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4.4—SUBCOMMITTEE ON RESEARCH
4.4(a)—Life in the Subduction Zone: The Recent Nisqually Quake and Federal Efforts to Reduce Earthquake Hazards
March 21, 2001
Hearing Volume No. 107–2
Background
The purpose of the hearing was to examine the impact of the Nisqually earthquake that struck the Seattle area on February 28, 2001, and to discuss federal research efforts to mitigate the damage caused by earthquakes. Witnesses before the Committee included representatives from the U.S. Geological Survey (USGS) and the National Science Foundation (NSF)—two of the four participating agencies in the National Earthquake Hazards Reduction Program (NEHRP)—and two university researchers involved in seismic research. The witnesses were asked to address the following questions in their testimony: How significant were the effects of the Nisqually earthquake on the Puget Sound Region? How were these effects assessed? To what extent did buildings and land behave differently than expected in this earthquake? To what extent should codes, earthquake preparations and the research agenda be altered as a result? And, what is the current depth of our understanding about earthquakes in the Pacific Northwest and elsewhere, and where should we focus future research efforts?
The Subcommittee heard testimony from (1) Dr. John Filson, Coordinator of Earthquake Programs at USGS; (2) Dr. Priscilla Nelson, Director, Division of Civil and Mechanical Systems at NSF; (3) Dr. Steve Palmer, Washington Department of Natural Resources, Geology and Earth Resources Division; and (4) Dr. M. Meghan Miller, Professor of Geology, Central Washington University.
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Summary of Hearing
Chairman Smith opened this hearing by welcoming members—both new and old—to the first Research Subcommittee hearing of the 107th Congress. He discussed some of his goals for the upcoming session, including reauthorization of the National Science Foundation.
Chairman Smith then described the details of the February 2001 Nisqually Earthquake, stating that it resulted in 410 injuries and $2 billion in damages. He gave an overview and history of the National Earthquake Hazards Reduction Program since its inception in 1977, and discussed how the hearing would attempt to uncover how NEHRP programs had an impact before, during, and after the Nisqually Earthquake. The Chairman noted that he was particularly interested in learning about the new technologies—including more sensitive ground-based equipment and satellite-based sensors for monitoring fault movements—as well as efforts to provide real-time warnings or more accurate predictions of earthquakes.
Dr. Filson discussed the work that the Geological Survey carries out regarding earthquake monitoring, notification, and hazards assessment and presented data regarding seismic activity and shaking related to the Nisqually earthquake. Dr. Filson explained that:
The Nisqually earthquake was the result of tectonic movement between the Juan de Fuca and North American plates in the Pacific Northwest. The Juan de Fuca plate extends from the Pacific Northwest coastline to an ocean ridge approximately 500 miles offshore and moves northeast at about 1.5 inches per year. As it moves, the Juan de Fuca plate collides with, and is overridden by, the North American Plate and the Juan de Fuca plate sinks into the Earth's mantle.
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This process of tectonic movement results in enormous strain, which is released during an earthquake event. The three types of earthquakes that could occur in the Pacific Northwest region include: 1) type 1—large earthquakes that occur at the contact between the two plates, the subduction zone; 2) type 2—deep earthquakes that occur internally within the plate as it bends and deforms while sinking into the mantle; 3) type 3—shallow earthquakes that occur along the North American plate as it overrides the Juan de Fuco plate during convergence.
NEHRP has developed a predictive model of ground shaking during an earthquake for the entire U.S. and compares this model with data of actual shaking during earthquake events. Levels of shaking from the Nisqually earthquake—a 6.7 magnitude, type 2 event—did not exceed those predicted by the National assessment. The 33-mile depth of the earthquake reduced shaking at the Earth's surface and, therefore, caused less structural damage than superficial earthquakes of similar magnitude (such as the Northridge earthquake).
The USGS has been studying the seismic potential of the Pacific Northwest for more than 20 years and has installed a seismic detection network to monitor events such as the Nisqually earthquake. Further, USGS has worked closely with the City of Seattle to identify earthquake and landslide hazards and to implement measures, including public awareness, to lessen their impacts. Building retrofitting in the Pacific Northwest may have diminished the damages caused by the Nisqually earthquake.
Dr. Nelson explained that earthquake events provide a wealth of knowledge relative to earthquake hazard mitigation and stated that:
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The National Science Foundation supports a number of individual researchers, consortia, and research centers that participate in earthquake reconnaissance activities and post-earthquake research, five of which were involved in the Nisqually response effort along with FEMA (Federal Emergency Management Agency) and USGS (United States Geological Survey).
Nonstructural damage was the major impact of the Nisqually earthquake, with only unreinforced masonry buildings on poor soils suffering significant structural damage.
Data collected during and following the Nisqually event will allow scientists to evaluate the impact of soil type on performance during an earthquake.
NSF is supporting work in the area of performance-based earthquake engineering to study pre-collapse performance of buildings and to correlate performance expectations with investment in building construction or retrofitting.
Dr. Palmer highlighted the findings of previous liquefaction hazard studies in the Puget Sound and presented some of the early findings regarding soil liquefaction during the Nisqually earthquake, noting that:
The Nisqually earthquake was very near the location of the 1949 Olympia quake—a 7.1 magnitude, type 2 event—so a comparative study of damages is informative.
During the Nisqually event, the greatest damages occurred in Olympia and Seattle, primarily in areas where liquefaction (the process by which water-saturated soils experience increased particle movement during an earthquake) resulted in reduced soil strength and stiffness. These damages were consistent with past performance during the 1949 earthquake and with predicted liquefaction hazard areas reported by NEHRP.
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Liquefaction was most severe along Deshutes Parkway and at the north end of the runway at Boeing Field, a designated high-hazard area. Damage in the port area of Seattle was widespread, but minimized because of geotechnical engineering of new construction projects completed in the last few decades.
There were surprises with this earthquake, namely the significant damage at SeaTac Airport where peak ground acceleration was well below the limits of current structural design code in western Washington. Another surprise was the lack of liquefaction in the Payallup Valley where numerous occurrences were observed during the 1949 earthquake. Both of these areas are the site of further investigation and research.
Damages could have been much greater if the ground shaking had been stronger, lasted longer, or occurred when the ground was much more saturated.
Dr. Miller testified about advanced seismic monitoring, risk assessment and planning in Puget Sound and stated that:
The co-seismic deformation (the change in the position of the ground after the earthquake fault has split) following the Nisqually earthquake was observed using continuous Global Positioning System (GPS) geodesy. This data, and that collected following other seismic events, will help scientists better understand the physics of earthquakes and how the earth responds to seismic events.
GPS geodesy has shown that approximately 5 mm of shortening occurs each year across the Olympic Mountains and Puget Sound. This movement will ultimately be released through earthquakes and related processes and could result in the rupture of the east-west Seattle fault in an earthquake larger than a magnitude 7.5 event. Such an earthquake, because of its proximity to an urban corridor, could rival or exceed the Northridge earthquake in terms of damage and casualties.
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A denser distribution of GPS stations in the Puget Lowlands will help researchers determine which faults pose seismic hazard and could positively impact zoning and building code development, mitigation strategies, community preparedness, and response planning. Central Washington University is currently contributing toward the GPS monitoring in Puget Lowlands as a result of NSF support and partnership with USGS, Southern California Earthquake Center and the University NAVSTAR Consortium.
The Earthscope Initiative, a project currently approved by the National Science Board and waiting congressional support, would expand the capacity of GPS observations and systematic accounting of seismic hazard in the U.S. This Initiative involves a number of federal agencies including NSF, NASA, USGS, DOE, and also has international partnerships with Canada and Mexico.
4.4(b)—Improving Math and Science Education So That No Child Is Left Behind
May 2, 2001
Hearing Volume No. 107–27
Background
In his plan for reforming K–12 education in the United States, No Child Left Behind, President Bush laid out a comprehensive agenda for improving the Nation's K–12 schools. Included in his package of proposed reforms was a call for partnerships between institutions of higher education and K–12 schools aimed at strengthening the quality of math and science instruction in elementary and secondary schools. Types of partnership activities addressed in No Child Left Behind include: making math and science curricula more rigorous, improving teacher professional development in math and science, attracting more math and science majors to teaching, and aligning high school math and science standards to college performance expectations. In the President's initial budget request, A Blueprint for New Beginnings, President Bush charged the National Science Foundation with the responsibility for undertaking this initiative.
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The Subcommittee heard testimony from (1) Dr. Phil Sadler, Director of the Science Education Department at the Harvard-Smithsonian Center for Astrophysics; (2) Mr. David Garner, Executive Administrator of the Urban Systemic Program, Oklahoma City Public Schools; (3) Dr. Carlo Parravano, Director, Merck Institute for Science Education; and (4) Dr. Eugene Shaffer, Chair of the Education Department at the University of Maryland Baltimore County.
Summary of Hearing
Chairman Smith opened this hearing by noting that many of our efforts at improving K–12 math and science education have been ineffective, and that U.S. students generally fall in the middle of the pack compared with students of other countries. The President's plan to improve education, No Child Left Behind, and certainly the math and science partnership initiative, highlights the importance of partnerships between K through 12 schools and institutions of higher education in leading the math and science education reform effort. As part of that plan the President charged the National Science Foundation with the responsibility of implementing and managing a Math and Science Partnership Initiative.
Chairman Smith stated that the hearing would serve to examine the role of various kinds of partnerships in education reform by hearing from those that have experience in this area and can be of great help as we try to formulate how we best move ahead in this venture to improve math and science education. He noted that he hoped the discussion would provide details and directions regarding some of the key elements pivotal to the successes, as well as danger spots that we might encounter. Through our exploration in these efforts perhaps we will better understand what works and how best to make it more broadly applicable across the United States.
