Washington Policy Reports
Washington Policy Report: April 2012
ASME Endorses “Broadening Participation in STEM” Act
On April 24th, Representative Eddie Bernice Johnson (D-TX) held a press conference to introduce H.R. 4483, the “Broadening Participation in STEM Education Act”. ASME has endorsed the legislation, which is in line with its diversity position paper, “Diversity and Inclusion in the STEM Workforce: A Strategic Global Imperative.”
In her letter, ASME President Victoria Rockwell said, “On behalf of ASME, I would like to applaud you for introducing the ‘Broadening Participation in STEM Education Act,’ which would provide grants to institutions of higher education for implementing or expanding reforms in undergraduate science, technology, engineering, and mathematics (STEM) education in order to increase the number of students from underrepresented minority groups receiving degrees in these fields, and to recruit, retain, and advance STEM faculty members from underrepresented minority groups at institutions of higher education. We commend you for championing this bold legislation, and look forward to working with you to support its enactment.”
The press conference was held during a National Action Council for Minorities in Engineering (NACME) event held on Capitol Hill. ASME staff was in attendance.
While racial and ethnic minorities comprise roughly a quarter of the population in the U.S., their representation in the science, technology, engineering, and mathematics (STEM) fields, particularly in academia, is far lower. By 2050, the current “minority” population is projected to represent more than 50 percent of the United States population. This bill helps to develop a workforce development strategy that takes into account this shifting demographic, which should help the U.S. recruit and retain all these potential STEM professionals in the STEM workforce.
In her remarks, Representative Johnson said, “For 20 years, I have worked to ensure that diversity provisions in legislation that come before the Science Committee are as strong as possible. I want to reiterate my commitment to broadening participation in STEM for all, which has been one of my top priorities as a Member of Congress. I want to thank the National Action Council for Minorities in Engineering, the American Society for Engineering Education, the American Association for University Women, and the Society of Women Engineers, who have endorsed this legislation and hopefully we can get it moving.”
Representative Johnson is the first African American and first female Ranking Member of the House Science, Space, and Technology Committee.
For more information about the bill, please visit: http://ebjohnson.house.gov/index.cfm?sectionid=21&parentid=18§iontree=18,21&itemid=749
To review the text of the bill, please visit: http://democrats.science.house.gov/bill/broadening-participation-stem-education-act
ASME President Rockwell’s letter will soon be available at: http://www.asme.org/about-asme/advocacy-government-relations/position-statements
ASME President Rockwell Takes Part in White House Forum on Women and the Economy
ASME President Victoria A. Rockwell was among several accomplished professionals invited to take the stage with President Barack Obama as he addressed the importance of ensuring the economic security of women during a special White House Forum held April 6.
Rockwell and nearly 200 other women professionals from across the United States took part in the White House Forum on Women and the Economy, which focused on the critical role that women play in driving the country’s economic progress. In addition to her role as ASME President, Rockwell is director of investment development at Air Liquide, a leading developer of gases for the industrial, health and environmental sectors.
Following President Obama's speech, Rockwell participated in an hour-long breakout session on education moderated by Cecilia Munoz, director of the Domestic Policy Council, and Shirley Ann Jackson, president of Rensselaer Polytechnic Institute.
In an interview with the Houston Chronicle’s Chron.com website, Rockwell said she was “floating on a bubble” after the experience in Washington, DC, which she called “humbling” and “awe-inspiring.”
In the interview, Rockwell acknowledged that when she started her career, she felt that women were “actively discouraged” from entering professions related to science and engineering. Not wanting to work in a traditional female-skewing field such as nursing or education, Rockwell said she persevered and pursued a career in the male-dominated engineering profession. In fact, the profession employed so few women, Rockwell said, that when she walked onto a construction site early in her career, all of the workers stopped and stared.
Advising young women who want to follow in her footsteps to “stick to their guns,” Rockwell said the engineering profession needs more women in order to increase diversity and “take us to the next level.”
The White House Forum coincided with the release of the White House Council on Women and Girls’ report, “Keeping America’s Women Moving Forward – The Key to an Economy Built to Last.” The new report details a wide range of policies, programs, and legislative initiatives under the Obama administration that are supporting women and girls at all stages of their lives and careers.
