IB
Union Calendar No. 301
107TH CONGRESS
2D SESSION
H. R. 3130
[Report No. 107–505, Part I]
To provide for increasing the technically trained workforce in the United
States.
IN THE HOUSE OF REPRESENTATIVES
OCTOBER 16, 2001
Mr. BOEHLERT (for himself, Mr. LARSON of Connecticut, Ms. HART, Mr.
HONDA, and Mr. UDALL of Colorado) introduced the following bill; which
was referred to the Committee on Science, and in addition to the Com-
mittee on Education and the Workforce, for a period to be subsequently
determined by the Speaker, in each case for consideration of such provi-
sions as fall within the jurisdiction of the committee concerned
JUNE 12, 2002
Additional sponsors: Mrs. MORELLA, Mr. FERGUSON, Mrs. MCCARTHY of New
York, Mr. FALEOMAVAEGA, Mr. GRUCCI, Mr. INSLEE, Mr. UPTON, Ms.
DELAURO, Mr. WOLF, Mr. HOLT, Mr. GOODLATTE, Mr. SMITH of Texas,
Mrs. WILSON of New Mexico, Ms. DUNN, Mr. DOOLEY of California, Ms.
HARMAN, Mrs. MALONEY of New York, Mr. REYES, Mr. LIPINSKI, Ms.
RIVERS, Ms. ESHOO, Mr. BOUCHER, Ms. LOFGREN, Mr. BERMAN, Mr.
BAIRD, Mr. BARTLETT of Maryland, Ms. MCCOLLUM, Ms. PELOSI, Ms.
EDDIE BERNICE JOHNSON of Texas, Mr. BORSKI, Mr. HOEFFEL, Mr.
SMITH of Michigan, Mr. EHLERS, Ms. WOOLSEY, Mr. BACA, Mr.
ETHERIDGE, Mr. CALVERT, Mr. SHAYS, and Mr. LAMPSON
JUNE 12, 2002
Reported from the Committee on Science with an amendment
[Strike out all after the enacting clause and insert the part printed in italic]
JUNE 12, 2002
Referral to the Committee on Education and the Workforce extended for a
period ending not later than June 12, 2002
JUNE 12, 2002
Committee on Education and the Workforce discharged; committed to the
Committee of the Whole House on the State of the Union and ordered
to be printed
[For text of introduced bill, see copy of bill as introduced on October 16, 2001]
A BILL
To provide for increasing the technically trained workforce
in the United States.
Be it enacted by the Senate and House of Representa-
tives 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 Im-
provement 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, engi-
neering, and technology play a central role in the cre-
ation 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 num-
ber 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 un-
dergraduate 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 de-
grees is lower in the United States than in Japan,
South Korea, Taiwan, the United Kingdom, and Can-
ada.
(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 engi-
neering disciplines is not only imperative to main-
taining 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 report-
edly linked to poor teaching quality in these dis-
ciplines and lack of institutional commitment to un-
dergraduate education as compared to research.
(10) Undergraduate science, mathematics, engi-
neering, 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 under-
graduate students report that undergraduate research
experiences contribute significantly to a student’s de-
cision to stay in an undergraduate science, mathe-
matics, engineering, or technology major and to con-
tinue their education through graduate studies.
SEC. 3. DEFINITIONS
In this Act—
(1) the term ‘‘academic unit’’ means a depart-
ment, division, institute, school, college, or other sub-
component of an institution of higher education;
(2) the term ‘‘community college’’ has the mean-
ing given such term in section 7501(4) of the Elemen-
tary 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 research institute or a nonprofit
professional association with demonstrated experience
delivering science, mathematics, engineering, or tech-
nology 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 is authorized to
award grants, on a competitive, merit-reviewed basis,
to institutions of higher education with physical or
information science, mathematics, engineering, or
technology programs for the purpose of increasing the
number and quality of students studying and receiv-
ing associate or baccalaureate degrees in the physical
and information sciences, mathematics, engineering,
and technology. An institution of higher education
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 Direc-
tor’s determination that satisfactory progress has
been made by the grantee during the first 3 years
of the grant period toward achieving the in-
ical or information sciences, mathematics,
engineering, or technology, and shall state
the mechanisms by which the success of the
grant project shall be assessed.
(ii) COMMUNITY
COLLEGES.—A com-
munity college that desires to receive a
grant under this section shall propose in its
application specific increases in the number
of students who are United States citizens
or permanent resident aliens pursuing de-
grees, concentrations, or certifications in the
physical or information sciences, mathe-
matics, engineering, or technology programs
or pursuing credits toward transfer to a
baccalaureate degree program in the phys-
ical or information sciences, mathematics,
engineering, or technology, and shall state
the mechanisms by which the success of the
grant project shall be assessed.
