Mr. Speaker, I yield myself such time as I may consume. Mr. Speaker, I would like to start by thanking my friend, Chairman Smith, for his leadership on the Science Committee in promoting STEM education. I am grateful that we are able to…
Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, I would like to start by thanking my friend, Chairman Smith,
for his leadership on the Science Committee in promoting STEM education. I am grateful that we are able to advance these important provisions today in a bipartisan fashion, thanks in large part to his willingness to work across the aisle.
I would also like to thank Ranking Member Eddie Bernice Johnson and Representative Lipinski for their leadership on the committee and their thoughtful guidance on these issues.
The STEM Education Act of 2014 provides critical support to the teachers and advocates of STEM education who are preparing our students with the skills they need to succeed in our increasingly competitive global society.
As Chairman Smith said, the bill includes three provisions to support and promote STEM education in this country. It supports teachers who are passionate about STEM education, codifies the importance of informal hands-on STEM education, and expands the definition of STEM education to explicitly include computer science.
As a mother of three, I know firsthand the importance of having teachers who are engaged and passionate about being in the classroom, particularly science and math teachers.
From my own experience--my son just graduated from college with a degree in astrophysics--and from our time studying these issues on the committee, we know that when children are excited about science projects and math problems at a young age, they carry that passion with them throughout their lives. That is why we must encourage talented people to go into teaching, and this bill does just that.
It expands the Robert Noyce Master Teacher Fellowship at the National Science Foundation, so that more people who are enthusiastic about the sciences can teach our children.
I am grateful to see portions of my bill, the STEM Jobs Act, included in the legislation before us today. Currently, the Robert Noyce Master Teaching Fellowship provides mentoring, training, and financial support to people who have a master's degree in a STEM discipline and who want to enter the teaching profession.
The program is designed to ensure that these passionate individuals have the tools they need to become highly effective math and science teachers.
In Connecticut, the University of Bridgeport's Master Teaching Fellowship program is dedicated to placing physics teachers in our high-needs schools. At UConn's Teachers for Tomorrow program, we prepare teachers to effectively teach math to elementary, middle, and high school students.
The bill before us today expands the master teaching fellowships, so those working towards a master's degree are also eligible to apply. This expansion will allow more gifted individuals to be in our classrooms, preparing our children to become the next generation of engineers, scientists, and even astronauts.
However, no matter how great your math teacher is, studies show that all students thrive in a hands-on learning environment.
We are fortunate in Connecticut to have a terrific partner in informal STEM education at the Connecticut Science Center, which opened in 2009, to support STEM education in our schools.
When students visit the center, they can navigate through outer space, use lasers to learn about sight and sound, experiment with forces and motion, and explore our very own Connecticut River.
These interactive learning environments also provide structured support for teachers and for students. For example, the Connecticut Science Center trains more than 800 teachers annually. In teaching skills and content to support our school curriculum, these teachers then return to the classroom across the State of Connecticut and provide our students with the high-quality education that they need to succeed.
Programs like these are hosted by museums and science centers around the country. This bill directs the National Science Foundation to continue to award competitive grants to support these out-of-school, hands-on STEM learning experiences.
Finally, as Chairman Smith noted, this bill takes an important--in fact, a critical step forward in expanding the definition of STEM to include computer science. Computer science is a critical component of STEM education. As he noted, the Bureau of Labor Statistics projects there will be more than 4 million computing and information technology jobs by the year 2020.
Students who study computer science can be leaders in diverse fields such as energy, manufacturing, defense, and health care. Unfortunately, computer science has all too often been overlooked at our elementary, middle, and high school levels. Even more concerning, only 25 percent of computer scientists are women, although women make up 57 percent of the workforce.
Manufacturing is the backbone of our economy in Connecticut, and I know, from conversations with our manufacturers, that they are desperate for high school and college graduates who have the computer skills necessary for our manufacturing jobs--high tech manufacturing jobs.
Our need for graduates with these skills will only continue to grow, and that is why it is so critical that we focus on building these skills in our elementary, middle, and high school students today.
Mr. Speaker, I am proud that we have put together a bipartisan bill to support an advanced STEM education. Preparing our students with the skills they need to thrive in a global economy transcends partisan politics.
Again, I want to thank Chairman Smith, Ranking Member Johnson, Representative Bucshon, Representative Lipinski, and all of the committee staff for their hard work on the STEM Education Act. This bill is an important step in securing our children's future.
Mr. Speaker, I reserve the balance of my time.
Mr. Speaker, I yield such time as she may consume to the gentlewoman from Texas (Ms. Eddie Bernice Johnson), the ranking member of the committee.
Mr. Speaker, I yield 2 minutes to the gentleman from Illinois (Mr. Lipinski).
Mr. Speaker, I yield back the balance of my time.