Sec. 10304. STEM education

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Not later than 45 days after the date of enactment of this Act, the Director shall enter into a contract with the Academies to review and assess the status and opportunities for PreK–12 STEM education research and make recommendations for research priorities over the next decade. The Director shall establish a program to award grants, on a competitive basis, to institutions of higher education or non-profit organizations (or consortia of such institutions or organizations) to establish no fewer than 3 multidisciplinary Centers for Transformative Education Research and Translation (in this section referred to as Centers ) to support research and development on widespread and sustained implementation of STEM education innovations.

An institution of higher education or non-profit organization (or a consortium of such institutions or organizations) seeking funding under subparagraph

(A)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 include, at a minimum, a description of how the proposed Center will— establish partnerships among academic institutions, local or State education agencies, and other relevant stakeholders in supporting programs and activities to facilitate the widespread and sustained implementation of promising, evidence-based STEM education practices, models, programs, curriculum, and technologies; support enhanced STEM education infrastructure, including cyberlearning technologies, to facilitate the widespread adoption of promising, evidence-based practices; support research and development on scaling practices, partnerships, and alternative models to current approaches, including approaches sensitive to the unique combinations of capabilities, resources, and needs of varying localities, educators, and learners; include a focus on the learning needs of under resourced schools and learners in low-resource or underachieving local education agencies in urban and rural communities and the development of high-quality curriculum that engages these learners in the knowledge and practices of STEM fields; include a focus on the learning needs and unique challenges facing students with disabilities; and support research and development on scaling practices and models to support and sustain highly-qualified STEM educators in urban and rural communities. In awarding a grant under this paragraph, the Director may also consider the extent to which the proposed Center will— leverage existing collaborations, tools, and strategies supported by the Foundation, including NSF INCLUDES and the Convergence Accelerators; support research on and the development and scaling of innovative approaches to distance learning and education for various student populations; support education innovations that leverage new technologies or deepen understanding of the impact of technology on educational systems; and include a commitment from local or State education administrators to making the proposed reforms and activities a priority. In carrying out the program under subparagraph (A), the Director shall explore opportunities to partner with the Department of Education, including through jointly funding activities under this paragraph. The Director shall encourage and facilitate an annual meeting of the Centers to foster collaboration among the Centers and to further disseminate the results of the Centers’ activities. Not later than 5 years after the date of enactment of this Act, the Director shall submit to Congress a report describing the activities carried out pursuant to this paragraph that includes— a description of the focus and proposed goals of each Center; and an assessment of the program’s success in helping to promote scalable solutions in PreK–12 STEM education. Not later than 45 days after the date of enactment of this Act, the Director shall enter into an agreement with the Academies to conduct a study to— review the research literature and identify research gaps regarding the interconnected factors that foster and hinder successful implementation of promising, evidence-based PreK–12 STEM education innovations at the local, regional, and national level; present a compendium of promising, evidence-based PreK–12 STEM education practices, models, programs, and technologies; identify barriers to widespread and sustained implementation of such innovations; and make recommendations to the Foundation, the Department of Education, the National Science and Technology Council’s Committee on Science, Technology, Engineering, and Mathematics Education, State and local educational agencies, and other relevant stakeholders on measures to address such barriers. Section 3 of the STEM Education Act of 2015 ( 42 U.S.C. 1862q ) is amended by adding at the end the following: The Director of the National Science Foundation shall provide grants to institutions of higher education or a non-profit organizations (or a consortia of such intuitions or organization) on a merit-reviewed, competitive basis for research on programming that engages students in grades PREK–8, including underrepresented and rural students, in STEM in order to prepare such students to pursue degrees or careers in STEM. Grants awarded under this section shall be used toward research to advance the engagement of students, including underrepresented and rural students, in grades PREK–8 in STEM through providing before-school, after-school, out-of-school, or summer activities, including in single-gender environments or programming, that are designed to encourage interest, engagement, and skills development for students in STEM. The activities described in subparagraph

