Fulbright-Hays

Group Projects Abroad Short-Term (GPA)

Program

Fiscal Year 2018 Technical Assistance

United States Department of Education

International and Foreign Language Education (IFLE)

*SLIDES ARE FOR INFORMATIONAL PURPOSES ONLY.* 

PLEASE CONSULT THE NOTICE INVITING APPLICATIONS FOR SPECIFIC INFORMATION 

REGARDING THE APPLICATION PROCESS. 1 
Agenda

 Program Purpose

 Competition Highlights

 Eligibility

 Project Types

 Project Phases

 Financial Provisions

 Selection Criteria

 Selection Process

 Application Tips

2 
GPA Short-Term Program

Purpose

 Promote, improve, and develop modern foreign 

languages and area studies throughout the 

educational structure of the U.S. 

 Provides opportunities for faculty, teachers, and 

undergraduate and graduate students to conduct 

individual and group projects overseas to carry out 

research and study in the fields of modern foreign 

languages and area studies.

3 
Area Studies

• A program of comprehensive study of the 

aspects of a society or societies, including the 

study of their geography, history, culture, 

economy, politics, international relations, or 

languages.

4 
FY 2018 GPA Short-Term Grant 

Competition 

Estimated Range of Awards: $50,000 - $100,000. 

Estimated Average Size of Awards: $80,059.

Estimated Number of Short-Term Awards: 10

5 
GPA Fiscal Year 2018 Program Priorities

Absolute Priority: 

Specific 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. 

Competitive Preference Priority: Applications for GPA Short-term 

Projects from Selected Institutions and Organizations (3 points).

• Minority-Serving Institutions (MSIs)

• Community colleges

• New applicants

• State educational agencies (SEAs)

6 
GPA Fiscal Year 2018 Program Priorities cont. 

Competitive Preference Priority: Substantive Training and Thematic Focus 

on Priority Languages (2 Point). Applications that propose GPA short-term 

or GPA long-term projects that provide substantive training and thematic 

focus on any foreign modern languages except French, German, and 

Spanish. 

Competitive Preference Priority : Inclusion of K-12 Educators ( 2 points). 

Applications that propose short-term projects abroad that develop and 

improve foreign language studies, area studies, or both at elementary and 

secondary schools by including K-12 teachers or K-12 administrators as at 

least 50 percent of the project participants. 

7 
Applicant & 

Participant Eligibility

8 
Applicant Eligibility

Eligible Applicants— 

Institutions of higher education;

State departments of education;

Private nonprofit educational 

organizations; and

Consortia of institutions, departments, and 

organizations.

9 
Participant Eligibility

An individual is eligible to participate in a GPA project 

if s/he is: 

A citizen, national, or permanent resident of the 

United States; and

An individual who is currently employed full-time in 

a United States school system, institution of higher 

education, Local Education Agency or State Education 

Agency (not applicable to students).

10 
Participant Eligibility (continued)

An individual is eligible to participate in a GPA project if s/he is: 

A teacher in an elementary or secondary school

A faculty member who teaches modern foreign languages or area 

studies;

An experienced education administrator responsible for planning, 

conducting, or supervising programs in modern foreign languages or 

area studies at the elementary, secondary, or postsecondary levels;

A graduate student or junior or senior in an institution of higher 

education, who is a prospective teacher in the areas of social sciences, 

humanities and foreign languages.

The student should meet the provisions set by his or her local and 

state education agencies. 

11
Short-Term Project Types

o Seminars 

o Curriculum Development 

o Group Research or Study

12 
Seminar Project

Project Features: 

 Promote the integration of international studies into the social 

sciences and/or humanities curriculum throughout U.S. school 

systems at all levels;

 Increase linguistic and/or cultural competency among U.S. 

students and educators; and

 Focus on a particular aspect of area study, such as the culture 

of the area or a portion of the culture of the country of study.

13
Curriculum Development Project

Project Features:

 Acquire first-hand resource materials including artifacts, books, 

documents, educational films, recordings, museum reproductions, 

and other instructional material for curriculum development in 

modern foreign language and area studies; 

 Provide for systematic use and dissemination in the United States

14
Seminar and Curriculum 

Development Project Details

Timeframe and Participant Numbers: 

 Minimum 4 weeks host country

 Grant performance period: 18 months

 4 weeks: 12 participants + Project Director = 13 minimum 

 6 weeks: 10 participants + Project Director = 11 minimum 

 8 weeks: 8 participants + Project Director = 9 minimum

Maximum Grant Award: 

 Up to $100,000 for 4-5 week projects*

 Up to $110,000 for 6-7 week projects*

 Up to $125,000 for 8+ week projects*

*equals time spent in host country

15
Group Research or Study Project

– Project Features: 

 Designed to undertake research or study in a country outside of the 

United States.

