Fulbright-Hays 

Group Projects Abroad (Advance Language) 

Long-Term (GPA) Program 

Fiscal Year 2018 Technical Assistance Webinar 

*SLIDES ARE FOR INFORMATIONAL PURPOSES ONLY.* 

PLEASE CONSULT THE NOTICE INVITING APPLICATIONS FOR SPECIFIC INFORMATION 

REGARDING THE APPLICATION PROCESS. 

1 
Agenda 

 Program Purpose 

 Eligibility 

 Project Types 

 Project Phases 

 Financial Provisions 

 Selection Criteria 

 Application Tips 

2 
 

Purpose of Advance Language GPA grants 

 To provide institutional grants to 

support overseas training in 

modern foreign languages 

3 
 

 

FY 2018 GPA Advance Language 

Projects Grant Competition 

Estimated Range of Awards: $50,000 - $250,000. 

Estimated Average Size of Awards: $185,025. 

Estimated Number of Advance Language (Long-Term) Awards: 15 

4 
Eligible Applicants 

 Institutions of higher education 

 State departments of education 

 Private nonprofit educational organizations 

 Consortia of IHEs, departments, 

 and organizations 

5 
Eligible Project Participants 

 U.S. Citizen or permanent resident 

 AND 

 Elementary or secondary teacher 

 Post secondary faculty 

 Education administrator 

 Undergraduate/graduate student planning a 

teaching career or will use foreign language in 

future career in areas important to U.S. security 

6 
 

 

 

 

 

 

Eligible Project Participants 

Under the Advanced Overseas Intensive 

Language Training project, the participating 

student, other than those planning a 

teaching career, should be planning to 

apply his or her language skills and 

knowledge of countries vital to the United 

States' national security in fields outside of 

teaching, including government, the 

professions, or international development 

7 
 Project Features 

8 
Advanced Overseas Intensive 

Language Training Project 

Project Features: 

Language indigenous to host country; maximum use 

of local institutions and personnel; 

Training must be at advanced level (equivalent to 

completion of at least two academic years of 

language training); and 

Project must take advantage of advanced language 

training opportunities present in host country & not 

available in U.S. 

9 
 

Advanced Overseas Intensive 

Language Training Project 

Time Frame & Participant Numbers: 

Project activities: full year, academic year, 

semester, trimester, quarter, and/or summer in 

host country (6 weeks minimum). 

Minimum of 120 contact hours 

Four, 12-month performance periods (four years 

total). 

Minimum: 10 participants + Resident Director = 

11 minimum 

Maximum Grant Award: $375,000 

10 
Program Priorities 

11 
Types of Priorities 

 Absolute (requirement) 

 Competitive Preference 

(for additional points) 

 Invitational (special invitation from the 

Secretary, but no points assigned) 

12 
FY 2018 GPA Foreign Language 

 Absolute Priority 

Specific Geographic Regions of the World. 

A group project that focuses on one or more 

of the following geographic regions of the 

world: Africa, East Asia, South Asia, Southeast 

Asia and the Pacific, the Western Hemisphere 

(Central and South America, Mexico, and the 

Caribbean), Eastern and Central Europe and 

Eurasia, and the Near East. 

13 
FY 2018 GPA Foreign Language 

 Competitive Preference Priorities (2) 

Competitive Preference Priority 2—Applications for GPA 

Long-Term Projects From MSIs (2 Points). 

Applications for GPA long-term advanced overseas intensive 

language training projects from MSIs. 

Competitive Preference Priority 3—Substantive Training 

and Thematic Focus on Less Commonly Taught Languages 

(2 Points). 

Applications that propose projects that provide substantive 

training and thematic focus on any modern foreign 

language except French, German, or Spanish. 

