[Congressional Record (Bound Edition), Volume 149 (2003), Part 8]
[Senate]
[Pages 10109-10115]
[From the U.S. Government Publishing Office, www.gpo.gov]




          DIGITAL AND WIRELESS NETWORK TECHNOLOGY ACT OF 2003

  The ACTING PRESIDENT pro tempore. Under the previous order, the 
Senate will proceed to the consideration of S. 196. The clerk will 
state the bill by title.
  The legislative clerk read as follows:

       A bill (S. 196) to establish a digital and wireless network 
     technology program, and for other purposes.

  The ACTING PRESIDENT pro tempore. Under the previous order, the 
committee amendments are agreed to.


                           Amendment No. 532

  Mr. ALLEN. Mr. President, I send an amendment to the desk.
  The ACTING PRESIDENT pro tempore. The clerk will report the 
amendment.
  The legislative clerk read as follows:

       The Senator from Virginia [Mr. Allen], for himself, Mr. 
     Hollings, and Mr. McCain, proposes an amendment numbered 532.

  Mr. ALLEN. Mr. President, I ask unanimous consent that further 
reading of the amendment be dispensed with.
  The ACTING PRESIDENT pro tempore. Without objection, it is so 
ordered.
  The amendment is as follows:

   (Purpose: To ensure that the assistance is focused on supporting 
     science, mathematics, engineering, and technology at eligible 
  institutions, and provide for appropriate review of grant proposals)

       On page 2, strike lines 2 and 3, and insert the following:
       This Act may be cited as the ``Minority Serving Institution 
     Digital and Wireless Technology Opportunity Act of 2003''.
       On page 2, line 6, insert ``Minority Serving Institution'' 
     before ``Digital''.
       On page 2, line 7, strike ``Network''.
       On page 3, strike lines 1 through 5, and insert the 
     following:
       (2) to develop and provide educational services, including 
     faculty development, related to science, mathematics, 
     engineering, or technology;
       On page 3, line 18, after ``development'' insert ``in 
     science, mathematics, engineering, or technology''.
       On page 4, line 18, after ``accept'' insert ``and review''.
       On page 4, line 24, strike ``section 3.'' and insert 
     section 3, and for reviewing and evaluating proposals 
     submitted to the program.''.
       On page 5, line 7, after ``issues.'' insert ``Any panel 
     assembled to review a proposal submitted to the program shall 
     include members from minority serving institutions. Program 
     review criteria shall include consideration of--
       (1) demonstrated need for assistance under this Act; and
       (2) diversity among the types of institutions receiving 
     assistance under this Act.''.

  Mr. ALLEN. Mr. President, I ask unanimous consent that the managers' 
amendment be agreed to on S. 196.
  The ACTING PRESIDENT pro tempore. Without objection, it is so 
ordered.
  The amendment (No. 532) was agreed to.
  The ACTING PRESIDENT pro tempore. Under the previous order, there 
will be 1 hour for debate to be equally divided by the Senator from 
Virginia, Mr. Allen, and the ranking member, with 5 minutes of the time 
under majority control for the Senator from Arizona, Mr. McCain.
  The Senator from Virginia is recognized.
  Mr. ALLEN. Mr. President, Senator McCain, the chairman of the 
Commerce Committee, is tied up right now, but I thank him for his 
thoughtful leadership and his continued effort and dedication on this 
important bipartisan measure.
  I rise today to respectfully urge my colleagues to support S. 196, 
the minority-serving institution Digital and Wireless Technology 
Opportunity Act of 2003. This legislation will provide vital resources 
to address the technology gap that exists at many minority-serving 
institutions. It establishes a new grant program within the National 
Science Foundation that provides annually for 5 years up to $250 
million to help historically black colleges and universities, Hispanic 
serving institutions, and tribal colleges to close what is often called 
the digital divide, when, in fact, what it really is is an ``economic 
opportunity divide.''
  Since the days before I was elected to the Senate, my goal was to 
look for ways to improve education and empower all our young people, 
regardless of race, ethnicity, gender, religious beliefs, or their 
economic background, so that they can compete and succeed in life.
  Additionally, I strongly believe we need to embrace the advancements 
and innovations in technology--especially as a means to provide greater 
opportunities or security for Americans.
  In my view, increasing access to technology provides our young people 
with an important tool for success, both in the classroom and in the 
workforce.
  We all know that the best jobs in the future will go to those who are 
the best prepared. However, I am increasingly concerned that when it 
comes to high-technology jobs, which pay higher wages, this country 
runs the risk of economically limiting many college students in our 
society. It is important for all Americans that we close this 
opportunity gap.
  Now, we know the demand for workers with skills in science and 
technology continues to grow. Unfortunately, since 1996, the number of 
bachelor degrees awarded in the physical sciences has dropped 29 
percent, mathematics is down 19 percent, and engineering is down 21 
percent.
  We also know that information technology companies are still relying 
on H-1B visas and using foreign workers to fill important IT jobs and 
positions. I want to be clear that I am not against legal immigration, 
but I say let's properly educate and train Americans so they can get 
those good high-technology jobs.
  Now, minority-serving institutions, when one looks at them, still 
lack desired information and digital technology infrastructure in many 
cases. I encourage my colleagues to read the Commerce Committee report 
findings on minority-serving institutions' technology deficiencies.
  I will share with you some of the pertinent facts from this report 
and, in particular, a study completed by the Department of Commerce and 
the National Association for Equal Opportunity in Higher Education, 
which indicated, among other facts, that no historically black college 
or university requires computer ownership for their undergraduate 
students; 13 HBCUs reported having no students--not one--owning their 
own personal computer; over 70 percent of the students at historically 
black colleges and universities rely on the college or the university 
to provide computers, but only 50 percent of those universities can 
provide their students with access to computers and computer labs, 
libraries, classrooms, or other locations; most of these minority-
serving colleges do not have the private foundation resources

