[Congressional Record Volume 167, Number 85 (Monday, May 17, 2021)]
[House]
[Pages H2398-H2401]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
MSI STEM ACHIEVEMENT ACT
Ms. BONAMICI. Mr. Speaker, I move to suspend the rules and pass the
bill (H.R. 2027) to direct Federal science agencies and the Office of
Science and Technology Policy to undertake activities to improve the
quality of undergraduate STEM education and enhance the research
capacity at the Nation's HBCUs, TCUs, and MSIs, and for other purposes.
The Clerk read the title of the bill.
The text of the bill is as follows:
H.R. 2027
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``MSI STEM Achievement Act''.
SEC. 2. FINDINGS.
Congress makes the following findings:
(1) Evidence suggests that the supply of STEM workers is
not keeping pace with the rapidly evolving needs of the
public and private sector, resulting in a deficit often
referred to as a STEM skills shortage.
(2) According to the Bureau of Labor Statistics, the United
States will need one million additional STEM professionals
than it is on track to produce in the coming decade.
(3) STEM occupations offer higher wages, more opportunities
for advancement, and a higher degree of job security than
non-STEM occupations.
(4) The composition of the STEM workforce does not reflect
the current or projected diversity of the Nation, with
Hispanics, African Americans, and other racial and ethnic
minorities, significantly underrepresented in the STEM
workforce compared to their presence in the workforce more
generally.
(5) A stronger national commitment to increasing the
diversity of the STEM workforce is needed to help address the
STEM skills shortage.
(6) According to a 2019 National Academies of Sciences,
Engineering, and Medicine report entitled ``Minority Serving
Institutions: America's Underutilized Resource for
Strengthening the STEM Workforce'', 2- and 4-year minority
serving institutions enroll nearly 30 percent of all
undergraduate students--a percentage that is expected to grow
in the coming years--in the United States higher education
system and play a critical role in providing important
pathways to STEM-related education, training, and careers for
students of color.
(7) HBCUs, TCUs, and MSIs are highly successful at
educating underrepresented minority students in STEM fields
and can serve as best practice models for other colleges and
universities to further expand participation of
underrepresented minorities in the STEM workforce.
(8) Increased investment in STEM infrastructure at HBCUs,
TCUs, and MSIs has the potential to increase these
institutions' ability to educate even more students in the
STEM disciplines.
(9) With the demand for STEM skills exceeding the supply of
STEM graduates, success of HBCUs, TCUs, and MSIs in educating
and training science and engineering leaders is increasingly
important for United States economic growth and
competitiveness.
SEC. 3. GOVERNMENT ACCOUNTABILITY OFFICE REVIEW.
Not later than 3 years after the date of enactment of this
Act, the Comptroller General of the United States shall
report to Congress--
(1) an inventory of competitive funding programs and
initiatives carried out by Federal science agencies that are
targeted to HBCUs, TCUs, and MSIs or partnerships with HBCUs,
TCUs, and MSIs;
(2) an assessment of Federal science agency outreach
activities to increase the participation and competitiveness
of HBCUs, TCUs, and MSIs in the funding programs and
initiatives identified in paragraph (1); and
(3) recommendations of the Comptroller General to increase
the participation of and the rate of success of HBCUs, TCUs,
and MSIs in competitive funding programs offered by Federal
science agencies.
SEC. 4. RESEARCH AND CAPACITY BUILDING.
(a) In General.--The Director of the National Science
Foundation shall award grants, on a competitive basis, to
institutions of higher education or nonprofit organizations
(or consortia thereof) to--
(1) conduct research described in subsection (b) with
respect to HBCUs, TCUs, and MSIs;
(2) conduct activities described in subsection (c) to build
the capacity of HBCUs, TCUs, and MSIs to graduate students
who are competitive in attaining and advancing in the STEM
workforce;
(3) build the research capacity and competitiveness of
HBCUs, TCUs, and MSIs in STEM disciplines; and
(4) identify and broadly disseminate effective models for
programs and practices at HBCUs, TCUs, and MSIs that promote
the education and workforce preparation of minority students
pursuing STEM studies and careers in which such students are
underrepresented.
