STEM Opportunities Act
This bill provides for guidance, data collection, and grants for groups historically underrepresented in science, technology, engineering, and mathematics (STEM) education at institutions of higher education (IHEs) and at federal science agencies.
Specifically, the bill requires the Office of Science and Technology Policy (OSTP) to provide specified guidance related to such groups to federal science agencies and IHEs.
Each federal science agency must collect comprehensive demographic data on recipients of merit-reviewed research and development grants given to IHEs and federal laboratories supported by that agency.
Each agency must also implement recommendations from the OSTP report titled Reducing the Impact of Bias in the STEM Workforce. In addition, each agency must carry out a pilot program and implement evidence-based policies and practices to minimize the effect of implicit bias in the grant review process.
The National Science Foundation (NSF) must carry out and publish a survey to collect data on the demographics of STEM faculty, by broad fields of STEM, at different types of IHEs.
The NSF must also carry out a variety of grant programs, including grants for increasing (1) the recruitment, retention, and advancement of individuals from underrepresented minority groups in STEM careers; (2) the recruitment and retention of minority students who are underrepresented in STEM fields; and (3) student participation in computer science and computational thinking education programs at tribal colleges and universities.
[Congressional Bills 117th Congress]
[From the U.S. Government Publishing Office]
[H.R. 204 Introduced in House (IH)]
<DOC>
117th CONGRESS
1st Session
H. R. 204
To direct the Director of the Office of Science and Technology Policy
to carry out programs and activities to ensure that Federal science
agencies and institutions of higher education receiving Federal
research and development funding are fully engaging their entire talent
pool, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
January 5, 2021
Ms. Johnson of Texas (for herself and Mr. Lucas) introduced the
following bill; which was referred to the Committee on Science, Space,
and Technology
_______________________________________________________________________
A BILL
To direct the Director of the Office of Science and Technology Policy
to carry out programs and activities to ensure that Federal science
agencies and institutions of higher education receiving Federal
research and development funding are fully engaging their entire talent
pool, and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE; TABLE OF CONTENTS; FINDINGS.
(a) Short Title.--This Act may be cited as the ``STEM Opportunities
Act''.
(b) Table of Contents.--The table of contents for this Act is as
follows:
Sec. 1. Short title; table of contents; findings.
Sec. 2. Purposes.
Sec. 3. Federal science agency policies for caregivers.
Sec. 4. Collection and reporting of data on Federal research grants.
Sec. 5. Policies for review of Federal research grants.
Sec. 6. Collection of data on demographics of faculty.
Sec. 7. Cultural and institutional barriers to expanding the academic
and Federal STEM workforce.
Sec. 8. Research and dissemination at the National Science Foundation.
Sec. 9. Research and related activities to expand STEM opportunities.
Sec. 10. Tribal Colleges and Universities Program.
Sec. 11. Report to Congress.
Sec. 12. Merit review.
Sec. 13. Definitions.
(c) Findings.--The Congress finds the following:
(1) Many reports over the past decade have found that it is
critical to our Nation's economic leadership and global
competitiveness that the United States educates and trains more
scientists and engineers.
(2) Research shows that women and minorities who are
interested in STEM careers are disproportionately lost at
nearly every educational transition and at every career
milestone.
(3) The National Center for Science and Engineering
Statistics at the National Science Foundation collects,
compiles, analyzes, and publishes data on the demographics of
STEM degrees and STEM jobs in the United States.
(4) Women now earn nearly 37 percent of all STEM bachelor's
degrees, but major variations persist among fields. In 2017,
women earned only 20 percent of all bachelor's degrees awarded
in engineering and 19 percent of bachelor's degrees awarded in
computer sciences. Based on Bureau of Labor Statistics data,
jobs in computing occupations are expected to account for
nearly 60 percent of the projected annual growth of newly
created STEM job openings from 2016 to 2026.
(5) In 2017, underrepresented minority groups comprised 39
percent of the college-age population of the United States, but
only 18 percent of students who earned bachelor's degrees in
STEM fields. The Higher Education Research Institute at the
University of California, Los Angeles, found that, while
freshmen from underrepresented minority groups express an
interest in pursuing a STEM undergraduate degree at the same
rate as all other freshmen, only 22.1 percent of Latino
students, 18.4 percent of African-American students, and 18.8
percent of Native American students studying in STEM fields
complete their degree within 5 years, compared to approximately
33 percent of White students and 42 percent of Asian students
who complete their degree within 5 years.
(6) In some STEM fields, including the computer sciences,
women persist at about the same rate through doctorate degrees.
In other STEM fields, women persist through doctorate degrees
at a lower rate. In mathematics, women earn just 26 percent of
doctorate degrees compared with 42 percent of undergraduate
degrees. Overall, women earned 38 percent of STEM doctorate
degrees in 2016. The rate of minority students earning STEM
doctorate degrees in physics is 9 percent, compared with 15
percent for bachelor's degrees. Students from underrepresented
minority groups accounted for only 11.5 percent of STEM
doctorate degrees awarded in 2016.