[[Page 10110]]

to provide financial support to upgrade their network infrastructure.
  So it is not surprising that most HBCUs do not have high-speed 
Internet access, especially the desired ATM or asynchronous transfer 
mode technology and that only 3 percent of historically black colleges 
and universities have financial aid available to help students close 
the computer ownership gap.
  Access to the Internet is no longer a luxury, it is a necessity. 
Because of the rapid advancement and growing dependence on technology, 
being technologically proficient has become more essential to 
educational achievement. The fact is, 60 percent of all jobs require 
information technology skills. Jobs in information technology pay 
significantly higher salaries than jobs in the noninformation 
technology fields. Thus, students who lack access to these information 
technology tools are at an increasing disadvantage. Consequently, it is 
vitally important that all institutions of higher education provide 
their students with access to the most current IT and digital 
equipment. It would also help those universities to attract professors 
if they have that equipment to help them impart that knowledge to their 
students.
  This proposed technology program will allow eligible historically 
black colleges and universities, Hispanic-serving institutions, and 
tribal institutions the opportunity to acquire equipment, networking 
capability, hardware and software, digital network technology, and 
wireless technology and infrastructure, such as wireless fidelity, or 
Wi-Fi, to develop and provide educational services. Additionally, the 
funds in this bill could be used to offer students much needed 
universal access to campus networks, dramatically increasing their 
connectivity rates or make necessary infrastructure improvements.
  At the request of some of my colleagues, we recently added provisions 
to assure that diversity among these minority serving institutions 
includes public and private colleges and universities, both 2-year and 
4-year institutions, and public and private postsecondary technical 
institutions.
  Under Chairman McCain's leadership, and with the ranking member, 
Senator Hollings, and colleagues from across the aisle, the Commerce 
Committee heard testimony from the presidents of various colleges and 
universities representing each of the major national associations--the 
Hispanics Association of Colleges and Universities, the American Indian 
Higher Education Consortium, National Association for Equal Opportunity 
in Higher Education, the United Negro College Fund, and also we heard 
specifically from former Congressman Floyd Flake, who is president of 
Wilberforce University; and Dr. Marie McDemmond, president of Norfolk 
State University; Dr. William DeLauder, president of Delaware State; 
Dr. Ricardo Fernandez, president of Herbert Lehman College in New York; 
and Dr. Cary Monette, president of Turtle Mountain Community College 
testified in support of S. 196.
  In testimony before the committee, it was estimated that in 10 years 
minorities will comprise nearly 40 percent of all college-age 
Americans. One-third of all African Americans with undergraduate 
degrees, earned them from an HBCU. According to the Hispanic 
Association of Colleges and Universities, their institutions educate 
two-thirds of the 1.6 million Hispanic Americans enrolled in higher 
education today.
  There are over 200 Hispanic Serving Institutions; over 100 
Historically Black Colleges and Universities and 34 tribal colleges 
throughout our country.
  It is clear that minority-serving institutions in the United States 
are providing a valuable service to the educational strength and future 
growth of our Nation. And these institutions must upgrade their 
technology capabilities for their students.
  I am proud to say Virginia is home to 5 HBCUs--Norfolk State 
University, St. Paul's College, Virginia Union University, Hampton 
University, and Virginia State University.
  I will continue to look for ways to improve education, create new 