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Dr. Sadler talked about the projects that the Harvard-Smithsonian Center for Astrophysics is working on and noted that:
The Harvard-Smithsonian Center for Astrophysics supports a 45-member Science Education Department that has been described as a model for partnership activities between teachers and scientists. The Center brings together scientists and teachers to produce curricular materials based on discovery activities, and to develop new kinds of standardized tests for students in grades 4–12.
The key components of a successful educational program at a large research institution include: institutional leadership dedicated to improving K–12 science education; high standards and activities subjected to rigorous evaluation; and the involvement of expert scientists and engineers, teachers, world-class researchers, graduate students, and post-doctoral fellows.
There are significant barriers for scientists and mathematicians who wish to be engaged in K–12 outreach, namely, the lack of consideration of K–12 work as part of the university professor's professional contribution, the disparity between university concerns and the practical problems of society, a tenure system that is not focused on solving practical problems, and the fact that teaching is seen as an art.
Schools of education have strongly resisted the move to National standards, National assessment and accountability. Well-controlled educational studies using quantitative measures appeal to scientists and engineers who can help guide this work because controlled research studies are ''at home'' in a scientific research center.
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NASA funding has helped to engage some research scientists in educational activities and has helped researchers find a path to combine their science activities with educational outreach.
Dr. Schaffer discussed the University of Maryland Baltimore County and some of its program attributes, including:
There are no undergraduate education majors at UMBC. Rather, UMBC requires all teacher education graduates to obtain a degree in the subject area to be taught in addition to taking post-baccalaureate courses in education and participating in on-going field experiences.
In order to recruit more people to careers in teaching, UMBC has an active outreach program to high schools and community colleges that allows students at these institutions to move rapidly and easily through joint admission programs and course transfer options.
UMBC has created partnerships between the university and local K–12 schools that serve teachers in training, provide professional development opportunities for current teachers and administrators, and provide a forum for on-going research activities.
There is also an Urban Teacher Education Program at UMBC that focuses on recruitment and training of individuals dedicated to teaching in urban settings. This post-baccalaureate program provides future teachers with training in content as well as the use of integrated materials in the classroom. Students in this program receive tuition, salary or stipends in addition to free books and computers—this financial ''package'' helps working adults transition to careers in teaching.
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It is imperative to provide mentoring support for new teachers in the area of content delivery; therefore, schools should provide content experts to serve as mentors for new teachers, especially those in their second and third year of teaching when they are more comfortable with classroom management and become more focused on content delivery issues.
Although collaborations are costly, time-consuming, and difficult to manage, they are very worthwhile and the sum value of a collaborative effort is greater than that of the parts for both teachers and children.
Mr. Garner stated that teacher preparation programs must be analyzed and reformed and noted that:
The Oklahoma City Public Schools have benefited from participation in the NSF-funded Oklahoma Teacher Education Collaborative (OTEC) that has developed innovative recruitment strategies, reformed undergraduate curriculum for teacher preparation, and increased support of new teachers during their initial years in the classroom.
The OTEC program has had a positive impact on coursework offered through the School of Math and Science at the University of Central Oklahoma (UCO) in that teacher's are now provided with a more content-rich undergraduate experience.
However, the OTEC program has not had an impact on the School of Education at UCO which continues to graduate teachers unprepared for the demands of teaching in an urban setting.
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The greatest barrier to effective partnerships between K–12 teachers and their university colleagues is the lack of time. For reform to be comprehensive and effective, teacher training programs must provide significantly more field experience and teachers must be given ample opportunities and time to pursue continuing professional development. Inadequate support and non-systemic reform efforts are the norm in public education.
Dr. Parravano noted that the Merck Institution for Science Education has been successful in leading systemic reform in four New Jersey public school districts and one Pennsylvania district. Merck recommends the following steps for developing effective business-to-school partnerships, including:
Partner with districts that are willing to use a systemic approach to make science an instructional priority.
Develop high-quality instructional materials and then provide them at considerable scale engaging high proportions of teachers to participate.
Involve a critical mass of teachers at each institution and the changing practices of these teachers will have a positive impact on all teachers at the institution.
Be cautious about using team leaders to stimulate instructional change within a school—this model has had mixed success and is highly dependent on the support of the principal and careful selection of leader teachers.
Use the corporate assessment model to measure results continuously and modify the program according to those results.
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4.4(c)—Classrooms as Laboratories: The Science of Learning Meets the Practice of Teaching
May 10, 2001
Hearing Volume No. 107–7
Background
The purpose of the hearing was to examine the gap that currently exists between what is known about how people learn and the methods and materials educators use to teach. The fields of cognitive science and neuroscience have grown markedly due to an expanding repertoire of tools that enable researchers to understand how humans process, store and utilize information, yet educational materials and practices are rarely aligned to this knowledge. The Subcommittee considered recent reports from the National Academy of Sciences, including How People Learn: Bridging Research and Practice and Improving Student Learning, to better understand the recommendations for incorporating research into classroom practice. The hearing helped the Subcommittee refine ideas that are likely to be part of education legislation later this month.
Testifying at this hearing were: (1) Dr. Diane Halpern, Professor of Psychology, California State University at San Bernardino; (2) Dr. Jose Mestre, Professor of Theoretical Nuclear Physics and Cognitive Science, University of Massachusetts at Amherst; (3) Dr. Nancy Songer, Professor of Education, University of Michigan; and (4) Dr. Chirs Dede, Professor of Learning Technologies and Education, Harvard University.
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Summary of Hearing
Dr. Halpern discussed cognitive science and noted the following:
There is considerable knowledge about powerful learning strategies that can be used to promote long-term retention and transfer that is not being applied in classrooms.
The understanding of scientific principles among the general public is very low.
It is important to redesign education to teach for transfer and long-term retention and to help students handle challenging courses and subject matter.
There is a critical need for research on instructional programs that can be scaled up to include large student samples at multiple sites.
Dr. Mestre discussed how the science of learning can be applied to improve students' learning and noted the following:
Little is known about the following aspects of learning: knowledge transfer, pedagogical content knowledge, and assessment.
Current practices for training pre-service and in-service teachers are in need of major revision to eliminate the mismatch between how teachers are taught and how we expect them to teach.
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Science Ph.D.s should be taught about learners' cognitive development or pedagogy so that they can more effectively teach science to others.
To solve the problems in education today, we need to draw on the expertise and research methodologies of several disciplines and increase funding for further research.
Dr. Songer suggested four necessary steps to facilitate the impact of learning research in the classroom:
Form very specific kinds of long-term partnerships to implement the education reform agenda.
Develop more educational programs that are based on learning research.
Solicit long-term commitment from school administrators, educational researchers, teachers, and funding agencies because effective reform requires effort for longer duration than the typical funding cycle.
Assess pedagogical models for impact on a variety of children and in an array of educational settings to determine which practices are best for children based on factors such as learning style and learning environment.
Dr. Dede discussed learning technologies research and noted the following:
In a knowledge-based economy, all students need to master higher-order cognitive, affective and social skills, including rapid decision-making, troubleshooting, the ability to collaborate, and the ability to find relevant information within a sea of quasi-accurate information.
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Centers should be created to perform research in real-world implementation of information technology to education. These Centers should be problem-focused such that research findings can be easily translated to educational practice.
Learning technologies are worth the time, effort and resources required for widespread implementation only when they are used appropriately. ''Technology is not a vitamin whose mere presence in schools and teacher preparation programs catalyzes better educational outcomes.''
4.4(d)—NSF FY02 Request: Research and Related Activities
June 6, 2001
Hearing Volume No. 107–16
Background
This hearing was on the National Science Foundation's Fiscal Year 2002 Research and Related Activities Budget Request. In addition to the budget overview, the Subcommittee heard testimony on the process by which NSF establishes programmatic and budget priorities as exemplified by the Plant Genome Research Program (PGR) and Project 2010, two plant biology programs funded out of NSF's Biology Directorate. Testifying before the Committee was a representative of NSF and two research scientists who are principal investigators of Plant Genome research projects and who also serve on various oversight and advisory committees for the Biology Directorate.
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The Subcommittee heard from: (1) Dr. Joseph Bordogna, Deputy Director of the National Science Foundation; (2) Dr. Mary Clutter, Assistant Director of Biological Sciences, NSF; (3) Dr. Vickie Chandler, Professor of Plant Sciences and Molecular and Cellular Biology at the University of Arizona and currently a co-Principal Investigator on an NSF-funded Plant Genome Research Virtual Center project; and (4) Dr. Daphne Preuss, Assistant Professor of Molecular Genetics and Cell Biology at the University of Chicago, and former Chair of the NSF–DOE–USDA Arabadopsis Genome Oversight Committee.
Summary of Hearing
Dr. Bordogna discussed NSF's process for setting agency investment priorities and noted that:
A number of factors are considered when setting research priorities including: scientific readiness, technical feasibility, response to National needs, affordability, performance goals and results, international benchmarks, and balance with existing programs of NSF and other agencies.
NSF staff and management personnel and the National Science Board work together to determine final research priorities.
There are two major integrative strategies in implementing NSF's budget: strengthening core activities and emphasizing areas of intellectual capital.
NSF seeks to maintain an integrated portfolio that makes the wisest investments in the most promising fields.
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Dr. Clutter provided an overview of the Plant Genome Research Program and Project 2010 as case-study examples of the budgeting process.
The Plant Genome Research Program supports research in an area of science unique to the NSF by proving funding for research that is not supported by any other agencies.
The Plant Genome Research Program, initiated in 1998, allowed for the accelerated sequencing of the genome of Arabidopsis, a model plant. The sequencing of Arabidopsis, in many ways, is as important as the Human Genome Project because it provides a starting point for better understanding the genetic make-up of plants.
Project 2010 builds upon the Plant Genome program because Project 2010 will allow scientists to determine the function of all of the Arabidopsis genes identified through the sequencing project.
