Request for Information; Extension of Public Comment Period, 67379-67382 [2020-23443]
Download as PDF
<![CDATA[
Federal Register / Vol. 85, No. 205 / Thursday, October 22, 2020 / Notices
653, 655, 657), and Secretary’s Order 1–
2012 (77 FR 3912), (Jan. 25, 2012).
Signed at Washington, DC, on October 16,
2020.
Loren Sweatt,
Principal Deputy Assistant Secretary of Labor
for Occupational Safety and Health.
[FR Doc. 2020–23366 Filed 10–21–20; 8:45 am]
BILLING CODE 4510–26–P
THE NATIONAL FOUNDATION FOR
THE ARTS AND THE HUMANITIES
Institute of Museum and Library
Services
Notice of Proposed Information
Collection Requests: Request for
Advance or Reimbursement Web Form
Institute of Museum and
Library Services, National Foundation
for the Arts and the Humanities.
ACTION: Notice, request for comments,
collection of information.
AGENCY:
The Institute of Museum and
Library Services (IMLS), as part of its
continuing effort to reduce paperwork
and respondent burden, conducts a preclearance consultation program to
provide the general public and Federal
agencies with an opportunity to
comment on proposed and/or
continuing collections of information in
accordance with the Paperwork
Reduction Act. This pre-clearance
consultation program helps to ensure
that requested data can be provided in
the desired format, reporting burden
(time and financial resources) is
minimized, collection instruments are
clearly understood, and the impact of
collection requirements on respondents
can be properly assessed. The purpose
of this notice is to solicit comments
concerning the web form used by IMLS
awardees to request advance or
reimbursement payments. A copy of the
proposed information collection request
can be obtained by contacting the
individual listed below in the
ADDRESSES section of this notice.
DATES: Written comments must be
submitted to the office listed in the
addressee section below on or before
December 16, 2020.
ADDRESSES: Send comments to Connie
Bodner, Ph.D., Director of Grants Policy
and Management, Office of Grants
Policy and Management, Institute of
Museum and Library Services, 955
L’Enfant Plaza North SW, Suite 4000,
Washington, DC 20024–2135. Dr.
Bodner can be reached by Telephone:
202–653–4636 or by email at cbodner@
imls.gov, or by teletype (TTY/TDD) for
SUMMARY:
VerDate Sep<11>2014
17:35 Oct 21, 2020
Jkt 253001
persons with hearing difficulty at 202–
653–4614. Office hours are from 8:30
a.m. to 5 p.m., E.T., Monday through
Friday, except Federal holidays.
FOR FURTHER INFORMATION CONTACT:
Connie Bodner, Ph.D., Director of Grants
Policy and Management, Office of
Grants Policy and Management,
Institute of Museum and Library
Services, 955 L’Enfant Plaza North SW,
Suite 4000, Washington DC 20024–
2135. Dr. Bodner can be reached by
telephone at 202–653–4636, by email at
cbodner@imls.gov, or by teletype (TTY/
TDD) for persons with hearing difficulty
at 202–653–4614.
SUPPLEMENTARY INFORMATION: IMLS is
particularly interested in public
comment that help the agency to:
• Evaluate whether the proposed
collection of information is necessary
for the proper performance of the
functions of the agency, including
whether the information will have
practical utility;
• Evaluate the accuracy of the
agency’s estimate of the burden of the
proposed collection of information
including the validity of the
methodology and assumptions used;
• Enhance the quality, utility, and
clarity of the information to be
collected; and
• Minimize the burden of the
collection of information on those who
are to respond, including through the
use of appropriate automated electronic,
mechanical, or other technological
collection techniques, or other forms of
information technology, e.g., permitting
electronic submissions of responses.
I. Background
The Institute of Museum and Library
Services is the primary source of
Federal support for the Nation’s
libraries and museums. We advance,
support, and empower America’s
museums, libraries, and related
organizations through grant making,
research, and policy development. Our
vision is a nation where museums and
libraries work together to transform the
lives of individuals and communities.
To learn more, visit www.imls.gov.
II. Current Actions
The purpose of this collection is to
administer the IMLS process by which
IMLS awardees request advance or
reimbursement payments. The proposed
form will be embedded in the electronic
grants management system that the
agency uses to monitor and service all
active awards during the period of
performance and through closeout.
Agency: Institute of Museum and
Library Services.
PO 00000
Frm 00050
Fmt 4703
Sfmt 4703
67379
Title: Request for Advance or
Reimbursement Web Form.
OMB Control Number: 3137–NEW.
Agency Number: 3137.
Respondents/Affected Public: IMLS
financial assistance awardees.
Total Estimated Number of Annual
Respondents: 5,000.
Frequency of Response: Once per
request.
Average Minutes per Response: 60
minutes.
Total Estimated Number of Annual
Burden Hours: 5,000.