(A)may include— the provision of programming described in such subparagraph for the purpose of research described in such subparagraph; the use of a variety of engagement methods, including cooperative and hands-on learning; exposure of students to role models in the fields of STEM and near-peer mentors; training of informal learning educators, youth-serving professionals, and volunteers who lead informal STEM programs in using evidence-based methods consistent with the target student population being served; education of students on the relevance and significance of STEM careers, provision of academic advice and assistance, and activities designed to help students make real-world connections to STEM content; the attendance of students at events, competitions, and academic programs to provide content expertise and encourage career exposure in STEM, which may include the purchase of parts and supplies needed to participate in such competitions; activities designed to engage parents and families of students in grades PREK–8 in STEM; innovative strategies to engage students, such as using leadership skills and outcome measures to impart youth with the confidence to pursue STEM coursework and academic study; coordination with STEM-rich environments, including other nonprofit, nongovernmental organizations, out-of-classroom settings, single-gender environments, institutions of higher education, vocational facilities, corporations, museums, or science centers; and the acquisition of instructional materials or technology-based tools to conduct applicable grant activity. An applicant seeking funding under the section shall submit an application at such time, in such manner, and containing such information as may be required. Applications that include or partner with a nonprofit, nongovernmental organization that has extensive experience and expertise in increasing the participation of students in PREK–8 in STEM are encouraged. The application may include the following: A description of the target audience to be served by the research activity or activities for which such funding is sought. A description of the process for recruitment and selection of students to participate in such activities. A description of how such activity or activities may inform programming that engages students in grades PREK–8 in STEM. A description of how such activity or activities may inform programming that promotes student academic achievement in STEM. An evaluation plan that includes, at a minimum, the use of outcome-oriented measures to determine the impact and efficacy of programming being researched. Each recipient of a grant under this section shall provide, at the conclusion of every year during which the grant funds are received, an evaluation in a form prescribed by the Director. The Director shall evaluate the activities established under this section. Such evaluation shall— use a common set of benchmarks and tools to assess the results of research conducted under such grants; and to the extent practicable, integrate the findings of the research resulting from the activity or activities funded through the grant with the current research on serving students with respect to the pursuit of degrees or careers in STEM, including underrepresented and rural students, in grades PREK–8. Not later than 180 days after the completion of the evaluation under subparagraph (A), the Director shall submit to Congress and make widely available to the public a report that includes— the results of the evaluation; and any recommendations for administrative and legislative action that could optimize the effectiveness of the program under this section. In carrying out this section, the Director shall, for purposes of enhancing program effectiveness and avoiding duplication of activities, consult, cooperate, and coordinate with the programs and policies of other relevant Federal agencies. . The Director shall award grants, on a competitive basis, to four-year institutions of higher education or non-profit organizations (or consortia of such institutions or organizations) to support research and development activities to— encourage greater collaboration and coordination between institutions of higher education and industry to enhance education, foster hands-on learn experiences, and improve alignment with workforce needs; understand the current composition of the STEM workforce and the factors that influence growth, retention, and development of that workforce; increase the size, diversity, capability, and flexibility of the STEM workforce; and increase dissemination and widespread adoption of effective practices in undergraduate education and workforce development. Section 3(b) of the Scientific and Advanced-Technology Act of 1992 ( 42 U.S.C. 1862i(b) ) is amended to read as follows: The Director shall award grants to institutions of higher education, non-profit organizations, and associate-degree granting colleges (or consortia of such institutions or organizations) to establish a network of centers for science and technical education. The centers shall— coordinate research, training, and education activities funded by awards under subsection

