Request for Proposals
Overseas Flagship Capstone Programs
Application Guidelines

Issue Date: July 3, 2024
Technical Assistance Webinar Date and Time:
July 29, 2024 at 2:00 p.m. (ET)Final Questions Due: August 22, 2024
Final Q&A Document Provided: August 29, 2024
Closing Date and Time:
September 16, 2024 at 4:30 p.m. (ET)1

Table of Contents

PREFACE........................................................................................................................................ 3
SECTION 1: OVERVIEW ............................................................................................................ 4
SECTION 2: PROGRAM GUIDELINES .................................................................................... 8
SECTION 3: BUDGET GUIDELINES ...................................................................................... 17
SECTION 4: MERIT REVIEW PROCESS AND EVALUATION CRITERIA .................... 18
SECTION 5: APPLICATION PROCEDURES......................................................................... 22

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PREFACE
The Institute of International Education (IIE) is pleased to provide application guidelines to develop
Overseas Flagship Capstone Flagship Programs in Arabic, Chinese, Korean, Portuguese, andRussian. The Language Flagship is a major initiative of the National Security Education Program(NSEP), which is part of the Defense Language and National Security Education Office(DLNSEO).
NSEP was created by Congress in 1991 to develop a pipeline of foreign language and culture
expertise for the U.S. federal government workforce. NSEP represents an investment in vital
expertise in languages and cultures critical to U.S. national security.
The Language Flagship has achieved national success in launching new and innovative programsof advanced language and culture instruction. Through this solicitation, we hope to identify andinvest in the continued development of Overseas Flagship Capstone Programs in Arabic, Chinese,
Korean, Portuguese, and Russian.
More information about the Flagship program and the current Overseas Flagship Capstone Programs
can be found at www.thelanguageflagship.org.

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SECTION 1: OVERVIEWThe Institute of International Education (IIE), acting as the administrative agent of the National
Security Education Program (NSEP) for The Language Flagship, seeks proposals from U.S.
institutions of higher education (IHEs) to develop and implement Overseas Flagship Capstone
Programs for Arabic (Morocco), Chinese (Taiwan), Korean (South Korea), Portuguese (Brazil), or
Russian (Kazakhstan).
The Language Flagship
The Language Flagship is a partnership between the Department of Defense and U.S. IHEs withthe mission of creating new models of language learning that produce college graduates withprofessional-level or Interagency Language Roundtable Level 3 (ILR 3) proficiency in Arabic,
Chinese, Korean, Persian, Portuguese, and Russian.
Flagship Programs set high expectations for participating students of all majors and provide theopportunity for these students to reach professional levels of proficiency in the target languages.
Regardless of their disciplines, students make language an integral part of their undergraduate
academic pursuits. All Flagship Programs include rigorous language training and cultural immersion
at Overseas or Domestic Flagship Centers.
The objectives of The Language Flagship are to:•Strengthen programs for undergraduate students of all majors and disciplines that teach Flagshiptarget languages to the professional level (ILR 3) and beyond to improve the national pool of
U.S. citizens who are proficient in critical languages;•

Provide students at all levels with opportunities and additional support for language learning
leading to professional-level proficiency;•

Provide students at all levels with expertise in the culture of the regions where Flagship target
languages are spoken with the goal of producing Flagship graduates who are not only language
proficient but also culturally knowledgeable and aware;•

Integrate the effective use of language learning technology into pedagogy and student learning
tools;•

Articulate Domestic Flagship Program instruction with high-quality instruction in Overseas andDomestic Flagship Centers;•

Achieve Flagship undergraduate student enrollment, retention, and completion rates thatmaximize the number of students completing the entire domestic and capstone program withstudents achieving Flagship Certification;•

Increase the number of Flagship graduates with federal service commitments throughparticipation in Boren and ROTC Scholarship opportunities intended for Flagship students;
4•

Provide professional development opportunities for Flagship faculty, instructors, and staff on
student-centered and outcomes-based teaching and learning and to develop their professional andleadership skills to ensure program sustainability; and•Increase institutionalization and sustainability of Flagship Programs and practices over time andsecure long-term institutional commitment to improving language learning.

Domestic Flagship Programs
The Language Flagship currently has nineteen (19) Domestic Flagship Undergraduate Programs
located at the following IHEs:•

Arabic: Indiana University, University of Arizona, and University of Mississippi.

•

Chinese: Arizona State University, Hunter College, Indiana University, University of
Minnesota, University of Mississippi, University of North Georgia, University of Rhode Island,
and Western Kentucky University.

•

Korean: University of Hawaii at Manoa.

•

Persian: University of Maryland, College Park. (Persian is not included in this solicitation.)•

Portuguese: University of Arizona and University of Georgia•

Russian: Indiana University, Portland State University, University of Georgia, and Universityof Wisconsin-Madison

Domestic Flagship Programs are responsible for recruiting students into the Flagship program anddeveloping a curriculum that ensures students are at an advanced level of proficiency/ ILR 2 prior tobeing admitted into an Overseas Flagship Capstone Program. Domestic Flagship Programs also
provide students with literature, history, politics, and media courses; domain training; andopportunities for students to gain cultural knowledge through coursework, self- reflection and selflearning, and through other means.
Overseas Flagship Capstone Programs are responsible for building on Flagship best practices bydeveloping and implementing an intensive curriculum that successfully enables students to progressfrom an advanced proficiency level of proficiency/ ILR 2 to a superior level of proficiency/ ILR 3 in
9 to 12 months. Overseas Flagship Capstone Programs also provide students with opportunities todirect enroll at an overseas university in courses related to their major, rigorous professional
internship opportunities in the target language, living arrangements that deepen students linguistic
and cultural knowledge, and extracurricular activities that deepen students’ knowledge of their hostcountry. The successful applicant for this initiative will take the lead in developing the programcurriculum in partnership with the Flagship domestic programs. They will serve as the study abroad
provider to the target language Domestic Flagship Programs.
Undergraduate Overseas Study Requirements
Admissions requirements for the Overseas Flagship Capstone Program include a minimum of an
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ILR 2 in speaking and in one other modality (reading and listening), and not lower than an ILR 1+
in any modality. Arabic and Russian students must also receive no lower than an ILR 1+ in writing
to qualify linguistically for the Overseas Flagship Capstone Program.
The requirement that all qualifying Undergraduate Flagship Students commit to study in theOverseas Flagship Capstone Program for one academic year is fundamental to establishing a highstandard for language and culture immersion. All Domestic Flagship Programs develop theappropriate administrative structures and curricular approaches to ensure that all students areprepared to learn and work in their subject areas in an overseas academic environment.
In order to prepare Flagship students for the Overseas Capstone, Domestic Flagship Programs
integrate the following essential components into the domestic curricula:•

Key literature, history, politics, and media courses;•

Opportunities for students to develop academic and professional literacy skills;•

Targeted language training to support study and professional work in a major discipline and/or
career field; and•Opportunities for students to gain cultural knowledge through coursework, self-reflection andself-learning, and through other means.

