[]{#__RefHeading___Toc67286884 .anchor}EELIAS Review & Analysis: Cycle
III Task Force: Fulbright-Hays Overseas Programs

[]{#__RefHeading___Toc67286885 .anchor}Doctoral Dissertation Research
Abroad

[]{#__RefHeading___Toc67286886 .anchor}Faculty Research Abroad

[]{#__RefHeading___Toc67286887 .anchor}Group Projects Abroad

[]{#__RefHeading___Toc67286888 .anchor}Seminars Abroad

> **Prepared by: Tony K. Stewart**
>
> **Chair Name: Tony K. Stewart**
>
> **Task Force Member: Valerie Sutter**
>
> **Task Force Member: Patrick Ireland**
>
> **Testing by: All Task Force Members**

Table of Contents

[EELIAS Review & Analysis: Cycle III Task Force: Fulbright-Hays Overseas
Programs 1](#__RefHeading___Toc67286884)

[Doctoral Dissertation Research Abroad 1](#__RefHeading___Toc67286885)

[Faculty Research Abroad 1](#__RefHeading___Toc67286886)

[Group Projects Abroad 1](#__RefHeading___Toc67286887)

[Seminars Abroad 1](#__RefHeading___Toc67286888)

[Summary 3](#summary)

[Program Description 4](#program-description)

[Doctoral Dissertation Research Abroad \[CFDA 84.022\]
4](#doctoral-dissertation-research-abroad-cfda-84.022)

[Faculty Research Abroad \[CFDA 84.019\]
4](#faculty-research-abroad-cfda-84.019)

[Group Projects Abroad \[CFDA 84.021\]
5](#group-projects-abroad-cfda-84.021)

[Seminars Abroad---Bilateral Projects \[SA\] \[CFDA 84.018\]
5](#seminars-abroadbilateral-projects-sa-cfda-84.018)

[EELIAS System Analysis 6](#eelias-system-analysis)

[Grant Activities Measured 6](#grant-activities-measured)

[Doctoral Dissertation Research Abroad \[CFDA 84.022\]
6](#doctoral-dissertation-research-abroad-cfda-84.022-1)

[Faculty Research Abroad \[CFDA 84.019\]
8](#faculty-research-abroad-cfda-84.019-1)

[Group Projects Abroad \[CFDA 84.021\]
10](#group-projects-abroad-cfda-84.021-1)

[Seminars Abroad---Bilateral Projects \[SA\] \[CFDA 84.018\]
12](#seminars-abroadbilateral-projects-sa-cfda-84.018-1)

[Observations of EELIAS System 14](#observations-of-eelias-system)

[General Observations Applicable to All Program Instruments
14](#general-observations-applicable-to-all-program-instruments)

[Doctoral Dissertation Research Abroad \[CFDA 84.022\]
14](#doctoral-dissertation-research-abroad-cfda-84.022-2)

[Faculty Research Abroad \[CFDA 84.019\]
15](#faculty-research-abroad-cfda-84.019-2)

[Group Projects Abroad \[CFDA 84.021\]
15](#group-projects-abroad-cfda-84.021-2)

[Seminars Abroad---Bilateral Projects \[SA\] \[CFDA 84.018\]
16](#seminars-abroadbilateral-projects-sa-cfda-84.018-2)

[Recommendations 17](#recommendations)

[Recommendations Applicable to All Program Instruments
17](#recommendations-applicable-to-all-program-instruments)

[Doctoral Dissertation Research Abroad \[CFDA 84.022\]
18](#doctoral-dissertation-research-abroad-cfda-84.022-3)

[Faculty Research Abroad \[CFDA 84.019\]
19](#faculty-research-abroad-cfda-84.019-3)

[Group Projects Abroad \[CFDA 84.021\]
20](#group-projects-abroad-cfda-84.021-3)

[Seminars Abroad---Bilateral Projects \[SA\] \[CFDA 84.018\]
22](#seminars-abroadbilateral-projects-sa-cfda-84.018-3)

[Notes 25](#notes)

[Works Used (Not necessarily cited)
25](#works-used-not-necessarily-cited)

[Appendix: NFLC Responses to Task Force Recommendations
26](#appendix-nflc-responses-to-task-force-recommendations)

#   {#section .unnumbered}

# Summary

**Overall Assessment of the Instruments**

• The information requested in each instrument covers all categories
germane to the grant. Each instrument will produce a rich source of data
baselines necessary for both short- and long-term program evaluation.

• Taskforce members were unanimous in their observation that the
instruments measured the quantitative data we requested (see below:
Grant Activities Measured), recognizing that this instrument could only
produce the aggregate data necessary for qualitative analysis. This
initial data collection is a desideratum for long-term trend analysis,
which will require a separate methodology.

• Of equal import is the extraordinary extent of the management tools
these instruments should provide. IEGPS program officers should be able
to view easily and rapidly the precise state of any given grant,
grantee, or individual participant in the grant. The uniform reporting
will greatly facilitate both domestic and in-country institutions, whose
obligations are clearly spelled out.

• While the system users will undoubtedly find certain features much
more important for the day-to-day management (e.g., budgets,
itineraries, approvals), the underlying uniformity of structure among
the instruments will make access easier and predictable. Program
officers who must now, by virtue of the expanded scope of their jobs,
participate in the management of multiple programs should find the
uniformity of structure especially helpful for rapid location of data.
While absolute uniformity is still a step away (and probably impossible
given the differences among the programs), the structure remains the
same.

• Overall the screens are friendly, easy to navigate, with clear
instructions and help made obvious.

• EELIAS staff are to be congratulated for carrying out virtually every
single requirement stipulated by Taskforce III in developing the
instruments.

# **Program Description**

## Doctoral Dissertation Research Abroad \[CFDA 84.022\]

This program provides grants to colleges and universities to fund
individual doctoral students to conduct research in other countries in
modern foreign languages and area studies for periods of 6 to 12 months.
Proposals focusing on Western Europe are not eligible. The grant is
designed to create area-studies specialists who are competent in the
cultures and languages of their designated geographic regions in all
disciplines of humanistic and social scientific inquiry. In-country
activities include anthropological field work, interviews, government
and institutional archival research, the study of music and dance, the
study of religious activities, translation, documentation of
architectural monuments, analyses of political processes, and so forth,
covering all phases of the individual, institutional, and collective
life of the region in question. Underlying each of these activities,
however, is a core set of measurable accomplishments that depend on
increasing proficiency in language and ability to operate within the
foreign culture in a manner that yields reliable data and quality
analysis available no other way than by being present in the country.
Certain of the activities undertaken in the field have directly
measurable outcomes (for instance the ability to translate reliably),
but most of the activities serve as indirect measures of enriched
understanding that are not easily or discretely quantifiable (e.g., the
ability to discriminate sarcasm that produces an opposite meaning from
the literal). While most grantees are expected to continue to share this
expertise through teaching in higher education and by the publication of
research, a significant percentage is expected to enter government and
non-for-profit service. Grantees are also expected to develop
professional networks germane to their research and region, which have a
lasting effect on the grantee's professional life. In short, the DDRA
program provides emerging specialists with direct access to the object
of their study, which in turn transforms the grantees' intellectual
grasp of the intricacies of a foreign culture by tempering it with
direct experience. The result is a growing body of scholarship and
living expertise that more reliably interprets foreign cultures for
American audiences than would be possible without direct experience. The
simple measurement of activities undertaken in the field will provide a
necessary baseline for correlative long term study of program
effectiveness.

## Faculty Research Abroad \[CFDA 84.019\]

This program provides grants to institutions of higher education to fund
faculty to maintain and improve their area studies and language skills
by conducting research abroad for periods of 3 to 12 months. Proposals
focusing on Western Europe are not eligible. The grant is designed to
extend and update existing expertise or allow accomplished faculty to
initiate new research broadening the scope of expertise. Grantees are
also expected to renew old and establish new professional networks
appropriate to their research and region. In a manner analogous to the
DDRA, the FRA places grantees directly in the field to explore and
analyze all phases of the culture or country in question. While it often
creates new expertise, it more often generates more sophisticated
insights about a culture that can only come from long-term study of and
participation in the life of the foreign country. The quantitative
element of measurable activity is equivalent to DDRA, but FRA
demonstrates a multiplying effect as evidenced by both the quantity and
quality of scholarship produced. Because "comparison" is the primary
basis for establishing knowledge, the FRA program provides the grantee
with a richly comparative experience that is ultimately cumulative over
a career. Because the measure of expertise is quantitatively elusive,
most activities will serve as indirect measures of future outcomes that
result largely from their combined effect. Enhancing expertise, however,
enriches the classroom, produces finer scholarship, and engenders more
rational perspectives on the complexities of society, which is more
intricately connected across state and cultural boundaries than at any
time in previous history. As noted for DDRA, the simple measurement of
FRA activities undertaken in the field will provide a necessary baseline
for correlative long term study of program effectiveness.

## Group Projects Abroad \[CFDA 84.021\]

This program provides grants to support overseas projects in training,
research, and curriculum development in modern foreign languages and
area studies by teachers, students, and faculty engaged in a common
endeavor. Projects may include short-term seminars, curriculum
development, group research or study, or advanced intensive language
programs. Projects must focus on the humanities, social sciences and
languages, and must focus on one or more of the following areas: Africa,
East Asia, South Asia, Southeast Asia and the Pacific, the Western
Hemisphere (Central and South America, Mexico, and the Caribbean), East
Central Europe and Eurasia, and the Near East. Applications that propose
projects focused on Canada or Western Europe will not be funded. This
program supports the creation of more knowledgeable faculty, improves
curriculum, and strengthens language expertise for a broad spectrum of
educators and students, thereby extending overseas experience to a wide
audience, many of them for the first time. Because many of the desired
outcomes of this program are directed to institutional changes in
curriculum and the increase of language expertise, there is a high
correlation between activities undertaken in the field and concrete
outcomes. Group research projects focus on a particular problem or issue
that yields to collective effort (although the results may not be
immediately measurable because of the long time lag for producing
research results), but because group projects are by necessity more
thoroughly planned, requiring an advanced knowledge by the organizer,
anticipated outcomes are easier to predict accurately than in the case
of individual research supported by DDRA and FRA. Language proficiency
is directly measurable by successful completion of programs and by
external and self-evaluation. The most heavily subscribed program
focuses on curricular enhancement which directly changes what takes
place in the classroom through the creation of new courses, new and
revised degree programs, and organizational strategies. Activities for
curriculum development projects are thematically focused, and their
activities highly variable, including visits to institutions,
architectural monuments, government facilities, schools and
universities, to different regions of the country, meetings with
prominent politicians, authors, and public figures, and so forth.
Because the majority of projects center on curriculum, the time frames
tend to be shorter and more tightly structured, which in turn produces a
more quantifiable dataset for comparing activity to outcome. In each
case the results are expected to be disseminated broadly, which
multiplies the impact across a broad spectrum of the population in the
US.

## Seminars Abroad---Bilateral Projects \[SA\] \[CFDA 84.018\]

This program provides short-term study/travel seminars abroad for U.S.
educators in the social sciences and humanities for the purpose of
improving their understanding and knowledge of the people and culture of
another country(ies). There are approximately seven to ten seminars with
fourteen to sixteen participants in each seminar annually. Seminars are
four to six weeks in duration. This program introduces non-specialists
to foreign cultures with a mandate to improve curriculum with hands-on
experience. High school, community college, college, and university
faculty, administrators, and librarians are sought to enrich the
educational curriculum and experience at all levels of education in the
US. With an overall program more general than the curricular projects of
the GPA, in-country Fulbright (or allied agency) staffs determine
itineraries to engage a wide range of cultural experiences. Because the
applicant pool is generally restricted to non-specialists, advanced
preparation is required in the form of predeparture orientations that
seek to introduce salient aspects of the culture through readings,
films, and oral presentations by area experts. The content of those
orientations is immediately and directly measured against the experience
of the individual participant in-country. Itineraries routinely include
visits to institutions, architectural monuments, government facilities,
schools and universities, to different regions of the country, meetings
with prominent politicians, authors, and public figures, and so forth.
Because of the highly structured regimen of the SA, data collection on
daily activities points directly to the anticipated changes in
curriculum redesign, which is a requirement of the program. More than
any other program among the Fulbright-Hays set, SA can more directly
measure outcomes correlating in-country activity to curriculum change
and subsequent outreach projects. The outreach dimension of this program
vigorously projects grantee experience to a broad public audience by the
sharing of first-hand observations, breaking down some of the many
barriers that insulate many Americans from much of the world.

# **EELIAS System Analysis**

## Grant Activities Measured

**Taskforce Directives**. The last meeting of the complete Task Force,
program officers of the relevant Fulbright-Hays programs, and EELIAS
team members from NFLC took place in September 2001. The following is a
summary of those positions \[dtd. 09.24.01\] and includes strategic
objectives, needs statements, performance objectives, and performance
indicators. While minor differences remained regarding the wording of
strategic objectives, there was unanimity on the performance objectives
and performance indicators. Very minor changes were instituted in the
process of adapting these indicators to the EELIAS format. What follows
is a summary for each program.