(a)and share information and best practices across the network of awardees; serve as a national and regional clearinghouse and resource to communicate and coordinate research, training, and educational activities across disciplinary, organizational, geographic, and international boundaries and disseminate best practices; and develop national and regional partnerships between PreK–12 schools, two-year colleges, institutions of higher education, workforce development programs, labor organizations, and industry to meet workforce needs. . The Director shall award grants on a merit-reviewed, competitive basis to institutions of higher education or non-profit organizations (or consortia of such institutions or organizations) to advance research on the nature of learning and teaching at community colleges and to improve outcomes for students who enter the workforce upon completion of their STEM degree or credential or transfer to 4-year institutions, including by— examining how to scale up successful programs at Community Colleges that are improving student outcomes in foundational STEM courses; supporting research on effective STEM teaching practices in community college settings; designing and developing new STEM curricula; providing STEM students with hands-on training and research experiences, internships, and other experiential learning opportunities; increasing access to high quality STEM education through new technologies; re-skilling or up-skilling incumbent workers for new STEM jobs; building STEM career and seamless transfer pathways; and developing novel mechanisms to identify and recruit talent into STEM programs, in particular talent from groups historically underrepresented in STEM. In carrying out activities under this paragraph, the Director shall encourage applications to develop, enhance, or expand cooperative STEM education and training partnerships between institutions of higher education, industry, and labor organizations. The Director shall award grants, on a competitive basis, to institutions of higher education (including postecondary vocational institutions) to support career and technical education in STEM and computer science related fields. In awarding grants under subparagraph (A), the Director shall give priority to institutions that demonstrate effective strategies to recruit and provide career and technical education to veterans and members of the Armed Forces transitioning to the private sector workforce. In this paragraph, the term career and technical education has the meaning given that term in section 3 of the Carl D. Perkins Career and Technical Education Act of 2006 ( 20 U.S.C. 2302 ). The Director shall carry out a 4-year pilot program under which the Director shall award grants, on a competitive basis, to institutions of higher education and non-profit organizations (or consortia of such institutions or organizations) to establish a total of not fewer than five Centers to develop and scale up successful models for providing undergraduate students with hands-on, discovery-based research courses. Grants made under this paragraph shall be used to— develop, assess, and disseminate models for providing undergraduate students with course-based research experiences across STEM disciplines and education levels; identify and address opportunities and challenges in facilitating implementation across a broad range of institution types, including minority-serving institutions and community colleges; identify and develop best practices to address barriers for faculty, including institutional culture, resources, and incentive structures; identify and address factors that may facilitate or discourage participation by students from all backgrounds; provide faculty with curriculum, professional development, training, networking opportunities, and other support to enable the development, adaptation, or expansion of a discovery-based research course; and collect data and carry out research to evaluate the impacts of course-based undergraduate research experiences on the STEM workforce. In making awards under this paragraph, the Director shall consider the extent to which the proposed Center will establish partnerships among multiple types of academic institutions, including community colleges, emerging research institutions, historically Black colleges and universities, Tribal Colleges or Universities, and minority serving institutions, the private sector, and other relevant stakeholders in supporting programs and activities to facilitate faculty training and the widespread and sustained implementation of promising, evidence-based practices, models, programs, and curriculum. Not later than 180 days after the date on which the pilot program is completed, the Director shall submit to Congress a report that includes— an assessment, that includes feedback from the research community, of the effectiveness of the pilot program in increasing the number, diversity, and workforce readiness of STEM graduates; and if determined to be effective, a plan for permanent implementation of the pilot program. Section 2 of the Scientific and Advanced-Technology