2014 NRC/FLAS Grant Award Competition

Slide NRC/FLAS G RANT A WARD C OMPETITION  Welcome  The NRC/FLAS Team  Session Objectives  Presentations  Questions and Answers

L EGISLATIVE O VERVIEW OF T ITLE VI P ROGRAMS  Background  National Defense Education Act of 1958 – Title VI Programs Slide 3

O VERVIEW OF T ITLE VI P ROGRAMS  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

T YPES OF P RIORITIES  Absolute Slide 6  Competitive Preference  Invitational

T YPES OF P RIORITIES Absolute priority  Consideration only for applications that meet the priority (34 CFR (c)(3))  Establishes eligibility Slide 7

T YPES OF P RIORITIES Competitive Preference Priority Under 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 (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 (c)(2)(ii)) Slide 8

T YPES OF P RIORITIES Invitational Priority  Addresses particular interests  Does not receive preference or priority points Slide 9

NRC A BSOLUTE P RIORITY  Applications that provide for teacher training activities on the language, languages, area studies, or thematic focus of the center. Slide 10

T YPES OF C ENTERS AND A PPLICATIONS 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

T YPES OF C ENTERS AND A PPLICATIONS Centers provide training at the  Graduate, professional and undergraduate levels as a comprehensive center OR  Undergraduate level only, as an undergraduate center Slide 12

T YPES OF C ENTERS AND A PPLICATIONS 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 outreach Slide 13

T YPES OF C ENTERS AND A PPLICATIONS 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

T HE NRC/FLAS A PPLICATION R EVIEW Slide 15

NRC/FLAS A PPLICATION C OMPONENTS  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 A PPLICATION C OMPONENTS  Assurances and Certifications – Assurances for Non-Construction Programs (SF-424B) – Lobbying Disclosure Form (SF LLL) (if applicable) – Certification Regarding Lobbying (ED ) Slide 17

NRC/FLAS A PPLICATION C OMPONENTS  Abstract  Narrative  Budget  Faculty CVs (optional CV index)  Course lists – : Courses offered and enrollment – : Courses currently offered – : Courses to be offered Slide 18

S ELECTION C RITERIA FOR C OMPREHENSIVE (656.21) AND U NDERGRADUATE NRC S (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

S ELECTION C RITERIA FOR F OREIGN L ANGUAGE & A REA S TUDIES F ELLOWSHIPS (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

C OMMITMENT TO S UBJECT A REA (10 points)  Intended to demonstrate the institution’s support for the center and, more specifically, for the proposed project. Slide 21

C OMMITMENT TO S UBJECT A REA 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

I MPACT AND E VALUATION (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

I MPACT AND E VALUATION (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

I MPACT AND E VALUATION 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

I MPACT AND E VALUATION 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

I MPACT AND E VALUATION Application Criteria Data 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

I MPACT AND E VALUATION 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

I MPACT AND E VALUATION 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

Q UALITY OF C URRICULUM D ESIGN (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

Q UALITY OF C URRICULUM D ESIGN (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

Q UALITY OF N ON -L ANGUAGE I NSTRUCTIONAL P ROGRAM (20 points)  Includes content courses that are taught through the center (program), through non- language departments, or through both. Slide 32

Q UALITY OF N ON -L ANGUAGE I NSTRUCTIONAL P ROGRAM 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

Q UALITY OF N ON -L ANGUAGE I NSTRUCTIONAL P ROGRAM 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

Q UALITY OF N ON -L ANGUAGE I NSTRUCTIONAL P ROGRAM 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

Q UALITY OF N ON -L ANGUAGE I NSTRUCTIONAL P ROGRAM 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

Q UALITY OF N ON -L ANGUAGE I NSTRUCTIONAL P ROGRAM Slide 37 Pedagogical training for instructional assistants  Training and schedule  Resources  Oversight  Evaluation

Q UALITY OF L ANGUAGE I NSTRUCTIONAL P ROGRAM (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

Q UALITY OF L ANGUAGE I NSTRUCTIONAL P ROGRAM 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

Q UALITY OF L ANGUAGE I NSTRUCTIONAL P ROGRAM 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 Q UALITY OF L ANGUAGE I NSTRUCTIONAL P ROGRAM

S TRENGTH OF L IBRARY (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

Q UALITY OF S TAFF R ESOURCES (15 points)  Staff qualifications  Staff development activities  Non-discriminatory employment practices Slide 43

O UTREACH A CTIVITIES (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

P ROGRAM P LANNING AND B UDGET (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

P ROGRAM P LANNING AND B UDGET 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 A WARDEE S ELECTION P ROCEDURES (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

A PPLICATION H ELPFUL H INTS  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