**Project Data Baselines and Long-Term Analysis**. The decision to
include the summary of strategic objectives, needs statements,
performance objectives, and performance indicators was to provide a
measure against which we can see the completeness of the current
instruments and to provide a context for them. The taskforce recognized
that the current instruments must focus on program data collection at
all phases of the grant and immediately after, but are limited by both
time and labor constraints not to extend data collection beyond the 90
days following the completion of the grant. Longer-term trend evaluation
and qualitative program evaluation both depend heavily on the baselines
of data collected by these instruments, and the taskforce explicitly
charged the EELIAS team to build instruments that would accomplish this
on-going, standardized data collection. In the estimates of the
taskforce, long-term analysis will require a completely different
approach that will be labor-intensive. That instrument, however, will
likely hinge on statistical sampling, rather than comprehensive data
collection. The taskforce anticipates that within three years data
baselines usable for comparison will start to emerge; within five years
the baseline should allow for the initial trend analysis; but a much
longer frame of reference will be required for qualitative analysis and
a fuller evaluation of program effectiveness.

**How to Read the Outlines**. Strategic objectives and needs statements
have been left unmarked but articulate precisely the motivation for each
program. The reader should look to "performance objectives" and
"performance indicators" to see what the taskforce charged EELIAS to
collect. [An asterisk (\*) and blue highlight indicates an item not
collected by the current instruments, which in every case depends on a
labor-intensive tracking of participants beyond the scope of the grant's
allowable collection period]{.underline}. [Additional commentarial notes
are preceded by "n.b." and highlighted in red]{.underline}.

**n.b.** Please note that some subheadings may stand alone, for example
1.a. without the corresponding 1.b. The absence of a second sub-subhead
does not indicate missing information. The system was adopted to
maintain the consistency of the lists.

## Doctoral Dissertation Research Abroad \[CFDA 84.022\]

***DDRA Strategic Objective:** To promote, improve, and develop the
study of modern foreign languages and area studies (excluding Western
Europe) in the US by providing opportunities to conduct doctoral
dissertation research abroad for those scholars who intend to pursue
teaching careers, an experience that will deepen the knowledge and
develop professional contacts that are necessary to create experts.*

**DDRA Performance Objective #1 \[Capacity Goal\]:** Maintain or
increase the number and range of modern foreign languages, disciplines,
and countries and areas of research.

**Need 1:** The U.S. needs experts in all world areas. In the U.S.,
there are insufficient numbers of experts in modern foreign languages
and area studies for parts of the world outside of Western Europe.

**Performance Indicators**:

> 1.a. The number of fellowships awarded by

\[1\] language(s)

\[2\] discipline(s)

\[3\] country(ies)

\[4\] world area(s)

**DDRA Performance Objective #2 \[Experts Goal, Knowledge Goal\]**:
Assist doctoral candidates in completing dissertations based on research
abroad in order to become experts in modern foreign languages and area
studies.

**Need 2:** DDRA is one of the primary mechanisms for developing modern
foreign language and area studies experts. The overseas experience
produces more highly qualified experts because the doctoral dissertation
research is first-hand, and the individual develops linkages with
scholars and institutions in the host country or countries.

**Performance Indicators:**

> \*2.a. The number of doctoral degrees awarded to DDRA fellowship
> recipients within five years of receiving the fellowship \[n.b.
> exceeds time frame and requires tracking of grantees\]:
>
> \[1\] language(s)
>
> \[2\] discipline(s)
>
> \[3\] country(ies)
>
> \[4\] world area(s)
>
> *2.b. Sharing of research and results*
>
> *\[1\] In host country*
>
> *a. consulting*
>
> *b. conference attendance*
>
> *c. conference organization*
>
> *d. conference presentations*
>
> e\. communications with the media
>
> f\. public and community presentations
>
> g\. K-12 presentations
>
> h\. higher education presentations
>
> i\. linkages
>
> j\. other
>
> \*\[2\] Upon return to the U.S. \[n.b. limited collection within time
> frame, but will importantly include "anticipated" or "plans" for
> sharing\]
>
> a\. consulting
>
> b\. conference attendance
>
> c\. conference organization
>
> d\. conference presentations
>
> e\. communications with the media
>
> f\. public and community presentations
>
> g\. K-12 presentations
>
> h\. higher education presentations
>
> i\. linkages
>
> j\. other

**DDRA Performance Objective \# 3 \[Experts Goal\]**: Improve language
proficiency of fellows.

**Need 3:** To become an area studies expert requires language
proficiency. Living and conducting research abroad dramatically improves
that proficiency.

**Performance Indicators:**

3.a. Assessment of proficiency in language(s)

\[1\] before DDRA

\[2\] after DDRA

3.b. Reported language use in-country

> \[1\] English

\[2\] target language(s)

> \[3\] other language(s)

**DDRA Performance Objective #4 \[Capacity Goal\]**: Maintain or
increase the number of highly qualified modern foreign language and area
studies experts who secure teaching positions.

**Need:** Educational institutions need highly qualified individuals
with extensive overseas research experience to provide training in
modern foreign languages and area studies to students.

**Performance Indicators:**

> \*4.a. DDRA fellows placed in teaching positions at IHEs \[n.b.
> limited collection possible within time frame; requires tracking of
> grantees\]:
>
> \[1\] position type \[e.g., tenure-track, tenure, non-tenure
> track\--permanent,
>
> lecturer or temporary/visiting, part-time, post-doctoral grantee;
> other\]
>
> \[2\] institution \[IPEDS list\]
>
> \[3\] department(s)
>
> \[4\] discipline(s)

4.b. Other placements \[e.g. K-12 positions or other sectors\]

## Faculty Research Abroad \[CFDA 84.019\]

**FRA Strategic Objective:** To maintain and improve the study of modern
foreign languages and area studies (excluding Western Europe) in the
United States, by providing opportunities for faculty members to conduct
research abroad.

**FRA Performance Objective #1 \[Capacity Goal\]:** Maintain a pool of
experts who have had research-abroad experience by providing overseas
research opportunities.

**Need 1:** It is imperative that faculty in modern foreign languages,
especially less commonly taught languages, and area studies at U.S.
institutions of higher education maintain and update their expertise.

**Performance Indicators**:

1.a. Fellowships awarded by

> \[1\] language(s)
>
> \[2\] discipline(s)
>
> \[3\] country(ies)
>
> \[4\] world area(s)

**FRA Performance Objective #2 \[Capacity Goal\]**: Maintain or enhance
course and program offerings in a broad range of modern foreign
languages and area studies.

**Need 2:** Education of today's university students must include study
of modern foreign languages and area studies provided by highly trained
experts.

**Performance Indicators:**

2.a. Curricular enhancement resulting from FRA research

\[1\] creation of new course/s (planned dates to be taught)

\[2\] revision of existing courses (date of first time taught)

\[3\] development or enhancement programs (date of implementation)

\[4\] other

\[n.b. there will be additional curricular enhancements beyond time
frame that might be anticipated, but may not be reported.\]

2.b. FRA Fellow Profiles:

> \[1\] position \[e.g. tenure-track, tenure, non-tenure
> track\--permanent,
>
> lecturer or temporary/visiting, part-time, post-doctoral grantee\]
>
> \[2\] institution \[IPEDS list\]
>
> \[3\] department(s)
>
> \[4\] discipline(s)

**FRA Performance Objective #3 \[Experts Goal, Knowledge Goal\]**:
Assist faculty experts in conducting research abroad in order to develop
and disseminate knowledge about modern foreign language and area
studies, especially less commonly taught languages.

**Need 3:** FRA is a key mechanism for maintaining faculty expertise in
modern foreign languages, especially less commonly taught languages, and
area studies. The overseas experience serves to enhance the quality of
this advanced expertise and to extend or develop linkages between
scholars and institutions in the U.S. and host country or countries.

**Performance Indicators:**

\[n.b. in each case there will be additional results beyond time
frame.\]

3.a. Publications resulting or expected from FRA research

\[1\] scholarly articles

\[2\] monographs

\[3\] books

\[4\] textbooks

\[5\] other

3.b. Technology-based tools resulting or expected from FRA research

\[1\] web-based material delivery

\[2\] CD-ROM

\[3\] video

\[4\] distance learning

> \[5\] other

3.c. Public and Professional Outreach resulting or expected from FRA
research

> \[1\] consulting
>
> \[2\] conference attendance
>
> \[3\] conference organization
>
> \[4\] conference presentation
>
> \[5\] communications with the media
>
> \[6\] public and community presentations
>
> \[7\] K-12 presentations
>
> \[8\] higher education presentations
>
> \[9\] linkages
>
> \[10\] other

**FRA Performance Objective \# 4 \[Experts Goal\]**: Improve language
proficiency of fellows.

**Need 4:** The language proficiency of experts in modern foreign
languages and area studies must be maintained and is best accomplished
by conducting research abroad.

**Performance Indicators:**

4.a. Self-assessment of proficiency in language(s)

\[1\] before FRA

\[2\] after FRA

4.b. Self-reporting on language use in-country

\[1\] English

\[2\] target language(s)

\[3\] other language(s)

## Group Projects Abroad \[CFDA 84.021\]

**GPA Strategic Objective:** To promote, improve, and develop the study
of modern foreign languages and area studies (excluding Western Europe)
in the US, by providing opportunities for faculty, teachers (K-12) and
related administrators, and for upper-level undergraduate and graduate
students to deepen their knowledge and experience through overseas group
projects that focus on research, training, study, and curriculum
development.

**GPA Performance Objectives #1: (Capacity Goal):** Create opportunities
for faculty, teachers (K-12), and related administrators, and
upper-level undergraduate and graduate students to improve their
knowledge and understanding of foreign countries, cultures, and peoples
through study and experience abroad.

**Need 1:** The increasingly interdependent and competitive nature of
the world requires that the U.S. create and maintain a general
population of educators and students with broad-based awareness of and
first-hand experience with foreign cultures and languages.

**Performance Indicators:**

1.a. For each GPA overseas activity:

> \[1\] the number of participants
>
> \[2\] the countries visited
>
> \[3\] the weeks spent in each country
>
> \[4\] the number of contact hours devoted to lectures and language
> study
>
> \[5\] the number of contact hours devoted to official visits/studies
>
> \[6\] the number of contact hours devoted to independent visits
>
> \[7\] the cities and/or regions visited
>
> \[8\] the significant sites visited
>
> \[9\] the cultural activities experienced
>
> \[10\] other

**GPA Performance Objective #2: (Capacity and Citizenry Goal):**
Maintain and improve the quantity and quality of instruction in modern
foreign cultures and world areas by incorporating the knowledge gained
from the in-country experience into all levels of the K-12 and higher
education curriculum.

**Need 2:** To ensure reliable and current representation of other
cultures and countries, there is an ongoing need to update and expand
curricula by incorporating the knowledge gained from first-hand
experience outside the U.S.

**Performance Indicators:**

\[n.b. in each case there will be additional results beyond time
frame.\]

2.a. Publications resulting or anticipated from GPA research

> \[1\] scholarly articles
>
> \[2\] monographs
>
> \[3\] books (planned)
>
> \[4\] textbooks (planned)
>
> \[5\] other

2.b. Curricular enhancement resulting from or anticipated by GPA
research

> \[1\] creation of new course/s (planned or actual dates introduced)
>
> \[2\] revision of existing courses (date of first time taught)
>
> \[3\] development or enhancement of programs (date of implementation)
>
> \[4\] other enhancements

2.c. Technology based tools and distance learning resulting from or
anticipated by GPA research

> \[1\] web-based material
>
> \[2\] CD-ROM
>
> \[3\] video
>
> \[4\] other

**GPA Performance Objective #3: (Capacity Goal):** Maintain and improve
the proficiency of future experts in foreign languages, especially less
commonly taught languages, and area studies.

**Need 3:** In an increasingly interdependent and competitive world, the
country must train language and area studies experts with a depth of
knowledge and proficiency that is gained only by first-hand experience
and training overseas.

**Performance Indicators:**

3.a. Assessment of language(s) proficiency:

> \[1\] before intensive language study \[entrance\]
>
> \[2\] after intensive language study \[exit\]

**GPA Performance Objective #4: (Citizenry Goal):** Improve the public's
understanding of foreign countries, cultures, and peoples by sharing
knowledge gained through the first-hand overseas experience of program
participants.

**Need 4:** Foreign countries and cultures play an increasingly large
role in the daily lives of U.S. citizens. Therefore, knowledge and
understanding of foreign cultures, countries, and peoples must be
disseminated by those who have had first-hand experience overseas.

**Performance Indicators:**

\[n.b. in each case there will be additional results beyond time
frame.\]

> 4.a. Public and Professional Activities/Outreach resulting from or
> anticipated by GPA-sponsored research and foreign visitation.
>
> \[1\] consulting
>
> \[2\] conference attendance
>
> \[3\] conference organization
>
> \[4\] conference presentation
>
> \[5\] communications with the media
>
> \[6\] public and community presentations
>
> \[7\] K-12 presentations
>
> \[8\] higher education presentations
>
> \[9\] linkages
>
> \[10\] other

## Seminars Abroad---Bilateral Projects \[SA\] \[CFDA 84.018\]

**SA Strategic Objective:** To promote, improve, and develop the study
of foreign countries, cultures and peoples (excluding Western Europe) by
providing opportunities for educators (elementary, secondary, and higher
education teachers, students and related administrators, museum
educators as well as media, resource, and curriculum specialists) to
gain their experience and knowledge through overseas group study.

**SA Performance Objective #1 (Capacity Goal):** Create or maintain the
overseas opportunities for U.S. educators in humanities, foreign
language, and area/social studies to enhance their understanding of
foreign cultures.

**Need 1:** In an increasingly interdependent and competitive world, it
is imperative for all U.S. educators to increase their knowledge and
understanding of foreign cultures, countries, and peoples in order to
prepare students better for responsible citizenship.

