# Presentation: 075972

## UNPACKING SELECTION CRITERIA 1-6
FY 2010
National Resource Centers Program 
Foreign Language and Area Studies Fellowships Program

Presentation by:
Cheryl E. Gibbs, Senior Program Officer

International Education Programs Service
February 2-3, 2009

***UNPACKING SELECTION CRITERIA 1-6***
- FY 2010
- National Resource Centers Program
- Foreign Language and Area Studies Fellowships Program
- Presentation by:
- Cheryl E. Gibbs, Senior Program Officer
- International Education Programs Service
- February 2-3, 2009

## PEER READERS’ BEATTITUDE

-    And seeing the multitude of applications, they went into a room, and when they were set, they opened their mouths and exclaimed:
**   “****BLESSED are the applications that are complete, clear, and reader-friendly, for *****they***** shall obtain mercy.”**
-     Mercy < Lat. Reward. Kind and compassionate
-     treatment

## Commitment to the Subject Area on Which the Center FocusesCriterion 1

-  **A. & B.  *****To what extent does the institution provide financial and other support to:  ***
- Operation of the Center or Program
- Teaching staff for the applicant’s subject area
- Library resources for the applicant’s subject area
- Linkages with institutions abroad
- Center outreach activities (NRC applicants)
- Students in fields related to the Center’s teaching program (NRC applicants)

## Commitment to the Subject Area 

***     ******Operation of the Center***
-          Be clear about what costs are included in the amount cited for operating your center.
- Rent
- Equipment purchases
- Administrative costs
- Supplies
- Faculty salaries (Number of and departments
-    represented in the costs)
***Teaching Staff for the Center***
- 	Cite recent number of faculty hires and tenure track appointments related to the Center’s subject area, where the positions “reside”, and  total institutional support for these positions
- 	Cite support for faculty grants for conferences, research grants, professional development

**Notes:**
4. Some Institutions might classify everything except Human Resources costs as operational costs, while other institutions include the Human Resources/Personnel costs in the operational costs.   Regardless of approach, be sure to explain the basis for the total dollars cited.  For example, cite the total costs for equipment, supplies, phone, fax, IT, utilities, rent, etc. for 2008-2009.  Cite administrative personnel costs and faculty teaching salaries. 

Cite initiatives and position(s) that were funded by Title VI in the recent past, but are now fully supported by your institution. (EXAMPLES:  Courses in SEA politics; modern Tibetan History; faculty summer research travel) 

## Commitment to the Subject Area 

- 		Identify administrative units within the institution that
- 		are sharing the Center’s or Program’s costs
***           ******Library Resources***
- 	      	Summarize support for library acquisitions and  	           	personnel, with cross reference to “Strength of Library”            	section
-      	Mention institutional support for non-library resources,
-             	too, such as center related materials for language labs
-           	and other state of the art facilities that benefit faculty 	and students

##        Linkages with Institutions Abroad
	Cite linkages with institutions abroad, including number of established programs/agreements, locations, and recent participation rates; talk about current initiatives towards establishing affiliations overseas 

       Outreach Activities
	Summarize institutional support for outreach activities and personnel and refer the readers to the “Outreach Activities” narrative           .

	Qualified Students in Fields Related to the Center’s programs
	Describe financial support available to undergraduate and graduate students undergoing training in fields related to the Center’s teaching program, e.g., fellowships, scholarships, assistantships, internships.  For FLAS fellows, mention tuition/fee waivers provided by the institution

***	***Cite linkages with institutions abroad, including number of established programs/agreements, locations, and recent participation rates; talk about current initiatives towards establishing affiliations overseas
***       ******Outreach Activities***
- 	Summarize institutional support for outreach activities and personnel and refer the readers to the “Outreach Activities” narrative           .
- 	***Qualified Students in Fields Related to the Center’s programs***
- 	Describe financial support available to undergraduate and graduate students undergoing training in fields related to the Center’s teaching program, e.g., fellowships, scholarships, assistantships, internships.  For FLAS fellows, mention tuition/fee waivers provided by the institution

- Commitment to the Subject Area** **

## Commitment to the Subject Area 

- Secure institutional support for Center activities well in advance of writing the proposal
- Gather information and data early.  Request information and data from appropriate offices well in advance of putting the proposal together
- Set realistic due dates for information gathering tasks and adhere to those due dates

## Commitment to the Subject Area

- Talk about current institutional support and promises for support in the future
- Mention departmental commitments to supporting faculty lines seeded with NRC funds
- Use cross-references effectively
- Use tables and charts that provide information that responds to multiple questions