jobs, and seek out new opportunities to benefit the people of my 
Commonwealth and indeed our entire Nation. By improving technology-
education programs in minority-serving institutions, we can accomplish 
all three of these goals for students throughout our Nation.
  S. 196 is also supported by the technology industry--The Information 
Technology Association of America; Computer Associates International; 
Oracle; Gateway Computers; BearingPoint Technologies; and Motorola all 
support this measure.
  We all recognize the technology requirements on the 21st century 
workforce call for tangible action, not rhetoric. Our future economic 
and national security needs depend on and demand that all of our eager 
young students have the highly technical skills needed to compete and 
succeed in the workforce.
  We must tap the underutilized talent of our minority serving 
institutions to ensure that America's workforce is prepared to lead the 
world.
  I thank my colleagues for joining me today. I thank the chairman of 
our committee, Senator McCain, and other sponsors of this measure, 
including Senators Stevens, Hollings, Miller, Warner, DeWine, Santorum, 
Talent, Cochran, Grassley, Hutchison, Sessions, Graham of South 
Carolina, the occupant of the chair, Fitzgerald, Lott, Domenici, 
Campbell, Kerry, Bingaman, Daschle, Murkowski, and Johnson.
  I also thank our former colleague, Max Cleland, for his work last 
year on a measure that is similar to what we will soon be voting on. I 
thank Floyd DesChamps of the Commerce Committee staff, who has done a 
great job, and my staff, Frank Cavaliere.
  Indeed, this legislation is a significant, constructive, and positive 
action to ensure that many more of our college students are provided 
access to better technology and education; and most importantly, even 
greater opportunities in life. And, with the passage of this bill, we 
will close the opportunity gap. We will leave no college student 
behind.
  I yield the floor.
  Mr. WARNER. Mr. President, I wish to applaud my distinguished 
colleague, Senator Allen, for his leadership. We are privileged in 
Virginia, primarily in the northern area, and then to an extent in the 
Tidewater and Richmond areas, to have a very heavy concentration of 
technology firms.
  Under the leadership of Senator Allen and other Senate colleagues we 
are addressing the needs of the technology improvements at historically 
black colleges and universities. Sixty percent of all jobs require 
information technology skills, and jobs in information technology can 
pay significantly higher salaries than jobs in other fields.
  At the same time, many of our historically black colleges and 
universities often lack the resources and the capital to offer an 
educational program and assistance to their students to bridge the 
digital divide that exists in many places in America.
  The bill will establish a grant program for these institutions of 
higher learning to bring increased access to computer technology and 
the Internet to their student populations.
  In Virginia, there are five historically black colleges and 
universities that will be given an opportunity for grants and/or 
matching funds to achieve this most noble goal of bridging the digital 
divide.
  The ACTING PRESIDENT pro tempore. The Senator from Arizona.
  Mr. McCAIN. Mr. President, I begin by congratulating Senator Allen 
for his very important work on this legislation. Senator Allen has long 
been an advocate of equal opportunity, but he has also displayed a 
great deal of expertise and knowledge on a number of high-tech issues. 
As a member of the Commerce Committee, he has continuously displayed 
that leadership and worked actively, particularly on telecommunications 
and high-tech issues. So I commend him for his leadership and his 
commitment to this important legislation. He had a lot of help, but the 
fact is that Senator Allen was the leader in this legislation, and I 
thank him for his outstanding work. This legislation could provide an 
opportunity