**Performance Indicators:**

1.a. For each overseas program:

> \[1\] the number of participants
>
> \[2\] the countries visited
>
> \[3\] the weeks spent in each country
>
> \[4\] the number of contact hours devoted to lectures
>
> \[5\] the number of contact hours devoted to official visits
>
> \[6\] the number of contact hours devoted to independent activities
>
> \[7\] the cities/regions visited
>
> \[8\] the significant sites visited
>
> \[9\] the cultural activities experienced
>
> \[10\] other

**SA Performance Objective #2 (Capacity Goal, Citizenry Goal):** Improve
the quality of the curriculum by incorporating first-hand overseas
experience into K-12 and higher education instruction.

**Need 2:** Educational programs in the U.S. should reflect the
realities of the changing global conditions and represent foreign
countries, cultures, and peoples reliably and accurately. Therefore, the
overseas experiences provided under this program must be translated into
concrete curricular changes.

**Performance Indicators:**

\[n.b. in many cases there will be unanticipated value-added results.\]

2.a. the planned curricular changes

> \[1\] new or revised course changes
>
> \[2\] new or revised curricular changes

2.b. The planned timeline for implementation of curricular changes

> \[1\] semesters
>
> \[2\] years

2.c. The types of new materials planned or developed

> \[1\] audio-visual
>
> \[2\] video
>
> \[3\] technology/multimedia
>
> \[4\] print
>
> \[5\] other

**SA Performance Objective #3 (Citizenry Goal):** Foster the development
of and increase the dissemination of community knowledge about foreign
country, cultures and peoples.

**Need 3:** U.S. citizens need knowledge and understanding of foreign
countries and cultures in order to make informed political, social, and
educational decisions in an increasingly interdependent and competitive
world.

**Performance Indicators:**

3.a. SA recipient profile:

> \[1\] teaching position \[e.g., elementary, middle, high school,
> public, private, tenured, tenure-tracked, non-tenure tracked,
> permanent (lecturer), temporary/visiting, part-time\]
>
> \[2\] teaching level(s): \[e.g. (1) K-12\--elementary, middle, high
> school, public, private; school name\--OR (2) Higher Education (IPEDS
> list)\]
>
> \[3\] prior training abroad

3.b. Dissemination plans

\[n.b. in each case there will be additional results beyond time
frame.\]

> \[1\] consulting
>
> \[2\] conference attendance
>
> \[3\] conference organization
>
> \[4\] conference presentations
>
> \[5\] communications with the media
>
> \[6\] public and community presentations
>
> \[7\] K-12 presentations
>
> \[8\] higher education presentations
>
> \[9\] linkages
>
> \[10\] other

**SA Performance Objective #4 (Experts Goal)**: Maintain or increase the
number of non-Western European countries served by the SA program.

**Need 4:** Current capacity for overseas experience for educators is
insufficient with regard to full coverage of countries.

**Performance Indicator:**

4.a. the countries visited

## Observations of EELIAS System

## General Observations Applicable to All Program Instruments

*Data Collection Requests*. When Taskforce III drew up its Directive
\[reproduced verbatim in "Grant Activities Measured," starting on p.
8\], an inordinate amount of time was spent trying to determine what
kinds of data could be marshaled to evaluate the effectiveness of the
program and what among those data could reasonably and accurately be
collected. After determining feasibility of collection for each data
set, an explicit and detailed list was formulated for each program. When
all four programs were assembled, the lists were codified and made
uniform wherever possible. The diligence paid off. [The detail and
explicitness of this uniform collection enabled EELIAS to standardize
many of the data-input screens across the instruments. All requested
data sets for all four programs are included in the instrument with one
exception]{.underline}.

*90-Day Reporting Limitation*. The one exception to Taskforce III
Directive involved data that fell beyond the 90 day window for reporting
at the end of the grant period. Each of these instruments is constrained
to limit data collection to no longer than the 90 day period as mandated
by US Department of Education regulations. [Desired data sets that fall
beyond that 90 day reporting limitation will in every case require a
different collection methodology and much larger time frames to provide
analyzable data. The Taskforce concluded that such data collection would
be impossible in combination with a grant management tool and EELIAS has
heeded that determination]{.underline}.

*Management Tools*. When Taskforce III drew up its Directive, IEGPS
program officers for the affected programs simultaneously worked closely
with the Taskforce and with EELIAS to incorporate a host of grant
management tools. This strategy avoids unnecessary duplication for the
grantee, who is asked only once for detailed information regarding his
or her project, while at the same time enables administrators on
campuses, in-country, and IEGPS staff to monitor activity in a timely
fashion. Much discussion was given to determine what management features
were common to the four programs and what was unique about each one.
Following the same process we adopted for standardizing performance
indicators, management tools (e.g., budget, visa approvals, travel
itineraries, and so forth) were replicated wherever possible across the
instruments. [The result is a remarkably uniform set of management aids
that will enable the IEGPS program officers and staff to move seamlessly
from instrument to instrument when they are required to work with other
programs. This, too, was successfully carried out by EELIAS staff,
giving the instruments a common look and feel]{.underline}.

*Web Accessibility Compliance*. It would appear that the site generally
conforms to the guidelines provided by the Web Accessibility Initiative
of the World Wide Web Consortium (W3C). With page layout generally
conforming and consistent, and with most data queries and information
provided vertically on the screen, mechanical page readers will have an
easier time decoding the text. The directions are straightforward and
avoid the use of "context- specific" commands (e.g., activate red
button). Navigation through the page is perhaps a little more
mouse-dependent than would be desirable, preference in WAI given to tabs
for moving from item to item. No tags produce screen flicker (e.g.,
using Java script or Flash), so the program is unlikely to initiate
seizures or other unintended consequences for users. There are, however,
no special features indicated for the visually impaired. [Overall---and
without testing the pages with a reader---the site appears to be
generally level one compliant]{.underline}.

## Doctoral Dissertation Research Abroad \[CFDA 84.022\]

With the express goal of producing specialists in language and area
studies in all world areas, the statistical enumeration of languages,
disciplines, countries, and world areas will demonstrate over time the
broad effectiveness of the program. The dissemination of research
results can be easily predicted from the data sets. Consequently the
instrument collects usable data for all four performance objectives
noted above.

There are, however two areas where this instrument is constrained and
cannot provide the requested data and both are the result of data
collection that requires individual tracking beyond the 90 reporting
period: \[1\] for Performance Objective no. 2, how many degrees are
actually granted to grant recipients within a five year period and in
what languages, disciplines, countries, world areas; and \[2\] for
Performance Objective no. 4, the instrument cannot determine where DDRA
fellows are placed in teaching positions in higher education or in other
forms of service, such as government.

[Overall assessment of the instrument in meeting data collection request
is very good.]{.underline}

## Faculty Research Abroad \[CFDA 84.019\]

With the express goal of maintaining and improving expertise in modern
foreign languages and areas studies among faculty, like the DDRA
results, the statistical enumeration of languages, disciplines,
countries, and world areas will demonstrate the broad effectiveness of
the program. Data collection for all four Performance Objectives noted
above are met.

Two minor exceptions of a value-added nature should be noted. \[1\] In
Performance Objective no. 2, there will routinely be unforeseen
additional enhancements to curriculum and instruction that can only be
reported in retrospect, long after the grant has expired. \[2\] In
Performance Objective no. 3, a similar effect will be noticed in
delivering results of research in publications, in technology-based
delivery systems, and public service and outreach performance. Many
faculty will draw on the research experience from FRA for years, indeed
decades, after the completion of the grant, creating a long-term
multiplication of positive value that will be impossible to measure.

[Overall assessment of the instrument in meeting data collection request
is excellent.]{.underline}

## Group Projects Abroad \[CFDA 84.021\]

This is the most varied of the programs in the Fulbright-Hays suite and
in some respects presents the greatest challenges to uniform data
collection. Drawing from the standardized lists of the other programs,
the collection instrument allows the user to access appropriate screens
while ignoring those that do not apply.

With the express goal of improving and developing area studies for a
broad range of faculty, teachers, and administrators, the primary
emphasis is on study in-country. Consequently, data collection focuses
on quantifiable exposure to the foreign country, its institutions,
cultural sites, cities and regions, and other cultural activities.
Usable data are collected for all four Performance Objectives. Simple
statistical enumeration will demonstrate the broad reach of the program.
Progress can be easily measured by the more specialized language
training through external and self-evaluation. As a result of the more
heavily structured and preplanned activities of curricular projects,
data collection on anticipated outcomes will more closely approximate
actual follow-on performance than would be possible in the more nebulous
DDRA and FRA programs, which look to create and deepen expertise.

The only exceptions to the accuracy of the data collection again
involves the value-added long-term result of unanticipated curricular
and research gains germane to Performance Objective no. 2, and
unanticipated public and outreach performance relevant to Performance
Objective no. 4.

[Overall assessment of the instrument in meeting data collection request
is excellent.]{.underline}

## Seminars Abroad---Bilateral Projects \[SA\] \[CFDA 84.018\]

With the express purpose of introducing foreign cultures to
non-specialist educators at all levels (including elementary, secondary,
and higher education teachers, students, and administrators, museum
educators, media, resource, and curriculum specialists), the primary
emphasis, as it is in GPA, is on collection of data regarding study
in-country. Consequently, quantifiable exposure to the foreign country,
its institutions, cultural sites, cities and regions, and other cultural
activities are easily enumerated in this data set to demonstrate the
broad effect of the program. Usable data are collected for all four
Performance Objectives in a manner again similar to GPA.

In a replication of the exceptions noted for GPA, the accuracy of the
data collection again involves the value-added long-term result of
unanticipated curricular and research gains germane to Performance
Objective no. 2, and unanticipated public and outreach performance
relevant to Performance Objective no. 3.

This instrument has two additional features not necessary in any of the
other programs: \[1\] the reporting for the Predeparture Orientation,
the small workshop that precedes travel to the host country; \[2\] the
host-country management site for the Fulbright Commission or its
functional equivalent. In both instances budget information is solicited
for management, and program or itinerary information for basic
assessment of cultural coverage. The grantee, however, utilizes and
evaluates both, providing a unique perspective on the effectiveness of
the planning and execution. The quality of the grantees' final
curricular and outreach results are potentially dramatically affected by
these other institutional leads, hence the need to cross-check
performance. While it remains to be seen how integrated these two
features will seem to the users, the program officers should be able to
utilize the results in very effective ways for future planning.

The PDO reporting and in-country reporting sections of the instrument,
however, need further refinement (as noted below). Particularly the
self-evaluation of the PDO that currently is included appears to be
gratuitous, that information better determined by users than presenters.
The budget section likewise needs clarifications (again noted below).
Finally the detailed itinerary provided by the in-country Fulbright
Commission or functional equivalent seems unnecessarily duplicated by
the individual fellows, all of whom must follow the same basic study
tour.

[Because of the anomalies created by these two primarily management
features of PDO and in-country reporting (found nowhere else among the
programs), the overall assessment of the instrument in meeting data
collection request is good; but the core of the data collection for
program evaluation purposes is very good.]{.underline}

# **Recommendations**

## Recommendations Applicable to All Program Instruments

**Site Map**: It would be useful to augment the top page with \[1\] a
site map or at least index, so that the user knows the full extent of
what is coming, and \[2\] clearer indication of the program
identification (e.g., the P.I. statement is confusing if you are the
grantee).

**Uniformity of Reporting Formats**: The uniformity of reporting is
lauded, although it is not carried through completely (at last
examination, however, the screens were very close).

**Project Identification Address**: Work address asks for street. If
this information is for mailing purposes, then what you need to ask for
is a mailing address. For example, a university street address may not
be the mailing address (post office box). Also, a mailing address should
include not only street but also organization (i.e. name of university),
school, department, room number, etc. Home institution is asked for a
few lines later but does not seem to be a part of mailing address
information.

• n.b.: this recommendation applies to all the programs in EELIAS. See
"Additional Information" screen for SA---this might be a good model for
the address.

• [Suggestion]{.underline}: Add "contact information for emergency."

**Travel and Budget Java Script**: There seem to be inconsistencies
throughout all of the programs in the way numbers and dates are handled,
the use of commas or other delimiters in the numbers, the
non-confirmation from different parts of the same budgets, and a problem
with backspacing or eliminating mistyped numbers, and so forth. We
highly recommend a thorough examination of the workings of each of those
sections. Much the same holds for the travel approval sections.

**Save and Continue**: It would be very helpful if the user could save
at any given moment partial information and then return.

**Previous Grants**: Previous Title VI or Fulbright-Hays grants. If yes,
please specify. Specify what? What information do you need? Suggestions:
name of grant, title of topic or focus, date, at minimum. Please be
specific about what you want the person to specify.

**Language Infelicities in FAQ's**: This section would benefit in all
cases from a good edit by a professional editor. There are numerous
typographical errors, grammatical inconsistencies, and downright
mistakes. Using active voice would help enormously. Specific items have
been mentioned as they came to the notice of reviewers in different
sections.

**E-mail or email**: Is it "e-mail" or "email"? Please decide consistent
use.

**General Notable and Helpful Features**: The following features are
applicable throughout.

• Printer friendly version of report generally does work well (one
exception noted).

• Prompts are generally clear.

• Order of material presented is generally very clear and follows
logically.

• Text boxes all worked appropriately and seem to be of reasonable
length.

• Where used, the making the language self-evaluation conform to FLAS
self-evaluation is smart.

• And the entire set of instruments seems to gather the data indicated
in the previous section, with the exception of long-term data noted
above.

## Doctoral Dissertation Research Abroad \[CFDA 84.022\]

**[EELIAS Screens: DDRA Director]{.underline}**

**Good or Notable Features:**

• Update function works very well.

• Error messages in Travel Approval Requests were useful, although the
missing items were not always immediately obvious (and if there was more
than one missing, only one seemed to get flagged).