Eligibility
This solicitation is open to U.S. IHEs with evidence of past success in delivering high quality
instruction in the target languages at an advanced professional level of proficiency and the ability toadmit, support, manage and provide credit to students from each participating Flagship institution on
the capstone program. Applicants may propose consortial arrangements with other IHEs or partnerwith other study abroad providers in developing overseas programming elements. These should
clearly indicate the lead institution, roles and responsibilities of each institution, and clear reportinglines.
Applicants that apply to develop and implement Overseas Flagship Capstone Programs for more than
one language must submit one full and separate application for each language.
In addition, all applicants will need to certify that their institution does not host a Confucius Institute,or certify that they have obtained an approved waiver from the DoD Office of the Under Secretaryof Defense for Research and Engineering Confucius Institute Waiver Program (CIWP) per theprovisions of the 2021 National Defense Authorization Act. Please see Appendix H for more details.
All applicants must submit Appendix H to IIE regarding Confucius Institute compliance at the timeof application.
Funding for Overseas Flagship Capstone Program
Institutional funding will be administered by IIE, which anticipates making one cost-reimbursableaward per language. Each grant will include:6•Up to $200,000 for the first five-month period when the Program is in its planning andcoordination phase (incumbent applicants are not eligible)•

Up to the following amounts per annual 12-month cycle for up to four years thereafter for
implementation and management of the Program:
o
o
o
o
o

Arabic: $700,000
Chinese: $1,150,000
Korean: $350,000
Portuguese: $200,000
Russian: $700,000

Applicants that apply to develop and implement Overseas Flagship Capstone Programs for morethan one language must submit separate applications for each language.
Funding is contingent on the successful review and approval of an institution’s response to thissolicitation; the availability of funds; and the viability of establishing a fully operational overseas
program based on conditions at the time of the final funding decision prior to the beginning of the
grant period. Support will be made available by project year contingent upon Program performance,
funding availability, and priorities identified by The Language Flagship.
Project Timelines
IIE anticipates making one award per language over a total of five (5) project periods. The firstproject period, which encompasses the planning and coordination phase, will last five (5) months.
Each project year thereafter will receive funding for periods of 12 months each. The first project
period will begin on or around January 1, 2025. Subsequent project periods will begin June 1 andend May 31. Applicants will address important outcomes and timetables in their proposals for thefollowing periods:
Project Period 1: January 1, 2025 – May 31, 2025 (planning and coordination, incumbent applicants
not eligible for additional funding)
Project Period 2: June 1, 2025 – May 31, 2026
Project Period 3: June 1, 2026 – May 31, 2027
Project Period 4: June 1, 2027 – May 31, 2028
Project Period 5: June 1, 2028 – May 31, 2029

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SECTION 2: PROGRAM GUIDELINES
The purpose of this solicitation is to award funding to Institutions of Higher Education (IHEs) to
manage and implement a 9 to 12 month Overseas Flagship Capstone Program for Arabic (Morocco),
Chinese (Taiwan), Korean (South Korea), Portuguese (Brazil), or Russian (Kazakhstan). The
meritorious applicants will serve as the study abroad provider for existing target language Domestic
Flagship Programs.
Applicants must address and will be evaluated on:
1.
2.
3.
4.
5.
6.

Partnership with Overseas Institution(s);Program and Curricular Design;
Plans for Articulation with Existing Target Language Domestic Flagship Programs;
Risk Management and Student Support;
Leadership, Administration, and Management;
Program Cost-effectiveness as demonstrated in the submitted budget and budget narrative.

The first period of this award will be used for planning and curriculum development. Starting insummer or early Fall of 2025, the successful applicant must be able to admit students and implement
and manage the Overseas Flagship Capstone Program, as described in these guidelines.
Partnership with Overseas Institution(s)The successful applicant will describe the overseas institution(s) proposed to host the Overseas
Flagship Capstone Program. The successful applicant will explain why the applicant chose theproposed institution and why the institution is a good location for the Overseas Flagship Capstone
Program. Some considerations include leadership to support the Flagship program, quality ofteaching faculty, physical space capacity, academic profile of the institution, physical location of
the institution, student population, and direct enrollment opportunities for Flagship students. The
proposal must also discuss the applicant’s relationship with the host institution. Applicants shouldplan for a formal exchange or memorandum of understanding (MOU) agreement with mechanisms
for credit transfer. The applicant should leverage existing partnerships to increase access to theprogram through a negotiated student Cost of Attendance. The target student Cost of Attendance is$25,000 or lower for the full program. The applicant should provide evidence of support from the
proposed overseas partner institution. Benefits resulting from a formal agreement such asmechanisms to expedite credit transfer and lower tuition costs, or other institutional support must
be described.
Program and Curricular Design
The Language Flagship is seeking proposals for an Overseas Flagship Capstone Program that can
provide language instruction designed to transition students from ILR 2 in speaking, listening, andreading to ILR 3 in speaking, listening, and reading upon completion of the Program. The Program
must also provide instruction on writing and ensure that all students’ writing skills are strong enoughfor students to operate successfully in a professional environment in the target language. Students
must take language classes, participate in direct enrollment courses in their major at the proposed
host institution, and participate in a rigorous professional internship in their field. The target numberof students is as follows:
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•
•
•
•
•

Arabic: 20 per year with capacity to scale up to 30 students in a cost sustainable way.
Chinese: 50 per year with capacity to scale up to 80 students in a cost sustainable way.
Korean: 8 per year, with capacity to scale up to 15 students in a cost sustainable way.
Portuguese: 15 per year, with capacity to scale up to 25 students in a cost sustainable way.
Russian: 25 per year, with capacity to scale up to 40 students in a cost sustainable way.