Dr. Chandler stated the following concerning NSF funding:
NSF determines its research priorities by extensive consultation with scientists through its Advisory Boards, special workshops, and scientific meetings. The impetus for new programs and initiatives most often comes from the scientific community.
Through its continued investment in core research and education activities and through its special priorities, NSF has been a leader in helping to create the exciting research environment we are experiencing today. Core research grants provided by NSF to individual researchers are the foundation for conducting scientific research in our country and are a major reason that the U.S. has a competitive edge in many research areas.
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The NSF-sponsored Plant Genome Program has opened up the world of plant genomics and has led to significant advances in the way plant research is conducted. Unlocking the mystery of plant genomes will advance research related to food production, pharmaceuticals, energy production, and the environment.
Dr. Preuss stated the following concerning NSF funding and plant biotechnology research:
NSF's support for basic science has had an enormously positive impact on science.
NSF played a leading role in the international Arabidopsis Genome Sequencing Project, setting the early standards for technical methods and public data release, providing 51 percent of the funding for this effort, and facilitating the early completion of this project.
NSF's continued investment in basic science is enormously important in that leading researchers are trained by these funds, cutting edge science has been supported, and innovative programs have been established that drive science forward.
Without micromanaging, NSF staff inspire, motivate and enable scientists to do great work.
4.4(e)—Reinventing the Internet: Promoting Innovation in IT
June 26, 2001
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Hearing Volume No. 107–38
Background
The hearing addressed the role of the Federal Government in promoting innovation in information technology. The hearing focused on:
The need for federal investments in fundamental research in IT;
The effects of those investments on the Nation's economy, workforce, and scientific enterprise;
The state of current federal programs in IT research and development (R&D), as established by past legislation, including the High-Performance Computing Act of 1991 and the Next Generation Internet Research Act of 1998; and
The need for congressional action to update the authorization legislation of the current and future coordinated activities of federal agencies in IT R&D.
The Subcommittee heard from: (1) Dr. Eric Benhamou, Chairman and CEO, 3Com Corporation, and member of the President's Information Technology Advisory Committee (PITAC); (2) Dr. Anita Jones, Professor of Engineering and Applied Science, Department of Computer Science, University of Virginia; (3) Mr. Alfred R. Berkeley, III, Vice Chairman of the Board of Directors and former President, The Nasdaq Stock Market, Inc.; and (4) Ms. Cita M. Furlani, Director, National Coordination Office for Information Technology Research and Development.
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Summary of Hearing
Chairman Smith opened this hearing by noting that IT is an integral part of our daily lives and a driving force in the global economy. Fast, capable computers and far-reaching networks enable instantaneous communications worldwide, access to unimaginable volumes of information, and enough computational power to make American business and industry more efficient and productive. He noted that Alan Greenspan, Chairman of the Federal Reserve, has said that he believes that the remarkable performance of the U.S. economy is due to ''the resurgence of productivity growth'' which he credits to the revolution in information technology.
He described the history of federal support for IT research and development dating back to the World War II era when the first digital electronic computer was developed and the Federal Government's overall investment in computing was less than $20 million a year. Since then, the Federal Government's investment in computing and the underlying disciplines—mathematics, engineering, physics—has been significant. Today, multi-agency programs such as the President's Information Technology Advisory Committee (PITAC) have been developed to coordinate the federal effort in this area. Chairman Smith also stated that he hoped the witness would provide recommendations for authorization levels and broad policy guidance for a multi-agency IT R&D program, including what specific areas of research should be given high priority.
Dr. Jones discussed the importance of government funded information technology research and noted:
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Today's favorable economy is to a great extent enabled by research in information technology.
NSF has not been able to acquire the most capable high-end computers for research, which limits university research.
The annual government competition for high-end computing is inefficient.
Computer science departments are having difficulties maintaining their current faculty size due to insufficient funding for research.
Mr. Benhamou discussed the following concerning the IT industry and federal funding for R&D:
Several key sectors of the IT industry owe their existence to basic research funded by the Federal Government in the 1960's and 70's.
The natural rewards and incentives that shape the IT industry has made it very short-term focused.
Long-term IT research is necessary to continue the flow of ideas that have fueled the information revolution.
There are four specific areas that need increases in funding: software, scaleable information infrastructures, high-end computing, and the related socioeconomic impacts.
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Mr. Berkeley discussed the following concerning the IT industry and federal funding for IT R&D:
Venture capital partnerships do not have the time to conduct long-term, basic research that leads to commercial products.
With deregulation and globalization, corporations are forced to seek short-term returns and are not able to conduct long-term research.
Only government can take a longer-term perspective, but federal investment is slowing and needs to be increased.
Better education in math and science is needed.
Strong intellectual property laws are needed to protect and promote innovation.
Easing technology transfer from government-funded research to commercial application is necessary.
Ms. Furlani discussed the Networking and Information Technology Research and Development effort (NITRD) and made the following points:
Federal support for IT R&D helped to launch the IT revolution some 50 years ago.
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Congress's original framework for IT R&D has evolved into a very productive research enterprise.
The NITRD effort does not suffer from structural weaknesses.
NITRD faces the problems of undertaking the necessary R&D to tackle IT problems at scale and working with other federal agencies on their IT problems.
4.4(f)—Ocean Exploration and Coastal and Ocean Observing Systems. (Joint Hearing of the Subcommittee on Research, the Subcommittee on Environment, Technology, and Standards, Committee on Science; and the Subcommittee on Fisheries Conservation, Wildlife and Oceans, Committee on Resources.)
July 12, 2001
Hearing Volume No. 107–26
Background
The purpose of the joint hearing was to receive testimony on federal interagency cooperation on ocean research and particularly on the progress of, and plans for, the implementation of an integrated and sustained ocean observing system. This hearing also examined the need to coordinate the rapidly proliferating coastal observing systems and review the Report of the President's Panel on Ocean Exploration and the implementations of that report's recommendations.
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The Committees heard from: (1) Mr. Scott B. Gudes, Acting Undersecretary for Oceans and Atmosphere of the Dept. of Commerce; (2) Dr. Rita R. Colwell, Director of the National Science Foundation; (3) Rear Admiral Jay M. Cohen, Chief of the Office of Naval Research of the U.S. Navy; (4) Vice Admiral Conrad Lautenbacher, Jr., President of Consortium for Oceanographic Research & Education; (5) Dr. Marcia McNutt, President and Chief Executive Officer of Monterey Bay Aquarium Research Institute; (6) Dr. Robert Ballard, President of the Institute for Exploration; (7) Dr. Robert A. Weller, Director of Cooperative Institute for Climate and Ocean Research, Woods Hole Oceanographic Institution; (8) Dr. J. Frederick Grassle, Director of the Institute of Marine and Coastal Sciences, Rutgers University; (9) Dr. Alfred M. Beeton, Senior Science Advisor, National Oceanic and Atmospheric Administration; and (10) Dr. Alexander Malahoff, Director of the Hawaii Undersea Research Laboratory at the University of Hawaii.
Summary of Hearing
Environment, Technology, and Standards Subcommittee Chairman Vernon Ehlers opened the hearing by stating that improved cooperation and coordination among federal agencies, Congressional Committees, and the research community is needed for a more effective ocean research program. Due to limited financial resources, these groups need to agree on specific priorities to achieve goals.
Mr. Gudes testified on ocean exploration, ocean observations, coastal observations, and the role of the National Oceanic and Atmospheric Administration (NOAA). He noted that:
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The President's budget includes $170 million for NOAA to conduct ocean research in fiscal year 2002.
In 2000, a panel of marine scientists and explorers were convened to review U.S. efforts in ocean exploration. It recommended that the U.S. establish a national program of ocean exploration and discovery.
He discussed ocean exploration's role in the discovery of new species, our understanding of geological phenomena, etc.
There are fewer ocean-based measurement systems than there are land-based.
The National Ocean Partnership Program is an excellent mechanism for coordinating oceans activities across agencies.
It is important, especially on the West Coast, for tsunami warning devices to be improved.
Dr. Colwell testified that the National Science Foundation (NSF) has a proud history of supporting basic research and education in the ocean sciences. It has a ''broad, encompassing role that advances the frontiers of discovery and seeks to engage the public.'' Dr. Colwell showed footage taken from the submersible ALVIN two miles below sea level, and noted that:
The NSF accounts for less than four percent of the total federal research and development budget, yet provides about 70 percent of federal funding to academic institutions for ocean research.
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More than 95 percent of the world's oceans remain unexplored.
The NSF is working with the academic community and federal agencies to provide a new infrastructure to gain access to the oceans and to facilitate the collection of time series data. This will help improve our understanding of the basic biology, chemistry, geology, and physics of oceans.
Admiral Cohen discussed the importance of ocean exploration, and strongly supports efforts to develop and implement an integrated and sustained national ocean observing system. He noted that:
Oceans cover 70 percent of the Earth's surface, and are constantly changing.
Oceans are the Navy's operating environment. The Navy must continually collect and monitor data from all the world's oceans in order to ensure the safety of its fleet.
Admiral Lautenbacher represented the Consortium for Oceanographic Research and Education (CORE), a consortium of 64 premier oceanographic institutions. He noted that:
Ocean exploration and ocean observing are equally important, and we should emphasize the value we get from each approach to ocean research.
Now is the time for researchers to work together in a coordinated effort to advance ocean research. The technology available today is such that we can do things that were only dreamed about several years ago.
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Sustained time series data from coastal areas and around the world in addition to the cooperation and coordination of federal agencies are needed to answer pressing questions on environmental management.
The National Oceanographic Partnership Act successfully established a super-agency mechanism to support and finance ocean exploration and observation.