[[Page 10111]]

for those who would never have an opportunity in America to grow and to 
prosper and to take advantage of incredible opportunities that this 
legislation provides.
  The Digital and Wireless Network Technology Act of 2003 would 
establish a $250 million per year program within the National Science 
Foundation for fiscal years 2004 to 2008. The purpose of the grant 
program is to help strengthen the ability of minority-serving 
institutions, which includes Historically Black Colleges and 
Universities, Hispanic-Serving Institutions, and tribal colleges and 
universities, to provide educational instructions through digital and 
wireless network technologies.
  As we look at the scenes of the war in Iraq, we are amazed at the 
technological capabilities of our Armed Forces. They are able to do 
things that we simply were not available to do just a few years ago. 
Nevertheless, this superiority must be supplied with a constant supply 
of new technologies, which are the result of the Nation's investment in 
a research and development infrastructure.
  During these times of economic slowdown and global threat, it is 
imperative that our Nation's institutions of higher education are 
prepared to produce a technologically advanced workforce. As the 
demographics of the Nation become more and more diverse, minority 
institutions of higher education take on an even greater importance. It 
is estimated that in 10 years, minorities will comprise 40 percent of 
the college-age Americans, the pool from which the Nation's future 
engineers and scientist will emerge.
  Rita Colwell, Director of the National Science Foundation, stated in 
a letter earlier this year to new members of Congress that, ``. . . 
American science and technology is failing to tap a vast pool of talent 
among our women and ethnic minorities.'' In an effort to enable the 
Nation to tap this underutilized pool of future engineers and 
scientists, it is essentially to provide assistance to minority 
institutions. The hundreds of MSI's should be provided with the 
resources to ensure that we are indeed utilizing their large student 
populations.
  The legislation before us is not the result of any special interest 
groups or highly financed lobbying efforts. It is based upon data 
provided by 80 of the 118 HBCUs in a study entitled, ``HBCU Technology 
Assessment Study,'' funded by the U.S. Department of Commerce and 
conducted by a national black college association and a minority 
business.
  The study assessed the computing resources, networking, and 
connectivity of HBCUs and other institutions that provide educational 
services to predominately African-American populations.
  The study concluded that [During this era of continuous innovation 
and change, continual upgrading of networking and connectivity systems 
is critical if HBCUs are to continue to cross the digital divide and 
not fall victim to it. Failure to do this may result in what is a 
manageable digital divide today, evolving into an unmanageable digital 
gulf tomorrow. Based upon testimony provided during the February 
hearing held by the Commerce Committee, we concluded that the findings 
from the study also would apply to Hispanic-serving institutions, and 
tribal colleges and universities.
  This legislation builds upon the work begun by Senator Cleland and 
many others during the last Congress. In testimony before the Commerce 
Committee last year, the President of the United Negro College Fund, 
Congressman William Gray, stated that we can ill afford to promote 
college graduates who enter the workforce without mastering the basic 
computer skills and understanding how information technology applies to 
their work or profession.
  This point was further illuminated by the Dr. Marie McDemmond, 
President of Norfolk State University, when she testified at the 
Commerce Committee's February hearing that 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.
  At the same hearing, other college presidents from the Nation's 
HBCU's Hispanic-serving institutions and Native-American schools also 
testified about the daunting task of building their technology 
infrastructure. While these problems apply to all of our Nation's 