**Technical problems and omissions**:

• Random entering of information and submitting found a problem with
Manage Fellows: Travel Information screen: none of the "drop downs" for
country of research work.

• Manage Fellows: Travel Approval - date (not data) entry problems never
disappeared; use of dash, period, backslash, etc. inconsistent; use of
full year date inconsistent.

• Commas were not allowed when entering numbers in "Participation in
International Travel."

• [Suggestion]{.underline}: The Travel Approval Request itinerary (leg
1, leg 2, etc.) should probably start with a single outbound and a
single inbound flight, then as additional flight legs are needed, a
simple request for "next leg" would produce the box. Several of us found
it very awkward to navigate through the presence of multiple blank
boxes.

• [Suggestion]{.underline}: Clarify the relationship of the parts of
Research Involving Human Subjects.

• [Suggestion]{.underline}: Notify Fellows was straightforward and easy;
but when it asks "notified?", does that "yes" indicate that the email
did not bounce back? Or does it simply mean it was sent?

**Errors: Typos, mistakes, grammatical infelicities, and awkward
English:**

• Travel information: The prose is ponderous and awkward.

• Instructions page(s) for Project Identification, Manage Fellows, View
Reports: Manage Fellows, Travel Approval Requests: second paragraph,
typo: "inn" should be "in".

• Manage Fellows-Create Fellow Records: A very small error in the
directions: no comma (,) after fellow.

• [Suggestion]{.underline}: Contact us includes awkward phrasing: "For
questions regarding.... How about "If you have questions regarding your
grant, need to request an extension, or would like more information. . .
."

• FAQ's: "Does a report need to be entered and completed all at once?
Comma (,) needed after "at any time." When is a report due? "A report
due by the due date" is awkward phrasing.

**[EELIAS Screens: DDRA Fellow]{.underline}**

**Good or Notable Features:**

• Multi-select using control keys does work in "Narratives: Advice for
Future Fellows."

• Multi-select using control keys does work in "Project Data: Program
Announcement" in wheel.

• Navigation generally very clear and all URLs are active.

**Technical problems and omissions**:

• [Suggestion]{.underline}: Have you previously had Title VI or
Fulbright-Hays grants? If yes, please specify. This information is
missing here and it is possible that a DDRA fellow could have had prior
grants.

• [Suggestion]{.underline}: Name of home institution, phone numbers.

• [Suggestion]{.underline}: Include emergency contact information.

• The budget in "Participation in International Travel" did not
link/fill automatically with the "Budget" page. Because they ask
slightly different information, the budget does not automatically have
to rectify, but it would be nice if the numbers at least filled in (it
will help avoid inconsistencies and also avoid having to go back to the
other page to look).

• Foreign Language Self-Evaluation - language "select one" does not
always work or works incompletely.

**Errors: Typos, mistakes, grammatical infelicities, and awkward
English:**

• Create/Edit Reports: Research Results: "Discuss the result of your
research"; should be "results."

• Adjustments to Project: "reprogrammed"?

• Project Overview: last box - "Comments"; not clear on what.

• Foreign Language Self-Evaluation: Writing (option 5) - "inmost" should
be "in most."

• Foreign Language Self-Evaluation: Writing (option 5) - "use the
language" (not "user")

• Actual Budget: International Travel and Baggage - "Other: (if other
selected above)"---used throughout section; confusing language and
punctuation.

• Actual Budget: "dependent" is misspelled (currently: dependant) -
[please check throughout]{.underline}.

• Actual Budget: Do you mean "dependent's" or "dependents'"

• [Suggestion]{.underline}: Program Announcement: there is awkward
wording - IEGPS is interested "as to how" you learned . . .; probably
better to say something like "IEGPS is interested to know how . . . " or
"IEGPS is interested in how you learned \..."

## Faculty Research Abroad \[CFDA 84.019\]

**[EELIAS Screens: FRA Director]{.underline}**

**Good or Notable Features:**

• Information will allow administrator to check and control at a glance
any given fellow.

• Detailed travel information is good to ensure "Fly America."

• Contact Us information works fine.

• Hyperlinks seem to work okay.

• URLs for external sites are correct and active.

**Technical problems and omissions**:

• Help: Project Identification - "DDRA" should be "FRA."

• There are no "specific directions" appended. Are these to be appended
later?

• Many of same problems of address, work address, home information,
emergency contact information, etc. See DDRA above.

• [Suggestion]{.underline}: Travel Approval Requests: Consider using
drop-downs for name/s of air carriers here and throughout EELIAS. While
an exhaustive list of airlines is not possible (the "other" category
would certainly get use for many countries), it would make the flights
in and out of the US a lot easier to designate consistently, because
there are a finite number of American airlines operating and/or with
allowable code-share.

• Travel Approval Requests: Is there any reason to request flight
numbers? or is it sufficient to have the airline and date?

• Travel Approval Requests: Again drop downs for countries do not work.

• Travel Approval Requests: Departure dates are quirky, sometimes fill
in automatically and sometimes they do not.

• Travel Approval Requests: Sometimes difficult or impossible to back
space; must highlight and delete the entire entry.

• [Suggestion]{.underline}: Travel Approval Requests: When choosing a
state in the US, USA ought to be filled in the country blank
automatically without having to rotate through the wheel; and its
placement on the wheel ought to be first (not alphabetical, which
unnecessarily slows down the user).

• View Report: printer-friendly version did not work; it simply returned
to previous page.

**Errors: Typos, mistakes, grammatical infelicities, and awkward
English:**

• Many of the same problems in DDRA Director, especially since much of
it seems to have been cut and pasted.

**[EELIAS Screens: FRA Fellow]{.underline}**

**Good or Notable Features:**

• Same good features of DDRA fellow.

**Technical problems and omissions**:

• [Suggestion]{.underline}: Project identification information should be
amended in accord with notes for DDRA.

• [Suggestion]{.underline}: Country of Research should be a required
field.

• [Suggestion]{.underline}: Dissemination of information - Publication
is a type of dissemination, so why two categories? Should they be two
parts of the same entry?

• Project Overview: Save/Save Continue sent the user back to the Log-In
page

**Errors: Typos, mistakes, grammatical infelicities, and awkward
English:**

• Apparent confusion when the report page indicates FRA Director as PI

• Create/Edit Reports: Project Support - "Kind and quality"

• Help: Participation in International Travel - purposes "of" travel or
"for" travel?

• [Suggestion]{.underline}: Research Results: Discuss the "results"
(plural, not singular") of your research.

## Group Projects Abroad \[CFDA 84.021\]

**[EELIAS Screens: GPA Director]{.underline}**

**Good or Notable Features:**

• Administrator will have a good sense of what happened and how well it
went at every level of operations.

• The extensive Java fields that require information before allowing the
administrator to continue are both annoying to the user, but ultimately
extremely useful, indeed necessary.

**Technical problems and omissions**:

• Even though the Java fields require information, it is possible to
skip to the next part of the report without saving information; and it
isn't clear if partial information can be saved.

• [Suggestion]{.underline}: Project Overview: Types of Participants.
K-12 teachers are also faculty, so perhaps change language to reflect
that; make Faculty selection "Post-Secondary Faculty" or something along
those lines.

• [Suggestion]{.underline}: Publications and Outreach sections - Perhaps
indicate that the goals of the four different GPA programs make such a
comprehensive list necessary, especially because they cater to such
different groups.

• [Suggestion]{.underline}: Funding: Federal Funding might profitably
indicate what type.

• [Suggestion]{.underline}: Funding: Non-Federal Funding might
profitably also include an "other" category for such things as corporate
gifts, and other sources apart from school-district, institution, and
non-profit (which is normally called not-for-profit).

• [Suggestion]{.underline}: Indicate where the Predeparture Orientation
took place (at which institution).

• [Suggestion]{.underline}: Indicate evaluation of print and other
materials supplied by or recommended by PDO staff prior to the actual
PDO. Right now there is no indicator to that effect except
"appropriateness of the delivery of information" - but that issue comes
first.

• Dates on Outreach Activities not clear, especially since this report
will have to submitted long before most participants really process the
experience sufficiently to share it.

• Manage Participants - after notification message sent, notification
screen stays in place. Does a "yes" indicate that the email actually
went out and did not return, or just that it went out?

• There seems to be no place to indicate what kind of GPA the director
was managing; because there are four types, it should be clearly marked.

**Errors: Typos, mistakes, grammatical infelicities, and awkward
English:**

• Help: Orientation(s) - "more than one country "were" involved"; should
be "was"

• Help: Publications: This is awful prose and filled with mistakes. "to
disseminate of your project" (?); "specify that media" (?), should be
either "those media" or "that medium."

• Help: Outreach Activities: also very awkward English.

• [Suggestion]{.underline}: Manage Participants - Create/edit
participant record: Several reviewers prefer consistency on the use of
"Participant's" Report vs. "Participants' Reports" vs. "Participant
Report/s." The primary concern is to have it reviewed and then be
consistent.

• Help: Publications: "that media" (noted throughout the instruments).

**[EELIAS Screens: GPA Participant]{.underline}**

**Good or Notable Features:**

• This is a very flexible set of screens to allow for the huge variety
of GPA programs without having to create all new screens for each of the
four phases of the program.

**Technical problems and omissions**:

• Please note that several of us were unable to edit the report because
it had already been submitted, but then were unable to create a new
report, presumably because this is designed for a single user.
Consequently we cannot determine if the features, such as travel
information, etc. hold in the same way they have for the other programs
utilizing similar information.

• There does not seem to be any indicator in the initial stages for the
user to choose which type of GPA he or she had. Because there are four
types, that information would seem to be appropriate, both here and in
the GPA director's report.

• Indicate clearly that many GPA participants will not need the language
self-evaluation section, but that some will (especially those for
Japan). But since one of the GPA's four programs is directed primarily
at language acquisition, this is clearly essential information, but
should be marked so that the participant is in no way misled or confused
about its appropriateness.

**Errors: Typos, mistakes, grammatical infelicities, and awkward
English:**

• Is there a reason that GPA participants are not called "participants"?
Some of them are, several of us agree, especially in the language
programs and in the group research category.

• Help: Orientations - see GPA Director above.

• Help: Publications - see GPA Director above.

• FAQ's: "How can a Report be Submitted?" This section is extremely
difficult to follow. Direct active English works much better. So, how
about something like this (very quickly composed): "A grantee submits
his or her report by first choosing "Submit Report" from the menu; the
report will appear on screen when selected; after review, click "submit"
at the bottom of the report. A pop-up message will confirm that the user
really intends this action because the report can no longer be modified
once submitted.

• FAQ's: "Create/Edit Reports - "Can I cut and paste text from a word
processing application? - Rewrite the first sentence here.

## Seminars Abroad---Bilateral Projects \[SA\] \[CFDA 84.018\]

**[EELIAS Screens: SA Overseas Agency]{.underline}**

**Good or Notable Features:**

• This will give the in-country administrator a nearly total picture of
what transpired and should help to pinpoint areas that were deficient
and/or successful, beyond the normal evaluation.

• This instrument will force the various staffs to evaluate and track to
a degree one might guess is not currently the norm.

• This instrument will provide a wonderful measure against the
individual reports provided by participants.

**Technical problems and omissions**:

• Again, Project Identification should include home institution, and
other concerns about work address, mailing address, emergency contact,
etc., as noted previously.

• The Orientation Evaluation information differs from that provided for
GPA, but they should be measuring the same thing. This one has drop
downs to standardize responses.

• Is not clear if Orientation Evaluation is to be a summary of
everything the individuals said, or if it is the evaluation of the
Fulbright staff who attended. That should be made clear.

• [Suggestion]{.underline}: It will be very difficult to squeeze the
names of the presenters and the titles of their presentations into 250
characters. At least 750-1000 should be made available. And perhaps an
attachment of the actual program, if available in PDF or Word.

• [Suggestion]{.underline}: In Country Activities - Should add no. 8:
Other: hours spent in other activities (you might even specify what
type, such as debriefings, discussions, etc.).

• Participation in International Travel from US: Type of Participant"
and "Purpose of Travel" drop downs do not offer any choices. Only
possible answer is "other."

• [Suggestion]{.underline}: Evaluation of In-Country Experience - You
might add a section to allow for recommendations for future programs;
this would likewise apply to individual participants. The reason for
adding this here is because it might otherwise go unnoticed in the
General Comments section and that is an area where redundancy is not
necessarily a bad thing.

**Errors: Typos, mistakes, grammatical infelicities, and awkward
English:**

• Create/Edit Reports: Itinerary - double-check use of "participants'"
to make certain plural is what you want.

• Spelling: "in-Country Itinerary" should be "Itinerary."

• [Suggestion]{.underline}: In-Country Activities: "All fields except
'comments' are required" - might try to mark this a little more clearly;
the asterisk is small and doesn't really jump out, and so could lead one
to skip a required input. Perhaps throughout the four instruments the
"required" marker might be highlighted somehow.

• Help: Narratives - "and then past into this form" should read "paste."

• Help: Orientation Evaluation - "one country were involved" should be
"was."

• Help: Requested Budget - Insert space between "abroad." and "An
Excel."

• Help: Requested Budget - "An Excel" should probably be "An Excel
Spreadsheet."

• Help: Actual Budget - ditto.

• View Participant Reports - again decide on plural or singular for
participant.

**[EELIAS Screen: SA Domestic Institution]{.underline}**

**Good or Notable Features:**

• This formalizes the institutional commitment and execution of the
Predeparture Orientation that currently is a very informal arrangement
between the Fulbright Commission in-country and the institution,
brokered by the program officer.