Curricular Design
The successful applicant will provide curricular leadership of the Overseas Flagship Capstone
Program. The proposal will describe a dynamic curricular design that is able to transition students
from ILR 2 to ILR 3 in speaking, listening, and reading upon completion of the Program. The
curriculum design must also focus on writing and ensure that all students’ writing skills are strong
enough for students to operate in a professional environment in the target language. Applicants must
propose an intensive and well-integrated program with not less than 25 hours per week of formal
instruction, in addition to significant semi-structured time in language each week via components
such as the internship, immersive living/ learning, cultural events, language partners, andindividualized practice. All components should build together to a common whole.
•••

Arabic: the curriculum must include instruction in Modern Standard Arabic (MSA), Darija, andEgyptian and/or Levantine. The curriculum must approach Arabic as a continuum in which
certain situations require MSA while others require dialect.
Chinese: applicants are encouraged to include an optional component that provides a shortterm study experience in Singapore or Malaysia in partnership with a local university to expand
regional and cultural understanding, as well as using Mandarin in a multi-culturalenvironment.
Russian: the curriculum must also include at least two semesters of beginner’s Kazakh language
instruction to build upon the foundational Kazakh preparation students will receive as part oftheir domestic program.

The proposal must describe the pedagogical and instructional methodologies to be implemented in
the proposed Overseas Flagship Capstone Program and the incorporation of successful bestpractices in language teaching and learning. The proposal must also address the process ofcustomization of the language curriculum to help individual learners work on weaknesses in one ormore modalities, as well as instructional enhancements to the language instruction, including thecurricular and co-curricular interventions that impact the student’s language acquisition. The
successful applicant will describe how the Program will engage in materials development and how
the applicant will build a curriculum based upon the use of authentic materials. The curriculum mustalso ensure that students are deepening their cultural awareness and regional expertise.
Content courses in the target language should include topics in media and contemporary society.
The successful applicant will provide a sample curricular plan that outlines the proposed curricular
design.
As part of the curricular design, the proposal must discuss opportunities for students to practicelanguage individually or in small groups for three to five hours per week. Tutors, language partners,
and/or academic partners should come from similar domain backgrounds as the students. The
9successful applicant will describe the structure of this component including how partners delivering
this element will be selected, trained and supervised; and how this component fits into the overall
curricular design.
The proposal must describe how the Program will use diagnostic assessments to place students inthe appropriate classes and language learning groups. Although all students will enter the Programwith a minimum of an ILR 2 in speaking, and no lower than ILR 1+ in listening, reading, and writing(Arabic and Russian) students will have different linguistic strengths and weaknesses.
The proposal must also describe how the Program intends to assess students throughout the Programand ensure that they are making progress towards the goal of ILR 3 upon completion of the Program.
Upon completion of the Program, students will take an Oral Proficiency Interview (OPI) and takeFlagship-developed tests in reading and listing. The proposal must explain how students will beadvised regarding their language acquisition progress during the course of their overseas programof study. The proposal must also provide a plan for video recording of student presentations of a
final capstone research or internship project.
The proposal must demonstrate that there is adequate teaching staff and capacity for providing thecurricula described and any additional support required for the number of students outlined above.
The Flagship approach to pedagogy is student centered and proficiency driven. Teaching staff must
be experienced, credentialed, and supervised by an appropriate-level academic leader that provides
oversight and professional development on-site. The proposal must describe how teaching staff willbring or obtain the appropriate training to facilitate student centered and proficiency driven
classrooms. The proposal must also describe how the Program will ensure that all teaching staff arereceiving ongoing opportunities to develop professionally. Ideally, faculty will be dedicated to
Flagship and available to commit to the program long term.
The proposal must demonstrate that the Overseas Flagship Capstone Program has adequate
classroom space within the host institution and is able to facilitate a productive learning
environment for the projected number of students. All proposals must describe what classroom,advising, and technological, and/or learning spaces (computer labs, libraries, lounges, etc.) exist at
the overseas institution. Proposals must describe how they intend to negotiate with the hostinstitution to increase space if necessary, as the projected number of participating students increases.
Direct Enrollment Opportunities
The successful applicant must outline a plan for identifying courses and securing direct enrollment
opportunities at the host institution to provide students with content and domain instruction in thetarget language. Direct enrollment provides an opportunity for Flagship students to participate in acourse related to their major, which is designed for local students enrolled at the host institution. By
participating in a direct enrollment course, Flagship students can observe the academic culture of
their field and interact with local students. The proposal must describe how it intends to provide
credit for these courses for Flagship students participating in the Program.
Internships
The successful applicant must describe the criteria and process for identifying and securing
appropriate internships for Flagship students in meaningful, and linguistically and culturally
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appropriate overseas professional environments. Internships should be relevant to students’ careerand professional interests. The successful applicant must describe how internships will be integrated
into the academic program as a whole. The proposal must also address how internships will bemonitored, including regularly scheduled feedback from internship supervisors and students. In
addition, describe how the Program will increase the number and types of internship opportunities
as the number of students participating in the Flagship program increases. Students should
participate in no less than 200 internship hours during the program.
Immersive Living Environments
A key component of The Language Flagship Overseas Capstone model is providing students with
an immersive living environment where the target language is used at all times. This can be achieved
through homestays, arranging for students to have host country roommates, or dorm / apartment
living with evening informal language activities built in to add exposure. The proposal mustdescribe the types of immersive living options that will be arranged for Flagship students, including
the process by which families and/or roommates are selected; and how the applicant will monitor
living environments to ensure the health and safety of the Flagship students. The successful applicant
must also describe plans to increase the pool of living spaces, families, and/or roommates as thenumber of students participating in the Flagship program increases. The proposal should also outline
what living and immersion arrangements are available for students who plan to bring a spouse ordependents with them in-country.
Co-Curricular Activity
The successful applicant will describe the co-curricular activity that the Program will arrange toensure that students have maximum exposure to language and culture. Co-curricular activities can
include speakers on topics related to culture, history, politics, etc. in the target language; culturalactivities, and travel to relevant cultural and historical sites in the host city and beyond. Cocurricular activities must be linked to coursework in a strategic and meaningful way. The successful
applicant will describe how any anticipated cultural excursions will be integrated into the overall
academic program.
Academic Leadership and Oversight
The successful applicant will describe the academic leadership who will be responsible fordesigning and implementing the Program and ensuring that all components of the Program design
are integrated with the goal of transitioning participants from an ILR 2 to an ILR 3 by the end of
the Program. The successful applicant will also describe how the academic leadership will oversee
the implementation of the Program design in-country and, if required, adjust the Program design
and the components of the Program design to fit the needs of the students and The Language
Flagship program. Academic leadership for the Program must have reporting lines directly to theprogram administrator.
Articulation with Existing Target Language Domestic Flagship Programs
The successful applicant will coordinate with the existing target language Domestic Flagship
Programs to ensure that the Overseas Program’s curriculum is articulated with that of the Domestic
Flagship Programs. The proposal must describe how the applicant will coordinate with all of the11target language Domestic Flagship Programs on curricular and materials development and on
curricular improvements. Stakeholder input from participants, partners, and the target language
Domestic Flagship Programs must be well integrated into annual program evaluation andimprovements.
Risk Management and Support
Risk management involving the safety and security of Flagship participants is extremely important.
The successful proposal must demonstrate that the applicant will be able to implement the following
safety and security protocols for the Overseas Flagship Program they will manage as the study
abroad provider to multiple domestic programs:
Pre-Program
Visas• The Program Administrator will facilitate invitations and support students in ensuring timely
receipt of student visas.
Embassy Notification and Registration• The Program Administrator is responsible for notifying embassy personnel of Flagship students
in country.
• The Program Administrator will enroll all Flagship students in the U.S. Department of State’s
Smart Traveler Enrollment Program. (https://step.state.gov/step)
Emergency Contact Information• The Program Administrator will maintain and test a communication plan that includes:o Work, mobile, and home numbers, as well as email addresses for all Program
Administrator staff;
o Regular, alternate, and emergency contact information for all Overseas Program
personnel; and,o Regular, alternate, and emergency contact information for all Flagship students.
Emergency Plan
• The Program Administrator must have an emergency plan that outlines the communication
protocol and courses of action in cases when there is an emergency involving a student’s health orsafety.
• The Program Administrator must have a country evacuation plan that outlines how program
participants would be quickly and safely evacuated should circumstances necessitate that the
program depart the host country.
Insurance• The Program Administrator will ensure Flagship students obtain insurance that fulfills thefollowing requirements:o Health;o Accident;o Repatriation;
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o Medical and non-medical evacuation, including for reasons of war, civil unrest, andnatural disasters; and,o Coverage for the entirety of the Flagship student’s Overseas Program, including breaks.
Health• The Program Administrator must develop policies and procedures for addressing student physicaland mental health concerns during the Program.
• The Program Administrator must be able to provide reasonable accommodation to students withdisabilities.
• The Program Administrator must be prepared to provide resources to students facing mental
health challenges while participating in the Program.
Sexual Misconduct• The Program Administrator must have a policy in place on sexual misconduct involving Flagshipstudents and staff. Title IX reporting procedures must be established in coordination with
Domestic Flagship institutions and in consultation with NSEP and IIE.
• The Program Administrator must be prepared to provide students with resources to support a
student who is a victim of sexual misconduct.
Pre-Departure Orientation and Safety and Security Webinar• The applicant must describe plans for a thorough pre-departure orientation for all students. All
Flagship students must also attend a required Flagship Safety and Security Webinar hosted by
IIE prior to departing for the Overseas Flagship Program. These briefings must be coordinated toensure that content is complementary and that NSEP and IIE are available to attend the predeparture orientation coordinated by the Program Administrator.
During Program
Emergency Procedures• The Program Administrator will consult with IIE and NSEP in developing an emergency plan
based on overseas programming best practices. The Program Administrator will coordinate with
IIE, NSEP, and Domestic Flagship campuses in the event of emergency and will ensure Flagshipstudents are aware of all emergency plans and procedures. In the event of serious emergency,
NSEP will make the final determination regarding program and student status.
Ordered Departures• If the embassy issues an ordered departure, all Flagship students are required to depart the country
as soon as possible.
• If NSEP determines that the program must depart due to health, safety, or security concerns, all
Flagship students are required to depart the country as soon as possible.
• Following the developed evacuation plan, the Program Administrator will coordinate with IIE and
NSEP regarding communicating with Flagship students and will ensure that students depart thecountry as soon as possible.
Travel and Program Breaks• The Program Administrator will enforce IIE and NSEP’s policies regarding non-program13