universities, they are more severe at many of our minority-serving 
institutions. Within the State of Arizona, for example, many of the 
tribal colleges and universities and Hispanic-serving institutions are 
facing daily technical challenges of the new millennium. They struggle, 
as do many other institutions, to keep up with an ever-changing 
networking technology environment.
  I again thank Senator Allen for his leadership on this important 
issue. I think he had it right when he said this bill is about closing 
an economic opportunity divide. In this case, it is a divide that 
exists primarily because of the difference in the educational base of 
our citizens which affects economic opportunities.
  I especially thank Senator Allen for including the Hispanic and 
tribal institutions in this legislation. I remind my friend from 
Virginia that in my State of Arizona, one of the poorest areas of our 
Nation exists in northern Arizona on the Navajo Reservation, the 
largest Indian reservation by far in America. These Native Americans 
have been left behind, as well as have African Americans and Hispanics. 
I thank the Senator for including especially our Native Americans but 
also our Hispanic populations and institutions in this legislation.
  Again, I congratulate him for his commitment in this time of economic 
difficulties and perhaps less opportunities, and because of that, he is 
making, I believe, a significant step forward.
  I yield the floor.
  Mr. HOLLINGS. Mr. President, I would like to thank Senator Allen for 
bringing this legislation, S. 196, to the floor today. As many of you 
know, this bill had its genesis with our former colleague, Senator Max 
Cleland.
  Senator Cleland knew that access to the Internet is no longer a 
luxury, but a necessity, and he wanted to make sure that all of our 
institutions of higher learning could provide their students with 
access to the most current technologies. That is why he introduced this 
legislation last Congress and I am glad that Senator Allen and I can 
bring Senator Cleland's vision to fruition today.
  After all, according to a 2000 study, African Americans, Hispanics, 
and Native Americans constitute one-quarter of the total U.S. workforce 
and 30 percent of the college-age population. Yet, members of these 
minorities comprise only 7 percent of the U.S. computer and information 
science labor force; 6 percent of the engineering workforce; and less 
than 2 percent of the computer science faculty. These statistics are 
all the more important because 60 percent of all jobs require 
information technology skills. Furthermore, jobs in information 
technology pay significantly higher salaries than jobs in 
noninformation technology fields.
  So you can see, technology is rapidly advancing and we are 
increasingly growing dependent on it. 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. 
According to a 2000 study completed by the Department of Commerce and 
the National Association for Equal Opportunity in Higher Education, 
while 98 percent of Historically Black Colleges and Universities, 
HBCUs, have a campus network, half of those surveyed did not have 
computers available in the location most accessible to students, their 
dormitories. Additionally, most HBCUs do not have

[[Page 10112]]

high-speed connectivity to the Internet, and only 3 percent of these 
colleges and university indicated that financial aid was available to 
help their students close the computer ownership gap.
  While minority-serving institutions are making progress in upgrading 
their network capacity, progress is not quick enough. In his testimony 
before the Commerce Committee on February 13, 2003, Dr. Ricardo 
Fernandez, president of Herbert H. Lehman College in New York City 
explained the challenge these institutions face:

       At my own institution . . . we are struggling to provide 
     network access to students and faculty. Providing fiber and 
     copper cabling, switches, and routers to every building and 
     classroom is simply very expensive for us and cost 
     prohibitive. . . . At the pace that we are moving, the 
     technology we are installing may well be obsolete before the 
     project is finished.