– Timeframe and Participant Numbers: 

 Minimum 12 weeks in the country of study

 Grant performance period: 18 months

 12 weeks training: 3 participants + Project Director = 4 minimum

– Participants Must Have: 

 Language proficiency (minimum one semester intensive language and 

one course in related area studies) 

 Disciplinary competence

– Maximum Grant Award: up to $125,000

16
Host Countries with Travel Warnings

 GPA applicants proposing to travel to a country with 

a travel warning will be disqualified.

 For a full list of travel alerts and warnings, please go 

to: 

https://travel.state.gov/content/passports/en/alerts

warnings.html. 

17
Performance Period

 The grant performance period for short-term 

projects is 18 months. 

 Proposed start and end dates should be 

September 30, 2018 - March 31, 2020 (18 

months from date of award). 

18
GPA Project Phases

19 
1. Pre-departure Phase (16 hours minimum)

 Pre-departure preparation

 Lectures on the country of study

 Advanced reading materials

 Pre-departure orientation

 Guidelines on curriculum development

 Discussions on daily living/traveling in host country

 Team building

 Team assignment and individual proposed project

 Language training

 Cross cultural training (LT)

20
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 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 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 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

21
2. Overseas Phase

 Daily itinerary, very detailed

 Academic lectures

 Language study

 Field trips and cultural activities

 Debriefings/evaluations

 Travel arrangements and accommodations

22
In Country Itinerary Sample

TRAVEL DAY ACTIVITY RATIONALE OBJECTIVE

Day 1 6 pm - Depart US (Newark, NJ to Entebbe, Uganda, via London)

Day 2 10 pm - Arrive in Entebbe, Uganda

Lodging at Central Inn.

Day 3 AM— Meeting of participants to address any concerns after travel and arrival and to 

confirm that each one knows responsibilities for the month and agenda for the day; short 

visit to Lake Victoria. PM—Travel to Kisubi Brothers University College for seminar with 

Brother Bernard Luwerekera and pre-service teachers and faculty.

To acclimate to time and environment changes. 2 

Time permitting, purchase inexpensive cell phones and SIM cards for cell phone service in 

Uganda.

To begin interaction with those training to be 

teachers in Uganda

3 

Reflection over dinner at local restaurant. Lodging at Central Inn. To ensure safe travel and clear communication 

among group and with home.

4 

Day 4 AM – Travel to Nsambya, Kampala for orientation at Bishop McCauley House, District 

Headquarters of the Congregation of Holy Cross. Talk by EXPERT on "Historical and 

Contemporary Roles of Religion in Education in Uganda and East Africa."

To begin immersion in Ugandan culture among 

those familiar with COLLEGE and to understand 

the particular role of religion in Ugandan 

education.

2 

PM – Visit commercial district in city center, including bookstore and craft shop; get initial 

exposure to possible sources of artifacts and teaching materials. Purchase books for Literacy 

Day events.

To observe urban life/economic activity in the 

capital city.

2 

Hold 2 hour Swahili language class To reinforce and build upon acquired language 

skills and begin using them in context.

2 

Opportunity for first blog post from travel group.

Lodging at Bishop McCauley House.

To initiate the outreach that will connect NEPA 

with Uganda.

4 

23
In Country Itinerary Sample (cont’d)

TRAVEL DAY ACTIVITY RATIONALE OBJECTIVE

Day 5 AM – Tour Montessori Education Center in Kampala and meet 

with administration. Observe classes and speak to teachers and 

students in focus groups over lunch.

To discover how and why a private school was founded and 

what enables it to continue to operate in the Ugandan 

context of low average incomes.

1, 3, 4

PM – Tour Makerere University and meet with faculty of 

Education.

To recognize the resources and educational program 

offerings of the largest university in Uganda.

1, 4

Lecture by EXPERT on “Economics and Education in Uganda.” To understand the socio- economic conditions relating to 

education in Uganda and receive an introduction to the 

country’s educational system.