Dr. McNutt re-emphasized the importance of ocean exploration. She strongly supports further research to learn more about this largely unexplored area. She noted that:
The ocean is earth's largest living space, containing 80 percent of all phyla. Most photosynthesis occurs there, it keeps earth habitable, and it processes our waste. It also provides an inexpensive source of protein to feed our population.
The Monterey Bay Aquarium Research Institute is currently considering direct sequestration of carbon dioxide into the ocean 3 kilometers below the surface to mitigate global warming. However, it is having difficulty assessing the potential biological impact of such activity because so little is known about the organisms at that depth.
In order to know the right scientific questions to ask of ocean models and predictions, the U.S. needs to further explore the ocean.
Ocean exploration is defined as the systematic observation of all facets of the ocean in the three dimensions of space and the fourth dimension of time. Ocean exploration leads to unpredictable rewards; possibilities include cures for diseases, discovery of untapped mineral, energy, and biological resources, insights into ocean system functions, and beautiful geological and biological vistas.
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Many countries, including Ireland, Japan, France and Russia, are much more advanced in their ocean exploration tools and programs than the U.S.
Stakeholders such as federal laboratories, businesses, universities, educators, conservationists, students and relevant federal agencies should be involved in ocean exploration. The activities of these groups need to be coordinated through an effective management structure, which could potentially be the National Ocean Partnership Program.
Ocean exploration programs will be most effective and systematic with built-in mechanisms for educational outreach and information dissemination. Exploration would begin with reconnaissance mapping of the sea floor and water column.
Detailed exploration should be done by a state of the art flagship equipped with new generation submersible technology and high bandwidth satellite communication to bring real-time discoveries to aquaria, schools, homes and offices over the Internet.
Mr. Ballard believes that oceans are our last unexplored frontier and that we need to develop a blueprint for future exploration. He noted that:
There is no major ocean exploration program in the U.S.
Ocean exploration can lead to great discoveries with the help of newer technologies such as autonomous underwater vehicles.
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The future of sea farming will involve a shift from people as hunters and gatherers of the sea to shepherds of the sea.
The natural beauty and cultural heritage of the oceans need to be preserved for future generations by expanding existing sanctuaries such as The National Marine Sanctuary. Public access is necessary to gain the public support needed for long-term protection.
Dr. Weller gave a brief recount of his time in the Pacific Ocean during the onset of the 1997 El Niño. He noted that:
Oceanic measuring devises deployed by the National Science Foundation and international partners enabled early detection and warning of the 1997 El Niño, which gave people around the world time to prepare for its effects.
In 1999 the value of these early El Niño warnings was estimated at $300 million for the agricultural sector, and $1 billion for all U.S. sectors combined. The payoff is huge considering that the U.S. puts only $12 million into the El Niño observing system annually.
The ocean system across the globe is interconnected; as such, research activities need to be globally focused.
The tools used to measure oceanic changes, like buoys and moorings, are available. We just need to get more of them out there.
Dr. Grassle focused on the need for a national network of linked and coordinated ocean observing systems, and on recommendations for how such a network should be established. He supports ocean exploration and the census of marine life programs and has suggestions for their advancement. He noted that:
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An integrated national network of coastal ocean observing systems needs to be developed. More than half of Americans live in coastal zones, more than 95 percent of the Nation's foreign trade moves by sea, the fishing industry and other industries rely on ocean, and our understanding of it influences all of these activities.
A sustained network of linked and coordinated regional ocean observing systems will provide a new way of looking at, working in, and understanding the ocean.
The growing community of users of ocean information needs a modeling and measurement system that has the ability to continuously map surface current flows and obtain data from satellite observations, buoys, and autonomous gliders.
Intensive observatory facilities operated by scientists from all disciplines are needed to conduct long-term experiments, sustain long time series observations, and test new ideas and equipment.
The National Science Foundation and the Office of Naval Research have played major roles in the development of the LEO observatory, and should continue to play a leading role in the development of intensive observatory technologies.
The National Ocean Research Leadership Council and National Oceanographic Partnership Program should be responsible for coordinating a national ocean observing system and approving standards and protocols for administering the system.
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Dr. Beeton testified on ocean exploration in the context of the Great Lakes. He noted that:
The Science Advisory Board is the only federal committee whose responsibility it is to advise the Undersecretary of Commerce for Oceans and Atmosphere on long- and short-term strategies for research, education, and application of science to resource management.
Coastal and ocean observations are necessary to predict events that effect commerce and life and to minimize financial and personal loss.
Ocean exploration activity should include geophysical surveys to update bathymetric charts for navigation, fisheries, and recreation.
We need long-term monitoring to detect subtle changes in the Great Lakes ecosystems, make more coherent assessments of long- and short-term impacts, and understand coastal water quality's influence on public health.
Mr. Malahoff stressed that the oceans are an essential resource for the U.S., in addition to being our frontline against adversaries. He noted that:
Oceans provide us with food, energy, and resources for a range of new industries specializing in marine byproducts and their uses.
NOAA's creation of the Office of Ocean Exploration is a catalyst that will enable the U.S. to lead the development of a holistic understanding of the world's oceans.
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Grass roots partnerships are key to improving ocean exploration.
Core programs such as NOAA's National Undersea Research Program, along with programs at the Department of Defense, the National Science Foundation, and The Environmental Protection Agency, need to be supported in order to accomplish the objectives of ocean exploration.
4.4(g)—Innovation in Information Technology: Beyond Faster Computers and Higher Bandwidth
July 31, 2001
Hearing Volume No. 107–18
Background
The hearing examined the impact federal investment has had on promoting innovation in information technology and fostering a variety of sophisticated applications that infuse information technology into areas such as education, scientific research, and delivery of public services. The hearing also examined the limits of current technology and highlighted research questions and technological applications that require additional investment.
The Subcommittee heard from: (1) Dr. Ruzena Bajcsy, Chair of the Interagency Working Group and Assistant Director, NSF, Computer and Information Science and Engineering; (2) Dr. Hans-Werner Braun, a Research Scientist at the San Diego Supercomputing Center; (3) Dr. Helen Berman, Director of the Protein Data Bank and Board of Governors Professor of Chemistry at Rutgers, The State University of New Jersey; (4) Ms. Carol Wideman, CEO and founder of Vcom3D; and (5) Mr. Bill Blake, Vice-President for High-Performance Technical Computing at Compaq Computer Corporation.
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Summary of Hearing
Chairman Smith opened this hearing by noting that this was the second hearing on information technology that the Research Subcommittee has held, and that while the first hearing examined the federal information technology oversight structure, the second hearing would focus more on the National Science Foundation's role in helping prioritize federal IT R&D efforts.
Chairman Smith went on to describe the Information Technology Research Program (ITR) and how it works to coordinate funding across disciplines and agencies to achieve the best use of taxpayer money. He discussed how new research in wireless, high-quality Internet connections is allowing children in the most remote rural locations of our country to have real-time access to today's leading research and how IT is enabling communities struck by disaster to coordinate relief efforts when phone and fiberoptic networks are down. He stated that he hoped the witness testimony and discussion would help members to analyze past mistakes government has made in politicizing support of IT research.
Dr. Bajcsy discussed the National Science Foundation's Information Technology Research (ITR) program and noted that:
In order to respond to the need for continuing rapid advancements in Information Technology (IT), and in response to the 1999 recommendations of the President's Information Technology Advisory Committee (PITAC), NSF took the lead in the Federal IT R&D Initiative and established the ITR program. The ITR program supports research in a variety of IT-related areas and also facilitates the acquisition of high-end equipment such as terascale computers.
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Through the ITR program—a cross-cutting agency-wide program—NSF encourages proposals for basic, long-term, high-end, risky projects. These proposals are evaluated by a coordinating committee of NSF program officers from the Computer and Information Science and Engineering Directorate as well as other NSF directorates.
The NSF hopes that much of the targeted research it supports will have an eventual trickle-down effect, resulting in useful technologies for the general public. In the short-term, however, NSF is now facing the problem of monitoring and evaluating the progress and success of these long-term projects.
In the future, ITR will focus on enhancing cyber infrastructure such as high-performance computers and broadband connectivity and on advancing interdisciplinary IT-enabled research such as computer modeling and simulation, sensory networks, and improved user interfaces.
Mr. Braun discussed his High-Performance Wireless Research and Education Network (HPWREN) and noted that:
Government support for Information Technology projects was key for driving the Internet evolution. The NSF supported NSFNET provided an Internet backbone at the threshold between the original government communications network and the commercialized Internet.
Access to high-performance Internet systems is not ubiquitous, especially in rural areas. The Federal Government has an obligation to support a national network that meets demanding performance requirements even in less populated areas.
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HPWREN is a project that aims to demonstrate ways in which a high-performance network can be created and used for network applications in remote communities. This network is utilized by a number of people and organizations including emergency crisis management and first responder professionals.
Schools in remote communities also need access to high-performance networks; HPWREN has linked to several rural American and Native American schools to facilitate enhanced instruction and communication between practicing scientists and children who attend schools in remote locations.
Dr. Berman discussed the Protein Data Bank (PDB) and the Nucleic Acid Database she directs and noted that:
The PDB was started in 1971 at Brookhaven National Laboratory with distributions sites in Cambridge, England. At that time there were less than a dozen protein structures in the database, which now holds over 1600 structures.
The growth in both number and complexity of information contained in the PDB is the result of tremendous advances in protein chemistry research, crystallization techniques, robotics, imaging, and high-performance computing.
Every day 100,000 structure files are downloaded and used by scientists in academia, government and industry to plan new experiments, analyze results, and even discover new drugs.
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PDB is managed by a consortium of three institutions: Rutgers, The State University of New Jersey; San Diego Supercomputer Center, University of California, San Diego; and the National Institute of Standards and Technology. Three agencies fund the PDB including the NSF, the National Institutes of Health (NIH) and the Department of Energy. For the PDB to continue as a successful international resource, a more streamlined and reliable funding mechanism must be implemented.