Act of 1992 ( 42 U.S.C. 1862h ) is amended— in subsection (a)— in paragraph (3), by striking science, mathematics, and technology and inserting science, technology, engineering, and mathematics or STEM ; in paragraph (4), by inserting educated and before trained ; and in paragraph (5), by striking scientific and technical education and training and inserting STEM education and training ; and in subsection (b)— in paragraph (2), by striking mathematics and science and inserting STEM fields ; and in paragraph (4), by striking mathematics and science instruction and inserting STEM instruction . Section 3 of the Scientific and Advanced-Technology Act of 1992 ( 42 U.S.C. 1862i ) is amended— in the section heading, by striking and inserting scientific and technical education ; stem education in subsection (a)— in the subsection heading, by striking and inserting Scientific and technical education ; STEM education in the matter preceding paragraph (1)— by inserting and education to prepare the skilled technical workforce to meet workforce demands before , and to improve ; by striking core education courses in science and mathematics and inserting core education courses in STEM fields ; by inserting veterans and individuals engaged in before work in the home ; and by inserting and on building a pathway from secondary schools, to associate-degree-granting institutions, to careers that require technical training before , and shall be designed ; in paragraph (1)— by inserting and study after development ; and by striking core science and mathematics courses and inserting core STEM courses ; in paragraph (2), by striking science, mathematics, and advanced-technology fields and inserting STEM and advanced-technology fields ; in paragraph (3)(A), by inserting to support the advanced-technology industries that drive the competitiveness of the United States in the global economy before the semicolon at the end; in paragraph (4), by striking scientific and advanced-technology fields and inserting STEM and advanced-technology fields ; and in paragraph (5), by striking advanced scientific and technical education and inserting advanced STEM and advanced-technology ; in subsection (c)— in paragraph (1)— in subparagraph (A)— in the matter preceding clause (i), by striking to encourage and all that follows through such means as— and inserting to encourage the development of career and educational pathways with multiple entry and exit points leading to credentials and degrees, and to assist students pursuing pathways in STEM fields to transition from associate-degree-granting colleges to bachelor-degree-granting institutions, through such means as— ; in clause (i), by striking to ensure and inserting to develop articulation agreements that ensure ; and in clause (ii), by striking courses at the bachelor-degree-granting institution and inserting the career and educational pathways supported by the articulation agreements ; in subparagraph (B)— in clause (i), by inserting veterans and individuals engaged in before work in the home ; in clause (iii)— by striking bachelor’s-degree-granting institutions and inserting institutions or work sites ; and by inserting or industry internships after summer programs ; and by striking the flush text following clause (iv); and by striking subparagraph (C); in paragraph (2)— by striking mathematics and science programs and inserting STEM programs ; by inserting and, as appropriate, elementary schools, after with secondary schools ; by striking mathematics and science education and inserting STEM education ; by striking secondary school students and inserting students at these schools ; by striking science and advanced-technology fields and inserting STEM and advanced-technology fields ; and by striking agreements with local educational agencies and inserting articulation agreements or dual credit courses with local secondary schools, or other means as the Director determines appropriate, ; and in paragraph (3)— by striking subparagraph (B); by striking shall— and all that follows through establish a and inserting shall establish a ; by striking the fields of science, technology, engineering, and mathematics and inserting STEM fields ; and by striking ; and and inserting , including jobs at Federal and academic laboratories. ; in subsection (d)(2)— in subparagraph (D), by striking and after the semicolon; in subparagraph (E), by striking the period at the end and inserting a ; and ; and by adding at the end the following: as appropriate, applications that apply the best practices for STEM education and technical skills education through distance learning or in a simulated work environment, as determined by research described in subsection (f); and ; in subsection (g), by striking the second sentence; in subsection (h)(1)— in subparagraph (A), by striking 2022 and inserting 2026 ; in subparagraph (B), by striking 2022 and inserting 2026 ; and in subparagraph (C)— by striking up to $2,500,000 and inserting not less than $3,000,000 ; and by striking 2022 and inserting 2026 ; in subsection (i)— by striking paragraph (3); and by redesignating paragraphs