(7) The representation of women in STEM drops significantly
from the doctorate degree level to the faculty level. Overall,
women hold only 26 percent of all tenured and tenure-track
positions and 27 percent of full professor positions in STEM
fields in our Nation's universities and 4-year colleges. Black
and Hispanic faculty together hold about 6.8 percent of all
tenured and tenure-track positions and 7.5 percent of full
professor positions. Many of the numbers in the American Indian
or Alaskan Native and Native Hawaiian or Other Pacific Islander
categories for different faculty ranks were too small for the
National Science Foundation to report publicly without
potentially compromising confidential information about the
individuals being surveyed.
(8) The representation of women is especially low at our
Nation's top research universities. Even in the biological
sciences, in which women now earn more than 50 percent of the
doctorates and passed the 25 percent level 37 years ago, women
make up only 25 percent of the full professors at the
approximately 100 most research-intensive universities in the
United States. In the physical sciences and mathematics, women
make up only 11 percent of full professors, in computer
sciences only 10 percent, and across engineering fields only 7
percent. The data suggest that approximately 6 percent of all
tenure-track STEM faculty members at the most research-
intensive universities are from underrepresented minority
groups, but in some fields the numbers are too small to report
publicly.
(9) By 2050, underrepresented minorities will comprise 52
percent of the college-age population of the United States. If
the percentage of female students and students from
underrepresented minority groups earning bachelor's degrees in
STEM fields does not significantly increase, the United States
will face an acute shortfall in the overall number of students
who earn degrees in STEM fields just as United States companies
are increasingly seeking students with those skills. With this
impending shortfall, the United States will almost certainly
lose its competitive edge in the 21st century global economy.
(10) According to a 2014 Association for Women in Science
survey of over 4,000 scientists across the globe, 70 percent of
whom were men, STEM researchers face significant challenges in
work-life integration. Researchers in the United States were
among the most likely to experience a conflict between work and
their personal life at least weekly. One-third of researchers
surveyed said that ensuring good work-life integration has
negatively impacted their careers, and, of researchers
intending to leave their current job within the next year, 9
percent indicated it was because they were unable to balance
work and life demands.
(11) Female students and students from underrepresented
minority groups at institutions of higher education who see few
others ``like themselves'' among faculty and student
populations often do not experience the social integration that
is necessary for success in all disciplines, including STEM.
(12) One in five children in the United States attend
school in a rural community. The data shows that rural students
are at a disadvantage with respect to STEM readiness. Among
STEM-interested students, 17 percent of students in rural high
schools and 18 percent of students in town-located high schools
meet the ACT STEM Benchmark, compared with 33 percent of
students in suburban high schools and 27 percent of students in
urban high schools.
(13) A substantial body of evidence establishes that most
people hold implicit biases. Decades of cognitive psychology
research reveal that most people carry prejudices of which they
are unaware but that nonetheless play a large role in
evaluations of people and their work. Unintentional biases and
outmoded institutional structures are hindering the access and
advancement of women, minorities, and other groups historically
underrepresented in STEM.
(14) Workshops held to educate faculty about unintentional
biases have demonstrated success in raising awareness of such
biases.
(15) In 2012, the Office of Diversity and Equal Opportunity
of the National Aeronautics and Space Administration (in this
Act referred to as ``NASA'') completed a report that--
(A) is specifically designed to help NASA grant
recipients identify why the dearth of women in STEM
fields continues and to ensure that it is not due to
discrimination; and
(B) provides guidance that is usable by all
institutions of higher education receiving significant
Federal research funding on how to conduct meaningful
self-evaluations of campus culture and policies.
(16) The Federal Government provides 55 percent of research
funding at institutions of higher education and, through its
grant-making policies, has had significant influence on
institution of higher education policies, including policies
related to institutional culture and structure.
SEC. 2. PURPOSES.
The purposes of this Act are as follows:
(1) To ensure that Federal science agencies and
institutions of higher education receiving Federal research and
development funding are fully engaging the entire talent pool
of the United States.
(2) To promote research on, and increase understanding of,
the participation and trajectories of women, minorities, and
other groups historically underrepresented in STEM studies and
careers, including persons with disabilities, older learners,
veterans, and rural, poor, and tribal populations, at
institutions of higher education and Federal science agencies,
including Federal laboratories.
(3) To raise awareness within Federal science agencies,
including Federal laboratories, and institutions of higher
education about cultural and institutional barriers limiting
the recruitment, retention, promotion, and other indicators of
participation and achievement of women, minorities, and other
groups historically underrepresented in academic and Government
STEM research careers at all levels.
(4) To identify, disseminate, and implement best practices
at Federal science agencies, including Federal laboratories,
and at institutions of higher education to remove or reduce
cultural and institutional barriers limiting the recruitment,
retention, and success of women, minorities, and other groups
historically underrepresented in academic and Government STEM
research careers.
(5) To provide grants to institutions of higher education
to recruit, retain, and advance STEM faculty members from
underrepresented minority groups and to implement or expand
reforms in undergraduate STEM education in order to increase
the number of students from underrepresented minority groups
receiving degrees in these fields.