Ms. Wideman discussed the importance of the Federal Government's investment in information technology research and its value to the United States Economy and noted that:
While fast computers and high bandwidth connections are of great importance, it is the development of software technologies and online applications that make these computers and Internet connections valuable to American citizens.
Because deaf and hard-of-hearing children experience delayed acquisition of language skills, these children suffer from many missed opportunities in their early development of key communication, collaboration, and knowledge-building skills. The SigningAvatar software developed by Ms. Wideman's company converts English text to real-time, 3–D graphic representations of sign language so that deaf children learn to communicate earlier.
The SigningAvatar technology is revolutionary in that it is available over the Internet, can be used to link words in complete sentences, and allows new signs for specialty terms to be developed and entered into a user's computer sign vocabulary.
Beyond the hearing-impaired community, the basic technology of SigningAvatar will also serve the broad educational community by providing life-like computer-generated characters who motivate learners by engaging them in goal oriented behaviors, role-playing simulations, and mentoring opportunities.
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Dr. Blake discussed trends in supercomputing over the past ten to twenty years and noted that:
In the early days of supercomputing, the focus was on taking a single processor and making it process information as fast as possible. A later approach was to take hundreds of thousands of processors and build a supercomputer out of a massive parallel array. Cluster computers now facilitate performance at the TeraFLOPS level.
High-Performance Technical Computing (HPTC) will impact scientific research by enabling powerful simulations that, in addition to traditional theoretical work and experimentation, will serve as a key method of discovery. Beyond that, HPTC will impact manufacturing by enabling virtual testing of components and design processes as well as optimization of performance, quality, and manufacturability. To maintain an edge in manufacturing, the U.S. must utilize cost-effective HPTC to optimize manufacturing and design processes.
The NSF-funded Pittsburgh Supercomputing Center is working with Compaq to deliver the first Terascale computing system that will deliver 12 times the computational power and 40 times the memory to users at over 800 nodes.
4.4(h)—National Science Foundation's Major Research Facilities: Planning and Management Issues
September 6, 2001
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Hearing Volume No. 107–48
Background
Recently, a number of organizations, including the National Academy of Sciences, the NSF Office of the Inspector General, Congress, the Office of Management and Budget, and the scientific community, have raised concerns over the adequacy of NSF's planning and management of large research facilities. These large facilities include astronomical observatories, supercomputer centers, the South Pole Station, and earthquake simulators, among others. Witness testimony described the process by which these projects are selected for funding as well as agency oversight during implementation and operation of these facilities.
The Subcommittee heard from (1) Dr. Rita Colwell, Director, National Science Foundation; (2) Dr. Anita Jones, Vice Chair, National Science Board; and (3) Dr. Christine Boesz, Inspector General, National Science Foundation.
Summary of Hearing
Chairman Smith opened this hearing by noting that the NSF, which is primarily known for funding small-scale scientific research, has recently become more involved in funding large-scale research projects, facilities, and equipment. With these increasingly large and complex projects have come ever-growing management challenges. Also, recognizing that the scientific community's new facilities wish list will always outstrip the resources available for funding these projects, prioritization of the projects is critical. This prioritization should not be left for OMB or Congress to decide, but needs input from the scientific community as to which projects should go first.
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Chairman Smith stated that the hearing would also address the issue of oversight and operation of these facilities aimed at ensuring that taxpayer dollars are spent as effectively and efficiently as possible. On large projects, even proportionately small cost overruns can add up to big money. For example, the Space Station overruns are greater than NSF's entire 2002 budget. Mr. Smith noted that he appreciated the Inspector General's input and interest into assuring how these goals can best be accomplished and that he looked forward to hearing about NSF's new Large Facility Project Management and Oversight Plan.
Dr. Colwell discussed the National Science Foundation's management and oversight of large facilities and noted that:
NSF's approach to facilities management differs from the other federal research and development agencies because NSF does not directly construct or operate the facilities that it supports.
NSF makes awards to universities or nonprofit organizations that undertake the construction, management and operation of facilities.
Major Research Equipment (MRE) and large facility construction proposals undergo very rigorous evaluation and merit review including that provided by a committee of NSF leaders and by the National Science Board who must approve the design and merit of each MRE project before it can be funded.
After a project is funded, NSF tries to ensure that the MRE project or the large research facility is constructed on time and within cost estimates.
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Dr. Jones focused on the National Science Board's (NSB) role as the governing body of the Foundation and said that:
With respect to the MRE account, the NSB functions in both an approval and oversight role in that all MRE proposals must earn NSB approval before they can be included in a budget request, and MRE cost over-runs of greater than 20 percent or $10 million of the approved project budget must be approved by the NSB.
Typically, the Director selects MRE candidates for the NSB to review and, if the project is meritorious and planning is adequate, the NSB will approve it for future funding (though the NSB does not rank order or prioritize programs that receive NSB approval). In determining if a project is meritorious, the Board will evaluate it for intellectual merit, societal impacts, importance to science and engineering, balance across disciplines, readiness to be implemented, and cost-benefit and risk analyses.
The NSB assumes that all approved MRE projects are of unquestioned excellence and worthy of Foundation support, which it reaffirms in approving the Foundation's budget submission to the Office of Management and Budget. The Director, however, makes the final decision regarding which NSB-approved MRE projects will be included in the budget request.
The NSB has grown increasingly concerned about the management and oversight responsibility of the Foundation related to the growing number and size of MRE projects. Therefore, in 1999, the NSB had been working with the NSF to develop a Large Facility Projects Management and Oversight Plan.
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Dr. Boesz discussed the results of her recent MRE audit and made the following suggestions regarding improved management and oversight of the MRE account:
Overseeing the construction and management of large facility projects and programs, while still being sensitive to the scientific endeavor, requires much more diligence than simply allowing for research independence and freedom. It requires a disciplined project management approach including meeting deadlines and budgets, and working hand-in-hand with scientists, engineers, project managers, and financial analysts.
NSF should develop strong policies and procedures for managing all aspects of large facility projects, including improved oversight, financial management and enhanced training of staff.
The Large Facility Projects Management Plan represents progress, but key areas of implementation still need to be addressed. In particular, the plan should clarify who will have ultimate project accountability and should provide guidelines for a more comprehensive pre-award review process.
The Inspector General's office will conduct a follow-up review to ensure that the audit recommendations have been fully implemented.
4.4(i)—Strengthening NSF Sponsored Agricultural Biotechnology Research: H.R. 2051 and H.R. 2912
September 25, 2001
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Hearing Volume No. 107–36
Background
The purpose of the hearing was to receive testimony regarding legislation that aims to expand the National Science Foundation's investment in research related to plant genomics. Witnesses discussed current advances and concerns, as well as future needs, in plant genomics and related research and commented on the role that the National Science Foundation (NSF) should play in plant biotechnology research.
Witnesses included: (1) Dr. Mary Clutter, Assistant Director, National Science Foundation; Biological Sciences Directorate; (2) Dr. Catherine Ives, Director, Agricultural Biotechnology Support Program, Michigan State University; (3) Dr. Charles Arntzen, Distinguished Professor of Plant Biology, Arizona State University and an expert in the field of plant-based pharmaceutical and vaccine production; and (4) Dr. Robert Paarlburg, Professor of Political Science, Wellesley College, and an expert in the socioeconomic and policy implications of agricultural biotechnology in the developing world.
Summary of Hearing
Chairman Smith opened this hearing by noting that the issue of biotechnology has been of great interest to the Research Subcommittee in the past, with the Subcommittee holding a series of hearings and briefings during the 106th Congress that led to a Chairman's Report on the issue entitled ''Seeds of Opportunity: An Assessment of the Benefits, Safety, and Oversight of Plant Genomics and Agricultural Biotechnology.'' That report noted biotechnology's incredible potential to enhance nutrition, feed a growing world population, open up new markets for farmers, and reduce environmental impacts of farming.
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Chairman Smith went on to state that the potential benefits of biotechnology are limited only by the imagination and resourcefulness of our scientists, and that H.R. 2051 and H.R. 2912 both attempt to unleash some of that imagination and resourcefulness. H.R. 2051 would bring together some of the best researchers in the field to combine efforts and use the latest in technology, greatly increasing our ability to tackle fundamental genomics problems. Ranking Member Johnson's bill, H.R. 2912, would attempt to bring together similar expertise and resources, but with a focus on the farming systems of the developing world.
Dr. Clutter discussed NSF's support of fundamental research and noted that:
NSF's Plant Genome Research Program supports projects that make significant contributions to our understanding of plant genome structure, organization and function. Emphasis is placed on plants of economic importance, as well as plant processes of potential economic value.
Project 2010 will enable scientists to better understand the function of the 25,000 genes found in the small mustard plant, Arabidopsis, that were identified as a result of the genome sequencing effort.
To be effective in transferring genomics technology to the developing world, sustained research collaborations are essential.
Virtual Centers, like those supported through the Plant Genome Program, enable a number of scientists—including students—to participate in world-class research that was traditionally limited to Research I institutions.
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Both H.R. 2051 and H.R. 2912 are consistent with the activities currently funded by NSF.
Dr. Ives discussed why the U.S. should invest in programs to elucidate fundamental mechanisms of plant production and noted that:
More public funding needs to be spent on creating new partnerships among public institutions, the private sector, and other nonprofit organizations. The U.S. needs to improve communication infrastructure and networking, and increase the number of trained scientists through research partnerships. Both H.R. 2051 and H.R. 2912 would address this challenge.
The programs outlined by the legislation would fill an important gap in the current research environment, which neglects basic research on plants of importance to the developing world. Currently, the United States Department of Agriculture (USDA) funds basic research on crops of National interest and the U.S. Agency for International Development (USAID) provides technical assistance to developing countries, but does not fund basic research.