(F) RECORDKEEPING.—Grantee institutions
shall maintain, and transmit annually to the
National Science Foundation, in a format indi-
cated by the Director, baseline and subsequent
data on undergraduate students in physical and
information science, mathematics, engineering,
and technology programs. Such data shall in-
clude information on—
(i) the number of students enrolled;
(ii) student academic achievement, in-
cluding quantifiable measurements of stu-
dents’ mastery of content and skills;
(iii) persistence to degree completion,
including 
students 
who 
transfer 
from
science, mathematics, engineering, and tech-
nology programs to programs in other aca-
demic disciplines; and
(iv) placement during the first year
after degree completion in post-graduate
education or career pathways.
(G) PRIORITY.—The Director may give pri-
ority in awarding grants under this section to
institutions 
of 
higher 
education 
whose
application—
(i) indicates a plan to build on pre-
vious and existing efforts with demonstrated
success, including efforts involving industry,
in improving undergraduate learning and
teaching, including efforts funded by Fed-
eral grants from the National Science Foun-
dation or other agencies; and
(ii) provides evidence of a commitment
by the institution’s administration to sup-
port 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, en-
gineering, or technology, such as mentoring programs;
(2) projects that expand the capacity of institu-
tions of higher education to incorporate current ad-
vances in science and technology into the under-
graduate learning environment;
(3) bridge projects that enable students at com-
munity colleges to matriculate directly into bacca-
laureate physical or information science, mathe-
matics, engineering, or technology programs, includ-
ing those targeted at traditionally underrepresented
groups in such disciplines;
(4) projects including interdisciplinary ap-
proaches 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 ena-
bling 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 sti-
pends for students;
(B) opportunities to develop new peda-
gogical approaches including the development of
web-based course strategies, distributed and col-
laborative digital teaching tools, or interactive
course modules; and
(C) screening and training of teaching as-
sistants;
(6) projects that—
(A) facilitate student exposure to potential
careers, including cooperative projects with in-
dustry or government that place students in in-
ternships as early as the summer following their
first year of study;
(B) provide part-time employment in in-
dustry during the school year; or
(C) provide opportunities for undergradu-
ates to participate in industry or government
sponsored research;
(7) projects that assist institutions of higher edu-
cation in States that participate in the Experimental
Program 
to 
Stimulate 
Competitive 
Research
(EPSCoR) to broaden the science, engineering, mathe-
matics, and technology student base or increase reten-
tion 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 recipient of a grant awarded under this
section to implement project-based assessment that fa-
cilitates program evaluation under paragraph (2)
and that assesses the impact of the project on achiev-
ing 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 im-
pact of the program authorized under this sec-
tion on—
(i) the number of students enrolled;
(ii) student academic achievement, in-
cluding quantifiable measurements of stu-
dents’ mastery of content and skills;
(iii) persistence to degree completion,
including 
students 
who 
transfer 
from
science, mathematics, engineering, and tech-
nology programs to programs in other aca-
demic 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), in-
cluding 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 Di-
rector, at least once each year, shall disseminate in-
formation 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 bacca-
laureate 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 de-
velop, and disseminate to institutions of higher edu-
cation, 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 estab-
lish 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 in-
dustry, and State and local government, partici-
pation 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 Advi-
sory 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 stu-
dents studying and receiving associate or baccalaureate de-
grees 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 pro-
grams that formalize collaborations for the purpose of
improved student instruction and research in science,
mathematics, engineering, and technology;
(4) expansion of undergraduate research oppor-
tunities 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 men-
toring programs proven to enhance student recruit-
ment or persistence to degree completion in science,
mathematics, engineering, or technology;
(6) improvement of undergraduate science, math-
ematics, engineering, and technology education for
nonmajors, including teacher education majors; and
(7) implementation of technology-driven reform
efforts, including the installation of technology to fa-
cilitate such reform, that directly impact under-
graduate science, mathematics, engineering, or tech-
nology 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 in-
clude, at a minimum—
(A) a description of the proposed reform ef-
fort;
(B) a description of the previously imple-
mented 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 com-
pletion, and academic achievement;
(C) evidence of active participation in the
proposed project by individuals who were central
to the success of the previously implemented re-
form 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 Di-
rector shall consider at a minimum—
(A) the evidence of past success in imple-
menting 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 schol-
arly 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 under-
graduate science, mathematics, engineering, and tech-
nology 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 in-
structional 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, mathe-
matics, 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, imple-
ment, and assess faculty development programs fo-
cused 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 fac-
ulty and staff engaged in the development, deliv-
ery, and assessment of the faculty development
program;
(B) stipend support or release time for fac-
ulty, 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 informa-
tion as the Director may require. The application shall in-
clude, at a minimum—
(1) a description of the activities to be carried
out under the proposed project and the projected im-
pact of the project on undergraduate majors and non-
majors 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 re-
garding the activities and outcomes of the proposed
project; and
(4) evidence of institutional support for imple-
mentation of the proposed project, including commit-
ment 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 collabora-
tion in the area of undergraduate science, mathematics, en-
gineering, 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 award-
ed under this section only to institutions of higher edu-
cation 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 con-
sortia thereof to establish sites that provide research experi-
ences for 10 or more undergraduate science, mathematics,
engineering, or technology students. The Director shall en-
sure 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 includ-
ing independent investigator-led projects, multidisci-
plinary projects, and multiinstitutional projects (in-
cluding virtual projects);
(4) students participating in the projects have
mentors, including during the academic year, to help
connect the students’ research experiences to the over-
all academic course of study and to help students
achieve success in courses of study leading to a bacca-
laureate degree in science, mathematics, engineering,
or technology;
(5) mentors and students are supported with ap-
propriate 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 min-
imum, the following information:
(1) Scope, goals, and objectives of each project.