**Technical problems and omissions**:

• [Suggestion]{.underline}: The budget section should include funds from
the appropriate Fulbright Commission; but they should \*not\* be labeled
"federal funds" because that invokes a series of control and reporting
mechanisms that this program does not require, i.e., it isn't in the
regulations, and it is possible (although highly unlikely) that
non-Fulbright funds could be used.

• [Suggestion]{.underline}: The "other" categories in the budgets should
be multiple for multiple sources and multiple other expenses.

• [Suggestion]{.underline}: You should probably check to see if IEGPS
allows for "honoraria." Several of us seem to recall that "professional
service fee" is the standard nomenclature, not honorarium.

• [Suggestion]{.underline}: Put the proposed and actual budgets be on
the same spreadsheet/screen for easier comparison.

• Orientation Evaluation: not clear if this is a summary of audience or
provider comments. How does the provider evaluate his or her own
program? When I (tks) ran one nearly everything was Excellent, naturally
(even though I knew it was not perfect).

• [Suggestion]{.underline}: Help: Actual Budget - Are you absolutely
certain you want the overseas administration for the seminar and IEGPS
to be able to view this budget? This budget is negotiated at a fixed
rate and the funds are to be spent as the host institution sees fit; it
is a "package" or "fixed" contract (even though that is not what IEGPS
calls it). This guideline invites a kind of oversight that is not in the
regulations. We strongly suggest you double-check with the program
officers to determine if this language is appropriate and/or the sharing
of the information. The point here is not to keep public information
from being examined, but incorporating into an official instrument
examination that is not warranted by the regulations, thereby creating a
new regulation without IEGPS approval.

**Errors: Typos, mistakes, grammatical infelicities, and awkward
English:**

• "Projected Budget: Budget" and "Actual Budget: Budget" - why not just
"Projected Budget" and "Actual Budget"?

• Help: Update User Account - "the next time your logon to the account"
should read "you log on to your account"

**[EELIAS Screen: SA Participant]{.underline}**

**Good or Notable Features:**

• HELP: The paragraph on "narratives" here is the best of the set found
in these instruments. Should it be used in all sections?

• The Orientations Evaluation might well be adopted for GPA. The form is
better and the information clearer.

**Technical problems and omissions**:

• [Suggestion]{.underline}: Project Data: Publications, Outreach
Activities, Curricular Project: In the opinion of one reviewer (but not
noted by the other two), this entire section may well need considerable
revision. The minority opinion recommends that the staff go back to
goals and intent of SA and to notes on our group discussions of all
this. The primary result in terms of impact is expected to be in the
[curricular]{.underline} [area]{.underline}. Even this implies more than
an individual's own classroom teaching---can include school and system
wide changes and adoption, etc. This is followed by outreach:
professional (in-service, conferences, demonstrations,
resource/consulting, and much more); and community (newspapers, PTAs,
community organizations, and more). Publications are important but the
way this is set up now it takes on a primary significance at the expense
of the other two results areas. Also, only title and description are
required; perhaps should require type, discipline, etc. While the
uniformity of reporting with the other programs is laudable, the one
reviewer was not certain it makes as much sense for this program because
the goals are so different (save the curricular portion of GPA).

• [Suggestion]{.underline}: As suggested for DDRA and FRA fellow, be
sure participants answer specific questions about previous Title VI and
Fulbright-Hays grants.

• [Suggestion]{.underline}: Foreign Language Self-Evaluation - Except
for Japanese (?), foreign language acquisition is not a goal of Seminars
Abroad. However we all recognize that it will be useful to see if those
who know some foreign language have their skills improved. So perhaps it
should be clarified in the directions that this may well not apply.

• Extensive information (additional contact information) is asked for.
None of the Additional information is "required." Maybe it should be:
i.e. home or contact address, emergency contact as previously noted?
This is a good example to use for DDRA and FRA. I didn't see such
screens for DDRA and FRA.

• [Suggestion]{.underline}: Project Identification: Additional Contact
Information - Gender, Age, Ethnicity is solicited. No other program is
soliciting that information. [Please verify that this is important and
legal because generally in universities this information is solicited
anonymously, and it cannot be anonymous in a report that is sent in by a
named fellow]{.underline}.

• [Suggestion]{.underline}: SA (and GPA) asks for lots of information
about Education and Professional Experience of participants. Shouldn't
the same information be sought from DDRA and FRA fellows?

• [Suggestion]{.underline}: For SA participants, under "Professional
Experience" you might better know what the [current]{.underline}
professional position is, since the curricular project, the primary
activity post-seminar, should be connected to that position. The phrase
"taught' might convey past experience but not necessarily current
position. We all know what is meant, but the person doing the reporting
may not. Since many SA participants are K-12 teachers, administrators
and other staff, important data to collect might include: name of
school, school district and whether the school is public or
private/parochial. None of this is asked.

• [Suggestion]{.underline}: Evaluation of In-Country Experience: allow
for comments related to recommendation for future seminars. This could
also redundantly be a part of the General comments category---i.e.
General Comments, including recommendations for future seminars.
Although it says this in the instructions, I suggest you call for this
up front, on the screen itself.

**Errors: Typos, mistakes, grammatical infelicities, and awkward
English:**

• Project Identification - there is no box for email address even though
it is required.

• Project Identification - there is no box or pull-down list for home
institution; it should be noted that a fellow may change institutions
between the time of applying and the time of reporting.

• Create/Edit Reports: Evaluation of In-Country Experience, Category 7:
complete statement - "mi" at the end?

• Evaluation of Host Country Orientation - "one country were Involved"
as previously noted.

• Publications: "that media" should be "that medium" or "those media" as
previously noted.

• Very minor correction: menu item language should match language in the
title of that page when pulled up. Under Narratives, "In-Country
Experience" should be the title of the actual screen. Now it says
"Experience in Host Countries."

# **Notes**

**Testing**

The testing of these screens was performed under a variety of
conditions, including

• Several different Apples (G-3, G-4, G-5) and several Windows-based
platforms of different makes.

• We used ultra high-speed T-1 lines on institutional campuses, DSL
lines from residences, cyber-café lines and other institutional lines
from overseas, and conventional modems over regular phone lines at
varying speeds.

• Both Netscape and Internet Explorer browsers were tested.
Unfortunately the most recent Internet Explorer version for Apple
platforms (running OSX) is 5.2.3 and did not work at all.

• Significantly, the new Apple [Safari]{.underline} browser worked
beautifully on G-3, G-4, and G-5 platforms, and was as fast as or faster
than Netscape on the Mac.

**Recommendations**

The appendix indicates NFLC responses to the Task Force recommendations
for each instrument.

# **Works Used (Not necessarily cited)**

**IEGPS website:**

<http://mirror.eschina.bnu.edu.cn/Mirror/ed.gov/www.ed.gov/offices/OPE/HEP/iegps/>

**For WAI:**

Web Accessibility Initiative (WAI) from W3C <http://www.w3.org/WAI/> ;
and checklist for complete instructions
<http://www.w3.org/TR/WCAG10/full-checklist.html>.

Designing for the Color-Challenged: A Challenge
<http://www.InternetTG.org/newsletter/mar99/accessibility_color_challenged.html>

Federal Information Technology Accessibility Initiative
<http://www.section508.gov/>.

Web Monkey <http://hotwired.lycos.com/webmonkey/97/11/index4a.html> ,
<http://hotwired.lycos.com/webmonkey/design/site_building/tutorials/tutorial5.html>.

# **Appendix: NFLC Responses to Task Force Recommendations**

Below are NFLC responses to the Task Force recommendations. "Yes"
indicates that the change was made to the system; "No" indicates that
the reasons why the change was not made. The table follows the same
order as the "Recommendations" section.

