[Senate Hearing 108-839]
[From the U.S. Government Publishing Office]
S. Hrg. 108-839
INFRASTRUCTURE NEEDS OF MINORITY SERVING INSTITUTIONS
=======================================================================
HEARING
before the
COMMITTEE ON COMMERCE,
SCIENCE, AND TRANSPORTATION
UNITED STATES SENATE
ONE HUNDRED EIGHTH CONGRESS
FIRST SESSION
__________
FEBRUARY 13, 2003
__________
Printed for the use of the Committee on Commerce, Science, and
Transportation
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WASHINGTON: 2006
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COMMITTEE ON COMMERCE, SCIENCE, AND TRANSPORTATION
ONE HUNDRED EIGHTH CONGRESS
FIRST SESSION
JOHN McCAIN, Arizona, Chairman
TED STEVENS, Alaska ERNEST F. HOLLINGS, South Carolina
CONRAD BURNS, Montana DANIEL K. INOUYE, Hawaii
TRENT LOTT, Mississippi JOHN D. ROCKEFELLER IV, West
KAY BAILEY HUTCHISON, Texas Virginia
OLYMPIA J. SNOWE, Maine JOHN F. KERRY, Massachusetts
SAM BROWNBACK, Kansas JOHN B BREAUX, Louisiana
GORDON SMITH, Oregon BYRON L DORGAN, North Dakota
PETER G. FITZGERALD, Illinois RON WYDEN, Oregon
JOHN ENSIGN, Nevada BARBARA BOXER, California
GEORGE ALLEN, Virginia BILL NELSON, Florida
JOHN E. SUNUNU, New Hampshire MARIA CANTWELL, Washington
FRANK LAUTENBERG, New Jersey
Jeanne Bumpus, Republican Staff Director and General Counsel
Robert W. Chamberlin, Republican Chief Counsel
Kevin D. Kayes, Democratic Staff Director and Chief Counsel
Gregg Elias, Democratic General Counsel
C O N T E N T S
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Page
Hearing held on February 13, 2003................................ 1
Statement of Senator Allen....................................... 1
Prepared statements submitted by Senator Allen:
Givens, Jr., Henry, President, Harris-Stowe State College.... 3
Henson, David B., President, Lincoln University.............. 4
Moore, Jr., Eddie N., President, Virginia State University... 3
Statement of Senator Lott........................................ 6
Prepared statement........................................... 8
Witnesses
DeLauder, Dr. William B., President, Delaware State University... 10
Prepared statement........................................... 13
Fernandez, Dr. Ricardo, President, Herbert H. Lehman College..... 14
Prepared statement........................................... 17
Flake, Dr. Floyd H., President, Wilberforce University........... 22
Prepared statement........................................... 28
Prepared statement of William H. Gray, III., President and
CEO, UNCF.................................................. 22
McDemmond, Dr. Marie V., President, Norfolk State University..... 29
Prepared statement........................................... 31
Monette, Dr. Gerald ``Carty'', President, Turtle Mountain
Community College.............................................. 35
Prepared statement........................................... 37
Appendix
Hollings, Hon. Ernest F., U.S. Senator from South Carolina,
prepared statement............................................. 49
Lautenberg, Hon. Frank, U.S. Senator from New Jersey, prepared
statement...................................................... 49
INFRASTRUCTURE NEEDS OF MINORITY SERVING INSTITUTIONS
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THURSDAY, FEBRUARY 13, 2003
U.S. Senate,
Committee on Commerce, Science, and Transportation,
Washington, DC.
The Committee met, pursuant to notice, at 2:35 p.m. in room
SR-253, Russell Senate Office Building, Hon. George Allen
presiding.
OPENING STATEMENT OF HON. GEORGE ALLEN,
U.S. SENATOR FROM VIRGINIA
Senator Allen. Good afternoon to everyone. I would like to
begin this hearing of the Commerce Committee. I first want to
thank the Chairman of this Committee, Senator John McCain, who
is the cosponsor of this legislation, for allowing us to have
this very prompt hearing on this important measure, and I also
want to state my appreciation to him for allowing me to chair
this Committee.
I do want to say that not only is Senator McCain a
cosponsor of this measure; so is Senator Stevens, who is the
Chairman of the Appropriations Committee. The ranking Democrat
on this Committee, Fritz Hollings, is also a cosponsor, and
there are others, including Senator Lott of Mississippi, and
many others.
And I think from this hearing, I hope we will get even
greater support for it and we will get a vote on this measure,
provided each of your testimony is probative, inspirational,
and motivational to this Committee, and I am sure it will be.
We are going to examine in the Committee today the
technology infrastructure needs of Minority Serving
Institutions and the efforts by such institutions to address
what is often referred to as the ``digital divide.'' It is
primarily an economic digital divide, but the institutions
which you all serve in your various capacities of leadership
are those who do understand the economics of it and recognize
the needs.
I have always been one to look at ways to improve
education. I think education is a key to the future. The best
jobs are going to go, in the future, to those who are the best
prepared. And regardless of one's religion or ethnicity or
one's race, education is a part of that equal opportunity that
is so essential for one to compete and succeed in life.
I am also one--when Senator Lott was leader--and I am
grateful he had me as Chairman of the High-Tech Task Force, and
I feel very strongly that technology is key to the future of
our competitiveness and our military security in a variety of
ways, and technology is obviously the key to the future for our
students as they face tomorrow's challenges.
In my view, increasing access to technology provides our
young people with an important tool for educational and future
economic success. We are all aware that access to the Internet
is not a luxury; it is a necessity. And because of the rapid
advancement and growing dependence on technology, being
digitally connected and digitally proficient becomes more and
more important.
Today, we are here to discuss Senate Bill S. 196, the
Digital and Wireless Technology Program Act, the legislation
that I introduced this year to allow Minority Serving
Institutions an opportunity to acquire technology equipment,
hardware and software, digital network technology, and wireline
and wireless infrastructure such as wireless fidelity or WiFi,
to develop and provide educational services.
Sixty percent of all jobs require information technology
skills, and jobs in information technology pay significantly
higher salaries than jobs in the non-information technology
fields. Students who lack access to information technology
tools are at an increasing disadvantage, both academically and
economically, for jobs. Consequently, it is important that all
institutions of higher education provide their students with
access to the most current technology and digital equipment.
Many Minority Serving Institutions, however, still lack basic
information and digital technology infrastructure.
A study completed by the Department of Commerce and the
National Association for Equal Opportunity in Higher Education
indicated these following points. No historically black college
or university requires computer ownership for their
undergraduate students. That may have changed since that
report, but as of the date of that report, none did.
Thirteen Historically Black Colleges or Universities were
reported to have no students, not one, owning a personal
computer. That may not be the case for yours, but 13 out of 103
had no one owning a personal computer.
Another point. Over 70 percent of the students at
Historically Black Colleges and universities rely on
universities to provide computers. However, only 50 percent
provide students with access to computers in computer
laboratories, libraries, classrooms, or other locations.
Another point: Only 3 percent of Historically Black
Colleges and universities have financial aid available to help
students close the computer ownership gap.
So in a time when minority serving colleges and
universities are increasingly facing problems, as far as
financing, on a variety of fronts, they lack also, in many
cases, in most cases, the foundational, the private
foundational, assistance to support and upgrade their network
infrastructure.
It is essential that resources, new resources, are made
available to properly educate and prepare students who have,
clearly do have, if given the opportunity, the education, the
technology, and the infrastructure, the capability to lead for
themselves fulfilling lives and contribute their talents in
private enterprise or security or education.
This measure, the Digital Wireless Network Technology
Program Act of 2003, seeks to address the technology gap that
exists at many Minority Serving Institutions. The legislation
establishes a new grant program within the National Science
Foundation that provides up to $250 million over a five-year
period to help bridge the digital divide at Minority Serving
Institutions.
And I do want to welcome our five witnesses appearing
before the Committee today and thank them for their willingness
to testify on this important topic. I will introduce each of
you as we go forward.
I do want to, without any objection, submit for the record
a statement from the President of Virginia State University,
Eddie Moore, supporting S. 196 and our efforts in the
Committee, and also on behalf of Senator Talent, of Missouri, I
would put in the written testimony provided by two Historically
Black Colleges and universities from Missouri.
[The information referred to follows:]
Prepared Statement of Eddie N. Moore, Jr., President,
Virginia State University
In my role as President of Virginia State University, I fully
support the Digital and Wireless Network Technology Act of 2003, S.
196, submitted by Senator George Allen. The legislation to provide $250
million in grants to minority serving institutions, including
Historically Black Colleges and Universities and Hispanic Serving
Institutions, to aid in bridging the ``digital divide in higher
education,'' is certainly needed. With the challenges America faces and
the current state of affairs, economically and socially, it is critical
that ``no child be left behind.''
As we move into a society that is solely dependent on computers and
technology-driven lifestyles, we must establish ways to ensure the
broadest possible access to the tools necessary to survive in this
electronic age. Members of society must have the ``choice'' to enjoy
the efficiencies that technology promises; therefore, this bill is just
as vital to the nation as it is to Virginians.
It is also critical that the proposed legislation is targeted to a
portion of the society that to date, is underrepresented in technology
careers, In an attempt to respond to market demands and the trends of
the career market, in 2001, Virginia State University began to offer
two degree programs--computer science and computer engineering, In only
two years, the programs have enrolled nearly 150 students. Statistics
predict that we will enroll more than 400 over the next four years.
This bill will not only increase access for students, but also
surrounding communities and the region will benefit.
In final, this legislation is timely, and I am sure that my
colleagues in higher education, agree, that we can put it to good use.
Therefore, I whole-heartedly support Senator George Allen's proposed
legislation, Digital and Wireless Network Technology Act of 2003, S.
196. It is a step in the right direction for our students, communities
and more importantly, the future of the nation. I hope that the Senate
Commerce Committee will rule on it favorably.
______
Prepared Statement of Henry Givens, Jr., President,
Harris-Stowe State College
For almost 150 years, Harris-Stowe State College has been committed
to providing high quality education to residents of the St. Louis
Metropolitan area. With roots in two historic St. Louis Institutions,
Harris Teachers College (1857) and the African-American Stowe Teachers
College (1890), Harris-Stowe State College is a unique institution
offering a rich, multi-cultural environment in which students and
faculty from a wide variety of economic, educational, ethnic and racial
backgrounds learn and work together in harmony. Harris-Stowe State
College offers twelve (12) degree programs in Teacher Education, Urban
Specialization, and Business Administration, with an enrollment of
approximately 2000. The College provides unlimited opportunities to
many Metropolitan St. Louisans who otherwise would not have access to
such.
Harris-Stowe State College is wired for high speed with (LAND)
connection access across the campus. We have infrastructure in place
and are constantly working to obtain both hardware and software
sufficient in quantity and quality to meet the needs of students,
faculty, and the community. Currently we have computer education
programs for students and faculty along with academic technology
components. All programs at the College require a number of technology
competencies in learning, teaching, and the demonstration of knowledge.
The technology staff on board is very competent and, through the MORE
Net receives updated training, workshops and conferences that provide
certification to work with faculty and staff.
Harris-Stowe State College has been committed to the steady
increase of technology in teaching and learning for the past twenty-
five (25) years; thus, the bill under consideration will strengthen the
College's ability to continue moving forward toward the establishment
of a wireless campus. Such a campus will provide faster and more
efficient service to our students, faculty and the community. This
development will enable our students and faculty to take advantage of a
variety of sources in the learning process, such as distance learning,
online services, and continuing education. It will also enable the
College to effectively serve additional populations within the
Metropolitan St. Louis area. For these reasons, Harris-Stowe State
College enthusiastically supports Senate Bill 196, ``Digital and
Wireless Network Technology Program Act of 2003''.
______
Prepared Statement of David B. Henson, President, Lincoln University
Lincoln University, Jefferson City, Missouri, is very pleased to
have this opportunity to work with Senator Jim Talent and this
initiative to assist in strengthening the technology infrastructure of
Historically Black Colleges and Universities. We strongly support this
initiative and sincerely hope that it passes.
Lincoln University is an 1890 land-grant institution which is part
of the Missouri state system of higher education. Founded in 1866
through the cooperative efforts of the enlisted men and officers of the
62nd and 65th Colored Infantries, Lincoln University was designed to
meet the educational and social needs of freed African-Americans.
``The core Mission of Lincoln University is to provide excellent
educational opportunities for a diverse population in the context of an
open enrollment institution. The University provides student centered
learning in a nurturing environment, integrating teaching, research,
and service. Lincoln University offers relevant, high quality
undergraduate and select graduate programs that prepare students for
careers and lifelong learning. These programs are founded in the
liberal arts and sciences and focused on public service professions
that meet the academic and professional needs of its historical and
state-wide student clientele.''
The enrollment at Lincoln University for Fall 2002 was 3,092. There
were 1,195 men and 1,897 women. There were 18 Asian/pacific Islanders,
25 Native Americans, 1,016 African Americans, 25 Hispanics, 1824
Caucasians 169 Non-Resident Aliens and 15 Other Aliens.
Among the various degrees offered, Lincoln University offers the
Bachelor of Science degree in the following areas of Science and
Technology:
Biology
Medical Technology
Chemistry
Mathematics
Physics
Civil Engineering Technology
Computer Information Systems
Mechanical Technology
Below are the two-year degree programs that are technology related:
Drafting Technology
Computer Science and data Processing
Pre-Engineering
Lincoln University's Institutional strategic plan, Furthering the
Dream, recognizes the university's need to continue to pursue its
traditional goals while at the same time change, improve, and meet the
challenges of the new century to better serve our various
constituencies. The importance of the technology infrastructure and
supporting systems is in direct relation to our capacity to support the
core mission of the institution.
The availability of funding from the proposed National Science
Foundation Office of Digital and Wireless Network Technology to support
our technology needs will enable Lincoln University to accomplish
multiple strategic plan objectives that will strengthen our institution
and enhance our ability to make available research and educational
opportunities to our diverse student population. Lincoln's core
infrastructure and technology management support is solid. But, to
continue to remain competitive and offer the technology required in
today's learning environments, additional funding for equipment and
support of the infrastructure is required.
Lincoln University seeks the capacity and support resources
required to integrate information technology into curriculum
development and pedagogical practices to enhance the quality and
effectiveness of the teaching and learning environment for our
students. We will use the funds to further implement the functionality
of our web server application, Blackboard, to enable Lincoln to become
a complete e-Education enterprise offering online teaching and learning
capabilities, the development of campus communities and the promotion
of efficiencies in faculty and staff use through Blackboard's
integrated interface with our Administrative Computing System, Datatel
Colleague.
Lincoln is challenged to increase student enrollment. The ability
to provide innovative course delivery options to proactively and
competitively position Lincoln University within its market to meet the
unique needs of our diverse student population is critical. The funds
will be used to upgrade the level of software maintenance and support;
acquire learning technology management; provide instructional
development that would include course management system training for
all faculty, pedagogical training and course development; ongoing
faculty and student support, infrastructure and network support.
Enterprise application integration will include consulting, project
management, application development and the integration of the
Blackboard application into the university's web portal environment.
Funding will allow Lincoln to enable more of its classrooms to be
classroom smart through the purchase of equipment and the
implementation of high-speed connectivity required to further integrate
classroom technologies into our curriculum. Our backbone network switch
is upgradeable and, with additional funding, can support high speed and
bandwidth necessary to provide quality of service video connectivity to
the classroom. New equipment will allow instructors to bring video
clips, presentation software and Internet resources direct to the
classroom. Funding will be used to purchase this equipment, train
faculty on its use and maintain support of it for reliable and
effective use in the classroom.
Lincoln desires to strengthen our faculty resources, both through
the ability to offer competitive compensation packages and the ability
to increase the number of faculty retained, to instruct our students
enrolled in our academic programs offered through our Department of
Computer Science and Technology. Availability of new funding will
afford us this opportunity.
The ability to enhance student academic laboratory facilities to
incorporate technological solutions that can provide remedial tutorial
assistance to students challenged with below average core competencies
will help promote our students' success and improve the institution's
overall retention rate.
Our new Administrative System, Datatel Colleague, will enable
Lincoln to offer a higher level of customer services to our students.
We hope to provide students and the community with online and web-
enabled access to Lincoln University general information, access to
admissions, enrollment, financial aid, bookstore and library schedules,
billing information and services and secure access to the student's own
university record.
Internet access is available from our residence halls, however only
a small group of students today are in a financial position that allows
them to purchase personal computers for their residence hail rooms. Our
institutional plan, Furthering the Dream, challenges us to find a way
to provide personal computers for each student as part of their
learning experience at Lincoln University. We feel that technical
competence is a lifelong learning skill that all students require.
National Science Foundation funding will allow that dream to become a
reality for our students. Students can master technical competence, use
self-service administrative functionality via our web portal and have
access from their residences for anytime access to research and
educational opportunities available over the Internet.
Expanding on this concept, Lincoln desires to enhance the social
experience of our diverse population by making portions of our campus
wireless. This will encourage the use of the computing devices to be
anywhere, anytime on campus. Increasing the marketability of Lincoln
through integration of this kind of technology into the campus
lifestyle will make Lincoln more attractive to future and current
students, thus assisting Lincoln in its recruitment and retention
efforts.
New classroom technologies and new service delivery methods make it
a requirement for all faculty and staff to have equipment that supports
those abilities. Lincoln would like to be financially able to implement
a personal computer lifecycle plan that allows for each faculty and
staff member to have access to current and vital computing equipment.
Additionally, Lincoln will integrate the training required to
support the delivery of enhanced student services made available
through the technological progress into a structured Human Resources
professional development program. We will design a structured training
program offered through our Center for Teaching and Learning that spans
basic computing navigation and skill development through advanced uses
of technology in curriculum design and development. On-going
professional development opportunities and follow-up support will be
provided in a variety of formats thus ensuring that the functional and
advanced operational skills necessary for each department to fully
utilize technology to operate efficiently and effectively are
obtainable. An assessment system to measure the effectiveness of
professional development activities would be an essential part of the
professional development program.
Our plan is for Lincoln University to develop and foster internal
and external partnerships and collaborations, to include business and
industry, governmental agencies and educational institutions that
contribute to excellence. It is in this spirit that Lincoln will use
funding made available through the National Science Foundation to
achieve greater collaboration between institutions of higher learning,
governmental agencies and business partners, not only in our community
but globally.
Senator Allen. I would now like to turn it over to Senator
Lott for any opening comments he would make, and then I will
introduce each of you as witnesses.
Senator Lott?