(4)and

(5)as paragraphs

(3)and (4), respectively; and in subsection (j)— by striking paragraph

(1)and inserting the following: the term advanced-technology includes technological fields such as advanced manufacturing, agricultural-, biological- and chemical-technologies, energy and environmental technologies, engineering technologies, information technologies, micro and nano-technologies, cybersecurity technologies, geospatial technologies, and new, emerging technology areas; ; in paragraph (4), by striking separate bachelor-degree-granting institutions and inserting other entities ; by striking paragraph (7); by redesignating paragraphs

(8)and

(9)as paragraphs

(7)and (8), respectively; in paragraph (7), as redesignated by subparagraph (D), by striking and after the semicolon; in paragraph (8), as redesignated by subparagraph (D)— by striking mathematics, science, engineering, or technology and inserting science, technology, engineering, or mathematics ; and by striking the period at the end and inserting ; and ; and by adding at the end the following: the term skilled technical workforce means workers— in occupations that use significant levels of science and engineering expertise and technical knowledge; and whose level of educational attainment is less than a bachelor degree. . Section 5 of the Scientific and Advanced-Technology Act of 1992 ( 42 U.S.C. 1862j ) is amended to read as follows: There are authorized to be appropriated to the Director for carrying out sections 2 through 4, $150,000,000 for fiscal years 2022 through 2026. . Section 7008 of the America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act ( 42 U.S.C. 1862o ) is amended by— inserting and graduate student after postdoctoral ; and inserting The requirement may be satisfied by providing such individuals with access to mentors, including individuals not listed on the grant. after review criterion. . Not later than 45 days after the date of enactment of this Act, the Director shall enter into an agreement with a qualified independent organization to evaluate the effectiveness of the postdoctoral mentoring plan requirement for improving mentoring for Foundation-supported postdoctoral researchers. The Director shall award grants, on a competitive basis, to institutions of higher education and non-profit organizations (or consortia of such institutions or organizations) to develop innovative approaches for facilitating career exploration of academic and non-academic career options and for providing opportunity-broadening experiences, including work-integrated opportunities, for graduate students and postdoctoral scholars that can then be considered, adopted, or adapted by other institutions and to carry out research on the impact and outcomes of such activities. In selecting grant recipients under this subparagraph, the Director shall consider, at a minimum— the extent to which the administrators of the institution are committed to making the proposed activity a priority; and the likelihood that the institution or organization will sustain or expand the proposed activity effort beyond the period of the grant. The Director shall require that annual project reports for awards that support graduate students and postdoctoral scholars include certification by the principal investigator that each graduate student and postdoctoral scholar receiving substantial support from such award, as determined by the Director, in consultation with faculty advisors, has developed and annually updated an individual development plan to map educational goals, career exploration, and professional development. The Director shall carry out a five-year pilot initiative to award up to 2,500 administrative supplements of up to $2,000 to existing research grants annually, on a competitive basis, to support professional development experiences for graduate students and postdoctoral researchers who receive a substantial portion of their support under such grants, as determined by the Director. Not more than 10 percent of supplements awarded under this subparagraph may be used to support professional development experiences for postdoctoral researchers. The Director shall award grants, on a competitive basis, to institutions of higher education or non-profit organizations (or consortia of such institutions or organizations) to support research on the graduate education system and outcomes of various interventions and policies, including— the effects of traineeships, fellowships, internships, and teaching and research assistantships on outcomes for graduate students; the effects of graduate education and mentoring policies and procedures on degree completion, including differences by— gender, race and ethnicity, sexual orientation, gender identity, and citizenship; and student debt load; the development and assessment of new or adapted interventions, including approaches that improve mentoring relationships, develop conflict management skills, and promote healthy research teams; and research, data collection, and assessment of the state of graduate student mental health and wellbeing, factors contributing to and consequences of poor graduate student mental health, and the development, adaptation, and assessment of evidence-based strategies and policies to support emotional wellbeing and mental health. It is the sense of Congress that the Foundation should increase the number of new graduate research fellows supported annually over the next 5 years to no fewer than 3,000 fellows. Section 10 of the National Science Foundation Act of 1950 ( 42 U.S.C. 1869 ) is amended— in subsection (a), by inserting and as will address national workforce demand in critical STEM fields after throughout the United States ; in subsection (b), by striking of $12,000 and inserting of at least $16,000 ; and by adding at the end the following: The Director shall ensure program outreach to recruit fellowship applicants from fields of study that are in areas of critical national need, from all regions of the country, and from historically underrepresented populations in STEM. . The Director shall ensure that students pursuing master’s degrees and doctoral degrees in fields relating to cybersecurity are considered as applicants for scholarships and graduate fellowships under the Graduate Research Fellowship Program under section 10 of the National Science Foundation Act of 1950 ( 42 U.S.C. 1869 ). Not later than 45 days after the date of enactment of this Act, the Director shall enter into an agreement with a qualified independent organization to evaluate— the role of the Foundation in supporting graduate student education and training through fellowships, traineeships, and other funding models; and the impact of different funding mechanisms on graduate student experiences and outcomes, including whether such mechanisms have differential impacts on subsets of the student population. Not later than 1 year after the date of enactment of this Act, the organization charged with carrying out the study under subparagraph