  S. 196, the Digital and Wireless Technology Program Act of 2003, 
seeks to help institutions such as Lehman College or the eight eligible 
South Carolina colleges and universities by authorizing a program at 
the National Science Foundation to bring digital technologies to 
minority-serving institutions. These funds could be used for a variety 
of activities from campus wiring, to equipment upgrades, and to 
technology training. We need to pass this bill now so these colleges 
and universities--and their students--don't have to wait until the 
technology is obsolete before they get it.
  Working with Senator Allen and Senator McCain, we have made several 
changes to the bill before we brought it to the floor. At the request 
of the HELP Committee, we have clarified that training grants under S. 
196 would be used for technology-related training and professional 
development. By narrowing the scope of the training, however, we do not 
think we would narrow the scope of the bill. Infrastructure projects 
like wiring classrooms or dorms could still be eligible for funding 
under this bill if they fit into an overall program to strengthen an 
institution's technological capacity.
  We have also tried to address some concerns about the NSF's peer 
review process. I have said it before, peer review is all well and 
good--if you are one of the peers. Too often, the institutions that S. 
196 is trying to serve are left out of NSF's peer review process. We 
hope that NSF, working with the advisory council established under 
section 4, will develop a fair and equitable process for reviewing 
these grants. To that end, we have added a requirement that any peer 
review panel should include members from eligible institutions.
  Finally, we have instructed NSF to review the program with an eye 
toward insuring that grant recipients have demonstrated the need for 
this assistance so that we can address the most trenchant problems 
first. In addition, the grants should go to a wide variety of 
institutions, large and small, throughout the country.
  I thank Senator Allen and Senator McCain for helping us move this 
legislation. I thank the staff who worked on this bill, particularly 
Allison McMahan, Chan Lieu, and Jean Toal Eisen of my Commerce 
Committee staff and Floyd DesChamps of the majority staff. Moreover, I 
commend my friend Max Cleland for bringing this issue to the Senate's 
attention. I look forward to the passage of S. 196.
  Mr. REID. Mr. President, the Senator from Iowa is yielded such time 
as he may consume. Rather, the Senator from Illinois.
  Mr. McCAIN. It is all the same.
  Mr. DURBIN. I thank the Senator from Nevada, and I assure the Senator 
that Iowa and Illinois are not the same, as my colleague said. Iowa 
does grow more corn, but we grow more soybeans. I make that clear now.
  I support this bill. This bill is introduced by Senator Allen and 
cosponsored by many of my colleagues, and I am sure it will pass with 
flying colors. It is a great bill that seeks to address the technology 
gap that exists at many minority-serving institutions across America. I 
commend Senator Allen for his leadership on this bill. I am sure that 
it is going to make a difference.
  I also take the floor to acknowledge a man who is not here today. His 
name is Max Cleland. Max Cleland, during the 107th Congress, introduced 
S. 414, the Digital Network Technology Program Act. The bill was a work 
product that Senator Cleland put together with Atlanta University 
Center, as well as national organizations such as the Historically 
Black Colleges and Universities, Hispanic-serving institutions, tribal 
colleges and universities, and other minority-serving institutions.
  Senator Cleland pushed for the Commerce Committee to hold a hearing 
on the bill which he chaired on February 27, 2002. After that, the 
committee reported the bill favorably. The bill was held on the floor 
by another Member of the Senate, as Senator Cleland was up for 
reelection. It is not uncommon when a Senator is up for reelection that 
people in the Senate want to try to hold back passage of legislation so 
that it does not create an advantage for them in the campaign. So 
Senator Cleland fell victim to that particular strategy. He was not a 
vengeful or spiteful man. I am sure he understands it, but this concept 
underlying this bill meant a lot to him personally.
  I stand here today to make sure, as Senator Allen has mentioned, 
Senator McCain mentioned, that Max Cleland's name be part of this 
debate. I think it should be much more than just an acknowledgment in 
the Congressional Record that Max Cleland worked so hard for this 
concept. Max Cleland, former colleague of ours, a Senator from Georgia, 
used to have his chair right behind me. Max became one of our favorites 
in the Senate over a period of 6 years. We came to know and love Max 
Cleland.
  This is a man who was a triple amputee, a Vietnam veteran, with a 
disability that might have stopped the lives of so many but never 
stopped his will and determination. He came out of a veterans hospital 
with extensive rehabilitation, dealt with his disability, and became a 
leader in so many different areas. He, of course, was the head of the 
Veterans' Administration under President Carter, Secretary of State in 
the State of Georgia, and then ran successfully for the Senate. He came 
here and was one of the hardest working Members.
  Those who got up this morning and felt a little tired should stop and 
think about what every morning was like for Max Cleland, getting out of 
bed and facing the reality of being a triple amputee as a Vietnam 
veteran. But he came to his job with joy and determination, identified 
causes that made a difference, and dedicated his career to pursuing 
them. This bill was one of them.
  I am sorry that Max Cleland's name is not included within the bill. 
It should be. But I stand here today and say to those who follow these 
debates that many times those who have been the precursors and the 
early pioneers on ideas may not be in the Senate when the day comes for 
their final passage. I have seen that happen time and again in the 
history of this body. But I know Max Cleland can take pride, as we all 
do, that Senator Allen has picked up this torch and ran with it. He has 
taken the original Cleland bill, made improvements to it, changes to 
it, and now we have a bill which carried on in Max Cleland's tradition 
and I hope will serve this Nation well. I am certain that it will.
  I commend Senator Allen and want to pay special recognition to Max 
Cleland for initiating conversations which led to this moment.
  I yield the floor.
  The ACTING PRESIDENT pro tempore. The Senator from Missouri.
  Mr. TALENT. I thank my friend from Virginia for yielding, and I 
congratulate him for his great work in getting this bill together. It 
is very much needed.
  We cannot operate a modern college or university today without being 
up to date with information technology. The range of uses and needs for 
that kind of technology are almost unlimited. They cover everything 
from long distance learning to access to research for students to the 
ability to teach your students about information technology. Of course, 
most jobs include a requirement that you be up to date in that kind of 
technology.