## Quality of Curriculum DesignCriterion 2	

***Something to think about:***
- Curriculum design, like other types of design, takes the following basic design principles into consideration:
-   **Structure **
**  ****Accessibility **
**  ****Client’s needs**
**  ****Integrity**

## Quality of Curriculum Design

- To what extent has the Center’s curriculum incorporated undergraduate instruction in the applicant’s area or topic of specialization into baccalaureate degree programs (for example**, **major, minor, or certificate programs)?
**	**To what extent are these programs and their **requirements **(including language requirements) appropriate for a Center in this subject area and will result in an undergraduate training program of high quality?
-         In responding to these factors, describe--
**     ****	**

## Quality of Curriculum Design 

- Programs that relate to the subject area for which you are requesting Title VI support
- Area/International studies baccalaureate degree programs available to undergraduate students & the requirements.  Number of students graduating from these programs in recent year(s)
- Degree programs in the related Foreign languages and cultures.

## Quality of Curriculum Design

- Your institution’s undergraduate area/international studies major, minor, and certificate programs, the requirements, and the number of students graduating from each program in a recent year or timeframe
- Additional curricular options available to undergraduates, such as overseas workshops held in conjunction with special classes, or directed research colloquia focused on your subject area

## Quality of Curriculum Design 

***Examples from FY 2006 proposals:***
*“**Undergraduates are introduced to South Asia through a course specifically designed for them, a two-quarter sequence on SA Civilization or a one-quarter version of the sequence taught in India.  Annually bout 60 students from the College enroll in these courses.”*

## Quality of Curriculum Design 

*“**The BA degree in SE Asian Studies administered by CSEAS is multidisciplinary and requires 30 credits (at least 10 courses) on SE Asia (distributed in humanities and social sciences), and at least 2 years of proficiency in a SE Asian language.  Students balance gateway and survey courses with appropriate capstone seminars.”*
-  **B. To what extent does the Center’s curriculum provide training         options for graduate students from a variety of disciplines and      professional fields? (Comprehensive NRC and FLAS applicants)**
**             ****	**
**To what extent are these programs and their requirements (including language requirements) appropriate for a Center in this subject area and will result in graduate training programs of high quality? (Comprehensive NRC and FLAS applicants)**
** **In responding to these factors, describe--

## Quality of Curriculum Design

- Your institution’s graduate area/international studies major, minor, and certificate program and the requirements,  Include information about special options for graduate-level professional school students.

- Quality of Curriculum Design** **

**Examples:**
*      “**In 2004-05, 62 M.A., M.Phil. And Ph.D degrees were awarded. EALAC offers M.A.., M.Phil, and Ph.D programs in literature, philosophy, and religion.  History and EALAC offer a joint History-East Ph.D. *
*      “ **The Weatherhead East Asian Institute provides advanced interdisciplinary training in modern East Asian studies for students in all the professional and graduate schools. The WEAI requires that students pass the 4**th** year language proficiency exam and take ate least 7 non-language courses, of which are in the histories of the region, and at least two of which deal with parts of the region other than the student’s country of language specialization.” *
**     “***The School of Law offers a cooperative certificate, Pacific-Asian Legal Studies .  Students receive credit for externships in China, Singapore, Hong Kong and Japan.  The  School of Medicine , Department of Complementary and Alternative Medicine requires 15 credits of coursework in the medical school and in qualifying courses in other UH departments.”***	**

## Quality of Curriculum Design

***To what extent does the applicant provide academic and career advising?*****	**
- In responding to this factor, describe--
***WHO provides the advising services:***** **Affiliated faculty, Center administrators, Institution,  Department, Center faculty
***WHAT kinds of advising services:*****  **Workshops, Job Fairs, Info Sessions, Newsletters,  Library and Lab Orientations, Study Abroad Opportunities
**    *****	******To what extent has the applicant established formal arrangements for students to conduct research or study abroad, and to what extent do students use these arrangements? ******	***

## Quality of Curriculum Design

- In responding to this factor, describe—
***ESTABLISHED AFFILIATIONS & PROGRAMS:***** **Summer overseas _and_  year-long programs; overseas research opportunities; language programs; locations and # of students who have used the programs during a specific time period
***To what extent does the applicant  facilitate student ***
***access to other institutions’ study abroad and summer***
***language programs?***
- In responding to this factor, describe--

## Quality of Curriculum Design

***ACCESS:*****  **study abroad programs and summer language programs (U.S. or abroad) sponsored by other institutions** **** **
***APPLICATION AND ADVISING PROCESS***** **for students interested in studying abroad
***PARTICIPANTS:*****  **provide data comparing students’ use of your institution’s programs vs other institutions’ programs
***CONSORTIAL ARRANGEMENTS:***** **List institutional partnerships that you have established or are exploring

## Quality of Applicant’s Non-Language Instructional Program Criterion 3

-   Decide what information is best expressed in narration and what is best expressed in tables or charts . Include information in your tables and charts that responds to multiple subsections
-   Use cross-references to other sections of the application narrative and appendices that relate to this criterion and its subsections.  It isn’t necessary to repeat info under each subsection

**Notes:**
First note:  Non-language courses are those taught through the Center and/or through non-language departments on campus.

