Bill Overview
Title: Mining Schools Act of 2022
Description: This bill establishes a grant program for mining schools to recruit and educate mining engineers and other qualified professionals.
Sponsors: Rep. Owens, Burgess [R-UT-4]
Target Audience
Population: Individuals associated with mining schools
Estimated Size: 15000
- The bill aims at providing grants to mining schools, specifically targeting the recruitment and education of mining engineers and qualified professionals in the field.
- The target population includes current and prospective students at these mining schools, as they will have new opportunities and programs made available to them through the grant funding.
- The academic and administrative staff at these mining schools will also be affected as they may see changes in programs, resources, and possibly employment as a result of these grants.
- The mining industry could be indirectly affected as the bill potentially increases the number of qualified professionals entering the workforce.
- Local communities near mining schools may see economic impacts related to increased enrollment and activity at the schools.
Reasoning
- The distribution of simulated interviews needs to represent a variety of stakeholders who are likely to be affected, directly or indirectly, by these grant programs. This includes mining students, school faculty, and local community members.
- Given the budget constraints, the impact per person will likely vary, with most substantial changes being observed in individuals directly involved in or benefiting from mining educational programs.
- The commonness score reflects how typical each person is in relation to the broader population involved in or affected by mining education.
Simulated Interviews
Mining Engineering Student (Golden, Colorado)
Age: 22 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 3/20
Statement of Opinion:
- The grant will help my school, which translates to better facilities and more resources for our course projects.
- I hope it reduces tuition or at least improves our learning environment.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 5 |
Prospective Student (Tucson, Arizona)
Age: 18 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 5/20
Statement of Opinion:
- This bill could be a deciding factor for me as grants usually improve academic programs.
- I feel more confident about joining the program knowing there is support.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 4 |
School Administrator (Salt Lake City, Utah)
Age: 45 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 4/20
Statement of Opinion:
- With increased funding, I can hire additional staff to better support our students.
- This grant could enhance our program offerings and make us more competitive.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 4 |
Mining Engineer (Butte, Montana)
Age: 36 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 2.0 years
Commonness: 9/20
Statement of Opinion:
- More graduates might mean more competition, but also possibly more innovation.
- The industry's reputation and talent pool could improve with better education programs.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 6 |
| Year 5 | 6 | 6 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 5 |
Teaching Assistant (Madison, Wisconsin)
Age: 29 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 4/20
Statement of Opinion:
- This will provide new teaching materials and resources, which is great for both TAs and students.
- I see potential for new research grants and collaborations.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 4 |
Professor - Mining Engineering (Rolla, Missouri)
Age: 50 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 6.0 years
Commonness: 2/20
Statement of Opinion:
- The funding can transform our research capabilities, attracting top talent to our faculty.
- It may allow for new partnerships with industry to take learning beyond the classroom.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 7 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
Mining Engineering Student (Houghton, Michigan)
Age: 19 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 5/20
Statement of Opinion:
- The new funding could mean more support for student activities and learning materials.
- This policy could bring scholarships that help reduce my student loans.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 4 |
| Year 20 | 5 | 4 |
Local Business Owner (Los Angeles, California)
Age: 40 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 7/20
Statement of Opinion:
- Increased student enrollment due to this funding could mean more business for me.
- I am concerned about higher rent if the neighborhood sees too much growth.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 6 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 5 | 4 |
Retired Geologist (Boulder, Colorado)
Age: 55 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 6/20
Statement of Opinion:
- I'm hopeful the new generation brings more sustainable methods to mining.
- I sense that this policy might encourage a kid from Boulder to study mining, just as I did.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 5 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 5 | 4 |
| Year 20 | 5 | 4 |
IT Specialist at a Mining Company (Fairbanks, Alaska)
Age: 30 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 5/20
Statement of Opinion:
- Our educational outreach could benefit from the new graduates entering the workforce.
- The policy might increase interest in tech-oriented mining solutions.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 4 |
Cost Estimates
Year 1: $80000000 (Low: $70000000, High: $90000000)
Year 2: $70000000 (Low: $60000000, High: $80000000)
Year 3: $70000000 (Low: $60000000, High: $80000000)
Year 5: $70000000 (Low: $60000000, High: $80000000)
Year 10: $60000000 (Low: $50000000, High: $70000000)
Year 100: $50000000 (Low: $40000000, High: $60000000)
Key Considerations
- The effectiveness of the program largely depends on mining schools' ability to attract more students and provide high-quality education.
- The impact on the mining workforce is contingent upon industry demand for new engineers and professionals.
- Potential for increased federal budget allocations in response to fluctuations in mining industry requirements.