Cost Burden (dollars): $145,500.00.
Public Comments Invited: Comments
submitted in response to this notice will
be summarized and/or included in the
request for OMB’s clearance of this
information collection.
Dated: October 16, 2020.
Kim Miller,
Senior Grants Management Specialist,
Institute of Museum and Library Services.
[FR Doc. 2020–23338 Filed 10–21–20; 8:45 am]
BILLING CODE 7036–01–P
NATIONAL SCIENCE FOUNDATION
Request for Information; Extension of
Public Comment Period
National Science Foundation.
Extension of public comment
AGENCY:
ACTION:
period.
On September 4, 2020, the
National Science Foundation, on behalf
of the National Science and Technology
Council’s (NSTC) Committee on STEM
Education (CoSTEM), and in
coordination with the White House
Office of Science and Technology Policy
(OSTP), requested input related to the
implementation of the Federal STEM
Education Strategic Plan, Charting a
Course For Success: America’s Strategy
for STEM Education. The original notice
was open for a 45-day public comment
period; NSF is now seeking an
extension of the comment period.
DATES: Written comments must be
submitted no later than November 20,
2020, 11:59 p.m. EST.
ADDRESSES: Comments submitted in
response to this notice may be
submitted online to: CoSTEM@nsf.gov.
Email submissions should be machinereadable [PDF, Word] and not copyprotected. Submissions in the subject
line of the email message should
include ‘‘Individual/Organization
Name: STEM RFI Response’’ (e.g.,
Johnson High School: STEM RFI
Response).
Instructions: Response to this RFI is
voluntary. Each individual or
SUMMARY:
E:\FR\FM\22OCN1.SGM
22OCN1
67380
Federal Register / Vol. 85, No. 205 / Thursday, October 22, 2020 / Notices
organization is requested to submit only
one response. Submission must not
exceed 6 pages in 12 point or larger font,
with a page number provided on each
page. Responses should include the
name of the person(s) or organization(s)
filing the comment. Comments
containing references, studies, research,
and other empirical data that are not
widely published should include copies
or electronic links of the referenced
materials.
Please indicate on the first page of the
response which question(s), identified
by category and question number, you
are responding to. It is not necessary or
required to respond to all questions.
Please only respond to the questions
that are relevant to you and/or your
stakeholders and provide a brief
description of the perspective from
which you are sharing (e.g., I am a
teacher, parent, or represent a non-profit
STEM organization). If responding to
more than one question, please identify
the category and question number(s)
(e.g., ‘‘Federal STEM Education Online
Resource, questions 1–2’’, ‘‘Diversity,
Equity, and Inclusion in STEM,
question 4’’, ‘‘Strategic Partnerships,
questions 9–11’’, etc.) with specific
response(s) directly below it.
No proprietary information,
copyrighted information, or personally
identifiable information should be
submitted in response to this RFI.
In accordance with Federal
Acquisition Regulation 15.201(e), ‘‘RFIs
may be used when the Government does
not presently intend to award a contract,
but wants to obtain price, delivery,
other market information, or capabilities
for planning purposes. Responses to
these notices are not offers and cannot
be accepted by the Government to form
a binding contract.’’ Additionally, those
submitting responses are solely
responsible for all expenses associated
with response preparation.
FOR FURTHER INFORMATION CONTACT: For
additional information, please direct
your questions to CoSTEM@nsf.gov.
SUPPLEMENTARY INFORMATION: This
request is in alignment with 42 U.S.C.
6621(b)(5) of the America COMPETES
Reauthorization Act of 2010, Public Law
111–358, which calls for CoSTEM to
develop, implement, and update every 5
years a STEM Education Strategic Plan.
This information request also addresses
current and future changes in education
systems that have been impacted by the
COVID–19 pandemic. Information
gathered from this request may be used
to guide future Federal STEM education
resource development.
Categories in this Request for
Information focus on the following
VerDate Sep<11>2014
18:41 Oct 21, 2020
Jkt 253001
elements of the Federal STEM
Education Strategic Plan:
• Future opportunities in STEM
education;
• Develop STEM education digital
resources;
• Increase diversity, equity, and
inclusion in STEM;
• Engage students where disciplines
converge;
• Develop and enrich strategic
partnerships;
• Build computational literacy; and
• Community use and
implementation of the Federal STEM
Education Strategic Plan.
In December 2018, The White House
released the Federal STEM Education
Strategic Plan, Charting a Course for
Success: America’s Strategy for STEM
Education to provide a vision for a
future where all Americans have access
to high-quality STEM education. This
strategy was intended to serve as a
‘‘North Star’’ for the broader STEM
community to help achieve its goals,
pathways, and objectives.
The GOALS of the Federal STEM
Education Strategic Plan:
• Build Strong Foundations for STEM
Literacy;
• Increase Diversity, Equity, and
Inclusion in STEM; and
• Prepare the STEM Workforce for the
Future.