•

sponsored student travel.
o Travel to or through a Level 4 (Do Not Travel) State Department Travel Advisory is not
permitted. Students should avoid flying to or through any countries or locations that area Level 3 (Reconsider Travel) State Department Advisory. Students are not permitted totravel to or through China, Hong Kong, or Macau. If flights do need to route through a
Level 3 destination as a layover, Program Administrators must coordinate with IIE and
NSEP for approval.
o Flagship students must follow the requirements of the Program Administrator regarding
travel outside of the host country and must receive written approval from the Program
Administrator before traveling outside of the host country.
o The Program Administrator must collect the following information for all Flagshipstudents traveling outside the host country:▪ Travel Dates▪ Destinations▪ Contact Information
For Boren-Flagship scholars, travel approval must be coordinated with the Boren programadvisor.

Travel Alerts and Other Safety Situations• The Program Administrator will ensure immediate communication with all Flagship students
regarding travel alerts and other safety situations. These efforts will be coordinated with IIE andNSEP.
Sponsor Notification• Should a health, safety, or security issue arise with a Flagship student while on program, theProgram Administrator will immediately inform IIE using a provided Flagship Incident Report
Form. Urgent situations should first be reported via phone call.
• The Program Administrator will provide updates to IIE until the situation is resolved.
NSEP Decisions• NSEP reserves the right to make independent decisions regarding whether students funded under
NSEP auspices or participating in NSEP-approved programs may study in a particular country.
Leadership, Administration, and Management
Leadership and Staffing
The administration and management of the Overseas Flagship Capstone Programs is critical toensuring the academic development and the safety and well-being of participants, as well as thecoordination of timely and accurate information for the Domestic Flagship Programs and Program
sponsors. The program administrator will serve as a communication hub between NSEP, IIE, theoverseas program, and the target language Domestic Flagship Programs. The proposal mustdescribe how the Overseas Flagship Capstone Program will be managed. The proposal must
address the roles and responsibilities of the applicant; and the roles and responsibilities of theoverseas provider/host institution, as well as how the applicant’s staff and overseas provider/hostinstitution staff will coordinate to implement and manage the Program. The successful applicant
14