SEC. 3. FEDERAL SCIENCE AGENCY POLICIES FOR CAREGIVERS.
(a) OSTP Guidance.--Not later than 6 months after the date of
enactment of this Act, the Director, in consultation with relevant
agencies, shall provide guidance to each Federal science agency to
establish policies that--
(1) apply to all--
(A) research awards granted by such agency; and
(B) principal investigators of such research who
have caregiving responsibilities, including care for a
newborn or newly adopted child and care for an
immediate family member who is sick or disabled; and
(2) provide--
(A) flexibility in timing for the initiation of
approved research awards granted by such agency;
(B) no-cost extensions of such research awards;
(C) grant supplements, as appropriate, to research
awards for research technicians or equivalent positions
to sustain research activities conducted under such
awards; and
(D) any other appropriate accommodations at the
discretion of the director of each such agency.
(b) Uniformity of Guidance.--In providing guidance under subsection
(a), the Director shall encourage uniformity and consistency in the
policies established pursuant to such guidance across all Federal
science agencies.
(c) Establishment of Policies.--Consistent with the guidance under
subsection (a), Federal science agencies shall--
(1) maintain or develop and implement policies for
individuals described in paragraph (1)(B) of such subsection;
and
(2) broadly disseminate such policies to current and
potential grantees.
(d) Data on Usage.--Federal science agencies shall--
(1) collect data on the usage of the policies under
subsection (c), by gender, at both institutions of higher
education and Federal laboratories; and
(2) report such data on an annual basis to the Director in
such form as required by the Director.
SEC. 4. COLLECTION AND REPORTING OF DATA ON FEDERAL RESEARCH GRANTS.
(a) Collection of Data.--
(1) In general.--Each Federal science agency shall collect,
as practicable, with respect to all applications for merit-
reviewed research and development grants to institutions of
higher education and Federal laboratories supported by that
agency, the standardized record-level annual information on
demographics, primary field, award type, institution type,
review rating, budget request, funding outcome, and awarded
budget.
(2) Uniformity and standardization.--The Director, in
consultation with the Director of the National Science
Foundation, shall establish a policy to ensure uniformity and
standardization of the data collection required under paragraph
(1).
(3) Record-level data.--
(A) Requirement.--Beginning not later than 2 years
after the date of the enactment of this Act, and on an
annual basis thereafter, each Federal science agency
shall submit to the Director of the National Science
Foundation record-level data collected under paragraph
(1) in the form required by such Director.
(B) Previous data.--As part of the first submission
under subparagraph (A), each Federal science agency, to
the extent practicable, shall also submit comparable
record-level data for the 5 years preceding the date of
such submission.
(b) Reporting of Data.--The Director of the National Science
Foundation shall publish statistical summary data, as practicable,
collected under this section, disaggregated and cross-tabulated by
race, ethnicity, gender, and years since completion of doctoral degree,
including in conjunction with the National Science Foundation's report
required by section 37 of the Science and Technology Equal
Opportunities Act (42 U.S.C. 1885d; Public Law 96-516).
SEC. 5. POLICIES FOR REVIEW OF FEDERAL RESEARCH GRANTS.
(a) In General.--Each Federal science agency shall implement the
policy recommendations with respect to reducing the impact of implicit
bias at Federal science agencies and grantee institutions as developed
by the Office of Science and Technology Policy in the 2016 report
entitled ``Reducing the Impact of Bias in the STEM Workforce'' and any
subsequent updates.
(b) Pilot Activity.--In consultation with the National Science
Foundation and consistent with policy recommendations referenced in
subsection (a), each Federal science agency shall implement a 2-year
pilot orientation activity for program officers and members of standing
review committees to educate reviewers on research related to, and
minimize the effects of, implicit bias in the review of extramural and
intramural Federal research grants.
(c) Establishment of Policies.--Drawing upon lessons learned from
the pilot activity under subsection (b), each Federal science agency
shall maintain or develop and implement evidence-based policies and
practices to minimize the effects of implicit bias in the review of
extramural and intramural Federal research grants.
(d) Assessment of Policies.--Federal science agencies shall
regularly assess, and amend as necessary, the policies and practices
implemented pursuant to subsection (c) to ensure effective measures are
in place to minimize the effects of implicit bias in the review of
extramural and intramural Federal research grants.
SEC. 6. COLLECTION OF DATA ON DEMOGRAPHICS OF FACULTY.
(a) Collection of Data.--
(1) In general.--Not later than 3 years after the date of
enactment of this Act, and at least every 5 years thereafter,
the Director of the National Science Foundation shall carry out
a survey to collect data from grantees on the demographics of
STEM faculty, by broad fields of STEM, at different types of
institutions of higher education.