(A)shall publish the results of its evaluation, including a recommendation for the appropriate balance between fellowships, traineeships, and other funding models. The Director shall award grants to institutions of higher education to establish traineeship programs for graduate students who pursue artificial intelligence-related research leading to a masters or doctorate degree by providing funding and other assistance, and by providing graduate students opportunities for research experiences in government or industry related to the students’ artificial intelligence studies. A institution of higher education shall use grant funds provided under clause

(i)for the purposes of— providing traineeships to students who are pursuing research in artificial intelligence leading to a masters or doctorate degree; paying tuition and fees for students receiving traineeships; creating and requiring courses or training programs in technology ethics for students receiving traineeships; creating opportunities for research in technology ethics for students receiving traineeships; establishing scientific internship programs for students receiving traineeships in artificial intelligence at for-profit institutions, nonprofit research institutions, or government laboratories; and other costs associated with the administration of the program. The Director shall award fellowships to masters and doctoral students and postdoctoral researchers who are pursuing degrees or research in artificial intelligence and related fields, including in the field of technology ethics. In making such awards, the Director shall conduct outreach, including through formal solicitations, to solicit proposals from students and postdoctoral researchers seeking to carry out research in aspects of technology ethics with relevance to artificial intelligence systems. Not later than 1 year after the date of enactment of this Act, the Director shall conduct a full portfolio analysis of the Foundation’s skilled technical workforce investments across all Directorates in the areas of education, research, infrastructure, data collection, and analysis. Not later than 180 days after the date of the review under subparagraph

(A)is complete, the Director shall submit to Congress and make widely available to the public a summary report of the portfolio review. To meet evolving needs for data on the state of the science and engineering workforce, the Director shall assess, through coordination with other Federal statistical agencies and drawing on input from relevant stakeholders, the feasibility and benefits of incorporating questions or topic modules to existing National Center for Science and Engineering Statistics surveys that would vary from cycle to cycle. Not later than 1 year after the date of enactment of this Act, the Director shall submit to Congress and the Board the results of an assessment, carried out in coordination with other Federal agencies and with input from relevant stakeholders, of the feasibility and benefits of incorporating new questions or topic modules to existing National Center for Science and Engineering Statistics surveys on— the skilled technical workforce; working conditions and work-life balance; harassment and discrimination; sexual orientation and gender identity; immigration and emigration; and any other topics at the discretion of the Director. The Director shall continue and accelerate efforts to enhance the usefulness of National Center for Science and Engineering Statistics survey data for longitudinal research and analysis. Not later than 1 year after the date of enactment of this Act, the Comptroller General of the United States shall submit a report to Congress that— evaluates Foundation processes for ensuring the data and analysis produced by the National Center for Science and Engineering Statistics meets current and future needs; and includes such recommendations as the Comptroller General determines are appropriate to improve such processes. The Director shall award grants on a merit-reviewed, competitive basis to institutions of higher education or non-profit organizations (or a consortia of such institutions or organizations) to carry out research on the cyber workforce. In carrying out research pursuant to paragraph (1), the Director shall support research and development activities to— understand the current state of the cyber workforce, including factors that influence growth, retention, and development of that workforce; examine paths to entry and re-entry into the cyber workforce; understand trends of the cyber workforce, including demographic representation, educational and professional backgrounds present, competencies available, and factors that shape employee recruitment, development, and retention and how to increase the size, diversity, and capability of the cyber workforce; examine and evaluate training practices, models, programs, and technologies; and other closely related topics as the Director determines appropriate. In carrying out the activities described in paragraph (2), the Director shall— collaborate with the National Institute of Standards and Technology, including the National Initiative for Cybersecurity Education, the Department of Homeland Security, the Department of Defense, the Office of Personnel Management, and other Federal departments and agencies, as appropriate; align with or build on the National Initiative on Cybersecurity Education Cybersecurity Workforce Framework wherever practicable and applicable; leverage the collective body of knowledge from existing cyber workforce development research and education activities; and engage with other Federal departments and agencies, research communities, and potential users of information produced under this subsection. It is the sense of Congress that— since cybersecurity risks are constant in the growing digital world, it is critical that the United States stay ahead of malicious cyber activity with a workforce that can safeguard our innovation, research, and work environments; and Federal investments in the Federal Cyber Scholarship-for-Service Program at the National Science Foundation play a critical role in preparing and sustaining a strong, talented, and much-needed national cybersecurity workforce and should be strengthened. Section 302(b)(1) of the Cybersecurity Enhancement Act of 2014 ( 15 U.S.C. 7442(b)(1) ) is amended by striking the semicolon at the end and inserting the following and cybersecurity-related aspects of other related fields as appropriate, including artificial intelligence, quantum computing and aerospace; . The Director, acting through the National Center for Science and Engineering Statistics established in section 505 of the America COMPETES Reauthorization Act of 2010 ( 42 U.S.C. 1862p ) and in coordination with the Director of the National Institute of Standards and Technology and other appropriate Federal statistical agencies, shall establish a cybersecurity workforce data initiative that— assesses the feasibility of providing nationally representative estimates and statistical information on the cybersecurity workforce; utilizes the National Initiative for Cybersecurity Education