must ensure program support regardless of personnel changes or changes to the Program.
The proposal must describe the Program’s leadership (academic and managerial), chain ofcommand, and include a staffing plan with an explanation of staff responsibilities by position. The
proposal must include on-the-ground academic leadership with the ability to design curriculum andimplement both academic and programmatic changes. The proposal must also include high-level
administrative staffing that can partner successfully with study abroad, financial aid, and Title IX
offices, among others, to provide expert support. The proposal should outline policies andmechanisms for ensuring ethical and appropriate interaction of all academic staff including tutors
and language partners with undergraduate Capstone students.
The proposal must also include a position for an American citizen to serve as the Resident Director(RD) or similar position who is responsible for aiding students with concerns involving theProgram, direct enrollment, housing, and internships. This individual must also be prepared to help
students with issues involving student medical/emotional/psychological well-being, conduct
emergency and evacuation planning and implementation, and provide security updates as required.
The proposal must outline the relationship of the Resident Director to the academic leadership on
the ground. The Resident Director must be a U.S. citizen on a work or business visa or other visa
status that allows for the conduct of the required duties. Please describe proposed visa arrangements
for the U.S. Resident Director in the proposal.
Logistics for Participation in the Overseas Flagship Capstone Program
The proposal must address the applicant’s logistical support provided to students participating in
the Program. The Program must provide an in-person or virtual pre-departure orientation forstudents participating in the Program. Pre-departure orientation topics should include opening
remarks from IIE and NSEP, key points of contact and communication protocols, what to do before
departure, visa and residence permit details, arrival details, health and safety topics, an overview ofthe student handbook with programmatic and academic policies, finances while abroad, andinformation on the academic program. The pre-departure orientation must be coordinated with IIE
and NSEP to ensure that it is complementary to the mandatory Flagship Safety and Security
Webinar coordinated by IIE.
The proposal must also address the logistical support the applicant proposes to provide to students,
including arranging student visas, travel, temporary housing, etc.
Communication and Coordination
The successful applicant will be responsible for regular communication and coordination with target
language Flagship Domestic Programs, Flagship students, and with program sponsors/funders. The
proposal must describe how the applicant will coordinate with necessary offices at their institution
and inform Flagship students, Flagship Domestic Program directors, NSEP, IIE and otherstakeholders about the Overseas Flagship Program, specifically with information about overseas
orientations, the operational environment, composition of the overseas academic program, overseas
program requirements and expectations; and on the cost of attendance. The applicant should planfor quarterly overseas program meetings with NSEP and IIE staff.

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Academic Credit
The proposal must describe how academic credit for the overseas Capstone program will be
provided to all students who participate in the program. The successful applicant will describe thetype of academic credit and the hours of credit that will be provided to students participating in the
program.
Post-Capstone Assessments
Post-Capstone OPIs and post-Capstone reading and listening tests using The Language Flagshiponline proficiency tests for Flagships students are arranged at the end of the program by IIE in
consultation with the Program Administrator. Post-Capstone writing tests using The Language
Flagship online proficiency tests for Flagship students will be used for Arabic and Russian. Capstone
programs must coordinate with IIE on appropriate timing and on-the-ground implementation of theseassessments.
Capstone Application and Selection Process
IIE will facilitate the Flagship Capstone application and selection process, which includes all
domestic target language Flagship Programs. The successful applicant will attend a Flagship
Capstone selection meeting with NSEP, IIE, and other domestic target language Flagship Programs.
The applicant will coordinate, prepare, and present materials on Program updates, status andcapacity.
Once students have been selected and admitted to the Overseas Flagship Capstone Program, IIE willtransfer the relevant information on the selected Flagship students to the successful applicant.
Monitoring and Evaluation
The Language Flagship requires a high standard of success for continued funding. The proposal must
include a clear evaluation plan for Program performance including student learning outcomes andthe effectiveness and quality of language instruction, direct enrollment, internships, and homestay/residential life components. The successful applicant will discuss how the proposed evaluation
plan will be used to inform programmatic and operational improvements.

16

SECTION 3: BUDGET GUIDELINES
The following budget guidelines must be adhered to when developing program budgets. Best efforts
should be made to include competitive costs and discounts, in order to best leverage federal dollars.
While all costs that comply with the Uniform Administrative Requirements, Cost Principles, andAudit Requirements for Federal Awards and adhere to the guidelines below will be considered, IIE
and NSEP reserve the right to reduce, revise, or otherwise adjust proposal budgets in accordancewith program needs and goals, and the availability of funds.
Travel•The Language Flagship Annual Meeting (May, location TBD): Travel for one staff member
from the overseas capstone partner institution to the meeting must be included in the budget
each year.

•

Directors Meeting (Fall, location TBD): Travel for one staff member from the overseas capstone
partner institution to the meeting must be included in the budget each year.

•

Monitoring and Evaluation Trips: Travel for one staff member from the overseas capstone
institution to conduct up to three visits to the overseas capstone site to perform oversight andcoordination work.

Other Costs•

Honoraria: Honoraria or other forms of payment may be provided to staff from other Flagship
Programs for consultation or evaluation work with approval. Reimbursements for travel, perdiem and lodging can be provided. Additionally, honoraria may not be provided to U.S. or
foreign government officials. Honoraria should not exceed $125 per hour.

•

Professional Development: Funding may be used for professional development of instructional
and administrative staff.

•

Food and Beverages: Flagship funds cannot be used for snacks or beverages at regular
instructional activities, including classes, tutoring sessions, mandatory Flagship meetings or
weekly conversation tables. However, they may be provided for special events with approval.

•Student Travel and Excursions: Flagship funds cannot be used for student travel and excursions.
Student travel and excursion costs should be included in the student’s cost of attendance.

•

Spouses/Dependents: Flagship funds cannot be used to support activities for spouses ordependents of Flagship students.