For NSF's work to result in improved technologies that are available to the poor in developing countries, it will be important for the agency to develop strong linkages with USAID and USDA's Foreign Agricultural Service.
A fundamental knowledge and understanding of plants and cooperative research strategies are the foundation for addressing food production and nutrition problems in the developing world.
Dr. Arntzen discussed his interests in biotechnology-derived products, including plant-derived pharmaceuticals, and stated that:
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Early use of DNA transfer techniques focused on developing insect-resistant seeds and crops tolerant to herbicides with the ultimate goal of reducing pesticide use mitigating the impact of cropland degradation and erosion.
A fifteen-year lag time is expected for the development of seeds improved for food, fiber or feed crops. Improvements in production traits (insect, herbicide, disease, and drought tolerance) will be available over the next decade.
Of major importance to the developing world is the production of vaccines in a convenient form for universal use. Plants such as potatoes and bananas may prove to be safe and effective ''vehicles'' for manufacturing and delivering vaccines if research can address issues such as uniform dose delivery and product quality.
Private companies may be hesitant to develop plant-based vaccines for a number of reasons, including the lack of crucial information about plant cell biology and the inability to estimate the project cost of developing plant-based vaccine candidates. Federal funding will be required to drive advances in plant-based pharmaceutical technologies.
NSF could play a valuable role in advancing research to enable plant-based production of new health care projects because of the agency's experience in facilitating multidisciplinary research centers, in identifying sound science, and in supporting educational programs that are essential for the success of emerging technologies.
Dr. Paarlberg discussed why the planting of genetically modified (GM) crops has not yet spread in any significant way to the developing world and noted that:
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GM crops have been grown widely and successfully for the last five or six years in the U.S., Argentina, and Canada, but consumer resistance has impeded wide-scale use of GM crops, even in countries that initially approved GM crops on both food safety and biosafety grounds.
No countries in Africa, except South Africa, allow the planting of any GM crops; China and Indonesia are the only Asian countries that allow GM crops to be grown.
Crop technologies that are created in the private sector and sold through private multinational seed companies are often difficult for poor countries to accept on political grounds. For this reason, academic research will be vital to the successful implementation of GM techniques in food production.
Some developing countries have refrained from utilizing GM crops, despite years of promising field trials, because of intense opposition from local and European-based NGOs, anti-GM activist groups, and the fear that export commodities would be devalued if found to be GM varieties.
A rebalance of agribiotechnology research away from the private sector and back into the public sector will be important if we hope to get modern applications of biotechnology to poor farmers in the developing world.
4.4(j)—Meeting the Demands of the Knowledge-Based Economy: Strengthening Undergraduate Science, Mathematics, and Engineering Education
March 7, 2002
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Hearing Volume No. 107–52
Background
The hearing examined the challenges in undergraduate science, mathematics and engineering education at a variety of institutional types; explore examples of undergraduate science, mathematics and engineering programs that address the relevant problems; discuss federal programs that could be developed in the future to fill current gaps or stimulate additional change; and to consider how H.R. 3130, Improving Undergraduate Science, Mathematics, and Engineering Education will address the needs of the undergraduate mathematics and science education community.
The Subcommittee heard testimony from (1) Dr. Carl Wieman, Distinguished Professor of Physics, recipient of the 2001 Nobel Prize in Physics, University of Colorado, Boulder; (2) Dr. Kathleen P. Howard, Assistant Professor of Chemistry, Swarthmore College; (3) Dr. Daniel Wubah, Professor of Biology, James Madison University; (4) Dr. Steven Lee Johnson, Provost and Chief Operating Officer, Sinclair Community College; and (5) Dr. Narl Davidson, Professor of Mechanical Engineering and Interim Dean of Engineering, Georgia Institute of Technology.
Summary of Hearing
Chairman Smith opened this hearing by stating that if we want to maintain our competitive edge in the world, we have to do a better job of providing students with the ability to function and contribute in today's highly technological world. This of course, means better preparing our students for careers in science, and mathematics, and engineering, and technology. Thinking about the war situation we are in today, it is going to be our research efforts that are not only going to develop the new smart weapons, but it is also going to be these science and math students that are going to develop the tools, and the new computers, and the new technologies that are going to assist us improving our national security.
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If these challenges are to be met, we must improve our science and math education programs. Chairman Smith noted that much of the math and science education problems that we are facing take root in a K through 12 school system that has inadequately excited individuals toward pursuing math and science careers. Last year, the House has passed H.R. 1858, a bill authorizing NSF to build partnerships for improved cooperation between high schools and universities so that students are better prepared for college math and science curriculum. Consistent with those initiatives, we are now beginning to examine how we can improve undergraduate math and science education. Chairman Smith stated that today's hearing was intended to first help us to determine exactly where the problems lie, and consider potential solutions to those problems.
Dr. Wieman discussed the lecture-based teaching methods he has developed and used to actively engage students, including non-majors in his physics classes. Dr Wieman also discussed the difficulties faculty face in implementing novel pedagogical strategies because of student resistance to techniques with which they are unfamiliar and administrator's wishes to keep students happy. Dr. Wieman addressed the importance of making instruction relevant to the daily lives of students and the need to make courses more attractive to students while maintaining their vigor and content delivery. He explained that:
New methods of teaching undergraduate science, mathematics, and engineering education may be very effective but the academic traditions and structures that have developed over the last 500 years makes implementing new techniques very difficult.
H.R. 3130 focuses on key issues and is an excellent start but it will be important to get widespread support within college departments and among administrators to result in full-scale reform.
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Effective undergraduate education reform requires top-down demand for department-wide reform rather than a lone faculty hero who works to change the educational program one course at a time. In addition, faculty needs to realize that without dramatic improvements in instruction, science courses will suffer from continuing declining enrollment and departments will suffer from cutbacks.
Dr. Howard discussed the challenges that new faculty members face in trying to juggle the demands of research and teaching as well as how to engage undergraduate students in research classes and laboratories. She stated that:
Honors degrees awarded to students based on oral and written exams prepared and administered by outside experts on performance challenge students and reward excellence. Faculty receives a great benefit from the honors degrees program in that it provides an external evaluation of the quality of the undergraduate program.
Having students involved in research during the year and throughout the summer is beneficial to both students and faculty.
H.R. 3130 is important because it invests in programs that encourage undergraduate research. Participating in research is the best way for students to learn what it means to be a scientist.
NSF should expand its current programs that help undergraduate institutions purchase state of the art instrumentation so that students can participate in high-quality research experiences.
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Dr. Wubah highlighted the importance of mentoring and recruiting talented students to comprehensive undergraduate institutions through the NSF supported Research Experiences for Undergraduates programs. He also discussed the need for additional or targeted programs within NSF's Division of Undergraduate Education and the Division of Graduate Education to recognize the unique opportunities and challenges of comprehensive undergraduate institutions and the students enrolled at those institutions. He testified that:
Our country's continuing global leadership depends on a strong, well-trained work force and citizens who are equipped to function in a complex technological world. Current concerns about our future ability to prepare a scientifically literate citizenry require a change in the distribution of resources for science and technology education.
It is very important to integrate research and education but this can be very difficult especially at the comprehensive colleges and universities where resources are most lacking.
It is important to link the student's research experience to something relevant in their everyday life. So they begin to make connections between courses and the real world of scientific research.
Mentorship is very important in recruiting students to and retaining students in undergraduate science programs and encouraging students to pursue graduate education.
Dr. Johnson addressed problems community colleges face in securing funding for their core academic and transfer programs, in facilitating faculty development in a non-research intensive environment, and in finding support for the dissemination of good models and practices across the Nation. He testified that:
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Given the high percentage of minority students who attend community colleges, these institutions are key entry points for minority students who may want to be scientists, mathematicians, or engineers.
Funding from the National Science Foundation Advanced Technological Education Program has been very important in supporting the development and expansion of technician training programs at colleges. However, the program needs to be expanded to include support for core mathematics and science courses that all students, and not just technicians-in-training, take at community colleges.
Community colleges are not as competitive at securing federal funding as 4-year colleges and universities in part because agencies and grant reviewers are used to considering an institution's research program rather than its instructional program when awarding funding.
Innovation and outreach is accelerated by federal support, State Government support, as well as foundation, private foundation, support. Public community colleges across the country are delivering on their promise of providing solid and accessible higher education and they need to be supported by federal programs and legislation similar to H.R. 3130.
Dr. Davidson addressed the importance of cultivating talent among those students who express an interest in engineering as opposed to weeding out interested students in hope of finding better talent elsewhere. He testified that:
Nothing creates enthusiasm for learning like participating in meaningful research projects. One of the most effective undergraduate programs has been the Research Experience for Undergraduates program through which research faculty can receive supplemental funds to include undergraduate students in laboratory research.
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Effective student retention invariably requires an institutional cultural change, and all change at academic institutions academics moves slowly. Georgia Tech has been successful in increasing student enrollment and retention by proving students with additional research opportunities early in the undergraduate experience and by providing student mentoring and peer support opportunities.
The problem of declining undergraduate enrollment must be attacked from all sides by encouraging pre-college initiatives for K–12 students and their teachers, enhancing the university and college experiences for undergraduate and graduate students, and increasing the diversity of academic faculties in science and engineering.
NSF should provide small grants for experimental programs and should also support greater exchange among universities with respect to effective recruitment and retention strategies. H.R. 3130 would allow NSF to implement most of the recommendations listed above and then engineering education community strongly supports this bill.
4.4(k)—The NSF Budget: How Should We Determine Future Levels?