2 

Use evening time to write personal reflections on the lecture 

and the first few days in Uganda.

To process new experiences and information. 2 

Day 6 AM – Meet with Ministry of Education official

about the Universal Primary Education (UPE) and

Universal Secondary Education (USE) programs.

To understand rationale for UPE and USE and the measures 

used to assess their effectiveness.

1 

PM – Travel to Seeta Secondary School, Mukono

Meet with headmaster and other administrators.

To discover how and why a private school was founded and 

what enables it to continue to operate in the Ugandan 

context of low average incomes.

1, 4

Observe classes and speak to teachers and students

in focus groups after school.

To observe pedagogical approaches employed in a private 

(for-profit) school setting.

3 

Use evening time for group discussion of the day’s

observations.

To begin processing observations in light of potential 

pedagogical adaptations.

3 

24
3. Follow-up Phase

 End of seminar evaluation

 Staff development (workshops and 

conferences)

 Curriculum or research projects and 

dissemination plans 

 Future outreach activities (collaboration, 

cooperation and networking)

25
Follow-Up Phase Sample

TIMETABLE ACTIVITY

 August 2015 Project participants will reconvene to reflect upon the in-country component of the project and to assess achievement 

of project objectives and effectiveness of program logistics

 Fall 2015

Pre-service teachers will implement their lesson plans in a formal teaching or after-school setting (specific locations 

listed here) 

 Fall 2015 Presentation at EXAMPLE conference

 Fall 2015 K-12 Administrators/Teachers will offer in-service sessions to faculty in their schools/districts.

 Fall 2015 US and Ugandan counterparts will discuss pedagogy and content via Facebook

 Fall 2015 K-12 Administrators/Teachers and Post-secondary faculty will develop a COLLEGE graduate course for Summer, 2015

 Fall 2015 EXAMPLE Gallery Exhibit featuring educational artifacts

Winter 2016 Artifact Exhibit travels to participating schools/districts for student/faculty/community education

January 2016 COLLEGE faculty participants will present findings at the COLLEGE Faculty Development Day

 April 2016 Participants will present papers at the COLLEGE Global Landscapes Conference

26
Financial Provisions

27 
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.

28
Selection Criteria

29 
Program Overview – Selection Criteria

1. Plan of Operation (20 points)

2. Quality of Key Personnel (10 points)

3. Budget and Cost Effectiveness (10 points)

4. Evaluation (20 points)

5. Adequacy of Resources (5 points)

6. Impact (15 points)

7. Relevance to Institutional Dev. (10 points)

8. Need for Overseas Experience (10 points)

TOTAL 100 points 

Short-Term Program Priorities 7 additional points

30
Selection Criteria

Plan of Operation (20 Points)

 Introduction

 Applicant profile

 Need for the project

 Selection of the country of study

 Objectives of the project

 Project Design

 Pre-departure preparation and orientation

 Overseas phase 

 Post seminar phase

 Dissemination (schedule of activities) 

31 
Selection Criteria

Plan of Operation (20 Points) (continued) 

 Management

 Major responsibilities (United States and host country)

 Recruitment and selection of participants

 (process/committee, selection criteria equal access, 

timetable and publicity)

32
Selection Criteria

Quality of Key Personnel (10 Points)

 Project Director

 Academic training, field experience in the host 

 country, administrative experience, language, curriculum

 Support staff, project consultant/committee

 Key personnel in the host country

 Project co-sponsors

 Time commitment to the project

33
Selection Criteria

Budget and Cost Effectiveness (10 Points)

Federal funds

 Allowable expenses in host country 

 No matching funds required, BUT...

 Reasonableness of costs

 Non-federal funds

 Applicant’s in-kind contribution

 Cost sharing by applicant

 Cost sharing by participants/institutions

 Cost sharing by private sector/others

34
Budget Example

35
Budget Example (continued)

36
Selection Criteria

 Evaluation Plan (20 points) 

 Clearly articulated goals

 Measurable objectives (Quantitative and/or qualitative )

 Collection of data to show progress

 Formal Evaluation (at each phase of the project)

 Informal Evaluation (mid-point debriefing, daily journal)

 External Project Evaluator

 Evaluation Instruments (appendices)

 Timetable

37
At applicant stage...propose goals, project-specific 

performance measures and activities...on Performance 

Measure Forms (PMF)

38
At grantee stage...at end of project...report on 

Project-Specific Measures...