STATEMENT OF HON. TRENT LOTT,
U.S. SENATOR FROM MISSISSIPPI
Senator Lott. Well, thank you, Mr. Chairman, for having
this important hearing today on these issues surrounding the
technology gap that exists at many of our Minority Serving
Institutions. I would like to ask that my entire statement be
made part of the record.
Senator Allen. Without objection.
Senator Lott. I also want to thank this distinguished panel
for being here, and I want to particularly recognize my good
friend and colleague from my years in the House, former
Congressman Flake. As I like to say, he has moved on to better
and higher callings since he left the House, and does a
fantastic job. It is good to see you again.
I do also want to note that there is no representative of
Mississippi Historically Black Colleges and universities, here
today and I am sorry about that. Next time, we will make sure
there is a representative from Alcorn or Jackson State or
Tougaloo or Rust. But I do have on my staff a graduate of
Alcorn State University Marcus Ward back here, and I will get
him to submit a statement for the record on behalf of
Mississippi. I spoke at his commencement a few years ago, and
then he has been working with me over the years. And we are
proud of the job that Alcorn State University does in producing
good students, not just great football players, I might say,
George Allen, Steve McNair, of course, being the most famous
one.
But our nation's Minority Serving Institutions have a rich
history in educating many of America's best and brightest
students and future leaders. It is important that we do all we
can here in Washington to support their cause.
Of particular concern to me is our nation's Historically
Black Colleges and universities. But the group of Minority
Serving Institutions also includes many institutions such as
tribal colleges and Hispanic Serving Institutions, and I think
it is important that we note that fact.
In my own state, roughly 9 percent of the nation's
Historically Black Colleges and universities serve our students
there. I want to recognize those eight schools: Alcorn State
University, Coahoma Community College, Hinds Community College
at Utica, Jackson State University, Mary Holmes College,
Mississippi Valley State University, Rust College, and Tougaloo
College. Next week when I am home, I will be meeting with the
new president of Tougaloo College to discuss the needs there at
Tougaloo.
So I am happy to cosponsor this important legislation. I
think it can be very helpful to bridging this technology gap
and providing greater opportunities for our students, who will
then be able to go out and get a job when they graduate with
that additional expertise.
I would also like to note the ongoing commitment we have in
our state in bridging the technology gap. We worked, for
instance, with Allstate Insurance to donate a $17 million
facility that they had left in the Jackson, Mississippi area.
They had a district office they vacated, a beautiful campus,
and they donated that to Jackson State University, and it is
now the Mississippi E-Center. And it is very impressive. It is
a state-of-the-art complex with advanced computing and
technology infrastructure and information technology faculty
and support staff. It has not yet reached the heights we want
it to, but we think it is going to do a lot to help fulfill
that University's mission. It provides leverage that we need to
have in our Historically Black Colleges and universities in
such critical areas as remote sensing, engineering, science,
and technology. In fact, we have also established a geospacial
center for research at Jackson State University with $6 million
in federal funds, I might add, Senator Allen. So I will put a
little pressure on you to do something for your universities
along those lines.
[Laughter.]
Senator Lott. But I think this is a great idea. It is a
challenge. It provides authorization, indicating the money that
we should invest in this area. It does require, as I understand
it, a 25 percent match from the universities and colleges, so
everybody will have to help with this. I am very much a
supporter of it.
I might also note that we are trying to do more in our
state to help kids at the elementary and secondary level. A few
years ago, I was at San Jose, Senator Allen, at a meeting with
the high-tech community out there in California, and we went to
a school and observed a program called Power Up. I do not know
if you are familiar with it, but this is a program where the
private sector donates computers to a classroom, usually in
fifth grade or middle school. You get a teacher trained, with
Federal funds, on how to teach children how to read by using
computers. You get two Americorps volunteers that come in and
work with the teacher. It has a phenomenal effect on these
young people, many of whom would not learn to use a computer or
read. But by combining the two, they learn the computer
capabilities and they learn how to read. Even if they are
playing basketball game on the computer, they are learning the
computer. And we now have 55 schools in my state, mostly in the
Mississippi Delta, that are qualified for that program, and the
first one being in Canton, Mississippi.
That type of computer program, that type of reading
program, leading into what this program can do at our
Historically Black Colleges and Universities and other minority
institutions, I think, can really help to begin to bridge the
technology gap, and I am delighted to be a cosponsor. I am
pleased that you are having this hearing early.
I yield.
[The prepared statement of Senator Lott follows:]
Prepared Statement of Hon. Trent Lott, U.S. Senator from Mississippi
Mr. Chairman, thank you for holding this important hearing today on
the issues surrounding the technology gap that exists at many of our
country's Minority Serving Institutions. I also want to thank this
distinguished panel for taking the time to be with us today. Our
nation's Minority Serving Institutions have a rich history in educating
many of America's best and brightest students and future leaders, and
it is important that we do all we can here in Washington to support
their cause. Of particular concern to me are our nation's Historically
Black Colleges and Universities, but the group of Minority Serving
Institutions also includes many outstanding Tribal Colleges and
Hispanic Serving Institutions.
My own State of Mississippi is home to roughly 9 percent of the
nation's Historically Black Colleges and Universities. I am pleased to
be able to recognize these eight schools in Mississippi: Alcorn State
University, Coahoma Community College, Hinds Community College--Utica,
Jackson State University, Mary Holmes College, Mississippi Valley State
University, Rust College and Tougaloo College. I am happy to be a co-
sponsor of S. 196, the Digital and Wireless Network Technology Program
Act of 2003, because it provides another opportunity to help the
Historically Black Colleges and Universities in Mississippi. I always
pay careful attention to legislation that could be beneficial for
higher education institutions in my state. In fact, I recently co-
sponsored an amendment to the Omnibus appropriations bill for Fiscal
Year 2003 that authorizes additional funding for grants to preserve and
restore structures at Historically Black Colleges and Universities.
Additionally, I would like to note an example of my ongoing
commitment to assist Historically Black Colleges and Universities in
Mississippi in bridging the technology gap. In 2001, I worked with
Allstate Insurance in their $17 million donation of a facility to
establish the Mississippi e-Center at Jackson State. The e-Center is an
impressive state-of-the-art complex with advanced computing and network
infrastructure, and information technology faculty and support staff.
Through the e-Center, Jackson State is able to fulfill its educational
mission and leverage its unique strengths in the areas of remote
sensing, engineering, science and technology. I am also pleased to
report that Jackson State is the only Historically Black College or
University in the nation with three supercomputers. We are making
strides in Mississippi to provide all our students with access to
information technology, but the nation still has progress to make when
it comes to providing for our Minority Serving Institutions of higher
learning.
Mr. Chairman, I am pleased to be a co-sponsor of S. 196 because
this legislation fits perfectly with my primary goals: to improve
education and transportation, and create jobs for my home State of
Mississippi and for the country. This bill is aimed specifically at
improving educational opportunities by expanding the digital and
wireless technology resources of Minority Serving Institutions in our
country. The eight Historically Black Colleges and Universities in
Mississippi would benefit tremendously from the targeted funds that
would be authorized by this legislation, and as a result, the
educational opportunities available to students at these institutions
of higher education would be significantly increased.
By providing these enhanced educational opportunities both through
technology and in technological fields, students will be qualified for
better jobs. Additionally, the availability of these better-trained
students in the Mississippi workforce will make it easier to recruit
new businesses and industries to Mississippi--especially businesses and
industries in the high tech arena. There will even be a transportation
benefit that will result from the program proposed in this legislation.
More efficient technological resources and training are a key component
in the quest for more efficient and safe transportation networks.
As many of you know, the Commerce Department's National
Telecommunications and Information Administration--or NTIA--partnered
with the National Association for Equal Opportunity in Higher Education
to produce a report entitled ``An Assessment of Networking and
Connectivity at Historically Black Colleges and Universities.'' This
study contained some alarming and some encouraging discoveries
regarding computing resources, networking and connectivity at these
institutions. For instance, while 98 percent of the respondents report
having basic access to the Internet, the World Wide Web and campus
networks, fewer than 25 percent of students at these institutions own
their own computing resources. It is clear that while these
institutions of higher learning stand ready to drive from the ``on
ramp'' onto the Information Superhighway, they still lag far behind
other universities in America when adjusting to the new technological
innovations and changes on the forefront, such as Third Generation
Technology.
I am pleased that we have such qualified witnesses today to share
their thoughts and views on this legislation, as well as the state of
technology and computing resources at Minority Serving Institutions
across America. It is my hope that this hearing will provide a clear
understanding and commitment to strengthening the networking,
connectivity and computing resources for these fine institutions.
Senator Allen. Thank you, Senator Lott. I know your many
years of great service in working for the Historically Black
Colleges and university in Mississippi, and it is a record, I
am sure, and I know you are rightfully proud of.
And those AOL Power Up, that is remarkable to have that
many in one state. Per capita, that is bound to be the best in
the country. And thank you for your leadership.
I would now like to introduce our panel. First, Dr. William
DeLauder, president at Delaware State University for over 16
years. Delaware State University was founded in 1890. Under Dr.
DeLauder's leadership, the university has increased the number
of faculty with doctorates from 44 percent to 72 percent. In
addition, Delaware State now has implemented new graduate
programs in the basic sciences, including biology, chemistry,
physics, that all complement the new undergraduate program in
computer science.
Thank you, Dr. DeLauder, for being with us.
Dr. Ricardo Fernandez, President of Herbert H. Lehman
College University, City of New York. Dr. Fernandez has
fostered, as president, increased collaboration between Lehman
College and other local area schools in the area of technology
and professional development curriculum. In addition to his
duties as president, Dr. Fernandez is also professor of
languages and literature at Lehman College.
The Honorable Dr. Floyd Flake, who--everyone is glad to see
you back here, Mr. Congressman--is now president at Wilberforce
University in Wilberforce, Ohio. It was founded in 1856.
Wilberforce is the first institution of higher education owned
and operated by African-Americans. The Reverend Dr. Flake
served in Congress from 1986 to 1997. Dr. Flake was Senior
Pastor of the more than 15,000-member Greater African Methodist
Episcopal Church in New York, and he was President of the
Edison Charter Schools before becoming President of
Wilberforce.
Welcome back, Dr. Flake.
Dr. Flake. Thank you, sir.
Senator Allen. Senator Dorgan wanted to be here, but I will
have the pleasure of introducing Dr. Monette before I go,
finally, to our Virginia representative. Dr. Monette is the
president of Turtle Mountain Community College in Belcourt,
North Dakota. Dr. Monette is one of the founding fathers of the
tribal college movement and of the 25-year-old American Indian
Higher Education Consortium. Dr. Monette also serves as a
member of the National Advisory Group to the Institute of
Higher Education's new millennium project and is a member of
the North Dakota Information Technology Council.
Thank you for being with us.
And finally--I know it is not in the exact order--but,
finally, Dr. Marie McDemmond, president of Norfolk State
University in Norfolk, Virginia. Norfolk State is the fifth
largest historically black university in our country. Most
recently, Dr. McDemmond was appointed by President Bush to the
President's Board of Advisors on Historically Black Colleges
and Universities, and also appeared before this Committee last
year with great influence on me as well as other Members of the
Committee.
I would say to all of you all as we go forward, I have read
through all of your very thoughtful and insightful testimony
that you have provided for today's hearing and will make sure a
complete text of your testimony is in the record for other
Members to read and those on the floor and others who would be
interested.
What I would like you all to do, if you could, today, in
the time we have, is focus on this program in S. 196 and how
this would actually help your college or your university or
institution and effort. If each of you could elaborate
specifically on the needs, the technology needs, of your
college or your university or your endeavors and give some
tangible examples of how these funds, if they were available,
would actually tangibly help students in your institutions,
that would be helpful.
In other words, basically, if we were to provide you all
with $2.5 million, what would you do with it and how would that
help the students at your colleges and universities or
institutions? I think that is the sort of testimony that would
be most helpful to us.
So, with that, I would like to first go to Dr. DeLauder.
And please share with us your views, Doctor.
STATEMENT OF DR. WILLIAM B. DeLauder, PRESIDENT, DELAWARE STATE
UNIVERSITY
Dr. DeLauder. Thank you very much, Mr. Chairman, and good
afternoon.
Senator Allen. Good afternoon.
Dr. DeLauder. To the Chairman of this Committee and to
Senator Lott and to the distinguished Members of the U.S.
Senate Committee on Commerce, Science, and Transportation,
ladies and gentlemen, my name is William B. DeLauder. I am the
President of Delaware State University located in Dover,
Delaware. And I do want to thank the Chairman and the Committee
for giving me this opportunity to have a chance to talk to you
about the importance of technology at the nation's Historically
Black Colleges and universities.
I do want to commend the sponsors of Senate Bill 196,
because, if approved and funded, this bill will provide needed
funding to bridge the digital divide that does exist between
many Minority Serving Institutions and majority institutions.
I speak to you today on behalf of my University, Delaware
State University, and on behalf of NAFEO. NAFEO, the National
Association For Equal Opportunity In Higher Education. So I am
here to represent both of those institutions.
As the Chairman has indicated, Delaware State University
was founded in 1891. We were founded as a direct result of the
second Morrill Act. We are one of the 17 historically black
land-grant universities. We are a sister institution to Alcorn
State, Senator Lott, in that regard. And as you probably know,
NAFEO is the higher educational association that includes and
represents about 118 historically and predominantly Black
Colleges and universities within this nation.
Our nation has become, and rightfully so, immersed with
technology. Its presence is inescapable in virtually everything
we do of substance. It is present in our workplaces, in our
supermarkets, our malls, our libraries, and in our homes, for
those who are fortunate to have the resources to invest in the
advantages of technology that technology provides in our
everyday existence.
This generation of students is the high-technology
generation. They enter college more technologically literate
than previous generations. Their expectations are that
technology will be extensively utilized in all aspects of
college life. They make decisions about which college to attend
in part on the technological capability of a given college or
university. To be competitive in the recruitment of top
students, HBCUs must possess the technology infrastructure and
the expertise to fully utilize technology in teaching and
learning and in administrative operations.
Delaware State University developed a technology plan in
the late 1980s. This plan is a part of the university's
strategic plan that is updated annually. The university's
strategic goals and objectives include those that are designed
to enhance the quality and efficiency of operations and
services, improving teaching and learning, and improving
communications between, within, and outside of the campus.
As a result of planning, of setting priorities, and
acquiring needed resources, Delaware State University has made
measurable success in efforts to expand the knowledge, skills,
and experiences of faculty, students, and staff with our
information technology infrastructure.
Delaware State University installed a fiberoptics network
connecting all academic and administrative buildings on the
campus somewhere around 1990, 1991. And during the next several
years, work progressed in connecting all the dormitories to the
campus network. The time lag in developing the network was due
primarily to the inability to acquire the needed funds in a
timely way to complete the connections in a much faster pace.
The university's library was computerized in the late '80s,
and computerized literature and information technology began to
be an important component of the library resources.
We began to develop a distance-education program in 1997.
The university provides workshops and a dedicated workroom for
faculty who desire to develop distance-learning courses. In
Spring 2003, for example, we had 86 Web-enhanced courses being
offered by 31 different faculty members for a total of 1,184
students. And with additional resources, the university desires
to expand the number of Web-enhanced courses and to begin
developing and offering online courses in selected disciplines.
HBCUs vary in their state of technological infrastructure.
And in Senator Allen's comments, he reflected on that with some
of those statistics. Some of our institutions are more advances
than others, but all have varying needs to be able to fully
utilize the technology.
For DSU, for example, I will mention a few of those areas
that we believe are important for us to continue to find the
resources in order to enhance our technological capability, and
these are the kinds of things that could be involved in a grant
proposal for this particular piece of legislation in this
program.
One, upgrading our network to have broadband capability so
that we can enhance the responsiveness of it to handle the
greater load that we have on our system and to be in the
position to utilize Internet, too, and to be a part of that
revolutionary change.
Second, to upgrade our wiring of several campus buildings
and/or convert to wireless technology, where it is appropriate
to do so.
Three, the need to continuously upgrade computer
workstations with the latest technology. Technology is changing
so that even once you buy all the workstations you need, in two
or three years it is time to do upgrades. And new software
requires more sophisticated machines to work with.
Professional development and release time and technical
support for faculty involved in distance learning. And we are
also wanting to establish video-conferencing capability between
two of our off-campus sites that we have located, one in
Wilmington, and one in the southern part of the State, in
Georgetown.
Those are just a few examples of the kinds of things that
we would see as assisting Delaware State to further develop our
technology.
And let me just mention three things that relate
specifically to the Senate bill that we are considering here
today. One, I think it should be made clear to the Director of
the National Science Foundation that the Senate expects that
representatives from HBCUs will be extensively involved in the
advisory council, which is required by Section 4(b) of this
bill. I think that is extremely important.
Second, it is important to retain the exemption for
matching funds for institutions with no or small endowments, as
suggested in Section 5, because this will facilitate the
involvement of institutions with modest resources. These will
also be the institutions that have the greatest need for
improving technological infrastructure.
And then, third, it is important to involve representatives
of the HBCU community in the peer-review process used in rating
proposals, because this will ensure fairness in the review
process.
And I conclude, Mr. Chairman, by again commending the
sponsors of this significant legislation, to thank the Chairman
and the Committee for providing me with this opportunity to
appear before the hearing, and, finally, say that all higher
educational institutions owe it to their students to provide
state-of-the-art information technology for teaching and
learning so that all of our students leave us competent to live
in this information society.
Thank you.
[The prepared statement of Dr. DeLauder follows:]
Prepared Statement of Dr. William B. DeLauder, President,
Delaware State University
Mr. Chairman, distinguished Members of the U.S. Senate Committee on
Commerce, Science, and Transportation, ladies and gentlemen, my name is
William B. DeLauder, President of Delaware State University (DSU) in
Dover, Delaware. I thank the Chairman for giving me this opportunity to
come before you to speak on the importance of technology on the
nation's Historically Black Colleges and universities.
I commend the sponsors of Senate Bill 196, a bill to establish a
digital and wireless network technology grant program for Minority
Serving Institutions. If approved and funded, this bill will provide
needed funding to bridge the digital divide that exists between many
Minority Serving Institutions and majority institutions.
I speak to you today on behalf of my university, Delaware State
University, and on behalf of NAFEO, the National Association for Equal
Opportunity in Higher Education. Delaware State University, founded in
1891 as a direct result of the Second Morrill Act, is one of the 17
Historically Black land-grant universities within the United States. We
serve approximately 3,300 students in programs at the baccalaureate and
masters levels. Our degree programs include the traditional arts and
science disciplines and degree programs in agriculture, business,
education, social work, airway science, and nursing. As you probably
know, NAFEO is the higher educational association that includes and
represents the Historically and predominately Black Colleges and
universities.