14 
Components of the 

Application 

15 
Introduction 

 Profile of Applicant 

 Need for the Project 

 Selection of the Language to be Studied 

 Selection of the Host Country 

 Objectives of Project 

16 
Pre-Departure Phase 

 Pre-departure preparation 

 Lectures on the country of study 

 Advanced reading materials 

 Pre-departure orientation 

 Guidelines on conduct 

 Discussions on daily living/traveling in host 

country/security issues 

 Team building 

 Team assignments & individual proposed projects 

 Cross cultural training 

 Minimum of 16 hours 

17 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pre-Departure Orientation Sample 

Session 1 - Orientation February 2016 

Review Fulbright-Hays Group Projects Abroad program 

requirements and guidelines, specific grant objectives and 

individual participant deliverables. 

Project Director (PD) 

Complete the Pre-Departure Assessment Questionnaire Participants 

Review pre-travel reading assignments PD 

Review general educational setting, and specific 

requirements for passports, visas and health/safety during 

travel 

Key Personnel 

Provide participants with examples of previous GPA 

programs and offer guidance on development of curricular 

projects. 

Key Personnel 

View video and slideshow introducing participants to East 

Africa broadly and Uganda in particular. 

Participants 

Introduce participants to "lingua franca" of East Africa – 

Swahili and provide a basic overview of Swahili. 

Language instructor/expert 

Session 3 – Current Educational Setting April 2016 

Provide an orientation to the three models of education 

being studied in Uganda 

PD 

Lead discussion of the history of education in Uganda and 

the social, political, and economic forces that have triggered 

recent changes. 

PD 

Comparison with existing US models will be made and 

discussed. 

PD 

Review related literature as assigned during the orientation 

session as it relates to such cross cultural comparisons of 

education, pedagogy and project outcomes 

Participants 

Participants will prepare an outline of their individual 

curriculum project for review and discussion within the 

group 

Participants 

Participants will watch and discuss the Invisible Children 

documentary ―Emmy: The Story of an ―Orphan.‖

Participants 

Review and expand upon conversational Swahili. Language instructor/expert 

Session 2 – Language and Culture March 2016 

Offer more specific and useful Swahili instruction that will 

assist the travelers in breaking through cultural barriers 

Language instructor/expert 

Provide introduction to key cultural components that undergird the educational systems in Uganda 

Language instructor/expert 

Meet Lusoga language instructor via Skype Language instructor/expert 

Remind participants about travel preparation and logistics 

and Literacy Day book drives at their schools. 

PD 

Guide participants in construction of their individual 

curriculum project proposals. 

PD and other Key Personnel 

Session 4 – Ugandan Political Economy May 2016 

Cover broader aspects of the Ugandan political economy, 

including technology, entrepreneurial activity, Uganda's 

relationships with the United States, and the prospects for 

international educational collaborative activities 

PD 

Participants will watch and discuss a short Frontline 

documentary on microfinance, ―Uganda—A Little Goes a 

Long Way.‖

Participants 

Review and expand upon conversational Swahili, Language instructor/expert 

Confirm participants' completion of all pre-departure 

requirements (passports, visas, immunizations, project 

outline, etc.). 

PD and Key Personnel 

Curriculum project outlines will be reviewed and approved. PD 

18 
Overseas Phase 

 Daily language class schedule, very detailed with contact hours 

 Information on instructors, tutors, assessment 

 Field trips and cultural activities 

 Academic lectures 

 Other program activities 

 Debriefings/evaluations 

 Special Project Features 

 Travel arrangements and accommodations 

19 
Follow-up Phase 

 Program evaluation: results and impact 

 Reporting 

 Staff professional development and training 

 Dissemination and outreach plans 

 Publicizing and recruiting for next group of students 

 Possible future activities (collaboration, cooperation 

& networking) 

20 
 

Addressing the Selection Criteria 

21 
Selection Criteria 

1. Plan of Operation (20 points), Part II 

 Management 

 Who is the team? 

