2014 NRC/FLAS Grant Award Competition

Report
2014 NRC/FLAS
Grant Award Competition
2014 NRC/FLAS
GRANT AWARD COMPETITION
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Welcome
The NRC/FLAS Team
Session Objectives
Presentations
Questions and Answers
Slide 2
LEGISLATIVE OVERVIEW OF
TITLE 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
 Competitive Preference
 Invitational
Slide 6
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 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
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 center
OR
 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
outreach
Slide 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
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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)
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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)
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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 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
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)
Comprehensive Center
1.
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3.
4.
is incorporated into a
baccalaureate degree
program;
provides academic and
career advising services for
students;
facilitates formal research
and study abroad
opportunities.;
provides training options for
graduate students from a
variety of disciplines and
professional fields.
Undergraduate Center
1.
2.
3.
is incorporated into a
baccalaureate degree
program;
provides academic and
career advising services for
students;
facilitates formal research
and study abroad
opportunities.
Slide 31
QUALITY OF NON-LANGUAGE
INSTRUCTIONAL PROGRAM
(20 points)
 Includes content courses that are taught
through the center (program), through nonlanguage departments, or through both.
Slide 32
QUALITY OF NON-LANGUAGE
INSTRUCTIONAL PROGRAM
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
Slide 33
QUALITY OF NON-LANGUAGE
INSTRUCTIONAL PROGRAM
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
Slide 34
QUALITY OF NON-LANGUAGE
INSTRUCTIONAL PROGRAM
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
Slide 35
QUALITY OF NON-LANGUAGE
INSTRUCTIONAL PROGRAM
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
Slide 36
QUALITY OF NON-LANGUAGE
INSTRUCTIONAL PROGRAM
Pedagogical training for instructional assistants
 Training and schedule
 Resources
 Oversight
 Evaluation
Slide 37
QUALITY OF LANGUAGE INSTRUCTIONAL PROGRAM
(20 points)
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
Slide 38
QUALITY OF LANGUAGE INSTRUCTIONAL PROGRAM
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
Slide 39
QUALITY OF LANGUAGE INSTRUCTIONAL PROGRAM
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 40
QUALITY OF LANGUAGE INSTRUCTIONAL PROGRAM
Performance-Based Instruction
 Proficiency requirements for courses and levels
 Student language competency outcomes
 Assessments and when administered
 Resources
Slide 41
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
 Reasonable costs in relation to objectives and
scope
 Anticipated impact of the proposed activities on
the constituencies served
 Sustainability plan after the grant ends
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
Slide 46
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

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