One third of all African Americans with undergraduate degrees
earned them from a Historically Black college and university (HBCU). So
it can be unequivocally said that HBCU's are providing immeasurable and
invaluable service to the educational strength, growth and vitality of
our nation.
Our nation has become, and rightfully so, immersed with technology.
Its presence is inescapable in virtually everything we do of substance.
It is present in our workplaces, our supermarkets, our malls, our
libraries and in our homes for those who are fortunate to have the
resources to invest in the advantages technology provides in our
everyday existence.
This generation of students is the high technology generation. They
enter college more technologically literate than previous generations.
Their expectations are that technology will be extensively utilized in
all aspects of college life. They make decisions about which college to
attend, in part, on the technological capability of a given college or
university. To be competitive in the recruitment of top students, HBCUs
must possess the technology infrastructure and the expertise to fully
utilize technology in teaching and learning and in administrative
operations.
Students who enter HBCU's think critically, have a budding desire
to engage in cutting edge research and have a commitment to academic
excellence. Our institutions can do no less than to maintain their
enthusiasm for learning. Our institutions understand and appreciate the
obligation to prepare students for productive lives, to contribute to
society and make a difference in their communities.
The mission of the majority of the nation's Historically Black
Colleges and universities is teaching, research and public service. An
infusion of state-of-the-art technology at these institutions would
significantly and dramatically increase their ability to prepare
students for success in an ever-increasing global society.
Delaware State University developed a technology plan in the late
80's. This plan is a part of the University's strategic plan that is
updated annually. The University's Strategic Plan includes goals and
objectives on the use of technology. The goals include enhancing the
quality and efficiency of operations and services, improving teaching
and learning, and improving communications both within and outside of
the campus.
As a result of planning, setting priorities, and acquiring needed
resources; Delaware State University has had measurable success in
efforts to expand the knowledge, skills and experiences of faculty,
students, and staff with our information technology infrastructure. The
University is committed to raising the level of technology to its
highest standard in keeping with its own agenda and the availability of
funding.
Delaware State University installed a fiber optics network
connecting all academic and administrative buildings on campus in 1990-
91. During the next several years, work progressed in connecting all
dormitories to the campus network. The time lag in developing the
network was due to delays in acquiring the needed funds to complete the
connections. The University's Library was computerized in the late 80's
and computerized literature and information technology began to be an
important component of the library's resources.
DSU began to develop a distance education program in 1997-98. The
University provides workshops and a dedicated workroom for faculty who
desire to develop distance learning courses. In Spring 2003, 86 web-
enhanced courses are being offered by 31 faculty members with a total
of 1,184 students. With additional resources, the University desires to
expand the number of web-enhanced courses and to begin developing and
offering on-line courses in selected disciplines.
The use of technology holds tremendous promise at DSU and other
HBCU's. For example, the move from need to merit based funding at
public institutions require that even more resources be allocated to
advising and retention services. We believe technology can be employed
creatively to generate more and higher quality services with faculty
previously assigned to other tasks.
As a result, we will expand the student-centered nature of our
university and enhance the instructional quality of our programs.
Moreover, we believe the administrative efficiency of our
institutions can be increased with more targeted applications of
technology, shared functionality, and cooperative services using
technologies and communications systems. Technology also will enable
Delaware State and other HBCU's to create realistic environments for
students to learn to compete in the worlds outside their respective
campuses. In a very real way, I believe technology will truly increase
our ability to provide quality education for a diverse student body,
training and development for dedicated faculty and improved community
outreach services through sophisticated transfer networks.
With regard to Senate Bill, I offer the following comments:
(1) It should be made clear to the Director of the National
Science Foundation (NSF) that the Senate expects that
representatives from HBCUs will be extensively involved on the
Advisory Council required by Section 4(b) of the Bill.
(2) It is important to retain the exemption for matching funds
for institutions with no or small endowments (Section 5)
because this will facilitate the involvement of institutions
with modest resources. These will also be the institutions that
have the greatest need for improving their technology
infrastructure.
(3) It is important to involve representatives of the HBCU
community in the peer review process used in rating proposals.
This will ensure fairness in the review process.
I again commend the sponsors of this significant legislation and I
thank the Chairman and the Committee for this opportunity to appear at
this hearing.
Senator Allen. Thank you. Thank you, Dr. DeLauder, for your
remarks, all your provisions, specifically with the bill. I
understand, in drafting this, on the National Science
Foundation, some of the concerns. You do not have to be a
stepchild to any other university in this. The peer review and
the participation by Minority Serving Institutions,
Historically Black Colleges and universities, will be part of
that confidence that you have in the applications.
Since you have brought up wireless, which I think has great
potential, and hopefully we will get a good wireless bill
through this Committee as well, allocating that unlicensed part
of the spectrum for high speed. The president of Virginia Union
University is here in the room, Dr. Bernard Franklin. They have
figured out how to put in wireless. They have done it. Also,
St. Paul College President, Dr. Waddell, I think, is here.
Okay, there you are. Thank you all for being here.
Now, I would like to hear from Dr. Fernandez.
STATEMENT OF DR. RICARDO FERNANDEZ, PRESIDENT,
HERBERT H. LEHMAN COLLEGE
Dr. Fernandez. Thank you, Senator Allen, and good
afternoon. Good afternoon to all Members of this Committee.
I am honored to testify on behalf of HACU, the Hispanic
Association of Colleges and Universities, and the Hispanic
higher education community in support of Senate 196, the
Digital and Wireless Network Technology Program Act.
My name is Ricardo Fernandez, and I am in my 13th year as
President of Herbert H. Lehman College of the University, City
of New York. Lehman is a four-year, comprehensive public
institution located in Bronx County, New York. I am the Vice
Chair and chair-elect of the Board of the American Association
of Higher Education and Chair of the Hispanic Educational
Telecommunications System, a consortium of 18 Hispanic Serving
Institutions engaged in distance education. I am also a past
Chair and current Board member of the Board of HACU.
Half of all Latino students engaged in higher education
attended HSIs. In urban areas across the country, HSIs also
educate a significant percentage of African-American students.
In my own institution, for example, 44 percent of the students
are Latinos, while 33 percent are African-Americans. Therefore,
any program that assists such HSIs will also benefit other
minority group members attending such institutions.
The number of Hispanic Serving Institutions is expected to
grow proportionately over the next 10 or 15 years with the
population, so it is important that bills such as the one under
consideration be supported, because they will provide urgently
needed resources to meet the demands in educational training
that is required in our technologically driven economy.
A great number of the Latinos coming to higher education
are first-generation students. At Lehman, for example, 51
percent of our students are the first in their families to
attend college. Twenty-five percent of them have parents with
an eighth-grade education or less, and 58 percent have
household incomes of less than $30,000. Fifty-five percent of
them, moreover, work at least 20 hours or more.
At my own institution, to get to the request that you
asked, to be specific, we are struggling to provide access to
network to students and faculty. Providing fiber and copper
cabling, switches, and routers to every building and classroom
is simply very expensive; for us, really cost prohibitive.
Through grants and special capital allocations, we have been
able to provide Internet access to faculty and students at the
campus library, at our information technology center. We have a
number, also, of ``smart'' classrooms--that is, classrooms
equipped with voice, data, and video connectivity for video
presentation and video-conferencing. However, these classrooms
are too few to have a significant impact on large numbers of
students.
Wireless networking is a relatively low-cost means of
providing access to the Internet to students, faculty, and also
to the surrounding communities. At Lehman, we have begun a
limited project to provide campus-wide access to the network
through wireless technology.
Currently, we have a dozen access points deployed
throughout the campus to provide Internet access. These include
the student cafeteria, the library, and three classrooms. This
was accomplished through specialized funding and grants.
However, we would need approximately 100 access points through
our 37-acre campus in order to have a true wireless network for
students. At the pace we are moving, the technology we are now
installing may well be obsolete before the project is finished.
One useful resources has been the advanced network for
Minority Serving Institutions project. This is an NSF-funded
grant managed by EDUCAUSE, serving a hundred institutions, all
of them designated HBCUs, HSIs, and tribal colleges. Lehman is
part of this network and is benefitting, along with the two
community colleges in the Bronx that are among our highest
feeders.
Projects such as the AN-MSI have attempted to address the
concerns of Minority Serving Institutions as they seek to
develop and expand network capabilities. This bill, S. 196,
represents hope for institutions such as ours to provide
students with the necessary technological skills needed in
today's economy.
The opportunity to expand collaborations with schools
through teacher training programs means that those schools will
have teachers trained in the latest modalities in order to
incorporate the use of technology in school curriculum.
At our institution, we struggle to integrate technology
into the curriculum. A lot of the faculty, a lot of the older
faculty, still teach with their notes. Some of the younger
faculty, that are more acquainted with technology and less
afraid, are able to incorporate and make those lectures and
activities a lot more exciting.
We have received a FIPSE grant from the Department of
Education, and it has allowed our division of education to
develop an infrastructure of local area networks to incorporate
technology into teacher and counselor education programs. Three
wireless classrooms, the ones that I referred to earlier, are
part of that. As the next step, we want to develop wireless
classrooms at two elementary schools to facilitate teacher
training and professional development.
Through several projects, we have already gained access and
are involved with every school district in the borough and
dozens of schools in our neighborhoods. We have, for example, a
Gear Up grant, which has enabled us to provide computers and
training on how to use them to gain access to the Internet to
hundreds of students and parents in six school districts in the
Bronx.
We also have--and I want to just mention this
parenthetically--we also have a Small Business Development
Center on our campus that serves the borough. And one of the
specific activities that I have been promoting, in line with
the mission of our school, reaching out to the community, is to
make that center assist small businesses in becoming more
technologically proficient. And it seems to me that, through
that, through this type of legislation, that what helps the
institution would also result in helping the Small Business
Development Center become a better server of technology to the
small business community, which often does not know and is in
very great need of that.
One final point I just want to make in my comments, and
that is that I, too, support the provision in this bill that
allows a waiver of the matching requirement for institutions
with no endowment or with an endowment of less than $50 million
in current value. This is vital for most Minority Serving
Institutions. Most of our institutions have small endowments,
or many have no endowments to speak of at all. Without a waiver
of this provision, they would be effectively foreclosed from
taking advantage of the funding opportunities provided for in
this bill. And I urge you strongly to keep this provision.
I am very much encouraged by the Senate's recognition of
the need of Minority Serving Institutions to expand their
digital and wireless network capabilities, and that
policymakers such as you are considering a bill that addresses
this need directly. I applaud your leadership, Senator Allen,
the leadership of Chairman McCain, and the many cosponsors of
this critically important bill.
On behalf of the Hispanic higher education community and
speaking in general about Minority Serving Institutions, I
would urge the support of this Senate Bill 196.
Thank you very much.
[The prepared statement of Dr. Fernandez follows:]
Prepared Statement of Dr. Ricardo Fernandez, President,
Herbert H. Lehman College
Introduction
Good afternoon Senator McCain and Distinguished Members of the
Committee.
I am honored to testify on behalf of HACU and the Hispanic higher
education community in support of S. 196, the Digital and Wireless
Network Technology Program Act. My name is Ricardo R. Fernandez and
this is my thirteenth year as President of Herbert H. Lehman College of
the University, City of New York System. Lehman College is a four-year
comprehensive public institution, which is located in Bronx County, New
York. I am the Vice Chair/Chair-elect of the Board of the American
Association of Higher Education (AAHE) and Chair of the Hispanic
Educational Telecommunications System, (HETS), a consortium of eighteen
Hispanic Serving Institutions (HSIs) engaged in distance education. I
am also a past Chair and current Board member of the Hispanic
Association of Colleges and Universities (HACU).
HSIs are fast becoming an important national resource for the
education of Hispanics and other minority groups in the nation. Half of
all Latino students engaged in higher education attend HSIs. In urban
areas across the country, HSIs also educate a significant percentage of
African-American students. In my own institution, 44 percent of the
students are Latinos, while 33 percent are AfricanAmericans and Black
students from the Caribbean Islands. Therefore, any programs that
assist such HSIs will also benefit other minority group members
attending such institutions.
It is well known that the Latino population has rapidly expanded to
become the largest minority group in absolute numbers in the nation.
The number of Hispanic Serving Institutions is expected to grow
proportionately over the next five to ten years. Our nation and economy
will demand that Latinos be educated and trained in the latest
technological innovations in telecommunications and bio-technology,
among others. The skills necessary to function in these areas as well
as to become productive members of our economy and assume leadership
roles in our society can only be provided through higher education. The
proposed bill S. 196, as written, would serve to provide Minority-
Serving Institutions (MSIs), including HSIs, with important and
urgently needed resources to meet the quality demands in educational
training required in our technological driven economy.
Many Latino students come to our institutions with barriers such as
low income and family obligations. A great number of Latinos are first-
generation college students. At Lehman College, for example, 51 percent
of our students are the first in their family to attend college.
Twenty-five percent of them have parents with an 8th grade education or
less, and 58 percent have household incomes of less than $30,000. In
urban areas where housing is not affordable, additional pressures are
placed on students to make financial contributions to their households.
At Lehman College, 55 percent of our student body works at least 20
hours or more.
A recent study from the Pew Hispanic Center revealed that although
Latino students are attending college proportionately to the
population, they are not completing college at an appropriate rate.
There are many impediments that make it difficult for Latino students
to persist in college and to graduate. Some could be addressed by
providing opportunities to study without being physically in classroom
for a full program. Distance education can assist in fulfilling this
gap. To be sure, more can and should be done to incorporate
asynchronous modalities into college courses and assignments. While in
school, students must learn how to use the technological resources
available in our society. These include tools such as portals and the
manipulation of information and data provided through the Internet. Too
often, educational institutions lack the appropriate network
capabilities to expose students to the power of the Internet or to
teach them how to access information with these new modalities. In
addition, current fiscal conditions in many states across the nation
make it impossible for institutions of higher education to receive the
resources necessary to provide these modalities.
At my own institution we are still struggling to provide access to
the network to students and faculty. Providing fiber and copper
cabling, switches and routers to every building and classroom is simply
cost prohibitive. Through grants and special capital allocations, we
have been able to provide Internet access to faculty and students at
the campus Library and at our Information Technology Center. We have
several ``smart classrooms,'' that is, classrooms equipped with voice,
data and video connectivity for video presentation and video-
conferencing. However, these classrooms are too few to have a
significant impact on large numbers of students.
Wireless networking is a relatively low-cost means of providing
access to the Internet to students, faculty and also to surrounding
communities. At Lehman College we have begun a limited project to
provide campus-wide access to the network through wireless technology.
Currently we have a dozen access points deployed throughout the campus
to provide students with Internet access. These include the Student
Cafeteria, the Library and three classrooms. This was accomplished
through specialized funding and grants. However, we would need
approximately one hundred access points through our 37-acre campus in
order to have a ``true wireless network'' for our students. At the pace
that we are moving, the technology may well be obsolete before the
project is finished.
One useful resource has been the Advanced Network for Minority
Serving Institutions (AN-MSI) Project. This is an NSF-funded grant
managed by EDUCAUSE, serving 100 institutions, all designated as HBCUs,
HSIs and Tribal Colleges. Lehman College is part of this network and is
benefiting, along with the two CUNY community colleges in The Bronx.
Projects such as the ANMSI have attempted to address the concerns of
MSIs as they seek to develop and expand their networking capabilities.
This bill S. 196 represents hope for institutions such as ours to
provide students with the necessary technological skills needed in
today's economy. In addition, the opportunity to expand collaborations
with schools through teacher training programs, means those schools
will have teachers trained in the latest modalities in order to
incorporate the use of technology in school curricula.
At Lehman a FIPSE grant has enabled the Division of Education to
develop an infrastructure of Local Area Networks (LANs) to incorporate
educational technology into their teacher and counselor education
training program. The three wireless classrooms I referred to earlier
are in this program. As a next step we plan to develop wireless
classrooms at two local elementary schools to facilitate teacher
training and professional development. Through several projects we are
already involved with every school district and dozens of schools in
the borough. We have a Gaining Early Awareness and Readiness for
Undergraduate Programs (GEAR-UP) grant which has enabled us to provide
computers (and training on how to use them to gain access to the
internet) to hundreds of students and their parents.
We also have an initiative called the Bronx Information Network
(BIN), which is a consortium of 70 educational and health community-
based organizations focused on the cooperative use of technology. As
the funding for this project has come to an end, the member
organizations are not able to afford paying for access to the Internet.
This bill opens up great possibilities for Lehman College and like
institutions to continue working with their surrounding communities.
One concrete example lies in the fact that many colleges and
universities operate Small Business Development Centers. By expanding
the technological capacity of their operations these SBDCs could reach
a wider segment of the small business owners and to help make in the
application of technology to make their business ventures more
efficient and profitable. Continuing professional training for health
care workers who need to upgrade their skills can be provided
conveniently at their place of work or at home through asynchronous
modalities. These are just a few concrete examples of the specific
needs that institutions of higher education can address with the funds
that S. 196 would provide.
There is one final point that I would like to make. Section 5 of S.
196 allows a waiver of the matching requirement for institutions with
no endowment or with an endowment of less than $50,000,000 in current
value. This is vital for most minority institutions. Most MSIs have
small endowments and many have no endowments at all. Without a waiver
of this provision, they would be effectively foreclosed from taking
advantage of the funding opportunities provided for in this bill. I
urge you to keep this provision.
I am very much encouraged by the Senate's recognition of the need
for Minority-Serving Institutions to expand their digital and wireless
network capabilities and that policy makers are considering a bill that
addresses this need directly. I applaud the leadership of Senators
Allen, Chairman McCain and the many co-sponsors of this critically
important bill.
Overview
The Hispanic Association of Colleges and Universities (HACU)
represents more than 340 colleges and universities in the United
States, including more than 200 Hispanic-Serving Institutions, or
HSIs--including Herbert H. Lehman College of the University, City of
New York. HACU-member institutions collectively enroll more than two-
thirds of the 1.6 million Hispanics in higher education today, as well
as countless non-Hispanics who enrich the diversity of their fast-
growing campus communities.
S. 196 will directly address the widening Information Technology
divide in American higher education by targeting urgently needed new
funds directly to HSIs and other Minority-Serving Institutions. New
national security priorities and a fast-changing global economy now
demanding a more highly educated workforce requires the expedient
elimination of the digital divide between minority and non-minority
populations in our country, particularly on our college campuses.