(b) Research.--Research described in this subsection is
research on the contribution of HBCUs, TCUs, and MSIs to the
education and training of underrepresented minority students
in STEM fields and to the meeting of national STEM workforce
needs, including--
(1) the diversity with respect to local context, cultural
differences, and institutional structure among HBCUs, TCUs,
and MSIs and any associated impact on education and research
endeavors;
(2) effective practices at HBCUs, TCUs, and MSIs and
associated outcomes on student recruitment, retention, and
advancement in STEM fields, including the ability for
students to compete for fellowships, employment, and
advancement in the workforce;
(3) contributions made by HBCUs, TCUs, and MSIs to local,
regional, and national workforces;
(4) the unique challenges and opportunities for HBCUs,
TCUs, and MSIs in attaining the resources needed for
integrating effective practices in STEM education, including
providing research experiences for underrepresented minority
students;
(5) the access of students at HBCUs, TCUs, and MSIs to STEM
infrastructure and any associated outcomes for STEM
competency;
(6) models of STEM curriculum, learning, and teaching
successful at HBCUs, TCUs, and MSIs for increasing
participation, retention, and success of underrepresented
minority students; and
(7) successful or promising partnerships between HBCUs,
TCUs, and MSIs and other institutions of higher education,
private sector and non-profit organizations, Federal
laboratories, and international research institutions.
(c) Capacity Building.--Activities described in this
subsection include the design, development, implementation,
expansion, and assessment of--
(1) metrics of success to best capture the achievements of
HBCUs, TCUs, and MSIs and students of such institutions to
account for institutional context and missions, faculty
investment, student populations, student needs, and
institutional resource constraints;
(2) enhancements to undergraduate STEM curriculum at HBCUs,
TCUs, and MSIs to increase the participation, retention,
degree completion, and success of underrepresented students;
(3) professional development programs to increase the
numbers and the high-quality preparation of STEM faculty at
HBCUs, TCUs, and MSIs, including programs to encourage STEM
doctoral students to teach at HBCUs, TCUs, and MSIs; and
(4) mechanisms for institutions of higher education that
are not HBCUs, TCUs, or MSIs to partner with HBCUs, TCUs, and
MSIs on STEM education, including the facilitation of student
transfer, mentoring programs for students and junior faculty,
joint research projects, and student access to graduate
education.
(d) Research Experiences.--Grants under this section may
fund the development or expansion of opportunities for the
exchange of students and faculty to conduct research,
including through partnerships with institutions of higher
education that are not HBCUs, TCUs, or MSIs, private sector
and non-profit organizations, Federal laboratories, and
international research institutions.
(e) Partnerships.--In awarding grants under this section,
the Director of the National Science Foundation shall--
(1) encourage HBCUs, TCUs, and MSIs and consortia thereof
and partnerships with one or more HBCU, TCU, or MSI, to
submit proposals;
(2) require proposals submitted in partnership with one or
more HBCU, TCU, or MSI include a plan for establishing a
sustained partnership that is jointly developed and managed,
draws from the capacities of each institution, and is
mutually beneficial; and
(3) encourage proposals submitted in partnership with the
private sector, non-profit organizations, Federal
laboratories, and
[[Page H2399]]
international research institutions, as appropriate.
(f) MSI Centers of Innovation.--Grants under this section
may fund the establishment of no more than five MSI Centers
of Innovation to leverage successes of HBCUs, TCUs, and MSIs
in STEM education and research training of underrepresented
minority students as models for other institutions, including
both HBCUs, TCUs, and MSIs and institutions of higher
education that are not HBCUs, TCUs, or MSIs. Such centers
will be located on campuses of selected institutions of
higher education and serve as incubators to allow
institutions of higher education to experiment, pilot,
evaluate, and scale up promising practices.
