or 
organizations) to establish a total of not fewer than five Centers 
to develop and scale up successful models for providing under-
graduate students with hands-on, course-based research experi-
ences. 
(2) USE OF FUNDS.—Awards made under this paragraph 
shall be used to— 
(A) develop, assess, and disseminate models for pro-
viding undergraduate students with course-based research 
experiences across STEM disciplines and education levels; 
(B) identify and address opportunities and challenges 
in facilitating implementation across a broad range of 
institution types, including historically Black colleges and 
universities, Tribal Colleges or Universities, minority 
serving institutions and community colleges; 
(C) identify and develop best practices to address bar-
riers for faculty, including institutional culture, resources, 
and incentive structures; 
(D) identify and address factors that may facilitate 
or discourage participation by students from all back-
grounds; 
(E) provide faculty with curriculum, professional 
development, training, networking opportunities, and other 
support to enable the development, adaptation, or expan-
sion of a course-based research experience; and