Underscoring this national imperative is our country's rapidly changing
demographics, overwhelmingly impacted by Hispanic American communities
representing the nation's youngest, largest and still fastest-growing
ethnic population. S. 196 directly addresses this challenge.
Infrastructure, Equipment and Capabilities
S. 196 would provide $250 million in National Science Foundation
grants in each year over a five-year period to Hispanic-Serving
Institutions (HSIs) and other Minority-Serving Institutions to
substantially enhance their technology infrastructure, programs and
training to bridge the digital divide. That S. 196 specifically
identifies Minority-Serving Institutions as eligible recipients of S.
196 funding is testament to the intent of this Act to reap the greatest
benefits for each dollar invested in those institutions with the
strongest expertise and widest reach to the ``have-nots'' of the
digital divides.
An over-riding goal of HACU and HSIs is to increase the numbers of
Hispanic college graduates with advanced skills in every discipline in
which Hispanics now are under-represented. S. 196 promises not only to
narrow the technology training gap, but also to ultimately increase
college completion rates overall by providing Minority-Serving
Institutions the tools they need to enhance pre-collegiate and on-
campus student success.
HSIs receive less federal funding on average per student compared
to all other degree-granting institutions. Because of the persistent
per-student funding disparities suffered by HSIs, these institutions--
and the students, future K-12 teachers and larger communities served by
these HSIs--clearly stand to benefit from S. 196 investments in
infrastructure, equipment and capabilities.
Most HSIs are located in major, urban areas of the country with a
comparatively higher concentration of poverty and subsequently lower
average tax base. Thus, these HSIs cannot depend on local dollars to
adequately address the digital divide. Moreover, state support for
higher education has been declining on a per-student basis in almost
every region of the country.
Because the mission of these HSIs is to promote higher education
access to a population that suffers historically high poverty rates,
most HSIs have declined to increase their tuition and fee formulas.
HSIs are thus compelled to rely on the few federal resources now
available to them. S. 196 provides HSIs and other Minority-Serving
Institutions a much-needed increase in federal dollars.
Faculty Development
S. 196 will allow HSIs and other Minority-Serving Institutions to
seek grants, contracts or cooperative agreements to ``develop and
provide educational services, including faculty development, to prepare
students or faculty seeking a degree or certificate that is approved by
the state, or a regional accrediting body recognized by the Secretary
of Education.''
Increasing the ranks of Hispanic and other minority teachers is of
paramount importance, not only to higher education institutions but
also to the nation's public schools. HSIs already award approximately
50 percent of all teacher education degrees earned by Hispanic higher
education students.
However, because of a lack of funding for teacher education at
HSIs, the shortage of Hispanic teachers is acute. While 14 percent of
the elementary and secondary education student population is Hispanic,
only 4.3 percent of public school teachers are Hispanic, according to
the U.S. Census Bureau Digest of Education Statistics for 1998 and
1999. In higher education, only 2.4 percent of all full-time faculty
members are Hispanic (IPEDS, 1997).
Hispanics now earn master's, doctoral and professional degrees at
the rate of 2.4 percent among the adult population--compared to 6.0
percent for non-Hispanics. Hence, the numbers of Hispanics attaining
advanced degrees must more than double to achieve parity. Yet, only 20
percent of HSIs offer a master's degree. Less than 12 percent of HSIs
offer a doctoral degree. S. 196 directly addresses the need to increase
the capabilities of HSIs to produce more teachers with advanced
degrees.
Technology in the Classroom
S. 196 will allow HSIs and other Minority-Serving Institutions to
seek grants, contracts or cooperative agreements to ``provide teacher
education, library and media specialist training and preschool and
teacher aid certification to individuals who seek to acquire or enhance
technology skills in order to use technology in the classroom or
instructional process.''
Enhancing teacher education, classroom technology use and
instructional skills will focus on expanding the only means of
technology access for many of the youngest of the ``have-nots'' of the
digital divide. A survey on computer access released September 5, 2001,
by the U.S. Census Bureau reports that while only 33.7 percent of
Hispanic households own a computer, 70 percent of the nation's Hispanic
students have computer access at school.
The long experience and proven expertise of HSIs in addressing
minority public school and community needs makes these institutions a
vital partner in efforts to enhance teacher technology training,
classroom and instructional skills. S. 196 capitalizes on the
geographic proximity, crosscultural understanding and existing
community outreach of Minority-Serving Institutions by inviting their
active participation in new technology initiatives in the nation's
public schools.
Technology Partnerships
S. 196 will allow HSIs and other Minority-Serving Institutions to
seek grants, contracts or cooperative agreements to ``implement a joint
project to provide education regarding technology in the classroom with
a state or state educational agency, local education agency, community-
based organization, national nonprofit organization, or business,
including minority business or a business located in HUB zones, as
defined by the Small Business Administration.''
Joint projects and partnerships to comprehensively address
classroom technology needs are a practical, effective means to meet the
technology needs of the nation's larger minority communities. This
component of S. 196 encourages inclusiveness and the establishment of a
wide base of community support and expertise.
HSIs, historically hampered by funding disparities, have come to
depend on the combined strengths and added resources of such
partnerships to successfully address issues ranging from adult
workforce development and lifelong learning to pre-collegiate
preparatory programs.
HSIs and other Minority-Serving Institutions already have
established the foundation for forming effective partnerships to
address technology disparities. S. 196 provides the funding and
infrastructure support to capitalizes on the proven effectiveness of
such partnership approaches in addressing the digital divide.
Leadership Development
S. 196 also will allow HSIs and other Minority-Serving Institutions
to ``provide leadership development to administrators, board members
and faculty of eligible institutions with institutional responsibility
for technology education.'' Historically under-funded HSIs can readily
benefit from this investment in support of those leaders who are
charged with the strategic direction and supervision of efforts to
enhance technology infrastructure, training and outreach.
HSIs and other Minority-Serving Institutions recognize the critical
role of leadership development in efforts to close the digital divide.
For example, the Advanced Networking with Minority-Serving Institutions
(AN-MSI) project includes a focus on assisting campus leadership in
information technology training. AN-MSI is the result of a National
Science Foundation grant to EDUCAUSE, a consolidation of the former
CAUSE and Educom higher educational technology associations. A sub-
award was made to the Education, Outreach and training Partnerships for
Advanced Computational Infrastructure (EOT-PACI).
EDUCAUSE established partnerships with HACU, the American Indian
Higher Education Consortium and other associations and councils
representing Minority-Serving Institutions. Leadership development
aspects of this ongoing project have included the involvement of
Administrators of HSIs and other Minority-Serving Institutions at
Seminars on Academic Computing and a recent Technology Summit.
The inclusion of leadership development in S. 196 is another
example of the Act's potential for success by strategically addressing
the nation's digital divide on so many fronts--from enhancing teacher
skills in the classroom to supporting administrative leadership
development on the college campus.
Conclusion
Clearly, HSIs and other Minority-Serving Institutions have the
expertise, proximity and commitment to their students and communities
to provide front-line leadership and support in the effort to close the
information technology gap. However, these institutions cannot succeed
without the support of Congress and its endorsement of a substantial
investment in federal dollars.
S. 196 proposes a comprehensive approach to aggressively address
the digital divide, targeting potential funding to those higher
education institutions serving the largest concentrations of minority
higher education students in those communities with the fastest-growing
minority populations. S. 196 is a strategically sound, cost-effective
response to a challenge the nation can no longer afford to leave
unanswered.
The digital divide is not an empty buzzword, but an unfortunate
reality in our nation. While all sectors of society are acquiring
greater access to information technology and connectivity to the
Internet, the gap between the better educated and those behind them is
widening each year--not only in qualitative terms, but quantifiably as
well.
The U.S. Department of Commerce series of reports--``Falling
Through the Net,'' released in 2000, and ``A Nation Online: How
Americans Are Expanding Their Use of the Internet,'' released in 2001--
document the divide between Hispanics and non-Hispanic whites and the
nation as a whole. The 2000 report, the last reporting on household
Information Technology (IT) use, tells us that more than one half of
U.S. households have computers and more than four of every ten have
Internet access. For Hispanic households, the numbers are only one-
third and about two of every ten, respectively.
This same report documents that in 2000, Hispanics made almost 27
percent less individual use of the Internet than non-Hispanic whites.
In the latest 2001 report, the gap grew to more than 28 percent. While
computer and Internet access is slowly increasing for Hispanics, the
digital divide between them and the rest of the nation's population is
becoming wider.
Examining individual Internet use by age groups enables us to look
at the traditional college-age population. In the 2000 report,
Hispanics were 32.6 percentage points behind their non-Hispanic white
counterparts (65 percent). The 2001 report, focusing on 18-24 year-olds
actually in school or college, documents that Hispanics are about 20
percent less likely than non-Hispanic whites to have a home computer
and almost 25 percent less likely to use the Internet at home.
This reports highlights the critical importance of this bill and
the urgency of supporting our HSIs, because the gap between Hispanics
and non-Hispanic whites lessens to 15 percent when one considers
outside home use, which for these students overwhelmingly means school
or college. The 15 percent gap is still large, but it is a sign of
progress in the right direction. Similar patterns exist for Hispanics
ages 3 to 17 years. The 2000 report shows substantially large gaps
between non-Hispanic whites and Hispanics overall. The latest 2001
report underlines that Congressional action is necessary to bridge the
widening digital divide for our youth by increasing their access to
technology in the school setting.
HSIs are the most important national resource for the education and
training of Hispanics and other disadvantaged students across the
nation. This fact will only be magnified in the years ahead as the
Hispanic population continues to grow faster than any other ethnic
community in the country and reaffirms its crucial role in the economic
and public life of the nation. Already, Hispanics make up the fastest-
growing segment of the college-age population in this country. HSIs
must be strengthened and expanded proportionate to the rapid growth of
the populations they serve, so that our national economic prosperity
and social structures are also strengthened. One of every three new
workers joining the national work force today is Hispanic, and this
will increase to one of every two workers before the year 2050,
according to projections by the U.S. Department of Labor.
The changing nature of our economy demands that underserved and
underrepresented but fast-growing populations be educated and trained
at increasingly higher levels for the jobs and leadership roles of the
``new economy.'' Notwithstanding the recent bursting of the dot-com
bubble, the high-technology sector continues to expand at the speed of
human creativity. Thus, information technologies, telecommunications,
and biotechnology, among others, require increasing numbers of workers
with very high skills and advanced knowledge that only a quality higher
education can provide.
S. 196 presents great opportunities for the U.S. Congress and the
President to ensure that future generations of Hispanics and other
disadvantaged populations do not remain stagnated at the bottom of
America's educational ladder. We urge Distinguished Members of this
Committee to support S. 196. Too much is at stake for our economy and
for our national security to ignore this critical opportunity to
provide our colleges and universities the tools they need to begin
closing the digital divide.
Senator Allen. Thank you, Dr. Fernandez, for your
insightful testimony and also your written testimony, as well.
Now I would like to hear from our good friend, Congressman
Flake.
STATEMENT OF DR. FLOYD H. FLAKE, PRESIDENT, WILBERFORCE
UNIVERSITY
Dr. Flake. Thank you very much. Thank you, Senator. Thank
you for the invitation to come and to have this opportunity to
speak on this particular issue.
Before beginning, I would like unanimous consent to
introduce to the record the testimony of William H. Gray, III,
our former colleague and former Whip of the House, who--it is
submitted on behalf of the United Negro College Fund and
inclusive of his testimony on S. 414. And for the record, if
you will receive that, I would be happy to present it.
Senator Allen. That will be made part of the record. Thank
you.
Dr. Flake. Thank you.
[The information referred to follows:]
Prepared Statement of William H. Gray, III, President and CEO, UNCF
Mr. Chairman, and Members of the Subcommittee, I am William H.
Gray, President and Chief Executive Officer of the United Negro College
Fund (UNCF). UNCF is America's oldest and most successful African
American higher education assistance organization.
I am pleased to join my colleagues--representing the other minority
higher education associations--to present UNCF's views and
recommendations for S. 414, ``the NTIA Digital Network Program Act.'' I
want to thank Chairman Hollings for allowing this hearing to take
place, and for his strong support of S. 414. Chairman Hollings is very
familiar with the needs and challenges faced by South Carolina's eight
HBCUs, four of which are UNCF member institutions.
Let me also commend Chairman Wyden for calling this hearing so that
we could have the chance to address one of the most critical issues
affecting the education of minority students in America. I want to also
thank our home Senator, Senator George Allen, who as Governor helped
move Virginia into the high tech era, and who represents the state
where UNCF's national headquarters is located.
Finally, I want to applaud the leadership that Senators Cleland and
Stevens have given to this important issue. We at UNCF believe that
providing public and private sector support for the acquisition of
technology infrastructure, faculty development, training and the
integration of technology into the curriculum are among the most
important challenges facing private HBCUs. We are especially indebted
to Senator Cleland for his willingness to listen to the concerns of
UNCF's member institutions, including those in the Atlanta University
Center (AUC).
While we have not yet conquered the chasm that separates the
college aspirations and opportunities for all of America's minority
youth from their majority counterparts--we are faced with a
simultaneous and equally daunting challenge. The ``digital divide''
threatens to deny minority students, our professors, and our
institutions the competitive skills they need to overcome the remaining
vestiges imposed by race and economic segregation in America.
The Department of Commerce's July 1999 report ``Falling Through the
Net--A Report on the Telecommunications and Information Technology Gap
in America'' first highlighted the economic and racial divide in the
access of Americans to telephones, computers and the Internet. As then
Secretary of Commerce Daley pointed out ``(E)nsuring access to the
fundamental tools of the digital economy is one of the most significant
investments our nation can make.'' As important as these tools are at
home and in our elementary and secondary schools, America's colleges
and universities represent the last bulwark of the nation's defense
against technological illiteracy. We can ill-afford to produce college
graduates who enter the workforce without mastering basic computer
skills and understanding how information technology applies to their
work or profession.
Let me describe the two areas that I hope the Members of this
Committee, and the United States Senate as a whole, will consider as
they deliberate this legislation.
The Need for Enactment of S. 414
First, UNCF member institutions and other HBCUs enroll large
numbers of poor students, whose parents are unable to help pay college
costs. In fact, 50 percent of all UNCF students come from families with
incomes less than $35,000. Almost 90 percent of all UNCF students
receive some form of federal financial assistance, and 60 percent of
UNCF students are first-generation college students. It is clear, then,
that the confluence of these demographic factors make virtually certain
that many UNCF students will have their first exposure to computers and
to the Internet when they arrive on the college campus.
Second, for many institutions that enroll large numbers of
minorities, making up the digital deficits at home and at school
constitutes a real financial challenge. The inability of institutions
to finance the acquisition of needed technology infrastructure creates
another digital divide. Compared to other colleges, private Black
Colleges have very small endowments and cannot fall back on sizeable
numbers of wealthy alumni. The average endowment of UNCF schools for
the 1998-1999 academic year was $22.229 million. Larger, well-financed
institutions have greater access to the funding necessary to purchase
technology, than do smaller, private colleges with fewer resources.
HBCUs, then, face a dual digital challenge--they enroll a large
number of students who are admitted to college with the least pre-
enrollment exposure and knowledge of technology and the Internet, and
the institutions that admit them face certain financial challenges in
overcoming these digital deficits.
UNCF schools illustrate the challenges we face as a nation. In
August 2000, UNCF's testimony to the Web-based Commission, which I
submit for the record, called attention to the plight of our students
and member colleges:
Only 15 percent of the 55,000 students attending UNCF
member colleges and universities own computers;
College students nationally were more than twice as likely
to have access to a college-owned computer than their private,
HBCU counterparts--one computer for every 2.6 students in
higher education institutions nationally compared to one for
every 6 students at UNCF colleges and universities;
Seventy-one percent of faculty nationwide owned computers
as compared to less than one-half of UNCF faculty;
The number of network servers at UNCF colleges per 1,000
students is approximately one-half that of all colleges and
universities nationally;
Seventy-five percent of these servers, hubs, routers, and
printers were obsolete or nearly obsolete and in need of
replacement; and
The rural and relatively isolated areas, in which many of
these institutions are located, place an additional Internet
access burden on those institutions.
Let me describe what UNCF has done to help meet this challenge.
UNCF is Addressing the Digital Challenge
In January 2000, UNCF announced a partnership with Microsoft, IBM,
AT&T and other major corporations and launched an $80 million
Technology Enhancement Capital Campaign (TECC). The campaign was
designed to strengthen the technological capacity of each of the 39
member colleges and universities in three significant ways.
First, TECC strengthened the technology capacity through
modernizing each institution's technology platform and gave every
student and faculty member access to computers. As a result of this
campaign, all UNCF colleges and universities meet certain minimum
technology standards, including increased network capacity and uniform
systems that enable electronic learning among institutions. Technical
support was given so that all wiring, equipment installation, and data
migration and configuration of hardware--including system testing--has
been properly accomplished. This created equity in opportunity by
making the same technology available to students attending UNCF member
colleges and universities as is now available to students at majority
institutions.
Second, on-campus training is being provided to a core group of
campus officials who will then train others in the operation of all
equipment. TECC also includes a faculty development component to assist
faculty in integrating information technology into the curriculum and
to assist faculty members in strengthening their research and
instructional techniques using technology.
Third, TECC is helping make technology more affordable for
individual students and faculty. HBCU students, faculty, and staff can
purchase computer hardware and software from major technology
providers, such as Dell, IBM, Hewlett Packard and Microsoft, at
discounted prices--as low as three hundred dollars--along with low-cost
financing through UNCF's e-commerce web site, which was developed
through a generous contribution of technical services from Electronic
Data Services (EDS).
I am pleased to inform the Members of this Subcommittee that UNCF's
TECC campaign is closing the digital divide on UNCF campuses. We have
already exceeded our $80 million TECC campaign goal! Here are a few
examples of the campus-based results of the TECC campaign:
In Florida, where we have three member colleges--Bethune-
Cookman College, Edward Waters College, and Florida Memorial
College--UNCF provided $4,971,583 in technology funds. One
example of the use of the funds is that Bethune-Cookman
established a quality infrastructure for storage and
distribution of applications and data.
In North Carolina, there are six member colleges and
universities--Johnson C. Smith University, Shaw University, St.
Augustine's College, Barber Scotia College, Bennett College and
Livingstone College. Here we have invested $10,858,475 in
technology. With its portion of the funds, Johnson C. Smith
University developed a print solution and a robust e-mail
system.