## Quality of Applicant’s Non-Language Instructional Program 

-  Indicate percent of time each faculty dedicates to area or international studies courses
-  Indicate the percent of area or international content for courses.  The range is **25**% - **100%**
-  Gather course list data for the following years:
**	****2010-2011:  ****Courses to be offered**
**	****2009-2010:  ****Courses being offered and    ****	****	****	****        undergraduate and graduate       ****	****                     ****	****	****        enrollments, (if available)**
**	****2008-2009:   ****Courses and undergraduate ****	****	****	****         and graduate enrollments**

## Quality of Applicant’s Non-Language Instructional Program

***To what extent does the applicant offer a variety of non-language disciplines, and for area studies programs, cover the countries of the area?*****    **
- Count non-language courses with minimum 25% content devoted to your center’s subject area
- Include courses taught in foreign languages by non-language departments and their faculty
- Include courses for which students may receive credit in several departments separately, as “area/international studies” or “interdisciplinary”

**Notes:**
First Note: A.  Use a table to show the discipline, % of area content  and % of time dedicated to teaching area focused courses.  Also indicate undergraduate courses separate from graduate courses.
Second Note:  Include courses taught in foreign language by Non-language departments and their faculty. 
Note Three: Cite countries of the area, e.g., Korea, Japan, China, Taiwan, Hong Kong, Tibet, Mongolia
Note Four:  Use cross references to the Faculty Bios and Course List in the Appendices, and to other narrative sections such as Criteria 1, 2, and 6. 
Note Five: Professional Schools--  Communication, Fine Arts, Public Affairs, Business, Journalism.  Cite courses offered, mechanism/options for enrolling, and recent enrollments.
Note Six:  List courses separately for which students may receive credit in more than one department, and 

## Quality of Applicant’s Non-Language Instructional Program

- Present information that shows coverage of the countries that the Center or Program focuses on.  For example a table showing disciplines, the # of courses with 100% county focus and # of courses with less than 100% country focus
**	****To what extent are courses in the applicant’s subject matter available in the institution’s professional schools? (Comprehensive NRC and FLAS applicants)**
- 		Provide a clear statement or a visual that conveys the # of courses offered through graduate professional schools or programs. Describe the extent to which students are able to and actually do enroll in these courses

## Quality of Applicant’s Non-Language Instructional Program  

**    ****B.**** **To what extent does the applicant offer depth of **specialized **course coverage in one or more disciplines of the applicant’s subject area?
- 	**C. **To what extent are **interdisciplinary courses** offered for
**	**-- Undergraduate students? (UG NRC)
- 	-- Undergraduate **and **graduate students? (COMP  NRC)
- 	-- Undergraduate and graduate students?  (FLAS)
- 	**D.  **Are sufficient numbers of non-language faculty available to teach the courses described in the narrative and course list?

**Notes:**
B Note One:  Specialized course coverage: specialized courses in Asian Languages and Cultures would be phonological reconstruction of Chinese texts; history of Chinese science; Chinese aesthetics and literary criticism.  In Political Science a specialized course would be Japanese social policy and health care; In Sociology- (EA) Family demography; Women’s Studies Program– heterogeneous cultural and social locations
Examples of Interdisciplinary Courses
“Visual and Literary Arts of Indonesia and Malaysia” “
“Religion and Society in Contemporary SEA”  
 “Frank Lloyd Wright and Japanese Art” 
 “Medieval Thought and Religion”  

## Quality of Applicant’s Non-Language Instructional Program 

**Key words:  **sufficient and available
- 		The question is, again, about disciplinary coverage but from the faculty angle.  You may convey the response in a brief narrative or in a visual, but the key is to indicate the number of 25% through 100% area focused faculty in each discipline
- To what extent are instructional assistants (if any), provided with pedagogy training?
- 		**Scope of their training and procedures for training**
- 		**Training schedule**
- 		**Evaluation procedures**
- 		**Mentors/Advisors**

**Notes:**
 If you previously presented the information in response to 1A, refer the reader to that section of the narrative, as well as to the Appendix C. 
Cite recent accomplishments in terms of filling disciplinary gaps via new hires, as well as proposed additional positions for the upcoming new cycle.
Discuss training available to TA’s, GSI’s. if applicable. How often does pedagogical training occur, who has oversight of TA’s, and include sessions on communication skills, lesson planning, interpersonal skills,  workshops, institutional policies re sexual harassment, etc.