 What are their major responsibilities 

(U.S. and host country) 

 Process of communication 

 Recruitment and selection of participants 

 ( process/committee, selection criteria, equal 

access) 

22 
Key Personnel (10 points) 

 U.S. Project Director 

 Identify other U.S. key personnel 

 Identify host country personnel 

 Qualifications of each, including education, 

academic & professional training, language ability, 

field experience in host country, evaluation, 

administrative, language teaching 

 Project Co-sponsors/Institutions 

 Time commitment to the project 

23 
Budget & Cost Effectiveness (10 points) 

Federal funds 

 What are you asking for? 

 How is this related to & necessary for a successful project? 

 Adequate, allowable & reasonable expenses in host country 

 Cost-effective measures 

 Non-federal funds 

 No matching funds required, BUT ENCOURAGED! 

 How will U.S. costs be paid for? 

 Applicant’s in-kind contribution 

 Cost sharing by applicant 

 Cost sharing by participants 

 Cost sharing by other institutions 

24 
Allowable Cost 

 International travel and 

  Within host country: 

Lodging and meals 

Local travel 

Educational materials 

Honoraria 

 Meeting room space 

Host country instructors 

Pre and Post language assessment (REQUIRED) 

Host country evaluators 

Local administrative services 

25 
 

 

Funding Restrictions 

*Restrictions: The grant does not 

provide funds for project related 

expenses within the U.S., 

including pre-departure 

orientation and follow-up 

activities. 

26 
 

 

Funding can be used for: 

Lodging and meals 

 International travel 

Fly America Act 

Open Skies Agreement 

 Travel within host country 

Educational materials 

Honoraria/meeting 

space 

Local administrative 

fees/services 

Host country evaluators 

Restrictions: The grant does not provide funds for project related 

expenses within the United States, including U.S. based salaries, predeparture orientation and follow-up activities. These items may be 

included as part of the applicant matching contribution. 27 
Evaluation Plan (20 points) 

 Pre and Post Language Testing 

 How and by whom? 

 Informal Evaluation 

 What data will be collected and analyzed? 

 How will this effectively measure project activities an

impact? 

 What methods will be used? 

 What effects & impacts will the project have? 

 How will evaluation results be used to shape the 

development of the project (before, during, after) 

 Describe evaluation tools 

 External Project Evaluator 

 Timetable 

d 

28 
 

 

 

 

 

 

 

Sample PMF – GPA LT Program 

Project Goal: Improve foreign language proficiency of U.S. educators. 

Performance Measures Activities Data Indicators Frequency Data Source Baseline Targets 

(Year 1) 

1. Increase language proficiency to 

advanced level for at least 60% of 

participants by the end of the 

performance period. 

1a. Engage participants 

in advanced language 

coursework. 

1ai. Number of 

participants completing 

advanced language 

coursework. 

Annual Project Director 0 12 

1. Increase language proficiency to advanced level 

for at least 60% of participants by the end of the 

performance period. 

1b. Conduct pre-tests, 

mid-term tests and final 

assessments for all 

participants 

1bi. Number of 

assessments 

conducted for each 

participant 

Annual Project Director 0 3 

1. Increase language proficiency to advanced level 

for at least 60% of participants by the end of the 

performance period. 

1c. Review instructorled language 

evaluations in IRIS. 

1ci. Number of 

participants 

demonstrating 

increased language 

proficiency at the 

advanced level in IRIS 

language evaluations. 

Annual 

Participants' 

language 

evaluations in IRIS 

0 12 

29 
Adequacy of Resources (5 points) 

 In the host country 

 At the site of the applicant 

 Facilities, supplies, technology, equipment 
5. Adequacy of Resources (5 points)

Impact (15 points) 

 Short and long-term benefits to students 

 Participating institutions (universities/colleges) 

 Outreach (K-12) 

 American education: development and 

improvement of modern foreign languages 

Multiplier effects? 

31 
Relevance to Institution’s Educational Goals 

(5 points) 

 How does project fit in with the missions, goals and 

objectives of the applicant institution? Will it address 

institutional development goals? 