In Georgia, we have six UNCF colleges and universities--
Clark Atlanta University, Inter-denominational Theological
Center, Morehouse College, Morris Brown College, Spelman
College and Paine College. The total invested is $15,155,069.
At Clark Atlanta University, computer lab capability and access
were enhanced, with improved security.
In Virginia, there are two member institutions--St. Paul's
College and Virginia Union University, where UNCF funded
$1,983,539 in technology. As an example, Virginia Union
University established a totally wireless campus and created
mathematics computer labs for classroom teaching and accounting
computer labs for teaching and student exercises.
In Mississippi, there are two UNCF institutions--Tougaloo
College and Rust College--that received a technology investment
totaling $2,782,911. Tougaloo College wired the campus
buildings and upgraded desktops from outdated models for
faculty, staff and computer labs.
In Texas, we have four member colleges--Paul Quinn College,
Huston-Tillotson College, Jarvis Christian College and Wiley
College. These institutions received from UNCF $3,967,664. With
their share of the technology funds, Paul Quinn College
provided laptops to all full-time faculty and network drops for
faculty to use in the classrooms.
In addition, all 39 UNCF campuses have benefited from upgraded
network infrastructures and increased access to technology for
students, faculty and staff:
UNCF institutions have received hardware, including 2,000
desktop computers, almost 1,500 network printers and more than
1,200 network servers, as well as hundreds of hubs, switches
and network routers, courtesy of Hewlett Packard, Cisco,
Lexmark, and Dell;
The wiring of member institution campuses is completed--
including over 3,800 network drops in learning centers and
administrative and academic facilities and equipment
installation and configuration; and
Each UNCF member institution received 96,000 current
versions of Microsoft software, including Windows 2000, Encarta
Reference Suite 2000, Microsoft Office Suite 2000, and Encarta
Africana 2000 courtesy of an ``in-kind'' gift from Microsoft.
For the record, Mr. Chairman, I am submitting the list of these
contributors.
Our goal is to ensure that every student has a computer and knows
how to use it and that every faculty member has a computer and has
integrated technology into their curriculum. The results will be better
prepared students ready for the technology age.
Notwithstanding this progress to date, there is a great deal more
to be done to eliminate the digital divide.
The Federal Role in Closing the Digital Divide
Technology is no longer the wave of the future--it is the way of
the present. Every student who lacks access to current technology risks
falling further behind. We believe S. 414, and its companion House
bill, H.R. 1034, provide a crucial and necessary vehicle for directing
federal resources to the solution of an urgent problem.
S. 414 provides direct grants to eligible institutions, or
consortia of eligible institutions: (1) to acquire hardware and
software; (2) to build technology infrastructure, i.e. wiring,
platforms and networks; and (3) to train institutional personnel to use
both the software and hardware and to plan for the future use of
technology. Based on UNCF's TECC campaign experience--what our
institutions need more than anything is the funding to purchase the
instrumentation and to prepare students and institutional personnel for
its usage. S. 414 will help provide those resources.
S. 414 encourages partnerships with the private sector, while
avoiding the creation of a barrier to institutional progress. UNCF has
experienced great success in securing private sector participation in
our TECC campaign. Major corporate donors have stepped up to the
plate--contributing both cash and in-kind gifts. However, experience
tells us the response has not been and will not be uniform. Therefore,
we applaud S. 414's recognition of the need to waive the ``matching''
requirement for certain institutions. UNCF also commends the bill
provisions that qualify private sector contributions made through
organizations like UNCF to individual institutions as ``matching''
funds.
Finally, we urge the Committee to ensure, to the maximum extent
possible, the equitable distribution of appropriated funds to the range
of eligible institutions that will participate in the program. UNCF is
available to assist you, Mr. Chairman, and Members of the Committee as
you proceed with consideration of the bill.
Again, I want to thank the Subcommittee for inviting me to testify
today, and to present the views of UNCF on this important legislation.
I would be pleased to answer any questions you may have.
Dr. Flake. Thanks again for your consideration not only for
an opportunity to speak, but the reality of understanding this
critical need and the problem that we are facing. This
afternoon, we realize that this is a pressing need for most
Historically Black Colleges, Indian universities, as well as
Hispanic universities as they struggle to try to be competitive
with others.
I certainly want to thank you and others for providing
leadership on this agenda and the for the persons that you have
been able to include in the process, understanding that the
majority of them are in positions to make sure that this bill
passes.
Today's subject is not only a problem facing students,
faculty, and administrators of the nation's Minority Serving
Institutions. Technology deficits and limitations today are
nothing, if not a harbinger, of the national crisis in
education and commerce tomorrow. What is described by some as a
digital divide is more like a gaping technological canyon that
has far-reaching implications for communities across the
nation. If this chasm is not closed, the nation will suffer
untold consequences. Ultimately, our nation's competitiveness
will be undermined.
Mr. Chairman, in ways technology and its availability on
the nation's college campuses are Dickensian, ``Tale of Two
Cities,'' or rather the ``Tale of Two Campuses.''
On some college campuses, technology is available at every
turn--wired buildings, equipped research laboratories, small
buildings, ``smart'' buildings, online registration, distance
learning, ``smart'' cards, ``smart'' boards, and so many other
tools of tomorrow that are functioning today.
On these campuses, students are able to communicate
internally and externally with seamless ease and functionality.
The world has really become a classroom for these students. The
facilities are able to utilize technology and research projects
that significantly accrue to the benefit of students, to the
academic programs, and this privileged class of universities in
general.
Even at an administrative level, these universities are
better able to direct, attract resources, to report to the
Federal Government, and to philanthropic donors. All of these
accumulated advantages mount up like a limitless advantage for
some, and an insurmountable disadvantage for others who are
less prepared for modern collegiate needs.
On other campuses, those on the other side of the
technology canyon, particularly those serving minorities, there
is an embarrassment of technological poverty. To borrow again
from Dickens, ``these are the worst of technological times''
for some campuses and their students; they are also the worst
of times because technological tools are nominally available to
everyone. In reality, students whose families often represent
the proverbial ``least of these'' still find these tools out of
their reach, even on college campuses.
S. 196 will immediately level the playing field for more
American students and close this great canyon. It will allow
more of the innate talent of students to shine without
limitation as to where they matriculate or without respect to
their socioeconomic settings of the home communities.
Indulge me for a moment as I describe the typical student
at Wilberforce University. Over 95 percent of the students at
Wilberforce are on financial aid. An overwhelming majority of
Wilberforce University students are the first in their family
to go to college. Students at Wilberforce are more likely to
have attended urban high schools where the breadth and depth of
the technological canyon are widest and deepest at the
secondary level. They are unlikely to come from a home that
possesses a computer or is connected to the Internet. Likewise,
they come from communities that are also technologically
underserved and under-invested.
What does this mean in practical terms? It means that, at
every turn, at Wilberforce, despite our enormous success and
our long history at placing students in competitive graduate
programs and in viable professional settings upon graduation,
we are constantly swimming upstream against the current of
mitigating technological realities that could be overcome with
significant infusions of capital in areas of technology.
It also means that there are multiple layers of
complexities to this problem. At the University of
Pennsylvania, for example, Taylor Hamilton, a second-semester
freshman from Los Angeles, majors in business management
studies in a new academic building that was recently completed,
to the tune of $140 million. In this facility, every study
room, every inch of the building, contemplates a wired,
connected student existence. Taylor is only limited by his
ability to imagine and to realize his own potential.
At the same time, Taylor has access to the best that money
can buy, James Parker, a freshman at Wilberforce from North
Philadelphia, majoring in business administration, with a 3.74
grade-point average, in his second semester, with the same
research needs, the same desire to succeed as Taylor, is
limited, despite the fact that he is the first person in his
family to attend college.
Taylor and James are both African-American. But the
technological realities confronting them are markedly
different, solely based upon where they chose to attend
college. The difference is that James' limitations are beyond
his control and even beyond the ability of a small liberal arts
college with a small endowment. Therefore, the exemption is a
vital necessity for students like James.
James is not limited by his industry, his drive, or desire;
rather, he is short-circuited by routers and servers and
bandwidth forced to operate beyond their capacity. He is held
in the technological past by antiquated software and hardware.
Grants that take into consideration the development of
students, faculty, creative collaborative projects that enrich
educational experiences and that modernize the enterprise
functions of Minority Serving Institutions will go a great
length toward increasing our national competitiveness by
enabling needy students like James Parker, not only James
Parker, but those diamonds in the rough-the Jane Morgans, the
Joy Kirks, and thousands of other students who are now
straddling the nation's higher education technology canyon.
Mr. Chairman and Members of the Committee, the thousands of
students like James Parker employ you to look favorably upon
this invaluable measure. I look forward to working with you and
many of my former colleagues, both here in the Senate and on
the House side, in ways that we might assure not only the
passing of this legislation, but, assuming that it does pass,
assuring that those institutions that have the least are able
to participate by getting more, and, with that more, to create
young people who have capability, who are trying to create a
means by which this canyon is finally filled.
Wilberforce University could use the resources, because it
does not currently have wireless. We have antiquated computers
in every student's room. And as soon as one breaks down, with
the limited staff and staff capability, we are unable to assure
that even those computers will continue to function.
You stated early on that you discovered in your own
research that the majority of these students do not even own a
computer of their own. Mr. Chairman, it is vitally important
that this legislation pass and that it pass now. Tomorrow might
be too late. And if we continue in the trend that we are going,
we will still contribute a number of young people to the
socioeconomic lower ladder or allow them to fall into the
canyon. It is up to you, to us, and to this Committee to move
forward in a way that assures that we lose no more of our
students.
I thank you for this opportunity and look forward to the
day when we come back to celebrate the passage of S. 196.
Thank you very much.
[The prepared statement of Dr. Flake follows:]
Prepared Statement of Dr. Floyd H. Flake, President,
Wilberforce University
Mr. Chairman, ranking Member Hollings, Members of the Committee, I
wish to thank you for the opportunity to address the Commerce Committee
this afternoon on one of the pressing issues facing Historically Black
Colleges and universities (HBCU's) today. I wish to extend my deep and
abiding thanks to you and to Senator George Allen for your leadership
on this issue in the Senate.
Today's subject is not only a problem facing students, faculty, and
administrators at the nation's Minority Serving Institutions (MSI's).
Technology deficits and limitations today are nothing if not a
harbinger of a national crisis in education and commerce tomorrow. What
is described by some as a digital divide is more like a gaping
technological canyon that has far-reaching implications for communities
across the nation. If this chasm is not closed, the nation will suffer
in untold ways. Ultimately, our national competitiveness will be
undermined.
Mr. Chairman, in many ways, technology and its availability on the
nation's college campuses are a Dickensian tale of two cities, or
rather two campuses.
On some college campuses, technology is available at every turn.
Wired buildings, equipped research laboratories, smart buildings,
online registration, distance learning, smart cards, smart boards, and
so many other tools of tomorrow are functional today.
On these campuses, students are able to communicate internally and
externally with seamless ease and functionality. The world has really
become a classroom for these students. Further, faculties are able to
utilize technology in research projects that significantly accrue to
the benefit of students, academic programs, and this privileged class
of universities in general. Even at an administrative level, these
universities are better able to direct and track resources and to
report to the Federal Government and philanthropic donors. All of these
accumulated advantages mount up like a limitless advantage for some and
an insurmountable disadvantage for others who are less prepared for
modern collegiate needs.
On other campuses, those on the other side of the technology
canyon, particularly those serving minorities, there is an
embarrassment of technological poverty.
To borrow again from Dickens, these are the worst of technological
times for some campuses and their students. They are the worst of times
because technological tools are nominally available to everyone. In
reality, students whose families often represent the proverbial ``least
of these'' still find these tools out of their reach even on college
campuses. S. 196 will immediately level the playing field for more
American students and close this canyon. It will allow more of the
innate talents of students to shine without limitation as to where they
matriculate or without respect to the socio-economic settings of their
home communities.
Indulge me for a moment as I describe the typical student at
Wilberforce University.
Over 95 percent of the students at Wilberforce University
are on financial aid.
An overwhelming majority of Wilberforce University students
are the first in their family to go to college.
Students at Wilberforce are more likely to have attended
urban high schools where the breadth and depth of the
technological canyon are widest and deepest at the secondary
level.
They are unlikely to come from a home that possesses a
computer or is connected to the internet. Likewise, they come
from communities that are also technologically underserved and
under-invested.
What does this mean in practical terms? It means that at every
turn, at Wilberforce, despite our enormous success at placing students
in competitive graduate programs and in viable professional settings
upon graduation, we are constantly swimming upstream against a current
of mitigating technological realities that could be overcome with
significant infusions of capital in the areas of technology. It also
means that there are multiple layers and complexities to this problem.
At the University of Pennsylvania for example, Taylor Hamilton, a
second semester freshman from Los Angeles, majors in Business
management, studies in a new academic building that was recently
completed to the tune of $140 million. In this facility, every study
room, every inch of the building contemplates a wired and connected
student existence. Taylor is only limited by his ability to imagine and
realize his own potential.
At the same time Taylor has access to the best that money can buy,
James Parker, a freshman at Wilberforce University from North
Philadelphia, majoring in Business Administration with a 3.74 grade
point average in his second semester, with the same research needs, the
same desire to succeed as Taylor, is limited despite the fact that he
is the first person in his family to attend college.
Taylor and James are both African American, but the technological
realities confronting them are markedly different solely based upon
where they chose to attend college.
The difference is that James' limitations are beyond his control
and even beyond the ability of a small liberal arts college with a
small endowment.
James is not limited by his industry, drive, or desire. Rather, he
is short circuited by routers and servers and bandwidth forced to
operate beyond their capacity. He is held in the technological past by
antiquated software and hardware.
Grants that take into consideration the development of students,
faculty, creative collaborative projects that enrich educational
experiences, and that modernize the enterprise functions of Minority
Serving Institutions will go a great length toward increasing our
national competitiveness by enabling needy students like James Parker.
Not only James Parker, but the Diamond Morgans, Joy Kirks, and
thousands of other students who are now straddling the nation's higher
education technology canyon.
Mr. Chairman and Members of the Committee, the thousands of
students like James Parker implore you to look favorably upon this
invaluable measure. I look forward to working with you and many of my
former colleagues in any way that you might desire to ensure that we
mutually empower the future of deserving students and their communities
across the nation.
Senator Allen. Thank you, Dr. Flake, for your very
compelling testimony, and I look forward to that day and would
like for you to be there for that bill signing ceremony, all of
you. Thank you so much.
Dr. McDemmond?
STATEMENT OF DR. MARIE V. McDemmond, PRESIDENT, NORFOLK STATE
UNIVERSITY
Dr. McDemmond. Thank you and good afternoon, Senator Allen.
You are, indeed, one of Virginia's favorite sons, and we thank
you for cosponsoring this important legislation.
My name is Marie McDemmond, and I am in my sixth year as
president of Norfolk State University. I would like to take you
on a little background of Norfolk State University and its
students and to see what we would do with the money, if
allocated by Congress.
First of all, Norfolk State University is a comprehensive
public university of higher education founded in Norfolk,
Virginia, with 7,000 students. Norfolk State was founded as
part of Virginia Union University in 1935. And several years
later, we became a state-supported institution as the lower
division of Virginia State University in Tidewater. Norfolk
State did not become its own four-year university granting its
own four-year degrees until 1969, and became its own university
in 1979.
This is very important when you look at the size of Norfolk
State's endowment, which is only $7 million. If you look at
that we did not give our own degrees until that time, you can
see that we would have difficulty in garnishing some of the
higher paid alumni who are able to influence corporation and
foundation giving to large endowments at HBCUs.
In addition, I would like to tell you a little bit about
Norfolk State's students. Over 89 percent of our students
receive some form of financial aid. $25,000 is the average
family income for those students. Norfolk State University has
worked hard to make sure that our students continue to qualify
for federal financial aid. We have lowered the default rate
since I became President, in mid 1997, from 27.1 percent to 6
percent. We have done so despite all of the borrowing that our
students have to do. We are the least expensive of Virginia's
public institutions in tuition, and the second least expensive
in fees. But still, 80 percent of our students graduate owing
more than $15,869. This is a very large amount for people with
the profile that we serve.
The history of Norfolk State is critical, also. As you
might remember, the 11 southern states have been reviewed over
the last 35 years by the U.S. Department of Education to
determine the historical equity in funding between HBCUs and
the majority institutions in each of the 11 southern states.
Virginia was found to be out of compliance in equity for many
times, and it was not until November 2001 that we signed the
Office of Civil Rights Accord. That Office of Civil Rights
Accord noted that Norfolk State University was severely
delinquent in its computer technology and its computer wiring.
They authorized, or they asked, Virginia to fund about $4
million in computer wiring to bring Norfolk State University up
to par just on the academic side of its house in technology.
Only 1 million of that 4 million, since 2001, has been able to
be funded by the Commonwealth. So already we were inequitable
in what we had as computer funding, and even the amount to
bring us up to equity has not been provided.
On the side of the house that we have student services, the
dormitories, none of our dormitories are wired. We do not have
computers in any students' rooms, and we do not have a general
computer lab in the dorm. This greatly handicaps our students
when they come back from class. And with over 50 percent
working, when they come back, they cannot reinforce their
academic learning in either technology or do research papers
using the Internet because lack of wiring in our dormitories.
Now, what would we do if we are provided the funds through
S. 196? We have two tremendous initiatives I would like to
share. One is our research and innovation to support the
empowerment center. We believe that RISE Center can create a
network among HBCUs and their respective communities and
businesses, as Dr. Fernandez stated, to aggregate the economic
potential emerging from expanded broadband access. The facility
has the potential to increase business partnerships and to
expand minority training and management in technology and
infrastructure.
We have put together and leveraged almost $100 million to
build this complex center, which takes advantage of our
location in a hub zone, an enterprise zone, and an empowerment
zone, as well as a HOPE 6 community. Our community as well as
our students at Norfolk State need to be educated on
technology.
We also have structured an Institute for Information
Assurance. Part of the OCR accord that was struck in November
of 2001 authorized the creation of a masters in computer
science. One of the tracks in that masters program will be
information assurance. In recognition of the increasing need to
protect the nation's critical infrastructures and information
and information systems, Norfolk State is working hard to make
this information assurance structure institute become a
reality.
We have presented to the National Security Agency, in the
fall of 2000, a plan to provide us with the goals to become a
center for information assurance. There are 36 such centers
throughout the United States in higher education institutions.
