Bridging the Digital Divide in Peru by wanghonghx


									                                  USF JESUIT FOUNDATION
                                 Grant Application Coversheet

Name:                             David Wolber and Chris Brooks

Campus Address & Phone:           Harney 529, 422-6451

E-mail Address:         

College/Division/Dept:            Department of Computer Science, College of Arts and Sciences

Title of Proposal/Project:        Bridging the Digital Divide in Peru

Total Amount Requested:           $5000

        PEDAGOGY GRANT                                  X

Include with this grant application coversheet—

        A written proposal (2-5 single-spaced pages) that includes each of the following:
        Project Title.
        Statement of project’s purpose and relationship to the Foundation’s mission.
        Desired methodology, outcomes, and assessment standards.
        Relationship to the applicant’s past and future experience, research, or teaching.
        Itemized budget with justification.

      Written letter(s) of support/recommendation from the applicant’s immediate supervisor.
       Specific requirements for such recommendations are included in the proposal format section of
       the criteria.
    NOTE: the recommendation requirements are different for each category of grant.

              GRANT DEADLINE: November 1, 2003_X_ or April 1, 200__

Bridging the Digital Divide in Peru                                         Wolber and Brooks
        Submit all documents to:            Office of the Provost, LMR 4th FloorJesuit Foundation Grant
                                                    Proposal Budget

                  If a category is not applicable to your type of grant leave it blank.                         Cost
A. Personnel Costs (e.g., stipends or honoraria for staff, faculty, student assistants, invited
   speakers, and benefits where applicable). Describe the responsibilities of each person listed,
   and justify costs:

B. Supplies. E.g., photocopying costs, refreshments, books; include justification for each item

C. Hotel Accommodations & Per Diem. Include length of stay and calculate cost per day                   $4400
   according to

   10 days at an estimated $40 per day (estimate given by Alberto Yepez who travels to Tacna
   regularly). For eleven-- eight students and three faculty members.

D. Airfare. Attach estimate from Clement Travel, Expedia, or Travelocity.                               $6072

   $552 * 11

E. Other expenses. Itemize and include a brief statement justifying each expense.

                                                                                   Total Cost of Project:$10,472

                                                        Amount requested from Jesuit Foundation:$5000

        Bridging the Digital Divide in Peru                                                  Wolber and Brooks
                       Project Title: Bridging the Digital Divide in Peru

During Spring Break 2004, a group of computer science students, alumni, and faculty will travel
to Tacna, Peru with a goal of updating two Jesuit schools there with new computers, networks,
and software. The project was initiated by two of the Computer Science Department‘s most
successful alumni, Alberto Yepez and USF Board of Trustees member Teresa Win. The purpose
of the project is two-fold: to help bridge the digital divide by providing two needy schools with
the modern technology that is often taken for granted in this country, and to encourage a sense of
public service and social justice in the hearts and minds of a group of computer scientists.

Relationship to Foundation’s Mission
The project supports the mission of the Jesuit Foundation in many ways, most directly in its
emphasis on educating the whole person. The moral and social aspects of education are typically
less emphasized in the sciences as compared to the humanities, which is unfortunate given the
world we live in and the increasing importance of technology and science in social and political
policy decisions. The Peru trip will allow the students to experience the joy of using their
technical knowledge to directly help people, and hopefully lead them, in the future, to choose
paths that incorporate service to a community rather than only valuing financial reward.. It will
also immerse them in one of the key societal issues of computing—the disparity between the
haves and have nots and how lack of access to information can be a significant detriment to the
building of a society.

Methodology, Outcomes, and Assessment
The trip to Peru is the first of its kind in the Computer Science Department. We plan on making
the trip an annual event and hope to learn much from this initial experience.

We have planned out the methodology for the project with the guidance of Father John Savard,
and leveraging from the experience of the numerous immersion trips that have occurred in
Humanities programs at USF. Pre-trip activities will include both technical preparation as well as
meetings focusing on the social and ethical aspects of the trip. The technical preparation will
include obtaining and preparing the hardware that we plan to ship to Tacna, and workshops to
teach the students the knowledge they‘ll need to do the work necessary once we get there. The
non-technical meetings focus on preparing the students to live and work as a team in a very
different and impoverished culture and will include discussions led by USF students that have
previously been involved in immersion projects, discussions led by USF Alum Alberto Yepez,
who graduated from one of the Tacna schools we will be helping, discussions on the spiritual,
religious, and ethical aspects of the trip led by John Savard and his staff, and readings and
discussions concerning the digital divide and its implications on society led by Professors Brooks
and Wolber.

One desired outcome for the project is to gain insight into what does and does not work in terms
of integrating service learning into our department, both directly in the classroom and with extra-
curricular programs. For this first trip, we have designed a loose coupling with a new service

Bridging the Digital Divide in Peru                                    Wolber and Brooks
learning course in our curriculum, Computers and Society, which will be taught for the first time
this spring. We are not requiring that students going on the Peru trip be enrolled in this course,
but we are encouraging it and are using enrollment in the course as part of the criteria for
choosing which students will go (we have received 16 applications for 8 spots). Those that do
not go on the trip will fulfill their service requirement directly in the San Francisco community.

The course will provide similar technical and non-technical training for students as we are
planning for the Peru trip meetings. In this way, we will be able to explore service learning both
in the classroom and extracurricular settings, and explore the interplay between the two. From
this experience, we hope to gain insight as to whether a tighter coupling should be made between
the course and the trip, if the trip should be conducted separately from offered courses, or
whether the more flexible combination we plan to use for this pilot is best.