(2) Considerations.--To the extent practicable, the
Director of the National Science Foundation shall consider, by
gender, race, ethnicity, citizenship status, and years since
completion of doctoral degree--
(A) the number and percentage of faculty;
(B) the number and percentage of faculty at each
rank;
(C) the number and percentage of faculty who are in
nontenure-track positions, including teaching and
research;
(D) the number and percentage of faculty who are
reviewed for promotion, including tenure, and the
percentage of that number who are promoted, including
being awarded tenure;
(E) faculty years in rank;
(F) the number and percentage of faculty to leave
tenure-track positions;
(G) the number and percentage of faculty hired, by
rank; and
(H) the number and percentage of faculty in
leadership positions.
(b) Existing Surveys.--The Director of the National Science
Foundation, may, in modifying or expanding existing Federal surveys of
higher education (as necessary)--
(1) take into account the considerations under subsection
(a)(2) by collaborating with statistical centers at other
Federal agencies; or
(2) award a grant or contract to an institution of higher
education or other nonprofit organization to take such
considerations into account.
(c) Reporting Data.--The Director of the National Science
Foundation shall publish statistical summary data collected under this
section, including as part of the National Science Foundation's report
required by section 37 of the Science and Technology Equal
Opportunities Act (42 U.S.C. 1885d; Public Law 96-516).
(d) Authorization of Appropriations.--There are authorized to be
appropriated to the Director of the National Science Foundation
$3,000,000 in each of fiscal years 2021 through 2023 to develop and
carry out the initial survey required under subsection (a).
SEC. 7. CULTURAL AND INSTITUTIONAL BARRIERS TO EXPANDING THE ACADEMIC
AND FEDERAL STEM WORKFORCE.
(a) Best Practices at Institutions of Higher Education and Federal
Laboratories.--
(1) Development of guidance.--Not later than 12 months
after the date of enactment of this Act, the Director, in
consultation with the interagency working group on inclusion in
STEM, shall develop written guidance for institutions of higher
education and Federal laboratories on the best practices for--
(A) conducting periodic climate surveys of STEM
departments and divisions, with a particular focus on
identifying any cultural or institutional barriers to
the recruitment, retention, or advancement of women,
racial and ethnic minorities, and other groups
historically underrepresented in STEM studies and
careers; and
(B) providing educational opportunities, including
workshops as described in subsection (b), for STEM
faculty, research personnel, and administrators to
learn about current research on implicit bias in
recruitment, evaluation, and promotion of undergraduate
and graduate students and research personnel.
(2) Existing guidance.--In developing the guidance under
paragraph (1), the Director shall utilize guidance already
developed by Federal science agencies.
(3) Dissemination of guidance.--Federal science agencies
shall broadly disseminate the guidance developed under
paragraph (1) to institutions of higher education that receive
Federal research funding and Federal laboratories.
(4) Establishment of policies.--Consistent with the
guidance developed under paragraph (1)--
(A) the Director of the National Science Foundation
shall develop a policy that--
(i) applies to, at a minimum, doctoral
degree granting institutions that receive
Federal research funding; and
(ii) requires each such institution, not
later than 3 years after the date of enactment
of this Act, to report to the Director of the
National Science Foundation on activities and
policies developed and implemented based on the
guidance developed under paragraph (1); and
(B) each Federal science agency with a Federal
laboratory shall maintain or develop and implement
practices and policies for the purposes described in
paragraph (1) for such laboratory.
(b) Workshops To Address Cultural Barriers to Expanding the
Academic and Federal STEM Workforce.--
(1) In general.--Not later than 6 months after the date of
enactment of this Act, the Director, in consultation with the
interagency working group on inclusion in STEM, shall recommend
a uniform policy for Federal science agencies to carry out a
program of workshops that educate STEM department chairs at
institutions of higher education, senior managers at Federal
laboratories, and other federally funded researchers about
methods that minimize the effects of implicit bias in the
career advancement, including hiring, tenure, promotion, and
selection for any honor based in part on the recipient's
research record, of academic and Federal STEM researchers.
(2) Interagency coordination.--The Director shall, to the
extent practicable, ensure that workshops supported under this
subsection are coordinated across Federal science agencies and
jointly supported as appropriate.
(3) Minimizing costs.--To the extent practicable, workshops
shall be held in conjunction with national or regional STEM
disciplinary meetings to minimize costs associated with
participant travel.
(4) Priority fields for academic participants.--In
considering the participation of STEM department chairs and
other academic researchers, the Director shall prioritize
workshops for the broad fields of STEM in which the national
rate of representation of women among tenured or tenure-track
faculty or nonfaculty researchers at doctorate-granting
institutions of higher education is less than 25 percent,
according to the most recent data available from the National
Center for Science and Engineering Statistics.
(5) Organizations eligible to carry out workshops.--A
Federal science agency may carry out the program of workshops
under this subsection by making grants to organizations made
eligible by the Federal science agency and any of the following
organizations:
(A) Nonprofit scientific and professional societies
and organizations that represent one or more STEM
disciplines.
(B) Nonprofit organizations that have the primary
mission of advancing the participation of women,
minorities, or other groups historically
underrepresented in STEM.
(6) Characteristics of workshops.--The workshops shall have
the following characteristics:
(A) Invitees to workshops shall include at least--
(i) the chairs of departments in the
relevant STEM discipline or disciplines from
doctoral degree granting institutions that
receive Federal research funding; and
(ii) in the case of Federal laboratories,
individuals with personnel management
responsibilities comparable to those of an
institution of higher education department
chair.