The report also highlights some distressing statistics about women in the U.S. workforce, including the fact that women still earn about three-quarters of what a man earns in many professions. According to a U.S. Department of Commerce report released in August, women with jobs in science, technology, engineering and math (STEM) jobs earned 33 percent more than comparable women in non-STEM jobs, resulting in a smaller wage gap.
To that end, President Obama noted that the first bill he signed into law was the Lilly Ledbetter Act, also known as the “Fair Pay Act,” which promotes economic parity among women and men. The President also pointed out that creating the White House Council on Women and Girls was one of his first priorities after taking office.
However, the president observed that there was still much room for improvement. While women account for four out of five degrees in education, he said, they only accounted for two in five business degrees, and fewer than one in four engineering and computer science degrees. Moreover, although women earn more than half of America’s college degrees and own nearly 30 percent of small businesses, they make up only 3 percent of Fortune 500 CEOs and only 25 percent of the workforce in the science and technical fields.
To read the Chron.com interview with ASME President Rockwell, please visit: http://blog.chron.com/txpotomac/2012/04/houston-resident-attends-white-house-forum-on-women-and-the-economy/
To review the report, “Keeping America’s Women Moving Forward – The Key to an Economy Built to Last,” please visit: http://www.whitehouse.gov/sites/default/files/email-files/womens_report_final_for_print.pdf
An archived webcast of President Obama’s speech at the White House Forum on Women and the Economy is also available at: http://www.whitehouse.gov/photos-and-video/video/2012/04/06/president-obama-speaks-white-house-forum-women-and-economy
OSTP Releases Data on STEM Education
On April 18, the White House Office of Science and Technology (OSTP) released the 2010 Federal STEM Education Inventory Data Set. This data set includes information on what STEM education programs the government funded in 2010, what audiences were targeted, what outcomes were monitored, and much more. The data set can be found at: http:www.whitehouse.gov/ostp and data.gov. The data set includes information from 13 Federal agencies that support education programs focused on STEM subjects, and is the most comprehensive compilation of federal STEM education programs.
Previously in December, the White House released the National Science and Technology Council’s Federal Science, Technology, Engineering, and Mathematics (STEM ) Portfolio report, which is an analysis of the 252 STEM education programs that comprise the federal government’s $3.4 billion investment. OSTP is expected to release the Administration’s STEM strategic plan, as required by the America COMPETES Reauthorization, in the coming months.
To view the data set, please visit: http://www.whitehouse.gov/sites/default/files/microsites/ostp/Guide%20to%20STEM%20Ed%20Data%20Set.pdf
The NSTC report can be found at: http://www.whitehouse.gov/blog/2011/12/09/ostp-releases-federal-stem-education-portfolio
White House Releases Girls in STEM Video
On April 24th, the White House released a video entitled, “Girls in STEM: A New Generation of Women in Science,” which features the young women scientists and engineers who were highlighted at the White House science fair in February. The video showcases these extraordinary young role models and their cutting-edge projects, which range from a machine that detects buried landmines, to a prosthetic hand device, to a lunchbox that uses UV light to kill bacteria on food.
To view the video, please visit: http://www.whitehouse.gov/blog/2012/04/24/next-generation-girls-stem
U.S. Women in Clean Energy Program Announced
On April 26th, the U.S. Department of Energy and the MIT Energy Initiative announced a three-part plan to help implement the Clean Energy Education and Empowerment initiative or “C3E”, which is a Ministerial program aimed at attracting more women to clean energy careers and supporting their advancement into leadership positions. This announcement was made at the Third Clean Energy Ministerial, a global forum of the energy ministers and leaders of 23 governments that join together to promote policies and programs to advance clean energy technology, share best practices and lessons learned, and encourage the transition to a global clean energy economy.
“The Department of Energy is committed to advancing American leadership in the global clean energy economy and capturing the new markets and jobs of the 21st century. We will be more successful in these endeavors if we harness the talents of all of our citizens,” said Energy Secretary Steven Chu. “Through the U.S. C3E initiative announced today, we are excited to join with MIT to ensure we are leveraging the skills and experiences of women nationwide to help solve important national and international energy challenges.”
The DOE-MIT plan includes the following three parts:
- AMBASSADORS: The Ambassadors will be a cohort of distinguished senior professionals who share an interest in broadening the recruitment, retention and advancement of highly qualified women in the field of clean energy and are committed to acting as champions for the goals of C3E. Ambassadors will also serve as the selection panel for the awards program outlined below.