Cost of Attendance
All applicants must include the anticipated academic year cost of attendance estimates for theOverseas Flagship Program. The target student Cost of Attendance is $25,000 or lower for the full17

program. Cost of attendance estimates must be itemized and include detailed information on thefollowing (if included): tuition, program fees, room and board, books and materials, excursion fees,
and international and local travel. Short explanations should also be provided for each cost category
supporting how estimates were calculated. If tuition is included in the cost of attendance, theapplicant must describe what is covered under tuition costs.
SECTION 4: MERIT REVIEW PROCESS AND EVALUATION CRITERIAMerit Review Process
Proposals will be evaluated by a merit-review panel organized by the Institute of International
Education (IIE). The panel, which may include outside evaluators from academia, the private orfederal sectors, or other individuals knowledgeable in the field, will rank proposals and makerecommendations. Final funding decisions will be made by the National Security Education
Program (NSEP), in consultation with IIE, and will be based on the review panel recommendations,funding availability and program priorities. Final award funding levels may be lower than those
proposed.
One award will be made by IIE to the successful applicant. IIE may choose to award up to twoawards. IIE may discuss the grant application with the applicant(s). IIE also reserves the right toaward grants without discussion with any applicants. IIE may cancel the competition or may reject
any or all applications if they do not sufficiently demonstrate the ability to meet the stated program
goals. Please refer to the details within the Program Guidelines to fully address the below criteria.
Evaluation Criteria
The following evaluation criteria will be used to assess proposals:
I.

Partnership with overseas institution/institutions:

10 points

Proposals will be evaluated on the strength of the partnership with the proposed overseas institution
and the suitability of the location for the Overseas Flagship Program. How well does the proposal:
•

•

•

II.

Describe why the applicant selected the overseas institution(s). Does the proposal describe if
the leadership supports the Flagship program, the quality of the teaching faculty, the physicalspace capacity, the academic profile, the physical location, the student population, andopportunities for direct enrollment at the proposed institution(s)?
Describe the relationship between the applicant and the host institution(s) and if the applicant
has developed a formal exchange agreement with mechanisms for credit transfer? Does theapplicant describe any benefits conferred from a well-negotiated agreement with the hostinstitution? What mechanisms are in place to ensure the ease of timely financial transactions?
Does the applicant provide evidence of support from the proposed overseas partner
institution(s)?
Strength of proposed program design:

30 points

Proposals will be evaluated on the quality of the program design in response to the application
guidance provided. How well does the proposal:
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•

•

•

•

•

•
•

•

Describe a dynamic curricular design that is able to transition students from ILR 2 to ILR 3 inspeaking, listening, and reading upon completion of the Program; and which includes instruction
on writing to ensure that students are able to operate successfully in a professional environment
in the target language? Does the proposal discuss opportunities for students to engage in theequivalent of 25 classroom hours per week and extensive weekly practice time? Does thecurricular design describe pedagogical and instructional methodologies to be incorporated in the
curricular design? Does the proposal address the process for customization of the language
curriculum to help individual learners work on weaknesses in one or more modalities? Does the
proposal describe instructional enhancements to the language instruction, including curricularand co-curricular interventions that impact students’ language acquisition? Does the proposal
describe how the Program will engage in materials development and how the curriculum will
incorporate the use of authentic materials? Does the curriculum contain content courses that
include topics in media and contemporary society of the Middle East North Africa region(Arabic), Taiwan and mainland China (Chinese), South Korea (Korean), Brazil (Portuguese), or
the Russia and the Central Asia region (Russian).
Describe the tutoring component of the Program? Does the proposal discuss opportunities forstudents to practice their language for three to five hours per week? Does the proposal describe
how tutors will be selected, trained and supervised? Does the proposal describe how the tutoring
component fits in the overall curricular design?
Describe how assessments will be used to place students in the appropriate classes and utilized
to assess students’ progress of language acquisition throughout the Program? Does the proposal
describe how diagnostic assessments will be used to place students in the appropriate classes andlanguage learning groups? Does the proposal describe how students will be assessed throughout
the Program to ensure they are making progress towards the goal of attaining an ILR 3 inspeaking, listening, and reading? Does the proposal describe how students will be advised on
their language acquisition progress during the Program?
Describe teaching staff capacity and how teaching staff will be trained? Does the proposal
demonstrate that there is adequate teaching staff and capacity? Does the proposal describe howteaching staff will obtain the appropriate training and are being provided with and engaging withprofessional development opportunities?
Describe the availability of classroom space? Does the proposal demonstrate that there isadequate classroom space within the host institution to facilitate a productive learning
environment? Does the proposal describe how the host institution will provide additionalclassroom space as the number of students participating in the Program increases?
Outline a plan for identifying courses and securing direct enrollment opportunities at the hostinstitution that provide students with content and domain instruction in the target language andproviding credit for these courses?
Describe the internship component of the Program? Does the proposal describe the criteria andprocess for identifying and securing appropriate internships for Flagship students? Does the
proposal describe how at least 200 internship hours will be integrated into the academic program?
Does the proposal describe how internships will be integrated into the academic program? Does
the proposal describe how internships will be monitored? Does the proposal describe how thenumber and types of internships opportunities will increase as the number of students
participating in the Program increases?
Demonstrate the ability to provide an immersive living/learning environment during the Overseas
Flagship Program. Does the proposal describe the types of immersive living environments thatwill be arranged for Flagship students? Does the proposal describe the process by which families
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•
•

III.

and/or roommates will be selected? Does the proposal describe how living environments will bemonitored? Does the proposal describe how the pool of living spaces will be increased as thenumber of flagship students participating in the Program grows?
Describe the co-curricular activity that will be incorporated into the Program design and linked
to coursework to ensure that students have maximum exposure to language and culture?
Describe the academic leadership who will be responsible for designing and implementing theProgram, and, if required, adjust the Program design and the components of the Program design
to fit the needs of the students.
Plans for Articulation with Domestic Flagship Programs

15 points

The proposal will be evaluated on its plan for articulation with target language Domestic Flagship
Programs. How well does the proposal:•

IV.

Describe how the applicant will coordinate with all the Domestic Flagship Programs on
curricular and materials development and on curricular improvements?
Risk Management and Student Support

15 points

The proposal will be evaluated on how well the applicant will be able to implement the safety andsecurity protocols described in the application guidelines. How well does the proposal:••

Address pre-program safety and security protocols?
Address safety and security protocols during the program?

V.