(B) Activities at the workshops shall include
research presentations and interactive discussions or
other activities that increase the awareness of the
existence of implicit bias in recruitment, hiring,
tenure review, promotion, and other forms of formal
recognition of individual achievement for faculty and
other federally funded STEM researchers and shall
provide strategies to overcome such bias.
(C) Research presentations and other workshop
programs, as appropriate, shall include a discussion of
the unique challenges faced by different
underrepresented groups, including minority women,
minority men, persons from rural and underserved areas,
persons with disabilities, gender and sexual minority
individuals, and first generation graduates in
research.
(D) Workshop programs shall include information on
best practices for mentoring undergraduate, graduate,
and postdoctoral women, minorities, and other students
from groups historically underrepresented in STEM.
(7) Data on workshops.--Any proposal for funding by an
organization seeking to carry out a workshop under this
subsection shall include a description of how such organization
will--
(A) collect data on the rates of attendance by
invitees in workshops, including information on the
home institution and department of attendees, and the
rank of faculty attendees;
(B) conduct attitudinal surveys on workshop
attendees before and after the workshops; and
(C) collect follow-up data on any relevant
institutional policy or practice changes reported by
attendees not later than 1 year after attendance in
such a workshop.
(8) Report to nsf.--Organizations receiving funding to
carry out workshops under this subsection shall report the data
required in paragraph (7) to the Director of the National
Science Foundation in such form as required by such Director.
(c) Report to Congress.--Not later than 4 years after the date of
enactment of this Act, the Director of the National Science Foundation
shall submit a report to Congress that includes--
(1) a summary and analysis of the types and frequency of
activities and policies developed and carried out under
subsection (a) based on the reports submitted under paragraph
(4) of such subsection; and
(2) a description and evaluation of the status and
effectiveness of the program of workshops required under
subsection (b), including a summary of any data reported under
paragraph (8) of such subsection.
(d) Authorization of Appropriations.--There are authorized to be
appropriated to the Director of the National Science Foundation
$1,000,000 in each of fiscal years 2021 through 2025 to carry out this
section.
SEC. 8. RESEARCH AND DISSEMINATION AT THE NATIONAL SCIENCE FOUNDATION.
(a) In General.--The Director of the National Science Foundation
shall award research grants and carry out dissemination activities
consistent with the purposes of this Act, including--
(1) research grants to analyze the record-level data
collected under section 4 and section 6, consistent with
policies to ensure the privacy of individuals identifiable by
such data;
(2) research grants to study best practices for work-life
accommodation;
(3) research grants to study the impact of policies and
practices that are implemented under this Act or that are
otherwise consistent with the purposes of this Act;
(4) collaboration with other Federal science agencies and
professional associations to exchange best practices, harmonize
work-life accommodation policies and practices, and overcome
common barriers to work-life accommodation; and
(5) collaboration with institutions of higher education in
order to clarify and catalyze the adoption of a coherent and
consistent set of work-life accommodation policies and
practices.
(b) Authorization of Appropriations.--There are authorized to be
appropriated to the Director of the National Science Foundation
$5,000,000 in each of fiscal years 2021 through 2025 to carry out this
section.
SEC. 9. RESEARCH AND RELATED ACTIVITIES TO EXPAND STEM OPPORTUNITIES.
(a) National Science Foundation Support for Increasing Diversity
Among STEM Faculty at Institutions of Higher Education.--Section 305 of
the American Innovation and Competitiveness Act (42 U.S.C. 1862s-5) is
amended--
(1) by redesignating subsections (e) and (f) as subsections
(g) and (h), respectively; and
(2) by inserting after subsection (d) the following:
``(e) Support for Increasing Diversity Among STEM Faculty at
Institutions of Higher Education.--
``(1) In general.--The Director of the Foundation shall
award grants to institutions of higher education (or consortia
thereof) for the development and assessment of innovative
reform efforts designed to increase the recruitment, retention,
and advancement of individuals from underrepresented minority
groups in academic STEM careers.
``(2) Merit review; competition.--Grants shall be awarded
under this subsection on a merit-reviewed, competitive basis.
``(3) Use of funds.--Activities supported by grants under
this subsection may include--
``(A) institutional assessment activities, such as
data analyses and policy review, in order to identify
and address specific issues in the recruitment,
retention, and advancement of faculty members from
underrepresented minority groups;
``(B) implementation of institution-wide
improvements in workload distribution, such that
faculty members from underrepresented minority groups
are not disadvantaged in the amount of time available
to focus on research, publishing papers, and engaging
in other activities required to achieve tenure status
and run a productive research program;
``(C) development and implementation of training
courses for administrators and search committee members
to ensure that candidates from underrepresented
minority groups are not subject to implicit biases in
the search and hiring process;
``(D) development and hosting of intra- or inter-
institutional workshops to propagate best practices in
recruiting, retaining, and advancing faculty members
from underrepresented minority groups;
``(E) professional development opportunities for
faculty members from underrepresented minority groups;
``(F) activities aimed at making undergraduate STEM
students from underrepresented minority groups aware of
opportunities for academic careers in STEM fields;
``(G) activities to identify and engage exceptional
graduate students and postdoctoral researchers from
underrepresented minority groups at various stages of
their studies and to encourage them to enter academic
careers; and
``(H) other activities consistent with paragraph
(1), as determined by the Director of the Foundation.
