2014 NRC/FLASGrant Award Competition

Slide 2

2014 NRC/FLASGRANT AWARD COMPETITION

Welcome The NRC/FLAS Team Session Objectives Presentations Questions and Answers

LEGISLATIVE OVERVIEW OFTITLE VI PROGRAMS

Background National Defense Education Act of 1958– Title VI Programs

Slide 3

OVERVIEW OF TITLE VI PROGRAMS

American Overseas Resource Centers Undergraduate International Studies and

Foreign Language International and Research Studies Centers for International Business Education Business and International Education National Resource Centers (NRC) Foreign Language and Area Studies Fellowships

(FLAS) Slide 4

NRC AND FLAS The purpose of the NRC program

– To establish comprehensive area and international studies centers

– To provide instruction, research, and training in area and international studies that enable cultural understanding

The purpose of the FLAS program– To enable advanced foreign language acquisition and

fluency– To develop a pool of international experts

Slide 5

TYPES OF PRIORITIES

Absolute

Slide 6

Competitive Preference

Invitational

TYPES OF PRIORITIES

Absolute priority

Consideration only for applications that meet the priority (34 CFR 75.105(c)(3))

Establishes eligibility

Slide 7

TYPES OF PRIORITIES

Competitive Preference PriorityUnder a competitive preference priority, we give competitive preference to an application by: awarding additional points, depending on the extent to

which the application meets the priority (34 CFR 75.105(c)(2)(i)) or

selecting an application that meets the priority over an application of comparable merit that does not meet the priority (34 CFR 75.105(c)(2)(ii))

Slide 8

TYPES OF PRIORITIES

Invitational Priority

Addresses particular interests

Does not receive preference or priority points

Slide 9

NRC ABSOLUTE PRIORITY Applications that provide for teacher training

activities on the language, languages, area studies, or thematic focus of the center.

Slide 10

TYPES OF CENTERS AND APPLICATIONS

A Center or Program may focus on (656.4 (a)): A single country or a world area and offer instruction in

the principal language or languages of that country or area and those disciplinary fields necessary to provide a full understanding of the country or area; OR

International studies or the international aspects of contemporary issues or topics such as international agriculture systems, international finance, while providing instruction in modern foreign languages.

Slide 11

TYPES OF CENTERS AND APPLICATIONS

Centers provide training at the Graduate, professional and undergraduate

levels as a comprehensive centerOR Undergraduate level only, as an

undergraduate center

Slide 12

TYPES OF CENTERS AND APPLICATIONS

Comprehensive Center (656.7(d)) Advanced research and scholarship Intensive language instruction Important library collections related to the

area of specialization Graduate, professional and undergraduate

student clientele Curriculum development and community

outreachSlide 13

TYPES OF CENTERS AND APPLICATIONS

Undergraduate Center (656.7(f)) Education of students who matriculate into

advanced language and area studies or professional school programs

Substantial international and foreign language content into baccalaureate degree program

Training available predominantly to undergraduate students

Research, curriculum development and community outreach

Slide 14

THE NRC/FLAS APPLICATION REVIEW

Slide 15

NRC/FLAS APPLICATION COMPONENTS

Application Forms– Application for Federal Assistance (SF-424)– Department of Education Supplemental Information for SF424– Budget form SF-524– World Area Selection Sheet– FLAS Approved Language List– Narrative addressing GEPA Section 427– GPRA and Project Performance Measure Forms (PMF)– Application information to meet statutory requirements

• Diverse Perspectives and Wide Range of Views in Funded Activities• Government Service in Areas of National Need and in Other

Employment Sectors Slide 16

NRC/FLAS APPLICATION COMPONENTS

Assurances and Certifications– Assurances for Non-Construction Programs

(SF-424B)– Lobbying Disclosure Form (SF LLL) (if applicable)– Certification Regarding Lobbying (ED 80-0013)

Slide 17

NRC/FLAS APPLICATION COMPONENTS

Abstract Narrative Budget Faculty CVs (optional CV index) Course lists– 2012-2013: Courses offered and enrollment– 2013-2014: Courses currently offered– 2014-2015: Courses to be offered

Slide 18

SELECTION CRITERIA FOR COMPREHENSIVE (656.21) AND

UNDERGRADUATE NRCS (656.22)(160 points)

Commitment to the subject area Impact and evaluation Quality of curriculum design Quality of the center’s non-language instructional program Quality of the center’s language instructional program Strength of library Quality of staff resources Outreach activities Program planning and budget Competitive priorities Slide 19

SELECTION CRITERIA FOR FOREIGN LANGUAGE& AREA STUDIES FELLOWSHIPS (657.21)

(140 points)

Commitment to the subject area Impact and evaluation Quality of curriculum design Quality of the non-language instructional program Quality of the language instructional program Strength of library Quality of staff resources Selection procedures for FLAS awardees Competitive priorities Slide 20

COMMITMENT TO SUBJECT AREA(10 points)

Intended to demonstrate the institution’s support for the center and, more specifically, for the proposed project.