39
...and on GPRA Measure...

GPA GPRA Measure 2: Percentage of GPA 

participants who disseminated information about or 

materials from their group project abroad through 

more than one outreach activity within six months 

of returning to their home institution. (Short-Term 

Projects only)

40
... and on GPRA Measure
Selection Criteria

Adequacy of Resources (5 points)

In the host country 

At the site of the applicant

42
Selection Criteria

Potential Impact (15 points)

Participating institutions 

(universities/colleges)

Participating public and private schools

American education

Current and future

Multiplier effect

Participating institutions 

(universities/colleges)

43
Selection Criteria

Relevance to Institutional Development (10 points)

Missions, goals and objectives of the 

applicant institution

 Missions, goals and objectives of public 

and private schools

44
Selection Criteria

Need for Overseas Experience (10 points)

 First hand knowledge and experience

 Meet and network with counterparts within 

United States and in host country

 Better understanding of the host country

 Why this particular group to this particular 

place?

45
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

46
Selection Process

47 
GPA Selection Process

United States 

Department of 

Education

Staff

Review

Panelists

United States 

Embassy

Fulbright

Commission

1. Screen applications (eligibility requirements)

2. Review of applications by panels of academic specialists

3. Review of panel comments and budgets by program officers

4. Review by United States embassies and Fulbright Commissions

5. Award recommendations made to Secretary of Education

6. Final approval of award recommendation from Fulbright 

Scholarship Board

48
Application Tips

49 
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

50
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 to think from a panelist 

perspective as to what you would 

be looking for; be clear and 

concise

51
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!

52
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”

53
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”

54
Program Contacts/Information

GPA Program Website

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

For further information contact: 

Gary Thomas 

Gary.Thomas@ed.gov 

55
Questions and Answers

56
What funds will the GPA 

program not provide for?

 U.S.-based salaries and fringe benefits

 U.S.-based activities such as pre-departure 

orientations and post-travel follow-up

The applicant may regard the above and other 

unallowable costs as part of the applicant matching 

contribution.

57
Is there a matching 

requirement? 

 No, there is no formal matching requirement for the 

GPA program. However, the United States 

Department of Education encourages cost sharing by 

the project participants and their affiliated 

institutions, school districts, or organizations to cover 

the expenses within the United States.

58
Are indirect costs 

allowed to be charged 

to a GPA grant?

 No. Indirect costs are not allowed to be 

charged to a GPA grant.

59
Are appendices 

allowed?

 Yes. However, an applicant must be mindful to 

submit only what is requested and what 

would be considered supporting 

documentation of the narrative.

60
If an applicant experiences technical 

difficulties or has questions regarding 

the Grants.gov system, whom does 

he/she contact for assistance?

 Grants.gov Support Desk: 

1-800-518-4726 or support@grants.gov

International callers: 606-545-5035 

61
Can we have a co-project 

director?

 IHEs may have a co-project director but for 

administrative purposes, we can only assign one person 

in the G5 system should your application ultimately 

receive funding.

 Should you decide to have a co-project director, this 

should be explained in detail in the project narrative as 

to why you wish to have a co-project director. In general, 

IHEs have just one project director. 

62
Can we view samples of 

previously funded successful 

projects? 

 Abstracts of successful applicants 

(Short and long term)

https://www2.ed.gov/programs/iegpsgpa/awards.html

63
Can staff at the overseas partner 

agency/institution be compensated for 

their work of planning and managing 

for the time the educators are in the 

host country?

 Yes, staff can be compensated, but it should be kept 

reasonable. Also, the grant funds from this program 

should not pay for full salaries for any position.

64
Can GPA projects visit 

travel-warning 

countries?

 Any GPA applications proposing travel to a country 

with a travel warning will be disqualified.

 List of travel alerts and warnings:

https://travel.state.gov/content/passports/en/alertswa

rnings.html

65
Are there restrictions on 

who can join a GPA 

project group?

 Yes. Spouses, other family members, and friends, 

who have not been selected to participate in GPA 

project are not permitted to join the group at any 

point during the program.

66
Can my institution 

submit more than one 

application?

 Because we are only able to fund a limited 

amount of applications, IHEs (institutions of 

higher education) can only submit one 

application.

67
 Thank You!

68