- AWARDS: The DOE C3E Awards program will recognize mid-career individuals who advance the leadership and accomplishments of women in clean energy. Six awards will be given and will include a cash prize of $10,000. Nominations will be accepted in several clean energy-related categories, including innovation and technology development, entrepreneurship and innovative business models, corporate implementation, policy and advocacy, and advancements for the developing world. Nomination instructions will be available in coming weeks, with the goal of announcing the award winners at the C3E Symposium in September.
- SYMPOSIUM: This invitation-only symposium, to be held on September 28, 2012, will bring together women and men, including the Ambassadors, awardees, academia, NGOs, industry, and representatives from other C3E partner governments to help build a strong national and international community of professionals who support women in clean energy. The MIT Energy Initiative, in partnership with the Energy Department, will sponsor this event. In addition to an awards ceremony, the symposium will feature small group sessions focusing on specific issues in clean energy, including barriers to the full participation of women in this sector. This is envisioned as an annual event.
More information about this announcement can be found at: http://energy.gov/articles/us-department-energy-and-mit-energy-initiative-announce-women-clean-energy-program-united
For the inaugural list of U.S. C3E ambassadors, please visit: http://www.cleanenergyministerial.org/pdfs/US-C3E-FACTSHEET.pdf
Commerce Department Releases New Report Showing IP-Intensive Industries Contribute $5 Trillion, 40 Million Jobs To US Economy
Earlier this month, the U.S. Commerce Department released a comprehensive report entitled, “Intellectual Property and the U.S. Economy: Industries in Focus,” which finds that intellectual property (IP)-intensive industries support at least 40 million jobs and contribute more than $5 trillion dollars to, or 34.8 percent of, U.S. gross domestic product (GDP).
While IP is used in virtually every segment of the U.S. economy, the report identifies the 75 industries that use patent, copyright, or trademark protections most extensively. These “IP-intensive industries” are the source – directly or indirectly – of 40 million jobs, more than a quarter of all the jobs in the U.S. Some of the most IP-intensive industries include: computer and peripheral equipment, audio and video equipment manufacturing, newspaper and book publishers, pharmaceutical and medicines, semiconductor and other electronic components, and the medical equipment space.
The report also finds the following:
- Between 2010 and 2011, the economic recovery led to a 1.6 percent increase in direct employment in IP-intensive industries, faster than the 1.0 percent growth in non-IP-intensive industries; and,
- Merchandise exports of IP-intensive industries totaled $775 billion in 2010, accounting for 60.7 percent of total U.S. merchandise exports.
A detailed summary of the report may be reviewed at: http://www.uspto.gov/ip/officechiefecon/report_ip_and_the_us_economy.jsp
The complete 76-page report is available at: http://www.uspto.gov/news/publications/IP_Report_March_2012.pdf
Online Tool Helps Assess Intellectual Property Awareness
A new online tool can help small companies and entrepreneurs evaluate their awareness of intellectual property (IP), trade secrets, company data and more, and learn how to protect it. The National Institute of Standards and Technology’s Manufacturing Extension Partnership (NIST MEP) and the U.S. Patent and Trademark Office (USPTO) teamed up to create the IP Awareness Assessment, available at no charge at: www.uspto.gov/inventors/assessment/
Intellectual property is a key concern of small businesses owners, who can secure significant competitive advantages by exercising the rights they hold to their innovations. However, many individuals are often unaware of their rights and miss the opportunities they can provide.
“Understanding and protecting IP is an important step along the path of bringing innovations to the marketplace,” said Under Secretary of Commerce for Standards and Technology and NIST Director Patrick Gallagher. “We hope this tool will help companies and individuals better navigate the process and become more competitive.”
The full assessment comprises questions on five IP protection categories: utility patents; trademarks; copyrights; trade secrets; and, design patents. Five general IP categories are also covered: IP strategies and best practices; using technology of others; licensing technology to others; international IP rights; and, IP asset tracking. The questions presented in each category have been designed to discover the participant’s overall IP awareness.
“This Administration is committed to supporting innovative business tools, which help drive U.S. technological leadership worldwide and support a 21st century economy that is built to last,” said Under Secretary of Commerce for Intellectual Property and Director of the USPTO David Kappos. “The IP Awareness Assessment Tool will help entrepreneurs turn their ideas into reality and bring them to market faster, thereby creating jobs more quickly, too.”