March 13, 2002
Hearing Volume No. 107–62
Background
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The Subcommittee held the hearing to receive guidance and advice from the external community on how to determine appropriate NSF funding levels as the Committee crafts authorization legislation for the agency. The hearing explored criteria that should be used in setting NSF budget levels, in establishing priorities within the budget, and in restoring balance to the federal research portfolio. The hearing also examined the impact of current NSF funding on academic and private sector research and on the economy in general.
The Subcommittee heard testimony from (1) Dr. Stephen Director, Professor, Electrical Engineering & Computer Science; Robert J. Vlasic Dean of Engineering, University of Michigan; (2) Mr. Scott Donnelly, Senior Vice President, Corporate Research and Development, General Electric Company; (3) Dr. Irwin Feller, Professor of Economics, Pennsylvania State University; and (4) Dr. Karen S. Harpp, Assistant Professor, Department of Geology, Colgate University.
Summary of Hearing
Chairman Smith opened this hearing by noting that the Science Committee has been very supportive of NSF and it's strong record of leadership and success funding competitive, peer-reviewed research, and is interested in our witnesses' ideas to improve NSF and their research efforts. NSF's unique focus on fundamental scientific research that is not undertaken by the private sector is a very important aspect of our federal R&D funding. While it is very difficult to quantify the return on federal investments in basic research, its footprints are unmistakably part of the world around us. Knowledge from NSF-funded research resulting in modern industries such as genomics, information technologies, and communications has clearly made our lives better. These technological developments have also been one of the major drivers of growth in our economy, and are likely to remain so.
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Chairman Smith went on to discuss the NSF fiscal year 2003 budget request, noting that, after accounting for the proposed transfer of three programs from other agencies to NSF, its increase was just a modest 3.4 percent. He stated that he understood the difficulties that accompany wartime budgets, and believed that President Bush should be commended for developing a budget that makes some difficult choices. However, Mr. Smith noted that he had hoped a model federal agency such as NSF would have received a stronger increase. He also remarked on the disparity between funding increases for NSF and the National Institutes of Health, noting that just a slightly smaller increase for NIH, if added to NSF, would result in an equivalent 14.7 percent increase for NSF.
Dr. Director addressed the impact of NSF funding on research and education programs at institutions such as the University of Michigan. In addition, he discussed the need to achieve balance among scientific disciplines and between core research programs and priority areas within. He testified that:
NSF funded research in the areas of information security, detection of airborne hazards, and structural studies to improve building safety are likely to be key in the war on terrorism and will continue to play an important role in national security for years to come.
While NSF is the lifeblood for thousands of researchers across the Nation, there are many outstanding researchers who are unable to obtain NSF funding due to budget limitations. Last year nearly 70 percent of the almost 33,000 NSF grant proposals were not funded, including thousands that were rated as being very good or excellent during the rigorous peer review. With so few excellent proposals being funded our nation runs the risk of losing out on a number of break-throughs or innovations.
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There is almost no increase in the number of American students pursuing science or engineering studies despite the growing demand for technologically trained individuals.
Congress should provide ample funding to increase the number, size, and duration of NSF grants so that researchers can spend more time doing their research and less time applying for funds. The number of grants also needs to be increased so that all proposals receiving a rating of very good and above are funded.
Increased funding for NSF will insure that the United States remains the leader in scientific innovation that United States research universities are prepared to meet the needs of the 21st century.
Mr. Donnelly addressed the impact of federally funded basic research, such as that funded by NSF, on industry and the economy. He also discussed scientific and technical workforce issues and recommended various criteria that could be used to appropriate funding levels for NSF. He testified that:
Advanced technologies such as those supported by NIH funding, are possible only when basic research in physics, engineering and information technology provides tools and technologies that can be transferred into clinical applications.
Academic research findings need to be translated into advanced applications by industry scientist who develop products and services that feed into the economy.
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There are a number of vibrant programs at and talented students graduating from top medical schools. We need that same vibrancy and talent coming out of our university physics and engineering departments and we must continue to translate basic research into value-added products and services.
Increased funding for the NSF insures vibrant university research programs and terrific students prepared to deliver the next generation of technologies through their work at academic and industrial laboratories.
Dr. Feller addressed the impact of basic research on the economy and also discussed the role economic research can play in optimizing the balance between different types of research (such as basic research versus applied, or research in the physical versus the biomedical sciences). He testified that:
There is a great concern that the small size of the average NSF award is causing faculty to divert their research programs away from basic research and toward those research areas supported by other federal agencies and may be dissuading students from pursuing careers in research.
The average award is so small in many cases that the historic coupling of research and education is under strain. This forces faculty to adjust their research agendas to the amount of funding they think is realistic rather than the amount required to realize the full potential of their research.
Another detrimental affect of under-funding is that students view the lives of their mentors as being too focused on chasing after limited money and, as a result, students often opt out of careers in research.
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Unfortunately, NSF program officers and senior officials are often in a situation of having to trade off funding of individual investigators to support larger research centers and interdisciplinary programs making it even more difficult for faculty to get the money they need to run their independent research laboratories and programs. Adequate funding is needed for support both core programs and priority areas.
The best investment of federal funds at NSF and other science agencies is through the competitive peer-review process.
Dr. Harpp discussed the major challenges faced by students and faculty who are engaged in undergraduate science, mathematics, or engineering education and research. In addition, she addressed the criteria that should be used to determine the level of NSF funding for education and research activities at primarily undergraduate-serving institutions. She testified that:
Major research instrumentation programs are invaluable in enabling faculty at undergraduate institutions to establish state-of-the-art facilities for undergraduate research training. These instruments expose students to the types of equipment they will encounter ultimately in the work force or in graduate school and this is critical.
Students benefit from participating in authentic research projects through which they are exposed to the entire research process with all of its challenges and rewards. Students emerge generally energized by having discovered something new about the world and excited about making a difference because of their actual original scientific work.
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The demand and desire to build a research-rich environment for students has become overwhelming for faculty at primarily undergraduate institutions. In an undergraduate setting, it takes longer to accomplish research goals than at focused research institutions because of limited resources available for building and maintaining laboratory facilities, limited time with each research student, and extensive faculty teaching responsibilities.
Allocation of funds should be governed by high quality proposals for innovative ideas with the potential to advance the frontiers of science and science education. NSF must take into account that research in undergraduate settings does not progress at the same rate or along the same path as it does at large research universities, but that the research at undergraduate institutions is equally important and valuable because undergraduate institutions provide the essential link between research and education.
4.4(l)—Preparing a 21st Century Workforce: Strengthening and Improving K–12 and Undergraduate Science, Math, and Engineering Education
April 22, 2002
Hearing Volume No. 107–59
Background
The field hearing, held in Dallas, Texas, evaluated the state of K–12 undergraduate science technology, engineering, and mathematics (STEM) education and to discuss how federal programs such as NSF's Urban Systemic Initiative (USI) program have impacted K–12 education in Dallas. Additionally, the hearing explored educational programs that could be developed or expanded to fill current gaps and stimulate STEM, education reform efforts and train a scientifically literate workforce.
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The Subcommittee heard testimony from (1) Ms. Narvella West, Executive Director, Science for Dallas Public Schools; (2) Dr. Geoffrey C. Orsak, Director, Infinity Project, Southern Methodist University; (3) Dr. Neal Smatresk, Dean of Science, University of Texas at Arlington; (4) Dr. Sebetha Jenkins, President, Jarvis Christian College; (5) Mr. Erza C. Penermon, Manager, workforce development, Texas Instruments; (6) Ms. Elissa P. Sterry, deputy manager of public affairs, ExxonMobil Corporation; and (7) Mr. Norman Robbins, community relations manager, Lockheed Martin.
Summary of Hearing
Chairman Smith opened this field hearing by remarking that we have understood the need to improve math and science education in America for some time now. How to best go about it, however, has been a more difficult undertaking to resolve. What is clear, though, is that if we want to maintain our competitive edge in the world, we have to do a better job of preparing our students for careers in science, mathematics, engineering, and technology.
Mr. Smith noted that the hearing's witnesses would provide a diverse array of expertise representing high schools, universities, and the private sector. He also stated that the witnesses would be discussing some examples of unique programs that Texas has undertaken in education reform efforts, as well as reviewing their experiences with the National Science Foundation-sponsored programs.
Ms. West discussed the need for better math and science education programs, stating that:
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There has been a lack of accountability in science education.
There is inadequate infrastructure in the classroom to meet the technology requirements of today.
College students majoring in math and science are not taught how to teach urban students.
Adults need to understand why it is important to accelerate learning in math and science, especially for to ensure the future safety and security of this country.
Dr. Orsak discussed the importance of H.R. 3130, Improving Undergraduate Science, Mathematics, Engineering and Technology education, noting that:
The bill emphasizes the importance of science, mathematics, and engineering education in preparing the country and the workforce to meet the challenge of the 21st century.
Only two percent of all high school graduates will actually receive an engineering or technical degree and even fewer women and minorities will receive degrees in those areas. The number is much lower for women and minorities.
If science and engineering enrollment trends are not reversed, the U.S. will struggle in the future to maintain its standing in the global market place.
It is important that the bill has methods to identify high-performance programs, and has ways to aid these programs.
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There should be a method to increase the help of the corporate community to address workforce needs.
Dr. Smatresk addressed problems associated with recruiting good undergraduate mathematics and science students, commenting that:
The number of students across the country entering undergraduate math and science programs is dropping nationwide.
When students are struggling through introductory science and math courses, they are often times unaware of the multitude of career choices that will be available to them if they persist in the science and engineering majors.
There are not enough well trained K–12 science and math teachers in the U.S. to adequately prepare students for undergraduate science and math courses.
Half of all science and engineering students drop out of the program in the first two years.
Programs are needed that bring schools, teachers and business together.
Dr. Jenkins commented on the role of Historically Black Colleges and Universities (HBCU) and the Federal Government, noting:
The most important partner for HBCU is the Federal Government.