+---------+---------------------------------+-------------------------+
| **      | **Recommendation**              | **NFLC Responses**      |
| Program |                                 |                         |
| and     |                                 |                         |
| User**  |                                 |                         |
+---------+---------------------------------+-------------------------+
| **ALL** | **Site Map**: It would be       | **NO:** NFLC did not    |
|         | useful to augment the top page  | change this change this |
|         | with \[1\] a site map or at     | since it would add      |
|         | least index, so that the user   | further navigation to   |
|         | knows the full extent of what   | the instrument.         |
|         | is coming, and \[2\] clearer    |                         |
|         | indication of the program       |                         |
|         | identification (e.g., the P.I.  |                         |
|         | statement is confusing if you   |                         |
|         | are the grantee).               |                         |
+---------+---------------------------------+-------------------------+
| **ALL** | **Uniformity of Reporting       | **YES:** NFLC upgraded  |
|         | Formats**: The uniformity of    | the consistency of      |
|         | reporting is lauded, although   | screens across          |
|         | it is not carried through       | programs**.**           |
|         | completely (at last             |                         |
|         | examination, however, the       |                         |
|         | screens were very close).       |                         |
+---------+---------------------------------+-------------------------+
| **ALL** | **Project Identification        | **NO:** NFLC did not    |
|         | Address**: Work address asks    | change this since the   |
|         | for street. If this information | project identification  |
|         | is for mailing purposes, then   | address should be the   |
|         | what you need to ask for is a   | contact information for |
|         | mailing address. For example, a | the project director or |
|         | university street address may   | fellow.                 |
|         | not be the mailing address      |                         |
|         | (post office box). Also, a      |                         |
|         | mailing address should include  |                         |
|         | not only street but also        |                         |
|         | organization (i.e. name of      |                         |
|         | university), school,            |                         |
|         | department, room number, etc.   |                         |
|         | Home institution is asked for a |                         |
|         | few lines later but does not    |                         |
|         | seem to be a part of mailing    |                         |
|         | address information.            |                         |
|         |                                 |                         |
|         | • [Suggestion]{.underline}: Add |                         |
|         | "contact information for        |                         |
|         | emergency."                     |                         |
+---------+---------------------------------+-------------------------+
| **ALL** | **Project Identification        | **NO:** NFLC did not    |
|         | Address**: See "Additional      | add this screen to      |
|         | Information" screen for         | other instruments since |
|         | SA---this might be a good model | only the SA program     |
|         | for the address                 | officer requested it.   |
+---------+---------------------------------+-------------------------+
| **ALL** | **Project Identification        | **NO:** NFLC did not    |
|         | Address**:                      | change this since IEGPS |
|         | S[uggestion]{.underline}: Add   | only requested project  |
|         | "contact information for        | identification contact  |
|         | emergency."                     | information.            |
+---------+---------------------------------+-------------------------+
| **ALL** | **Travel and Budget Java        | **YES:** NFLC revised   |
|         | Script**: There seem to be      | this to be consistent   |
|         | inconsistencies throughout all  | in data entry and error |
|         | of the programs in the way      | messages on             |
|         | numbers and dates are handled,  | international travel    |
|         | the use of commas or other      | records, budget and     |
|         | delimiters in the numbers, the  | travel approval         |
|         | non-confirmation from different | requests for DDRA and   |
|         | parts of the same budgets, and  | FRA programs.           |
|         | a problem with backspacing or   |                         |
|         | eliminating mistyped numbers,   |                         |
|         | and so forth. We highly         |                         |
|         | recommend a thorough            |                         |
|         | examination of the workings of  |                         |
|         | each of those sections. Much    |                         |
|         | the same holds for the travel   |                         |
|         | approval sections.              |                         |
+---------+---------------------------------+-------------------------+
| **ALL** | **Save and Continue**: It would | **NO:** NFLC did not    |
|         | be very helpful if the user     | change this             |
|         | could save at any given moment  | feature---records can   |
|         | partial information and then    | be saved only if data   |
|         | return.                         | are entered in all      |
|         |                                 | required fields.        |
+---------+---------------------------------+-------------------------+
| **ALL** | **Previous Grants**: Previous   | **YES:** NFLC updated   |
|         | Title VI or Fulbright-Hays      | the instructions to     |
|         | grants. If yes, please specify. | enter the name and      |
|         | Specify what? What information  | dates of the previous   |
|         | do you need? Suggestions: name  | grants.                 |
|         | of grant, title of topic or     |                         |
|         | focus, date, at minimum. Please |                         |
|         | be specific about what you want |                         |
|         | the person to specify.          |                         |
+---------+---------------------------------+-------------------------+
| **ALL** | **Language Infelicities in      | **YES:** NFLC updated   |
|         | FAQ's**: This section would     | the instructions.       |
|         | benefit in all cases from a     |                         |
|         | good edit by a professional     |                         |
|         | editor. There are numerous      |                         |
|         | typographical errors,           |                         |
|         | grammatical inconsistencies,    |                         |
|         | and downright mistakes. Using   |                         |
|         | active voice would help         |                         |
|         | enormously. Specific items have |                         |
|         | been mentioned as they came to  |                         |
|         | the notice of reviewers in      |                         |
|         | different sections.             |                         |
+---------+---------------------------------+-------------------------+
| **ALL** | **E-mail or email**: Is it      | **YES:** NFLC reviewed  |
|         | "e-mail" or "email"? Please     | that "email" is used    |
|         | decide consistent use.          | throughout the          |
|         |                                 | instrument.             |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **NO:** NFLC did not    |
| Dir     | omissions**: Random entering of | change this since the   |
| ector** | information and submitting      | countries selected in   |
|         | found a problem with Manage     | each "Fellow Record"    |
|         | Fellows: Travel Information     | are automatically       |
|         | screen: none of the "drop       | imported to the Travel  |
|         | downs" for country of research  | Information.            |
|         | work.                           |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **YES:** NFLC updated   |
| Dir     | omissions**: Manage Fellows:    | to be consistent        |
| ector** | Travel Approval - date (not     | throughout the travel   |
|         | data) entry problems never      | approval request        |
|         | disappeared; use of dash,       | screen.                 |
|         | period, backslash, etc.         |                         |
|         | inconsistent; use of full year  |                         |
|         | date inconsistent.              |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **NO:** NFLC did not    |
| Dir     | omissions**: Commas were not    | change this since no    |
| ector** | allowed when entering numbers   | punctuation is allowed  |
|         | in "Participation in            | in this field.          |
|         | International Travel."          |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **NO:** NFLC did not    |
| Dir     | omissions**:                    | change this since the   |
| ector** | [Suggestion]{.underline}: The   | screen is designed as   |
|         | Travel Approval Request         | IEGPS specified.        |
|         | itinerary (leg 1, leg 2, etc.)  |                         |
|         | should probably start with a    |                         |
|         | single outbound and a single    |                         |
|         | inbound flight, then as         |                         |
|         | additional flight legs are      |                         |
|         | needed, a simple request for    |                         |
|         | "next leg" would produce the    |                         |
|         | box. Several of us found it     |                         |
|         | very awkward to navigate        |                         |
|         | through the presence of         |                         |
|         | multiple blank boxes.           |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **YES:** NFLC did not   |
| Dir     | omissions**:                    | change this as the      |
| ector** | [Suggestion]{.underline}:       | information is          |
|         | Clarify the relationship of the | available from IEGPS.   |
|         | parts of Research Involving     |                         |
|         | Human Subjects.                 |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **YES:** NFLC updated   |
| Dir     | omissions**:                    | the instructions.       |
| ector** | [Suggestion]{.underline}:       |                         |
|         | Notify Fellows was              |                         |
|         | straightforward and easy; but   |                         |
|         | when it asks "notified?", does  |                         |
|         | that "yes" indicate that the    |                         |
|         | email did not bounce back? Or   |                         |
|         | does it simply mean it was      |                         |
|         | sent?                           |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Dir     | grammatical infelicities, and   | the instructions.       |
| ector** | awkward English:** Travel       |                         |
|         | information: The prose is       |                         |
|         | ponderous and awkward.          |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Dir     | grammatical infelicities, and   | the instructions        |
| ector** | awkward English:** Instructions |                         |
|         | page(s) for Project             |                         |
|         | Identification, Manage Fellows, |                         |
|         | View Reports: Manage Fellows,   |                         |
|         | Travel Approval Requests:       |                         |
|         | second paragraph, typo: "inn"   |                         |
|         | should be "in".                 |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Dir     | grammatical infelicities, and   | the instructions.       |
| ector** | awkward English:** Manage       |                         |
|         | Fellows-Create Fellow Records:  |                         |
|         | A very small error in the       |                         |
|         | directions: no comma (,) after  |                         |
|         | fellow.                         |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Dir     | grammatical infelicities, and   | this text.              |
| ector** | awkward English:**              |                         |
|         | [Suggestion]{.underline}:       |                         |
|         | Contact us includes awkward     |                         |
|         | phrasing: "For questions        |                         |
|         | regarding.... How about "If you |                         |
|         | have questions regarding your   |                         |
|         | grant, need to request an       |                         |
|         | extension, or would like more   |                         |
|         | information\..."                |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Dir     | grammatical infelicities, and   | this FAQ.               |
| ector** | awkward English:** FAQ's: "Does |                         |
|         | a report need to be entered and |                         |
|         | completed all at once? Comma    |                         |
|         | (,) needed after "at any time." |                         |
|         | When is a report due? "A report |                         |
|         | due by the due date" is awkward |                         |
|         | phrasing.                       |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **NO:** NFLC did not    |
| F       | omissions**:                    | change this as IEGPS    |
| ellow** | [Suggestion]{.underline}: Have  | did not ask to have     |
|         | you previously had Title VI or  | this tracked for        |
|         | Fulbright-Hays grants? If yes,  | fellows/participants.   |
|         | please specify. This            |                         |
|         | information is missing here and |                         |
|         | it is possible that a DDRA      |                         |
|         | fellow could have had prior     |                         |
|         | grants.                         |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **NO:** NFLC did not    |
| F       | omissions**:                    | change this as IEGPS    |
| ellow** | [Suggestion]{.underline}: Name  | did not ask for this to |
|         | of home institution, phone      | be tracked.             |
|         | numbers                         |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **NO:** NFLC did not    |
| F       | omissions**:                    | change this as IEGPS    |
| ellow** | [Suggestion]{.underline}:       | did not ask for this to |
|         | Include emergency contact       | be tracked.             |
|         | information.                    |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **NO:** NFLC did not    |
| F       | omissions:** The budget in      | change this as IEGPS    |
| ellow** | "Participation in International | did not ask for this to |
|         | Travel" did not link/fill       | be tracked.             |
|         | automatically with the "Budget" |                         |
|         | page. Because they ask slightly |                         |
|         | different information, the      |                         |
|         | budget does not automatically   |                         |
|         | have to rectify, but it would   |                         |
|         | be nice if the numbers at least |                         |
|         | filled in (it will help avoid   |                         |
|         | inconsistencies and also avoid  |                         |
|         | having to go back to the other  |                         |
|         | page to look).                  |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Technical problems and        | **NO:** NFLC did not    |
| F       | omissions:** Foreign Language   | change this as the      |
| ellow** | Self-Evaluation - language      | language choices are    |
|         | "select one" does not always    | imported from the       |
|         | work or works incompletely.     | languages selected on   |
|         |                                 | "Project Overview."     |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| F       | grammatical infelicities, and   | this text.              |
| ellow** | awkward English:** Create/Edit  |                         |
|         | Reports: Research Results:      |                         |
|         | "Discuss the result of your     |                         |
|         | research"; should be "results." |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **NO:** NFLC did not    |
| F       | grammatical infelicities, and   | change this as this was |
| ellow** | awkward English:** Adjustments  | phrasing from IEGPS.    |
|         | to Project: "reprogrammed"?     |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors:** Typos, mistakes,    | YES: NFLC edited        |
| F       | grammatical infelicities, and   | instructions.           |
| ellow** | awkward English: Project        |                         |
|         | Overview: last box -            |                         |
|         | "Comments"; not clear on what.  |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| F       | grammatical infelicities, and   | these texts.            |
| ellow** | awkward English:** Foreign      |                         |
|         | Language Self-Evaluation:       |                         |
|         | Writing (option 5) - "inmost"   |                         |
|         | should be "in most."            |                         |
|         |                                 |                         |
|         | • Foreign Language              |                         |
|         | Self-Evaluation: Writing        |                         |
|         | (option 5) - "use the language" |                         |
|         | (not "user")                    |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| F       | grammatical infelicities, and   | this text.              |
| ellow** | awkward English:**              |                         |
|         |                                 |                         |
|         | • Actual Budget: International  |                         |
|         | Travel and Baggage - "Other:    |                         |
|         | (if other selected              |                         |
|         | above)"---used throughout       |                         |
|         | section; confusing language and |                         |
|         | punctuation.                    |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| F       | grammatical infelicities, and   | this text.              |
| ellow** | awkward English:**              |                         |
|         |                                 |                         |
|         | • Actual Budget: "dependent" is |                         |
|         | misspelled (currently:          |                         |
|         | dependant) - [please check      |                         |
|         | throughout]{.underline}.        |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES**: NFLC edited    |
| F       | grammatical infelicities, and   | this text.              |
| ellow** | awkward English:** Actual       |                         |
|         | Budget: Do you mean             |                         |
|         | "dependent's" or "dependents'"  |                         |
+---------+---------------------------------+-------------------------+
| **DDRA  | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| F       | grammatical infelicities, and   | this text.              |
| ellow** | awkward English:**              |                         |
|         | [Suggestion]{.underline}:       |                         |
|         | Program Announcement: there is  |                         |
|         | awkward wording - IEGPS is      |                         |
|         | interested "as to how" you      |                         |
|         | learned . . .; probably better  |                         |
|         | to say something like "IEGPS is |                         |
|         | interested to know how . . . "  |                         |
|         | or "IEGPS is interested in how  |                         |
|         | you learned \..."               |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **YES:** NFLC edited    |
| Dir     | omissions**:                    | this text.              |
| ector** |                                 |                         |
|         | • Help: Project                 |                         |
|         | Identification---"DDRA" should  |                         |
|         | be "FRA."                       |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **YES:** NFLC updated   |
| Dir     | omissions**:                    | the instructions.       |
| ector** |                                 |                         |
|         | • There are no "specific        |                         |
|         | directions" appended. Are these |                         |
|         | to be appended later?           |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **NO:** NFLC did not    |
| Dir     | omissions**:                    | change this as IEGPS    |
| ector** |                                 | did not ask for this to |
|         | • Many of same problems of      | be tracked.             |
|         | address, work address, home     |                         |
|         | information, emergency contact  |                         |
|         | information, etc. See DDRA      |                         |
|         | above.                          |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **NO:** NFLC did not    |
| Dir     | omissions**:                    | change this as IEGPS    |
| ector** | [Suggestion]{.underline}:       | did not request such a  |
|         | Travel Approval Requests:       | feature.                |
|         | Consider using drop-downs for   |                         |
|         | name/s of air carriers here and |                         |
|         | throughout EELIAS. While an     |                         |
|         | exhaustive list of airlines is  |                         |
|         | not possible (the "other"       |                         |
|         | category would certainly get    |                         |
|         | use for many countries), it     |                         |
|         | would make the flights in and   |                         |
|         | out of the US a lot easier to   |                         |
|         | designate consistently, because |                         |
|         | there are a finite number of    |                         |
|         | American airlines operating     |                         |
|         | and/or with allowable           |                         |
|         | code-share.                     |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **YES:** NFLC updated   |
| Dir     | omissions**: Travel Approval    | the instrument.         |
| ector** | Requests: Is there any reason   |                         |
|         | to request flight numbers? or   |                         |