[[Page 10113]]

  Another important use for universities is helping the communities 
around them. I will talk about an example of that in just a few 
minutes. Most modern colleges and universities, whatever their 
background, are networking very close to the communities which they 
serve. As centers of excellence in information technology there is a 
wide variety of ways to make a difference. That is an important 
contribution that historically black universities and minority 
institutions make.
  It is important to understand these institutions are not just 
important for the students who attend. That is their primary function, 
but they are very important centers of achievement and community 
activities in the communities of which they are a part. That is the 
reason this bill is so important and why I am pleased to cosponsor it 
and pleased to speak for just a few minutes today on its behalf.
  Most of the background has been given here and I appreciate very much 
the work of the chairman and Senator Allen in supporting this bill and 
assembling this information. They had a great hearing.
  Let me talk about a couple of historically black colleges in Missouri 
that would benefit from this bill. One is Lincoln University in 
Jefferson City. Lincoln was founded in 1866 by former officers and 
soldiers of the Union Army. It has 2,500 undergraduates, 200 graduate 
students. David Henson, the president of Lincoln University, told us 
that the passage of the bill would give Lincoln the opportunity to 
acquire equipment, networking capability, digital network technology, 
wireless technology, and infrastructure to develop and provide 
educational services to its students, its faculties, and its staff, and 
also give Lincoln students universal access to campus networks around 
the country.
  Another historically black college is Harris-Stowe State College with 
a rich tradition in the St. Louis area. Henry Givens, Jr., the 
president of Harris-Stowe State College, said this would enable their 
students and faculty to take advantage of a variety of sources, such as 
distance learning, online services, and continuing education.
  I mentioned before that the colleges are very important parts of the 
communities they serve. Harris-Stowe helps educate young kids from the 
community. This kind of a grant would benefit the local public 
elementary school. It sends its children ranging from first to fifth 
grade to learn at the Southwestern Bell Library and Technology Resource 
Center at Harris-Stowe College. Harris-Stowe got a grant to build the 
center, but the technology is now very much out of date. This is 
another aspect that this bill will help address, and I think it is 
important.
  Of course, most historically black colleges and minority-serving 
institutions have not had a lot of money and do not have access to a 
lot of money to build these kinds of information technology centers in 
the first place. But even when they can get the money to do that, it is 
extremely difficult for them to maintain and upgrade and update that 
technology. There is no area where it is more important to be up to 
date than the area of information technology. That is the situation 
with Harris-Stowe. Their resource center is 5 years old. It is greatly 
in need of a technology upgrade. Without Federal legislation of this 
type, as a practical matter that is simply not going to be possible on 
an ongoing basis.
  But with this support it will be possible, not only because of the 
Federal dollars we can help provide but also because the Federal 
dollars will be leveraged by these institutions with foundations, with 
State money, and will be an important way for them to gather resources 
from around the community and help serve their students and their 
communities with information technology.
  I am grateful the Senator from Virginia has taken up this legislation 
and pushed it. A lot of what we do here is an attempt to directly fund 
or subsidize what some people are doing. It works so much better when 
we work through institutions that already have strong records of 
performance and strong records of service to constituencies around the 
country. That is what this bill does. I am very pleased to support it.
  The ACTING PRESIDENT pro tempore. The Senator from Mississippi.
  Mr. LOTT. Mr. President, I want to take this opportunity to rise in 
support of what I consider to be very significant legislation, S. 196, 
the Minority Serving Institution Digital and Wireless Technology 
Opportunity Act of 2003.
  We have a very important opportunity in this country to make sure our 
universities and colleges not only do a good job in education in 
general, but in particular in addressing the technology gap. We know in 
our Historically Black Colleges and Universities and Hispanic-serving 
Institutions and Tribal Colleges, our Native-Hawaiian-serving 
Institutions and Alaska-Native-serving Institutions, there is a digital 
divide. This legislation would create a new grant program within the 
National Science Foundation that provides up to $250 million to help 
these colleges and universities.
  In my own State of Mississippi I decided a few years ago we were 
trying to shoot at too many targets and we were not hitting many of 
them. We were missing them or we were not doing enough to make a 
difference. So I concluded the best thing to do was try to get a 
targeted focus on where we were going to put our efforts and where we 
were going to put our money. Those areas have been education, 
transportation--which can also be referred to as infrastructure, and 
jobs. It is not just about highways and bridges, it is also about ports 
and harbors and railroads and aviation, the whole package, as well as 
industrial sites where you can have the physical and technological 
infrastructure and roads that lead to jobs.
  So education, transportation, and jobs are critical all over this 
country and in my own State, which has been one that has struggled for 
years to have advancement in education and economic opportunity.
  I think this legislation is really important in helping to provide 
the up-to-date technological education that today's society demands. As 
we focus on education, not only at the higher education level where the 
Federal Government plays a critical role, but also when you look at 
what we need to do in kindergarten, and elementary, and secondary 
education--if you are going to have the whole package, you have to make 
sure our young people have access to a good education that allows them 
to read and write and do basic arithmetic. Furthermore, they must be 
able to perform these basic skills at the fifth grade level, at the 
eighth grade level, and in high school, but then be able to get into a 
community college, some sort of a vocational training program, or our 
colleges and universities, and when they get there that they will have 
the tools and resources that they need.
  It is fair to say I am from the generation that has been struggling 
with technology and computers. We are sort of computer illiterates. Yet 
we see our children who are able to do astonishing things because they 
have had the exposure to the new technology.
  We have to make sure that the Nation's focus applies not only to our 
major colleges and universities in America that primarily get the 
students who make very high scores on the SATs, but we also have to 
make sure all students--whether they attend a private university or 
college or a State university or our historically Black or other 
minority institutions--have access to good education and what is needed 
in the technology field. Not just computers, but the whole high-tech 
area.
  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 great 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 cosponsor of the minority serving institution 
Digital