Slide 21

COMMITMENT TO SUBJECT AREA

Key elements that demonstrate commitment: Institutional support for center’s operations,

teaching staff, outreach activities, and students Library resources Linkages with overseas institutions

Key Question: To what extent has the institution demonstrated

its commitment to the center’s activities?Slide 22

IMPACT AND EVALUATION(30 points NRC, 25 points FLAS)

FY2014 GPRA Measures for NRCs Percentage of NRC grants teaching intermediate or

advanced courses in any of the priority languages as defined by the Secretary of Education. – Use measure 1.3 of 4: Percentage of NRC grants teaching

intermediate or advanced courses in priority languages. Percentage of NRCs that increased the number of

intermediate or advanced level language courses in the priority and/or LCTLs during the course of the grant period. (Long-term)

Slide 23

IMPACT AND EVALUATION(30 points NRC, 25 points FLAS)

FY2014 GPRA Measures for NRCs Percentage of priority languages targeted by NRCs as

defined by the Secretary of Education taught at NRCs. Percentage of NRCs that increased the number of

certificate, minor, or major degree programs in the priority and/or LCTLs, area studies, or international studies during the course of the four-year grant period.

Efficiency measure: Cost per NRC that increased the number of intermediate or advanced level language

Slide 24

IMPACT AND EVALUATION

FY2014 GPRA Measures for FLAS Percentage of Foreign Language and Area Studies

(FLAS) academic-year fellows who increased their foreign language reading, writing, and/or listening/ speaking scores by at least one ILR equivalent proficiency level.

Percentage of Foreign Language and Area Studies (FLAS) graduated fellows who secured employment that utilizes their foreign language and area studies skills within 8 years after graduation based on FLAS tracking survey.

Slide 25

IMPACT AND EVALUATION

FY2014 GPRA Measures for FLAS Percentage of Foreign Language and Area Studies

(FLAS) master’s and doctoral graduates who studied priority languages as defined by the Secretary of Education.

Efficiency measure: cost per Foreign Language and Area Studies (FLAS) Fellowship Program academic year fellow who increased his/her reading, writing, and/or listening/speaking language score by at least one proficiency level

Slide 26

IMPACT AND EVALUATION

Application CriteriaData about impact Data measuring the center’s impact on the university,

community, region and the nation Data about student enrollment in advanced language

and area or international studies (for undergraduate NRC applicants only)

Commitment to diversity Center’s commitment to diversity and participant

access.Slide 27

IMPACT AND EVALUATION

Evaluation Plan Comprehensive evaluation plan with

quantifiable, outcome-measure-oriented data. Use of evaluations to improve its program.Placement data Placement data of undergraduate and graduate

FLAS recipients (for FLAS applicants only)

Slide 28

IMPACT AND EVALUATION

Generating and disseminating information that addresses nationals needs Dissemination of information to the public.

(for NRC applicants) Placement data of undergraduate and

graduate FLAS recipients (for NRC applicants)

Slide 29

QUALITY OF CURRICULUM DESIGN (FLAS)(20 points)

The Secretary reviews each application to determine the extent to which the applicant: Incorporates undergraduate study into a baccalaureate

degree program (major, minor, certificate); provides programs and completion requirements for a

variety of disciplines; transitions to a quality graduate program; provides academic and career advising services for students; facilitates formal research and study abroad opportunities.

Slide 30

QUALITY OF CURRICULUM DESIGN (NRC)(10 points)

1. is incorporated into a baccalaureate degree program;

2. provides academic and career advising services for students;

3. facilitates formal research and study abroad opportunities.;

4. provides training options for graduate students from a variety of disciplines and professional fields.

Slide 31

1. is incorporated into a baccalaureate degree program;

2. provides academic and career advising services for students;

3. facilitates formal research and study abroad opportunities.

Comprehensive Center Undergraduate Center

QUALITY OF NON-LANGUAGE INSTRUCTIONAL PROGRAM(20 points)

Includes content courses that are taught through the center (program), through non-language departments, or through both.