|         | is it sufficient to have the    |                         |
|         | airline and date?               |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **YES:** NFLC updated   |
| Dir     | omissions**: Travel Approval    | the instrument.         |
| ector** | Requests: Again drop downs for  |                         |
|         | countries do not work.          |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **YES:** NFLC updated   |
| Dir     | omissions**: Travel Approval    | the instrument.         |
| ector** | Requests: Departure dates are   |                         |
|         | quirky, sometimes fill in       |                         |
|         | automatically and sometimes     |                         |
|         | they do not.                    |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **YES:** NFLC did not   |
| Dir     | omissions**: Travel Approval    | update---it is          |
| ector** | Requests: Sometimes difficult   | dependent on the        |
|         | or impossible to back space;    | browser.                |
|         | must highlight and delete the   |                         |
|         | entire entry.                   |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **YES:** NFLC updated   |
| Dir     | omissions**:                    | FAQs.                   |
| ector** | [Suggestion]{.underline}:       |                         |
|         | Travel Approval Requests: When  |                         |
|         | choosing a state in the US, USA |                         |
|         | ought to be filled in the       |                         |
|         | country blank automatically     |                         |
|         | without having to rotate        |                         |
|         | through the wheel; and its      |                         |
|         | placement on the wheel ought to |                         |
|         | be first (not alphabetical,     |                         |
|         | which unnecessarily slows down  |                         |
|         | the user).                      |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **YES:** NFLC updated   |
| Dir     | omissions**: View Report:       | the instrument.         |
| ector** | printer-friendly version did    |                         |
|         | not work; it simply returned to |                         |
|         | previous page.                  |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Errors: Typos, mistakes,      | **NO:** NFLC did not    |
| F       | grammatical infelicities, and   | change this as IEGPS    |
| ellow** | awkward English:** Many of the  | did not ask for this to |
|         | same problems in DDRA Director, | be tracked.             |
|         | especially since much of it     |                         |
|         | seems to have been cut and      |                         |
|         | pasted                          |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **NO:** NFLC did not    |
| F       | omissions**:                    | change this as IEGPS    |
| ellow** | [Suggestion]{.underline}:       | did not ask for this to |
|         | Project identification          | be tracked.             |
|         | information should be amended   |                         |
|         | in accord with notes for DDRA.  |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **NO:** NFLC did not    |
| F       | omissions**:                    | change this since       |
| ellow** | [Suggestion]{.underline}:       | country of research is  |
|         | Country of Research should be a | imported from the       |
|         | required field.                 | director's report.      |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **NO:** NFLC did not    |
| F       | omissions**:                    | change these screens as |
| ellow** | [Suggestion]{.underline}:       | IEGPS approved having   |
|         | Dissemination of information -  | these two standard      |
|         | Publication is a type of        | screens.                |
|         | dissemination, so why two       |                         |
|         | categories? Should they be two  |                         |
|         | parts of the same entry?        |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Technical problems and        | **YES:** NFLC updated   |
| F       | omissions**: Project Overview:  | the instrument.         |
| ellow** | Save/Save Continue sent the     |                         |
|         | user back to the Log-In page    |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Errors: Typos, mistakes,      | **NO:** NFLC did not    |
| F       | grammatical infelicities, and   | change this as it is    |
| ellow** | awkward English:** Apparent     | standard for            |
|         | confusion when the report page  | fellow-participant      |
|         | indicates FRA Director as PI    | project identification. |
+---------+---------------------------------+-------------------------+
| **FRA   | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| F       | grammatical infelicities, and   | the cue.                |
| ellow** | awkward English:** Create/Edit  |                         |
|         | Reports: Project Support -      |                         |
|         | "Kind and quality"              |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| F       | grammatical infelicities, and   | cue and instructions to |
| ellow** | awkward English:** Help:        | be "purposes of"        |
|         | Participation in International  |                         |
|         | Travel---purposes "of" travel   |                         |
|         | or "for" travel?                |                         |
+---------+---------------------------------+-------------------------+
| **FRA   | **Errors: Typos, mistakes,      | **YES**: NFLC updated   |
| F       | grammatical infelicities, and   | the cue.                |
| ellow** | awkward English:**              |                         |
|         | [Suggestion]{.underline}:       |                         |
|         | Research Results: Discuss the   |                         |
|         | "results" (plural, not          |                         |
|         | singular") of your research.    |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **YES:** NFLC updated   |
| Dir     | omissions**: Even though the    | FAQs with this          |
| ector** | Java fields require             | question.               |
|         | information, it is possible to  |                         |
|         | skip to the next part of the    |                         |
|         | report without saving           |                         |
|         | information; and it isn't clear |                         |
|         | if partial information can be   |                         |
|         | saved.                          |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **NO:** NFLC did not    |
| Dir     | omissions**:                    | change this since IEGPS |
| ector** | [Suggestion]{.underline}:       | requested the faculty   |
|         | Project Overview: Types of      | categories.             |
|         | Participants. K-12 teachers are |                         |
|         | also faculty, so perhaps change |                         |
|         | language to reflect that; make  |                         |
|         | Faculty selection               |                         |
|         | "Post-Secondary Faculty" or     |                         |
|         | something along those lines.    |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **YES:** NFLC edited    |
| Dir     | omissions:**                    | instructions with this  |
| ector** | [Suggestion]{.underline}:       | suggestion.             |
|         | Publications and Outreach       |                         |
|         | sections - Perhaps indicate     |                         |
|         | that the goals of the four      |                         |
|         | different GPA programs make     |                         |
|         | such a comprehensive list       |                         |
|         | necessary, especially because   |                         |
|         | they cater to such different    |                         |
|         | groups.                         |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **NO:** NFLC did not    |
| Dir     | omissions:** •                  | change this since IEGPS |
| ector** | [Suggestion]{.underline}:       | asked that federal      |
|         | Funding: Federal Funding might  | funding be reported in  |
|         | profitably indicate what type.  | one category.           |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **NO:** NFLC did not    |
| Dir     | omissions**:                    | change this since for   |
| ector** | [Suggestion]{.underline}:       | this version. IEGPS may |
|         | Funding: Non-Federal Funding    | update this in future   |
|         | might profitably also include   | versions.               |
|         | an "other" category for such    |                         |
|         | things as corporate gifts, and  |                         |
|         | other sources apart from        |                         |
|         | school-district, institution,   |                         |
|         | and non-profit (which is        |                         |
|         | normally called                 |                         |
|         | not-for-profit).                |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **YES:** NFLC edited    |
| Dir     | omissions**:                    | instructions asking     |
| ector** | [Suggestion]{.underline}:       | that users include the  |
|         | Indicate where the Predeparture | institution in the      |
|         | Orientation took place (at      | comments box.           |
|         | which institution).             |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **NO:** NFLC did not    |
| Dir     | omissions**:                    | change this as IEGPS    |
| ector** | [Suggestion]{.underline}:       | thought that the GPA    |
|         | Indicate evaluation of print    | director would not be   |
|         | and other materials supplied by | objective in reviewing  |
|         | or recommended by PDO staff     | the materials---only    |
|         | prior to the actual PDO. Right  | GPA participants are    |
|         | now there is no indicator to    | asked to rate them.     |
|         | that effect except              |                         |
|         | "appropriateness of the         |                         |
|         | delivery of information" - but  |                         |
|         | that issue comes first.         |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **NO**: NFLC did not    |
| Dir     | omissions**: Dates on Outreach  | change this as it       |
| ector** | Activities not clear,           | understood as a         |
|         | especially since this report    | long-term tracking      |
|         | will have to submitted long     | possibly outside the    |
|         | before most participants really | scope of EELIAS.        |
|         | process the experience          |                         |
|         | sufficiently to share it.       |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **YES:** NFLC updated   |
| Dir     | omissions**: Manage             | instructions.           |
| ector** | Participants - after            |                         |
|         | notification message sent,      |                         |
|         | notification screen stays in    |                         |
|         | place. Does a "yes" indicate    |                         |
|         | that the email actually went    |                         |
|         | out and did not return, or just |                         |
|         | that it went out?               |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **No:** NFLC did not    |
| Dir     | omissions**: There seems to be  | change this for the     |
| ector** | no place to indicate what kind  | current version. IEGPS  |
|         | of GPA the director was         | may review changes for  |
|         | managing; because there are     | the next version.       |
|         | four types, it should be        |                         |
|         | clearly marked.                 |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Dir     | grammatical infelicities, and   | instructions.           |
| ector** | awkward English:** Help:        |                         |
|         | Orientation(s) - "more than one |                         |
|         | country "were" involved";       |                         |
|         | should be "was"                 |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Dir     | grammatical infelicities, and   | instructions.           |
| ector** | awkward English:** Help:        |                         |
|         | Publications: This is awful     |                         |
|         | prose and filled with mistakes. |                         |
|         | "to disseminate of your         |                         |
|         | project" (?); "specify that     |                         |
|         | media" (?), should be either    |                         |
|         | "those media" or "that medium." |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Dir     | grammatical infelicities, and   | instructions.           |
| ector** | awkward English:** Help:        |                         |
|         | Outreach Activities: also very  |                         |
|         | awkward English."               |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Dir     | grammatical infelicities, and   | instructions.           |
| ector** | awkward English:**              |                         |
|         | [Suggestion]{.underline}:       |                         |
|         | Manage Participants -           |                         |
|         | Create/edit participant record: |                         |
|         | Several reviewers prefer        |                         |
|         | consistency on the use of       |                         |
|         | "Participant's" Report vs.      |                         |
|         | "Participants' Reports" vs.     |                         |
|         | "Participant Report/s." The     |                         |
|         | primary concern is to have it   |                         |
|         | reviewed and then be            |                         |
|         | consistent.                     |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Dir     | grammatical infelicities, and   | instructions and cue.   |
| ector** | awkward English:** • Help:      |                         |
|         | Publications: "that media"      |                         |
|         | (noted throughout the           |                         |
|         | instruments).                   |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **No:** NFLC made no    |
| Partic  | omissions**:                    | changes for this        |
| ipant** |                                 | submitted report        |
|         | Please note that several of us  | feature.                |
|         | were unable to edit the report  |                         |
|         | because it had already been     |                         |
|         | submitted                       |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **No:** NFLC did not    |
| Partic  | omissions**:                    | change this for the     |
| ipant** |                                 | current version. IEGPS  |
|         | There does not seem to be any   | may review changes for  |
|         | indicator in the initial stages | the next version.       |
|         | for the user to choose which    |                         |
|         | type of GPA he or she had.      |                         |
|         | Because there are four types.   |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Technical problems and        | **YES:** NFLC updated   |
| Partic  | omissions**: Indicate clearly   | instructions.           |
| ipant** | that many GPA participants will |                         |
|         | not need the language           |                         |
|         | self-evaluation section         |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Errors: Typos, mistakes,      | **YES:** NFLC edited to |
| Partic  | grammatical infelicities, and   | be consistently         |
| ipant** | awkward English:** Is there a   | "participants."         |
|         | reason that GPA participants    |                         |
|         | are not called "fellows"? Some  |                         |
|         | of them are, several of us      |                         |
|         | agree, especially in the        |                         |
|         | language programs and in the    |                         |
|         | group research category.        |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Partic  | grammatical infelicities, and   | instructions.           |
| ipant** | awkward English:** • Help:      |                         |
|         | Orientations - see GPA Director |                         |
|         | above.                          |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Partic  | grammatical infelicities, and   | instructions.           |
| ipant** | awkward English:** • Help:      |                         |
|         | Publications - see GPA Director |                         |
|         | above.                          |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Partic  | grammatical infelicities, and   | the FAQ.                |
| ipant** | awkward English:** • FAQ's:     |                         |
|         | "How can a Report be            |                         |
|         | Submitted?" This section is     |                         |
|         | extremely difficult to follow.  |                         |
|         | Direct active English works     |                         |
|         | much better. So, how about      |                         |
|         | something like this (very       |                         |
|         | quickly composed): "A grantee   |                         |
|         | submits his or her report by    |                         |
|         | first choosing "Submit Report"  |                         |
|         | from the menu; the report will  |                         |
|         | appear on screen when selected; |                         |
|         | after review, click "submit" at |                         |
|         | the bottom of the report. A     |                         |
|         | pop-up message will confirm     |                         |
|         | that the user really intends    |                         |
|         | this action because the report  |                         |
|         | can no longer be modified once  |                         |
|         | submitted.                      |                         |
+---------+---------------------------------+-------------------------+
| **GPA   | • **Errors: Typos, mistakes,    | **YES:** NFLC updated   |
| Partic  | grammatical infelicities, and   | the FAQ.                |
| ipant** | awkward English:** FAQ's:       |                         |
|         | "Create/Edit Reports - "Can I   |                         |
|         | cut and paste text from a word  |                         |
|         | processing application? -       |                         |
|         | Rewrite the first sentence      |                         |
|         | here.                           |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| O       | omissions**: Again, Project     | change this as IEGPS    |
| verseas | Identification should include   | did not ask for this to |
| A       | home institution, and other     | be tracked.             |
| gency** | concerns about work address,    |                         |
|         | mailing address, emergency      |                         |
|         | contact, etc., as noted         |                         |
|         | previously.                     |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| O       | omissions**: The Orientation    | change this as IEGPS    |
| verseas | Evaluation information differs  | program officers        |
| A       | from that provided for GPA, but | requested these         |
| gency** | they should be measuring the    | differences.            |
|         | same thing. This one has drop   |                         |
|         | downs to standardize responses. |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **YES:** NFLC updated   |
| O       | omissions**: Is not clear if    | the instructions.       |
| verseas | Orientation Evaluation is to be |                         |
| A       | a summary of everything the     |                         |
| gency** | individuals said, or if it is   |                         |
|         | the evaluation of the Fulbright |                         |
|         | staff who attended. That should |                         |
|         | be made clear.                  |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **YES:** NFLC added the |
| O       | omissions**:                    | option to upload a PDF  |
| verseas | [Suggestion]{.underline}: It    | or word document.       |
| A       | will be very difficult to       |                         |
| gency** | squeeze the names of the        |                         |
|         | presenters and the titles of    |                         |
|         | their presentations into 250    |                         |
|         | characters. At least 750-1000   |                         |
|         | should be made available. And   |                         |
|         | perhaps an attachment of the    |                         |
|         | actual program, if available in |                         |
|         | PDF or Word.                    |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| O       | omissions**:                    | change this since IEGPS |
| verseas | [Suggestion]{.underline}: In    | program officers        |
| A       | Country Activities - Should add | requested the           |
| gency** | no. 8: Other: hours spent in    | instrument as is.       |
|         | other activities (you might     |                         |
|         | even specify what type, such as |                         |
|         | debriefings, discussions,       |                         |
|         | etc.).                          |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| O       | omissions**: Participation in   | change this since the   |
| verseas | International Travel from US:   | program officer         |
| A       | Type of Participant" and        | indicated that those    |
| gency** | "Purpose of Travel" drop downs  | pre-selected responses  |
|         | do not offer any choices. Only  | were the only ones      |
|         | possible answer is "other."     | appropriate for SA.     |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| O       | omissions**:                    | change this since IEGPS |
| verseas | [Suggestion]{.underline}:       | approved it as is.      |
| A       | Evaluation of In-Country        |                         |
| gency** | Experience - You might add a    |                         |
|         | section to allow for            |                         |
|         | recommendations for future      |                         |
|         | programs; this would likewise   |                         |
|         | apply to individual             |                         |
|         | participants. The reason for    |                         |
|         | adding this here is because it  |                         |
|         | might otherwise go unnoticed in |                         |
|         | the General Comments section    |                         |