Leadership, Administration, and Management:

25 points

The proposal will be evaluated on proposed leadership, administration, and management. How well
does the proposal:
•

•

•
•
•
•

Address the roles and responsibilities of the applicant as the study abroad provider for theDomestic Flagship Programs? Does the proposal address the roles and responsibilities of theoverseas provider/host institution, and how all parties will coordinate on implementing andmanaging the Program?
Describe the Program’s leadership (academic and managerial), chain of command, and does the
proposal include a staffing plan with an explanation of staff responsibilities by position? Does
the proposal demonstrate strong partnership with the study abroad, financial aid, and Title IX
offices?
Describe the logistical support provided to students?
Describe the communication and coordination with all target language Flagship Domestic
Programs, Flagship students, and with program sponsors/funders?
Describe the administrative management and coordination of transfer of academic credits,
coordinating post-Capstone assessments with IIE, attending and preparing materials for the
Capstone application and selection meeting, and include a monitoring and evaluation plan?
Describe the plan for placing a U.S. citizen Resident Director on-site?

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VI.

Budget and Cost Effectiveness5 points

The proposal will be evaluated on the degree to which the applicant demonstrates costeffectiveness, reasonableness of requested funds, and the ability to accomplish the proposed
activities with the requested level of funding.
••

Does the proposal demonstrate creative use of limited resources, maximize educational value perdollar of support, leverage additional funds (or have the potential to do so) and focus expertiseand activity on a targeted need area?
Do the proposal budget, budget narrative, and cost of attendance appear to be adequate to support
the project activities, and are the costs reasonable in relation to investment?

All costs must be allowable, allocable and reasonable. Reviewers will consider whether the budget
has the ability to support the proposed project in an efficient and effective way while demonstratinga reasonable and appropriate allocation of funding.
Minimum Standards
The applicant must meet the minimum standards for receiving federal funds, as defined in 32 CFR
22.415, which state that to be qualified, a potential recipient must:a. Have the management capability and adequate financial and technical resources, given those thatwould be made available through the grant or cooperative agreement, to execute the program of
activities envisioned under the grant or cooperative agreement.
b. Have a satisfactory record of executing such programs or activities (if a prior recipient of anaward).
c. Have a satisfactory record of integrity and business ethics.
d. Be otherwise qualified and eligible to receive a grant or cooperative agreement under applicablelaws and regulations (see § 22.420(c)).
The applicant must agree to abide by all federal rules and regulations regarding performance andfinancial management, including, but not limited to:
1. The International Air Transportation Fair Competitive Practices Act (Fly America Act) of 1974
(49 U.S.C. 40118) and the interpretative guidelines issued by the Comptroller General of theUnited States in the March 31, 1981, amendment to Comptroller General Decision B138942
2. DoDGARs Part 32, “Institutions of Higher Education, Hospitals, and Other Non-Profit
Organizations”
3. 2 CFR 200, “Uniform Administrative Requirements, Cost Principles, and Audit Requirements forFederal Awards”

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SECTION 5: APPLICATION PROCEDURES
Proposal Content
Information outlined in the previous sections provides guidance regarding required components ofproposals being submitted to IIE. Proposals that fail to include required sections may not be acceptedor reviewed. Additional materials and appendices will be removed from the submitted proposal aheadof panel review. Embedded links will be removed from the submitted proposal ahead of panel review.
A successful proposal should include and/or address the following:Transmittal letter from the applicant institution’s Sponsored Projects/Research Office.
Title page.
Table of Contents.
Abstract of no more than 500 words.
Proposal narrative of no more than forty (40) pages that contains a plan that clearly describes
the administrative and programmatic components of an Overseas Flagship Program,emphasizing the foci described in the solicitation guidelines.
6. Appendix A: a program development timeline that indicates the faculty and/or staff members
responsible for each task.
7. Appendix B: a projected annual timeline of programmatic and administrative activities.
8. Appendix C: a curricular plan that outlines the proposed curricular design.
9. Appendix D: Letters from university leadership, overseas partners, and key campus partners suchas study abroad and Title IX offices indicating willingness to support this project.
10. Appendix E: a list of key individuals directly involved in the further development andmanagement of the Overseas Flagship Program, including key partners across the institution.
11. Appendix F: short curricula vitae of no more than three pages for each lead individual involvedin the Overseas Flagship Program and “mini-bios” for other key individuals.
12. Appendix G: the anticipated academic year cost of attendance estimates for the Overseas
Flagship Program. Cost of attendance estimates must be itemized and include detailed
information on the following (if included): tuition, program fees, room and board, books andmaterials, excursion fees, and international and local travel. Short explanations should also be
provided for each cost category supporting how estimates were calculated. Tuition typicallywill not exceed $8,000 per student. If significant tuition is included in the cost of attendance,
the applicant must describe what is covered under tuition costs in detail and certify thatsignificant instructional costs are also not present in the operational budget. The target student
Cost of Attendance is $25,000 or lower for the full program.
13. Appendix H: Certification Form
1.
2.
3.
4.
5.

Budget Content
A complete budget should include:
1. Budget Summary
2. Itemized Budgets for the Overseas Flagship Program and Subrecipient
3. Budget Narratives for the Overseas Flagship Program and Subrecipient
Using the budget template found at https://www.thelanguageflagship.org/programs-competitions
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prepare a detailed, line-item budget for each year of the project. The Excel template consists ofthree sheets. By entering data into the sheet entitled “Overseas Program Itemized Budget” and“Subrecipient Itemized Budget” the sheet entitled “Summary Budget” will auto- populate.
Additionally, submit narrative budget justifications encompassing separate timeframes. The first
Overseas Flagship Program and Subrecipient budget justifications should correspond to the January
1, 2025 through May 31, 2025 budget. The second Overseas Flagship Program and Subrecipient
budget justifications should cover the additional four project periods.
The proposal must be accompanied by the budgets listed above, and corresponding budget
narratives, that include sections for domestic support (salary, travel, etc. for U.S.-based activities)
and sections for the overseas site. Please ensure that each line item is thoroughly justified in thebudget narratives. The budget narratives should include a breakdown of the expenses, if not
specified in the detailed budgets, and a description of how the expenses benefit the Program.
The budgets and budget narratives must:a. Include a separate note for each line item in the budgets. Budget notes must follow the order ofthe line items in the budgets. (The only cost category not requiring individual lines in budget
narratives are fringe. In the case of fringe, a summary description can be used. Additionally, a linkto the university’s fringe benefits rates and policies should be provided. If this information is notavailable online, provide a copy of the relevant documents with the budget narrative.)b. Include a clear description of responsibilities for any budget requests for salary support orcontracted time. Descriptions should be concise.
c. For each staff position, state whether it is fixed fee, hourly or salaried.
d. If faculty are included in the budgets for non-classroom activities, the budget narratives mustdescribe how this work will be covered (e.g., course buyouts, summer salary, etc.).
e. Justify, in a detailed manner, any administrative positions included in the budgets. Positions notjustified in a detailed manner may not be supported.
f. Include all travel funds required by your program. For travel:i.
ii.

