2014 NRC/FLAS
G
A
C
 Welcome
 The NRC/FLAS Team
 Session Objectives
 Presentations
 Questions and Answers
Slide 2

L
O
T
VI P
 Background
 National Defense Education Act of 1958
– Title VI Programs
Slide 3

O
T
VI P
 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
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
P
 Absolute
 Competitive Preference
 Invitational
Slide 6

T
P
Absolute priority
 Consideration only for applications that meet the priority (34 CFR 75.105(c)(3))
 Establishes eligibility
Slide 7

T
P
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

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

NRC A
P
 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
NRC/FLAS
A
R
Slide 15

NRC/FLAS A
C
 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
C
 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 A
C
 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

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
E
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
E
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)
Comprehensive Center
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.
Undergraduate Center
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.
Slide 31

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

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

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

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

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

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

Q UALITY OF L ANGUAGE I NSTRUCTIONAL P ROGRAM
(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

Q UALITY OF L ANGUAGE I NSTRUCTIONAL P ROGRAM
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

Q UALITY OF L ANGUAGE I NSTRUCTIONAL P ROGRAM
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

Q UALITY OF L ANGUAGE I NSTRUCTIONAL P ROGRAM
Performance-Based Instruction
 Proficiency requirements for courses and levels
 Student language competency outcomes
 Assessments and when administered
 Resources
Slide 41

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
P
B
 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 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
H
H
 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