None are at Minority Serving Institutions. Norfolk State wants
to be the first to do that so that we can address the United
States' needs for trained information assurance professionals
by encouraging students, especially those from under-
represented minorities, to pursue degrees in information
assurance and related fields as well as providing support for
these students to do so. We want to expand and enrich
undergraduate curriculum offerings with courses in computer and
network security, as well. We, at Norfolk State, want to
position ourselves, therefore, as a leader in information
assurance research.
As we go forward to look at all of the issues that Norfolk
State would do, we know that we have to use the resources of
this bill to help us do wireless. Wireless is the wave of the
future. We currently have no wireless environment on our
campus. We are $4 million behind even in wired technology.
So we hope that as you proceed to provide these assurances
for us and to really enable us to get the funding needed for
this bill, we will be able to add to the national security
infrastructure of this country, particularly considering our
location in Norfolk, Virginia.
[The prepared statement of Dr. McDemmond follows:]
Prepared Statement by Dr. Marie V. McDemmond, President,
Norfolk State University
Greetings
Good afternoon, Chairman McCain, Chairman Hollings, one of
Virginia's favorite Sons--Senator Allen, Senators Miller and Stevens
and other distinguished Members of this Committee on Commerce, Science
and Transportation.
Introduction/Background
My name is Marie V. McDemmond. I am the President of Norfolk State
University, and I also serve as a member of President Bush's Advisory
Board on HBCUs, a member of NAFEO's Board of Directors and as
Virginia's Civilian Aide to the Secretary of the Army.
NORFOLK STATE UNIVERSITY is a comprehensive public institution of
higher education in Norfolk, Virginia, and the largest of the five
Virginia Historically Black Colleges and universities (HBCUs) with 7000
students. NSU opened its doors in 1935 as the lower division of
Virginia State University in the Tidewater region of Virginia. Norfolk
State became its own named college in 1969 and a university in 1979.
The university has remained steadfast in its commitment to provide an
affordable, high-quality education to an under-served population in its
community, its state and the nation.
The percentage of undergraduate students receiving
financial aid at Norfolk State University is 89 percent.
These students have an average median family household
income of less than $25,000.
Since my presidency of Norfolk State University began in
mid-1997, we have worked hard to ensure that our students
remain eligible for federal financial aid and, with improved
management, have lowered our direct student loan default rate
in five years from 27.1 percent to 6.0 percent.
We have done so despite the increasing number of students
who must borrow to fund their education. Eighty percent (80
percent) of our graduating seniors had an average debt burden
of $15,869 in 2000-2001.
Norfolk State University's progress is further exemplified
by our increases in retention and graduation rates. Changes in
our admissions standards have improved our freshmen profile.
The outcome of those changes during the previous five years is
evident in an increase in the average SAT of 13 percent and an
increase in the average high school grade point average of 12
percent.
In five years, our freshmen retention rate has increased
from 5 percent to 71 percent, which now is consistent with our
national peers. Additionally, graduation rates have increased
substantially. Within five years, the freshmen 6-year
graduation rate has increased by 7 percent. The increase from
20 percent to 27 percent for bachelor degree recipients is only
one of several important steps NSU is taking to ensure student
success.
Educating Students in Science and Technology
Norfolk State University currently serves a unique mission in
educating a significant number of African-American professionals in the
sciences and in technology.
Within the last decade, Norfolk State University has
increased the number of students enrolled in its computer
science programs by 116 percent (from 197 to 425) and increased
the number of students enrolled in computer technology by 32
percent.
Norfolk State University was one of the first universities
to offer its students in non-technical fields the Virginia
Internet-based Tek.Xam technology assessment exam proctored in
its on-campus computer laboratories.
In Fall 2001, NSU added the Skills Assessment Manager (SAM)
to enhance our students' proficiency in technology. SAM 2000 is
an interactive performance-based software system developed by
Course Technology. Students complete the exam online and their
scores are generated automatically. The program assesses each
student's abilities to ensure that all NSU graduates can use
technology to solve problems, collect data, manage information,
communicate with others, create effective presentations, and
use information to make informed decisions.
In recent years, the number of student computers in campus
labs at NSU has increased from 600 to over 1,400 and all
students have e-mail accounts and take computer competency
exam. Every full-time faculty member has a desktop computer
with Internet access.
In conjunction with over 100 Northern Virginia firms in
Virginia's High Tech Partnership, Norfolk State is
significantly increasing the number of minority interns and
permanent hires in technology related fields of employment and
has placed over 60 students in technology related internships
over the past three summers.
NSU is also providing certifications in CISCO systems
technologies and is partnering with the Small Business
Administration and Empowerment 2010 to strengthen the business
community's capacity to absorb new technology and know-how.
Economic Development Initiatives--Rise
NORFOLK STATE UNIVERSITY continues to strive to attract new
businesses to the surrounding community and is formulating plans to
capture the economic benefits of our location in an Enterprise
Community, Empowerment Zone, HUBZone and Hope VI Community. A public
private partnership has been formed to build a two-phased Research and
Innovation to Support Empowerment (RISE) Center. This center will
support a complex technology development system within a bridging
framework. RISE will be a self-sustaining facility that will act to
spur economic development in the Enterprise Zone, Empowerment Zone,
HUBZone and Hope VI area surrounding our campus. The Center will
promote technology development, business formation, educational and
research opportunities and workforce development. In the second phase
of development, the RISE project includes a University Laboratory
School with major educational focus on Science, Mathematics and
Technology for students K-6. The private sector indicates that the RISE
Center can create a network among several HBCUs and their respective
communities and businesses and aggregate the economic potential
emerging from expanded bandwidth and access. The facility has the
potential to increase business partnerships and expand minority
training and management in technology and its infrastructure.
We have leveraged approximately $100 million in state funding
through Virginia's recent General Obligation Bond referendum,
empowerment zone funding, city of Norfolk infrastructure funding and
private partnership funding to make the RISE Center complex a reality
within the next two years.
Centers of Excellence--Eternal Funding
Norfolk State University believes in focusing its energies on its
academic strengths. To that end we have carved out Centers of
Excellence. Two of these centers directly relate to the university's
strengths in math, science and technology: the Bringing Science and
Education Together Laboratory (B.E.S.T. Lab) and the Center for
Materials Research.
B.E.S.T. Laboratory
The B.E.S.T. laboratory operates cooperatively between the School
of Education and the School of Science and Technology. Projects involve
fundamental and applied research, integration of technology in
education, and innovation for curriculum development. Students and
faculty engage in modeling chemistry, atmospheric science, and science
education research with state-of-the-art equipment and software. It has
been proven over and over again that teaching professionals in K-12
must be truly comfortable teaching math and science concepts before
they can excel in transferring their knowledge in math and science to
their students. Using this concept and in partnership with NASA
Langley's Research Center, NSU has hosted a series of summer pre-
service teaching institutes and national conferences. These programs
aim at increasing the ability and confidence of current and future
teachers, who plan to teach at minority serving schools, to teach math
and science. The pre-service teacher program, funded at almost $3
million over the past five years has been so successful, that this past
summer NASA expanded its funding to include NASA Marshall, with Oakwood
College as the cooperating HBCU, and NASA Stennis, with Xavier
University of Louisiana as the cooperating institution. It is our
intention to use these same cooperative concepts in our university's
proposed laboratory school.
Center for Materials Research
NSU believes in capitalizing on its internal strengths and
leveraging external dollars whenever possible. In 1994, NSU received a
five-year $10 million grant from the Department of Energy and a three-
year $1.2 million grant from NASA Langley to start the Center for
Materials Research and develop a Masters program in Materials Science.
The Center for Materials Research, which has received more than $16.4
million in Federal funding support over the past five years, now
conducts state-of-the-art research in nanotechnology, polymer network
switches, organic photovoltaic materials for solar cells, powder laser
materials for military and security applications, photon materials for
huge data storage, and other optical or communications applications.
This NSU Center of Excellence demonstrates, if HBCUs are provided the
capacity-building resources, we can and will succeed. Since July 1,
2002, NSU has increased its external funding to its School of Science
and Technology by adding over $7 million to continuing grants and
contracts to the $11.5 million the schools already had in external
funding this year, a 61 percent increase.
Institute for Information Assurance
In recognition of the increasingly important need to protect the
nation's critical infrastructures, information, and information
systems, NORFOLK STATE UNIVERSITY recently established another center
of excellence, the Institute for Information Assurance (IA) Research.
NSU has been in discussion with the National Security Agency on this
since the Fall of 2000. The principal goals of the institute are to:
Address United States needs for trained information
assurance professionals by encouraging students, especially
those from under-represented minorities, to pursue degrees in
information assurance related areas and by providing support
for them to do so;
Expand and enrich undergraduate curriculum offerings with
courses in computer and network security as well as train
information technology professionals at an accelerated pace to
assure information security; and
Position Norfolk State University as a leader in
information assurance research and education by preparing the
University for certification as a National Security Agency
Center of Academic Excellence in Information Assurance
Education. Presently, there are 36 such centers nationwide,
working in this very crucial national security area. None,
however, are located at an HBCU.
By its very nature, information assurance requires countries to
develop their own talent in this area, a critical issue now considering
the number of H1-B VISAS personnel currently working in technology
fields in the United States. With the appropriate financial support, we
expect this new center to provide substantial benefits in this regard
to the United States, the Commonwealth of Virginia, and the Hampton
Roads Region.
Federal Support
This year after a mandate from the U.S. Department of Education,
Office of Civil Rights (OCR), an Accord between Virginia and the
Federal Government was signed in November 2001. Based of the guidelines
of the Accord, Norfolk State University received enhanced funding from
the Commonwealth to begin structuring a master's degree, added to our
ABET accredited bachelors in computer science (a program started many
years ago through Title III funding); and, currently we are adding both
bachelors and masters degrees in electronics and optical engineering.
NSU also received funding from the National Science Foundation for
the Louis Stokes Alliance for Minority Participation, through the
Washington, Baltimore, and Hampton Roads AMP. In addition, the
University receives support from NSF through its Historically Black
Colleges and Universities Undergraduate Program (HBCU-UP). These
outstanding National Science Foundation (NSF) programs have produced
over 200,000 minority professionals with degrees in math, technology
and the sciences and are worthy of increased NSF funding. Building upon
its strengths in computer science and electronics and optical
engineering will help position Norfolk State University to excel in the
education of African Americans in mathematics, science and technology.
Skilled Workforce
There is a high demand in the United States today for skilled,
knowledgeable workers. Our most important businesses and industries are
not just computer and electronics firms, but also advanced,
information-driven companies with an educated and diverse workforce, a
workforce of people who prize their diversity and will be successful
because of it. However, there is a national shortage of information and
communication technology professionals, and as minority-serving
institutions we can educate our own to fill this gap. It is critical
that our government takes an active role in the installation,
development and use of information and communication technologies
across economic as well as geographic lines so that America will have
its own diverse trained workforce.
NSU's vision is in place, but funding during these very uncertain
economic times will remain a critical issue if we are to train and
educate the workforce needed in this decade and beyond. Over 175,000
foreign nationals have come to our country in efforts to fill quality,
high paying jobs in science and technology, mainly because our own
workforce does not possess the skills and training necessary to fill
these essential jobs. It is critical to our national interests and to
the economic stability and security of this nation that we also direct
our limited resources to provide funding to Minority Serving
Institutions that already have a record of success in educating our
minority citizens in science and technology and have an ever-increasing
student body that is patriotic and eager to learn. Our nation's
minorities and underserved populations are a vital part of the first
generation of a new and glorious millennium of growth and development
for our country--a country that needs everyone's full participation if
America is to retain its competitive and military strength worldwide.
Unique Challenge
Minority-serving institutions have a unique challenge in educating
students with little or no preparation for the work world they are
about to enter. Many of the tasks we take for granted in the workplace
today (sending an e-mail or using the Internet) are the by-products of
years of educational and cultural experience. Each new generation has
learned how to accomplish these tasks, adapted their skills and made
their processes better and better. Today we are reorganizing and
rebuilding business and industry and even whole national economies, and
in that process we are also redistributing knowledge and the way we
communicate knowledge.
Over the course of our nation's history, the view of higher
education as a central element of our economic and social well-being
has been widely acknowledged. Thomas Jefferson wrote of this concept
when he said, `` I think by far the most important bill in our whole
code is that for the diffusion of knowledge among the people. No other
sure foundation can be devised for the preservation of freedom and
happiness.'' Jefferson's world, two hundred years ago, was a vastly
different place than the world today. However, our increasing
dependence on knowledge and information continues to recognize the
importance of Mr. Jefferson's words and acknowledges the importance of
colleges and universities as the generators of that knowledge and
information.
Conclusion
For more than two decades, enrollment at public colleges and
universities has gradually risen; more than 77 percent of higher
education is provided in public colleges and universities today.
Projections for the coming decade show the total climbing further. Much
of the recent growth has been among historically underserved and under-
represented populations--racial and ethnic minorities, first generation
college students--many from lower socio-economic backgrounds--who bring
a number of unique academic and co-curricular needs to our campuses. We
must educate America's own to fill the high tech jobs of this century.
The future demands that all institutions have the technological
resources to prepare these students and that these students have the
resources to finance their educations.
This Committee is considering legislation (S. 196)) that would
provide a pool of funds--$250 million--through the Digital and Wireless
Network Technology Program Act of 2003--for Minority Serving
Institutions across the country. As you continue your decision-making
processes, I ask that you consider how critical these funds will be in
efforts to strengthen the technology capabilities of minority-serving
institutions. This legislation must be viewed as an investment and an
incentive for us all in providing digital capacity for all of the
communities and the students we serve. The work of your Committees in
areas such as Title III funding, student financial aid and the
reauthorization of the Higher Education Act ultimately determines how
responsive the United States will be to our own future workers and
leaders. We understand the magnitude of many priorities you face each
day and appreciate your thoughtful consideration of this important
legislation here today.
As the president of a public institution of higher learning and a
historically black university, I want to ensure that the students we
serve are ``Achieving with Excellence'' and that each one has the
opportunity to be as competitively qualified as any other college
educated student in Virginia and the nation. Minority-serving
institutions must be assisted in overcoming the challenges facing them
today so that they can make them the opportunities of tomorrow for all
Americans regardless of their heritage or socio-economic status.
I want to thank this Committee along with Senator Allen for all of
your efforts on behalf of HBCUs and Minority Serving Institutions
across America. I also want to thank you for having me here with you
today. The education of our next generation of leaders must be a team
effort, and we must all be a part of that team.
Senator Allen. Thank you, Dr. McDemmond.
Dr. Monette?
STATEMENT OF DR. GERALD ``CARTY'' MONETTE, PRESIDENT, TURTLE
MOUNTAIN COMMUNITY COLLEGE
Dr. Monette. Thank you, Senator Allen and Members of the
Committee for inviting me to testify today.
My name is Gerald ``Carty'' Monette, and I am honored to be
here as spokesperson for the American Indian Higher Education
Consortium and also as President of Turtle Mountain Community
College, which is located in North Dakota on the Turtle
Mountain band of Chippewa Reservation.
On behalf of this nation's 34 tribal colleges and
universities, I want to express our strong support for S. 196.
We commend you, Senator Allen, and other Members of the
Committee, including Senators Conrad Burns, Byron Dorgan, John
McCain, and Daniel Inouye, for their commitment to serving
tribal colleges and other Minority Serving Institutions.
American Indian tribal colleges are young, geographically
isolated, and poor. None of our institutions is more than 35
years old. Most are located on Indian reservations in the Great
Plains, the Southwest, the Great Lakes, in areas the Federal
Government defines as ``frontier'' or extremely remote. Three
of the five poorest counties in America are home to tribal
colleges, where unemployment rates range from 50 to 75 percent.
Most tribal colleges receive no state funding, and the Federal
Government, despite its trust responsibility and treaty
obligations, does not consider funding of American Indian
higher education a priority.
For Fiscal Year 2004, the President's budget, if enacted,
would actually cut institutional operations for reservation-
based tribal colleges to a level $4 million below the FY-02
level. That makes us the most poorly funded institutions of
higher education in the country. Yet each year we provide
educational opportunity to 30,000 or more American Indian
students, many of whom have no other access to higher
education.
To be sure, America suffers from a serious divide. It is a
division based largely on income and location, and more often
than not, tribal colleges are on the wrong side of the divide.
Tribal colleges are determined to cross the divide, but
barriers exist.
Most of our reservations lack basic infrastructure. On most
reservations, less than 50 percent of homes on reservations
have telephones, compared to 95 percent nationally.
Less than 10 percent of American Indian households have
computers, compared to about 50 percent of white Americans,
25.5 percent of Hispanics, and 23 percent of African-Americans.
No more than 8 percent of all American Indian homes have
access to the Internet.
Tribal colleges struggle to hire and retain technicians.
Due to operational funding challenges, annual starting salaries
for faculty can be as low as $21,000, or at least two times
below industry averages.
For adequate Internet-based data and information sharing,
most universities require at least DS-3 connectivity. Only one
tribal college currently has funding for DS-3, but, I am proud
to say, that through a concerted effort of all tribal colleges,
despite our remoteness and poverty, have achieved broadband
Internet connectivity for our campuses generally through
multiple T-1 lines. This is a significant, though often under-
appreciated, achievement, and it is a tremendous change from
just a few short years ago when some tribal colleges had only
one computer connected to the Internet through dial-up access.
Despite the challenges before us, many tribal college
presidents and faculty believe that technology represents a
tremendous digital opportunity. Over the past few years, we
have developed a plan similar to the technology plan you
developed, Senator Allen, while you were governor of Virginia.
We call our plan the ``Tribal College Framework for Community
Technology,'' a framework of strategic partnerships, resources,
and tools that will help us create locally based economic and
social opportunities through information technology and use of
the Internet.
Today, all tribal colleges are using technology to grow,
meet our needs, serve our communities, and build a framework of
opportunity for our children. Some examples that we currently
are involved in and that we would like to see expanded in the
bill include a wireless backbone project to provide highspeed
connectivity to remote institutions and their satellite
campuses where fiberoptic cables may never be cost effective.
We are piloting state-of-the-art broadband and wireless
backbone technology at four tribal colleges, including Turtle
Mountain Community College.
Through this innovative and cost-effective effort, our
colleges are weaving a wireless web of connectivity around our
reservations, connecting institution sites, tribal offices, and
K-12 schools to one another and the Internet through a
highspeed backbone running between the college and existing
Internet access points of state university systems.
The American Indian Higher Education Consortium is
partnering with other Minority Serving Institutions and the
extensive EDUCAUSE network on the Advanced Networking with
Minority Serving Institutions, AN-MSI, project. The project is
designed to improve networking architecture, improve Internet
connectivity in remote areas served by MSIs, assist college
presidents and administrators in improving our knowledge of
technology and improved technical support through
collaboration.