Slide 32

QUALITY OF NON-LANGUAGE INSTRUCTIONAL PROGRAM

Slide 33

Courses in the professional schools (for Comprehensive NRCs), such as Business, Law, Education, Journalism, Communications and Media,

Architecture, etc. Examples:

– “The Political Economy of International Trade”– “Modern Jewish Intellectual History”– “Comparative Mystical Literature”

Tips Use tables to show the professional schools and courses offered Describe the availability of the courses to professional school students and

indicate enrollments

QUALITY OF NON-LANGUAGE INSTRUCTIONAL PROGRAM

Slide 34

Include: Interdisciplinary courses offered for undergraduate & graduate students

(656.21) Interdisciplinary courses offered for undergraduate students (656.22) Interdisciplinary courses offered for students (657.22) Courses in a variety of disciplines

Tips Include courses with 25% - 100% content Interdisciplinary courses involve two or more disciplines and/or

departments. Use narration and tables efficiently and effectively Use cross references

QUALITY OF NON-LANGUAGE INSTRUCTIONAL PROGRAM

Slide 35

Specialized courses Show depth of specialized course coverage in one

or more disciplines of the center’s subject areas. For example:– Gateway courses leading to upper level courses– Interdisciplinary seminar courses, directed studies,

independent study, special topic seminars, research circles

QUALITY OF NON-LANGUAGE INSTRUCTIONAL PROGRAM

Slide 36

Faculty strength Show sufficient number of non-language teaching faculty

to enable the Center to carry out its purposes and instructional assistants provided with pedagogical training

Elaborate on faculty:– Number – Tenure track status – % devoted to the subject area – Department and discipline

QUALITY OF NON-LANGUAGE INSTRUCTIONAL PROGRAM

Slide 37

Pedagogical training for instructional assistants Training and schedule Resources Oversight Evaluation

QUALITY OF LANGUAGE INSTRUCTIONAL PROGRAM(20 points)

Slide 38

Courses and Programs Language faculty available to teach the languages/levels Language courses taught through the Center and/or

through language departments Intensive language instruction (defined in 656.7(e)) Levels, when offered, enrollments (for each level), and

students by type

QUALITY OF LANGUAGE INSTRUCTIONAL PROGRAM

Slide 39

Courses and Programs Courses in disciplines other than language, literature,

and linguistics (LAC) offered in appropriate foreign languages, e.g.:– “Spanish for Health Professionals”,– “Chinese for Lawyers”,– “Peoples and Cultures of the Himalayas”

Courses and programs offered by other providers Courses offered on demand Summer language institutes and enrollments

QUALITY OF LANGUAGE INSTRUCTIONAL PROGRAM

Slide 40

Pedagogical Training Requirements for faculty, instructors,

instructional assistants Professional development Faculty and instructor pedagogical distinctions

Tip Cross reference other narrative sections and the appendices.

Slide 41

Performance-Based Instruction Proficiency requirements for courses and levels Student language competency outcomes Assessments and when administered Resources

QUALITY OF LANGUAGE INSTRUCTIONAL PROGRAM

STRENGTH OF LIBRARY(10 points)

The Secretary reviews each application to determine the strength of the institution’s library holdings (print and non-print, English and foreign language) subject area and educational levels supported by

the NRC; institutional support; collaborations, partnerships, cooperative

arrangements.Slide 42

QUALITY OF STAFF RESOURCES(15 points)

Staff qualifications Staff development activities Non-discriminatory employment practices

Slide 43

OUTREACH ACTIVITIES (NRC ONLY)(20 points)

Domestic outreach to K-12, postsecondary institutions, business, media, and the general public that demonstrates: significant and measurable regional and

national impact faculty and professional school involvement

Slide 44

PROGRAM PLANNING AND BUDGET(25 points)

The activities for which NRC funds are being requested

The relevance of the activities to the NRC program, FY14 GPRA measures, and performance measures to the project objectives

Development plan or timeline that ultimately will result in a strengthened program

Resources (human and material) are used effectively and efficiently

Slide 45

PROGRAM PLANNING AND BUDGET

Slide 46

Tips Avoid discussing the activities that were funded with past NRC grants. Be clear about what you intend to achieve over the next four years Cross-reference other sections of the narrative and the budget pages

Reasonable costs in relation to objectives and scope

Anticipated impact of the proposed activities on the constituencies served

Sustainability plan after the grant ends

FLAS AWARDEE SELECTION PROCEDURES(15 points)

What to include: Plan for advertising FLAS fellowships Application process for students Institution’s selection criteria Selection committee Process and timeline for notifying students (including

post-award requirements) Response to announced priorities (U.S. Department

of Education)Slide 47

APPLICATION HELPFUL HINTS Clearly and completely answer all parts of the question. The narrative’s organization can vary, but consider dividing the

application according to the criteria sections to make it easier for the reviewers.

Accurate, sufficient data are helpful to provide detail and to persuade.

Do not overly laden the narrative with acronyms. Include indices where needed. Be sure all pages of the proposal are included! Have readable formatting. Line spacing in the appendices helps. Include page numbers. Include identifying header or footer on all pages.

Slide 48