The Federal STEM Education
Strategic Plan is built on four
PATHWAYS representing a crosscutting set of approaches, each with a
specific set of objectives for achieving
these goals:
• Develop and Enrich Strategic
Partnerships;
• Engage Students where Disciplines
Converge;
• Build Computational Literacy; and
• Operate with Transparency and
Accountability.
These four pathways have the
potential to catalyze and empower
students, educators, employers, and
communities to benefit learners at all
levels and to harmonize the realization
of a shared vision for American
leadership in STEM literacy,
innovation, and employment.
Questions for Feedback
Provided below are categories from
which the Government is seeking your
input. Please respond to those questions
within your (organization’s) area of
expertise or need. In your response,
please identify the category(s) and
question number(s) to which you are
responding.
PO 00000
Frm 00051
Fmt 4703
Sfmt 4703
Future Opportunities in STEM
Education
In response to the COVID–19
pandemic, education systems (including
preK–12, postsecondary, adult, and
informal) were required to make a
sudden shift to remote or asynchronous
teaching and learning, and this may
continue in the near term. Please
provide insights to the questions below
based on current experiences. For each
response below please indicate the
education system (preK–12,
postsecondary, adult, and informal) that
covers your response and whether you
are addressing school systems, schools,
teachers/faculty/instructors, learners,
other, or more than one category.
1. What COVID–19 related digital
barriers (e.g., access to broadband or
computers, digital learning platforms,
online educational resources) have you
found most prominent, impactful, or
difficult to overcome? Are these barriers
resolved fully, or partially? If resolved,
how was that achieved? If not resolved,
what barriers remain to resolving the
challenge?
2. What new or existing educational
programs, opportunities, or concepts
would enhance remote (both
synchronous and asynchronous)
education? Please indicate which
education system you are addressing
and if the interventions are targeted
toward schools, teachers/faculty/
instructors (e.g., virtual field
experiences for preservice teachers,
flexibility in scheduling classes, virtual
internships, micro credentialing),
learners (e.g., pre-recorded sessions
focused on enabling consistent
instruction with individualized delivery
options), or other areas.
3. What positive experiences using
remote learning technologies have you
had in recent months and how can they
be enhanced or institutionalized to
present new opportunities in STEM
education? How has [or could] the
Federal Government helped support
these innovative technologies?
4. What are the greatest challenges
that have emerged related to inequities
in STEM with the shift to online
education and training? What solutions
did you identify, and what gaps remain
in your ability to deliver/receive
equitable STEM education services?
How did you measure your solution’s
success?
5. What areas of professional learning
would be most beneficial to educators
providing remote instruction (e.g.,
utilizing formative assessment, small
group collaboration, facilitating
meaningful discourse or inquiry,
creating rigorous alternative
E:\FR\FM\22OCN1.SGM
22OCN1
Federal Register / Vol. 85, No. 205 / Thursday, October 22, 2020 / Notices
assessments for those without access to
technology/broadband)?
6. What data/information is the most
important to collect about STEM
education during the disruption of
educational systems because of COVID–
19? What data are you collecting
currently related to the shift in
education because of COVID–19?
7. What experience does your school
system have with interoperable learning
records or precision learning systems? If
used, please share any barriers,
solutions, or other information relevant
to their effectiveness particularly related
to digital barriers and the impact or
effectiveness related to distance
education. How were these concepts
used or modified in response to COVID?
8. What actions did your STEM
Learning Ecosystem take to support
learning in response to COVID–19?
Were these actions helpful? What
barriers prevented you from taking
additional actions that may have been
useful?
Develop STEM Education Digital
Resources
The Federal Government is seeking
information on web-based STEM
educational resources and opportunities
for preK–12 teachers, post-secondary
faculty, educational institutions,
informal educators, parents, and
students.
9. What type of web-based resources
and opportunities would you hope to
find on a STEM education website? Are
there existing resource websites that
could serve as a model for a Federal
website? If so, please provide a link for
reference. What aspects of this website
should be utilized in a Federal website
if such a site were developed?
10. Please describe your primary
audience (e.g., I primarily work with 7th
grade science students in a formal
classroom setting) and how the STEM
education resources you identified
above would help you serve your
audience.
11. How would you like to see
resources categorized (e.g., subjects,
topics, grade bands, Federal agency,
other)? Do you have an example of
another website that is categorized in
this way? If so, please provide a link for
reference.
Increase Diversity, Equity, and
Inclusion in STEM
STEM education practices and
policies at all levels should embody the
values of inclusion and equity. All
Americans deserve access to highquality STEM education, regardless of
geography, race, gender, ethnicity,
socioeconomic status, veteran status,
VerDate Sep<11>2014
17:35 Oct 21, 2020
Jkt 253001
parental education attainment,
disability status, learning challenges,
and other social identities. For each
response below, please indicate the
education system or career experience
for which you are responding.