|         | and that is an area where       |                         |
|         | redundancy is not necessarily a |                         |
|         | bad thing.                      |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| O       | grammatical infelicities, and   | the text.               |
| verseas | awkward English:** Create/Edit  |                         |
| A       | Reports: Itinerary -            |                         |
| gency** | double-check use of             |                         |
|         | "participants'" to make certain |                         |
|         | plural is what you want.        |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| O       | grammatical infelicities, and   | the text.               |
| verseas | awkward English:** Spelling:    |                         |
| A       | "in-Country Itinerary" should   |                         |
| gency** | be "Itinerary."                 |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **NO:** NFLC did not    |
| O       | grammatical infelicities, and   | change this. This will  |
| verseas | awkward English:**              | need to be in future    |
| A       | [Suggestion]{.underline}:       | upgrades.               |
| gency** | In-Country Activities: "All     |                         |
|         | fields except 'comments' are    |                         |
|         | required" - might try to mark   |                         |
|         | this a little more clearly; the |                         |
|         | asterisk is small and doesn't   |                         |
|         | really jump out, and so could   |                         |
|         | lead one to skip a required     |                         |
|         | input. Perhaps throughout the   |                         |
|         | four instruments the "required" |                         |
|         | marker might be highlighted     |                         |
|         | somehow.                        |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| O       | grammatical infelicities, and   | the instructions.       |
| verseas | awkward English:** Help:        |                         |
| A       | Narratives - "and then past     |                         |
| gency** | into this form" should read     |                         |
|         | "paste."                        |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| O       | grammatical infelicities, and   | the instructions.       |
| verseas | awkward English:** Help:        |                         |
| A       | Orientation Evaluation - "one   |                         |
| gency** | country were involved" should   |                         |
|         | be "was."                       |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| O       | grammatical infelicities, and   | the text.               |
| verseas | awkward English:** Help:        |                         |
| A       | Requested Budget - Insert space |                         |
| gency** | between "abroad." and "An       |                         |
|         | Excel."                         |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| O       | grammatical infelicities, and   | the text.               |
| verseas | awkward English:** Help:        |                         |
| A       | Requested Budget - "An Excel"   |                         |
| gency** | should probably be "An Excel    |                         |
|         | Spreadsheet."                   |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| O       | grammatical infelicities, and   | the text.               |
| verseas | awkward English:** Help: Actual |                         |
| A       | Budget - "An Excel" should      |                         |
| gency** | probably be "An Excel           |                         |
|         | Spreadsheet."                   |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| O       | grammatical infelicities, and   | the text                |
| verseas | awkward English:** View         |                         |
| A       | Participant Reports - again     |                         |
| gency** | decide on plural or singular    |                         |
|         | for participant.                |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| D       | omissions**:                    | change this screen      |
| omestic | [Suggestion]{.underline}: The   | since it was designed   |
| Instit  | budget section should include   | as IEGPS requested.     |
| ution** | funds from the appropriate      |                         |
|         | Fulbright Commission; but they  |                         |
|         | should \*not\* be labeled       |                         |
|         | "federal funds" because that    |                         |
|         | invokes a series of control and |                         |
|         | reporting mechanisms that this  |                         |
|         | program does not require, i.e., |                         |
|         | it isn't in the regulations,    |                         |
|         | and it is possible (although    |                         |
|         | highly unlikely) that           |                         |
|         | non-Fulbright funds could be    |                         |
|         | used.                           |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| D       | omissions**:                    | change this since an    |
| omestic | [Suggestion]{.underline}: The   | attachment with         |
| Instit  | "other" categories in the       | specifications can be   |
| ution** | budgets should be multiple for  | uploaded and IEGPS did  |
|         | multiple sources and multiple   | not request OTHER be    |
|         | other expenses.                 | more than one field     |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| D       | omissions**:                    | change this since these |
| omestic | [Suggestion]{.underline}: You   | categories were         |
| Instit  | should probably check to see if | requested by IEGPS      |
| ution** | IEGPS allows for "honoraria."   | program officers for SA |
|         | Several of us seem to recall    |                         |
|         | that "professional service fee" |                         |
|         | is the standard nomenclature,   |                         |
|         | not honorarium.                 |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| D       | omissions**:                    | change this since there |
| omestic | [Suggestion]{.underline}: Put   | is not adequate space   |
| Instit  | the proposed and actual budgets | on one screen for both  |
| ution** | be on the same                  |                         |
|         | spreadsheet/screen for easier   |                         |
|         | comparison.                     |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| D       | omissions**: Orientation        | change this since IEGPS |
| omestic | Evaluation: not clear if this   | asked that the DI also  |
| Instit  | is a summary of audience or     | be requested to         |
| ution** | provider comments. How does the | evaluate the            |
|         | provider evaluate his or her    | orientation with the    |
|         | own program? When I (tks) ran   | understanding that the  |
|         | one nearly everything was       | evaluations from        |
|         | Excellent, naturally (even      | participants would      |
|         | though I knew it was not        | differ from that of the |
|         | perfect).                       | DI and OAAs.            |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| D       | omissions**:                    | change this since these |
| omestic | [Suggestion]{.underline}: Help: | fields were requested   |
| Instit  | Actual Budget - Are you         | by IEGPS program        |
| ution** | absolutely certain you want the | officers.               |
|         | overseas administration for the |                         |
|         | seminar and IEGPS to be able to |                         |
|         | view this budget? This budget   |                         |
|         | is negotiated at a fixed rate   |                         |
|         | and the funds are to be spent   |                         |
|         | as the host institution sees    |                         |
|         | fit; it is a "package" or       |                         |
|         | "fixed" contract (even though   |                         |
|         | that is not what IEGPS calls    |                         |
|         | it). This guideline invites a   |                         |
|         | kind of oversight that is not   |                         |
|         | in the regulations. We strongly |                         |
|         | suggest you double-check with   |                         |
|         | the program officers to         |                         |
|         | determine if this language is   |                         |
|         | appropriate and/or the sharing  |                         |
|         | of the information. The point   |                         |
|         | here is not to keep public      |                         |
|         | information from being          |                         |
|         | examined, but incorporating     |                         |
|         | into an official instrument     |                         |
|         | examination that is not         |                         |
|         | warranted by the regulations,   |                         |
|         | thereby creating a new          |                         |
|         | regulation without IEGPS        |                         |
|         | approval.                       |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC edited    |
| D       | grammatical infelicities, and   | the text.               |
| omestic | awkward English:** "Projected   |                         |
| Instit  | Budget: Budget" and "Actual     |                         |
| ution** | Budget: Budget" - why not just  |                         |
|         | "Projected Budget" and "Actual  |                         |
|         | Budget"?                        |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| D       | grammatical infelicities, and   | the instructions.       |
| omestic | awkward English:** Help: Update |                         |
| Instit  | User Account - "the next time   |                         |
| ution** | your logon to the account"      |                         |
|         | should read "you log on to your |                         |
|         | account"                        |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| Partic  | omissions**:                    | change the instrument.  |
| ipant** | [Suggestion]{.underline}:       | IEGPS will review the   |
|         | Project Data: Publications,     | instruments in the      |
|         | Outreach Activities, Curricular | future.                 |
|         | Project: In the opinion of one  |                         |
|         | reviewer (but not noted by the  |                         |
|         | other two), this entire section |                         |
|         | may well need considerable      |                         |
|         | revision. The minority opinion  |                         |
|         | recommends that the staff go    |                         |
|         | back to goals and intent of SA  |                         |
|         | and to notes on our group       |                         |
|         | discussions of all this. The    |                         |
|         | primary result in terms of      |                         |
|         | impact is expected to be in the |                         |
|         | [curricular]{.underline}        |                         |
|         | [area]{.underline}. Even this   |                         |
|         | implies more than an            |                         |
|         | individual's own classroom      |                         |
|         | teaching---can include school   |                         |
|         | and system wide changes and     |                         |
|         | adoption, etc. This is followed |                         |
|         | by outreach: professional       |                         |
|         | (in-service, conferences,       |                         |
|         | demonstrations,                 |                         |
|         | resource/consulting, and much   |                         |
|         | more); and community            |                         |
|         | (newspapers, PTAs, community    |                         |
|         | organizations, and more).       |                         |
|         | Publications are important but  |                         |
|         | the way this is set up now it   |                         |
|         | takes on a primary significance |                         |
|         | at the expense of the other two |                         |
|         | results areas. Also, only title |                         |
|         | and description are required;   |                         |
|         | perhaps should require type,    |                         |
|         | discipline, etc. While the      |                         |
|         | uniformity of reporting with    |                         |
|         | the other programs is laudable, |                         |
|         | the one reviewer was not        |                         |
|         | certain it makes as much sense  |                         |
|         | for this program because the    |                         |
|         | goals are so different (save    |                         |
|         | the curricular portion of GPA). |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| Partic  | omissions**:                    | change this since IEGPS |
| ipant** | [Suggestion]{.underline}: As    | did not request this be |
|         | suggested for DDRA and FRA      | in participant reports. |
|         | fellow, be sure participants    |                         |
|         | answer specific questions about |                         |
|         | previous Title VI and           |                         |
|         | Fulbright-Hays grants.          |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **YES:** NFLC updated   |
| Partic  | omissions**:                    | instructions.           |
| ipant** | [Suggestion]{.underline}:       |                         |
|         | Foreign Language                |                         |
|         | Self-Evaluation - Except for    |                         |
|         | Japanese (?), foreign language  |                         |
|         | acquisition is not a goal of    |                         |
|         | Seminars Abroad. However we all |                         |
|         | recognize that it will be       |                         |
|         | useful to see if those who know |                         |
|         | some foreign language have      |                         |
|         | their skills improved. So       |                         |
|         | perhaps it should be clarified  |                         |
|         | in the directions that this may |                         |
|         | well not apply.                 |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| Partic  | omissions**: Extensive          | change the instrument.  |
| ipant** | information (additional contact | It is designed as IEGPS |
|         | information) is asked for. None | program officers        |
|         | of the Additional information   | requested.              |
|         | is "required." Maybe it should  |                         |
|         | be: i.e. home or contact        |                         |
|         | address, emergency contact as   |                         |
|         | previously noted? This is a     |                         |
|         | good example to use for DDRA    |                         |
|         | and FRA. I didn't see such      |                         |
|         | screens for DDRA and FRA.       |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| Partic  | omissions**:                    | change this since IEGPS |
| ipant** | [Suggestion]{.underline}:       | program officers asked  |
|         | Project Identification:         | to gather these data.   |
|         | Additional Contact              | The disclosure of these |
|         | Information - Gender, Age,      | data is up to the       |
|         | Ethnicity is solicited. No      | Department of           |
|         | other program is soliciting     | Education.              |
|         | that information. [Please       |                         |
|         | verify that this is important   |                         |
|         | and legal because generally in  |                         |
|         | universities this information   |                         |
|         | is solicited anonymously, and   |                         |
|         | it cannot be anonymous in a     |                         |
|         | report that is sent in by a     |                         |
|         | named fellow]{.underline}.      |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| Partic  | omissions**:                    | change this since IEGPS |
| ipant** | [Suggestion]{.underline}: SA    | program officers        |
|         | (and GPA) asks for lots of      | decided on the          |
|         | information about Education and | information to gather   |
|         | Professional Experience of      | about grantees.         |
|         | participants. Shouldn't the     |                         |
|         | same information be sought from |                         |
|         | DDRA and FRA fellows?           |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **YES:** NFLC updated   |
| Partic  | omissions**:                    | the instructions.       |
| ipant** | [Suggestion]{.underline}: For   |                         |
|         | SA participants, under          |                         |
|         | "Professional Experience" you   |                         |
|         | might better know what the      |                         |
|         | [current]{.underline}           |                         |
|         | professional position is, since |                         |
|         | the curricular project, the     |                         |
|         | primary activity post-seminar,  |                         |
|         | should be connected to that     |                         |
|         | position. The phrase "taught'   |                         |
|         | might convey past experience    |                         |
|         | but not necessarily current     |                         |
|         | position. We all know what is   |                         |
|         | meant, but the person doing the |                         |
|         | reporting may not. Since many   |                         |
|         | SA participants are K-12        |                         |
|         | teachers, administrators and    |                         |
|         | other staff, important data to  |                         |
|         | collect might include: name of  |                         |
|         | school, school district and     |                         |
|         | whether the school is public or |                         |
|         | private/parochial. None of this |                         |
|         | is asked.                       |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Technical problems and        | **NO:** NFLC did not    |
| Partic  | omissions**:                    | change this since the   |
| ipant** | [Suggestion]{.underline}:       | information is already  |
|         | Evaluation of In-Country        | in the instructions.    |
|         | Experience: allow for comments  |                         |
|         | related to recommendation for   |                         |
|         | future seminars. This could     |                         |
|         | also redundantly be a part of   |                         |
|         | the General comments            |                         |
|         | category---i.e. General         |                         |
|         | Comments, including             |                         |
|         | recommendations for future      |                         |
|         | seminars. Although it says this |                         |
|         | in the instructions, I suggest  |                         |
|         | you call for this up front, on  |                         |
|         | the screen itself.              |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **NO:** NFLC did not    |
| Partic  | grammatical infelicities, and   | change this since the   |
| ipant** | awkward English:** Project      | email address is        |
|         | Identification - there is no    | displayed in project    |
|         | box for email address even      | identification          |
|         | though it is required.          |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **NO:** NFLC did not    |
| Partic  | grammatical infelicities, and   | change this since the   |
| ipant** | awkward English:** Project      | information can be      |
|         | Identification - there is no    | updated by the IEGPS    |
|         | box or pull-down list for home  | program officer.        |
|         | institution; it should be noted |                         |
|         | that a fellow may change        |                         |
|         | institutions between the time   |                         |
|         | of applying and the time of     |                         |
|         | reporting.                      |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Partic  | grammatical infelicities, and   | the text.               |
| ipant** | awkward English:** Create/Edit  |                         |
|         | Reports: Evaluation of          |                         |
|         | In-Country Experience, Category |                         |
|         | 7: complete statement - "mi" at |                         |
|         | the end?                        |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Partic  | grammatical infelicities, and   | the instructions.       |
| ipant** | awkward English:** Evaluation   |                         |
|         | of Host Country                 |                         |
|         | Orientation-"one country were   |                         |
|         | Involved" as previously noted.  |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC updated   |
| Partic  | grammatical infelicities, and   | the instructions        |
| ipant** | awkward English:**              |                         |
|         | Publications: "that media"      |                         |
|         | should be "that medium" or      |                         |
|         | "those media" as previously     |                         |
|         | noted.                          |                         |
+---------+---------------------------------+-------------------------+
| **SA    | **Errors: Typos, mistakes,      | **YES:** NFLC did not   |
| Partic  | grammatical infelicities, and   | change this since the   |
| ipant** | awkward English:** Very minor   | links would need to be  |
|         | correction: menu item language  | updated throughout the  |
|         | should match language in the    | instrument.             |
|         | title of that page when pulled  |                         |
|         | up. Under Narratives,           |                         |
|         | "In-Country Experience" should  |                         |
|         | be the title of the actual      |                         |
|         | screen. Now it says "Experience |                         |
|         | in Host Countries."             |                         |
+---------+---------------------------------+-------------------------+