(g) Authorization of Appropriations.--There are authorized
to be appropriated to the Director of the National Science
Foundation $170,000,000 for fiscal year 2022, $175,000,000
for fiscal year 2023, $180,000,000 for fiscal year 2024,
$185,000,000 for fiscal year 2025, and $190,000,000 fiscal
year 2026 to carry out this section.
SEC. 5. AGENCY RESPONSIBILITIES.
(a) In General.--In consultation with outside stakeholders
and the heads of the Federal science agencies, the Director
shall develop a uniform set of policy guidelines for Federal
science agencies to carry out a sustained program of outreach
activities to increase clarity, transparency, and
accountability for Federal science agency investments in STEM
education and research activities at HBCUs, TCUs, and MSIs.
(b) Outreach Activities.--In developing policy guidelines
under subsection (a) the Director shall include guidelines
that require each Federal science agency--
(1) to designate a liaison for HBCUs, TCUs, and MSIs
responsible for--
(A) enhancing direct communication with HBCUs, TCUs, and
MSIs to increase the Federal science agency's understanding
of the capacity and needs of such institutions and to raise
awareness of available Federal funding opportunities at such
institutions;
(B) coordinating programs, activities, and initiatives
while accounting for the capacity and needs of HBCUs, TCUs,
and MSIs;
(C) tracking Federal science agency investments in and
engagement with HBCUs, TCUs, and MSIs; and
(D) reporting progress toward increasing participation of
HBCUs, TCUs, and MSIs in grant programs;
(2) to publish annual forecasts of funding opportunities
and proposal deadlines, including for grants, contracts,
subcontracts, and cooperative agreements;
(3) to conduct on-site reviews of research facilities at
HBCUs, TCUs, and MSIs, as practicable, and make
recommendations regarding strategies for becoming more
competitive in research;
(4) to hold geographically accessible or virtual workshops
on research priorities of the Federal science agency and on
how to write competitive grant proposals;
(5) to ensure opportunities for HBCUs, TCUs, and MSIs to
directly communicate with Federal science agency officials
responsible for managing competitive grant programs in order
to receive feedback on research ideas and proposals,
including guidance on the Federal science agency's peer
review process;
(6) to foster mutually beneficial public-private
collaboration among Federal science agencies, industry,
Federal laboratories, academia, and nonprofit organizations
to--
(A) identify alternative sources of funding for STEM
education and research at HBCUs, TCUs, and MSIs;
(B) provide access to high-quality, relevant research
experiences for students and faculty of HBCUs, TCUs, and
MSIs;
(C) expand the professional networks of students and
faculty of HBCUs, TCUs, and MSIs;
(D) broaden STEM educational opportunities for students and
faculty of HBCUs, TCUs, and MSIs; and
(E) support the transition of students of HBCUs, TCUs, and
MSIs into the STEM workforce; and
(7) to publish an annual report that provides an account of
Federal science agency investments in HBCUs, TCUs, and MSIs,
including data on the level of participation of HBCUs, TCUs,
and MSIs as prime recipients/contractors or subrecipients/
subcontractors.
(c) Strategic Plan.--
(1) In general.--Not later than 1 year after the date of
enactment of this Act, the Director, in collaboration with
the head of each Federal science agency, shall submit to
Congress a report containing a strategic plan for each
Federal science agency to increase the capacity of HBCUs,
TCUs, and MSIs to compete effectively for grants, contracts,
or cooperative agreements and to encourage HBCUs, TCUs, and
MSIs to participate in Federal programs.