12. What are the methods utilized by
your organization to increase the
recruitment, retention, inclusion,
achievement, or advancement of
individuals from groups that are
underrepresented and underserved in
STEM? For context, please briefly
provide information on what groups
your organization targets through these
interventions? How are these
interventions evaluated for success?
Engage Students Where Disciplines
Converge
Real world STEM problems require
students to ask and answer questions
across traditional disciplinary
boundaries. This type of
transdisciplinary learning, or
convergence, is encouraged to produce
STEM-literate talent capable of
integrating knowledge to produce
innovative solutions. Toward this
objective, the Federal STEM Education
Strategic Plan aims to (1) enable STEM
educators through upskilling,
resourcing, and providing a forum to
share best practices; (2) support the
dissemination of transdisciplinary
education best practices and programs,
and (3) expand support for STEM
learners to study transdisciplinary
problems.
13. How do you or your organization
use transdisciplinary learning,
integrated STEM, convergence, or
engineering design (e.g., a community or
global design/innovation challenge) in
your experience? What topical areas in
your curriculum do you teach to
provide transdisciplinary learning
opportunities? What approaches do you
use to teach transdisciplinary learning?
Why do you use this approach (e.g.,
more engaging for students, school/
administration promotes
transdisciplinary learning) and how
does it benefit your students’ learning?
14. How has your ability to teach
transdisciplinary concepts to your
students changed in recent months
because of the shift to remote teaching
and learning? What teaching modalities
have you employed to deliver
transdisciplinary instruction virtually?
15. What training have you/your
organization received in any of these
approaches for teaching STEM
education: Transdisciplinary,
integrated, convergence, or engineering
design, etc.? Please describe the
training, if any (including university
coursework or professional
PO 00000
Frm 00052
Fmt 4703
Sfmt 4703
67381
development), that helped you/your
organization prepare to teach STEM
using an integrated or transdisciplinary
approach. Why was that specific
training helpful, and if not, what could
be done differently?
16. If you are an educator or school
system and interested in using a more
integrated or transdisciplinary approach
to teaching STEM, what professional
development would help you teach in
this way? What specific delivery
mechanism work well for you (e.g.,
online course, webinar, in-person
workshop)? What technology tools
would be helpful for you when using a
transdisciplinary approach?
17. If you are a student, what specific
delivery mechanism works well for you
(e.g., online course, webinar, in-person
workshop)? What technology tools
would be helpful for you to enhance
your learning and engagement to deliver
transdisciplinary education to your
students?
Develop and Enrich Strategic
Partnerships
The Federal Government seeks
perspectives to building STEM learning
ecosystems through cross-sector
strategic partnerships that promote
work-based learning programs aimed at
reskilling and upskilling. For the
following questions, a STEM education
partnership is a group of multi-sector
partners united by a common vision of
creating accessible, inclusive STEM
learning opportunities that increase
STEM literacy, expose learners to
multiple STEM career pathways, and
prepare Americans for jobs of the future.
18. What factors drive successful
work-based learning programs? What
elements encourage or discourage
students, schools, or industries from
participating? How can Federal agencies
expand partnerships with the private
and non-profit sectors and educational
institutions to train the workforce
needed for jobs of the future through
work-based learning opportunities? If
your organization provides work-based
learning opportunities, how has the
COVID–19 pandemic impacted your
program? How has your organization
made adjustments in response?
19. If you are currently engaged in a
STEM learning ecosystem, what are the
characteristics of success? What is the
role of the private sector in a successful
STEM learning ecosystem? What is your
STEM ecosystem doing to support
STEM education since the COVID–19
pandemic began?
Build Computational Literacy
The Federal Government seeks
information on building computational
E:\FR\FM\22OCN1.SGM
22OCN1
67382
Federal Register / Vol. 85, No. 205 / Thursday, October 22, 2020 / Notices
literacy in STEM education. In the
Federal Strategy for STEM Education,
computational literacy includes digital
literacy, cybersafety, cyberethics,
cybersecurity, data science, data
security, intellectual property (IP),
computational thinking, artificial
intelligence, quantum information
science, and digital platforms for
teaching and learning. Considering this
definition, please answer the questions
below:
20. What are the benefits when
integrating computational literacy
within a STEM curriculum and/or with
related standards, guidance, or
resources? Please describe any
challenges when integrating aspects of
computational literacy into your
instructional delivery.
21. What components, key concepts,
or topics should be included to integrate
computational literacy into STEM
education at all levels? Please explain
what they are and why they merit
special attention.
22. What are existing programs,
content, curriculum, or education and
training opportunities that inform
successful examples of building
computational literacy in STEM
education? Identify both Federal and
non-federally sponsored research and
programs.