Through AN-MSI's limited funding, we have been able to
achieve incredible results, including the above-mentioned
wireless project, largely because we have worked to develop a
strong network of technical expertise within the tribal college
system and because we leverage this funding to the maximum
extent possible.
During the 108th Congress, we will be pleased to work
yourself and your colleagues to ensure that technological
opportunities are within our reach. We are particularly
pleased, Senator Allen, with your legislation, because it would
house its important program within the National Science
Foundation.
And again, we strongly support S. 196. My testimony
includes a number of discussion points, which I respectfully
refer to the Committee's staff.
In closing, I will reiterate that the tribal colleges are
committed to working with the Congress, the National Science
Foundation, and others to move forward in a new age of
discovery and knowledge. At the same time, we would like to
work with private industry to bring offshore information
technology jobs home to the United States. We are committed
revitalizing our communities and America's economy through
entrepreneurship. We are committed to working with you, Senator
Allen, to build a bridge of technological opportunity across
our vast nation.
Thank you.
[The prepared statement of Dr. Monette follows:]
Prepared Statement of Dr. Gerald ``Carty'' Monette, President, Turtle
Mountain Community College
Mr. Chairman and distinguished Members of the Committee, thank you
for inviting me to testify today. My name is Dr. Gerald Monette. I am
honored to be here as spokesperson for the American Indian Higher
Education Consortium and as President of Turtle Mountain Community
College, which is located in north-central North Dakota on the Turtle
Mountain Band of Chippewa Reservation.
On behalf of this nation's 34 Tribal Colleges and Universities
(TCUs), I want to express our strong support for S. 196, the Digital
and Wireless Network Technology Program Act, sponsored by the Honorable
George Allen (R-VA). We commend Senator Allen and his colleagues on the
Committee--in particular, Senators Conrad Burns, Byron Dorgan, John
McCain, and Daniel Inouye--for their commitment to working with tribal
colleges and universities as we strive for educational excellence and
equality of access.
For this afternoon's hearing, I have organized my testimony in
three parts: (1) brief history of the tribal college movement; (2)
background on technology in Indian Country and strategies the tribal
colleges have taken to bring new technological opportunities to our
people; and (3) legislative recommendations for the Committee's
consideration.
The Tribal College Movement
American Indian tribal colleges are young, geographically isolated,
and poor. None of our institutions is more than 35 years old. Most are
located on Indian reservations in the Great Plains, Southwest, and
Great Lakes, in areas the Federal Government defines as `'frontier,''
or extremely remote. Three of the five poorest counties in America are
home to tribal colleges, where unemployment rates range from 50 to 75
percent. Most tribal colleges receive no state funding and little
funding from our tribal governments. Our tribes are not the handful of
wealthy gaming tribes located near major urban areas; rather, they are
some of the poorest governments in the nation. And the Federal
Government, despite its trust responsibility and treaty obligations,
has, over the years, not considered funding of American Indian higher
education a priority. For Fiscal Year 2004, the President's budget, if
enacted, would actually cut institutional operations for reservation-
based tribal colleges to a level $4 million below the FY03 level. This
would result in an appropriation of only about one-half of the
authorized amount, or little more than $3,500 per full-time Indian
student. That makes us the most poorly funded institutions of higher
education in the country.
Yet, each year we provide educational opportunity to 30,000 or more
American Indian students, many of whom have no other access to higher
education. We are increasing retention and attainment rates from Head
Start to graduate school, strengthening tribal governments, creating
jobs, developing reservation economies, and bringing the promise of
technological access to rural America.
Technology in Indian Country: Barriers & Successes Barriers to
Technology
We believe that technology will help tribal colleges and tribal
communities overcome current inequities and could hold the key to our
future success. To be sure, this country suffers a serious divide. It
is a division based largely on income and location. But to tribal
colleges, information technology represents a tremendous ``digital
opportunity.''
Today, information technology is an integral part of teaching,
learning, and research in higher education. Tribal colleges and other
Minority Serving Institutions, which are generally the nation's poorest
and most isolated institutions, have the most to gain--or lose--in this
new technological revolution. We must, therefore, develop strategies to
ensure that our institutions have adequate technology infrastructures
and that our students, faculty, and communities have the capacity to
use technology to expand their knowledge, improve their daily lives,
and fully participate in this nation's prosperity.
Tribal colleges are determined to move forward, and we have made
remarkable progress, but barriers still exist. Most of our reservations
lack basic infrastructure, and our colleges lack staff, hardware, and
software that is taken for granted at most mainstream institutions. For
example:
Telephones: Less than 50 percent of homes on reservations
have telephones, compared to 95 percent nationally.
Home Computers: Less than 10 percent of American Indian
households have computers, compared to about 50 percent of
white Americans, 25.5 percent of Hispanics, and 23 percent of
African Americans;
Home Internet Access: No more than 8 percent of all
American Indian homes have access to the Internet;
Trained Technicians: Tribal colleges struggle to hire and
retain technicians. Due to operational funding challenges,
annual starting salaries for faculty can be as low as $21,000,
or at least two times below industry averages.
Industry Partnerships: Tribal colleges have not yet
established the kind of mutually beneficial relationships with
key industries that lead to economic opportunity, relevant
academic and training programs, and ultimately, prosperity.
TCU Connectivity: For adequate Internet-based data and
information sharing, most universities require at least DS-3
connectivity. Only one tribal college currently has funding for
DS-3 or higher, but I am proud to say that through a concerted
effort, all tribal colleges, despite our remoteness and
poverty, have achieved broadband Internet connectivity for our
campuses, generally through multiple T-1 lines. This is a
significant, though often underappreciated, achievement, and it
is a tremendous change from just a few short years ago, when
some tribal colleges had only one computer connected to the
Internet through dial-up access!
TCU Successes in Technology
Despite the challenges before us, many tribal college presidents
and faculty believe that technology represents a tremendous ``digital
opportunity.'' Just a few years ago, a group of us stared into the
growing ``digital divide'' and decided to try to chart a new course. We
embarked on a journey toward a ``Circle of Prosperity,'' a place where
tribal traditions and new technologies are woven together to build
stronger and more sustainable communities.
Similar to Senator Allen's technology and higher education efforts
while Governor of Virginia, the tribal colleges developed a dynamic and
broad-based strategic technology plan to guide our collective efforts.
We call our plan the ``Tribal College Framework for Community
Technology,'' a framework of strategic partnerships, resources, and
tools that will help us create locally based economic and social
opportunities through information technology and use of the Internet.
Today, all of the tribal colleges are using technology to grow, meet
our needs, serve our communities, and build a framework of opportunity
for our children:
Wireless Backbone Project: To provide high-speed connectivity to
remote institutions and their satellite campuses (where fiber optic
cables may never be cost effective), we are piloting state-of-the-art
wide-band wireless backbone technology at four tribal colleges,
including Turtle Mountain Community College. Through this innovative
and cost-effective effort, the colleges are weaving a wireless web of
connectivity around our reservations, connecting institution sites,
tribal offices, and K-12 schools to one another and the Internet
through a high-speed backbone running between the college and existing
Internet access points or state university systems. Goals of this new
technology use are to enable each TCU to acquire and sustain affordable
high-speed broadband connectivity, and then to build a TCU access grid
that will weave a common web around all of the colleges and Indian
Country. At the same time, we will be establishing collaborative
relationships with people and institutions worldwide.
Distance Education: Through the Internet and other information
technology applications, all but five tribal colleges offer technology-
mediated education. An expanding ability to network with other
colleges, universities, and tribal institutions is enabling the
colleges to share knowledge beyond reservation boundaries and bring to
their communities technology and information that can be transferred to
support community and economic development. For example, Bay Mills
Community College, located in a refurbished fish plant in Michigan's
Upper Peninsula, is using technology and distance learning to deliver
higher education to all 11 tribes in Michigan and to people in 17 other
states, from Florida to Alaska.
Virtual Library: Through our virtual library initiative--a
partnership including AIHEC, the University of Michigan's School of
Information (see www.communitytechnology.org), IBM, and the W.K.
Kellogg Foundation--the tribal colleges are beginning to develop an
Internet-based library designed to enhance the meager library resources
traditionally available in Indian Country. The virtual library, which
uses open source software, has been installed at nearly every tribal
college. Each college has a locally controlled library web site, which:
(1) provides student and community access to local TCU library and
curricula resources; and (2) interfaces with a much larger AIHEC
virtual library data base of commonly-available and licensed resources
(i.e. national and international education journals).
Already, the virtual library has made a difference in the
accreditation status of at least five tribal colleges. Last year, the
National Science Foundation awarded AIHEC a planning grant to
collaborate with NSF's National Science, Mathematics, Engineering, and
Technology Education Digital Library community. Unfortunately, funding
for the AIHEC virtual library will expire in June 2003. Without
additional funding, this valuable resource may be forced to shut down.
AN-MSI: Through a $6 million 4-year grant from the National Science
Foundation to EDUCAUSE, AIHEC is partnering with other MSIs and the
extensive EDUCAUSE network on the ``Advanced Networking with Minority
Serving Institutions'' (AN-MSI) project. (www.anmsi.org) The project is
designed to improve networking architecture; improve Internet
connectivity in remote areas served by MSIs; assist college presidents
and administrators in improving our knowledge of technology; and
improve technical support through collaboration (i.e. remote technical
support).
Through AN-MSI's limited funding, we have been able to achieve
incredible results, including the above mentioned wireless project,
largely because we have worked concertedly to develop a strong network
of technical expertise within the tribal college system and because we
leverage this funding to the maximum extent possible.
A number of initiatives are currently underway, including vitally
important information security support and education projects. However,
AN-MSI's funding is also set to expire this year. If additional funding
is not secured for this project, the Federal Government's only cross-
community collaborative technology initiative for Minority Serving
Institutions will cease to exist.
Legislative Recommendations
During the 108th Congress, we will be pleased to work with Senator
Allen and his colleagues to ensure that technological opportunities are
within our reach. Enactment and funding of S. 196, the Digital and
Wireless Network Technology Program Act, will represent significant
steps forward in our efforts to develop and use technology in a manner
consistent with our missions and tribal communities and, at the same
time, in a manner that ultimately will advance national--and global--
prosperity and expand the frontiers of knowledge.
We are particularly pleased that Senator Allen's legislation would
house its important program within the National Science Foundation, an
agency committed, in Director Dr. Rita Colwell's words, to ``enabling
the nation's future through discovery, learning, and innovation.''
Although we strongly support S. 196, AIHEC would like to raise the
following discussion points:
1. Purpose and Activities Supported: To avoid inconsistency and
confusion in the bill's implementation, we respectfully urge the
Committee to carefully examine sections 2 and 3 of the bill to ensure
that the language clearly reflects the sponsors' intent. According to
section 2, a primary purpose of the bill is to strengthen MSI capacity
to provide instruction ``in digital and wireless network technologies''
However, section 3 could be interpreted to permit funding of virtually
any educational services, so long as the service is in preparation for
any degree or certificate in any accredited program. We ask that the
Committee consider narrowing this section to focus on education and
training programs in emerging technologies, advanced networking,
information and communications technology, or capacity building to
succeed in this type of program of instruction. We would be happy to
provide written recommendations, if the Committee desires.
2. ``Indians into Technology'' Program: We urge the Committee to
consider amending S. 196 to include a provision establishing an
``Indians into Technology'' program. This proposal is based on a
similar and highly successful program created by Congress in the mid-
1970s to help address the critical need for medical professionals from
and working in Native communities. Through the innovative ``Indians
Into Medicine'' (INMED) program, which began at the University of North
Dakota-Grand Forks (http://www.med.und.nodak.edu/depts/inmed/),
American Indian students receive vitally needed educational and
personal support from elementary through professional school. INMED
includes summer sessions for students from elementary school through
college; junior and senior high school bridge programs; a tribal
college bridge program; summer medical school preparation program for
college juniors and seniors and recent graduates; and ongoing
educational and personal support programs for medical and graduate
school students.
Because of similarities in demographics and need, a similar
comprehensive education and support program could significantly impact
efforts to develop and maintain an American Indian information
technology workforce.
Under our proposal, isolated and underfunded American Indian tribal
colleges could address areas of critical need, including:
campus information technology infrastructure and science,
technology, engineering, and mathematics (STEM) programs;
educational and personal support for students from
elementary through professional school, including summer
sessions for students from elementary school through college;
junior and senior high school bridge programs;
higher level degree bridge programs;
summer school preparation programs;
ongoing educational and personal support programs for
students.
Goals of the program would be to: promote interest, enrichment, and
exposure to careers in information technology; bolster participants'
math and science abilities and build self-esteem; prepare college
students for graduation from information technology degree programs;
and significantly expand the American Indian IT workforce.
3. Remote Technical Support: Because the tribal colleges are small,
underfunded and geographically remote, hiring, training, and retaining
qualified information technology support staff is very difficult. We
have very good people at our schools, but often, they need a little
extra support and guidance. Targeted funding to encourage and sustain
remote technical support, training cohort programs, and student-based
IT technical support models such as the University of Wisconsin model
could be very beneficial to all minority-serving institutions.
4. Strategic IT Planning: The need for ongoing strategic planning
is paramount to any major initiative or institution. In this area, with
technology rapidly evolving and new opportunities becoming available
from all sectors, strategic planning for coordination and growth is
essential. Specifically, planning needs to be focused on the unique
nature and mission of institutions of higher education. Possible models
include the AIHEC/AN-MSI/ITAA partnership currently underway to provide
technical assistance to NSF-TCUP grantees. Working closely with experts
from the tribal college and MSI communities, AIHEC and AN-MSI are
sponsoring teams that will visit colleges to: (1) document, assess,
and, if necessary, help improve current networking architecture; (2)
increase awareness of technology trends and issues among college
leadership and faculty; and (3) begin or expand the process of
community-based IT strategic planning. Authorization and funding to
expand this effort and ensure strategic IT would be a wise investment.
5. Opportunity Parity: An advantage to the breadth of S. 196's
language is that tribal colleges and other MSIs can compete for funding
regardless of where they are on the ``technology spectrum.'' The
language would appear to allow funding, regardless of whether the
college is seeking basic connectivity or upgrading an existing system
to build an access node. As new federally funded programs are
developed, Congress should bear in mind the degree to which
institutions vary and strive to make opportunities available to all. An
institution should not be penalized because it currently lacks basic
connectivity and e-mail service, but neither should an institution be
excluded from participation because it made investments early, before
dedicated funding existed, and now seeks upgrades or replacement for
aging equipment. All programs must address this fundamental issue of
``opportunity parity.''
At the same time, the program should not be available to
institutions that have crossed the ``divide'' into the mainstream world
of Internet 2 connectivity, Research 1 status, comfortable endowments,
and adequate public funding. Federal funding should be targeted at
institutions that meet the spirit and letter of the law with respect to
minority-serving status. Under S. 196's current language, virtually any
institution designated as minority serving, without regard to
verifiability (except in the case of tribal colleges and universities)
are eligible to compete in the program authorized in S. 196.
If the Committee shares Senator Allen's stated desire to ``address
the technology gap that exists at many Minority Serving Institutions,''
the legislation should be amended to exclude Research 1 institutions,
institutions with significant endowments, institutions that are unable
to sufficiently verify defined ``minority'' status, and institutions
with proven track records of successful competition in NSF's more
complex programs. For example, language could be added that would bar
applications from institutions with endowments over a certain size,
institutions with multiple NSF grants, or institutions with NSF grants
totaling more than a pre-determined dollar amount.
6. E-rate Eligibility: The federally created E-rate program has
been tremendously successful in bringing affordable telephone and
Internet services to the nation's K-12 schools. Just last month, the
Bureau of Indian Affairs successfully completed connecting all of its
schools to the Internet, and most, if not all, of these schools receive
some level of E-rate funding. Currently, the program is not available
to tribal colleges, despite the extensive work we do with our K-12
schools. We respectfully request that the Congress consider expanding
the E-rate program to include tribal colleges.
In closing, Mr. Chairman, I will reiterate that the tribal colleges
are committed to working with the National Science Foundation and
research institutions to move forward into a new age of discovery and
knowledge. At the same time, we are committed to working with private
industry to bring offshore jobs home to the United States. We are
committed to revitalizing our communities and America's economy through
entrepreneurship. And we are committed to working with Senator Allen to
build a bridge of technological opportunity across our vast nation.
Thank you.
Senator Allen. Thank you, Dr. Monette, and thank each and
every one of you all for your outstanding testimony.
There may be questions that others may want to pose to you
later. I am sure you will be willing to entertain those.
Let me ask you a few questions here. Overall questions. You
do not need to all answer unless there is--if one of you all
answers it well and you all agree, just nod. You do not all
have to answer it.
But in the competition for students, a lot of your students
listened to the testimony. While you are from diverse
backgrounds, diverse states, diverse from inner cities to wide
open spaces of the Plains and out West, the competition for
students--if you are going to get good-quality students who
want to be in computer sciences and engineering and technology-
related research or instruction science, the various sciences,
clearly they are going to be going to the schools that have
some of that infrastructure there, whether it is the professors
who are, in many cases, a great source for grants, private
grants. They follow--they are like all-stars that bring whole
departments of research with them. And the students are going
to go to those who also have the technology.
That is why one change from this, versus the previous year,
previous bill that was introduced--there are several changes,
but one also was the emphasis on wireless, because that is so
much a part of the future. And some of you all, if done right,
will maybe actually leapfrog over those that are still using
the old wire system. With wireless, obviously we have got to
get the right spectrum so you can get broadband without
interference.
But in the competition for students, do you find that it
very much makes it more difficult for you to get the best
students because of the lack of technology infrastructure and
capabilities at your institutions?
If somebody had a chance to choose in those fields, and we
know there is a tremendous demand, and many minorities, even
from their homes--the testimony of Dr. Monette, I think, is
borne out, generally agreed by all--if you look at the
ownership of computers and Internet access in homes as pretty
much a function of income, but it is borne out also by
ethnicity or race, as well.
But do you find it hard to compete for the best students if
you do not have the infrastructure there at your university? Do
any of you all want to comment on that?
Dr. Flake. Certainly. I think it even begins before you get
to the stage of recruitment. The reality is, if you do not have
the capability, you cannot even reach the best students. The
best students are bombarded by computer--by Internet long
before some of us have an opportunity to be able to access
them. They have already acquired information during the junior
and senior years of those students, and they have already begun
the process of communicating with them, and they do that on a
regular basis.