(2) Considerations.--In developing a strategic plan under
paragraph (1), the Director and each head of each Federal
science agency shall consider--
(A) issuing new or expanding existing funding opportunities
targeted to HBCUs, TCUs, and MSIs;
(B) modifying existing research and development program
solicitations to incentivize effective partnerships with
HBCUs, TCUs, and MSIs;
(C) offering planning grants for HBCUs, TCUs, and MSIs to
develop or equip grant offices with the requisite depth of
knowledge to submit competitive grant proposals and manage
awarded grants;
(D) offering additional training programs and
individualized and timely guidance to grant officers faculty
and postdoctoral researchers at HBCUs, TCUs, and MSIs to
ensure they understand the requirements for an effective
grant proposal; and
(E) other approaches for making current competitive funding
models more accessible for under-resourced HBCUs, TCUs, and
MSIs.
(d) Report to Congress.--Not later than 2 years after the
date of enactment of this Act, and every 5 years thereafter,
the Director shall report to Congress on the implementation
by Federal science agencies of the policy guidelines
developed under this section.
SEC. 6. 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) HBCU.--The term ``HBCU'' has the meaning given the term
``part B institution'' in section 322 of the Higher Education
Act of 1965 (20 U.S.C. 1061).
(5) Institution of higher education.--The term
``institution of higher education'' has the meaning given
such term in section 101 of the Higher Education Act of 1965
(20 U.S.C. 1001).
(6) Minority serving institution.--The term ``minority
serving institution'' or ``MSI'' means Hispanic-Serving
Institutions as defined in section 502 of the Higher
Education Act of 1965 (20 U.S.C. 1101a); Alaska Native
Serving Institutions and Native Hawaiian-Serving Institutions
as defined in section 317 of the Higher Education Act of 1965
(20 U.S.C. 1059d); and Predominantly Black Institutions,
Asian American and Native American Pacific Islander-Serving
Institutions, and Native American-Serving Nontribal
Institutions as defined in section 371 of the Higher
Education Act of 1965 (20 U.S.C. 1067q(c)).
(7) STEM.--The term ``STEM'' has the meaning given the term
in the STEM Education Act of 2015 (42 U.S.C. 1861 et seq.).
(8) TCU.--The term ``TCU'' has the meaning given the term
``Tribal College or University'' in section 316 of the Higher
Education Act of 1965 (20 U.S.C. 1059c).
The SPEAKER pro tempore. Pursuant to the rule, the gentlewoman from
Oregon (Ms. Bonamici) and the gentleman from Oklahoma (Mr. Lucas) each
will control 20 minutes.
The Chair recognizes the gentlewoman from Oregon.
general leave
Ms. BONAMICI. Mr. Speaker, I ask unanimous consent that all Members
have 5 legislative days in which to revise and extend their remarks and
include extraneous material on H.R. 2027, the bill now under
consideration.
The SPEAKER pro tempore. Is there objection to the request of the
gentlewoman from Oregon?
There was no objection.
Ms. BONAMICI. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I rise in support of H.R. 2027, the MSI STEM Achievement
Act.
The COVID-19 pandemic has highlighted how important scientists and
engineers are to helping us respond to crises and move toward a
brighter future.
Whether it is a deadly pandemic or the climate crisis, we need all of
our Nation's talent to help us understand the challenges and contribute
to solutions. We also need all of our Nation's talent to fill the high-
skilled jobs of the future.
Our Nation's demographics are changing, and we are not keeping up in
diversifying our STEM workforce. Hispanics represent 18 percent of the
U.S. population, but only 9 percent of the bachelor's degrees in
mathematics and physics. And for Black students, STEM degree attainment
has either stagnated or declined since 1996.
The United States can rightly celebrate our great research
universities and the STEM talent they cultivate in their laboratories.
But these institutions represent a small fraction of the hundreds of
institutions across the Nation that graduate students with STEM
degrees, and an even smaller fraction in terms of the number of Black
and Hispanic students.
In 2018, the Academies released a report highlighting the outsized
contributions made by minority-serving institutions, or MSIs. These
institutions have a remarkable record of success in recruiting,
retaining, and graduating underrepresented minority students in STEM.