 What is the relationship between the project and the 

institution’s program development in modern foreign 

languages? 

 What changes will take place due to a GPA project? 

32 
Need for Overseas Experience 

(10 points) 

 Why is first hand knowledge and experience 

necessary? 

 How were needs identified and how are they

addressed by this project? 

 What benefits will be gained through meeting

these needs? 

 Why this group for this language to this place

(above all others?) 

33 
...and on GPRA Measure... 

The percentage of GPA long-term project 

participants who increased their reading, 

writing, and/or listening/speaking foreign 

language scores by one proficiency level. The 

efficiency of the GPA long-term program will 

be measured by considering the cost per GPA 

participant who increased his/her foreign 

language score in reading, writing, and/or 

listening/speaking by at least one proficiency 

level. 

34 
Appendices 

 Preliminary Pre-departure Orientation 

Agenda, Overseas Project Itinerary, Followup Activities 

 CVs of Key Personnel 

 Letters of Support 

 Examples of Evaluation Materials, Project 

Timeline Chart, Project-Specific PMF Forms 

with Proposed Measures and Activities 

35 
Application Tips 

36 
Get Organized 

 Review abstracts of funded 

grantees and past successful 

proposals 

 Contact funded grantees for 

information and assistance 

 Develop linkages internally and 

externally 

 Review FAQs on Web site 

 Designate a management team 

with international and grants 

experience 

 Identify your institution or 

department’s needs/wants 

 Request letters of support 

(United States and abroad) 

 Review Federal Register and 

program Web sites for updated 

information 

 Contact Program Officer 

37 
Writing Your Proposal 

 Address all Selection Criteria in 

the order listed in the application 

packet – don’t make readers 

search for information 

 Provide a detailed plan of 

operation and evaluation 

 Include sufficient details so 

someone unfamiliar with your 

project could conduct it 

 Write clear, measurable goals, 

objectives, and outcomes 

 Provide a specific and detailed 

budget 

 Avoid grammatical errors or 

specific professional 

jargon/acronyms 

 Use persuasive descriptions of 

how your project operates 

 Remember: you must convince 

the panel so think from a panelist 

perspective as to what you would 

be looking for; be clear and 

concise 

38 
Submitting Your Application 

 Register on the www.Grants.gov online system early to 

avoid any system issues 

 Back up/save your written proposal to avoid any computer 

issues 

 If your institution is not funded, consult the reviewers’ 

comments and reapply 

 DO NOT wait until the last minute to submit! 

39 
Award Notification 

 By September 30, 2018 via e-mail 

 Scores and comments sent to all applicants via 

mail 

 For successful grantees, be prepared to “hit the 

ground running” 

40 
For more information visit these web sites: 

Applications, abstracts and links provided for GPA Program 

http://www2.ed.gov/programs/iegpsgpa/index.html 

Sample Narratives 

http://www2.ed.gov/programs/iegpsgpa/resources.html 

Electronic grant application submission 

http://www.grants.gov 

Panel reviewer application submission 

http://www.g5.gov 

Subscribe to IFLE listserv 

www.ed.gov/ope/iegps, click on “Subscribe to IFLE Newsletter” 

41 
Program Contacts/Information 

GPA Program Website 

http://www2.ed.gov/programs/iegpsgpa/applicant.html 

For further information contact: 

Gary Thomas 

Gary.Thomas@ed.gov 

42 
Q & A 

43 
Question and Answer 

What is the grant performance 

period for long-term projects? 

44 
Question and Answer 

What kind of language student 

should we look to recruit? 

45 
 

Question and Answer 

Must the applicant have an 

advance language program at 

their home institution and 

how do we access the 

students’ language skills? 

46 
 

Question and Answer 

Is there a matching 

requirement? 

47 
Question and Answer 

Are there other restrictions on 

who can join a GPA project 

group? 

48 
 Thank You 

49