``(4) Selection process.--
``(A) Application.--An institution of higher
education (or a consortium of such institutions)
seeking funding under this subsection shall submit an
application to the Director of the Foundation at such
time, in such manner, and containing such information
and assurances as such Director may require. The
application shall include, at a minimum, a description
of--
``(i) the reform effort that is being
proposed for implementation by the institution
of higher education;
``(ii) any available evidence of specific
difficulties in the recruitment, retention, and
advancement of faculty members from
underrepresented minority groups in STEM
academic careers within the institution of
higher education submitting an application, and
how the proposed reform effort would address
such issues;
``(iii) how the institution of higher
education submitting an application plans to
sustain the proposed reform effort beyond the
duration of the grant; and
``(iv) how the success and effectiveness of
the proposed reform effort will be evaluated
and assessed in order to contribute to the
national knowledge base about models for
catalyzing institutional change.
``(B) Review of applications.--In selecting grant
recipients under this subsection, the Director of the
Foundation shall consider, at a minimum--
``(i) the likelihood of success in
undertaking the proposed reform effort at the
institution of higher education submitting the
application, including the extent to which the
administrators of the institution are committed
to making the proposed reform effort a
priority;
``(ii) the degree to which the proposed
reform effort will contribute to change in
institutional culture and policy such that
greater value is placed on the recruitment,
retention, and advancement of faculty members
from underrepresented minority groups;
``(iii) the likelihood that the institution
of higher education will sustain or expand the
proposed reform effort beyond the period of the
grant; and
``(iv) the degree to which evaluation and
assessment plans are included in the design of
the proposed reform effort.
``(C) Grant distribution.--The Director of the
Foundation shall ensure, to the extent practicable,
that grants awarded under this section are made to a
variety of types of institutions of higher education.
``(5) Authorization of appropriations.--There are
authorized to be appropriated to carry out this subsection
$8,000,000 for each of fiscal years 2021 through 2025.''.
(b) National Science Foundation Support for Broadening
Participation in Undergraduate STEM Education.--Section 305 of the
American Innovation and Competitiveness Act (42 U.S.C. 1862s-5), as
amended by subsection (b), is further amended by inserting after
subsection (e) the following:
``(f) Support for Broadening Participation in Undergraduate STEM
Education.--
``(1) In general.--The Director of the Foundation shall
award grants to institutions of higher education (or a
consortium of such institutions) to implement or expand
research-based reforms in undergraduate STEM education for the
purpose of recruiting and retaining students from minority
groups who are underrepresented in STEM fields.
``(2) Merit review; competition.--Grants shall be awarded
under this subsection on a merit-reviewed, competitive basis.
``(3) Use of funds.--Activities supported by grants under
this subsection may include--
``(A) implementation or expansion of innovative,
research-based approaches to broaden participation of
underrepresented minority groups in STEM fields;
``(B) implementation or expansion of bridge,
cohort, tutoring, or mentoring programs, including
those involving community colleges and technical
schools, designed to enhance the recruitment and
retention of students from underrepresented minority
groups in STEM fields;
``(C) implementation or expansion of outreach
programs linking institutions of higher education and
K-12 school systems in order to heighten awareness
among pre-college students from underrepresented
minority groups of opportunities in college-level STEM
fields and STEM careers;
``(D) implementation or expansion of faculty
development programs focused on improving retention of
undergraduate STEM students from underrepresented
minority groups;
``(E) implementation or expansion of mechanisms
designed to recognize and reward faculty members who
demonstrate a commitment to increasing the
participation of students from underrepresented
minority groups in STEM fields;
``(F) expansion of successful reforms aimed at
increasing the number of STEM students from
underrepresented minority groups beyond a single course
or group of courses to achieve reform within an entire
academic unit, or expansion of successful reform
efforts beyond a single academic unit or field to other
STEM academic units or fields within an institution of
higher education;
``(G) expansion of opportunities for students from
underrepresented minority groups to conduct STEM
research in industry, at Federal labs, and at
international research institutions or research sites;
``(H) provision of stipends for students from
underrepresented minority groups participating in
research;
``(I) development of research collaborations
between research-intensive universities and primarily
undergraduate minority-serving institutions;
``(J) support for graduate students and
postdoctoral fellows from underrepresented minority
groups to participate in instructional or assessment
activities at primarily undergraduate institutions,
including primarily undergraduate minority-serving
institutions and 2-year institutions of higher
education; and
``(K) other activities consistent with paragraph
(1), as determined by the Director of the Foundation.
