Sec. 203. Grand challenges in education research
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The Director of the National Science Foundation and the Secretary of Education shall collaborate in— identifying, prioritizing, and developing strategies to address grand challenges in research and development, including assessment, on the teaching and learning of STEM at the pre-K–12 level, in formal and informal settings, for diverse learning populations, including individuals identified in section 33 or 34 of the Science and Engineering Equal Opportunities Act (42 U.S.C. 1885a or 1885b); and ensuring the dissemination and promoting the utilization of the results of such research and development.
In identifying the grand challenges under subsection (a), the Director and the Secretary shall— take into consideration critical research gaps identified in existing reports, including reports by the National Academies, on the teaching and learning of STEM at the pre-K–12 level in formal and informal settings; and solicit input from a wide range of stakeholders, including officials from State educational agencies and local educational agencies, STEM teachers, STEM education researchers, scientific and engineering societies, STEM faculty at institutions of higher education, informal STEM education providers, businesses with a large STEM workforce, and other stakeholders in the teaching and learning of STEM at the pre-K–12 level, and may enter into an arrangement with the National Research Council for these purposes.
In identifying the grand challenges under subsection (a), the Director and the Secretary shall, at a minimum, consider research and development on— scalability, sustainability, and replication of successful STEM activities, programs, and models, in formal and informal environments; model systems that support improved teaching and learning of STEM across entire local educational agencies and States, including rural areas, and encompassing and integrating the teaching and learning of STEM in formal and informal venues; implementation of new State mathematics and science standards; what makes a STEM teacher effective and STEM teacher professional development effective, including development of tools and methodologies to measure STEM teacher effectiveness; cyber-enabled and other technology tools for teaching and learning, including massive open online courses;
STEM teaching and learning in informal environments, including development of tools and methodologies for assessing STEM teaching and learning in informal environments; and how integrating engineering with mathematics and science education may— improve student learning of mathematics and science; increase student interest and persistence in STEM; or improve student understanding of engineering design principles and of the built world. Not later than 12 months after the date of enactment of this Act, the Director and the Secretary shall report to Congress with a description of— the grand challenges identified pursuant to this section; the role of each agency in supporting research and development activities to address the grand challenges; the common metrics that will be used to assess progress toward meeting the grand challenges; plans for periodically updating the grand challenges; how the agencies will disseminate and promote the utilization of the results of research and development activities carried out under this section to STEM education practitioners, to other Federal agencies that support STEM programs and activities, and to non-Federal funders of STEM education; and how the agencies will support implementation of best practices identified by the research and development activities.
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Sec. 203
Grand challenges in education research
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