23. What technologies and resources
do you currently use (e.g., apps,
learning management systems,
collaborative tools, STEM websites,
websites linked to curriculum)? Are
there others you would like to use, that
you do not have access to both for inperson and remote teaching and
learning?
Community Use and Implementation of
the Federal Stem Education Strategic
Plan
The Federal Government seeks
information on community utilization of
the Federal STEM Education Strategic
Plan.
24. Please describe how your
organization has used the Federal STEM
Education Strategic Plan. How does
your work align with the goals and
pathways identified in the Strategy
(provided above)? What changes have
you made to your program or activity in
response to the Federal Strategy?
Thank you for taking the time to
respond to this Request for Information.
We appreciate your input.
Dated: October 19, 2020.
Suzanne H. Plimpton,
Reports Clearance Officer, National Science
Foundation.
[FR Doc. 2020–23443 Filed 10–21–20; 8:45 am]
BILLING CODE 7555–01–P
VerDate Sep<11>2014
17:35 Oct 21, 2020
Jkt 253001
POSTAL REGULATORY COMMISSION
[Docket Nos. MC2021–17 and CP2021–18;
MC2021–18 and CP2021–19]
New Postal Products
Postal Regulatory Commission.
Notice.
AGENCY:
ACTION:
The Commission is noticing a
recent Postal Service filing for the
Commission’s consideration concerning
negotiated service agreements. This
notice informs the public of the filing,
invites public comment, and takes other
administrative steps.
DATES: Comments are due: October 26,
2020.
ADDRESSES: Submit comments
electronically via the Commission’s
Filing Online system at https://
www.prc.gov. Those who cannot submit
comments electronically should contact
the person identified in the FOR FURTHER
INFORMATION CONTACT section by
telephone for advice on filing
alternatives.
SUMMARY:
FOR FURTHER INFORMATION CONTACT:
David A. Trissell, General Counsel, at
202–789–6820.
SUPPLEMENTARY INFORMATION:
Table of Contents
I. Introduction
II. Docketed Proceeding(s)
I. Introduction
The Commission gives notice that the
Postal Service filed request(s) for the
Commission to consider matters related
to negotiated service agreement(s). The
request(s) may propose the addition or
removal of a negotiated service
agreement from the market dominant or
the competitive product list, or the
modification of an existing product
currently appearing on the market
dominant or the competitive product
list.
Section II identifies the docket
number(s) associated with each Postal
Service request, the title of each Postal
Service request, the request’s acceptance
date, and the authority cited by the
Postal Service for each request. For each
request, the Commission appoints an
officer of the Commission to represent
the interests of the general public in the
proceeding, pursuant to 39 U.S.C. 505
(Public Representative). Section II also
establishes comment deadline(s)
pertaining to each request.
The public portions of the Postal
Service’s request(s) can be accessed via
the Commission’s website (https://
www.prc.gov). Non-public portions of
the Postal Service’s request(s), if any,
can be accessed through compliance
PO 00000
Frm 00053
Fmt 4703
Sfmt 4703
with the requirements of 39 CFR
3011.301.1
The Commission invites comments on
whether the Postal Service’s request(s)
in the captioned docket(s) are consistent
with the policies of title 39. For
request(s) that the Postal Service states
concern market dominant product(s),
applicable statutory and regulatory
requirements include 39 U.S.C. 3622, 39
U.S.C. 3642, 39 CFR part 3030, and 39
CFR part 3040, subpart B. For request(s)
that the Postal Service states concern
competitive product(s), applicable
statutory and regulatory requirements
include 39 U.S.C. 3632, 39 U.S.C. 3633,
39 U.S.C. 3642, 39 CFR part 3035, and
39 CFR part 3040, subpart B. Comment
deadline(s) for each request appear in
section II.
II. Docketed Proceeding(s)
1. Docket No(s).: MC2021–17 and
CP2021–18; Filing Title: USPS Request
to Add Priority Mail Contract 675 to
Competitive Product List and Notice of
Filing Materials Under Seal; Filing
Acceptance Date: October 16, 2020;
Filing Authority: 39 U.S.C. 3642, 39 CFR
3040.130 through 3040.135, and 39 CFR
3035.105; Public Representative: Curtis
E. Kidd; Comments Due: October 26,
2020.
2. Docket No(s).: MC2021–18 and
CP2021–19; Filing Title: USPS Request
to Add Priority Mail Contract 676 to
Competitive Product List and Notice of
Filing Materials Under Seal; Filing
Acceptance Date: October 16, 2020;
Filing Authority: 39 U.S.C. 3642, 39 CFR
3040.130 through 3040.135, and 39 CFR
3035.105; Public Representative: Curtis
E. Kidd; Comments Due: October 26,
2020.
This Notice will be published in the
Federal Register.
Erica A. Barker,
Secretary.