For example, HBCUs graduate 25 percent of all African-
[[Page H2400]]
American graduates with STEM degrees. Unfortunately, MSIs have
relatively insufficient resources and infrastructure.
The MSI STEM Achievement Act would make sure that education and
research opportunities are more accessible to STEM students at MSIs.
The legislation would require more transparency and accountability in
Federal science agency support for MSIs. The legislation directs the
National Science Foundation to support research on effective practices
at MSIs for recruiting and retaining minority students in STEM, and
offer strategies to build on and scale best practices.
It further directs NSF to support research and STEM education
capacity building at MSIs. The legislation also directs OSTP to develop
a strategic plan for increasing MSI participation and success in
competitive Federal research funding opportunities.
Supporting our country's minority-serving institutions through
targeted investments and outreach is essential to building our STEM
workforce for the future.
Therefore, Mr. Speaker, I strongly urge my colleagues to support H.R.
2027, and I reserve the balance of my time.
Mr. LUCAS. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I am proud to co-sponsor this legislation led by
Chairwoman Johnson and Research and Technology Ranking Member Michael
Waltz, which continues the Science Committee's bipartisan work to
support, encourage, and develop the next generation of America's
Science, Technology, Engineering, Mathematics, and Computer Science
workforce.
Minority-serving institutions, such as historically Black colleges
and universities, Hispanic-serving institutions, and Tribal colleges
and universities have a long record of success in recruiting,
retaining, and graduating underrepresented students in the STEM fields.
In my own district, I have seen the unique value of minority-serving
institutions. For more than 100 years, Langston University, a
historically Black college and land-grant institution, has educated
students of all backgrounds. They have influenced people's lives beyond
the classroom in service to the community in both rural and urban
Oklahoma. This legislation will help schools like Langston prepare
their students to fill the STEM jobs of the 21st century.
Since 1990, employment in STEM occupations has grown by nearly 80
percent. Over the next decade, with demand continuing to grow and U.S.
universities expecting to produce less than one-third of the STEM
graduates needed, the STEM shortage is anticipated to reach 1 million
professionals. At the same time, minorities are severely
underrepresented in STEM fields, only accounting for 11 percent of the
STEM workforce.
To meet this growing demand, talent from all groups is essential.
This bill we are considering today takes up this call to action by
providing for increased transparency, accountability, and accessibility
of Federal STEM education and research funding.
Without a diverse talent pool of Americans with strong STEM knowledge
and skills prepared for the jobs of the future, the U.S. will not be
able to maintain the innovation that supports key sectors of the
economy, including agriculture, energy, healthcare, and defense.
Mr. Speaker, I, again, thank Chairwoman Johnson and Ranking Member
Waltz for their leadership.
Mr. Speaker, I encourage my colleagues to support this legislation,
and I reserve the balance of my time.
Ms. BONAMICI. Mr. Speaker, I reserve the balance of my time.
{time} 1700
Mr. LUCAS. Mr. Speaker, I yield such time as he may consume to the
gentleman from Florida (Mr. Waltz), the ranking member on the Research
and Technology Subcommittee, and one of our great activists on this
subject matter.
Mr. WALTZ. Mr. Speaker, since 1904, Bethune-Cookman University, a
historically Black college, has contributed to a rich, diverse history
in my district in Florida. Four thousand students proudly call this
university home. In Florida's Sixth Congressional District, we are
proud of all of Bethune-Cookman's accomplishments, especially in the
STEM fields. I personally look forward to seeing the statue of Dr. Mary
McLeod Bethune represent the great State of Florida in Statuary Hall
very soon.
Mr. Speaker, minorities make up 30 percent of the United States
population, but nationwide we are seeing a gap in minority
representation in STEM fields. Believe it or not, minorities account
for only 11 percent of the STEM workforce, and that 11 percent comes
after years of slow improvement and diversity inclusion, but does not
factor in how the COVID pandemic has disproportionately affected women
and underrepresented minorities in STEM. There is fear that this
limited progress may be undone by the COVID-19 crisis.