During the trip, daily activities, such as soccer games, will be planned to enhance the direct
interaction with the children from the Tacna schools.. After each day‘s work is completed, the
group will convene for an hour to reflect on the day‘s experience.

We have a number of desired outcomes for the trip:

        Improved computer and networking capabilities at the Tacna Schools, helping create a
       small bridge across the digital divide.
        Better understanding of the practical issues in shipping hardware to another country,
       configuring it for use, and setting up Internet access in a rural setting.
        An enhanced relationship between USF and the Jesuit schools in Tacna.
        Improved student knowledge of real-world systems administration.
        Greater understanding of the social realities of the digital divide.
        Higher motivation level among students and faculty for public service projects.

To access the success and viability of our desired outcomes, we will have members of our
delegation complete tests and questionnaires. We will also solicit responses from the Tacna
school officials concerning the technical results of the trip and the overall experience from their
perspective. Following is a list of planned assessment activities:

   1. Administer pre- and post-tests concerning technical issues, e.g., ―What are the basic steps
      in setting up a wireless access point?‖
   2. Administer pre- and post-questionaires concerning the digital divide, e.g., ―What is the
      digital divide?‖, ―What percentage of Peruvians have Internet access?‖
   3. Administer post-trip assessment concerning motivation: ―Had you thought about a career
      in public service prior to this trip? After the trip? What are the criteria that will influence
      your choice of career? Does ‗making a difference‘ play a role in this decision?‖
   4. Long term assessment: Track the careers of students that go on the trip compared to those
      that do not.
   5. Administer post-trip questionnaire to Tacna school officials, e.g., ―What can your
      students do now that they couldn‘t before USF students completed their work?‖, ―Was
      our presence a positive experience for your community?‖, ―Were our students

Bridging the Digital Divide in Peru                                     Wolber and Brooks
       appropriately sensitive, thoughtful, and courteous? What student activites were most/least

Post-trip activities will include an evening with just the delegation, reflecting on the experience
and providing both oral and written responses to the assessment questions described above. We
also plan to have the students present their experience to the USF community as a whole. Finally,
we plan to write at least one technical and one non-technical article about the project. One
obvious target for a discussion of the service learning involved in this project is the ACM
Computer Science Education (CSE) journal and conference. There are also a number of
conferences and journals devoted to technical and non-technical digital divide topics.

October 24, 2003                              Applications due
November 7, 2003                              Notification of those chosen for the delegation.
November 7, 2003 – March 12, 2004             Weekly meetings, both technical and non-technical
March 12-21, 2004                             In Peru
April, 2004                                   Delegation-only reflection, Public presentation

Relationship to Applicant’s Past and Future Experience
The Peru trip is part of a broader effort of the USF Computer Science Department to emphasize
public service projects. The program, called Community Connections, is led by Professors Chris
Brooks and David Wolber. To date, it has focused on sending students to local nonprofits and
community technology centers in San Francisco. The pilot project for the program took place at
the Computer Technology Center run by Network Ministries. This center provides computer and
Internet access to underprivileged and homeless adults, as well as children in a special lab that is
open during after-school hours. It is a non-profit organization which is chronically understaffed
and lacks the funds necessary to hire technical staff to keep their technology up to date. When
USF students arrived, the two labs at the center were in poor shape with out-of-date or broken
computers and networking capabilities. The USF students, as part of their senior project course,
completely revamped the labs using the technical knowledge they had learned over the course of
their studies.

The people at Network Ministries were amazed at what the students did and incredibly grateful
(see the attached news release and letter). The students who participated in this program were not
previously the most motivated students. The chance to do ―real work‖ with an obvious direct
impact transformed them into hard-working, responsible, and highly motivated computer
scientists. They learned a great deal of practical computer science, both through their direct
experience and through the continual interaction with the professor for the senior course who
taught them on an as-need basis.

We have since expanded the program to include more students and centers, and in each case
have had similarly positive results. The program was awarded funding from the Leo McCarthy
Center for Public Service and the Common Good as part of a larger FIPSE grant—it was the
only award given to a program from the sciences.

Bridging the Digital Divide in Peru                                     Wolber and Brooks
We see the Peru trip project as another highly visible example of how service learning and
social justice can be integrated into the sciences. The response from students has been
overwhelming, and we have been encouraged by the enthusiasm from the faculty in the sciences
and from the USF Community as a whole. Our hope is that the trip can promote our Community
Connections program, including both San Francisco based and International-based projects, and
also lead to a wider inclusion of public service projects in the sciences as a whole.

Itemized Budget with Justification
The overall budget for the project includes tens of thousands of dollars for the equipment that
will be shipped to Tacna, and an estimated $1000 per delegation member for travel and lodging.
Our plan is to include students in fund-raising efforts to cover some of these costs.

A grant of $5000 from the Jesuit Foundation would pay for the travel and lodging of about five
students, and leave us to find funds for just the three other students and three faculty members
that will take part in the trip. quotes for flights from San Francisco to Lima are attached. The lowest fare listed is
$552. Alberto Yepez, who is from Tacna and travels there regularly, has estimated a cost of
approximately $40 a night for lodging in Tacna. For ten nights, the cost would be approximately
$400, making for a total of $552+$400=$952 per student.

Bridging the Digital Divide in Peru                                    Wolber and Brooks

To top