NGA Brief Highlights Advantages of Informal Science
Adding to the chorus of reports suggesting an erosion of dominance by the U.S. in areas of science, engineering and technology, a new issue brief released by the National Governors Association (NGA), says that while the U.S. remains the world hub of science and technology capacity, its dominance is increasingly being challenged by the fast growth of science, technology, engineering and math (STEM) in Asia and other parts of the developing world. Currently, the increase of U.S. students pursuing studies and careers in STEM lags. The brief entitled “The Role of Informal Science in the State Education Agenda” looks at a type of innovation that complements other important initiatives.
Informal science education—which largely takes place outside the classroom at museums, science centers and other institutions—is an often overlooked tool that can be helpful for states seeking to boost their students’ understanding of math and science. Activities for informal science education include: sustained student learning beyond the classroom; limited-duration programs that compliment classroom learning; teacher professional development programs; and bringing resources to the classroom and student.
To help states make informal science a part of their state STEM agenda, the brief recommends that governors should:
- Explicitly include informal science education on their agenda of actions to improve STEM literacy and proficiency among the state’s youth;
- Continue to support quality informal science programs in the state such as those offered by museums and science centers;
- Encourage districts to support more project-based STEM learning in afterschool environments; and,
- Encourage the governor’s STEM council or state education agency to oversee the creation of an on-line catalogue of informal science activities offered throughout the state and a compendium of program evaluations.
The 13-page brief is available for review at: http://www.nga.org/files/live/sites/NGA/files/pdf/1203INFORMALSCIENCEBRIEF.PDF
ASME STEM Education Position Statements
STEM Education Coalition Letter to support STEM education-related appropriations in FY13
ID: PS12-14 Letter urges Congress to strongly support STEM education programs at the National Science Foundation, the Department of Education, and other science and engineering federal agencies Issued By: STEM Education Coalition
Letter of endorsement of the "Broadening Participation in STEM Education Act"
ID: PS12-13 Letter expressing support for Representative Johnson's diversity-related bill, which would award grants to increase the number of students from underrepresented minority groups receiving degrees in STEM Issued By: ASME Board on Education
Mandatory Educational Requirements for Engineering Licensure
ID: PS12-06 Paper outlines ASME’s recommendations for mandatory educational requirements for engineering licensure, as well as summarizes ASME’s opposition to the master’s or equivalent (MOE) position. Issued By: Board on Students and Early Career
Diversity and Inclusion in the Science, Technology, Engineering, and Mathematics (STEM) Workforce: A Strategic Global Imperative
ID: PS12-05 Provides guiding principles and policy recommendations for ASME’s diversity and inclusion activities Issued By: Diversity and Inclusion Strategy Committee
Coalition Letter to Chairman Kline regarding House Elementary and Secondary Education Act bills
ID: PS12-04 Letter outlines the STEM Education Coalition's recommendations to improve the House ESEA bills Issued By: STEM Education Coalition
STEM Education Coalition Letter to House and Senate Leadership in support of STEM education appropriations in FY 2012
ID: PS11-32 Letter expressing support for STEM education programs at the Department of Education and National Science Foundation in FY 12, especially the Department's Math and Science Partnership Program, Issued By: STEM Education Coalition
STEM Education Coalition Letter of Support for the “Preparing Students for Success in the Global Economy Act
ID: PS11-26a Letter endorsing Sen. Merkley's broad-based STEM bill, which reauthorizes the Department of Education's Math and Science Partnership program Issued By: STEM Education Coalition
Letter of endorsement of the “Preparing Students for Success in the Global Economy Act”
ID: PS11-26 Letter expressing support for Senator Merkley's broad-based STEM bill, which focuses on innovation through a variety of best practices, i.e. hands-on engineering competitions and STEM master teacher corps Issued By: Public Affairs & Outreach
PS #11-18: STEM Education Coalition Letter to Senate HELP Committee Leadership re: ESEA Reauthorization
Letter from the STEM Education Coalition providing recommendations for the upcoming Elementary and Secondary Education Act (ESEA) reauthorization to the Senate HELP Committee.
PS11-17 Letter of Endorsement of STEM Master Teacher Corps Act:
Letter from the ASME Center for Public Awareness expressing support for the STEM Master Teacher Corps Act, which would offer career advancement opportunities and higher pay to the top five percent of K-12 STEM teachers.
