Bill Overview
Title: Immersive Technology for the American Workforce Act of 2022
Description: This bill establishes a grant program to assist community colleges and career and technical schools in developing immersive technology education and workforce training programs.
Sponsors: Rep. Blunt Rochester, Lisa [D-DE-At Large]
Target Audience
Population: Students and workers engaged in immersive technology education and training programs
Estimated Size: 15000000
- The bill targets immersive technology education and workforce training programs.
- Community colleges and career and technical schools will receive grants for these programs.
- Educators and administrators at these institutions will be directly involved in implementing the programs.
- Students attending community colleges and technical schools across the U.S. will have access to new programs and technologies.
- Workers who are currently unemployed or looking to improve their skills may seek training through these programs.
- The bill does not specify certain industries, so it broadly applies to sectors that could benefit from immersive technology.
Reasoning
- The policy will primarily impact students and workers who are engaged with community colleges and technical schools.
- Given the broad applicability of immersive technology, potential beneficiaries might include those entering fields like healthcare, engineering, and entertainment.
- Not everyone will experience the impact immediately, and duration as well as intensity of impact will vary based on industry engagement and technological advancements.
- The budget constraint implies limited initial reach, possibly benefiting sizable but not a majority portion of the intended population.
- People who are not directly involved in community colleges or technical schools, or who do not pursue programs in immersive tech, will likely have no direct impact from the policy.
Simulated Interviews
Community College Student (Los Angeles, CA)
Age: 19 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 12/20
Statement of Opinion:
- I'm excited about the potential to use immersive technology in my studies, it could really enhance my learning experience.
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 | 8 | 6 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 7 |
Unemployed (Austin, TX)
Age: 32 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- This is a great chance for me to gain new skills that could make me employable in sectors like tech.
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 | 6 | 5 |
Community College Instructor (Raleigh, NC)
Age: 45 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 6/20
Statement of Opinion:
- Introducing immersive technology in classrooms can greatly improve our teaching processes and outcomes.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Technical School Student (Detroit, MI)
Age: 28 | Gender: other
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- This could give me the edge I need in a competitive field
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 7 |
| Year 20 | 8 | 7 |
Career Counselor (Seattle, WA)
Age: 54 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- Supporting immersive tech is crucial for future-proofing the workforce
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 8 | 8 |
Technical School Student (Phoenix, AZ)
Age: 24 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 3/20
Statement of Opinion:
- This program would certainly add value to my education especially as I look to specialize.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Manufacturing Worker (Chicago, IL)
Age: 39 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 10/20
Statement of Opinion:
- If these programs are accessible, it would help me pivot to a career I am more passionate about.
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 | 8 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Corporate Trainer (New York, NY)
Age: 60 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 3.0 years
Commonness: 4/20
Statement of Opinion:
- Innovative training methods like these could revolutionize corporate training.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 7 | 8 |
Community College Student (Miami, FL)
Age: 21 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- I am excited to use the latest technology to make my ideas come alive.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 9 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
HR Manager (Denver, CO)
Age: 47 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 9/20
Statement of Opinion:
- Programs like these could drive skills development that is very much needed in the workforce.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 7 | 7 |
Cost Estimates
Year 1: $28000000 (Low: $26000000, High: $30000000)
Year 2: $27000000 (Low: $25000000, High: $29000000)
Year 3: $25000000 (Low: $23000000, High: $27000000)
Year 5: $20000000 (Low: $18000000, High: $22000000)
Year 10: $15000000 (Low: $13000000, High: $17000000)
Year 100: $5000000 (Low: $4000000, High: $6000000)
Key Considerations
- The adoption and effectiveness of immersive technology are critical to realizing potential cost savings and GDP impact.
- Demographics of community college students and their adaptation to immersive technology.
- Potential regional disparities in grant deployment and infrastructure capability.