[FR Doc. 2020–23419 Filed 10–21–20; 8:45 am]
BILLING CODE 7710–FW–P
SECURITIES AND EXCHANGE
COMMISSION
Sunshine Act Meetings
12:30 p.m. on Tuesday,
October 20, 2020.
PLACE: The meeting will be held via
remote means and/or at the
Commission’s headquarters, 100 F
Street NE, Washington, DC 20549.
TIME AND DATE:
1 See Docket No. RM2018–3, Order Adopting
Final Rules Relating to Non-Public Information,
June 27, 2018, Attachment A at 19–22 (Order No.
4679).
E:\FR\FM\22OCN1.SGM
22OCN1
]]>Agencies
[Federal Register Volume 85, Number 205 (Thursday, October 22, 2020)]
[Notices]
[Pages 67379-67382]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2020-23443]
=======================================================================
-----------------------------------------------------------------------
NATIONAL SCIENCE FOUNDATION
Request for Information; Extension of Public Comment Period
AGENCY: National Science Foundation.
ACTION: Extension of public comment period.
-----------------------------------------------------------------------
SUMMARY: On September 4, 2020, the National Science Foundation, on
behalf of the National Science and Technology Council's (NSTC)
Committee on STEM Education (CoSTEM), and in coordination with the
White House Office of Science and Technology Policy (OSTP), requested
input related to the implementation of the Federal STEM Education
Strategic Plan, Charting a Course For Success: America's Strategy for
STEM Education. The original notice was open for a 45-day public
comment period; NSF is now seeking an extension of the comment period.
DATES: Written comments must be submitted no later than November 20,
2020, 11:59 p.m. EST.
ADDRESSES: Comments submitted in response to this notice may be
submitted online to: [email protected]. Email submissions should be
machine-readable [PDF, Word] and not copy-protected. Submissions in the
subject line of the email message should include ``Individual/
Organization Name: STEM RFI Response'' (e.g., Johnson High School: STEM
RFI Response).
Instructions: Response to this RFI is voluntary. Each individual or
[[Page 67380]]
organization is requested to submit only one response. Submission must
not exceed 6 pages in 12 point or larger font, with a page number
provided on each page. Responses should include the name of the
person(s) or organization(s) filing the comment. Comments containing
references, studies, research, and other empirical data that are not
widely published should include copies or electronic links of the
referenced materials.
Please indicate on the first page of the response which
question(s), identified by category and question number, you are
responding to. It is not necessary or required to respond to all
questions. Please only respond to the questions that are relevant to
you and/or your stakeholders and provide a brief description of the
perspective from which you are sharing (e.g., I am a teacher, parent,
or represent a non-profit STEM organization). If responding to more
than one question, please identify the category and question number(s)
(e.g., ``Federal STEM Education Online Resource, questions 1-2'',
``Diversity, Equity, and Inclusion in STEM, question 4'', ``Strategic
Partnerships, questions 9-11'', etc.) with specific response(s)
directly below it.
No proprietary information, copyrighted information, or personally
identifiable information should be submitted in response to this RFI.
In accordance with Federal Acquisition Regulation 15.201(e), ``RFIs
may be used when the Government does not presently intend to award a
contract, but wants to obtain price, delivery, other market
information, or capabilities for planning purposes. Responses to these
notices are not offers and cannot be accepted by the Government to form
a binding contract.'' Additionally, those submitting responses are
solely responsible for all expenses associated with response
preparation.
FOR FURTHER INFORMATION CONTACT: For additional information, please
direct your questions to [email protected].
SUPPLEMENTARY INFORMATION: This request is in alignment with 42 U.S.C.
6621(b)(5) of the America COMPETES Reauthorization Act of 2010, Public
Law 111-358, which calls for CoSTEM to develop, implement, and update
every 5 years a STEM Education Strategic Plan. This information request
also addresses current and future changes in education systems that
have been impacted by the COVID-19 pandemic. Information gathered from
this request may be used to guide future Federal STEM education
resource development.
Categories in this Request for Information focus on the following
elements of the Federal STEM Education Strategic Plan:
Future opportunities in STEM education;
Develop STEM education digital resources;
Increase diversity, equity, and inclusion in STEM;
Engage students where disciplines converge;
Develop and enrich strategic partnerships;
Build computational literacy; and
Community use and implementation of the Federal STEM
Education Strategic Plan.
In December 2018, The White House released the Federal STEM
Education Strategic Plan, Charting a Course for Success: America's
Strategy for STEM Education to provide a vision for a future where all
Americans have access to high-quality STEM education. This strategy was
intended to serve as a ``North Star'' for the broader STEM community to
help achieve its goals, pathways, and objectives.
The GOALS of the Federal STEM Education Strategic Plan:
Build Strong Foundations for STEM Literacy;
Increase Diversity, Equity, and Inclusion in STEM; and
Prepare the STEM Workforce for the Future.