PS11-05 Letter of Endorsement to Senate and House Sponsors of the Engineering Education for the Innovation Economy Act
Letter from the ASME Center for Public Awareness expressing support for the Engineering Education for the Innovation Economy Act (the E2 for Innovation Act)
PS10-32 Letter to Senate Leadership Urging Passage of the America COMPETES Reauthorization Act in the Lame-Duck Legislative Session
Letter encourages the Senate to pass the America COMPETES Act when they return after the fall election.
PS10-31 Letter to House and Senate Leadership Urging Funding for STEM Programs at the Department of Education (ED) and National Science Foundation (NSF) in the Final FY 2011 Appropriations Bills
Letter supports the highest possible funding levels for STEM education programs at ED and NSF in FY 2011
PS10-30 Letter to Representative Woolsey endorsing her bill, the 21st Century STEM for Girls and Underrepresented Minorities Act of 2010
Letter in support of H.R. 6078, which would provide grants to local educational agencies to encourage girls and underrepresented minorities to pursue studies and careers in STEM.
PS10-29 Letter to Senator Shaheen endorsing her bill, the Innovation Inspiration School Grant Program Act of 2010 (S. 3732)
Letter in support of S. 3732, which would provide competitive funding to states and local school districts allowing participation in quality non-traditional high school-level STEM programs.
PS 10-20: ASME General Position Paper, Strengthening Pre-college Science, Technology, Engineering, and Mathematics (STEM) Education in the U.S.
A Technological Literacy and Workforce Imperative
PS09-09: ASME General Position Paper, Diversity and Inclusion in the U.S. Science,
Technology, Engineering, and Mathematics (STEM) Workforce
A National Imperative
ASME STEM Briefings/ Events
“Engineering in the K-12 Classroom” (5/18/11)
2011 Engineering Public Policy Symposium, “STEM Education and the 21st Century Workforce” (05/17/11)
“STEM 101” (3/10/11)
“ Increasing Minority Participation in STEM Fields,” co-sponsored by ASME (2/15/11)
Learn More
ASME Legislative Action Center
Get involved! Send a letter to your Member of Congress urging them to support STEM Education!
Current STEM Legislation
H.R. 1951/S. 969, The Engineering Education for Innovation Act
The Act would provide planning, implementation, and evaluation grants for state partnerships and school consortia to integrate grade appropriate engineering curricula and content into classrooms across the country.
S. 716, the Inspiration Innovation Grant Program Act
The Act would provide competitive funding to states and local school districts to allow them to participate in quality non-traditional high school-level science, technology, engineering, and mathematics (STEM) programs.
S. 758, STEM Master Teacher Corps Act
The Act would offer career advancement opportunities and higher pay to the top five percent of K-12 STEM teachers who would, in turn, mentor other STEM teachers and share best practices with the STEM education community.
America COMPETES Reauthorization Act
This bipartisan legislation is fundamental to ensuring America’s long-term economic competitiveness and our continued leadership in basic research and science and engineering education initiatives through the robust reauthorization of the National Science Foundation (NSF), the Department of Energy (DOE) Office of Science, and the National Institute of Standards and Technology (NIST).
For more legislative information from the Library of Congress, please visit http://thomas.loc.gov.
House and Senate Committees
House Appropriations Committee
Commerce, Justice, and Science Subcommittee
Labor, Health and Human Services, and Education Subcommittee
House Education and Workforce Committee
House Science, Space, and Technology Committee
Senate Health, Education, Labor, and Pensions Committee
Federal Agencies
White House: Educate to Innovate; Jobs and Competitiveness Council; Change the Equation and STEM Vital Signs Reports
President’s Council on Advisors of Science and Technology
Department of Education: Math and Science Partnership Program; Race to the Top; Investing in Innovation Fund
National Science Foundation: Education and Human Resources Directorate
Reports
National Academy of Sciences’ Framework for K-12 Science Education (7/11)
National Research Council report, “Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics” (6/11)
GAO Report, “Opportunities to Reduce Potential Duplication in Government Programs, Save Tax Dollars, and Enhance Revenue” (3/11)
NSF Report, "Women, Minorities, and Persons with Disabilities in Science and Engineering: 2011" (3/11)
PCAST STEM Report, “Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Mathematics (STEM) for America’s Future” (9/10)
NSB Report, “Preparing the Next Generation of STEM Innovators: Identifying and Developing Our Nation’s Human Capital” (9/10)