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There is a significant under-representation of minorities in the fields of mathematics and science, showing that HBCU are not being well utilized.
An Experimental Program to Stimulate Competitive Research (EPSCoR)-like program is needed to provide additional support to minority serving institutions.
HBCUs need to be supported by the Congress and NSF to improve K–12 mathematics and science education for minority students. This would help increase the number of engineers and scientist in the country, and promote a more diverse workforce.
Mr. Penermon explained the current needs of the semi-conductor industry and Texas Instruments (TI) and their plan to help meet those needs, stating that:
Industry is struggling with a shortage of qualified workers and the downward trend of enrollment at universities and colleges in engineering and technical programs only exacerbates this problem.
The biggest problem in attracting qualified persons is making people aware of the opportunities available in the private sector.
Currently TI has 50 students in a work/study arrangement that allows them to gain work experience and complete their studies.
It is important that universities utilize industry-approved curricula that will prepare students for the workforce. TI is involved in many programs to help improve K–12 and undergraduate education.
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Ms. Sterry discussed the importance of U.S. students having an improved K–12 and undergraduate mathematics and science education, and noted that:
It is critical for ExxonMobil to have a skilled and educated workforce, but there has been a long-term decline in undergraduate engineering enrollment.
Intern and Co-operative work-study opportunities are the best way for students to learn about opportunities in industry.
In addition to having research experiences, students must be taught fundamentals and gain basic skills through the university engineering curriculum.
Minorities and women are still a small portion of the engineering workforce.
ExxonMobil encourages employees and retirees to help in educational programs through volunteering and matching gift programs.
American citizens need more math and science skills to compete in today's world.
Mr. Robbins discussed the level of engineering education and the current engineering job market, stating:
Lockheed Martin contributes in a number of ways to help improve mathematics, science, and engineering education.
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The job market for engineers is expected to double, while the number of engineers continues to decrease.
In grades 4, 8, and 12, less than g of U.S. students performed at proficient levels in math and science according to the National Assessment of Educational Progress.
4.4(m)—Preparing First Responders: A Review of the U.S. Fire Administration Assistance to Firefighters Grant Program and Post-9/11 Challenges for Firefighters and Emergency Responders
May 6, 2002
Hearing Volume No. 107–65
Background
The hearing reviewed a number of issues related to United States Fire Administration programs. The goal of this hearing was to: provide an overview of U.S. Fire Administration (USFA) programs and issues; review implementation and budget challenges facing Assistance to Firefighters grant program, and examine counter terrorism-related challenges facing firefighters and first responders.
The Subcommittee heard testimony from (1) Mr. Charles E. Cribley, Chief Windsor Township Emergency Services; (2) Mr. Larry J. Hausman, Fire Chief, Battle Creek, Michigan Fire Department; and (3) Mr. Edward G. Buikema, Director, Federal Emergency Management Agency, Region Five. Also submitting written testimony but unable to attend the hearing was Mr. R. David Paulison, Administrator, U.S. Fire Administration.
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Summary of Hearing
Chairman Smith opened this field hearing by remarking that our first responders come to our rescue whenever we need them, during natural disasters including tornadoes and hurricanes, during car crashes and school shootings, and many, many other situations, not the least of which is certainly fires. He noted that while the events of 9/11 brought a new focus to fire and emergency services, it is all too easy for us to forget that they were not just there for us that day, they are there for us every day. Fire and emergency services respond to over 16 million calls annually, without reservation and with little regard for their personal safety. Since September 11th, over 30 first responders have died in the line of duty.
He stated that there is a considerable likelihood of future attacks on American soil that could happen in any number of forms—bombs, fires, weapons of mass destruction, attacks on our infrastructure, and others—are all conceivable and demand a new level of readiness. It is the job of Congress and state and local governments to ensure we honor the commitment of first responders who protect us day-in and day-out by providing them the resources that they need.
Mr. Cribley testified on the role of the fire and emergency crews in local communities, and how to better prepare them for the future. Specifically, he described the challenges his fire department faces as it transitions from a rural to suburban community. Mr. Cribley noted that:
Windsor Township created a new ''emergency services'' department that merged the ambulance and fire departments, to create a more effective operation.
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All mail sent to the state of Michigan is sorted in the secondary complex within his departments jurisdiction. While personnel is now trained to assess the threat of anthrax, the local service would need help in dealing with the threat if an incident would occur.
Small community fire departments, while still having a role as an important source of pride and identity for communities, simply cannot effectively handle critical administrative, specialized response, and inter-agency coordination.
Grants should be given to departments that serve multi-community response districts.
The FEMA first responder grant program is critical for support in dealing with terrorism, but the role of fire fighters should not be merged with that of one fighting terrorism.
Mr. Hausman described the state of the Battle Creek Fire Department, and how the government has aided, and can continue to aid, local fire departments. He explained that:
The department faces challenges related to equipment acquisition, training, fire prevention, arson, meeting national standards, and recruitment.
Compliance with National Fire Protection Association standards is becoming more complicated, and has been fragmenting the fire departments of the fire service; an increase in national funding is needed.
The Battle Creek Fire Department used its USFA grant to install smoke detectors in approximately 17,000 dwellings.
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Funding to the USFA for the grant program needs to be increased by 10 fold, and the matching amount should not fluctuate between 10 and 30 percent.
The assistance program should not be tied in with Homeland defense.
Mr. Buikema discussed the role of FEMA in responding to natural disasters and terrorism, and the post-9/11 challenges presented by the reality of a wide range of terrorist threats. He testified that:
FEMA has internally restructured to establish at the headquarters and regional level, the Office of National Preparedness, to be ready for and respond to terrorist acts.
FEMA's primary responsibility is to enhance first responder capabilities concerning planning, equipment, training, and exercises.
FEMA is the lead government agency in dealing with the response to terrorist attacks.
Centralization of the preparedness efforts under FEMA, as outlined in the President's budget, will help address the needs in Homeland defense.
4.4(n)—H.R. 4664, The National Science Foundation Reauthorization Act of 2002
May 9, 2002
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Hearing Volume No. 107–63
Background
The hearing examined H.R. 4664, ''The National Science Foundation Authorization Act of 2002,'' which was introduced by Representatives Nick Smith, Eddie Bernice Johnson, Sherwood Boehlert, and Ralph Hall. The National Science Foundation (NSF) currently funds research and education activities at more than 2,000 universities, colleges, K–12 schools, businesses, and other research institutions throughout the United States. Virtually all of this support is provided through competitive, peer-reviewed grants and cooperative agreements. NSF provides approximately 25 percent of the federal support for basic research conducted at academic institutions.
The Subcommittee heard testimony from (1) Dr. Daniel Mote, President, University of Maryland, College Park; (2) Dr. Ioannis Miaoulis, Professor, Mechanical Engineering; Dean, School of Engineering, and Associate Provost, Tufts University; and (3) Dr. Jerome Friedman, Institute Professor, Massachusetts Institute of Technology.
Summary of Hearing
Chairman Smith opened this hearing by noting that it would serve to review H.R. 4664, the National Science Foundation Authorization Act of 2002, and would immediately be followed by a Subcommittee markup of the legislation. He stated that while this was the second hearing of the year on NSF, the Subcommittee has also held numerous oversight hearings on NSF since the last authorization for the agency expired at the end of fiscal year 2000.
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Mr. Smith went on to describe the details of H.R. 4664, noting that the legislation provides 15 percent annual increases for NSF, placing the agency on track to double over five years. He remarked that, while he maintains a philosophy of limited government and intended to continue to push for increased private investment in research, continued government support for basic research forms the building blocks for the applied research that keeps our security, health, and economy strong. He stated that understanding the importance of continuing this record of success is one of the primary reasons he advocates the 15 percent increase, but there are numerous other reasons, including increasing the size and duration of NSF grants, increasing graduate student stipends, providing support for new initiatives in education, cyber security, information technology, and nanotechnology, and addressing the problem of backlogged major research equipment projects that have been waiting for funding.
Dr. Mote discussed the important role of NSF funding and suggested ways in which NSF programs and funding would be improved, testifying that:
Research is the underpinning of the future in commerce, health, and defense.
There will be a shortage of working scientists and engineers in the near future. We need to be thinking about the long-term implications cultivating a talented workforce that can support the future science and engineering.
Since fewer agencies are supporting basic research, NSF needs to increase funding for basic research.
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NSF grants need to be larger, and for a longer period of time.
NSF support is vital to helping young students that are beginning in science and engineering.
Dr. Miaoulis testified about the current downward trends in engineering enrollment and how Tufts has been working to reverse the trends. He also commented on the need to improve K–12 education stating that:
Most major engineering schools across the country have problems attracting and retaining students, especially minorities and women.
The number of students enrolling in engineering programs has fallen 15 percent over the last 8 years, and most schools see a 30–50 percent dropout rate from the engineering program.
NSF funding allowed Tufts to change its engineering curriculum, and as a result, Tufts has seen an increase in the enrollment and graduation rates of all engineering students, including women and minorities.
All students need to be exposed to engineering applications early in their undergraduate education so that they are technologically literate and understand how technologies work.
Dr. Friedman discussed the changing role of the government in funding basic research, and the future of the NSF and noted:
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In the 1960's two-thirds of all American research activity was government supported, but today two-thirds of research and development is done by industry.
Most industry research and development is for short-term economic gain, not basic scientific research.
NSF is beginning to fund large, collaborate research projects and faculties, but the Major Research Equipment and Facilities Construction (MREFC) account that funds these efforts has some significant problems.
NSF should submit a list of approved MREFC projects, in a prioritized order so that legislators and scientists understand NSF's funding plans and priorities.
NSF's annual budget should contain facilities, construction and operation costs for all MREFC projects as projected for a 5-year period.
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