Simultaneously, the demand for STEM skills is at an all-time high.
Over the next decade, the STEM shortage is anticipated to reach 1
million professionals. So we have a math problem.
If we want to maintain America's edge over the Chinese Communist
Party and over our adversaries, then we need to make sure our workforce
reflects our country's diversity and that the numbers for that
workforce are there. We must commit to increasing participation in the
STEM enterprise and supporting individuals and institutions
disproportionately impacted by the coronavirus pandemic.
Minority-serving institutions like Bethune-Cookman University play a
critical role in bringing members of underrepresented groups into STEM
training and careers. By partnering with MSIs, the bill we are
considering today would help increase the capacity for minority
students in STEM curricula and encourage partnerships with industry and
Federal laboratories.
While the Chinese Communist Party is trying to leapfrog America in
STEM, this bill will enhance our domestic workforce to compete. If
America wants to lead militarily, economically, and globally, then we
must lead in STEM.
Mr. Speaker, I would be remiss to not mention the importance of women
as well in STEM. As I have said countless times since I have been
elected, and will continue to say, from my experience as a Green Beret
around the globe, where women thrive in business, in civil society, and
in politics, the fact is that extremism does not thrive. So for that
reason, amongst others, diversity in STEM is a national security issue.
In Volusia County, in my district, just north of Cape Canaveral,
Florida, and the Kennedy Space Center, we are seeing countless
businesses participate in workforce programs like the Space Coast
Consortium Apprenticeship Program. This program and others are making
huge strides to advance STEM curriculum and workforce development.
As the Republican lead on the MSI STEM Achievement Act, I want to
thank Chairwoman Johnson, as well as Ranking Member Lucas, for working
with me to improve participation in STEM at MSIs. For America's
continued predominance in science and technology, I urge my colleagues
to support this important bill and for its passage.
Ms. BONAMICI. Mr. Speaker, I continue to reserve the balance of my
time.
Mr. LUCAS. Mr. Speaker, I have no further speakers, and I yield
myself the balance of my time to close.
Mr. Speaker, the United States is in a race to remain the world
leader in science and technology. The only way we will win this is by
utilizing America's most valuable resource: Our people.
That means developing a diverse STEM-capable workforce at every
education level and from every background. Creating opportunities for
students to not only develop STEM knowledge, but to also have hands-on
experience is essential.
Research shows that students--especially those from underrepresented
minority backgrounds--are more likely to graduate from science and
engineering programs if they have opportunities to engage in STEM
course content with peers, participate in undergraduate research, and
join science clubs and organizations.
This bill will support such STEM education and training activities in
MSIs, providing these students with the skills necessary to compete and
[[Page H2401]]
flourish in the 21st century. These investments will help grow our
workforce, improve our economy, and protect our country.
I, again, would like to thank Chairwoman Johnson and Ranking Member
Waltz for their leadership.
Mr. Speaker, I encourage my colleagues to support this bill, and I
yield back the balance of my time.
Ms. BONAMICI. Mr. Speaker, in closing, I urge all of my colleagues to
support the bipartisan MSI STEM Achievement Act, and I yield back the
balance of my time.
The SPEAKER pro tempore. The question is on the motion offered by the
gentlewoman from Oregon (Ms. Bonamici) that the House suspend the rules
and pass the bill, H.R. 2027.
The question was taken.
The SPEAKER pro tempore. In the opinion of the Chair, two-thirds
being in the affirmative, the ayes have it.
Mr. ROSENDALE. Mr. Speaker, on that I demand the yeas and nays.
The SPEAKER pro tempore. Pursuant to section 3(s) of House Resolution
8, the yeas and nays are ordered.
Pursuant to clause 8 of rule XX, further proceedings on this motion
are postponed.
____________________