(NICE)Cybersecurity Workforce Framework (NIST Special Publication 800–181), or other frameworks, as appropriate, to enable a consistent measurement of the cybersecurity workforce; utilizes and complements existing data on employer requirements and unfilled positions in the cybersecurity workforce; consults key stakeholders and the broader community of practice in cybersecurity workforce development to determine data requirements needed to strengthen the cybersecurity workforce; evaluates existing Federal survey data for information pertinent to developing national estimates of the cybersecurity workforce; evaluates administrative data and other supplementary data sources, as available, to describe and measure the cybersecurity workforce; and collects statistical data, to the greatest extent practicable, on credential attainment and employment outcomes information for the cybersecurity workforce. Section 9(a) of the National Science Foundation Authorization Act of 2002 ( 42 U.S.C. 1862n(a) ) is amended— in paragraph (3)— in subparagraph (M), by striking and at the end; by redesignating subparagraph

(N)as subparagraph (O); and after subparagraph (M), by inserting the following new subparagraph: developing science, technology, engineering, and mathematics educational curriculum that incorporates art and design to promote creativity and innovation; and ; and in paragraph (10)(A)— in clause (xi), by striking and at the end; in clause (xii), by striking the period and inserting ; and ; and after clause (xii), by inserting the following new clause: have a component that includes the integration of art and design principles and processes. . The cost-sharing requirements under section 7036(c) of the America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act ( 42 U.S.C. 1862o–14(c) ) for the Major Research Instrumentation Program and under section 10A(i) of the National Science Foundation Authorization Act of 2002 (42 U.S.C. 1862n–1a(i)) for teaching fellowships administered within the Robert Noyce Teacher Scholarship Program are waived for a period of 5 years following the date of enactment of this Act. Not later than 5 years following the date of enactment of this Act, the Director shall submit to Congress an assessment, that includes feedback from the research community, of the impacts of the waivers provided under paragraph (1), including— programmatic and scientific goals; institutional commitment and stewardship of Federal resources; institutional strategic planning and administrative burden; equity among grantee institutions; and recommendations for or against extending or making permanent such waivers. Section 3 of the STEM Education Act of 2015 ( 42 U.S.C. 1862q ) is amended— in subsection (a)— in paragraph (2), by striking and at the end; in paragraph (3), by striking the period and inserting ; and ; and by adding at the end the following: the integration of art and design in STEM educational programs. ; in subsection (b)— in paragraph (3), by striking and at the end; in paragraph (4), by striking the period and inserting ; and ; and by adding at the end the following: design and testing of programming that integrates art and design in STEM education to promote creativity and innovation. ; and in subsection (c)(2)(B), as added by subsection (a)(4) of this section— in clause (ix), by striking and at the end; in clause (x), by striking the period and inserting ; and; ; and by adding at the end the following: the design and testing of programming that integrates art and design in STEM education to promote creativity and innovation. .

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