The Federal STEM Education Strategic Plan is built on four PATHWAYS
representing a cross-cutting set of approaches, each with a specific
set of objectives for achieving these goals:
Develop and Enrich Strategic Partnerships;
Engage Students where Disciplines Converge;
Build Computational Literacy; and
Operate with Transparency and Accountability.
These four pathways have the potential to catalyze and empower
students, educators, employers, and communities to benefit learners at
all levels and to harmonize the realization of a shared vision for
American leadership in STEM literacy, innovation, and employment.
Questions for Feedback
Provided below are categories from which the Government is seeking
your input. Please respond to those questions within your
(organization's) area of expertise or need. In your response, please
identify the category(s) and question number(s) to which you are
responding.
Future Opportunities in STEM Education
In response to the COVID-19 pandemic, education systems (including
preK-12, postsecondary, adult, and informal) were required to make a
sudden shift to remote or asynchronous teaching and learning, and this
may continue in the near term. Please provide insights to the questions
below based on current experiences. For each response below please
indicate the education system (preK-12, postsecondary, adult, and
informal) that covers your response and whether you are addressing
school systems, schools, teachers/faculty/instructors, learners, other,
or more than one category.
1. What COVID-19 related digital barriers (e.g., access to
broadband or computers, digital learning platforms, online educational
resources) have you found most prominent, impactful, or difficult to
overcome? Are these barriers resolved fully, or partially? If resolved,
how was that achieved? If not resolved, what barriers remain to
resolving the challenge?
2. What new or existing educational programs, opportunities, or
concepts would enhance remote (both synchronous and asynchronous)
education? Please indicate which education system you are addressing
and if the interventions are targeted toward schools, teachers/faculty/
instructors (e.g., virtual field experiences for preservice teachers,
flexibility in scheduling classes, virtual internships, micro
credentialing), learners (e.g., pre-recorded sessions focused on
enabling consistent instruction with individualized delivery options),
or other areas.
3. What positive experiences using remote learning technologies
have you had in recent months and how can they be enhanced or
institutionalized to present new opportunities in STEM education? How
has [or could] the Federal Government helped support these innovative
technologies?
4. What are the greatest challenges that have emerged related to
inequities in STEM with the shift to online education and training?
What solutions did you identify, and what gaps remain in your ability
to deliver/receive equitable STEM education services? How did you
measure your solution's success?
5. What areas of professional learning would be most beneficial to
educators providing remote instruction (e.g., utilizing formative
assessment, small group collaboration, facilitating meaningful
discourse or inquiry, creating rigorous alternative
[[Page 67381]]
assessments for those without access to technology/broadband)?
6. What data/information is the most important to collect about
STEM education during the disruption of educational systems because of
COVID-19? What data are you collecting currently related to the shift
in education because of COVID-19?
7. What experience does your school system have with interoperable
learning records or precision learning systems? If used, please share
any barriers, solutions, or other information relevant to their
effectiveness particularly related to digital barriers and the impact
or effectiveness related to distance education. How were these concepts
used or modified in response to COVID?
8. What actions did your STEM Learning Ecosystem take to support
learning in response to COVID-19? Were these actions helpful? What
barriers prevented you from taking additional actions that may have
been useful?
Develop STEM Education Digital Resources
The Federal Government is seeking information on web-based STEM
educational resources and opportunities for preK-12 teachers, post-
secondary faculty, educational institutions, informal educators,
parents, and students.
9. What type of web-based resources and opportunities would you
hope to find on a STEM education website? Are there existing resource
websites that could serve as a model for a Federal website? If so,
please provide a link for reference. What aspects of this website
should be utilized in a Federal website if such a site were developed?
10. Please describe your primary audience (e.g., I primarily work
with 7th grade science students in a formal classroom setting) and how
the STEM education resources you identified above would help you serve
your audience.
11. How would you like to see resources categorized (e.g.,
subjects, topics, grade bands, Federal agency, other)? Do you have an
example of another website that is categorized in this way? If so,
please provide a link for reference.
Increase Diversity, Equity, and Inclusion in STEM
STEM education practices and policies at all levels should embody
the values of inclusion and equity. All Americans deserve access to
high-quality STEM education, regardless of geography, race, gender,
ethnicity, socioeconomic status, veteran status, parental education
attainment, disability status, learning challenges, and other social
identities. For each response below, please indicate the education
system or career experience for which you are responding.
12. What are the methods utilized by your organization to increase
the recruitment, retention, inclusion, achievement, or advancement of
individuals from groups that are underrepresented and underserved in
STEM? For context, please briefly provide information on what groups
your organization targets through these interventions? How are these
interventions evaluated for success?