``(4) Selection process.--
``(A) Application.--An institution of higher
education (or a consortia thereof) seeking a grant
under this subsection shall submit an application to
the Director of the Foundation at such time, in such
manner, and containing such information and assurances
as such Director may require. The application shall
include, at a minimum--
``(i) a description of the proposed reform
effort;
``(ii) a description of the research
findings that will serve as the basis for the
proposed reform effort or, in the case of
applications that propose an expansion of a
previously implemented reform, a description of
the previously implemented reform effort,
including data about the recruitment,
retention, and academic achievement of students
from underrepresented minority groups;
``(iii) evidence of an institutional
commitment to, and support for, the proposed
reform effort, including a long-term commitment
to implement successful strategies from the
current reform beyond the academic unit or
units included in the grant proposal;
``(iv) a description of existing or planned
institutional policies and practices regarding
faculty hiring, promotion, tenure, and teaching
assignment that reward faculty contributions to
improving the education of students from
underrepresented minority groups in STEM; and
``(v) how the success and effectiveness of
the proposed reform effort will be evaluated
and assessed in order to contribute to the
national knowledge base about models for
catalyzing institutional change.
``(B) Review of applications.--In selecting grant
recipients under this subsection, the Director of the
Foundation shall consider, at a minimum--
``(i) the likelihood of success of the
proposed reform effort at the institution
submitting the application, including the
extent to which the faculty, staff, and
administrators of the institution are committed
to making the proposed institutional reform a
priority of the participating academic unit or
units;
``(ii) the degree to which the proposed
reform effort will contribute to change in
institutional culture and policy such that
greater value is placed on faculty engagement
in the retention of students from
underrepresented minority groups;
``(iii) the likelihood that the institution
will sustain or expand the proposed reform
effort beyond the period of the grant; and
``(iv) the degree to which evaluation and
assessment plans are included in the design of
the proposed reform effort.
``(C) Grant distribution.--The Director of the
Foundation shall ensure, to the extent practicable,
that grants awarded under this subsection are made to a
variety of types of institutions of higher education,
including 2-year and minority-serving institutions of
higher education.
``(5) Education research.--
``(A) In general.--All grants made under this
subsection shall include an education research
component that will support the design and
implementation of a system for data collection and
evaluation of proposed reform efforts in order to build
the knowledge base on promising models for increasing
recruitment and retention of students from
underrepresented minority groups in STEM education at
the undergraduate level across a diverse set of
institutions.
``(B) Dissemination.--The Director of the
Foundation shall coordinate with relevant Federal
agencies in disseminating the results of the research
under this paragraph to ensure that best practices in
broadening participation in STEM education at the
undergraduate level are made readily available to all
institutions of higher education, other Federal
agencies that support STEM programs, non-Federal
funders of STEM education, and the general public.
``(6) Authorization of appropriations.--There are
authorized to be appropriated to carry out this subsection
$15,000,000 for each of fiscal years 2021 through 2025.''.
SEC. 10. TRIBAL COLLEGES AND UNIVERSITIES PROGRAM.
(a) Grants To Broaden Tribal College and University Student
Participation in Computer Science.--Section 525 of the America COMPETES
Reauthorization Act of 2010 (42 U.S.C. 1862p-13) is amended by
inserting after subsection (c) the following:
``(d) Grants To Broaden Tribal College and University Student
Participation in Computer Science.--
``(1) In general.--The Director, as part of the program
authorized under this section, shall award grants on a
competitive, merit-reviewed basis to eligible entities to
increase the participation of tribal populations in computer
science and computational thinking education programs to enable
students to develop skills and competencies in coding, problem-
solving, critical thinking, creativity and collaboration.
``(2) Purpose.--Grants awarded under this subsection shall
support--
``(A) research and development needed to bring
computer science and computational thinking courses and
degrees to tribal colleges and universities;
``(B) research and development of instructional
materials needed to integrate computer science and
computational thinking into programs that are
culturally relevant to students attending tribal
colleges and universities;
``(C) research, development, and evaluation of
distance education for computer science and
computational thinking courses and degree programs for
students attending tribal colleges and universities;
and
``(D) other activities consistent with the
activities described in paragraphs (1) through (4) of
subsection (b), as determined by the Director.
``(3) Partnerships.--A tribal college or university seeking
a grant under this subsection, or a consortia thereof, may
partner with an institution of higher education or nonprofit
organization with demonstrated expertise in academic program
development.
``(4) Coordination.--In carrying out this subsection, the
Director shall consult and cooperate with the programs and
policies of other relevant Federal agencies to avoid
duplication with and enhance the effectiveness of the program
under this subsection.
``(5) Authorization of appropriations.--There are
authorized to be appropriated to the Director of the Foundation
$2,000,000 in each of fiscal years 2021 through 2025 to carry
out this subsection.''.
(b) Evaluation.--
(1) In general.--Not later than 2 years after the date of
enactment of this Act, the Director of the National Science
Foundation shall evaluate the grant program authorized under
section 525 of the America COMPETES Reauthorization Act of 2010
(42 U.S.C. 1862p-13), as amended.