[[Page 10114]]

and Wireless Technology Opportunity Act of 2003, because it provides 
another opportunity to help expand the digital and telecommunications 
infrastructure at 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, 
earlier this year, I cosponsored an amendment to the omnibus 
appropriations bill for fiscal year 2003 that authorizes additional 
funding for grants to preserve and restore historic buildings at 
Historically Black Colleges and Universities.
  Additionally, I would like to note an example of my ongoing 
commitment to assist Mississippi's Historically Black Colleges and 
Universities 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, and 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 much progress to make 
when it comes to providing these opportunities to our minority serving 
institutions of higher learning and all Americans.
  It is clear that while our minority serving 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 urge the passage of 
this legislation today so that we can hand some of America's best 
institutions of higher learning the technology keys they need to 
compete with their peers.
  I yield the floor.
  The PRESIDING OFFICER (Ms. Murkowski.) Who yields time?
  Mr. ALLEN. Madam President, we were supposed to vote on this measure 
at noon. There is a question of whether or not we will be voting at 
noon. There is a Holocaust Memorial Service at noon. At this moment, 
until we determine how we are going to correlate all of that, I suggest 
the absence of a quorum.
  The PRESIDING OFFICER. The clerk will call the roll.
  The legislative clerk proceeded to call the roll.
  Mr. ALLEN. Madam President, I ask unanimous consent that the order 
for the quorum call be rescinded.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  Mr. LEAHY. Madam President, I rise today in support of S. 196, the 
Digital and Wireless Technology Program Act, which will provide $250 
million annually for the next 5 years to address the technology needs 
of Historically Black Colleges and Universities, as well as colleges 
and universities that serve substantial numbers of Hispanic and Native 
American students. The ``digital divide'' has been the subject of much 
discussion in both the public and private sectors, and this bipartisan 
bill, introduced by Senators Allen and Hollings, will help to bridge 
that divide.
  Internet access is an increasingly critical part of the educational 
process. The Internet provides a critical research tool, especially for 
students at institutions that cannot afford to offer world-class 
libraries and other facilities. Indeed, internet access can be a great 
democratizing force if we can make it universal.
  Although almost all Historically Black Colleges and Universities have 
a campus network in place, only about half have computers available to 
students in their dormitories, and only 3 percent offer financial aid 
to students looking to buy a computer. In addition, a majority of these 
schools do not use high-speed connections, even when those connections 
are available in their areas. Additional funding for these colleges 
should make a difference.
  The schools struggling most mightily are those that serve Native 
American students. Nearly 85 percent of students at tribal colleges 
live at or below the poverty level, so few if any students can afford 
their own computers. But at Dull Knife Memorial College in Montana, 240 
students must share two computers with internet access. Fewer than half 
of the 32 tribal colleges have access to a T-1 line. There are some 
success stories, however, and with additional Federal assistance we can 
create more.
  While I am concerned about the lack of internet access among minority 
students, I do hope that these colleges and universities will work 
closely with their local communities in siting wireless facilities. The 
1996 Telecommunications Act regrettably cut out local communities in 
deciding where new towers for wireless devices are located. The new 
grant program created by this bill should not be used to exacerbate 
this problem.
  This issue is not new to the Senate. Senator Cleland introduced very 
similar legislation in the last Congress, and his bill was reported by 
the Commerce committee. Regrettably, it was held up by the Republican 
leadership in the Senate, presumably in order to deny Senator Cleland 
any victory as he sought re-election. Given the dire state of many of 
the schools this bill seeks to help, it is quite frustrating that 
Senator Cleland's bill fell victim to political machinations. It is 
doubly unfortunate that suggestions to name this program after Senator 
Cleland were rebuffed by the Republican side. It would have been a 
fitting tribute to the Senator who brought this and many other issues 
to the Senate's attention.
  Despite my disappointment about that issue, however, I still believe 
that this is a good bill that deserves every Senator's support. It will 
help institutions around our Nation provide the education that their 
students need and deserve.
  Mr. ALLEN. Madam President, I ask unanimous consent that all time be 
yielded back on S. 196. I believe all Senators--and I thank those who 
have spoken in favor of this legislation: Senators McCain, Talent, 
Durbin, and Lott, as well as myself--who wanted to speak on the 
legislation have.
  Madam President, I yield back all time on S. 196. I also ask 
unanimous consent that the vote occur on passage at 1:30 p.m. today.
  Mr. REID. Madam President, reserving the right to object.
  The PRESIDING OFFICER. The Senator from Nevada.
  Mr. REID. Madam President, it is my understanding the distinguished 
Senator from Virginia has spoken with the majority leader, and the 
majority leader is going to let this vote go for some time. It is my 
understanding there are people on both sides who are doing other 
things--early and late--and this vote may have to be dragged for some 
time.
  Is that right?
  Mr. ALLEN. I say to the Senator from Nevada, that is correct. Due to 
the Holocaust Memorial and a variety of other things that have arisen 
at noon, the vote will be at 1:30. But it will be held open. It will 
not be a 15-minute vote. The vote will undoubtedly stay open for at 
least a half an hour. And at 2 o'clock there is the top-secret briefing 
with those officials from Defense.
  Mr. REID. Madam President, further reserving the right to object, as 
I indicated early today, I certainly think we should be in recess 
during the Wolfowitz briefing, but there is a ranking member's meeting, 
for example, that does not end until 2 o'clock. So I ask that there be 
some consideration given to extending the vote for 5 or 10 minutes past 
2 o'clock.
  Mr. ALLEN. Madam President, I think that would be the intention. It 
is not just a Republican or Democrat scheduling conflict, and it will 
not be a 15-minute vote as such. It will be held open until all Members 
who are going to be here have an opportunity to vote on this measure.

[[Page 10115]]


  Mr. REID. Madam President, I am wondering if my friend would also 
allow me to modify the unanimous consent request, that following the 
closure of the vote the Senate stand in recess until 3 o'clock.
  Mr. ALLEN. Madam President, I say to the Senator from Nevada, that is 
under consideration. I do not have the authority to make that decision. 
I suspect there will not be many people here. There are a variety of 
things people need to do. And I certainly want to listen to Secretary 
Wolfowitz, but at this point I do not have the authority to make that 
decision. All I can say is, being patron of this measure, I want to 
make sure everyone is allowed to vote on it, and the vote will be held 
open.
  Mr. REID. I have no objection.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  Mr. ALLEN. Madam President, I ask for the yeas and nays on final 
passage.
  The PRESIDING OFFICER. Is there a sufficient second?
  There appears to be a sufficient second.
  The yeas and nays were ordered.

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