Engage Students Where Disciplines Converge
Real world STEM problems require students to ask and answer
questions across traditional disciplinary boundaries. This type of
transdisciplinary learning, or convergence, is encouraged to produce
STEM-literate talent capable of integrating knowledge to produce
innovative solutions. Toward this objective, the Federal STEM Education
Strategic Plan aims to (1) enable STEM educators through upskilling,
resourcing, and providing a forum to share best practices; (2) support
the dissemination of transdisciplinary education best practices and
programs, and (3) expand support for STEM learners to study
transdisciplinary problems.
13. How do you or your organization use transdisciplinary learning,
integrated STEM, convergence, or engineering design (e.g., a community
or global design/innovation challenge) in your experience? What topical
areas in your curriculum do you teach to provide transdisciplinary
learning opportunities? What approaches do you use to teach
transdisciplinary learning? Why do you use this approach (e.g., more
engaging for students, school/administration promotes transdisciplinary
learning) and how does it benefit your students' learning?
14. How has your ability to teach transdisciplinary concepts to
your students changed in recent months because of the shift to remote
teaching and learning? What teaching modalities have you employed to
deliver transdisciplinary instruction virtually?
15. What training have you/your organization received in any of
these approaches for teaching STEM education: Transdisciplinary,
integrated, convergence, or engineering design, etc.? Please describe
the training, if any (including university coursework or professional
development), that helped you/your organization prepare to teach STEM
using an integrated or transdisciplinary approach. Why was that
specific training helpful, and if not, what could be done differently?
16. If you are an educator or school system and interested in using
a more integrated or transdisciplinary approach to teaching STEM, what
professional development would help you teach in this way? What
specific delivery mechanism work well for you (e.g., online course,
webinar, in-person workshop)? What technology tools would be helpful
for you when using a transdisciplinary approach?
17. If you are a student, what specific delivery mechanism works
well for you (e.g., online course, webinar, in-person workshop)? What
technology tools would be helpful for you to enhance your learning and
engagement to deliver transdisciplinary education to your students?
Develop and Enrich Strategic Partnerships
The Federal Government seeks perspectives to building STEM learning
ecosystems through cross-sector strategic partnerships that promote
work-based learning programs aimed at reskilling and upskilling. For
the following questions, a STEM education partnership is a group of
multi-sector partners united by a common vision of creating accessible,
inclusive STEM learning opportunities that increase STEM literacy,
expose learners to multiple STEM career pathways, and prepare Americans
for jobs of the future.
18. What factors drive successful work-based learning programs?
What elements encourage or discourage students, schools, or industries
from participating? How can Federal agencies expand partnerships with
the private and non-profit sectors and educational institutions to
train the workforce needed for jobs of the future through work-based
learning opportunities? If your organization provides work-based
learning opportunities, how has the COVID-19 pandemic impacted your
program? How has your organization made adjustments in response?
19. If you are currently engaged in a STEM learning ecosystem, what
are the characteristics of success? What is the role of the private
sector in a successful STEM learning ecosystem? What is your STEM
ecosystem doing to support STEM education since the COVID-19 pandemic
began?
Build Computational Literacy
The Federal Government seeks information on building computational
[[Page 67382]]
literacy in STEM education. In the Federal Strategy for STEM Education,
computational literacy includes digital literacy, cybersafety,
cyberethics, cybersecurity, data science, data security, intellectual
property (IP), computational thinking, artificial intelligence, quantum
information science, and digital platforms for teaching and learning.
Considering this definition, please answer the questions below:
20. What are the benefits when integrating computational literacy
within a STEM curriculum and/or with related standards, guidance, or
resources? Please describe any challenges when integrating aspects of
computational literacy into your instructional delivery.
21. What components, key concepts, or topics should be included to
integrate computational literacy into STEM education at all levels?
Please explain what they are and why they merit special attention.
22. What are existing programs, content, curriculum, or education
and training opportunities that inform successful examples of building
computational literacy in STEM education? Identify both Federal and
non-federally sponsored research and programs.
23. What technologies and resources do you currently use (e.g.,
apps, learning management systems, collaborative tools, STEM websites,
websites linked to curriculum)? Are there others you would like to use,
that you do not have access to both for in-person and remote teaching
and learning?
Community Use and Implementation of the Federal Stem Education
Strategic Plan
The Federal Government seeks information on community utilization
of the Federal STEM Education Strategic Plan.
24. Please describe how your organization has used the Federal STEM
Education Strategic Plan. How does your work align with the goals and
pathways identified in the Strategy (provided above)? What changes have
you made to your program or activity in response to the Federal
Strategy?
Thank you for taking the time to respond to this Request for
Information. We appreciate your input.
Dated: October 19, 2020.
Suzanne H. Plimpton,
Reports Clearance Officer, National Science Foundation.
[FR Doc. 2020-23443 Filed 10-21-20; 8:45 am]
BILLING CODE 7555-01-P