For us, the amount of time that it takes to get up, to get
that information to a student is probably--they are probably
two-thirds ahead of us already in the game, so you are playing
catch-up. So that what you wind up, in many instances--young
people who want to be at that institution or young people who
come because they have--all the other institutions have made
their selections and they were not in that selection process.
Furthermore, you cannot do the kind of outreach that is
essential. If you run a continuing education programs like we
do to do Internet registrations, to do--a means by which you
are able to assure that those persons who work during the day
and are able to take continuing education classes, and you do
not have the ability for them to transmit the information,
their course work and the like, back to the institution in a
reasonable amount of time, it works against you.
I think there are just a lot mitigating factors that makes
it extremely difficult, starting with the recruiting process,
and it goes on through the process for the years that that
student happens to be a part of the population.
Senator Allen. You all seem to agree with that. How about
in the recruitment of faculty? Does this have an effect on your
ability to recruit?
Dr. McDemmond. Absolutely.
Senator Allen. Dr. McDemmond?
Dr. McDemmond. We were just fortunate to get someone to
head our new masters in computer science program out of the OCR
accord who just came from the National Security Agency. He is a
Norfolk State graduate, and that is why he came back to us. But
to say that we have the facilities that he is even accustomed
to at NSA would be an understatement. We have nowhere what he
knows that our students need in order to be educated.
And that is where it is critical also. It is a vicious
cycle, because in graduate education, and particularly our
masters in chemical physics, our masters in optical engineering
and electronics engineering, and now computer science, it is
going to be critical for us to keep the level of technology we
need to make sure we are producing competitively qualified
students as they finish these programs.
It is a cycle where we did not have what we were supposed
to have. These new programs have been given to us, but now we
do not have the wherewithal to provide the kind of
infrastructure and the computing and technology systems we
need, and that is why this bill would help that.
Senator Allen. Dr. Monette?
Dr. Monette. Thank you, Senator.
As I stated, most of the tribal colleges are located in
very isolated areas. The reason they even came about in the
first place is because so many of our Indian people did not
have access to higher education opportunity. And in many cases,
the tribal college, the tribally-based college, is the only
option, with or without technology. That is where our people
need to go to access higher education.
Isolation, poverty, rural areas, it is tough to recruit
staff people into these schools anyway. And because operational
monies are limited, we are unable to pay lucrative salaries
that would attract high-quality individuals.
We do have a recommendation for the bill, looking at this
problem in the long term and trying to find a solution, and
that is to develop a program--we call it Indians Into
Technology--similar to a program that exists at the University
of North Dakota called Indians Into Medicine, the INMED
program. What we would do here is provide comprehensive
educational and personnel support for pre-K through college,
through graduate school, provide support to those individuals,
hoping that by doing so we would not only stimulate interest in
technology, but begin to train some of our own people to gain
this knowledge and to return to our reservation to help our
people.
Senator Allen. Yes, Dr. Fernandez?
Dr. Fernandez. Yes, I would like to comment, particularly
at the level of graduate education, both in teacher training as
well as in health professionals. We have lots of hospitals. In
fact, hospitals are one of the biggest businesses in the
borough of the Bronx, and thousands of individuals are employed
in hospitals through continuing education, professional
development. We are now beginning to offer some of this
training onsite in the hospitals via distance education. And if
we could do this--we do this now on our normal wire connection
over the Internet, but wireless technology capability would
significantly expand our ability to do that and provide that
without having those individuals having to travel to our
campus. If we do it asynchronously, they could also do this on
their time at their own leisure, rather than having to be stuck
coming at a particular time.
As far as teacher training, that is one of our largest
programs at the graduate level. A lot of the teachers are
really thirsty for this kind of knowledge, and they would
welcome the opportunity to not only see it at the college, but
then go back to the school and be able to utilize it and apply
it to their own classrooms. And we are looking for funds, and
we obtained some funds to do this in a number of classrooms,
but I think if we could expand this significantly, it would
have, really, an impact on the borough.
Dr. DeLauder. Yes. Mr. Chairman, I alluded in my remarks to
the very issue that you had brought forth. Students begin by
looking at your Web page, because by looking at the Web page
they learn something about the institution and something about
the technological advantages and capabilities of the
institution. We are not at state-of-the-art in Delaware State,
but we do provide reasonable access to students, in terms of
use of technology, and so that does give us somewhat of a
competitive edge. We would like to be even better than we are.
But it does help, in terms of recruiting students.
And when they visit your campus, they ask very focused
questions, and technology is one of the areas where they will
ask questions, so that if you are lacking in the capability, it
does make you less competitive in attracting the best and the
brightest students and attracting the best and brightest
faculty.
Senator Allen. Thank you all.
The point of all this is that to have good professors who
actually know that you are going to need to the infrastructure,
they are going to need the training. Not every student's going
to get into every university or college they want to. But if
they have that capability and they have the desire, they need
those tools to compete.
You have in here, Congressman Flake, words which are
really--they are almost paraphrasing de Tocqueville, where you
are talking about Taylor only limited by his ability to imagine
and realize his own potential. De Tocqueville said something to
the effect that the only things that have not been done in
America are those things that we have not tried to do. That
needs to continue to be the spirit of this country, is that we
are only limited by our imagination and our own diligence, our
hard work and ingenuity.
And so every student who is going on to college to learn,
it is--education is so important, obviously, to them leading a
fulfilling life and providing for themselves and their families
and being responsible citizens. And of course, it helps our
entire civilization. So all of this is, I think, so important
to our country.
Now, one other issue that was brought up in your support
for making sure that the waiver on matching grants was not
there. I do not suspect any of you all have an endowment or a
foundation of over $50 million. I do not know if you want to--
some of you all are--well, two of you all are public, so
everything generally is revealed there. Would you all mind
sharing with us--Dr. DeLauder, of course, represents Delaware
State and others. If you would feel comfortable, could you
share with me--obviously, this is the public--how much of an
endowment or foundation you all have at Delaware State? And Dr.
DeLauder, if you could say the average for all of the colleges
you represent in your association.
Dr. DeLauder. I am not sure that I can give you an average
number, and it obviously will vary between the privates and the
publics, but at Delaware State, our endowment is about 12
million.
Senator Allen. 12 million?
Dr. DeLauder. With a better market, it would be a little
better than that, but you understand.
Senator Allen. Thank you.
Dr. Fernandez, at Lehman College, do you have any private
endowment there or----
Dr. Fernandez. Yes, we do. We----
Senator Allen.--are you part of----
Dr. Fernandez.--we have a foundation, a college-related
foundation. And the last time I looked, a couple of days ago,
it was about a little over $6 million. It was as high as about
nine, but with the market, that has changed significantly.
Senator Allen. So you are in favor of ending double
taxation of dividends?
[Laughter.]
Senator Allen. I am joking. You do not need to answer.
[Laughter.]
Senator Allen. Congressman Flake, at Wilberforce?
Dr. Flake. Yeah, we were up to about----
Senator Allen. You are a unique one in that I think,
Wilberforce is, clearly, the oldest--is not the oldest----
Dr. Flake. The oldest and seemingly the poorest at the
table here.
[Laughter.]
Senator Allen. Oh, alright. Okay.
Dr. Flake. Our endowment is--with the market hit, it is
about 2.3 mil.
Senator Allen. Believe it or--Dr. McDemmond, of course,
yours if a newer--as you mentioned, but I would--what was your
figure?
Dr. McDemmond. Seven million, and we have a foundation
where that money resides.
Senator Allen. Yours, Dr. Monette, would be a variety of
them, but do you have a range?
Dr. Monette. Excuse me, Senator. What is an endowment,
please?
[Laughter.]
Senator Allen Oh, it is what you might have in the cookie
jar.
[Laughter.]
Senator Allen. Rainy-day fund, whatever.
Dr. Monette. I do not know the situation at each of the
tribal colleges, but I know collectively we are very poor, and
I would guess no endowments.
Senator Allen. All right.
As best I understood, just for your information in research
this, this matching opportunity, only--Hampton University and
Howard University would be the only two of which I am aware
where this might could be----
Dr. Flake. And Spelman.
Senator Allen. Excuse me?
Dr. McDemmond. And Spelman.
Dr. Flake. Spelman.
Senator Allen. And Spelman, all right. There. Good. Thank
you. And Spelman. So there are three. It could be waived, as
well.
And I do take your point, and it is very--when we crafted
this legislation with the National Science Foundation, please
understand that we want you all--and your peer review is going
to be very important, and in the event that any of you all or
other Hispanic Serving Institutions or Historically Black
Colleges and universities or tribal colleges or institutions
are involved, it is very important that you provide strict
scrutiny to make sure that any of these grants are going to be
used for appropriate purposes. Integrity is important, and I
know that you all take that very seriously. You are caring
leaders, you are knowledgeable leaders, but you need to be
involved, because some people may not understand what you
understand about the needs.
Let me finish off with this question, which is a broader
question. It came up somewhat last year. I was just asked about
it on the way to the hearing today. And while in this situation
here that we have been talking about, you are all--your
institutions, your colleges and universities are serving
predominantly African-Americans or Hispanics, Latinos, or
American Indian tribes, this also applies to Alaskans and
Hawaiian facilities. The primary factor, it seems in your
challenge is here. While in the past it may have been race and
racial discrimination, the present situation is based primarily
on income.
You are talking about where many of your students have come
from. Again, Dr. Monette gave the statistics across the board.
Would you say that a key determining factor of this digital
divide on your campuses is one of income, as opposed to race?
Granted, it plays out in your institutions on a cultural or
ethnic or racial pattern, but would you say a key determining
factor is income?
Dr. McDemmond. I would definitely say so. We see the
students at even other of the HBCUs that really have a higher
profile, socioeconomic profile, and the disparity in the
digital divide is not as great. They come with laptops to some
of our richer HBCUs. But when you have a profile like we have
at Norfolk State, with income under $25,000, median family
income, and most of them are working, and our average age is
27, that we really see this disparity more than at some of the
wealthier HBCUs.
Senator Allen. That is sort of the one thing--throughout,
you are talking about how many students are in student aid, the
inability of students to have their own laptop, and then on top
of it all, the university or college does not have as much of
the capabilities, whether it is WiFi or the wiring for the
distance learning and so forth.
Dr. DeLauder, did you----
Dr. DeLauder. Yeah, I would agree with that as it relates
to students. But I think in terms of our institutions, even
though one may argue that we are being more fairly funded now,
we have had decades and decades of under-funding. And so when
you are confronted with trying to set budget priorities in
terms of resources that you are getting, let us say, from the
state, you have to take care of some fundamental things that we
are not taking care of, and, therefore, you cannot just
allocate the kind of resources to technology that you would
like to.
So I think the issue of past discrimination, if that is
what you want to call it, de facto or otherwise, is an element,
because that is really why we are where we are now despite the
fact that things have changed. But we have not made up for the
past disparities.
Senator Allen. Right. Agreed, thank you.
Yes, Dr. Fernandez?
Dr. Fernandez. Yes. At the University, for the first time
last year, a fee earmarked for technology was reluctantly
adopted by the trustees of $75 a semester, so $150 a year.
Those funds have to be identified and can only be spent for
that. Now, this has allowed us to provide students with a lot
more computers, replacing equipment on a regular basis. Some of
these machines are on 18 hours a day, and they do not last more
than two or three years. So they--we did not have any money in
our budget to do that. But to do this on the backs of students,
most of whom require financial aid, and when those funds are
being cut, and now the university is considering a major
tuition increase that has been proposed by the governor--it is
up for debate--but it is going to create a very difficult
situation for our students. So all the more, the need is there.
Senator Allen. Thank you, Dr. Fernandez.
At a prior meeting, Dr. McDemmond and other college
presidents were talking about the need for financial aid, where
if you are at a certain universities--University of Virginia,
University of Georgia, North Carolina, Syracuse, University of
Delaware--the student fee increases. No one enjoys them, but
folks can afford them, various student activities fees. And
what you have is a continuation of the prior discrimination,
racial discrimination, in this country. It was separate and not
equal. And therefore, as it is perpetuated, it is not
surprising that basic infrastructure and students--most
people--and we brought this up earlier, some were involved--if
you all were involved in it--but if students are graduating and
getting good jobs, they are going to be very grateful and
appreciative of their alma mater, and they are going to be
giving money back and helping them out and so forth. And to the
extent that that has gone on for generations, there is not de
jure discrimination now, but nevertheless that is how
endowments are built up.
Some of you--Wilberforce is older, but, nevertheless, if
the schools are being underfunded, the students are not doing
as well, and, again, the chasm or the canyon, the digital
divide canyon amongst institutions that--of course, it is not
the institutions we care about; it is the students who are not
getting that education that they could be getting.
And again, with technology being so key to the future, that
means their job opportunities in the future will be limited.
And again, to the extent that you do care back about the
institutions, you want your graduates doing well and then, of
course, helping whichever--however they want to be generous
back to you.
So I thought it was important, in looking at this digital
divide, that it a lot of times is called that, but it is an
economic digital divide. It is played out in a ricocheting way
in your institutions that this measure tries to address and
tries to help, because we need everyone rowing on this boat we
call America. All people. Everyone needs that oar, that ability
to row that oar, whether you are in the high plains or whether
you are in the inner cities or in any region of this country.
And I thank each and every one of you all for your great
leadership at your institutions and, in some cases, in a larger
area of associations. And we will need your help as we go
forward here. Your testimony is very helpful. I think we are on
a good start. We have much more support, at least on my side of
the aisle, this year than we did last year. I think I was about
the sole member on it. But we are going to move forward with
this. We will get a vote as soon as possible, when Senator
McCain holds a vote, a business meeting of this Committee. I
hope to get it on the floor. I would love to see unanimous
consent and then get it passed on the House side. There are two
members, a bipartisan duo--I do not want to announce their
names here--but bipartisan groups. Some of you know who they
are. Hopefully they will be introducing companion legislation
on the House side on it, as well.
So if any of you have anything else to comment--if not,
thank you again. Thank everyone for participating and your
interest.
Meeting adjourned.
[Whereupon, at 4:00 p.m., the hearing was adjourned.]
A P P E N D I X
Prepared Statement of Hon. Ernest F. Hollings,
U.S. Senator from South Carolina
Mr. Chairman, thank you for holding this important hearing today on
the technology needs of minority-serving institutions.
As we all know, access to the Internet is no longer a luxury, but a
necessity. Due to the rapid advancement and growing dependence on
technology, being digitally connected is becoming ever more critical to
economic and educational advancement. Now that a multitude of Americans
regularly use the Internet to conduct daily activities, people who lack
access to these tools are at an increasing disadvantage. Consequently,
it is crucial that all institutions of higher education provide their
students with access to the most current information technology.
Unfortunately, however, due to economic constraints, many minority-
serving institutions are unable to provide adequate access to the
Internet and other information technology tools and applications. This
lack of access creates a split between technology ``haves'' and ``have
nots'' known as the ``digital divide.'' S. 196, the Digital and
Wireless Technology Program Act of 2003 seeks to bridge this divide by
creating a grant program that will provide minority-serving
institutions with funds to be used for such activities as campus
wiring, equipment upgrades, and technology training.
Last Congress, similar legislation reported by this Committee was
denied a vote in the full Senate. This Congress, I hope that Senators
Allen, McCain, myself, and others can work together to get this
legislation enacted into law in order to make this program a success.
______
Prepared Statement of Hon. Frank Lautenberg,
U.S. Senator from New Jersey
Mr. Chairman, I commend you for holding this hearing today.
The ``Digital Divide'' is real, and it's growing. A
disproportionate number of African-Americans, Hispanics, and Native
Americans are on the wrong side of the Divide and that threatens their
ability to get the training and get the jobs that will help them close
the ``Economic Divide.''
Mr. Chairman, I'm going to take a close look at your bill, the
Digital and Wireless Network Technology Program Act (S. 196). As I
understand the bill, it authorizes the National Science Foundation
(NSF) to pay out a total of $1.250 billion in grants over the next five
fiscal years to Minority-Serving Institutions (MSIs), who could use the
money to wire their campuses, upgrade network infrastructure to improve
connectivity, provide technology training, and purchase hardware and
software.
The bill certainly has merit because it meets a demonstrated need.
But in all candor, I wonder how we're going to pay for it.
The Administration just submitted a budget request that projects a
budget deficit of $307 billion in Fiscal Year (FY) 2004, $208 billion
in FY 2005, $201 billion in FY 2006, $178 billion in FY 2007, and $190
billion in FY 2008.
In other words, the Administration is projecting a cumulative
budget deficit of nearly $1.1 trillion at the same time this bill is
authorizing $1.250 billion in new expenditures.
Don't get me wrong--I would be in favor of such expenditures. But I
think the Chairman's bill highlights the basic problem of a budget
proposal that would cut the government's revenues even more than they
were reduced in 2001.
If S. 196 were to become law, I wonder if it would suffer the same
fate as these programs: Education Technology State Grants--frozen at FY
2002 levels (which means the program is cut in real terms); Indian
Education Grants to Local Education Agencies (LEAs)--frozen at FY 2002
levels; Indian Education Special Programs--frozen at FY 2002 levels;
Minority Science and Engineering Improvement--frozen at FY 2002
levels; Tribally Controlled Postsecondary Vocational and Technical
Institutions--frozen at FY 2002 levels; Pell Grant maximum awards--
frozen at the FY 2002 level.
And then there's 21st Century Community Learning Centers--cut 40
percent below FY 2002 levels; Education for Native Hawaiians--cut 40
percent below FY 2002 levels; and Strengthening Alaska Native and
Native Hawaiian-serving Institutions--cut 38 percent below FY 2002
levels.
And, finally, there's Community Technology Centers--eliminated
altogether; Migrant and Seasonal Farmworkers Vocational Education--
eliminated altogether; Tech-Prep Education State Grants--eliminated
altogether; Thurgood Marshall Legal Education Opportunity Program--
eliminated altogether.
In fairness, there are some small increases in the President's
budget request for Historically Black Colleges and Universities
(HBCUs), Hispanic-Serving Institutions (HSIs), and Tribally-Controlled
Institutions (TCIs).
But the overall Fiscal Year 2004 budget request for education--
after paying down the prior year Pell Grant shortfall--is just a 1.9
percent increase over the President's Fiscal Year 2003 request. That
doesn't cover inflation.
I just don't know how we can fund a new program, continue funding
worthwhile existing programs, and propose bigger and bigger cuts in the
government's revenues. I think any reasonably good math student would
tell us that the numbers just don't add up.
Thank you, Mr. Chairman.