## Quality of Applicant’s Language Instructional Program Criterion 4

- The **obvious**:  Involve language specialists in the proposal writing
- Discuss language courses that are taught through the Center and/or through the language departments on campus(es)
- Use CV and Course List cross references
- Use tables and charts effectively
- Include information about your academic year intensive language offerings
- Include information about your summer language programs
- Key task: Demonstrate your institution’s **CAPACITY** to offer the language programs you are describing

## Quality of Applicant’s Language Instructional Program  

**To what extent does the applicant provide instruction in the languages of the applicant’s subject area?**
**	****To what extent do students enroll in study of the languages of the subject area through programs or instruction offered by you or other providers?**
**B.****	****To what extent do you provide three or more levels of language training?**
**	****To what extent are courses in disciplines other than language, linguistics, and literature offered in appropriate foreign languages?**

## Quality of Applicant’s Language Instructional Program

- In responding to **A,B,and C**, communicate the following:
- Levels of classroom instruction offered (Years 1-5)
- Total number of sections offered at each level
- Total number of students enrolled in each level in one year
- Total number of faculty teaching each language
- Whether any of the levels is offered as “intensive courses”
- Whether additional levels are offered “on-demand” or as “independent study”

## Quality of Applicant’s Language Instructional Program

- Whether you offer an intensive summer language program
- Total number of students enrolled in the summer language program in previous summer
- Whether specialized advanced courses in the language are taught through the language department
- List courses taught in a foreign language of the Center’s subject area _and_ by non-language faculty

## Quality of Applicant’s Language Instructional Program 

**C.    Are sufficient numbers of language faculty available to teach the language and levels of instruction described in the narrative and course list?**
**CAUTIONARY NOTE****:  **If one faculty member teaches in more than one language, do not misrepresent that person as fully available for both languages.
**	****To what extent have language teaching staff (faculty and instructional assistants) been exposed to current language pedagogy training appropriate for performance-based teaching?**
**	****	**Workshops, research, or materials development

## Quality of Applicant’s Language Instructional Program 

**D.  The quality of language program as measured by:**
- 	Performance-based instruction being used or developed
- 	Adequacy of resources for language teaching and practice
- 	Language proficiency requirements
- Your response should include--
- a.) Institutional language proficiency requirements
- b.) Instructional methodology
- c.) Language competency goals
- d.) Resources for faculty and students, such as language lab; library; instructional materials; language proficiency maintenance opportunities; etc
- e.) How and when students’ proficiency levels are assessed

## Strength of Library Criterion 5

- Subject area holdings: print, non-print, English and foreign language for educational levels you serve
- Institutional support for acquisitions and staff
***Your students’*** access to research materials at other institutions through cooperative arrangements with other libraries or online databases
- Access by teachers, students, and faculty ***from ***other institutions to your library holdings

## Quality of Staff ResourcesCriterion 6

**A.**    To what extent are the teaching faculty and other professional staff members qualified for the current and proposed center activities and training programs?
- 	To what extent are professional development opportunities, including overseas experience for faculty and staff made available?
- 	How much time will your faculty and administrators commit to teaching, supervision, and advising of students?

## Quality of Staff Resources

**B.****	**To what extent are faculty from a variety of departments, professional schools, and the library represented in the applicant’s center or program oversight arrangements?
- 	How adequate are the staffing plans for the center’s administration and outreach activities?
- 	To what extent does the applicant as part of its non-discriminatory practices, encourage applications for employment from persons who are members of groups that have been traditionally underrepresented, such as members of racial or ethnic minority groups, women, persons with disabilities, and the elderly?

## Quality of Staff Resources

- Staff resources will be evaluated in relation to your proposed project activities** **as well as current activities.
- Mention (briefly) the proposed activities and how the persons’ experience and training uniquely qualify them to carry out the proposed activities.
- Include the role and brief summary for the:
- 	     Director
-       		Assistant Director
-      		Outreach Coordinator
-      		FLAS Coordinator
-      		The Executive Committee
-      		Administrative Support Staff

## Quality of Staff Resources

- Indicate professional development opportunities, including overseas experiences for faculty and staff, e.g., conferences, formal training courses, language training, research opportunities, etc.
- Briefly lay out the Center’s organizational structure and how it operates (who reports to whom, etc.)
- CV’s are integral to this criterion.  Do not put info in narrative that is in the CV’s.  The narrative gives the overview of resources, and the CV’s provide the details.