(2) Requirements.--In conducting the evaluation under
paragraph (1), the Director of the National Science Foundation
shall, as practicable--
(A) use a common set of benchmarks and assessment
tools to identify best practices and materials
developed or demonstrated by the research conducted
pursuant to grants programs under section 525 of the
America COMPETES Reauthorization Act of 2010 (42 U.S.C.
1862p-13);
(B) include an assessment of the effectiveness of
such grant programs in expanding access to high quality
STEM education, research, and outreach at tribal
colleges and universities, as applicable;
(C) assess the number of students who participated
in such grant programs; and
(D) assess the percentage of students participating
in such grant programs who successfully complete their
education programs.
(3) Report.--Not later than 180 days after the date on
which the evaluation under paragraph (1) is completed, the
Director of the National Science Foundation shall submit to
Congress and make available to the public, a report on the
results of the evaluation, including any recommendations for
legislative action that could optimize the effectiveness of the
grant program authorized under section 525 of the America
COMPETES Reauthorization Act of 2010, as amended by subsection
(a).
SEC. 11. REPORT TO CONGRESS.
Not later than 4 years after the date of enactment of this Act, the
Director shall submit a report to Congress that includes--
(1) a description and evaluation of the status and usage of
policies implemented pursuant to section 3 at all Federal
science agencies, including any recommendations for revising or
expanding such policies;
(2) with respect to efforts to minimize the effects of
implicit bias in the review of extramural and intramural
Federal research grants under section 5--
(A) what steps all Federal science agencies have
taken to implement policies and practices to minimize
such effects;
(B) a description of any significant updates to the
policies for review of Federal research grants required
under such section; and
(C) any evidence of the impact of such policies on
the review or awarding of Federal research grants; and
(3) a description and evaluation of the status of
institution of higher education and Federal laboratory policies
and practices required under section 7(a), including any
recommendations for revising or expanding such policies.
SEC. 12. MERIT REVIEW.
Nothing in this Act shall be construed as altering any intellectual
or broader impacts criteria at Federal science agencies for evaluating
grant applications.
SEC. 13. DEFINITIONS.
In this Act:
(1) Director.--The term ``Director'' means the Director of
the Office of Science and Technology Policy.
(2) Federal laboratory.--The term ``Federal laboratory''
has the meaning given such term in section 4 of the Stevenson-
Wydler Technology Innovation Act of 1980 (15 U.S.C. 3703).
(3) Federal science agency.--The term ``Federal science
agency'' means any Federal agency with an annual extramural
research expenditure of over $100,000,000.
(4) Institution of higher education.--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)).
(5) Interagency working group on inclusion in stem.--The
term ``interagency working group on inclusion in STEM'' means
the interagency working group established by section 308 of the
American Innovation and Competitiveness Act (42 U.S.C. 6626).
(6) STEM.--The term ``STEM'' means science, technology,
engineering, and mathematics, including computer science.
<all>
Introduced in House
Introduced in House
Sponsor introductory remarks on measure. (CR E5)
Referred to the House Committee on Science, Space, and Technology.
Ms. Bonamici moved to suspend the rules and pass the bill, as amended.
Considered under suspension of the rules. (consideration: CR H2392-2398; text: CR H2392-2397)
DEBATE - The House proceeded with forty minutes of debate on H.R. 204.
At the conclusion of debate, the Yeas and Nays were demanded and ordered. Pursuant to the provisions of clause 8, rule XX, the Chair announced that further proceedings on the motion would be postponed.
Pursuant to the provisions of H. Res. 403, proceedings on H.R. 204 are considered vacated.
Passed/agreed to in House: Pursuant to section 5 of H. Res. 403, and the motion offered by Mr. Hoyer, the following bills passed under suspension of the rules: H.R. 144, as amended; H.R. 204, as amended; H.R. 210, as amended; H.R. 240; H.R. 707, as amended; H.R. 711, as amended; H.R. 1157, as amended; H.R. 1447, as amended; H.R. 1510, as amended; H.R. 1711, as amended; H.R. 2027; H.R. 2167, as amended; H.R. 2441; H.R. 2494; H.R. 2533; H.R. 2655, as amended; H.R. 2695, H.R. 2704; H.R. 2788; H.R. 2878, as amended; and H.R. 3008.(consideration: CR H2482-2520; text: CR H2482-2487)
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Pursuant to section 5 of H. Res. 403, and the motion offered by Mr. Hoyer, the following bills passed under suspension of the rules: H.R. 144, as amended; H.R. 204, as amended; H.R. 210, as amended; H.R. 240; H.R. 707, as amended; H.R. 711, as amended; H.R. 1157, as amended; H.R. 1447, as amended; H.R. 1510, as amended; H.R. 1711, as amended; H.R. 2027; H.R. 2167, as amended; H.R. 2441; H.R. 2494; H.R. 2533; H.R. 2655, as amended; H.R. 2695, H.R. 2704; H.R. 2788; H.R. 2878, as amended; and H.R. 3008. (consideration: CR H2482-2520; text: CR H2482-2487)
Received in the Senate and Read twice and referred to the Committee on Health, Education, Labor, and Pensions.