Provide a note explaining the university’s travel policy, particularly noting its hotel and per
diem policy.
Include the destination city and state or country, the number of travelers and the estimatednumber of days for the trip, and provide a breakdown of costs for each trip. Estimates may
be used if the location of a meeting is not yet determined.

g. Explain the basis for estimating the costs of professional personnel salaries and wages, including
annual salary or hourly wage rate and percentage of staff time; employee benefits per person,
including rates and percentage of staff time; employee travel per person/per trip; consultants andsubcontracts, including non-employee travel; materials and supplies; other costs, including
printing, telephone expenses and equipment rental; and indirect costs.
h. Explain how the major cost items relate to the proposed activities.
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i. Provide a link to the university’s Negotiated Indirect Cost Rate Agreement (NICRA). If thisinformation is not available online, provide a copy of the relevant documents with the budget
narratives.
Application Format
NOTICE: Failure to abide by the following requirements or failure to submit a complete
proposal will result in disqualification.
1.
2.
3.
4.
5.

Margins: 1” on all sides
Type face: 12 pt., Times New Roman
Spacing: double-spaced throughout the abstract and proposal narrative
Pages numbered consecutively in each of the four PDF pieces, starting with title pages, andin the order specified in “Proposal Content”
No use of first-person pronouns, with the exception of support letters

Additional Information
A Technical Assistance Webinar will be held to field questions regarding this solicitation at the date
and time listed on the cover page of this document.
To participate in the webinar, please register using the link below:
https://www.zoomgov.com/webinar/register/WN_MT6wRP_VRmyLnj9ZM16gPg
Following the webinar, a Questions and Answers document will be posted to:••https://www.thelanguageflagship.org/programs-competitions; andhttps://www.iie.org/get-involved/procurement-subaward-and-consultant-opportunities/solicitationsfor-subaward-opportunities/
Applicants are encouraged to participate in the scheduled webinar. Additionally, applicants may
submit questions to flagship@iie.org. As necessary, telephone calls may be scheduled to answer
questions that are more complex. Questions answered by e-mail and phone will be included in the
Questions and Answers document referenced above.
Questions must be received no later than the date listed on the cover page of this document. The final
version of the Questions and Answers document will be published on or before the date listed on the
cover page of this document.
Information about The Language Flagship can be found at www.thelanguageflagship.org.
Transmission Instructions
The completed proposal, including the budget, all appendices and attachments must be submitted as
in four separate PDFs, as described below, via upload to the secure proposal submission site.
Applicants should use Optical Character Recognition functionality to ensure readability of the entire
PDF document.
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PDF Structure for Proposal Submission
Each proposal should be submitted via upload to the secure submission site, broken into four PDF
sections as follows:Part I. – Abstract and Proposal Narrative• Transmittal letter from the applicant institution’s Sponsored Projects/Research Office.
• Title page.
• Table of Contents.
• Abstract of no more than 500 words.
• Proposal narrative of no more than forty (40) pages that contains a plan that clearly describes theadministrative and programmatic components of an Overseas Flagship Program, emphasizing
the foci described in the solicitation guidelines.
Part II. Program Timeline, Curricular Plan, and Letters of Support (Appendices A-D, H)• Appendix A: a program development timeline that indicates the faculty and/or staff members
responsible for each task.
• Appendix B: a projected annual timeline of programmatic and administrative activities.
• Appendix C: a curricular plan that outlines the proposed curricular design.
• Appendix D: Letters from university leadership, overseas partners, and key campus partners
such as study abroad and Title IX offices indicating willingness to support this project.
• Appendix H: Certification Form
Part III. Key Personnel (Appendices E-F)
• Appendix E: a list of key individuals directly involved in the further development andmanagement of the Overseas Flagship Program, including key partners across the institution.
• Appendix F: short curricula vitae of no more than three pages for each lead individual
involved in the Overseas Flagship Program and “mini-bios” for other key individuals.
Part IV. Budget and Cost of Attendance (Budget, Budget Summary, Itemized Budgets, Budget
Narratives, Cost of Attendance)• Budget Summary• Itemized Budgets for the Overseas Flagship Program and Subrecipient• Budget Narratives for the Overseas Flagship Program and Subrecipient• Appendix G: the anticipated academic year cost of attendance estimates for the Overseas
Flagship Program. Cost of attendance estimates must be itemized and include detailed
information on the following (if included): tuition, program fees, room and board, books andmaterials, excursion fees, and international and local travel. Short explanations should also
be provided for each cost category supporting how estimates were calculated. Tuition
typically will not exceed $8,000 per student. If significant tuition is included in the cost of
attendance, the applicant must describe what is covered under tuition costs in detail andcertify that significant instructional costs are also not present in the operational budget. The
target student Cost of Attendance is $25,000 or lower for the full program.
The DEADLINE FOR RECEIPT is listed on the cover page of this document. The burden oftimely delivery is the applicant’s. Proposals received after the deadline will be disqualified.
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Prior to the submission deadline, applicants are directed to complete their proposal submission byaccessing the secure submission portal through the following web link.
https://myapp.iie.org/rfp
Upon arrival at the proposal submission portal site, first time portal users will be directed to registerand create login credentials. After creating credentials, applicants are directed to the Applicant
Management section of the portal and will click on the Start New Application link to begin the
proposal submission process. At the start of a new application, applicants are directed to select the
RFP to which they would like to submit a proposal. This selection is made from the Select an RFP
drop-down menu. Applicants should select “2025 Language Flagship Overseas Capstone RFP” fromthis drop-down menu, and complete and submit the online proposal submission form as directed.
Applicants do not have to complete the submission process in one sitting and can return to the portal
at any point prior to the submission deadline to complete the application process.
Applicants requiring technical assistance with the proposal submission portal should direct theirinquiries to mschumacher@iie.org. Please include “Proposal Submission Assistance” in the email
subject line.
The Institute of International Education and The Language Flagship are committed to the principleof diversity. No applicant will be discriminated against on the basis of race, religion, gender, sexual
orientation, or national origin. Historically Black Colleges and Universities and Minority Serving
Institutions are encouraged to apply.

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