(2) Activities, methodologies, and practices devel-
oped 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 under-
graduate science, mathematics, engineering, or technology
education activities supported by the National Science
Foundation in increasing the number and quality of stu-
dents, 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 infor-
mation 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, en-
gineering, 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 path-
ways.
(b) ASSESSMENT BENCHMARKS AND TOOLS.—The Di-
rector, through the Research, Evaluation and Communica-
tion Division of the Education and Human Resources Di-
rectorate 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 Con-
gress a report containing the results of evaluations under
subsection (a).
SEC. 11. NATIONAL ACADEMY OF SCIENCES STUDY ON UN-
DERGRADUATE RECRUITMENT AND RETEN-
TION.
(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, engi-
neering, 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 Direc-
tor 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 
UNDER-
GRADUATE PROGRAM.
(a) IN GENERAL.—
(1) The Director shall establish a program to
award grants to Hispanic-Serving Institutions, His-
torically Black Colleges and Universities, Alaska Na-
tive-Serving Institutions, Native Hawaiian-Serving
Institutions, and tribally controlled colleges and uni-
versities 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 cur-
riculum reform and academic enhancement ac-
tivities;
(3) stipends for undergraduate students partici-
pating in research activities in science, mathematics,
or engineering disciplines on-campus or off-campus at
industrial, governmental, or academic research lab-
oratories; and
(4) other activities that are consistent with sub-
section (a)(1), as determined by the Director.
(c) APPLICATION.—An institution seeking funding
under this section shall submit an application to the Direc-
tor at such time, in such manner, and containing such in-
formation as the Director may require.
SEC. 13. ADVANCED TECHNOLOGICAL EDUCATION PRO-
GRAM.
(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 mathe-
matics’’ 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 instruc-
tion in science, mathematics, and advanced-tech-
nology 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 experi-
ences at bachelor-degree-granting institutions
participating in the partnership, including sti-
pend support for students participating in sum-
mer programs; and
‘‘(iv) provide faculty mentors for students
participating in activities under clause (iii), in-
cluding summer salary support for faculty men-
tors.’’.
(c) ADVANCED TECHNOLOGICAL EDUCATION ADVISORY
COMMITTEE.—
(1) ESTABLISHMENT.—The Director shall estab-
lish an advisory committee on science, mathematics,
and technology education at community colleges con-
sisting of non-Federal members, including representa-
tives from academia and industry. The advisory com-
mittee shall review, and provide the Director with an
assessment of, activities carried out under the Ad-
vanced Technological Education Program (in this sec-
tion referred to as the ‘‘Program’’), including—
(A) conformity of the Program to the re-
quirements of the Scientific and Advanced-Tech-
nology Act of 1992;
(B) the effectiveness of activities supported
under the Program in strengthening the sci-
entific and technical education and training ca-
pabilities 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 car-
ried 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 ar-
ticulation 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 advi-
sory 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 Advi-
sory Committee Act shall not apply to the advisory
committee established under this subsection.
(d) NATIONAL SCIENCE FOUNDATION REPORT.—With-
in 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 in-
formation about the results of projects;
(2) the effectiveness of national centers of sci-
entific and technical education established under sec-
tion 3(b) of the Scientific and Advanced-Technology
Act of 1992 in serving as national and regional clear-
inghouses of information and models for best practices
in undergraduate science, mathematics, and tech-
nology 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 accord-
ance with section 3(a)(4) of the Scientific and Ad-
vanced-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 un-
dergraduate 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.
Union Calendar No. 301
107TH CONGRESS
2D SESSION
H. R. 3130
[Report No. 107–505, Part I]
A BILL
To provide for increasing the technically trained
workforce in the United States.
JUNE 12, 2002
Reported from the Committee on Science with an
amendment
JUNE 12, 2002
Referral to the Committee on Education and the Work-
force extended for a period ending not later than June
12, 2002
JUNE 12, 2002
Committee on Education and the Workforce discharged;
committed to the Committee of the Whole House on
the State of the Union and ordered to be printed